Page images
PDF
EPUB

nology, natural philosophy, mathematics, astronomy, and every other department of science and nature. The expense would not be great, and would save a hundred fold in cost of the criminal calendar alone.

These lectures should be especially adapted to the juvenile mind; and what is well adapted to the young, is also adapted to adults.

I would not, however, recommend every mountebank because he can be hired for twelve dollars per month; but splendid lecturers -well informed on all scientific matters, and perfectly familiar with that on which they lecture; and instead of those who lisp, or squint, or violate both grammar and rhetoric, or deform their matter by defective delivery, I would recommend splendid orators-good-looking, noble and commanding in appearance, dignified, impressive, fluent, felicious in style, and altogether captivating; so as to draw out all classes, especially the young, in delighted throngs to hear them discourse learnedly and eloquently on nature and her Jaws, and incite in these youth an ardent desire still farther to prosecute these thrillingly interesting subjects. Think you our youth, thus educated, would throng the country carouse, the disgusting groggery, or the demoralizing theatre,-those nurseries of vice ?

Especially would I recommend lectures on elocution. Let children be taught to SPEAK-taught by example, and by those after whom they may safely pattern. I would make them all GOOD

SPEAKERS.

Not that I would not recommend any local teachers. They are indispensable. But I would create a new profession-that of lecturing. By a law of mind truth can be TALKED into mankind, especially into juveniles, which no other form of teaching can posibly convey. To this law of mind I would adapt instruction. The Persian teachers LECTURE to their scholars. This is the great method of instruction. This is right. This is the most powerful means of conveying instruction in the world. Let GOVERNMENT therefore furnish these educational facilities.

[blocks in formation]

Your fellow-citizens and townsmen have elected you to a trust the most important and responsible; and the School Act invests you with ample powers to fulfil that trust, so as to extend the facilities of a sound education to each child in every city and town in Upper Canada. On you will rest the responsibility if any of the Schools under your charge is inefficient, whether from the employment of an improper teacher, or from the want of a proper School-house, or proper furniture or text-books, or if a single child be unprovided with the means of education; and to you will appertain the satisfaction and honor and gratitude, which shall never die, if each school over which you are placed be a living fountain of knowledge and virtue, and if each child within your jurisdiction have unobstructed access to that fountain. Water and bread and clothing are not more needful for the health and growth and comfort of the body, than are the food and pulsations of knowledge to the vital energy and divine distinction of mind. The uneducated child grows up into a mere animal of bones and sinews, with tastes and sympathies and habits as degraded and pernicious as they might be exalted and useful. The destiny of each child in each city and town -especially of the more laborious classes-is, in a great measure, in your hands. You are its chosen educational guardians; and as such you have the power of training and sending him forth an intelligent and useful citizen, or of neglecting and turning him out both a victim and instrument of the worst propensities of our na

ture.

Our cities and towns are the centres and hearts of large sections of country, and radiate influences, for good or for evil, which are felt over the whole areas of the surrounding circles. This is especially the case in Upper Canada, where domestic relations and every variety of social and business intercourse between town and country es numerous and intimate.

In your new and responsible position, the first subject which wir naturally engage your attention is the nature of the work which lies before you. It is to provide primary instruction for children from five to eight years of age-intermediate instruction for those from eight to eleven years of age-and higher instruction for youths from eleven to fourteen. The nature and classification of subjects contained in this course of instruction, need not be here enumerated or stated; but they will at once suggest the proper gradation of schools, and the several departments in the same school, when established upon a large scale and including several teachers.

The providing proper School-houses, furnished with maps, apparatus, and the needful text-books for the pupils, the employment of efficient Teachers, the appointment of an able and active Superintendent, and the selection of an intelligent and faithful local Com mittee for each School or ward, together with the estimate and provision for the support of Schools, will next engage your earnest attention, and constitute the principal subjects of your future solici tude and labours. A division of labour will be one of the most convenient, if not essential, means of accomplishing these purposes with any degree of facility and success: such as the appointment of a Committee on School-houses; a Committee on the qualifications, employment and salaries of Teachers; a Committee on textbooks and apparatus; a Committee on examinations and discipline; a Committee of Ways and Means, and another on Accounts. In smaller towns and incorporated villages, so minute a division of labour among the Members of the Board of Trustees will not be necessary. Most of these Committees should report once a month at the monthly meeting of the Board of Trustees; the Committee on School Examinations should attend the Quarterly Examinations of the Schools, and should report the result of examination in each School. The local Superintendent (who should be a practical Teacher, a man of virtue, a lover of youth, and an ardent friend and promoter of knowledge) should visit each of the Schools and report on their state and progress at least once a month; and his report should specially include, among other things, a statement of the manner in which the School Registers are kept, and the character of attendance of pupils, as well as the character of organization, classification, teaching and discipline in each school. He should have Quarterly Meetings of the Teachers, to interchange views on various points of instruction and discipline, in order to promote harmony of action, and cause the whole system of schools in each city and town to tend towards a high and uniform standard of excel lence.

To enter into a minute detail of all the regulations and proceedings which must be adopted in order to establish and maintain a proper system of schools in each city and town, would entirely exceed the limits of this circular. The importance, objects and peeuliar features of this system of schools, I explained, at some length, in a circular addressed to the Heads of City and Town Corporations in January, 1848, on the introduction of the City and Town School Act, 10th and 11th Vic. chap. 19, and which will be found in the first volume of the Journal of Education, pages 16-24. And the economy and great practical advantages of this system of schools in cities and towns where it exists in the neighbouring States, are shewn in the same volume of the same Journal, pages 121-123, and 150-153.

Under these circumstances, it would be superfiuous for me to dwell at length upon the subject anew; but to aid you as far as in my power in the great work on which you are now entering, I have purchased, and I hope soon to be able to place into the hands of the Board of SchoolTrustees foreach city and town in Upper Canada, Mr. Barnard's unrivalled work on "School Architecture-an octavo volume of nearly 400 pages, containing upwards of 300 illustrations, and embracing all the important improvements which have been made in the last few years in the construction of school-houses for schools of every grade, from the infant school to a Normal School, with suitable plans for the construction and arrangement of seats, desks, and for warming and ventilation, for appendages, grounds, Sze." I will also endeavour to procure for each Board of School Trustees, whom I am now addressing, a copy of the " Rules and Regulations for Public Schools" which have been adopted by the Boards of Education or Trustees in the cities of Boston and Providnce (Rhode-Island), and under the operation of which the most complete and efficient system of Schools has been matured which, I think, exiere in any city or town, either in Europe or America. Our

School Law confers upon you all the powers of establishing and maintaining your schools (Classical as well as Common,--see 12th section, 4th clause) which are conferred upon the School Corporations of the cities referred to; and my earnest desire and prayer is, that you may be disposed and enabled to exercise these powers with like wisdom, patriotism and success.

It is in the character and facilities of public school education in their cities and towns that our American neighbours far excel us. I think our rural schools, as a whole, are advancing more rapidly than theirs; but in each of their cities and towns they have in efficient operation an uniform and magnificient system of schools, the advancement of which is the highest ambition of their highest citizens, and which offers FREE education to the poor as well as the rich-to all classes upon equal terms according to property. In all our cities and towns we now have substantially their school law; and I fervently hope we shall soon have as good, and even better schools. It is with the elective Board of School Trustees in each city and town in Upper Canada to say whether this shall be so or not. I have the honor to be, Gentlemen,

Your most obedient servant and fellow-labourer,

E. RYERSON.

P. S.-It may be proper for me to make an explanatory remark on the nineteenth section of the School Act, authorizing, under certain circumstances, the establishment of Protestant and Roman Catholic Separate Schools. In my late Circular to Township Councils, I have remarked upon this provision of the Act, and shown that it is no new provision, but one which has existed upwards of seven years since the commencement of our present. Common School system.has clearly been intended from the beginning as a protection of the minority against any oppressive or invidious proceedings on the part of the majority in any School division, in addition to the ordinary provision of the Act, prohibiting the compulsory attendance of any child upon a religious exercise, or reading a religious book, to which his parents or guardians shall object. The existence of so few separate schools (only about fifty in all Upper Canada, and nearly one-half of them Protestant), shows that tho provision for their establishment is rarely acted upon,-as the local school authorities seldom find occasion for it. And as there can be no Separate School in a school division, unless the Teacher of the mixed school is of a different religious persuasion from the applicants for such Separate School, the local Board of Trustees can always, if they think proper to do so, make such a selection of Teachers as will prevent the establishment or continuance of separate schools.

[blocks in formation]

By the 28th section of the School Act, 13th and 14th Victoria, chapter 48, the Board of Trustees of the Grammar Schools and the Local Superintendents of Schools in each County or Union of Counties, are constituted a Board of Public Instruction for such County, or Union of Counties; and under the authority given in the 35th section, and 3rd clause of said Act, I hereby appoint the first meeting of each County Board of Public Instruction to be held on Thursday, the fourteenth day of November next, at 10 o'clock, A. M., at the place of the last meeting of the Council of such County, or Union of Counties. When once assembled, the law authorizes each County Board to appoint the times and places of its own meetings.

E. RYERSON, Chief Superintendent of Schools, U. C. Circular from the Chief Superintendent of Schools to each of the County Boards of Public Instruction in Upper Canada. EDUCATION OFFICE, Toronto, Eth October, 1830.

GENTLEMEN

[OFFICIAL.]

I transmit you herewith a copy of the Programme for the Examination and Classification of Teachers of Common Schools, which has been adopted by the Council of Public Instruction, as required by the School Act, 13th and 14th Victoria, chapter

48; and I think it proper, at the same time, to make a few explana tory and practical remarks on the subject.

1. You will observe that the standard of qualifications prescribed for each class of Teachers, is extremely low-lower indeed, than in strict propriety it ought to be-lower than it is for Common School Teachers in Ireland-lower than it will doubtless be in Upper Canada in the course of three or four yesrs. The standard here laid down for first class Teachers, will probably soon be applied to second class Teachers, and that of second, applied to third class Teachers, and no persons will be admitted into the public schools as legally qualified Teachers whose qualifications will not enable them to secure a second class certificate according to the accompanying Programme. But the Council of Public Instruction has had regard to the present circumstances of the country, to the fact that this is the first step which has yet been adopted for establishing an uniform standard and system of examination of teachers throughout Upper Canada. It is painful to think, that there should be a necessity in any part of the Province, to license persons as teachers with no higher qualifications than those required of third class teachers in the accompanying Programme; but it is hoped such a ncessity will not long exist and every teacher of this class should be impressed with the consideration, that if he wishes to be recognized in future years as a legally qualified Teacher of Common Schools, he must apply himself diligently to the acquisition of higher qualifications. The profession of School-teaching can only be efficient, and influential, as the qualifications and character of its members are respectable and elevated. The accompanying Programme states the minimum of qualifications required for each class of certificates.

2. But the first, and perhaps most important duty which devolves upon you, is that which precedes an examination into the intellectual qualifications of candidates. The law expressly declares, that no certificate of qualification shall be given to any person as Teacher, who shall not furnish satisfactory proof of good moral character." This is a vital point on which you are called to pass a conscientious and impartial judgment, before you admit any candidate to an examination. The law of the land thus makes you the moral guardians of the children and youth of your respective counties, as far as depends upon the moral character of their Teachers, the same as the Divine law makes you the guardians of your own children; and you should certainly license no character to teach the former, whom you would not permit to teach the latter. Many representations have been made to this Department respecting, intemperate, and profane, and Sabbath-breaking Teachers. To what extent these representations are well founded, is not for me to say. But when so many parties have been individually authorized to license Teachers, it were not surprising if isolated individual firmness should be overcome by the importunity of a candidate in some instances, backed by requests of inconsiderate Trustees. Now, however, you meet in Council; the candidates come before you on common ground; you judge of the "moral character" of each by a common rule; you are less liable to those plaintive appeals and pleas which have so often been pressed upon the feelings of individual Superintendents and Visitors. I can not but regard it as your special mission to rid the profession of common school teaching of unworthy characters and of wholly incompetent persons, to protect the youth against the poison of a vicious teacher's example, and to lay the foundation for greatly elevating the profession of school teaching, and greatly increasing the efficiency and usefulness of Common Schools. The moral character of teachers involves the deepest interests of our offspring, and the widest destinies of our country. No lax expediency or false delicacy should be permitted to endorse a person of irregular habits or doubtful morals as a “good moral character," and let him loose upon society, authorized and certified as a duly qualified Teacher of its youth. I am sure you will agree with me, that your certificate should state what you believe to be strictly true, and therefore be a guarantee to Trustees of Schools and parents of children, in regard to the moral character and intellectual qualifications of every Teacher whom you shall license.

3. As to your-examination of candidates in the several subjects mentioned in the Programme, I had at first intended to have prepared som general questions on each subject, as hints both to examiners and candidates for certificates of different classes; but on further consideration, I found it would occupy too much space, and might probably be better left to the discretion and judgment of

Examiners themselves. I would only suggest, therefore, as all the candidates present at any meeting of a County Board of Examiners will probably be examined in a single class, the candidates entitled to the lower class certificates may be relieved from remaining (excopt as mere spectators,) at the continuation of the examination of those who are deemed competent to be examined in the subjects prescribed for the higher class certificates; and that as the object of the examination is, to ascertain not only the nature and extent of the attainments of the candidates, but their capacity to teach others what they know themselves, the examination, in each subject of the programme, should be specially adapted to elicit this primary qualification of a good Teacher, as also his knowledge of school organization, classification, and government.

4. It only remains for me to advert to the mode of calling the first meeting of County Boards of Public Instruction, and of holding their future meetings. As the mode of calling the first meeting is left as a matter of instruction from this Department (section 35, clause 3.), I have thought it would be most convenient for the members of each County Board to meet about the middle of November, and have appoined that time accordingly. Each County Board once assembled, will ever after, according to law, appoint the times and places of its own meetings. It is submitted, whether the first meeting of each County Board of Public Instruction would examine Teachers at all; whether the members present at such meeting might not consider and determine their mode of proceeding in the admission of candidates to examination, and in the mode of examining them-assigning to one or more members the duty of conducting the examination in each branch or subject prescribed in the Programme; and then appointing the time and place, or times and places for the examination of Teachers-giving due publicity of the tame. As but three members of the County Board are required to be present at any meeting for the examination and licensing of Teachers, they might at a general meeting agree to meet in sections of three or four members each at places most convenient for the examination of Teachers for different specified portions of the County-especially if it be large. As by the 15th Section of the Act, the certificates of qualification to Teachers, given by local Superintendents, are valid during the current year, the meetings and proceedings of the County Boards will have reference to 1851 and future years.

No branch of a system of public instruction has ever been brought into operation in any country, without much anxious toil; and the efficient commencement of this most important and too long neglected department of our school system, will require no inconsiderable labour and much patient and earnest purpose to promote the welfare of the rising generation. The more serious and difficult part of the task will soon be accomplished, while the results cannot fail to be extensively beneficial, alike upon the application, the aspirations and improvements of Teachers, the character of the Schools, and the progress and interests of the pupils.

I have the honor to be, Gentlemen,
Your most obedient servant,

E. RYERSON.

5. To know the elements of English Grammar, and be able to parse any easy sentence in prose.

6. To be acquainted with the elements of Geography, and the general outlines of the Globe.

7. To have some knowledge of School organization and the classification of pupils.

II. QUALIFICATIONS OF SECOND CLASS TEACHERS. Candidates for certificates as Second Class Teachers, in addition to what is required of candidates for Third Class certificates, are required :

1. To be able to read with ease, intelligence, and expression, and to be familiar with the pr nciples of reading and pronunciation.

2. To write a bold free hand, and to be acquainted with the rules of teaching writing,

3. To know Fractions, Involution, Evolution, and commercial and men. tal Arithmetic.

[Female candidates for this class of certificates will only be examined in Practice, and mental Arithmetic.]

4. To be acquainted with the elements of Book-Keeping.

5. To know the common rules of Orthography, and be able to parse any sentence in prose or poetry which may be submitted; to write grammatically, with correct spelling and punctuation, the substance of any passages which may be read, or any topics which may be suggested.

6. To be familiar with the elements of Mathematical, Physical and Civil or Political Geography, as contained in any School Geography.

III. QUALIFICATIONS OF FIRST CLASS TEACHERS. Candidates for certificates as First Class Teachers, in addition to what is required of Candidates for Third and Second Class certifificates, are required:

1. To be acquainted with the rules for the mensuration of Superficies and Solids, and the elements of Land Surveying.

2. To be familiar with the simple rules of Algebra, and be able to solve problems in Simple and Quadratic Equations.

3. To know the first four books of Euclid.

4. To be familiar with the elements and outlines of General History. 5. To have some acquaintance with the elements of Vegetable and Animal Physiology and Natural Philosophy, as far as taught in the Fifth Book of the National Readers.

6. To understand the proper organization and management of Schools and the improved methods of teaching.

N.B.-Female candidates for first class certificates will not be examined in the subjects mentioned in the first three paragraphs under this head.

By Order of the Council of Public Instruction for Upper Canada. J. GEORGE HODGINS,

[blocks in formation]

PROGRAMME

Of the Examination and Classification of Teachers of Common Schools, prescribed by the COUNCIL OF PUBLIC INSTRUCTION FOR UPPER CANADA, as required by the Act, 13th and 14th Victoria, chapter 48, section xxxvII.

TO BE IN FORCE UNTIL REPEALED OR REVISED BY SAID COUNCIL.

N.B. Candidates shall not be eligible to be admitted to examination, until they shall have furnished the Examiners with satisfactory evidence of their strictly temperate habits and good moral character.

I. QUALIFICATIONS OF THIRD CLASS TEACHERS. Candidates for certificates as Third Class Teachers, are required: 1. To be able to read intelligibly and correctly any passage from any common reading book.

2. To be able to spell correctly the words of an ordinary sentence dietated by the Examiners

3. To be able to write a plain hand.

4. To be able to work readily questions in the simple and compound rules of Arithmetic, and in Reduction and Proportion, and be familiar with the principles on which these rules depend.

GENERAL FORM

OF CERTIFICATES OF QUALIFICATION FOR COMMON SCHOOL TEACHERS IN UPPER CANADA.

To be granted by County Boards of Public Instruction, in accordance with the foregoing Programme of Examination,

This is to Certify, that

[ocr errors]
[blocks in formation]

having applied to the BOARD OF PUBLIC INSTRUCTION for the County (School Circuit or United Counties) of for a Certificate of Qualification to teach a Common School, and having produced “satisfactory proof of good moral character," the BOARD has carefully examined him [or her] in the several branches of study enumerated in the “Qualifications of (third, second, or first, as the case may be]...... class Teachers," contained in the "PROGRAMME OF THE EXAMINATION AND CLASSIFICATION OF TEACHERS OF COMMON SCHOOLS, PRESCRIBED BY THE COUNCIL OF PUBLIC INSTRUCTION FOR UPPER CANADA," adopted the 3rd day of October, 1850: and having found the said well qualified to teach the several branches therein named, the BOARD, as authorized by the 29th section of the Act, 13th and 14th Victoria, chapter 48, hereby licenses him [or her] to teach any Common-School in the ... If a first class Certificate, here insert the name of the County, School Circuit, Union of Counties, or City; if a second class Certificate, the name of the Township; and if a third class

[ocr errors]
[ocr errors]

Certificate, the name of the School Section in which the Candidate is authorised to teach,-to be determined, at the discretion of the Board.)

This Certificate of Qualification to remain in force [for one year from the date hereof, or until annulled according to law-to be determined by circumstance, and the class of the Certificate granted.]

DATED this..... day of .... one thousand eight hundred and ..... N.B.-Each Certificate should be signed by the Chairman of the Board, and must also have the signature of a Local Superintendent of Schools. See 2nd clause of the 29th section of the Act.

PROGRAMME OF EXAMINATION AND COURSE OF STUDY FOR THE TEACHERS OF THE IRISH NATIONAL SCHOOLS. [In connexion with the foregoing we think it will prove useful and interesting to insert the following for the purposes of reference.-ED. J. or E.]

QUALIFICATIONS OF PROBATIONARY TEACHERS.

The Candidates will be required:

1. To read with correctness, ease, and intelligence, any passage selected in the first four Lesson Books.

2. To write a bold, free hand, and exhibit a knowledge of the principles of penmanship, and of the rules for teaching writing.

3. To write from dictation, with correct spelling, any passage read slowly from the Third Lesson Book.

4. To be familiar with the principles of the elementary rules, and with Proportion, and be able to work, with facility, neatness, and accuracy, sums in these rules, and in Commercial Arithmetic.

5. To parse any short, easy sentence in prose, and to exhibit an acquaintance with the Elements of Grammar.

6. To be acquainted with the general outline of the great division of the Globe.

The Female Candidates will not be required to know Cowmercial Arithmetic.

QUALIFICATIONS FOR THE THIRD CLASS.

The Candidates for promotion to this Class will be required:

1. To read with ease and expression; and be familiar with the principles of Reading, and with the principles and difficulties of Pronounciation. 2. To write from dictation, in a neat, free hand, with correct spelling and punctuation, any passage read from the National Lesson Book.

To know, in addition to the rules mentioned in the course of Proba tioners, Fractions, Involation, Evolution, and to be acquainted with the rules of Mental Arithmetic.

Female Teachers will not be required to proceed beyond Practice to qualify for this Class.

4. To parse any sentence submitted to them, and to analyze words, giving the roots, prefixes, and affixes.

Female Teachers will not be examined to the same extent in the latter exercise.

5. To know the elements of Mathematical and Physical Geography, the Geography of Ireland, and the general Geography of Europe.

6. To be acquainted with the principles of Book-keeping, and the mode of keeping Farming Accounts.

7. To be acquainted with the Measurement of Plane Surfaces.

8. To be familiar with the improved modes of Teaching, and with the Rules and Regulations of the Commissioners.

9. To be prepared for Examinations on the subjects treated of in:The National Lesson Books, to the Fourth inclusive; Easy Lessons on Money Matters;

Introduction to the Art of Reading, 1st Part;

Spelling-Book Superseded:

Geography Generalized, first eight Chapters;

Board's Treatise on Book-keeping;

Board's Mensuration, Sections 2 and 7;

Outline of the Methods of Teaching:

Whatever Agricultural Class Book may be hereafter published or sanctioned by the Board for the use of their Schools.

QUALIFICATIONS OF SECOND CLASS TEACHERS.

They will be required:

1. To write grammatically, and with correct spelling and punctuation, the substance of an easy lesson read twice over.

2. To know the general Geography of the remaining great divisions of the Globe, the Geography of the British Empire, and of Palestine.

3. To be acquainted with the outlines of general History. The Female Teachers will be examined on Mental Arithmetic.

4. To possess some knowledge of the elementary principles of Mechanics, Hydrostatics, Pneumatics, Optics, and Physiology.

5. To know the First and Second Books.

6. To be familiar with the rules for the Measurement of Solids, the prin siples on which these rules depend, and with the elements of Land Surveying.

7. To know the elementary rules, and be able to solve Simple Equations.

[merged small][ocr errors][merged small][merged small][merged small][merged small][merged small]

5. To have a popular acquaintance with the Laws of Heat, and the structure of the Steam Engine, and the elements of Chemistry.

6. To be prepared for examination on the subjects treated of in:

* Fifth Lesson Book, Sections 1 and 5;*

Lessons on Reasoning, Parts Ill., IV., and V.;

Thompson's Euclid, Books III. and IV., with Exercises thereon;
Thompson's Algebra, Chapters 3, 5. 6, and 9;

M'Gauley's Lectures on Natural Philosophy, Par. II., Chapters
6, 7, 8, 9, and 10;

Johnson's Catechism of Agricultural Chemistry, or any other Treatise on the same subject which the Commissioners may publish or sanction.

The Female Teachers will not be required to be prepared on the subjects marked with an * asterisk.

Candidates for promotion must be prepared for examination on any of the subjects prescribed for the Class or Classes below that to which they desire to be raised.

1

GENERAL CONDITIONS.

The minimum of proficiency required of the Teachers of each Class in stated in the preceding programme.

All newly appointed Teachers, who have not previously conducted National Schools, are considered as probationers, and must remain as such for at least one year, at the expiration of which time, they will be eligible for classification, and may be promoted, even before being trained, to any Class except the First: if promoted they will receive the full amount of Salary to which they may become entitled, from the commencement of the second year of their service under the Board.

All Teachers must remain at least one year in a lower division of any Class, before they are eligible for promotion to a higher division of the same: and they must remain two years in a lower Cla-s before they are eligible for promotion to a higher Class.

This Regulation does not apply to Probationary Teachers, nor to Teachers who may be promoted on the recommendation of the Professors at the termination of the course of training.

None but Teachers trained at the Normal School of the Commissioners are eligible for promotion to any division of the First Class, and only upon the recommendation of the Professors, or of a Board of Inspectors.

Examinations are to be held, at specified times, by the Inspectors, with the view of promoting meritorious Teachers; while those who may have conducted themselves improperly, or in whose Schools the attendance has considerably decreased, will be liable to be depressed.

No Teacher will be admitted to examination with a view to promotion, on whose School a decidedly unfavourable report has been made by the District Inspector within the previous year.

Teachers will not be eligible for promotion, unless, in addition to satisfactory answering in the course prescribed for the Class to which they aspire, it appears from the reports of their respective District Inspectors that their Schools are properly organized and well conducted, that adequate exertions have been made by them to keep up a sufficient average attendance; that their junior Classes are carefully taught, and that a fair proportion of the Pupils of the higher Classes, besides being proficients in the ordinary branches of Reading, Spelling, and Writing, are possessed of a respectable amount of knowledge in, at least, Grammar, Geography and Arithmetic. In female Schools it will be farther requisite that instruction in plain Needlework, including sewing, knitting, and cutting-out, be given to all girls capable of receiving it, and that they exhibit a due proficiency in this department.

It must also appear from the reports of their Inspectors, that their School Accounts have been regularly and correctly kept, that their Schools and School premises have been preserved with neatness and order, and that cleanliness in person and habits has been enforced on the children attending them.

None can be appointed as Assistant Teachers whose qualifications are. not equal to those required of Probationers.

Batisfactory Certificates of character and conduct will be required of all Candidate

JOURNAL OF EDUCATION.

TORONTO, OCTOBER, 1850.

TWO OBJECTIONS TO THE SCHOOL ACT ANSWERED AND ITS PROVISIONS ILLUSTRATED BY REFERENCES TO THE EXAMPLES OF THE NEIGHBOURING STATES.

It would be strange if no objections were made against some provisions of any school law. In the States of New-York and Pennsylvania, whole counties rose against the Common School law on its first enactment; and their opposition, in some instances continued for years. But it has long since ceased-especially in the former State-and the discords of former ignorance, selfishnes and faction are drowned and forgotten in the universal acclamations of joy and triumph at the noble achievemenls of their common school system. So it has already begun to be in Upper Canada; and so we are confident, from the history of the past, it will soon be uni. versally. In the mean time, among several criticisms too trivial to merit notice, two objections have been made to certain provisions of our School law, on which it may be proper, once for all, to re mark; not because the objections have been made by any considerable portion of the Canadian press, or that they are characterised by the least research or consideration, or that they have been made in any spirit of courtesy or candour; but simply that all who earneatly desire the universal education of Canadian youth, and who are patriotically labouring to promote that object, may have the means at hand to refute the only plausible pretext for hostility that the most unscrupulous pens have been able to devise.

It has been objected, that the Provincial Superintendent of Schools has power to decide certain questions submitted to him, and to give instructions for the execution of School Act, and that the Provincial Council of Public Instruction has power to prescribe the Books to be used in the Schools, and to make regulations for their organization and government.

These objections are put forth, as if the matters objected to were novel monstrosities enacted for the first time in the present School Act: whereas precisely the same provisions (only more comprehensive in reference to the Superintendent) have existed in our School law nearly five years, and without a shadow of suspicion that constitutional liberty has not been secure, or that a human being has been wronged, nay, in the face of the fact, that our Common Schools have advanced with unprecedented rapidity. Were there anything in these provisions of the Act of the character alleged by the objecters, the last five years would surely have furnished some illustrations. Their entire silence in respect to facts, and their entire volubility in unsupported assertious, sufficiently indicate the baselessness of their objections.

In every system there must be some head, whether in a school or in a nation, whether under a monarchy or a republic, whether of public instruction or public revenues. Whatever may be the powers of the Provincial Superintendent of Schools, he is responsible for the exercise of them in every particular. If he does a wrong to the humblest individual in the country, his decision can be complained of, and he be brought to account accordingly; if he be unfaithful in any part of his duty, he can be arraigned and dismissed. His responsibilities are, therefore, commensurate with his powers, and the assertions of some writers about "irresponsible government" in connexion with the office of Chief Superintendent of Schools, are mere figures of speech and spectres of imagination.

Our American neighbours are proverbial for not giving their State officers greater powers than are required by the exigencies of the public service. What are the powers, then, with which the people of the State of New York have felt it necessary, during an experience of nearly forty years, to invest their State Superintendent of Common Schools? The following is a summary account of these powers, given in a "Digest of the Common School System of the State of New-York," compiled by S. S. RANDALL, Esq., present General Deputy Superintendent of the Schools:

"At the head of the whole system-controlling, regulating, and giving life and f ciency to all its parts, is the Chief Superintendent. He apportions the public money among the several counties and towns; distributes the laus, instructions, decisions, forms, &c., through the agency of the County and Town Superintendents, to the several districts is the ultimate tribunal for the decision of all controversies arising under any of the laws relating to Common Schools-keep up a constant correspondence with the several officers connected with the administration of the system in all its parts, as well as with the inhabitants of the several districts; exercises a liberal discretionary power, on equitable principles, in all cases of inadvertent, unintentional, or accidental omissions to comply with the strict requisitions of the law; reports annually to the Legislature the condition, prospects. resources, and capabilities of the Common Schools, the inanagement of the School Fund. and such suggestions for the improvement of the system as may occur to him: and vigilantly watches over, encourages, sustains, and expands to its utinost practical limit the vast system of Common School Education throughout the State." (p. 30.)

Then respecting the very points on which certain writers have been ringing the changes relative to our School law, the llowing is the New-York State Law:

"The Superintendent shall prepare suitable forms and regulations for making all reports and conducting all necessary proceedings, under this Act, and shall canse the same, with such instructions as he shall deem necessary and proper, for the better organization and government of Common Schools, to be transmitted to the officers required to execute the provisions of this Act throughout the State. (Pussed in 1812, and still unrepealed and unmodified, after the experience of nearly 40 years.)

Our school law gives the Chief Superintendent no power to make "regulations for the organization and government of Common Schools;" that power is vested in the Council of Public Instruction. Besides, "each neglect or refusal" on the part of any of the local School officers, to observe the "regulations or decisions" of the New-York Superintendent, renders such party liable to a penalty varying from ten to twenty-five dollars. The following are additional provisions of the New York State School Law, relative to the powers of the Superintendent of Schools:

"The Superintendent of Common Schools may designate and appoint any one of the Clerks employed by him to be his General Deputy, who may perform all the duties of the Superintendent in case of his absence or a vacaucy in his office." Passed in 1841.

"The Superintendent of Common Schools may appoint such and so many persons as he shall froin time to time deem necessary, to visit and examine into the condition of Common Schools in any county where such persons may reside, and report to the Superintendent on all such matters relating to the condition of such schools, and the means of improving them, as he shall prescribe; but no allowance or compensation shall be made to said visitors for such services." Passed in 1839.

Any County Superintendent may be removed from office by the Superintendent of Common Schools, whenever in his judgment sufficient cause for such removal exists; and the vacancy thereby occasioned shall be supplied under his hand and official seal, until the next meeting of the Board of Supervisors of the county in which such vacancy exists." Passed in 1843,

It may be left to the writers who have assailed our School law, to say, whether the Superintendent of Schools in the State of NewYork is a despot and the people and teachers "serfs" or "slaves." But we think they themselves must confess that his powers are much greater than those conferred by our law on the Chief Superintendent of Schools in U.C. This is so, even in respect to the Normal School; for there the State Superintendent is not merely a member of a Council having the management of the Normal School, but has co-ordinate and co-equal power with such Council. The New-York State Law on this subject is as follows:

§3. The said Normal School shall be under the supervision, management and govern ment of the Superintendent of Common Schools and the Regents of the University. The said Superintendent and Regents shall, from time to time, make all needful rules and regulations, to fix the number and compensation of teachers and others to be employed therein, to prescribe the preliminary examination and the terms and conditions on which pupils shall be received and instructed herein, the number of pupils from the respective icities and counties, conforming as nearly as may be to the ratio of population, to fix the ocation of the said school, &c., &c. Passed in 1844.

The writers to whom we have referred have also attacked that provision of our law which authorises the Chief Superintendent to appoint suitable persons in the several counties and ridings to hold Teachers' Institutes, and make regulations for their management. The following is the School law of the State of Connecticut on this subject-a provision from what that of our law was adopted:

GENERAL ASSEMBLY, MAY SESSION, A. D., 1848. Resolved by this Assembly, That the Superintendent of Common Schools be, and he hereby is, directed to employ suitable persons to hold, at not more than sixteen convenient places in the different counties of the State, in the months of September and October, annually, schools of teachers not exceeding one week each, for the purpose of instructthem in the best modes of governing and teaching our common schools, &c.

ng

Let us turn now to the democratic State of Michigan where the jatest and most perfect system of public education has been adopted which exists in any of the Northern States. The second and third sections of the School law of that State is as follows:

"Sec. 2. The Superintendent of Public Instruction shall prepare and cause to be printed with the laws relating to primary schools, all necessary forms and regulations for con ducting all proceedings under said laws, and transmit the same with such instructions rela tive to the organization and government of public schools, and the course of studies proper to be pursued therein, as he may deem advisable, to the several officers entrusted with their arrangcinent and care.

Sec. 3. Such laws, forms, and instructions, shall be printed by the person having contract for the State printing, in pamphlet form, with a proper index; and shall also have annexed thereto, a list of such school books as the Superintendent shall think best adapted to the use of the primary schools, and a list of books containing not less than two hundred volumes suitable for Township Libraries, with such rules as he may think proper to recommend for the government of such libraries? Passed in 1843..

« PreviousContinue »