PART III. CRITICISMS ON THE SCHOOL LAW AND SUGGESTIONS FROM PRIVATE PARTIES.

In addition to the Circulars sent out by the Honourable Francis Hincks,-who, on behalf of the Government,-had charge of the School legislation of 1850-to various Local Superintendents and Teachers, he also sent them to a number of Ministers and Laymen, who had shown an interest in our Schools and System of Education. From these parties he received the following replies:

I. MR. JAMES COYNE, ST. THOMAS, UPPER CANADA;-CONTROL OF TEXT BOOKS-GRANTING TEACHERS' CERTIFICATES.

I am decidedly of opinion, that the control over School Text Books, should be vested in the Central Board of Education, at Toronto, as no other system can produce uniformity, which is very desirable;-in this view, most of the intelligent Trustees and Teachers appear to coincide with me.

I object to the system of granting Certificates of Qualification to Teachers under the recent (Cameron) School Act of 1849;-that all District Councillors, Magistrates and Clergymen should be invested with that power, appeared to me preposterous, or why they should possess exclusive privileges to dictate as School Visitors, I cannot understand.*

I disapprove of the system under the new Act of 1849 of employing Township Superintendents of Education. I have never seen much benefit that the Schools derived from the Township or County Superintendents.

II. MR. GORDON BUCHANAN, TOWNSHIP OF COLCHESTER.

I have consulted with the most intelligent persons in this Township, and they all agree with me that County Boards of Education are preferable to a Central Board of Education at Toronto. One of them that I have consulted on the subject is a School Teacher, a man of experience and superior education, who had taught for several years what was formerly called the High School at Toronto, and I, herewith, transcribe what he says on the matter:

"With respect to the control over the School Text Books, I do not see what advantage can arise from vesting the same in a Central Board of any kind. The very fact of any system of Books being dictatorially thrust upon the people of this free Country would naturally render them unpopular. I consider this would be still more decidely the case with the system of Books which it is contemplated to introduce, videlicet: the Irish National School System, which in many respects is quite unfit for this Country. A system of School Text Books for Canada ought to be compiled by a person, or persons, well acquainted both with the peculiar state of society here, and also with the great natural features and scenery of this Country."+

My own opinion of the New (Cameron) School Act of 1849 is, that it is, in many respects, decidely an improvement on the old one of 1846, and, although, I am well aware that much inconvenience will arise from constantly altering and amending the Common School Acts, and of the impossibility of any Legislator passing a Bill that will be satisfactory to everybody.

As it appears from your Circular, that it is probable that certain amendments to the present School Act will be submitted to Parliament at its next Session, I would take the liberty to suggest that more restrictive measures be adopted with reference to the return of pupils taught in the several School Sections. The most common mode of contract with Teachers is, that they shall be authorized to receive such and such monthly fees from the parents of the pupils, and the whole of the Public School money, whatever the amount may be. Thus, in a majority of cases, the Teacher must be strongly tempted to make a false return, and although a fine is provided in such cases, that check would be found inoperative from the fact, that none but the Teacher can possibly be cognizant of the aggregate attendance of the year. The only check would appear to me to be a clause making it imperative on the Township Superintendent to administer an oath to the Teacher as to the correctness of his report on that point.‡

I consider, too, that the Township Superintendent ought to be empowered to grant Certificates of Qualification to Teachers, subject to be cancelled, or confirmed, by the County Boards, on the appeal of School Trustees.

The School Act of 1849 contained no such provisions as are here indicated. The law of 1846 authorized School Visitors to give “advice to Teachers and pupils" under certain Regulations; but such advice did not authorize dictation in any sense. In these early days "advice" was very desirable.

+ Experience proved that this opinion here suggested, was not well founded. The Irish National School Text Books. recommended by the Provincial Board of Education, were very popular, after they were introduced into the Schools. See Note on this subject, on page 60.

The office of Chief Superintendent of Education, if not found advisable to be entirely depensed with, (as I think it might be,) ought to be conducted with the strictest rules of economy.

III. MR. FREDERIC DRESSER, VITTORIA, COUNTY OF NORFOLK.-SCHOOL TEXT Books.

I am looking to the Normal School to confer very important advantages, on the Country, in an educational point of view; and I am decidedly of opinion that the control of the School Text Books, should be in the hands of the Central Board of Education, at Toronto. It would not only secure uniformity throughout the country, which is very desirable, but uniformity will be much better attended to, than if the choice of School Books were left in the hands of County Boards. As far as my knowledge extends, I believe, I express the views of many others, as well as my own, that the present (Cameron) School law, of 1849, is unworkable, and requires to be replaced by one clear in its provisions, that can be carried out by the ignorant, as well as the learned.

IV. MR. CHRISTOPHER GOODWIN, WOODSTOCK.-COUNTY SUPERINTENDENTS.-CENTRAL BOARD SHOULD CONTROL TEXT BOOKS.

My decided opinion is that one competent County Superintendent would be much more beneficial to the community of each County, than for a Superintendent for each Township; that his duties be as formerly, except paying out moneys; that he should give orders to the Teachers upon the District Treasurer, who ought to receive the Government Grant and Municipal equivalent to that grant for Schools in his District; that the Superintendent should deliver a Lecture in each School Section at the time of visiting the same once a year.

I should strenuously recommend the adoption of one Central Board of Education at Toronto, as formerly.

I think it should be made imperative with every Township Council, when applied to by a majority of the Trustees of any School Section, who wish to make a Free School, to raise the amount necessary, by a tax upon the rateable property in such School Section for the Teacher's salary. I should recommend also, that Teachers' Institutes be established in every District, and encouraged by Government, and some provision, if pɔssible, made for Cɔmmon School Libraries throughout the Province.*

V. MR. E. BINGHAM, GLANFORD.-THE ACT OF 1846 PREFERABLE TO THAT OF 1849.-COUNTY SUPERINTENDENT PREFERRED TO TOWNSHIP ONES.

I beg to inform you that the sentiments of a large number of intelligent friends are in accordance with my own views of the practical working of the School Law. Those that I have conversed with are unanimous in their opinion that the School Act of 1846 is, most decidedly, to be preferred to that the (Cameron) one of 1849. It is the very general opinion in this section of the Province that, if Parliament should revive the late School Act, and substitute it for the present one, with some trifling amendments, it would give that satisfaction to the public, so anxiously looked for.

One very objectionable feature in the (Cameron) Act of 1849 is the denuding the Central Board of Education of the power of choosing School Text Books and substituting Country Boards with these powers in its place. It is obvious to every intelligent person that a multiplicity of Boards, even if they are appointed by the Governor, will be diversified in their opinions. Not only so, but that conflicting Rules and Regulations, with a variety of School Books must inevitably be the result, and directly, or remotely, very seriously operate in retarding the Normal School system, and prevent its efficiency.

I will here make a passing remark with respect to Superintendents of Common Schools, and give it as my opinion-and I am not singular-that County Superintendents are calculated to awaken an ambition and enterprise in Common Schools that cannot be expected from a system of Township Superintendency.

The School Act of 1846, as I have observed, requires some amendments, and I would submit that the Sections of that Act which make provision for Separate Schools should, I think, he repealed. The effects that have resulted from attempts to establish Separate Schools have not met the expectations of the most sanguine advocates of the system, so provision should be made that, at any time, the inhabitants of any County, Township, or School Section, may petition the Council for a free School, or Schools, as the case may be.

VI. MR. CHRISTOPHER MCALPIN, CROWLAND.-SCHOOL ACT OF 1846 PREFERRED TO THAT OF 1849.

I have cause to believe, that the people generally regret the passage of the New (Cameron) School Act of 1849, and that they feel convinced that the permanent continuance of the late School Act of 1846, (with such occasional amendments, as time and experience may here suggest), would be, infinitely more conducive to the interests of education than this new School Act can possibly be.

I beg to submit some of the arguments on which I wish to know your opinion: First-Though I admit, that the best Educational Bill, that can be framed, may meet some opposition, still, I confidently believe, that the late School Act of 1846, has been on the tide of successful experiment and that, the more the people became acquainted with its provisions and forms, the more they became reconciled to, and satisfied with its operations.

*All of the things here proposed have been fully provided for in the School Act of 1850.

Secondly-Since the machinery of a School Act necessarily requires sometime for the people to gain that intimate acquaintance, with its provisions and forms necessary to carry it into successful operation, then it is painful to find it suddenly repealed. It appears to me, that the financial arrangement under the late Act, of 1846, in regard to the duties and functions of District Superintendents, is the most judicious, that can be devised, also the power of examining Teachers and granting Certificates of Qualification, is much better vested in the hands of one good man.

Thirdly:-Under the School Act of 1846, most properly, no Teachers were eligible to obtain Certificates of Qualification, but British Subjects; this stands repealed under the New (Cameron) School Act of 1849-This I lament, for the following cogent reasons:-The Province has been at the expense of about Fifteen Hundred pounds, (£1,500,) per annum, to support a Normal and a Model School, and nobly too, for the purpose of presenting inducements to the youth of our Country to become efficient Teachers, under the very just and reasonable expectations, of obtaining for their future services, liberal wages and permanent employment and what, as a consequence, of the New (Cameron) School Act, will be so mortifying to our youth, is the fact, that, after Legislative encouragement and protection, had been held out to them, during a brief season, by the School Act of 1846, that it has been suddently snatched from them by the New (Cameron) School Act, of 1849.

It is a well known fact, that previous to the passage of the late School Act, of 1846, American Teachers flocked into this District, and many of them taught School for eight, or ten, dollars a month. It will be equally certain that the hundreds of Canadian youth, who had been stimulated to landable exertions in the pursuit of science, under the late Act, will at once become discouraged under the New Act, because they will find, that they cannot afford to toil through years of application and expense, in order to become intinately acquainted with various and increasing branches, required to be taught in Common Schools, and then get no more remuneration than the common labourer. I beg of you, and your friends to reflect on these facts. It is the effects of measures upon our own Country, that we ought to look to, and justly calculate upon. My only object or wish, is to raise the moral, literary and intellectual standard of the youth of our tine Province.

VII. MR. RICHARD GRAHAM, FORT ERIE.-COUNTY SUPERINTENDENTS PREFERED TO TOWNSHIP ONES THE ACT OF 1849 NOT AN IMPROVEMENT.

Having paid some attention to the working of the Malcolm Cameron Common School Law of last year, and having also some experience in the working of all School Laws, we ever had in Canada, I may be permitted to give you my opinion on this matter, or on some of the points suggested in your Circular of the 9th ultimo. The necessary amendments of the Law, to make it work with the New Municipal Institutions, were expected, but the sweeping revision that took place last year, was an injury,—at least it was not bettered; in the first place, the abolition of County Superintendents and the substitution of Township Superintendents will not be any improvement; I am satisfied that a County Superintendent is a necessary office; and, by many, it is still thought that a Township Superintendent is necessary also; but I cannot see any convenience from that other than that the Teachers may receive their money more readily. In no case should Township, Superintendents be authorized to grant Certificates of Qualification to Teachers; this power should be vested in the County Board alone. The County Superintendent, being on the spot, can correct and condense the Trustees Reports and being the disbursee of the School fund, will be able to check fraud, practised to obtain the same much more readily, than the County Clerk, or any other Officer, who may have other prescribed duties.

You ask whether the control over School Books should be vested in County Boards of Education, or in the Central Board of Education at Toronto: I cannot see any harm in placing the control in such a Board, but I may ask, what is the utility of such a local Body? what will they have to do, that a County Superintendent may not as well do?

To establish a sound basis of Elementary Education is, or should be, one of the first duties of the State, and, as uniformity in everything, except politics, is desirable in producing improvement, so I should think that plan the best, that would produce the greatest possible uniformity in the instruction of the youth of this Province, and as the system adopted in the Normal School, is unquestionably the best in the hands of a skilful Teacher; I certainly do think, it would be better, to place the control of School Text Books in a Central Board, who might have wisdom enough to recommend their views in a mild way, rather than to command. I became convinced, last year, of the superiority of the system recommended by the Normal School Training and set to work to obtain a trained Teacher, in the Section, where I live, and now, I am happy to say, there are four of the Normal School trained Teachers, in this Town,-Bertie Township having full Schools and, in every one the Books recomended by the Central Board, are used, and, I may add, by one-half of the Schools in the Township also.

*

The views of the Chief Superintendent regarding Free Schools, which, by the way, the Journal of Education has materially helped to diffuse, where views on these subjects were most wanted, Trustees and others will soon become convinced that it is the soundest method of sustaining schools throughout the Land; but, very likely, some years must pass before it will prevail, or before it will be necessary for Legislative enactment.†

*The Chief Superintendent's Address on Free Schools, to which Mr. Graham here refers, will be found on pages 73-81 of this Volume.

+ Free Schools were not made part of the Law of the land, until 1871.

However, we here have commenced, and three Schools in this Township are, or will be, supported by tax on property, during the present year. There is only one objection to placing the power of control of School Text Books in a Central Board, that is, it may give, which is now the case, a monopoly of furnishing School Books, to some particular Publisher, who will produce a very inferior article, particularly in the binding, but for this, there is no Legislative remedy.*

VIII. THE REVEREND EPHRAIM B. HARPER.-CENTRAL BOARD CONTROL OF TEXT BOOKS PREFERRED.

You ask "whether the control over School Text Books should be vested in County Boards of Education, or in the Central Board of Education at Toronto?"

Upon this point I would say that it is my deliberate conviction, that to "produce that uniformity in the System which is so very desirable, and without which the Normal School system cannot be efficiently carried out," the control of Text Books, to be used in Schools, should, with certain limitations and restrictions, be placed in the hands of the Central Board at Toronto.

I would add, that I think the Board at Toronto should have the power to require the use of such Text Books in the various departments of secular learning as they shall judge best; and, as I believe that the knowlege of God, as revealed in the Holy Scriptures, should form a part of Education, I would beg farther to suggest the propriety of the Central Board at Toronto, enjoining the use of the Holy Scriptures in all Schools, except where the parents of the children attending disapprove of the

same.

The vesting of the control of School Books in the County Boards of Education, would, perhaps, be a more popular measure, but would not, I think, be as productive of benefit to the uniformity and efficiency of Common School Education.

IX. THE REVERENED WILLIAM MCCULLOUGH, PICTON-COUNTY SUPERINTENDENTS PREFERRED.CENTRAL BOARD TO HAVE CONTROL OF SCHOOL BOOKS.

I am happy to find that the Government take such a deep interest in the important subject of Common School Education. And I do sincerly hope that the "Bill" now under consideration will be so simple that all will understand it.

With regard to the points of inquiry in your Communication, my own mind has been made up for some time. But, in compliance with your suggestion, I have conversed with experienced School Teachers, respectable and intelligent Trustees, and many leading persons in this County, and especially with one, who, for many years, was a member of the Provincial Parliament, and they are all of opinion that, in order to secure uniformity in the practical operation of the School System, it is essential to give the direction and control of School Text Books to the Central Board of Education at Toronto.

I beg further to state that I am decidely in favour of a County Superintendent. He should be required to visit each School Section at least four times in the year. I would leave the appointment of County Superintendent with the Government, and would have them amenable to the Government alone.

There is no necessity for Township Superintendents. They are appointed for the most part without any regard to qualification, and many of them are incapable of examining School Teachers.

I would respectively suggest the propriety of appointing Ministers of the Gospel as School Visitors. The peculiar economy of the Wesleyan Church gives Wesleyan Ministers a favourable opportunity of visiting Schools without sacrifice of time, or personal inconvenience.†

The School Tax is unpopular; but it is important and should be continued. I do not see that any important change can be effected in the appointment of Trustees, or their time of serving. I would only say, give them as much power as you can, consistently with the prejudices of the people. PART IV. PROCEEDINGS OF VARIOUS COUNTY COUNCILS, IN REGARD TO EDUCATION, AND THE PROPOSED SCHOOL BILL OF 1850.

1. THE UNITED COUNTIES OF WENTWORTH AND HALTON.

Resolved, That a Memorial from this Council be presented to His Excellency the Governor General, and to the two branches of the Legislature, setting forth the propriety of merging the office of Chief Superintendent of Education in some Government Department, since thereby a considerable saving would be effected to the fund set apart for Educational purposes.‡

II. THE MUNICIPAL COUNCIL OF THE COUNTY OF YORK.

The Standing Committee on Education desire to report that the only matters relating to Education placed by the Municipal and School Acts under the control of the County Council refer to raising an equivalent to the Government School Grant, and to routine duties to be performed by the County Officers.

* This question of "monopoly," in regard to School Text Books, has always been a most difficult one to deal with.

+ See what is said on this matter by the Reverend John Climie on page - of this Chapter.

: See Petition on this subject on page one of this Volume.

In regard to the subject of assessing the County for the erection of Grammar Schools, referred to this Committee, it appears that the expense of erecting two of these School Houses have been defrayed by voluntary contribution and it would hardly be just to make the erection of the third one chargeable upon the funds of the County; at the same time it is also worthy of remark, that the condition, attached by the sale of School Lands Act of 1844, 4th and 5th Victoria, Chapter 19, requires the inhabitants of the locality, where a Grammar School may be established to provide a suitable School House.*

(NOTE. On the passing of the School Act of 1850, the County Council passed a By-law, dividing the County of York into School Circuits, as provided by that Act)

III. THE MUNICIPAL COUNCIL OF THE COUNTY OF NORTHUMBERLAND.

The Special Committee appointed to Report upon the new School Bill now in progress of passing into a law, beg leave to Report, that, from the attention which they have been able to bestow during the time in which they have had the Bill under their consideration, they are unable to specify more particularly the alterations which occurred to them as being desirable.

The great objection to the Bill is, in the opinion of your Committee, the unlimited power which some Sections of the Bill will place in the hands of the Chief Superintendent of Education. The Committee feel great diffidence in offering suggestions upon other parts of so important a Measure ; but, upon the recommendation to circumscribe the power of the Chief Superintendent, as far as would be consistent with the efficient performance of the duties of so important an office, your Committee are of opinion that no diversity of opinion can exist.

Your Committee beg to refer more particularly to the words in the fourth line of the 31st Section of the proposed Bill included within a parenthesis as follow: ("unless otherwise instructed by the Chief Superintendent of Schools,") and bearing particularly upon the opinion above referred to, these words are highly objectionable, as leaving the local Superintendent too much under controul and domination of the Chief Superintendent of Education with reference to the disposal of the School monies provided for in that 31st Section of the Bill.

The proposed alterations, as regards the distribution of School money through the Treasurers and Sub-Treasures and others are not desirable, the present mode, of keeping and disbursing the same being in every way preferable, inasmuch as it passes through the fewer hands, and is consequently more free from deductions, or percentage.

Your Committee are also of opinion that the appointment of Local Superintendent should be left with the several Local Township Municipalities as at present, and that the Township Councils should be invested with power to select Sites for School Houses in their respective municipalities, under provisions similar to those connected with establishing wards, as touching the rights of parties from whom such property may have been taken, or required. (Approved by the Council)

PART V. THE CHIEF SUPERINTENDENT OF EDUCATION TO THE INSPECTOR

GENERAL.

In addition to the information desired by the Inspector General from Local Superintendents and others interested in Common School legislation, he requested the Chief Superintendent to furnish him with particulars as to the nature and provisions for imparting Religious Instruction in the Schools. This Doctor Ryerson did, and furnished him with the desired information in the following Letter:

According to your wish, I herewith enclose you copy of the Minutes of the Provincial Board of Education, providing for Religious Instruction and attendance upon Public Worship of the Student-Teachers in the Normal School.+

I also enclose you a collection of the Annual Reports of the Irish National Board of Education, containing the Regulations of that Board in respect to Religious Instruction both for the Normal School Students, and in the Rural National Schools. (See paragraphs as marked.)‡

I likewise enclose you a copy of our own printed Forms and Regulations for Common Schools, from which you will see the provision I have made in respect to Religious Instruction, and other matters in Canadian Schools, upon the principles of the Irish National System. §

*This Act was passed in 1841, and will be found on pages 55, 56 of the Fourth Volume of this Documentary History. It provides for the distribution of the proceeds of the School Lands to the Several Districts in Upper Canada for the erection and support of Grammar Schools.

This informatiou is fully given in a subsequent Chapter of this Volume.

This information is given on pages 155, 156 of the Sixth Volume of this Documentary History. See also pages 147-155. It is given in detail in an elaborate Report on "Religious Instruction in the Public Schools of Ontario," which I prepared for the Provincial Government in 1882. In that Report the question of Religious Instruction in New England and in the Irish National Schools is fully discussed and exemplified. See also the Chief Superintendent's Annual Report for 1857.

These Forms and Regulations applicable to the Common Schools are given in a subsequent Chapter of this volume.