We have visited a great many School Houses in Canada, but we have found exceedingly few, in the construction of which, the least pains have been taken to facilitate the progress of the pupils. It is an opinion too generally received, that any House, which is sufficiently warm in winter, and moderately cool in the summer, is well enough adapted for a School House,-that anything dignified with the name of a bench, is good enough for the children to sit on, and that classification is the Teacher's business, and not that of the parents, or School Trustees. In every well regulated School, there is "a time and a place for everything;" and the exercises of one hour, or the lessons of a particular pupil, never interfere with, or annoy, another pupil. This systematic regularity, however, cannot be carried out in School-Houses furnished as they generally are in Upper Canada, and, unless some improvement takes place in this matter, as well as in the system of instruction, the success of even well qualified Teachers will be, but partially triumphant.

The seats should be so constructed as to afford their occupants, the greatest possible amount of comfort and ease. Their dimensions should be calculated according to the size and age of the children, who should be placed in such a position as to be always facing the Teacher's desk; so that at one glance of his eye, he can note the employment of the whole School.

In the School Houses of the Irish National Board, the plan originally adopted was to place the Teacher's desk in the centre of a semi-circular platform at one end of the Building, directly opposite the door. From the door to this desk, there was an alley of five feet wide, on each side of which the pupils were seated at immovable desks, placed parallel with each other, and varying in height to suit the classes which occupied them.

The seats were also immovable and were placed about six inches from the front of the desks. The back of the next desk was about eighteen inches from each seat, so as to allow room for the Teachers to pass and repass behind the classes. In Schools where Class-Monitors were employed, each Class occupied a separate desk, at one end of which, was the Monitor's seat, and when the Class was called out for a lesson, the pupils had merely to step over their bench, and stand up in the space between it and the next desk. In this way, eighteen, or twenty, Classes could receive instruction from as many Class-Monitors at the same time, while the Head Teacher superintended the whole proceeding. This method of furnishing School Houses is still pretty general, but improvements have been introduced, which bid fair to supersede it in a short time.

According to the new plan, each pupil occupies a separate seat and a separate desk, which are placed in parallel rows, with a space between every two, for the ingress and egress of the children and Teachers. This arrangement requires much larger School Houses than the old system of crowding children together on long benches, but it is considered more conducive to their health, and, while it enables each one to leave, or resume, his seat, without interfering with, or disturbing, his fellows, it also facilitates the duties of the Teacher. The desks are of the most simple construction, being merely a piece of board about eighteen inches square, screwed on to a pedestal, or foot, of cast iron, which is made fast to the floor. The seats are furnished with backs of a proper height, for the convenience and support of the children, and are also fastened to the floor.*

CHAPTER XVIII

FIFTH ANNUAL SCHOOL REPORT OF THE CHIEF SUPERINTENDENT, FOR THE YEAR 1849.

The following is a copy of the Chief Superintendent's Fifth Annual School Report, for the year 1849, enclosed to the Provincial Secretary, to be laid before the Governor General ::

TO HIS EXCELLENCY THE RIGHT HONOURABLE JAMES, EARL OF ELGIN AND Kincardine, GOVERNOR GENERAL OF CANADA.

May it Please Your Excellency: As required by Law, I have the honour to submit to Your Excellency a Report of the state of the Normal, Model and Common Schools in Upper Canada, for the year 1849, with "such other statements and suggestions relating to Education generally" as appear to me useful and expedient."

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* Abundant examples of this improved system of seating pupils are given in the earlier Volumes of the Journal of Education for Upper Canada,-1849-1855.

WHAT CONSTITUTES THE PRACTICAL VALUE OF PERIODICAL SCHOOL REPORTS.

Periodical School Reports are characteristic of all educating Countries, and are the intellectual barometers, which indicate the varying states of a people's educational and social progress. Statistical returns are the most obvious and tangible indicator of that progress; but to ascertain it with accuracy and clearness, and to appreciate it with justice and fulness, require a watchfuł observation of the diversified aspects and phases which society presents from season to season, and from year to year. It is also necessary to take into account the adverse, or favourable, circumstances which, as adverse winds, or fair breezes, affect the speed of the gallant ship, retard, or quicken, the progress of this greatest of all national interests.

Legislation is confessedly an essential element of educational progress. It involves the foundation and framework of a System of Public Instruction; and, when deliberately and carefully matured in a free Country, like ours, it is the embodiment of the public sentiment, and the expression of the national heart. on the subject of educating the young. But frequent changes in a school law, like frequent changes in the sentiments and purposes of an individual, in the prosecution of any undertaking, impede, rather than promote, the work of education,destroy the sacredness, and paralyze the authority of law,-distract public attention, and discourage individual exertion. Even remedying defects in the details of a school law, are sometimes attended with serious temporary inconvenince, although the fundamental principles may be maintained inviolate. This was the case with our School Law of 1846. The fundamental principles of the Act passed in June of that year, were the same as those of the Act passed in October, 1843.* The former was but a simplification and extension of the principles and provisions of the latter. Yet considerable inconvenience was experienced at first in the substitution of the one for the other; but the advantages of it were soon widely felt and generally acknowledged. Less difficulty and inconvenience attended the introduction of the new School Law, and the establishment of the new School system for Cities and Towns, in 1847,-arising out of its easy and natural adaptation to such compact municipalities.

THE SCHOOL YEAR OF 1849 WAS ONE OF UNCERTAINTY AND PERPLEXITY.

During the year 1849, the uncertainty and perplexity of the public mind, in respect to the (Cameron) School Law, were peculiarly unfavourable to the interests of the Schools. The suspense of the first two, or three, months of the year, as to whether the Law and its administration would be maintained, or abolished, and the passing of a new School Law in May, providing for radical changes in the whole working of the Common School System, (although not to take effect until the commencement of 1850,) caused much uneasiness and discouragement amongst the warmest friends and most zealous promotors of elementary education. I, therefore, entertained painful fears as to the results of the year's operations; fears which I am happy to say have been removed by the encouraging character of the Statistical Returns from the several Districts. These Returns show that the impulse which the public mind had received, was sufficient to overcome the resistance caused by the untoward circumstances referred to, and even to make some advancement upon the proceedings of previous years. In analyzing these Returns, I will proceed in the order of the Statistical Tables appended; remarking that they are not extended to Townships, as in my Report for 1847, but are limited to Districts, Cities, and Towns, -each District-Return containing, of course, the aggregate of the Township Returns of such District.

STATISTICAL RETURNS OF SCHOOL SECTIONS AND SCHOOLS IN 1849.

1. Number of School Sections.-These are the smallest School divisions recognized by law, each being designed, as a general rule, for one School, and containing an average of about eighty-three children between the ages of five and sixteen years. The average number of children between these ages in each School district, (Section,) in the State of New York is sixtysix; although the average number attending School in each School district there is sixty-nine, the number under five, and over sixteen, years of age attending School being greater in the ratio of twenty-three to twenty-two, than the number between those ages who do not attend the Schools; while the number attending the School in each School Section in Upper Canada is less, in the ratio of forty-five to eighty-three, than the number of children between those ages. From Statistical Table A, it appears that the whole number of School Sections in Upper Canada is, Three Thousand and Thirty-six (3,036)-being an increase of seventy seven over that of the preceding year.+ From the same Table, it will be seen that Two Thousand, Eight Hundred and Seventy one Schools are reported to have been in operation in 1849; being an increase of seventy-one on the year preceding,- -a very gratifying fact. It is believed, that the increase in the number of School Sections has arisen from the formation of new Sections, and

*The School Act of 1843 will be found on pages 249-262 of the Fourth Volume, the Act of 1846 on pages 59-70 of the Sixth Volume of this Documentary History.

†These Statistical Tables are omitted. They will be found in the Appendix to the Journals of the House of Assembly for 1850.

not, except in very few instances, from the division of old ones. In my Report for 1847,* I pointed out at large the disadvantages and evils of small School Sections; I will not, therefore, dwell upon the subject in this place. With the increased facilities for the establishment of Free Schools, so admirably adapted to secure the attendance of all the children of school age, our School Sections do not appear, in general, to be much too small. It is not to be expected that all the children in every Section will attend School all the year. Some will, of necessity, be otherwise employed, or confined at home a part of the year; and, as a general rule, a Teacher cannot do justice to more than sixty, or seventy, Pupils at one and the same time. The increase of population and the increased attendance at Schools in the several Sections, will gradually diminish the evils of their smallness, where it has been permitted. The new School Act of 1846 contains ample provisions against untimely and hasty divisions of School Sections or undesired changes in their boundaries. +

RECEIPTS AND EXPENDITURES OF SCHOOL MONEYS IN 1849.

Statistical Table A shows the sums which the people of the several Municipal Districts and School Sections have voluntary imposed upon themselves, by Assessments and Rate-Bills, for the gupport of Common Schools, irrespective of the sums imposed and collected for the erection and repair of School Houses, of which we have, as yet, no general returns. It will be seen, that, under the heads of Municipal Council Assessments and School Section Rate-Bills, there is an increase upon the sums imposed and collected during the preceding year. The whole sum available for the Salaries of Teachers for the year 1849, was £88,478 1s. 41d., ($352,912.27), being an advance of £2,408 19s. 1d., ($9,635.82), upon the sum available for the same purpose in 1848. The total amount available, from all sources, for the Salaries of Common School Teachers in the State of New York, in 1849, was £156,364 3s. 54d., ($625,459.69,)—not twice the amount raised in Upper Canada, for the same purpose, the same year, with only one-fourth the population of the State of New York. But, in addition to this sum, there was raised in the State of New York, for "Library purposes," the sum of £22,018 17s. 7 d., ($88,075.49) The comparison, however, is still largely in favour of Upper Canada, in proportion to population. This fact alone, considering the infancy of our School System, and comparative newness of our Country, should make every right-hearted Canadian feel proud of his Country; and it is a sufficient answer to the objection, that Upper Canada is not prepared for the more matured School Systems of the neighbouring States. I think that the assailant of Canadian Institutions, and of the Canadian people, ought to ponder upon this fact, and retract his calumnies and feel ashamed for the wrong and ingratitude which he has committed against the Country of his birth, or adoption.

NUMBER OF PUPILS ATTENDING THE SCHOOLS OF UPPER CANADA, IN 1849.

It appears from Table B, that the whole number of children in Upper Canada, in 1849, between the ages of five and sixteen years, was Two Hundred and Fifty-three Thousand, Three Hundred and Sixty-four,-being an increase on the preceding year of Twelve Thousand, Two Hundred and Sixty-two; that the whole number of Pupils on the School Registers was One Hundred and Thirty seven Thousand, Six Hundred and Thirty-three, which, although an increase of Nine Thousand, One Hundred and Eighty-three on the year preceding, exhibits the humiliating and distressing fact, that little more than one-half of the youth of Upper Canada attend the Schools, notwithstanding the provision made for their support! The same Table shows, that the total number of Boys attending the Schools was Seventy Six Thousand, Five Hundred and Thirty-six; of Girls Sixty One Thousand, Nine Hundred and Twenty-nine. That the total average attendance of Pupils in the summer was Seventy Two Thousand, Two Hundred and four-of Boys Thirty Nine Thousand, Three Hundred and Eighty-two; of Girls Thirty Two Thousand, Eight Hundred and Twenty-two,-being an increase of nearly Two Thousand on the average summer attendance of Pupils over the year preceding. That the total average attendance of Pupils during the winter, was Seventy Eight Thousand, Four Hundred and Sixty-six ;of Boys Forty Six Thousand, Four Hundred and Two; of Girls Thirty One Thousand, Nine Hundred and Sixty-four,-a considerable increase also on the corresponding average attendance of the preceding year. It appears from these Returns, that a considerably larger number of Boys than Giris are educated in the Common Schools; that the attendance of Girls at the Schools in Summer and Winter varies very little; that the winter attendance of Boys is, to that of summer, as forty-six is to thirty-nine ;-a much less difference than is generally supposed. It may also be observed, that the average attendance of Pupils at the Schools, as compared with the whole number on the School Registers in Upper Canada, is as three to six, while, in the State of New York, it is as three to seven, and with respect to the length of time during which each Pupil attends School in the course of the year, the New York State Superintendent, in his School Report of 1848, remarks, that, "with all the advantages our School System presents, not one-seventh of the children reported, between five and sixteen years of age, attend the Schools, for even six months.

*Printed on pages 149 and 187 of the Seventh Volume of this Documentary History. +Page 61 of the Sixth Volume of this History.

18 D. E.

TIME OF KEEPING OPEN THE SCHOOLS BY QUALIFIED TEACHERS IN 1849.

It is encourging to observe, that, on this point also, Upper Canada compares favourably with the older State of New York. In the State of New York, the law requires a Common School to be kept open by a qualified Teacher four months of the year, in order to be entitled to a share of the School Fund, and the State Superintendent, in his last Annual Report, says;"In the several reporting districts, Schools have been maintained by duly qualified Teachers for an average period of eight months during the year embraced in the Returns." In Upper Canada, each Common School must be kept open six months, in order to be entitled to share in the School Fund; and during the last year, the average time of keeping open the Schools by legally qualified Teachers, was nine and one-third months,-being an increase of one-third of a month over the preceding year, and being one month and a third of a month over the average time of keeping open the Schools by legally qualified Teachers in the State of New York during the same year; that is, Upper Canada was one-sixth in advance of the State of New York last year in the time of keeping open her Common Schools by legally qualified Teachers.

CLASSIFICATION OF PUPILS, AND SUBJECTS TAUGHT IN THE SCHOOLS IN 1849.

Statistical Table B also exhibits the classification of Pupils, and the number instructed in each subject, or branch, of study in the Schools of each Municipal District in Upper Canada. It will be seen that there are five Reading Classes, in harmony with five Readers of the National Board of Education for Ireland, -the first being the lowest, and the fifth the highest, Reading Class. The Returns of Pupils in Arithmetic include three divisions,-those who are in the first Four Rules, those in the Compound Rules and Reduction, and those in Proportion and above. The same Table shows the number of Pupils in each Municipal District, in Grammar, Geography, History, Writing, Book-Keeping, Mensuration, Algebra, Geometry, Elements of Natural Philosophy, Vocal Music, Linear Drawing, and other studies, such as the Elements of the Latin and Greek Languages, which are taught in some of the Common Schools. By referring to Table B, the totals of the Returns for 1848, under the same heads, will be found; and it will be observed, that under every head, except one, there is an improvement in favour of 1849. The Returns of 1848 showed a similar advance on those of 1847,-the first year that this kind of educational Statistics was ever collected in Upper Canada. It is also gratifying to observe that the teaching of Vocal Music is beginning to be introduced into the Schools, of the early fruits of the present system of Elementary instruction in Upper Canada.

CHARACTER AND CHEAPNESS OF THE TEXT BOOKS USED IN THE SCHOOLS.

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In Statistical Table C, is given the names of the Text-Books, which are used in the various subjects taught in the Schools, and the extent to which each Text-Book is used in them in the several Municipal Districts of Upper Canada. From the comparative view of 1848 and 1849, given at the bottom of Table C, it will be seen how steadily and rapidly the admirable series of National School Text-Books are superseding other inferior Text-Books. To this there are two exceptions: 1 do not think that the Elementary National Grammar is equal either to Lennie's, or Kirkham's, Grammar, (both of which have been recommended by the Upper Canada Board of Education); and I have also so expressed myself, from time to time, in papers emanating from this Department. Nor do I think the Elementary National Geography at all equal, in merit and adaptation, to our Schools, to Morse's Geography, for reasons that I stated at length in my Annual Report for 1847.* The National Geography Generalized is a comprehensive and a valuable book, and is used with great advantage in the Provincial Normal School, but it is too large and expensive for young Pupils.

The great object contemplated and gained by the introduction and use of a uniform series of Text-Books in the Schools is three-fold ;-1. The substitution of Books of superior value for those of inferior value, or of objectionable character. Perhaps, no opinion is more unanimous among competent judges, than that many of the Books which have been used in our Schools, and are still used to some extent, are next to worthless, for the accomplishment of the objects for which they are used, if not pernicious in their tendency; nor have I heard it pretended, on any occasion, much less from any quarter entitled to respect, that the motley variety of School Books, which chance, time, circumstances, and itinerant Vendors have strewed over our Country, are comparable in excellence with the series of National School Books, which have been recommended by the Provincial Board of Education for use in all of our Schools. second object contemplated by a uniform series of Text-Books for the Schools, is the classification of Pupils, and the greater efficiency of Teaching. When there is but one series of Readers, one Arithmetic, one Geography, one Grammar, etcetera, used in a School, all the pupils of like attainments in such School, in any one branch, or subject, can be formed into the same Class; and, as a public speaker can address one hundred persons as easily as he can address ten, so a Teacher can teach a Class of twenty Pupils as easily as he can teach two. The fewer classes,

2. A

* See page 164 of the Seventh Volume of this Documentary History. See also Foot Note on the same page.

therefore, he has in his School, the more instruction he can give on any given subject, and to each Pupil, in a given time. But pupils cannot be thus classified where there is a diversity of Text-Books in the same subjects of instruction. The use of an uniform series of Text-Books in each School, will, therefore, add greatly to the value of a Teacher's time, and to the amount of knowledge imparted to the pupils, or of mental development by appropriate exercises. And, when a Teacher becomes familiar with a series of Text-Books, the order of subjects, and the mode of illustrating them, he can use such accustomed instruments of teaching with more ease, and to greater advantage, than when new books are constantly required to be used by him. It is scarcely possible to devise a scheme which more seriously paralyzes a Teacher's exertions, and lessens the value of his labours, than by denying him the means of classifying the Pupils of his School, and by distracting his attention and wasting his time in teaching them one by one, instead of teaching them by classes. 3. A third object resulting from the use of an uniform series of Text-Books in the Schools, is their greater cheapness. A merchant can sell an article much cheaper when the demand for it is very large, than when the demand is limited; the publisher of a newspaper can afford it at a much less price per annum, when the circulation of it is twenty-thousand copies, than when it amounts to one, or two, thousand. So can the publishers of School Books sell them cheap in proportion to the extent of the demand for them. The more general the demand for any one series of School Books becomes. the greater will be the competition and enterprise to supply that demand. The Books will thus be produced better in quality, and lower in price. In whatever light, therefore, we view the introduction of an uniform series of good School Books, the gain,-the vast gain of it,-is on the side of the Pupils and their Parents. An objection has been made to this effect ::

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Admitting the desireableness and importance of having but one series of Text Books in each School, it does not follow that the same series of Books should be used in all the Schools of the Province; one seriesmay be used in one Township, or County, and another series may be used in another Township, or County."

THE PRINTING OF TEXT BOOKS A DESIDERATUM.-EVILS OF A DIVERSITY.

To this I reply, first, that I do not know of more than one Series of School Books which has been used in any part of Upper Canada, or which has been commended by any party. There are isolated Books on some subjects, to which partiality has been expressed in some places, and, perhaps, upon very just grounds, but I know of no series of School Books on any one subject, (except the Irish National Series, recommended by the Provincial Board of Education,) which has been commended by a single Municipality for publication, in Upper Canada. A good Book, or two, will not supply the wants of a School, in which various subjects are taught, and the Pupils of which are conducted from step to step through each of these various subjects. If each Pupil should advance step by step, and, from one subject to another, in the order of Nature, the Text Books employed in his instruction should be constructed and connected in the same natural order. It is pon this principle that the School Books of the Irish National series are prepared; and this is one of the characteristics of their excellence. But I reply, secondly, to the objection above stated, that, if a series of Text Books is best for the Schools in one Township, or County, why is it not the best for every Township and County? The same ground of Common School Education is to be occupied in every County of Upper Canada; the Irish National Text Books are the only series which cover the whole of that ground; why would it not, then, be most beneficial to use them in every County, if it be so in any one County? It is true, that the first object to be gained is uniformity of Text-Books in each School, then in each County, and then throughout the Province, as required by the reason just assigned, by the frequent removal of Teachers and Pupils from one County to another and by a regard to the cheapness and ample supply of good Books. This view is maintained by the present able and enlightened Superintendent of Common Schools in the State of New York the Honourable C. Morgan. In one of the concluding paragraphs of his last official Instructions, as authorized by law, he remarks as follows:

"It is believed, that a more propitious period could not be presented, when an earnest and systematic effort should be made to relieve our institutions of Elementary Instruction from the diversity and constant change of Text-Books. Whenever such an uniformity can be extended throughout the school districts, [Sections,] of a Town, [Township], and throughout all the Towns of the County, it is very desirable that such extension should be made; but, from the great diversity of views, in relation to the relative merit of different works, the progress of this extension must necessarily be slow. The foundations may, however, be laid by the attainment of uniformity in the respective School districts, for an ultimate harmony of views and concert of action on a wider theatre.'

All Educational Writers in the neighboring States, without exception, so far as I have observed. as well as European Educationists, agree with the New York State Superintendent, as to the great advantage and importance of uniform Text Books for the Schools. The difficulty with our American neighbours has been, and still is, the pre-occupation of the ground by rival publishers and sellers of School Books, and the flooding of the whole Union,-especially the older States, with an endless diversity of such Text Books. The School authorities of Cities