XVI. DIFFICULTY IN DEALING WITH RESTLESSNESS OF CHILDREN IN THE DISCIPLINE OF A SCHOOL.

It is essential to the true discipline of a School, that there be no leisure time in school hours for any other purpose than that of preparation in the appointed studies. Where this is the case, it requires but little supervision to keep the whole School in good order. The mind that is not kept active in study, will, from the natural restlessness of youth, be active in something foreign to the business of the School Room. It is the misfortune of many of our Schools to be made up of such heterogeneous materials as to baffle all attempts at regular classification, and the consequence is, that, before the long circuit of the recitations of numerous small classes is completed, each class has an interregnum of several hours, in which it may pursue its studies, or amusements, as the fancy takes it. It is quite as much the tedium of the scene as the love of mischief, that leads to disorder. It is of no use to increase the task assigned. Children cannot entertain themselves over a dry Text-Book for so long a period. Such a general condition of the School gives a dangerous power to those uneasy spirits who exhaust their ingenuity in stirring up others to annoy the Teacher.

XVII. GRAPHIC DESCRIPTION OF THE DIFFICULTIES OF TEACHERS IN MANY SCHOOLS.

Not a single recitation can be conducted properly when the Teacher has to direct his eye frequently to every part of the School Room to prevent anarchy. The Teacher and his class must be kept in sympathy both with the subject, and with each other. The diversion of the attention to answer questions from others,—to subdue a refractory pupil,-to shake the finger at one,—and to awe another into silence by a significant look, arrests the course of thought, chills the glowing feelings, and often destroys utterly the effect of a recitation. It is not difficult to picture to ourselves a Teacher hearing a reading lesson, for example, in the midst of such annoyances. Perhaps, the piece to be read is expressive of tenderness, or sublimity. While he is working upon the imagination of the class, and endeavouring to bring vividly before it the objects which impressed the mind of the author, another scene, strangely at variance with this, attracts the eyes of the class, to another part of the Room, and a few words of reproof from the Teacher are much more effectual in banishing the spirit of the piece from the minds of the class, than the spirit of discord from the School-Room. If the exercise is continued, the remaining part of it will be likely to be purely mechanical in its execution, and ludicrous in its effect. Though a skilful Teacher may be able to do much to mitigate these evils, they are inherent in the system, and cannot be avoided except by some such change as has been recommended.

If it should be discovered that, by a given improvement in machinery, a water power which now carries but a hundred spindles could be made to carry a thousand, every manufacturer in the Country would adopt the improvement. And yet, there are many Schools operating in a manner that wastes much time and money, where there is no natural obstacle in the way of a better system,” if the Teacher would be determined to adopt it.

XVIII. REMARKS IN REGARD TO THE IMPROVEMENT OF GRAMMAR SCHOOLS-SCHOOL LIBRARIES.

The remarks made in the last preceding section of this Report on the classification of Schools, suggest the necessity and importance of a change in the system of County Grammar Schools, or rather the necessity of forming and elevating these Schools into something like a system. In some instances, the Classical and Mathematical departments of them are doubtless conducted with ability, and they possess a high reputation; and so would Private Schools taught by the same individuals and established in the same places; nor do I desire to impugn, or undervalue, the character of the Grammar Schools generally. But, as at present established, they form no part of a General System of Public Instruction; and the manner in which public money is expended for their support, is unjust to the larger portion of the community; is, to a great extent, a waste in itself, and an injury to the Common Schools. It injures the Common Schools in the neighborhood of the Grammar Schools, as the elementary branches which are taught in the former are also taught in the latter. Thus are pupils, who ought to be learning the elements of Reading, Writing. Arithmetic, and Geography in the Common School, introduced into the Grammar School; and a Tescher who receives One Hundred pounds, (£100,) per annum as Teacher of a Classical School, is largely occupied in teaching the A, B, C of Common School instruction, to the injury of the Common School, and to the still greater injury of the real and proper objects of the Grammar School. It would be absurd to suppose that the £100 per annum, were granted towards the support of a Classical Master to teach the same things that are taught by the Common School Teacher, and that by aid of public money also. Making the Grammar School a rival of the Common Schools in its vicinity, is as incompatible with the proper office of a Grammar School, as it is prejudicial to the interests of the Common Schools. Pupils, who are learning the first elements of an English Education, are sent and admitted to the Grammar School because it is thought to be more respectable than the Common School, and especially when Grammar School fees are made comparatively high to gratify this feeling, and to place the Grammar School beyond the reach of the multitude. Thus does the Grammar School Fund operate to a great extent as a contribution to the rich, and in support of injurious distinctions in teaching and acquiring the elements of English Education, and not to the special encouragement of the study of the elementary Classics and Mathematics. Thus is the Common School injured in its position; and influences are withdrawn from it which ought to be exerted in its

behalf, and which are most important to give it the elevation and efficiency, which are requisite to enable it to secure the standing and fulfil the functions of the English College of the People. The Grammar School should be a connecting link between the Common Schools and the University; the Common Schools should be feeders of the Grammar Schools, as these should be feeders of the University. The Grammar School, instead of attempting to do the work of the humblest Common School, should be the first step of promotion from its highest classes. But this cannot be done, until the Grammar Schools are placed as much under the control of local authorities as are the Common Schools; until their appropriate field of labour is defined, and an effective responsibility and supervision instituted. Each Grammar School might be made the High School of the County and Town within which it is situated, and have its classes filled up from the highest classes of the Common Schools of such County and Town. The liberal provision made in aid of Grammar Schools would then be expended in unison with the provision made in aid of Common Schools,-would advance, instead of impairing the interests of Common Schools, would accomplish the real objects of the Grammar School Fund, and make the Grammar Schools, as well as the University and Common Schools, an integral part of the General System of Public Instruction for the Country.*

X. PROPOSED PROVISION FOR PUBLIC SCHOOL LIBRARIES.

2. My special attention has been devoted, a portion of the past year, to the important subject of providing public School Libraries, Maps, and every description of Apparatus for the use of Schools; but, as the arrangements for the accomplishment of these objects are not yet completed, I have not thought it advisable to refer to them at length in this Report. They will be completed in the course of the present year; and, when completed, I am persuaded that Upper Canada will have an advantage over every other Province or State in America in regard to the prices and facilities of procuring Text books, Maps, and Apparatus for the Schools, and comprehensive series for Libraries of the most instructive and entertaining popular reading books that issue from both the English and American press, for Public School Libraries.

3. The extracts from local Reports, † given in the Appendix evince how widely the question of Free Schools is engaging the attention of the public mind. There are, however, not wanting objections and objectors to the principle of Free Schools; but the former are as frivolous as the latter are misinformed, or selfish. I may notice the most common and most plausible of those objections: It is said that people do not value what they do not pay for, and, therefore, Free Schools are not the proper method of promoting the education of youth. In reply, it may be remarked, that people do pay for Free Schools, each man pays for them according to his prop erty, or means, and, therefore, has the impulse of paying for the support of the Schools towards the education of his children. As the discussion at large of the question of Free Schools will be found [on pages 73-81 of this Volume], I will merely add in this place, that the principle of Free Schools is based upon the first and most obvious principles of political economy,-human rights and civil obligations. In civil polity, no principle is more obvious and vital, than that the interests of the whole society are bin ing upon each individual member of it. It is a principle equally just and scarcely less important, as one, both of political economy and civil obligation, that each individual should contribute to the interests of the whole society according to the property which he has acquired, and which is protected in that society. It is, furthermore, an economical principle, palpable to every reflecting mind, that an interest which combines the support of all, according to ability, can be more easily sustained than if supported by a few, or a part, and without reference to ability. The principle of human rights involved in the question is as undeniable, as it is sacred. It is, that each child has a right to such an education as will fit him to be a good member of society, a right as important to society at large as to each individual member of it. The application of Free Schools is as simple as it is important. Is education an interest of society generally? If so, then each member of that society is bound to support it, according to his ability.

In each City, Town, and Incorporated Village, the establishment of Free Schools is at the discretion of a Board of Trustees, as the elected representatives of such City, Town, or Village, in school matters. In the Townships, where it is convenient for all the inhabitants of a School Section to assemble in one place, and which they are required to do so, for the election of their Trustees, the manner of supporting the School, either as a Free School, or as a Rate-Bill School, is determined at an Annual, or Special, Meeting of the Freeholders and Householders in each School Section; though the amount required for that purpose is determined by the Trustees. But, it should be remembered by those who wish to support their School by a Rate on the property of all, that they should, as a corresponding and imperative obligation, make the School fit for the children of all, by employing a Teacher duly qualified, and having a School House with sufficient accommodations and properly furnished. The character of a Free School should be as elevated as its foundations are broad.

* On pages 21-23 of this Volume the Draft of a Grammar School Bill will be found. It was thought best to postpone its consideration until the next year, or until 1853.

+ See note in regard to these Reports of Local Superintendents, on page 165 of this Chapter

NOTE.-The Returns in the foregoing Table, up to the year 1874, are not very complete ; but since that period they have been sufficiently so to establish a data by which to compare our yearly progressive Educational Matters. The Returns are now pretty extensive, and embraces all Institutions of Learning from the Common School up to the University; but hitherto the sources of information regarding the latter class of Institutions have been rather private than official. It is to be hoped, however, that future years will witness more complete and accurate information on the subject of information generally in Upper Canada; and that the Annual Report will present, in one comprehensive tabular view, the actual state and progress of all our Educational Institutions-Public, Private, and Collegiate.

I have only to observe, in conclusion, that if the history of the past is an index to the progress of the future, we have much to animate our hopes and encourage our exertions. The novitiate of doubt, distrust, speculation, crude experiment and legislative change has been past; a broad foundation has been laid; indifference has yielded to inquiry; party hostility has dissolved into co-operative unity; the School Master is becoming a respectable and respected man; the School has become a leading interest; the resources for its support from local voluntary taxation have been doubled; the number of its pupils has more than doubled; the public voice has inscribed "Free to All" over more than two hundred and fifty of its entrances; the Representative of Sovereignty, (Lord Elgin), has invested it with the interest of sympathy, and given it the impulse of a more than Royal eloquence; while the Members of both Branches of the Legislature, by their municificent Grant for Normal and Model Schools, have, in a manner unprecendented, pledged to the Schools educated Teachers, and to Teachers their sympathy and support. the slow and difficult work of developing a Country's intellect and training a Country's Heart, an auspicious commencement has been made. But it is only a commencement. One hundred thousand, (100,000,) children are yet to be brought into our Schools; a fact that cannot be contemplated without great pain, and ought to rouse to sleepless activity. The hundred and fifty thousand (150,000) children that have already entered our Schools are but imperfectly instructed; and attractive reading should be provided for them in local libraries, after they leave the School. What has been accomplished within a few years past, shows that Upper Canada need be behind no Country in America within a few years to come. The spirit of a quaint but forcible adage, with the Divine blessing, will accomplish the whole -"A long pull, a strong pull, and a pull all together."

EDUCATION OFFICE, TORONTO, 1850, 1851.

EGERTON RYERSON.

In

CHAPTER XIV.

EXPLANATORY STATEMENTS AND PAPERS BY THE CHIEF SUPERINTENDENT, IN REGARD TO THE SCHOOL ACT OF 1850.

Soon after the passage of the comprehensive School Act of 1850, a number of Letters were addressed to the Chief Superintendent of Education asking for information as to greatly increased powers of School Trustees and Municipal Councils under its provisions.

While this information was given in reply to Letters received, yet the Chief Superintendent felt, that a fuller exposition of the principles and provisions of the New School Act was desirable.

He therefore prepared a series of explanatory Articles on the subject, of which were printed at the time in the official organ of the Department,—the most important of which I have inserted in the following order:—

I. MAIN FEATURES AND CHARACTERISTICS OF THE NEW SCHOOL ACT OF 1850. As to the characteristics of the new School Act of 1850 I remark, that, while it is based upon the same great principles of co-operation between the Legislature and Government, and the local Municipalities throughout the Province, and of general supervision of the Schools, as have existed since 1843, it provides for the important improvements suggested by experience, in the several parts and details of school law.

1. The School Act of 1850 arranges under distinct heads, and specifies in the plainest language, the duties of the several parties, who have to do with the administration of the School System; an arrangement and classification wich were entirely lost sight of in the (Cameron) School Bill of last year, (1849.)

2. The Act also provides, by a simple, cheap and equitable mode for settling at least ninetenths of the most perplexing local difficulties, which have arisen in years past, (and for which no provision existed in the Bill of last year, or in any preceeding School Act,) relating to the Sites of School-Houses, accounting for the expenditures of school-moneys in School-Sections, adjusting financial disputes between Trustees and Teachers; thus saving the trouble attending appeals on such matters either to the Chief Superintendent of Education, or to the Municipal Councils,— the Members of which are paid by the day, and many days of whose time, in successive Sessions of the Councils, have been spent in the investigation of such matters, attended by more, or less, of the parties concerned, during the whole of the proceedings.

3. The Act of 1850 further secures to the freeholders and householders in each School Section the right and the power, without any external interference whatever, of supporting their School in their own way,-whether by voluntary Subscription, Rate-Bills for pupils, or Assessment according to Property; a right and power which were but partially possessed under the School Act of 1846, and which were materially abridged, to the great embarassment of Trustees, by the (Cameron) Bill of last year.

4. The New Act also protects the ratepayers of the School Sections against changes in their boundaries without their own consent; and it secures to them the right of disposing of their own School Property, when expedient, and of fairly and properly applying the proceeds of it;—a right which was never before enjoyed by School Sections and parties contributing to purchase School-Sites and the building of School-Houses.

5. The Act in addition, makes more effectual provision than has hitherts been made, for calling and conducting of Schools Meetings for all purposes, and at all times, as required by the interests of Schools; and gives to Trustees, means and facilities for procuring proper Text-Books, Maps and Apparatus, and for sustaining their School financially, not conferred by any preceding School Act.

6. The Act also provides for a more effective system than has yet been provided, for the examination and licensing of School Teachers, the inspection of the Schools, and for annual School Lectures, relieving Local Superintendents of the responsibility and trouble of keeping accounts of School moneys, and providing for the appointment of these Superintendents and their remuneration in a manner calculated to secure the best and most experienced men in each County for School Superintendents; and thus increasing the efficiency of the department of local inspection, which is regarded in all School educating Countries as a most vital part of an effective System of Public Instruction.

7. The Act further provides a protection and security to the just rights and interests of School Teachers, not heretofore extended to them; while it also provides corresponding means to enable Trustees to perform their duties and fulfil their engagements to Teachers.

8. The Act, more effectually than heretofore provides for supplying all the Schools with proper Text-Books; and makes provisions also for the establishment, maintenance and management of School Libraries,—a matter of the utmost importance to the whole Country. It again authorizes the visitation of the schools by the Clergy generally, and other official persons, whose gratuitous visits and attention to the interests of the Schools, for two, or three, years, (in consequence of the provisions of the law of 1846,) exceeded the expectations of the most sangine friends of education, and proved most beneficial in elevating and advancing it in popular estimation.

10. The Act also makes better provison, than has heretofore been made, against the loss, perversion and diminution of any part of the Common School Fund, with a sufficient provision, at the same time, for the exigencies of any new, or poor, School Sections in any County.

11. It also provides for a co-ordinate, but distinct and complete System of Schools, adopted to the circumstances of Cities, Towns and Incorporated Villages.

12. While the new Act provides for these improvements in the difierent parts and branches of our School System, it carefully guards, in the mode of introducing these improvements, against any derangement, or confusion, in our present school operations.

II. POWERS AND RESPONSIBILITIES OF SCHOOL TRUSTEES IN UPPER CANADA, UNDER THE SCHOOL ACT OF 1850.

As considerable correspondence has taken place in the Department of Public Instruction respecting the authority of School Trustees, especially in Cities, Towns and Incorporated Villages, and as the discussion of the question has been introduced into some of the newspapers, I deem it