It is certainly within bounds to say, that there were six times as many questions put and answers given, in the same space of time, as I ever heard put and given in any School in our own Country.

"Nor is this all. The Teacher does not stand immovably fixed to one spot

nor

are the bodies of the pupils mere blocks, resting motionless in their seats, or lolling from side to side, as though life were deserting them.

"While attending to the recitation of one pupil, a Teacher's mind would constantly be called off to attend to the studies and conduct of others. For this, very few Teachers amongst us, have the requisite capacity; and hence, the idleness and the disorder that reign in so many of our Schools,—except in cases where the debasing motive was fear".

It was but natural and right that, with so keen and experienced an Educationist, who had but lately, just the year before, gone over the same field, Doctor Ryerson should "compare notes with Mr. Mann," and fortify his opinions and conclusions by quoting, as he has largely done, in the preceding Report, those of the Honourable Horace Mann, (in his "Seventh Report", which he had sent to the Chief Superintendent), on the Schools of England and of the Continent of Europe. Mr. Mann's Report, it should be remarked, was reprinted in England at the time, and deservedly attained the rank of an Educational authority.

Dr. Ryerson acknowledged the courtesy of Mr. Mann in the following Letter, dated the 23rd of December, 1846

66

I have to acknowledge the receipt of a valuable School Report,-your Seventh," which you were so good as to send to me, and for which I must cordially thank you.

I take the liberty to enclose to you, herewith, my own "Report on a System of Public Elementary Instruction for Upper Canada," and several other papers, relating to the Common Schools of Upper Canada.

You will perceive, from my Report how largely I have availed myself of your observations on European Schools, and how fully I concur with you in opinion, as to the merits of the Government authorized methods of teaching.

I shall have pleasure in transmitting to you further Reports and Documents on Common Schools in Upper Canada. I shall, at the same time, feel extremely obliged to you for any Reports, or other Papers on Education, in your State, which may be at your disposal.

TORONTO, 23rd of December, 1846.

EGERTON RYERSON.

THE HONOURABLE HORACE MANN, OF MASSACHUSETTS,

1796-1859.

Those who have visited the State House in Boston will have noticed on the eminence rising up from the Street, a fine bronze Statue, which the Legislature of Massachusetts has erected to the memory of Horace Mann, and to commemorate the great services which he had rendered to his native State, in the matter of Elucation.

Horace Mann was born in Massachusetts, in May, 1796, and died at Yellow Springs, Ohio, in September, 1859, aged 63 years. He was educated at Brown University, and was afterwards called to the Bar, and practiced in Massachusetts, until, in 1837, when he was appointed Secretary to the Board of Education of that State. He was Senator in Congress for Massachusetts, from 1836,—when

he succeeded John Quincy Adams,—until 1848. In 1949, he retired from the post of Secretary of the State Board, and devoted his time largely to public lecturing on various topics.

In 1853, he became President of the Antioch College, Ohio. The Reports which he published, as Secretary to the State Board of Education, were twelve in all,-1837-1849. These Reports were regarded as most valuable contributions to the Educational literature of the United States.

"PRUSSIAN DESPOTISM," AND THE SCHOOL SYSTEM OF UPPER CANADA.

Towards the close of the year 1846, and the beginning of 1847, when a revised and popular edition was published of the "Report on a System of Public Elementary Instruction for Upper Canada," by the Chief Superintendent of Education, an agitation was commenced in the Province against what was declared to be the "Prussian Despotism" features of the proposed School System of Upper Canada. It was based upon the commendation which Doctor Ryerson, in common with the Honourable Horace Mann, had given to the comprehensive, and somewhat elaborate, System of Education then in operation in the Kingdom of Prussia.

There were indications, in discussions, to which this agitation gave rise, that, although this was the first well developed and persistent movement in opposition to the projected scheme of Popular Education for Upper Canada, it would, (as events proved) by no means be the last. This Doctor Ryerson, as an experienced controversationalist at once perceived. He, therefore, prepared a reply to the double attack, on the "Prussian Despotism" which appeared in the British Colonist and The Banner newspapers.

It is not necessary to go into detail, but I shall give, in order, the substance of the two replies which the Chief Superintendent prepared on the subject. The first reply was addressed to the Editor of the British Colonist. The chief points of which were as follows:

:

1. REPLY TO THE EDITOR OF THE BRITISH COLONIST NEWSPEPER, Toronto.

In the British Colonist of this day. (19th January, 1847),) I observe in your Editorial on "Prussian Schools," several kind defensive references to myself; but one part of your statement conveying rather an erroneous impression, I beg permission to explain the circumstances to which it refers.

Your remarks convey the impression that the late lamented Governor-General, Lord Metcalfe, officially deputed me to visit Germany and other Countries of Europe, for the purpose of Educational inquiry and observation.

I did not visit Europe in any official capacity. I obtained leave of absence for a year, and, afterwards, an extension of it for three months longer,-upon the condition and assurance that I would provide for the discharge of my duties during my absence, and make my tour without any charge, or expense, upon the Public Funds, and present the results of my observation in a Report, on my return to Canada.

With respect to that Report, permit me to remark that it does not profess to be an "historical" one. I have alluded to foreign authorities and systems, in illustration of my views and recommendations in regard to Upper Canada,—Intending, should leisure permit, and occa

sion suggest, to give an historical view of the Educational systems of such countries as Holland, France, and Belgium, which are extremely interesting, but very little known, especially that of France.

.

I have understood that some provincial Editors and others have been pleased to confer upon me the authorship the series of profound articles which have appeared in the Colonist on "the German Theory of Education. I have not noticed these references in regard to myself; but I may here state, as you have already instanced, that I am not the Author, in any shape, or form, of one sentence of the erudite articles referred to on "the German Theory of Educa ion." There is, however, one point on which I desire to offer a remark, I think there is no connection, whatever, between "the German Theory of Education, and the Rationalism of German Neologists. There is only one theory of German Education, but there are two theories of German Theology, -both theories represented in Works of unsurpassed learning and critical acumen the pure bright light of spiritual christianity, the latter subversive of the whole fabric of Redemption, and destructive of the Christian Revelation itself. The better the system of Education, in connexion with such a system of Theology, as that of the German Neologists, the greater the evil to any people; but the German system of Education in connexion with such Theology as is exhibited in the Works of John, Hengsturberg Tholuck and Neander, is a source of unspeakable blessedness to Germany. See pages 156, 157 of this Volume.

But, my own opinions and intentions, in regard to a System of Public Instruction for Upper Canada, are fully expressed in my Report on that subject, in my Circulars to District Councils and Superintendents, and in the recently printed Forms and Regulations for the better organization and Government of Common Schools in Upper Canada. In the 6th Section of the 6th Chapter of these Forms and Regulations; and, in the 31st Section of the Common School Act of 1846, the religious instruction of youth, in Schools, is placed under the absolnte sovereignty of their Parents and Guardians.* These facts are my reply to those who declaim about introducing any pecul ar system of German Theology or Prussian Despotism into the Schools of Upper Canada.

2. REPLY TO THE EDITOR OF THE BANNER NEWSPAPER, TORONTO.

.

In your report of a Lecture, which I delivered on the 7th of December, 1847, you represent me as ascribing to the Prussian System of Schools what I expressly and distinctly, in my Lecture, ascribed to the System of Schools in democratic Switzerland, and which does not exist in Prussia at all. You also have represented me, as desiring to introduce into this Province, (although it could not be introduced here,) what I stated in the most distinct terms I did not advocate the introduction of into Upper Canada. What I said on this subject and almost the very words, which I employed, may be found in my printed Report on a System of Public Instruction for Upper Canada, in a paragraph on the basis of the Prussian System, in regard to the compulsory attendance of Children at School, explained." + CHARACTER OF DOCTOR RYERSON'S REPORT AS VIEWED BY A PRACTICAL LOCAL SUPERINTENDENT OF SCHOOLS.

This Report on a "System of Public Elementary Instruction for Upper Canada" was distributed to public men and others in the Province. On its receipt by Mr. (now His Honour Judge,) William Elliot, then the Local Superintendent of Schools in the Town of London, Mr. Elliot wrote the following Letter to Doctor Ryerson, expressing his opinion of the Report and giving the result of his own experience as to what was the prevalent state of educational feeling in the Western District. What Mr. Elliot says was a correct index of the popular views on Education in other parts of the Province.

* These Documents will be found on pages 67, 139–211 of this Volume; also post.

This part of Doctor Ryerson's Report, (to which he refers,) will be found on pages 207, 8 of this Volume.

The principle of Compulsory attendance of children at School was not embodied in the School legislation of Upper Canada, (Ontario,) until 1871. The provisions of the School Law on that Subject were amended and further extended in 1885. The limit of this compulsion, in regard to children, does not go beyond the age of thirteen years, and begins at the age of seven years.

I have to thank you for a copy of your Report to His Excellency the Governor General on a System of l'opular Education.—I have perused that Report with much interest and pleasure. It does not seem difficult to conceive a state of society where such a system as you advise might be brought into successful operation without much trouble-since the advantages held out are so obvious.-But against prejudice and ignorance, such as we shall have to encounter, there will be much struggling and uphill work; and, as you very properly observe, an age may pass away before all the advantages now in prospective are realized. But the end is worth the struggle.

There certainly seems greater facility for the accomplishment of the desirable object in a country like Prussia, than we can hope for here;-for there, uniformity of system and regularity of attendance, on the part of the children, can be compelled, in consonnance with the political institutions of the country ;-but, in Canada, the mass of the population are far from being alive t the advantages of educating the children, and the slightest attempt on the part of the Legislature to introduce compulsion is regarded as an infringement upon individual right and liberty, which is not to be endured.* Even the 30th Section of the new School Act, prohibiting the use of foreign School Books, without the express permission of the Upper Canada Board of Education is deemed arbitrary by many; and, I have reason to believe that sentiments to that effect will be expressed by a few Members of the London District Council at their next sitting. However, I believe they are but few in number.

I have some time ago expressed my opinion upon the subject. I would only observe that there are some foreign Books in use among the Schools in this (London) District, which seem to have been introduced because British, or Provincial, Works of the same kind were not to be had at anything like the same price, as for instance Olney's and Mitchell's American Atlases; and, perhaps it would be better not to preclude the use of these books abruptly. Kirkham's English Grammar is also extensively used in this District.

I have taken a good deal of pains to have the Reading Books published by the Irish Board of Education introduced; and I have the satisfaction of seeing them fast superseding the English Readers, which was universally in use, and which was extremely ill adapted for interrogation in nine schools out of ten in this District.

LONDON, C. W., 18th of July, 1846.

CHAPTER VIII.

W. ELLIOT.

REPORT ON THE STATE OF COMMON SCHOOLS IN UPPER CANADA FOR THE YEAR 1844-45.

During the absence of the Reverend Doctor Ryerson in Europe, during 1844-45, the Reverend Doctor Alexander Macnab, Acting Assistant Superintendant of Education, submitted the following Report to the Governor General. TO HIS EXCELLENCY THE RIGHT HONOURABLE CHARLES THEOPHILUS, BARON METCalfe, GovERNOR-GENERAL OF BRITISH NORTH AMERICA:

MAY IT PLEASE YOUR EXCELLENCY,

In accordance with the requirement of the 67th section of the Act, 7th Victoria, Chapter xxix, it becomes my duty, on the first day of the present month, to furnish Your Excellency with a Report on the actual state and condition of the (Normal, Model,) and Common Schools in Upper Canada, shewing the amount of money expended on such Schools, and from what sources it has been derived, -accompanied with such other statements and suggestions, in relation to Education generally, as I may deem necessary, in order that the same may be laid before the next Meeting of the Legislature of the Province.

GENERAL AND EXPLANATORY REMARKS.

The Report I have now the honour to submit will have reference to Common Schools only, as no Normal or Model School has, as yet, been established in Canada West; and is, I beg to apprise Your Excellency, the first Report which has been presented under the existing law,that of 1843.

66

* See Note on 'Compulsory Education on the preceding page, (215).

The School Act of 1841, having been repealed, the enactments of the present Statute of 1843 took effect and became the law of the land on the first day of January, 1844.

Under the new Act, provision was made for the appointment of certain Officers unknown in the old Act called School Trustees and Town, Township, and County Superintendents,—all of whom are required to make out Annual Reports of School matters within their respective jurisdiction.

The date of the Returns of Trustees, according to 48th Section of the Act, must be the first day of January of the year in which they are transmitted to the Local Superintendents, whose returns must be prepared and transmitted to the County Superintendents, according to Section 15th, between the first day of January and the first day of March in each and every year.

The Book of Forms, Regulations and Instructions, issued by authority, directs that the County Superintendent's Report, embodying the facts contained in the returns of these subordinate officers shall be forwarded to the Education Office on, or before, the tenth day of April, in each year, and dated on the first day of January of that year.

THE YEAR 1844 was THE FIRST ONE, IN WHICH A GENERAL REPORT WAS POSSIBLE.

As 1844 was the first year of the operation of the present Act, the Reports of Trustees would not be due until the close of that year, nor those of the Town, Township and County Superintendents before the beginning of the next. The very earliest date, therefore, at which the first Annual Report from this office, under the new system, could possibly be furnished to the Government was the first day of August in the year 1845.

In preparing an official Return of School matters for 1844, some embarrassment has been experienced in consequence of the shortness of the period during which the undersigned has been connected with the Education Office. The experience of a few months only is altogether insufficient to enable me to discharge a duty of this kind, in the manner its vast importance demands. It was not until the month of October last that Your Excellency was pleased to honour me with the appointment, for a limited period, to the situation of Assistant Superintendent of Education for Canada West.

To speak fully and with certainty, in relation to all the operations of the past year, therefore, will not be practicable, inasmuch as the duties of the Department for nine months of that period were performed by the Reverend Robert Murray, M.A. As it is, however, a sufficiency of information has been elicited, and is embodied herein, to meet the requirements of the Law in every respect; and as will satisfy, I trust, the reasonable expectations of all who may feel interested in the cause of Elementary Education in this country.

DETAIL OF PROCEEDINGS OF THE ASSISTANT SUPERINTENDENT OF EDUCATION.

1. The first thing that appears to have occupied the attention of the late Assistant Superintendent of Education at the commencement of the year was the circulation of the new School Act, four thousand copies of which were forwarded to the address of the Clerks of the several Municipal Councils in Canada West. A copy was ordered to be given to each of the Officers appointed to execute the provisions of the Act, and the residue was left in the hands of the County Superintendent of Schools, for distribution among the inhabitants generally.

2. In the month of March an apportionment was made of the £50,000 granted by the Legislature in support of Common Schools in Canada. The primary division of the grant between the two sections of the Province being settled arbitrarily, as it had been in previous years, on account of the want of proper data from Canada East, £20,000, the portion assigned to Canada West, was subdivided by the Reverend Robert Murray, upon the basis of the calculatins made by that officer, (under the old Act of 1841), for the year 1843.

The data thus adopted in the apportionment of the money throughout Upper Canada could not be considered to be in accordance with the strict lettter of the law, which provides that,

"The apportionment of any sum of money appropriated by the Legislature for Common Schools in Upper Canada shali be made according to the ratio of the population in each County, Township, Town or City, as compared with the population of Upper Canada, according to the census of population which shall last have been taken and returned at the time of such apportionment.

This, probably, approximated as nearly thereto as could be expected, or as was possible, under the circumstances of the case.

It has been impracticable for several years past, owing to the defectiveness of the census of 1841 and 1842, to acquire the exact ratio of division specified in existing statutes, and this, I am sorry to say, is still the case, which is a cause of much inconvenience at the Education Office.