Page images
PDF
EPUB

Lawrence Scientific School 170.

Layard, Dr., 79, 159.

Leeds and Grenville Schools 29, 174.
Legal Education, England 26.

Legislative Library, Upper Canada 30
Legislators, Duty of, 34.

Lely, Sir Peter, 2.

Lever of Canadian- Greatness, Patriotism the, 40.

Libraries, School, U. C., 11, 81, 88, 155; in England 79, 139, 162; in Ireland 14, 162; in the United States 13.

Libraries, British and Continental, 162; various public 30, 31, 62, 94, 162, 174, 187; public 11, 82, 147, 162.

Life, What is, 23.
Light, Velocity of, tested 63.
Lightning Conductors, 177.
Lind, Jenny, 142, 158, 174.
Literature, Chinese, 79.

Literary, Intelligence 15, 30, 46, 60, 79, 94, 142, 158, 174, 186; characters, aid to, by Sir Robert Peel 143.

Local Supervision of Schools 8.

Logie, Study of, 150.

[blocks in formation]

Old School House 139.

Oratory, Compression in, 180.
Orrery, An admirable, 47.
Oshawa, Lecture at, 28.

Ottoman Empire, 62,

Owens' College, Manchester 79.

Oxford, Upper Canada, Schools 28, 44, 157. Oxford University 62, 94, 95, 140, 162, 185.

P

Page's School Keeping 146, 176.

London, U. C., Schools 12, 29, 44, 76, 77, Parents, Facts for, 36, 71.

94, 140, 174.!

Louisiana Schools 62, 158.

Love, A Mother's, 6, 37.

Lower Canada Schools 29, 157, 174.

"L."'s Correspondence 185.

Lunar Daguerreotype 63.

M

McGill College 77, 173.

Macauley, Rt. Hon. T. B., 31, 159.
Magnetism, Terrestrial, 30.

Maine School Fund 158.

Majorities, Small, 37.

Man, Incombustible, 30.

Manchester, College at, 78.

Maun, Hon. fl., 24, 37, 38, 48, 50, 51, 67, 71. Manufactures, Canadian and Home Market, 90.

Marriage defined 7.

Martineau, Miss, 31, 186.

Parker, Theodore, 34, 35, 38, 73.
Parr, Dr., 47.

Patriotism and Greatness, Canadian, 40.
Peaceful Age, Discoveries of, 95.
Peel, Sir Robert, 143, 170, 175.
Pennsylvania Schools 158.
Pension, Literary, 30, 94.

People, Enlightened and Progressive, Con-
duct and Advantages of, 69; inconsis-
tency of, the 147.
Peoples' Colleges 23.
Perseverance 3. 71.
Phantascope, The, 37.

Philadelphia, Convention 141; schools 186.
Philosophy of Railroads 48.
Photography 30
Phrases, Foreign 70.
Picture of Time 5.

Pilot, Montreal, 21, 75, 127, 175,

Pine Grove School 12.
Plea for Free Schools 21.
Poet Laureate 94, 187.

Massachusetts Schools, &c., 16, 26, 27, 45, Poetry 6, 21, 38, 51, 70, 86, 139, 180.

73, 75, 96, 136, 15, 169.

Matilda Schools, 61, 64.

Mayors of Cities, Circular to, 115.

Mechanical Talent, Canadian, 8, 59.

Medical Female College 78, 94.

Politics, 7, 23.

Polytechnic Institution 159. Popular Government, Perfect, 38. Port Colborne School 77, 93. Port Hope Schools 60, 185.

Men, Great, 7; duty of educated, 36; hints Poverty an aid to Success 2.

to young, 38, 50.

Mental Adaptation 7.

Methodist Quarterly Review, N. Y., 16, 80.

Michelet 47.

Michigan Schools 62, 152, 158.

Microscope, Canadian, 175.

Power of Knowledge 51.
Prairies, Silence on the, 159.
Praise 85.

Prescott Schools 60, 157.

Prescott and Russell Schools 29. Presidential Veto, American, 37.

Middlesex Schools, &c., 48, 60, 61, 77, 78, Press, Canadian, 16, 20, 36, 74, 155;

[blocks in formation]

don 30, 95, 187.

Prince Edward Schools 76, 157. Printing Statistics 95.

Private Schools, New-York, 12.

176; New-York 12, 4, 125; Irish 14, 186. Representatives, Selection of, 69. Respect for Age 23, -6. Responsibility of Teachers, 35; of mothers

39.

Review, Edinburgh, 46, 175; Quarterly 79; 153, 175; North British 185; Methodist 16, 80; Eclectic 161.

Rich, The, in favour of Free Schools, New-
York 4.

Richter, Jean Paul, 7, 37, 85.
River St. Lawrence, 90, 92.
Rochester, New-York, College at, 158.
Rosse's, Lord, Telescope 79.

Royal, Commission, English Universities, 95, 140, 186; polytechnic institution 159. Rugby School, England, 15, 140.

Russia, Periodicals in, 175; universities in 79.

S

Salaries, National Teachers. 140.
Saint Catharines Schools 60, 78.
Saint Lawrence River 90, 92.
Scarboro' School 12.
Science, Practical, Discoveries in 6; govern-

ment aid to 30; advantages of 69; curiosi-
ties of 95: popular, illustrated 172, 180.
Scientific. Prizes 94; new, institution 143;
wonders 175; intelligence 15, 30, 46, 60,
79, 94, 142, 158, 171. 196.
Scribble, Dr. Parr's, 47.
Sears, Rev. Dr., 73, 169.
Sense vs. Wit $5.

Shakspeare in Germany 31.
Shiel, Rt. Hon. R. L.. 141.

Ship defined 7: stopping fire in a 31.
Silence on the Prairies 159.

Simcoe Schools 157.
Slander 37.

Slave defined 7.

Slipper, Glass 15.

Smith, Rev. Sidney, 37, 46.

Smithsonian Institution 142, 143, 160.

Social tendency of School Libraries, 82.
Sorbonne, The, 137.

Soul, Education of the, 37.

Lon-Southey, Dr., 37, 46, 143.

Privy Council Committee on Education 26,

182.

Prize, Essay, Keefer's, 89; Lalor's 87;

Connecticut 130.

Prizes, in Normal School, Upper Canada, 58; foreign scientific 94. Professional Education 26. Professorships in Colleges, Competition for, in France 137. Programme for the Examination of Teachers in Upper Canada, 150; in Ireland 151. Progress, Canadian, 11.

184.

Prospectus, Vol. IV., Journal of Education, Prosperity of a State determined by the Edu

cation of its Youth 81. Providence Schools 168. Public Libraries 147; free 11; in England 79, 139, 161; in Europe 139, 161. Public Mind, Influence of Teachers' Institutes upon the, 68. Public Addresses, Lectures, &c., 6, 11, 19, 22, 23, 28, 33, 34, 35, 44, 54, 61, 66, 73, 83, 84, 87, 93, 94, 129, 14, 141, 147, 157, Pyramids, Purpose of the, 187.

[blocks in formation]

Spider, Water, 143.
Spindle Statistics 30.
Starting in the World 87.
State, Prosperity of a, 84.

Statue, of Frederick the Great 63; of Sir R.
Peel, Milton, Columbus, Newton, and
Shakespeare 175; of others, 186.
Statuette of Napoleon 31.
Steam Engine 63, 177.
Steel Railways 15.

Sun, Rotation of the, 15.
Students at the British Universities 62.
Studies of Pupils 146.
Success 2; a teacher's 83.
Superintendent, Chief, Address by, 1; refer-
ence to 25, 44, 51, 74, 137, 141, 142, 152,
155; appointment of 105, 126; lectures by
28, 44, 61, 74; circulars from 56, 113, 115,
116, 117, 119, 121, 122, 124, 148, 149, 184.
Superintendents, Local, 184; circular to 117;
notice to 119, 176; county of York 146.
Supervision of Schools 8, 17.
Surinam Bible 47.

Survey, of Canada, Geological 175; of MisSuspension Bridge, Niagara, 46; England sissippi 159.

[blocks in formation]

Qualifications 1; teachers' certificate of, Talent, Canadian 39.
Upper Canada, 150.
Quicksilver 173.

Quebec, nearness of England via 92.
Queen's College, Upper Canada 77, 157.
Queen's Colleges Ireland, 15, 20, 155, 157,
169, 186.

Queen Victoria, 30, 39, 141.

R

Railroads, Philosophy of, 48.

Teachers, Law against Socialist, 26; responsibility of 35; facts for 36; aim of 41; associations 44; 61, 78, 140, 141, 185; in France 26, 45; institutes. Upper Canada 53, 56, 80, 93; ditto, in the United States 68, 87 calling 67; ingenuity in 75; selfbred 83; circular to 121; and educational journals 128; salaries of, in Ireland 140; duty of 146; examination of, Upper Canada 150; grudging pay to 156. Teaching of Experience 4; thoroughness in 22; parental 71; the true system of 83.

[blocks in formation]

Thoughts of Jean Paul Richter,, 7.
Thracians, Ancient, 59.

Times, London, England 30, 95, 187. Toronto University 2, 9, 14, 65, 72, 77, 128, 163, 170, 174, 185.

Touching Incident 165,
Townreeves, Circular to, 113.
Towns and Cities in Upper Canada, Cireu-
lar to School Trustees of, 113, 124, 188;
school regulations for 165,,
Township Libraries 81, 88. 155.
Training, Normal School, 57.
Trustees, Circular to, 119.

Turkish Public Instruction 138.

U

United States Educational Intelligence 12, 26, 4.5, 62, 78. 94, 141, 158, 1-6. University, of Toronto 11, 29, 44, 65, 72, 76, 126, 163, 170, 174; of Oxford 52, 62, 94, 95, 140, 162; of Cambridge 52, 62, 95, 140, 162; of Dublin 62, 163; Harvard 40, 129, 169; church, Upper Canada, 45, 173; New South Wales 45; College (London) 62; of London 26; of Bologna 27; Aberdeen 62, 78; the first free, 65; of Paris 65; of Victoria College, 11, 77, 127, 157; of Queen's College, Upper Canada, 11, 77. 157; of McGill College 11, 77, 173; American 43, 143, 168; Queen's, in Ireland 156, 157, 175; of Padua 175.

University, froin the Common School up to the, May not all be Free 72.

University Magazine, Dublin, 15, 178. University, New-York, Regents of 16, 43,45, 59, 89.

Unsectarian Colleges 139.

Upper Canada College 29, 127, 140, 174.

[blocks in formation]
[blocks in formation]
[merged small][merged small][ocr errors][merged small][merged small][merged small]

It appears appropriate to commence each year by addressing those for whose interests this Journal is continued, on the great objects to which it is devoted; that by awakening afresh the recollection of first principles and analyzing the criteria of Educational progress, we may be eventually animated to prosecute, with becoming energy and zeal, the noblest work of any country-the Christian, and universal and practical education of its youthful population.

The first number of last year's Journal of Education contained an Address to the people of Upper Canada on the system of FREE SCHOOLS a system which is based upon the principle that every child in the land has a right to such an education as will make him a useful member of society, and that every inhabitant of the land is bound to contribute to that national object according to his property-a system the life of which is the genius of Christianity, the soul of patriotism, the spirit of the highest civilization. It is my present object to present some of those grounds of encouragement, with which the facts and experience of the past year furnish us, to persevere in the work of educating our own and our country's offspring.

1. And the first encouraging omen which I shall mention is the deep hold which the principle of Free Schools has taken of the public mind in Upper Canada. The first public enunciation of this principle in 1846, was received with general surprise and and doubt, with wide spread suspicion, and in many instances with avowed hostility. In some cases it was dismissed by an editorial sneer; and in other cases it met with a less courteous reception; was at one time assailed as a public pauper, and at another time denounced as a conspirator against individual liberty. But like many of the most important reforms and improvements in the institutions of society which were once misunderstood, denounced and ridiculed, the principle of Free Schools has risen above misconception, and therefore above misrepresentation and reproach, and stands forth now as much an object of respect and admiration, as it was a short time since an object of suspicion and contempt. The explanatory and matter-of-fact free-school Address of last January, called forth an approving response from several influential members of the Canadian Press; and it is a somewhat singular coincidence, that during that same month the Superintendent of Schools for the State of New-York called the earnest attention of the Legislature and citizens of the State to the great importance of establishing Free Schools throughout the whole State. He at the same time submitted the draft of a Bill, which provided that on the vote of a majority, every individual in the State would be compelled to adopt the system of free schools. I submitted a draft of a bill, giving liberty and power to the inhabitants of each schoolsection (but not compelling them) through their Trustee-representatives to adopt the free-school system without reference either to the Executive Government or the Municipal Council. In the State of New-York, the compulsory and general free-school bill has become law; in Upper Canada the draft of bill submitted to facilitate the establishment of the local and voluntary free-school system has not been

No. 1.

adopted, and more forms and obstacles are interposed by the new School Act in the way of establishing the free-school system in any section than existed under the Act of last year. But notwithstanding this partial impediment in legislation (which I have reason to believe was unintentional on the part of the Government) the principle of freeschools has been advancing among the people in every County of Upper Canada; and we hear of the inhabitants of many sections submitting to all the forms and applications required by the law in order, if possible, to obtain the establishment of free-schools; nay, more, we are assured that the conviction is becoming very general among the people, that the free-school system is the only true one-the only one that will educate all their children-the oply one that will command good teachers and erect good schools throughout the land. We indulge the sanguine hope, that, the first year of the approaching halfcentury will witness the establishment of free-schools in many whole Counties, if not throughout the whole Province of Upper Canada.

Let every friend of sound and universal education be impressed with the fact, that that object has never been, and can never be attained except where all the people of all ranks and classes are combined for the education of all. For more than thirty years has a famed system of Common Schools been established in the neighbouring State of New-York; and yet throughout the rural country parts of that State official reports show that comparatively little progress has been made in the character and efficiency of the Schools; while during the last few years the most astonishing advancement has been made in the schools of cities and towns. The whole circle of legislative change and amendment has been completed in the State School Law; so that during the last year or two, the school legislators have found themselves unconsciously adopting many of the leading provisions of the first State School law, passed mcre than thirty years ago. The School Law had undergone every variety of modification, yet a large proportion of the country schools had undergone little or no change. In 1844, a State Normal School was established to accomplish what legislative and ordinary exertions had failed to effect; but it was manifest that the grand fulcrum for intellectually uplifting the whole community was still wanting, and the example of the Free School in cities and towns and states was showing with increased clearness what that fulcrum was. It has at length been adopted, and on it is placed the lever of the whole State education machinery, and to that is applied the concentrated power of public opinion, ambition and patriotism in the cause of education. The result cannot be mistaken, though the power of human imagination is inadequate to picture it.

And why may not the goal which has been sought for during more than thirty years by our New York neighbours, be reached by the people of Upper Canada in five years? Why may we not march directly to the consummation which has cost others so many years of varied experiment and earnest disputation? In leading his army across the Alps, NAPOLEON profited by the experience and losses of HANNIBAL; and amateur travellers now avail themselves. as a pleasurable excursion, of the Simplon highway of NAPOLEON,-constructed at the expense of so much labour and treasure. Who would think of crossing the Atlantic in the petty bark of COLUMBUS since the invention of steam-packets? We should not be less wise and less practical in the momentous affairs of common schools. They require the simple application of a few great principles; they demand, not legislative experiments, but patriotic exertion-the united hearts and hands of all for the common interests of all.

2. A second encouraging circumstance connected with our common schools, is the increased attention and interest which is beginning to be manifested in regard to school legislation. A school-law is the mere instrument of establishing schools on the best foundation, and of supporting and maintaining them in the best manner. The more simply and easily applied that instrument is the better; but no schoollaw can be self-operative, any more than any other law, and its efficiency essentially depends on the skill and energy with which it is wielded, and the provisions it contains for the development and application of that skill and energy with uniform accuracy and to the best advantage. Hitherto comparatively little interest has been felt on the subject of school legislation; it has occupied a very subordinate place in executive deliberations; it has not commanded one thorough or serious discussion in the deliberations of Parliament; important bills have been passed into laws without being either discussed or understood. But a brighter prospect now opens. The Government has formally and publicly expressed its determination to bestow upon the subject of common school legislation that attention which its importance demands; the public press is beginning to evince more interest; and public interest has advanced perhaps fifty per cent. under the experience and facilities for information of the last two or three years. The elective authorities of the several Cities and incorporated Towns, have with unexampled unanimity evinced an earnest desire to maintain and mature the system of schools recently established among them; and the pervading spirit of the entire public mind is, to have good schools and universal education without regard to sect or party. The instances in which personal ascerbity and party feeling mingle their bitter waters with the discussion of the subject are marked exceptions to the general tone of the press, and clearly meet with no response from the country at large. But in whatever spirit the subject may be approached, the discussion of it must tend to draw public attention to it; and past experience shows that the calm and deliberate decisions of the public mind at large are generally on the side of social elevation and intellectual progress. This has been most decidedly the case, thus far, in regard to our school law and school system. Our school law, as well as that of every educational country, requires the Head of the Department not only to administer the law and to report its operations, but, from time to time, to Report also as to the efficiency or inefficiency of its provisions, and to point out their defects and suggest the proper remedies. The report of every Superintendent of Schools in the neighbouring States presents examples of the fulfilment of this duty; and the Superintendent of Schools in Upper Canada would fail in obeying the law under which he acts, and be unworthy of his position, did he not at the most suitable times plainly and fully state to the proper authorities, the conclusions of his own experience and judgment in regard to what he may think defective in the school law, and the best means of amending it. The law which imposes this responsible duty on the Superintendent of Schools, assumes, of course, that some attention will be given to the subjects of his suggestions. The appreciation of the spirit of the School Law in this respect by the leading and considerate men of all parties, affords assurance to all friends of popular education throughout the land, that our School Law and School system will soon be placed upon a firm foundation, and not be hereafter disturbed in any of its parts without due inquiry and felt necessity.

3. Another ground of encouragement in our country's educational work, is the practical proof already acquired of the possibility of not only improving our schools, but of successfully emulating our American neighbours in this respect. Often have we heard this, both privately and publicly, pronounced utopian; and often have we sought in friendly discussion, to prove that it was neither impracticable nor extravagant to aim at rivalling our New-York neighbours in our Common Schools. In addition to general reasoning, facts may now be adduced to establish this position; and these facts are as honorable to the people of Upper Canada as they are cheering to every patriotic heart. One fact is, that the average time of keeping the schools open by qualified teachers, during the last two years in the State of New York, has been eight months; while in Upper Canada, it has been eight months and a half. A second fact is, that the amount raised by school-rate bills has been quite as large in Upper Canada in proportion to the population, as in the State of New-York. A third fact is, that the amount raised by local assessments has been as large in Upper Canada in proportion to the population, as in the State of New-York. A fourth fact is, that the same has been the case in regard to the amounts raised by local voluntary assessments over

and above what the law has required in order to secure the apportionment of the Legislative School Grant-which, by the bye, is as large in proportion to the whole population in Upper Canada as is the annual Common School Fund in the State of New-York. A fifth fact is, that the number of student-teachers attending the Normal School in Upper Canada is larger in proportion to the whole number of our schools, and of our whole population, than in the State of New-York. A sixth fact is, that considerable more progress has already been made towards introducing uniformity of text-books in the schools of our rural districts, than has ever yet been effected in the State of New-York. A seventh fact is, that salaries are offered to and obtained by good Teachers from the Normal School at least twenty-five per cent. in advance of what was offered two years ago. Now these facts of a few years' growth in Upper Canada, in comparison with kindred facts of thirty years' growth in the much older State of New-York, fully warrant the statement I have made, and indicate a noble spirit of intellectual progress and patriotism among the people, from which may be developed the indefinite improvement of our schools, and the ready application of all facilities for diffusing usefull knowledge which the wisdom of the Legislature may provide.

4. For the sake of brevity, I will pass over several other less prominent facts of an encouraging character, and conclude by two practical remarks. The first is, that no feeling of discouragement should for a moment be yielded to, in consequence of any of the unfortunate provisions of the New School Bill. These provisions will not seriously affect any of the local authorities and interests until the arrival of the period for collecting rate-bills, distributing the School Fund, and preparing the School reports for the current year; and before the arrival of that time, the Legislature will meet, and will no doubt make such provision as will promote the best educational interests of the country. Councils, Trustees and Teachers need not entertain any apprehensions as to any loss, or diminution in the amount of the Legislative School Grant for the current year; or as to the requisite legal provisions to enable Trustees to fulfil all the engagements which they may enter into with Teachers.

The last remark is, that all friends of education should continue to guard against the admission of anything like a sectarian or party spirit in our school affairs. From whatever source it may proceed, or on whatever pretext founded, let it be frowned down as the worst enemy of yourselves and children. In every community, and in almost every locality, there will be found individuals steeped in the spirit of extreme partizanship-men of one idea, and that idea is commonly one of proscription or hostility against somebody or party; and to realize that idea, no sacrifice of educational and public interest seems too great in the estimation of its possessors. These partizans of one idea have broken up many a school, deprived many a child of educational instruction, and impeded the progress of many an improvement in the relations and interests of society. The history of our country affords ample evidence, that the spirit of extreme partizanship has been its greatest bane; and in no respect is the blighting influence of that spirit so fatal as in the question and affairs of common schools, the very existence and character and advancement of which are so entirely depending on the combined feelings and mutual co-operations of the people among whom they are established. in whatever matters difference of opinion may exist among us as a people, I am sure we may all agree in loving our country, in loving our children, and in uniting to provide for them the best possible education. God grant that this one, grand, divinely originated and divinely expansive idea, may, like Aaron's rod, swallow up every serpent idea of petty partizanship, and impart to our posterity the noblest inheritance that parental wisdom and public patriotism can bequeath!

[blocks in formation]
[blocks in formation]

"The adoption by the People at the last annual election, of the act to establish Free Schools throughout the State, will effect a most important change in the system of Common School education. Under this law, the Common Schools are to be free to all persons over five and under twenty-one years of age. On the 1st day of July last, there were 11,191 organized School districts in the State; being an increase of 570 over the number reported last year; and the number of children taught in the Common Schools during the year was 778,309, being an increase of 2,586 over the preceding year. There are 1893 incorporated and private schools in the State, comprising 72,785 pupils. The aggregate amount of public money received by the several Common School districts, from all sources during the year, was $846,710 45. Of this sum $625,456,69 have been apportioned for the payment of teachers' wages. In addition to which, $489,696 63 were raised in the several districts, on rate-bills for the same object, making an aggregate of $1,143,401 16 expended for teachers' wages during the year ending the 1st January, 1849.

"The whole number of volumes in the district Libraries is 1,409,154; 70,306 volumes having been purchased during the year, and $93,104 82 having been expended for district Libraries and School Apparatus.

"Of the schools before mentioned, 35 are for colored children, in which upwards of 4000 children have been taught, at an aggregate expense of $5,016 57; of which $2,149 60 were contributed on rate bills by those sending the children to school. Considering the usually very limited means of our colored population, this large proportionate contribution voluntarily paid by them, shows a most commendable desire, on their part, to secure to their children the benefits of education.

"The Report of the Superintendent of Common Schools, will probably suggest some amendments to be made to the existing laws. I trust that they will be such as will commend themselves to your favorable consideration.

"The Normal School was removed, on the 31st of July last, to the large and commodious edifice which the State has recently erected for its use, at a cost of $25,000. The benefits resulting from this institution are fully justifying the warmest anticipations of its friends, are making themselves manifest in the improvement already effected among the teachers of Common Schools. The whole number of pupils admitted to the institution since its organization, has been 1129; of whom 428 have graduated, nearly all of whom are now engaged in the duties of Common School Teachers. The present number of pupils is 217.

"A proposition will, as I am informed, be made to you to authorize the instruction at this school of a limited number of Indians, in the hope, by this means, of introducing a higher order of education and of civilization among the small remnants of the Aboriginal race which are left within our borders. I solicit for this proposition your attentive and favourable consideration, as a measure not only prompted by the dictates of humanity and benevolence, but demanded alike by considerations of high policy, and upon principles of justice towards a class of our population, who, from having once been the lords of our soil, and the founders of a beautifully simple and essentially Republican Government, have gradually wasted before the advances of the white race, and have dwindled in energy and in numbers, and have sunk into a state of tutelage which demands the fostering care of the Government.

"In pursuance of a concurrent resolution of the Legislature, passed on the sixth of April last, I appointed a Board of Commissioners to mature a plan for the establishment of an Agricultural Colege and Experimental Farm, and to prepare a statement of the

probable expense of such an institution, and a detailed account of the course of studies and plan of operations recommended.

"The Board entered zealously into the views of the Legislature, and has gratuitously devoted much time and labor to advance the important object contemplated in the passage of the resolution. I submit herewith their report. It is eloquent, and powerfully argues in behalf of the advancement of agricultural science. It is not improbable that differences of opinion will exist with regard to the details, and to the extent and variety of the branches of knowledge which it is proposed to embrace within the course of instruction. But I'most earnestly hope that no such differences, and that no other cause, may prevent the establishment and the endowment, upon a wise and comprehensive system, of an institution so beneficent in its design, and so promising of enduring and beneficial results, as a school for instruction in practical and scientific agriculture, and in the mechanic arts. There is a growing interest on the part of the people in the advancement of agricultural science. The Fair of the State Society, held at Syracuse in September last, was attended by larger number of persons than had ever before been assembled on a similar occasion in this State. And the exhibition of the various implements and products afforded a gratifying evidence of the success of this Society, in the advancement of the great objects which it aims to accomplish."

FREE SCHOOLS.

The people of the State of New York, have adopted a system of free schools. In this we rejoice. It is far better for the State to support schools than to erect fortifications and prisons. The schoolmaster is a more economical personage than either the soldier or the sheriff.

Free Schools were among the strongest elements of New England's growth, and, we trust, are destined to promote a similar growth throughout large portions of the earth. The early schools of New England did not owe their influence to the mere fact that they were free, but to their combining intellectual and religious culture. The school was as much the Pastor's charge as was the church. The teachings of the Ministry were only a fuller unfolding of the teachings of the school house. That the free school system now about to be established in this State may prove a blessing, it must secure the union of intellectual and religious training. -New York Observer.

CHARACTERISTICS OF THE PRESENT AGE.-The present may well be called the thinking age. To study, plan, alter, improve, invent and develope, seems to be the prevailing passion of all classes. As The a country we seem fairly and rapidly rising to greatness. grand secret of progression is Education, and the attention which the people begin to pay to it shows, that they have at last been aroused to its importance. In the neighbouring Republic the sovereigns have long been aware of the necessity of fostering and encouraging general education. The most liberal grants are made, and in that country teachers receive a good compensation for their arduous labors, and in fact every means is taken hold of for the promotion of that which is the surest safeguard of true freedom, good order and universal prosperity. Mighty are the changes the intellectual era is destined to accomplish in our world. Science will be made to unfold her exhaustless treasures, and art will be compelled to yield to ever restless inquiry a thousand means of happiess and improvement.-Niagara Mail.

Education does not mean going to school in your boyhood, or college in your youth; but it means the power to take your mind and make it the instrument of conveying knowledge and good impressions to other minds, as well as being yourself made happy.

PERSEVERANCE.--In every great attempt, how many unknown and disastrous attempts are made, before the successful effort is accomplished! Providence is prodigal of the courage, the virtues, the sufferings, even the life of man, in order to accomplish his designs; and it is only after a multitude of unnoticed labours have, apparently, been fruitless; after many noble minds have sunk into discouragement, believing everything to be lost, that the cause triumphs.- Guizot.

Selections.

1040

FREE SCHOOLS IN THE STATE OF NEW-YORK

THE RICH IN FAVOUR OF THEM.

It will afford pleasure to the friends of progress and education, wherever they are, to know that the State of New York, whose school system for twenty or thirty years past, has been the best in the Union, is still progressive. The school fund of this State, and including the United States' Deposit Fund, that may be considered as permanent as the original, is now about $2,000,000. This is prudently invested, and yields an income for annual distribution of $275,000, per annum. This distributive income from the Fund is only receivable from the State, on the condition that the people, as counties, and then again as towns, raise a like sum by taxation on property. This liberal enactment, so fully acquiesced in by the people, as has been shown by the general concurrence in the law, manifested by the result of the November election, ought forever to put to silence that silly demogogical cant that we have sometimes heard, that the rich are opposed to the poor. Here is a law likely to become enduring and fundamental, affecting a whole community, faulty no doubt in several of its details, but on account of the great general principle which it embodies, of doing good to the greatest number of the rising generation, adopted by the people almost by acclamation. But there were some votes against it! Who were these? were they the rich men, or poor men? So far as our observation goes, they are not among the heavy tax-payers in New York. A correspondent from the western part of the State writes that the enterprizing men of property are generally in favour of the law establishing Free Schools. Another from Broome County writes that he scarcely knew of any who opposed the law but a few poor and ignorant men, who had plenty of children, whom they did not care about educating!! Thanks to the schoolmasters and schoolmistresses that are abroad, and to the liberalized voters whose ballots are canvassed in a majority of 157,000, that the misers who hug their gold, and the poor ignoramuses who despise knowledge, with all the advantage of being counted in with some respectable men, who disliked the details of the bill, are but an inconsiderable fraction of the people. We may fairly presume that when 'such emendations shall have heen made as the practical workings of the law will indicate, our school system will challenge comparison with the best in the world. The district schools all over the State are this winter, according to the law, to be Free Schools. In many of the districts, people will not be quite ready to avail themselves of the benefits contemplated by the law. The machinery is new, aid it is not to be expected that its movements will be without friction. Some have supposed that they would have ample time to prepare for the execution of the law and its provisions, as it would not be enforced until next year; but the law is explicit, and the 14th section says that a majority of the votes of the State shall be cast for the new school law, then this act shall take effect immediately, and the 8th section says that all laws, and parts of laws, contrary thereto, shall be inoperative.

The legal provisions proposed by the legislature have now received the formal sanction and approval of the people. The majority in favour is commanding and decisive; the property owners have voluntarily and generously consented to aid their poorer neighbours in the education of their children. While we hold that it is the duty of the citizens of our christian country to do thus, we cannot cease to admire the simple sublimity of such an exemplification of social generosity and wisdom. A people who are willing to bear one another's burdens, where the rich and the poor meet together as the sharers of a common blessing, prepared principally at the cost of the former, are no where better set before the world, than in our own State. It is a proud distinction for any people to be pioneers in the work of reforming a code of instruction, so that it may embrace the whole rising generation.

It is one thing to make a law, and another thing to carry out its provisions. If the law embraces the poor and the ignorant, who have no very just appreciation of the value of learning, duty requires of the wise and prudent, who have begun a good work in behalf of the children of want, that they carry it forth to the consummation contemplated in the law. When Schools are free to all, then all should avail themselves of their privileges. Property is taxed for the support of schools, and one of the reasons assigned

for such taxation is, that a well instructed people afford greater security to the rights of property. No one has any right to remain uninstructed, any more than he has to live in a dungeon. A penalty should be set upon obstinate ignorance the same as upon vicious indulgence and overt crime.-N. Y. Journal of Education and Teachers' Advocate, Dec. 15.

TEACHING OF EXPERIENCE. Experience is an excellent teacher. Educational guide books and papers have been so few, and so limited in their circulation, until within a few years, that individual experience and common sense, have been almost the sole guide of the teacher. He has gained but little from the experience of others. A brighter day is dawning. We trust the time will soon come, when the teacher's profession shall be abundantly supplied with text books fully illustrating the theory, the practice, and the philosophy of teaching. In the mean time educational papers may do much to relieve a want which we are sure young teachers have felt at the commencement of their career as teachers. The following suggestions, which we have found useful in the daily routine of school teaching, may bé of service to the inexperienced.

1. When you begin school the first time, or commence one among strangers, strive to make a happy impression upon the minds of your pupils, by some simple and timely remarks; and by the dispatch with which you bring your school into good order. Every thing depends upon the first impression. Children are shrewd observers, and their first impression is frequently the most enduring.

2. Do not go into school with a long code of rules, which you intend to have copied by the pupils, or placarded upon the walls of the school-room for their benefit. A few general directions respecting study, recitations, and the spirit which should actuate them, will be sufficient. It will be time enough to correct all improprieties when they occur. Act upon the principle that your pupils are well disposed, and intend to do right, until you find them guilty of wrong. Numberless rules frequently tempt pupils to do what they would not think of doing, had it not been suggested by the rule.

3. Classify your school I as soon as possible; making as few classes as circumstances will allow. This will enable you to spend your time to the best advantage.

4. Have a particular time for each exercise, and attend to every duty in its allotted time.

5. Teach one thing at a time.

Many teachers pretend to gov

ern their school, give assistance in this and that study, at the same time they are attending to a recitation. Do one thing at a time; hear the recitation; then give the needed assistance; but give it in such a way as to lead your pupils step by step, instead of carrying them upon your shoulders.

6. If you wish your school to be quiet, be orderly and quiet yourself. A noisy teacher will generally have a disorderly boisterous school. Set the example in the manner of speaking to your pupils, and moving about the room; and your pupils will in time, catch your spirit and imitate your example.

7. If you wish to govern your school successfully, you must first be able to govern yourself.

8. If you wish to gain the affection of your pupils, treat them kindly. Teachers are very apt to be hasty in correcting their pupils. It often happens that teachers think they see a pupil doing what is wrong, and without stopping to enquire about it, proceed to adminster a most cutting rebuke, or, seizing rod or ruler, chastise the offender without mercy. After this the teacher ascertains that the pupil has not committed any crime worthy such severe treatment, which not only outrages the injured one, but creates a prejudice against the teacher throughout the thinking part of the schoc!, not easily outgrown, unless, he frankly confess his error to the offended pupil, and to the whole school. Many teachers think it will lower their dignity to mention to the school, that they are in the wrong; that they have been too hasty. Teachers mistake very much, the nature of children, who are quite as ready to appreciate a noble act, and excuse a fault or mistake, when the proper apology is made, as older persons. The high-minded teacher, who sometimes acts too hastily, but afterwards frankly and cordiaily points out to his pupils wherein he has acted unwisely, he will gain their highest respect and confidence; for they see that he reverences the right in his own conduct as well as in their own.

« PreviousContinue »