HISTORICAL
EDUCATIONAL PAPE
AND
DOCUMENTS
ONTARIO
1792-1853
THE A. H. U. COLQUHOUN
LIBRARY OF CANADIAN HISTORY
H,
Historical and Other
Papers and Documents
ILLUSTRATIVE OF THE
J
Educational System of Ontario, 1856-1872,
FORMING AN APPENDIX TO THE ANNUAL REPORT OF THE MINISTER OF EDUCATION.
BY
HODGINS, I.S.O., M.A., LL.Dt, F.R.G.S,
•> %
OF OSGOODE HALL. BARRISTER-AT-LAW, EX-DEPUTY MINISTERi OF EDUCATION. HISTORIOGRAPHER TO THE EDUCATION DEPARTMENT OF ONTARIO.
VOLUME II.
PRINTED BY ORDER OF THE LEGISLATIVE ASSEMBLY OF ONTARIO.
TORONTO : PRINTED AND PUBLISHED BY L. K. CAMERON,
Printer to the King's Most Excellent Majesty. 1911
Printed by
WILLIAM BRIGGS,
29-37 Richmond Street West,
TORONTO
PREFATORY NOTE.
This Volume contains a continuation of the more important historical papers relating to the progress of Education in the Province of Ontario from 1853 to 1868. Among them are particulars of the division of the original School grant of 1841 to the Provinces of Upper and Lower Canada.
Also the following interesting historical papers : —
Confidential Report of the Governor-General on the Separate School Ques- tion of Ontario.
Discussion and final Settlement of the Separate School Question by the incorporation of the Law on the subject in the Imperial Act of Confederation in 1865.
The Normal School, its design and functions.
Lord Elgin's Official Keport on the School System of Upper Canada and Ontario.
Exposition of the Law and Regulations on the Subject of Religious Instruc- tion in the Schools of Ontario.
School House Architecture and School Room Decoration.
Military Drill in the Schools. Its good effects in promoting Discipline. Hy Mr. James L. Hughes, Chief School Inspector of Toronto.
Facilities for professional Education in Ontario — Clerical, Legal, Medical, Musical, Artistic and Scientific (Technical).
Lord Strathcona's munificent Gift of $500,000 for the promotion of Physical and Military Training in the Schools of Canada.
Report of an Inquiry in regard to Schools of Technical Science in the United States by Doctors J. G. Hodgins and A. MacHattie.
Recent important movements in the British Isles in the direction of Technical Education.
Illustrative Examples of the necessity for Instruction in Scientific and Technical subjects in Ontario.
Training of Youths in the Industrial Universities of England. The Establishment of an Agricultural College in Ontario in 1872.
IV PKEFATORY NOTES.
Report by Doctor Ryerson in regard to the Instruction of the Deaf and Dumb and the Establishment of an Institution for that purpose; also .a Report on an Institution for the Instruction of the Blind, and the Establish- ment of an Institution for that purpose.
Report by Doctor Ryerson on Systems of Education in Europe. The Universities and the great Public Schools of England.
The London Times on Doctor Ryerson's Report on Education in Foreign Countries.
•
Visit of His Royal Highness Albert Edward, Prince of Wales, to British Xorth America in 1860.
Sir Oliver Lodge on Fifty Years of the Promotion of Science.
J. GEORGE HODGINS, TORONTO, September, 1911. Historiographer.
CONTENTS.
PAGE
Division of the Legislative School Grant to Upper and Lower Canada, 1841-1851... 1
The Museum and Library of the Education Department, 1853-1855 2
1. Paintings of Seven Schools of Painting, 144 Masters 12
2. Collection of Sculpture, Plaster Cast 12
3. Various other Contents of the Museum 13
4. Books, Illustrative of Art 14
5. Assyrian and Egyptian Sculptures 16'
6. Casts of Gems and Medals , . . . 17
7. Electrotypes of Art Treasures 17
8. Food Analysis 17
9. Specimens of India Rubber Manufactures 17
10. Naval Models: Some of Battleships and Steam Vessels 17
11. Greek, Roman and English Coins 18
12. Minerals. Shells and Fossils 18
13. Photographs of Notable Portraits and Works of Art 19
14. Fictile Ivories 19
15. Rogers' Statuette Groups in Plaster .-. . . 19
Principal Contents of the Departmental Library:
1. Historical Books, Relating to Canada 20
2. Books Relating to Education 20
3. Books on Ancient History 21
4. English and Modern European History , 21
5. United States History and Reports 21
6. Collection of Canadian Pamphlets 21
7. Collection of Bound Newspapers 21
8. History of Early Education in Upper Canada 21
Kote. — Special Record of the Gratuitous Distribution to Various Institutions of
the contents of the Museum, Library and Depository, by the Honourable Adam Crooks, Minister of Education in 1881-1883, and by the Honourable Richard
Harcourt, Minister in 1908-1904 23
Books and Pamphlets sent to Alexander Fraser, M.A., Archivist 27
Ceremony of Opening the Normal School Building, Toronto 29
Agricultural Results of the Culture of the Normal School Grounds, 1853 42
The Normal School of Ontario, — its Design and Functions 45
Lord Elgin's Official Report on the School System of Upper Canada, 1847-1853 50
Religious Instruction in the Schools of Upper Canada 56
Exposition of the .School Law, on the Subject of Religious Instruction in the
Schools of Ontario 58
VI CONTENTS.
PAGE
Sketch of the Irish National System of Education 64
Official Circular from the Chief Superintendent of Education to the Various Re- ligious Bodies in Regard to Religious Instruction in the Public Schools of
Upper Canada, 1859 66
Proceedings of the Churches in Regard to Religious Instruction in the Public
Schools 6"9
Comprehensive Summary of the Provision for Religious Instruction in the Schools
of Ontario 72
The Bible for Religious Instruction in the Public Schools 78
The Reverend Doctor Ryerson's " Hand Book on Christian Morals " 81
Memorandum of the Honourable Adam Crooks on the Subject of Religious In- struction in the Public Schools, 1876 82
Supplementary Memorandum in Regard to Religious Instruction in the Public
Schools, by the Honourable Adam Crooks, Minister of Education, 1S78 88
Authority to Establish Denominational Schools in Cities and Towns in Ontario 89
The Duty of Parental Religious Instruction 89
^The Bible, as a Text Book of Religious Instruction in the Schools of Ontario 90
Bible Society, Distribution of Bibles in the Schools of Toronto 91
Beneficent and Transforming Influence of the Teachings of the Bible 91
Bishop Strachan on the Bible 95
The Roman Catholic Separate School System of Upper Canada (Ontario), 1841,
1855 95
Correspondence on the Subject of the Separate Schools 99
1. Provisions of the Separate School Law 99
2. The Chief Superintendent of Education to the Honourable Francis Hincks. . 101
Original Draft of the Supplementary School Act of 1855 on Separate Schools 102
3. The Chief Superintendent in a Second Letter to the Honourable Francis
Hincks 103
4. The Chief Superintendent of Education to the Roman Catholic Bishop of
Toronto, on his Comparison of the School Laws of Upper and Lower Canada, Regulating Separate Schools 104
Draft of a Proposed Separate School Bill for Upper Canada, Entitled "An Act to Better Define Certain Rights to the Parties Therein Mentioned. Prepared by Three Roman Catholic Bishops of Upper Canada in Reply to the Chief Superintendent's Letter to Bishop Charbonnel 104
Confidential Report to the Governor-General on -the Separate School System of
Ontario, 1858 « 107
Enclosure: The Law Relating to Roman Catholic Separate Schools in Upper Canada and to the Protestant Dissentient Schools in Lower Canada as Compared by J. George Hodgins and arranged in parallel columns, with Reference to Identical or Analogous Passages in Each Law 113
Special Explanatory Report on the Separate School Provisions of the School Law
of Upper Canada for the Information of Members of the Legislature, 1858 123
The Anglican Synod of Toronto, on the Question of Separate Schools 128
CONTENTS. vii
PAGE
Anglican Synod Memorial to the Legislature for Aid from their Taxes to Establish
Schools 129
Special Correspondence with a Member of the Anglican Synod on this Subject 131
Letter to the Honourable George Brown on the Separate School Question 132
Incorporation of the Separate School Law of 1863, in the Confederation Resolutions
of 1865 134
Confederation Act of British North America, Relating to Education, 1867 135
Legal Opinion of Messieurs Stephen S. Richards, Adam Crooks and Edward Blake
on the Foregoing Section of the British North America Act 135
Text of the Privy Council's Decision on the " Christian Brothers " Case 137
Roman Catholics and Education in Canada, the United States and Great Britain —
A Report Prepared at the Request of the Honourable Oliver Mowat, by J.
George Hodgins 139
Attendance of Roman Catholic Children at the Common Schools and the Parochial
and the Various Denominational Schools in the United States 139
Attendance of Roman Catholic Childinen at the Public Schools of the Canadian
Provinces, other than Quebec and Ontario 140
Attendance of Roman Catholic Children at the Board Schools in England and
Wales, 1894-1895 ." 141
Attendance of Roman Catholic Children at the Schools in Scotland, 1894-1895 141
Account of the Views of Archbishop Ireland of Minnesota, on the National Schools
in his own State 142
Proceedings of Ecclesiastical Authorities in Regard to these Views of Archbishop
Ireland (his Letter to J. G. Hodgins) on -the Faribault School Plan 143
Letter from the Reverend James Nilan of Poughkeepsie on the Subject 143
Cardinal Satolli on the Settling of the School Question and the Giving of Religious
Instruction in Schools 144
School House Architecture, and Improved School House Accommodation 145
Prizes for Rural School House Plans 146
Directions in Regard to School House Accommodation and Fittings 147
Union Jacks for the School Houses 152
School Room Decoration; its Great Desirability and Practical Importance, — with
Illustrative Examples. An Address by J. George Hedging 153
School Room Decoration in England 154
"Facilities for Professional and Technical Education in Ontario:
Legal Education, or the Study of the Law 155
Remarks of Chief Justice Robinson on the Study of the Law 160
Curriculum for Law Examination, 1872 162
Facilities for Medical Education in Ontario 164
Sketch of Doctor John Rolph, by Doctor Walter B. Geikie 165
Military Education in Canada. The Royal Military College in Kingston 170
^Military Drill in the Public and Grammar Schools 173
Short School Time with Military, or Naval Drill, by E. A. Meredith, LL.D 176
Good Effect of Military Drill in the Schools by Mr. James L. Hughes, Chief Public
School Inspector, Toronto 179
Vlll CONTENTS.
PAGE
Circular of the Honourable Adam Crooks, Minister of Education, on Facilities for
Military Drill in the Schools, 1879 180
Lord Strathcona's Munificent Gift of $500,000 for the Promotion of Physical and
Military Training in the Schools of Canada, 1909-1910 . . .• 181
Report of an Inquiry in Regard to Schools of Technical Science in the United
States, hy Doctors J. G. Hodgins and A. Machattie 183
Value of Technical Schools Elsewhere 192
Necessity >for a School of Practical Science in Ontario 193
Recent Important Movements in the British Isles in the Direction of Technical
Education 195
Illustrative Examples of the Necessity for Instruction in Scientific and Technical
Subjects in Ontario 199
Circular issued by the Government to the Manufacturers of Ontario on the Estab- lishment of a College of Technology, or School of Science in Toronto 199
Comprehensive Provision for the Promotion of Technical and Industrial Education
in Ontario, 1910-1911 200
How Engineers Should be Educated 205
Addresses on the Necessity of Technical and Industrial Education in Ontario,
1910-1911 . 205
President Falconer on the Importance of Technical Education as a Bridge of
Science Between Mental Culture and Handicraft 207
Training of Boys in Trades and in the Mechanic Arts in the United States 208
Training of Boys in the Industrial Universities in England — King Edward's
Helping Hand 209
Interesting Incidents of Morse's First Ocean Telegraphic Message 211
Sir Oliver Dodge on Fifty Years of Science — How, and what it has made for pro- gress in all Departments of Human Knowledge 212
Report of an Inquiry in Regard to Agricultural Education in the United States,
1870, by the Reverend W. F. Clarke 214
The Reverend W. F. Clarke's Suggestion as to the Establishment of an Agricultural
College for Ontario, 1872 219
The Reverend W. F. Clarke's Report on Farms at Guelph for an Agricultural
College and their Purchase. 1872 220
Report by the Reverend Doctor Ryerson of an Inquiry by him, as Chief Superinten dent in Regard to the Instruction and Care of the Deaf and Dump and Blind,
1868
222
Origin and Progress of Institutions for the Education of Deaf Mutes 224
Noted Instructors of Deaf Mutes: the Abbe de L'Eppe. Braidwood, Watson and
Gallaudet
224
Description and Methods of the Principle Institutions for Deaf Mutes in England,
France, Germany and the United States 227
Advantages of Collegiate Education to Deaf Mutes 23fr
Report on Institutions for the Blind in the British Isles, France and the United
States 231
Education and Care of the Blind in Ontario, by Mr. Alfred H. Dymond, Brantford,. . 23'6
CONTENTS.
PAGE
Convention of Instructors of the Deaf and Dumb in Belleville, 1874 239
Report on the Systems of Popular Education on the Continent of Europe, by the
Reverend Doctor Ryerson, Chief Superintendent of Education, Ontario, 1868.. 248 Systems of Education in France, Prussia, Holland, Switzerland, Belgium, the
German States, Wurtemburg, Bavaria, Saxony, Austria, Denmark, Sweden,
Italy, Spain and Portugal, 186'8 250
Historical Sketch of Education in Ireland 278
Historical Sketch of Education in Scotland 279
England and Its System of Elementary Education, 1868 281
The Great Public Schools of England 282
The English Universities 283
Voluntary Educational Associations and Agencies in England 284
Historical Sketch of Education, Parliamentary Proceedings 2'84
Lord Brougham's Warning to the Lawgivers of England 285
Privy Council Committee on Education 286
-Normal Schools in England and Scotland, 1868 286
General Observations on System of Public Instruction in Europe 287
Practical Schools for Trades and the Arts 287
Financial Statements of the Schools in the Various United States 288
Remarks on the Characteristics of the United States Systems of Public Instruction,
by the Reverend Doctor Ryerson 289
The London Times on the Reverend Doctor Ryerson's Report on Education in
Foreign Countries, 1868 292
Suggestions for the Further Improvement of Public Instruction in Ontario, founded
on the foregoing Report 295
Visit of His Royal Highness Albert Edward, Prince of Wales, to British North
America, 1860 29'9
The Prince's Tour in British North America in I860 300
Addresses Presented to the Prince of .Wales by Various Colleges and Universities
in the Provinces and the Educational Department of Ontario 302
The Prince formally opens the Victoria 'Bridge at Montreal 319
The Prince lays the Corner Stone of the Parliament Buildings, Ottawa 321
Correspondence arising out of the Visit of the Prince of Wales to Canada, 1&60 323
Visit of Lady Franklin to Canada, I860 328
The Prince of Wales' farewell to Canada 329
The Prince in the United States 330
The Prince Sails from Portland for England 335
Educational incidents of Prince Arthur's visit to Canada in 1869 . 336
ILLUSTRATIONS.
PAGE
Sir John Beverley Robinson 30
The Normal and Model School Buildings, Toronto 31
The Reverend John McCaul, DL.D 37
The Reverend Egerton Ryerson, DjD 40
The Education Department and Normal and Model Schools, Toronto 41
John Herbert Sangster, M.A., M.D 45
Sir John Beverley Robinson 1€1
La Salle 172
Governor Simcoe 174
The Prince of Wales and his Suite . 301
Historical and Other Papers and Documents
ILLUSTRATIVE OF THE EDUCATIONAL SYSTEM OF
ONTARIO.
DIVISION OF THE LEGISLATIVE SCHOOL GRANT TO UPPER AND
LOWER CANADA, 1841-1855.
Chiefly through the efforts of the Honourable Isaac Buchanan, a Grant in aid of Common School Education of Fifty thousand pounds, (£50,000=$200,000,) a year, was made by the Legislature of United. Canada in 1841. For many years this annual Grant was divided between Upper and Lower Canada on the basis of Population, as required by the Special Act on the subject of 1843, — the amount coming to Upper Canada, on this basis, was Twenty-one thousand pounds, (£21,- 000=$84,000,) and to Lower Canada, Twenty-nine thousand pounds, (£29,000= $116,000.) This division was continued for each of the seven following years.
In 1848, the Chief Superintendent, in a Letter to the Provincial Secretary, appealed against the continuance of this division, as, in the meantime, (between 1841 and 1848), the population of Upper Canada (710,000) had increased in a larger proportion than that of Lower Canada (700,000). He, therefore, proposed that, for the present, the share of the Grant coming to Upper Canada should be Twenty-four thousand pounds, (£24,000=$96,000,) and that to Lower Canada, Twenty-six thousand pounds, (£26,000— $104,000.) The request that this equit- able division be made was not granted.
Again, in March, 1849, the Chief Superintendent called the attention of the Government to the subject and to the continued inequality of the division of the Legislative Grant, but still without effect. In December of the same year, an- other effort was made by the Chief Superintendent, (in a Letter to the Inspector General,) to have this continued inequality in the division of the Grant removed, and that the division be made on the basis, which he had proposed, in his Letter to the Provincial Secretary of the 17th of October, 1848. The basis proposed was regarded by the Inspector General as equitable; but no Order-in-Council was passed to give it effect. This state of things continued until 1851, when the Editor of this Volume, (as Deputy Superintendent,) during the Chief Superin- tendent's second official visit to Europe and the United States, wrote a Letter to the Provincial Secretary in March, 1851, requesting that the Department be in-, formed of the decision of the Governor General-in- Council on the subject of the division of the Parliamentary Grant. In reply, the Provincial Secretary stated, that an Order-in-Council had been passed, making an equal division of the Legis- lative Grant between the Provinces, giving to each one Twenty-five thousand pounds, (£25,000=$100,000.)
NOTE. — The amount thus lost to Upper Canada by not making an equitable division of the Grant as required by law, and as requested, was at the rate, at least, of Three thousand pounds, (£3,000=$12,000,) a year.
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
This state of things led to a prolonged correspondence, until at length an arrangement was arrived at, as intimated in the concluding Letter of the Pro- vincial Auditor, as follows: —
Upper Canada has received its share of the £50,000 Parliamentary Grant, £36,828.13.7, and Lower Canada, (according to the settlement of that Account, made by Mr. Scott last year, commencing January 1st, 1848) £30,825. — .14. But of this latter sum Lower Canada stands charged with £5,825, borrowed from the School Land Income Fund, which will have to be repaid out of future Legislative Grants, the real payment from the Consolidated Revenue, therefore, has only been £25,000. Whatever may have been the origin of this difference between the two Sections of the Province, the Government is willing to consider the whole as an addition to the Education Fund, which should be divided according to population as follows: —
£ s. d.
Upper Canada has received 36,828 13 7
Lower Canada has received 25 ,000 0 0
Proposed addition this year to the two Provinces 35 ,000 0 0
The whole of which being divided according to population —
Upper Canada. Lower Canada.
£ s d £ s d
The Share will be respectively 50,036 18 5 46,791 15 2
Less what they have received 36,828 13 7 25,000 0 0
The proportion of £85 ,000 to each Province was 13 ,208 4 10 21 ,791 15 2
Less debt to be repaid 575 0 0 5,825 0 0
13,783 4 10 15,966 15 2
This appears to me the most equitable way of settling the difficulty. TORONTO, May 1, 1856. JOHN LANGTON, Auditor.
NOTE. — The final arrangement of the General Grant was agreed to by Repre- sentatives of both Provinces in 1856.
THE MUSEUM OF THE EDUCATION" DEPARTMENT, 1853-1855.
THE AFTER DISPERSION TO VARIOUS PROVINCIAL INSTITUTIONS OF A LARGE POR- TION OF ITS CONTENTS BY THE HONOURABLE ADAM CROOKS, MINISTER OF EDUCATION, IN 1881.
By the twenty-third Section of the Supplementary School Act of 1853, the sum of Five hundred pounds, (£500), per annum was appropriated with a view
" To purchase, from time to time, Books, Publications, Models, and Objects, suitable for a Canadian Library and Museum, to be kept in the Normal School Buildings, and to consist of Books, Publications, and Objects relating to Education and other depart- ments of Science and Literature; and Specimens, Models and Objects illustrating the Physical and Artificial Productions of Canada, especially in reference to Mineralogy, Zoology, Agriculture and Manufactures."
In order to give effect to the provision of the School Act of 1853, Doctor Ryerson proposed to the Government that he should take advantage of the holding of the "Universal Exhibition" at Paris, where no doubt a number of educa- tional objects of interest would be exhibited.
DIVISION OF GRANT. DEPARTMENTAL MUSEUM.
From there he would proceed to other European Cities, with a view to obtain in them various specimens of Art and other Special Objects of interest, suitable for the Museum of the Education Department.
From each place he stated that he would write to me, so as to keep me fully advised of his movements and purchases, in case the Government should desire to know how he was proceeding in the accomplishment of the important purposes of his mission.
In these Letters from each of the Cities which he visited, Doctor Ryerson gave interesting details of the kind and character of the specimens of Art and other objects of interest which he purchased, so that, in placing them in the Museum, we should not be at a loss for full information as to their comparative and special value and importance.
In his Letter to the Provincial Secretary, Doctor Eyerson said: —
The greater part of the sum appropriated for this purpose is yet unexpended, and has been reserved to procure, at a convenient opportunity, such Publications, Models, Apparatus, etcetera, as the progress' of the School System and Science of Education has given birth to in Europe since my Tours there in 1845 and 1850-1851. This I propose to do during my contemplated vfsit; and I likewise propose to visit again the best Educational Establishments in Europe, with a view to further improvements in our Schools and School System, as also to select and make further arrangements for procuring Library Books and Apparatus for the Schools.
I hope to render my proposed visit to Europe as useful in advancing the great work in which I am engaged as have been my former visits. The Universal Exhibi- tion at Paris will be favourable to my objects, as I dare say there will be in that Exhibi- tion, as there was in the World's Exhibition at London, 1851, every description of School Apparatus, especially from Germany. Some of my best selections and pur- chases of School Apparatus in 1851, were the result of visiting that Exhibition in London.
I propose to provide for the work of this Department during my absence, by paying myself for an additional Clerk's assistance which may be required in conse- quence of Mr. J. George Hodgins, the Deputy Superintendent, performing my duties.
I will be greatly obliged to you to be informed as early as convenient, of His Excellency's pleasure in regard to this application.
TORONTO, 1st of June, 1855. EGERTON RYERSON.
REPLY TO THE FOREGOING LETTER FROM THE PROVINCIAL SECRETARY.
I have had the honour to receive and lay before the Governor-General your Letter, dated the 1st instant, applying, on the personal and public grounds therein set forth, for six months' leave of absence to enable you to visit Europe, for a special purpose, and am to inform you, in reply, that His Excellency has been pleased to gran{ you the required leave.
His Excellency feels satisfied that no exertion will be wanting on your part to make your proposed visit to Europe instrumental in advancing, in various ways, the School System of Upper Canada.
His Excellency sees no objection to the arrangements which you propose to make for the working of your Department during your absence.
QUEBEC, 13th June, 1855. GEORGE ET. CARTIER, Secretary.
After receiving the foregoing Letter, Doctor Ryerson went to Quebec to see the Inspector General in regard to financial matters connected with his pro- posed visit to Europe. While there, he wrote to me as follows : —
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
I arrived here yesterday, and in the course of the day I got everything arranged according to my wishes.
At Attorney-General John A. Macdonald's suggestion I have been appointed an Honorary Commissioner at the Paris Exhibition. Mr. Macdonald also endorsed my recommendation for your appointment as Deputy Superintendent of Education, according to my recommendation, and it is to be Gazetted next week.
I have no doubt that you will do all things in the best manner, as well as for the best. I fervently pray that God will guide and bless you in your official duties . . . and greatly prosper you as well.
Sir Edmund Head has given me flattering Letters of Introduction to Lord John Russell and Lord Clarendon, Secretaries of State. . . .
QUEBEC, 29th of June, 1855. EGEBTON RYEBSON.
On his arrival in England, Doctor Kyerson, in a Letter to the Provincial Secretary, said: —
I hope to be able to render my present tour not less beneficial to the interests of education and useful knowledge in Canada than previous tours. Captain Lefroy, formerly the Director of our Meteorological Observatory, has kindly consented to aid me with his experience and knowledge in the selection of the Philosophical Instruments, necessary to enable Head Masters of Senior County Grammar Schools to make the proposed Meteorological Observations, as authorized in the Grammar School Act of 1853 ; and he is as ready as ever to render every assistance in his power to give it effect. Indeed, his interest in everything relating to Canada, especially in the advancement of Science and the Fine Arts, is not less intense than when he was in Toronto. As Professor Cherriman has cordially consented to do, in Toronto, what Captain Lefroy has purposed to do, had he remained amongst us, — to test the Instruments and to aid me in preparing the requisite Tables and Instructions for their use, — I hope we shall be able to render this System of Meteorological Observations more complete in Upper Canada than in any other part of America.
LONDON, July, 1855. EGERTON RYEBSON.
In applying for Letters of Introduction to the Foreign Courts of Europe to Lord Clarendon, the British Foreign Secretary, he said:
I purpose to visit Paris, Brussels, the Hague, Hanover, Berlin, Dresden, Vienna, Rome, Naples, Turin and Switzerland, with a view of repeating my inquiries into their Systems of Public Instruction and the character and management of their principal Universities, Colleges and Schools, and procuring Official Documents, bearing on these subjects, as also Models, Objects, Specimens, and School Apparatus, suitable for a Canadian Educational Museum, — for purchasing which I have funds, placed at my disposal by the Legislature of Canada.
LONDON, July 31st, 1855. EGEBTON RYEBSON.
In discharging the difficult and onerous task which he had undertaken in making suitable selections of works of Art and other objects of interest for the Departmental Museum, which he was about to establish, Doctor Kyerson exercised, as he stated, great care and he soon learned to distinguish between the great varieties of copies of Paintings which he saw in the several artistic centres of Europe — especially in Italy. He was thus enabled to select copies of works of Art and other Objects which came up to a denned standard, which experience had taught him to regard as the best standard.
REVEREND DOCTOR RYERSON's EDUCATIONAL TOUR IN EUROPE, 1855.
Of course his object was not to select a mere miscellaneous variety of Pictures, but with the exception of a few of the more celebrated and notable pictures, — such as Kubensf " Descent from the Cross," Raphael's " Transfiguration," Domenichinos* " Last Communion of Saint Jerome," and Titian's " Portrait of Our Saviour," he decided to select such pictures only as would typify each of the well-known Schools of Art in Europe. In this he was highly successful, but, in doing so, he had to give the more time and attention to details of selection and purchase. He also became familiar with certain characteristics which distinguished the more noted Masters, — such as the " up-raised eyes " in the portrait pictures of Guido Eeni, — the rich colouring and striking contrasts of Eubens, as best exemplified in his " Descent from the Cross." In that picture of rich colouring, the Head of Joseph of Arimathea, so full of life and vigour, is in strong contrast to the drooping Head of the dead Saviour, with which it is parallel in the picture.
During his absence in Europe, I kept him fully informed of the details of business in the Education Department.
In his replies he either expressed 'his satisfaction at what was being done, or oroposed to be done, or made suggestions, — leaving it entirely to my judgment to adopt, or modify them at my discretion.
Writing to me from London, he said:
Chief Justice Robinson, with whom we breakfasted in London, told me that the Right Honourable Alexander Macdonell, Resident Commissioner of the Irish National Schools in Dublin, — at which Establishment you were in 1845, mentioned you to me in very high terms. . . .* E. R.
Paris, 6th of September, 1855. I am now beginning to make encouraging progress in the chief objects of my visit to Paris. I found a great many things in the Exhibition, from France and from different parts of Germany, — chiefly from Prussia, — connected with the Science and Art of Teaching, admirably adapted to our purpose. I have purchased specimens of the greater part of them, — to the amount of Two hundred pounds, (£200). They will form a most beautiful and attractive collection in our Museum, and most of them will be a very valuable accession to our Grammar Schools and to many of our Common Schools. ... I have become acquainted with a Mr. Bossange, who has been appointed an Honorary Commissioner for Canada. . . . Mr. (afterwards Sir) William Logan, speaks of him in the highest terms. He says that Liepsic is the Emporium for all the Books published in Germany. ... He thinks that I can procure a great many valuable documents, publications and articles from the French Government for our Museum and Library. ... E. R.
Paris, 12th of September, 1855. ... I have made considerable progress in my own work during the last week. But it grows upon me as I proceed. I shall be able to make up a rare, varied, useful and appropriate, Collection of Objects; but to do this requires much time and trouble. ... E. R.
» In the year 1845 I went to Dublin to master the details of the Irish Education Office system of Administration and Management. While there, I frequently met Archbishop Murray, who was one of the Commissioners of National Education, (as was Archbishop Whately). He was a most apostolic looking man — gentle, kind and courteous. I also accompanied Doctor Ryerso on his visit, while in Dublin, to Archbishop Whately — the very opposite, in appearance ana manner, to Archbishop Murray. He was, indeed, very courteous; and, as Doctor Ryerson wished to introduce as much of the Irish National School System as was suitable into our Upper Canada School arrangements, he received many useful hints, as well as several very excellent suggestions, from the Archbishop. During my daily visits to the Education Depart- ment in Dublin, I formed a most agreeable acquaintance with the Right Honourable Alexander Macdonell — a relative of Bishop Macdonell, of Kingston. That this feeling was reciprocated by Mr. Macdonell, is shown by the extract from Doctor Ryerson's Letter to me, as quoted above. I also formed a pleasant friendship with Dr. Robert Sullivan, (Principal of the Dublin Normal School,) with the Professors and Masters, videlicet the Reverend Mr. McGauley, Mr. John Rintoul and Mr. T. U. Young — the latter a son-in-law of Wilderspin, and an active pro moter of the system of that notedi man. I also met many other distinguished men at the t — ^Commissioners of Education, and others.
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Ports, 20th September, 1855. I have made considerable purchases in the Exhibition and shall make still further large additions to them. There are many valuable and remarkable Objects in the Austrian Section, that I shall get. The Austrian Consul and Commissioner is to go with me to see the whole Austrian Collection, and arrange for my getting any of them I may desire. He purposes taking some Objects from the Canadian Section in exchange. Among other things, there is in the Austrian Section, a series of about Four hundred Prints in relief of Objects of Natural History, — especially Botany, — prepared by a new process, which will make them look better than the plants themselves for teaching purposes, and costing not more than six pence each. Also a series of Plates in relief, (extremely cheap,) for teaching the Blind. In the Prussian Exhibit there are some magnificent Globes, etcetera, specimens of which I shall procure, and arrange for getting others of them from time to time. . . . The Honourable Messieurs Joseph C. Morrison and John Ross, as well as Mr. Hincks, who are here, and others, with whom I have conversed, are strongly in favour of my commencing a Collection of the Fine Arts, — consisting of copies of the best Models in Statuary, both ancient and modern, and copies of the most celebrated Paintings, — including about two typical examples of each School of Painting, — to be obtained chiefly in Rome and Florence.
London, 28th September, 1855. I purpose to expend about One thousand pounds, (£1,000,) for this two-fold object. Lord Grey kindly called upon me in Paris; and, in returning his call, I obtained much information, especially from Lady Grey, on this subject. There is a Lady Grey, (Aunt to Lord Grey,) who is to spend the Winter in Rome, and who is an excellent judge of Paintings, and to whom Lord Grey has written a Letter of Introduction. I have also met with a Lady Duncan and her Daughter, (Scotch Ladies,) who reside in Rome, or Florence, every Winter. Lady Duncan gave me the names of the best Artists in Florence and Rome, and would be happy to aid me should I go to Rome. . . . Since I have commenced moving in these matters, I am getting new information and forming new acquaintances every day that will be of great use to me. . . . The varied Collection, which I shall make from Objects in the Paris Exhibition, will be both curious and valuable. On comparing notes, Captain Lefroy and I find that all kinds of Statuary can be obtained much cheaper in Paris than in London. I shall, therefore, get it in Paris, — except a few specimens which are purely English. I think I shall find it best to make our Departmental Library almost exclusively Educational, — embracing a few of the standard Works on History, Science and Literature, and then every variety of the Works relating to Education and kindred subjects. ... E. R.
London, 5th of October, 1S55. . . .In view of my getting an enlarged variety of Statuary, Paintings and Engravings, I think we shall have to make use of the Walls of the Theatre, or Central Hall, of our Buildings above and below. It strikes me that such objects would appear to advantage there, — the Hall being lighted from above. ... E. R.
Paris, 26th October, 1855. I have obtained a great deal of information, and have had my own ideas much quickened and enlarged on these subjects, on visiting the " Ateliers," and hearing the observations and explanations of Sculptors and Artists, and witnessing their modes of operation. In some instances, I have been so engrossed as to find myself in the dark night before being aware that I was so late. I think I shall not purchase the Engravings until I return from Germany and Italy; for I may be able to purchase some of them there to better advantage, and of which I can judge, after having seen the Engravings, Photographs, etcetera, in Paris, and having ascertained their prices there. But I shall, probably, make all my purchases of Statuary, except what I shall make in London, during this past and the next week, when I shall be more competent to judge and be in a better position to embody the whole of my plans, and what I have done and intend to do, in an Official Letter to the Provincial Secretary. ... I wish
REVEREND DOCTOR RYERSON'fi EDUCATIONAL TOUR IN EUROPE, 1855.
to bring the whole matter of the Museum before the public in a style and manner somewhat worthy of the subject, and of the occasion. . . . You will, perhaps, be surprised when I say that I have procured and read a large part of Five Volumes on these subjects besides looking over Addresses, Pamphlets, Catalogues, etcetera, in order to qualify myself the better to judge and to act in the most judicious manner. I have also availed myself of the remarks and suggestions of Gentlemen and Ladies, — titled and untitled, — almost without number. While to do so required much time and labour, it was a work most intensely interesting, and it became more so every day. . . . I have obtained permission to select examples of all the Classical Figures, (ancient and modern,) that I may desire, and which are contained in the Louvre and the Beaux Arts, and which have been cast by the Moulders of those great Government Establishments, whose " Moulages " I have been allowed to visit and examine. E. R.
Paris, 1st November, 1855. I have purchased several hundred Objects of Statuary during the week, besides visiting some shops of Engravings and Photographs, and ascer- taining the prices. I have examined and compared the prices of the Objects of Statuary in the Sculpture Establishments, (" Moulages ",) of the Louvre and Beaux Arts, and I have selected the Objects which I intend to purchase. I would then have completed the purchases of this week, but for the fact that to-day and to-morrow are the two great Holidays in this Country, on which Religious Ceremonies take the precedence of every- thing else.
Parts 14th of November, 1855 I have purchased, besides Antique Statues
of Cabinet size, upwards of two hundred and fifty antique Busts, — all the moulds for which exist in France. I got them from the Moulder to the Beaux Arts, — the same man who was sent for to Paris to prepare the casts for the Sydenham Palace Exhibi- tion of 1851. You will be surprised when I say that I got them at an average of Five francs each. I sought yesterday to purchase a most beautiful collection of small models of Agricultural Implements — thirty-six in number, — for the small sum of Twenty-seven pounds (£27,) sterling. I would not take One hundred pounds (£100.) for them. They were manufactured at Stuttgart in Weishemberg. They had been applied for, however, on the part of the French Government, for the Conservatoire des Arts et des Metiers; also on the part of Prussia; so that I could not obtain them, having been too late in applying for them. I was ignorant of this, and employed a part of two days in seeking out the Commissioners of Weishemberg, in order to purchase these models; but was informed by them that they would not be sold. Yesterday, however, I was introduced to Baron Riese de Stalberg, Commissioner for Austria, when a conversation ensued, in which I mentioned that I had got a collection of the Models of Agricultural Implements made under the auspices of the Austrian Imperial Agricultural Society of Prague, where I understood he resided. He asked me if I had seen the Collection of Agricultural Implements from Stuttgart. I told him that I had been trying all day to purchase them, but had not been able to succeed. He told me that he knew the Maker of them, — that he had written to him, and that he had purchased the Collection for the Imperial Society at Prague; but that he was not in any hurry for them, as he was where he could get another set, and. he would let me have the ones that he had purchased. He then gave me a Letter to the Maker, and the list of Models and Pieces that he had just received from Stuttgart. I returned him hearty thanks for his kindness, and went immediately and paid for them, and thus secured the Collection. The Baron also told me that the Minister of Public Instruction at Vienna was an intimate friend of his, and that he would give me a Letter of Introduction to him and that he had no doubt • the Government of Vienna would only be too happy to present me with Objects at their disposal, which I might desire. To-day I received the Letter, — an open one from the Prussian Commissioner here to the Minister of Public Instruction in Prussia, and to other persons, — as also invitations to visit both the Prussian Commissioner at Berlin and .Baron de Stalberg at Prague, when I go there. I have the hope and prospect of getting a handsome donation for the Museum from the French Government, but I
DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
cannot learn until next week; nor can I do so until I get out of the Exhibition the objects which I have purchased there. I do not think it would be well for me to leave until I see them properly put up and secured, as no other person can know about them, or feel the same interest in them as I do. ... E. R.
Ports, 21st of November, 1855. ... I herewith enclose the Draft of my Official Letter to the Provincial Secretary, dated yesterday. ... I have, during these last three days, been buying various articles of Domestic Economy, together with some things connected with Writing, Geography, etcetera. . . . They are all curious, and you will find the most of them extremely simple and very useful. They, and other purchases, have cost me an immense deal of trouble to collect, — having to go to about twenty different Establishments in various parts of Paris to get them. As to most of the articles from Germany, that I have seen and admired in the Exhibition, I have taken the names of Publishers, or Makers, and shall buy them in Germany. I pur- chased to-day a series of ten of the Casts of Maps in Relief that we have heretofore had. There is now one of North America, Italy and Prussia, besides those formerly published. But I have purchased three much more splendid ones, but dearer, by Saulis, a Professor in the University. The last and most valuable of those by Saulis will not be finished in less than three months. E. R.
Paris, 29th of November, 1855. Of the Moulder to the Beaux Arts alone, I have purchased two hundred and forty-two Antique Busts, twenty-six Busts Renaissance, eleven modern Busts, sixteen Masques Antique, being of the natural size, and exhibiting the face and breast of various characters, of whom no Busts exist. Thirty-eight Masques renaissance et moderne; thirteen Masques moulins sur nature, of moderns, such as Newton, Cromwell, Napoleon, etcetera. Eight Statues Antique; twelve Statues Gothiques, of the Twelve Apostles, — the whole amounting, including frames, which cost Forty pounds, (£40,) sterling, to about Three thousand five hundred francs, or One hundred and forty pounds, (£140,) sterling. Of another I have bought to the amount of Nine hundred francs, or Thirty-six pounds, (£36,) — including about forty Statues and Statu- ettes, besides Hands, Feet, etcetera, intended for use in teaching Drawing. Of another I have bought to the same amount many beautiful Statuettes and two hundred and ninety- nine Busts, (at the rate of a franc and a half each). I have bought upwards of Sixty small and beautifully executed Models of Agricultural Implements. I paid eight hundred francs to-day for a splendid Sphere and other articles in the Exhibition. . . . The Statuary is better for historical and literary purposes than are the Busts, but will have to be placed on Brackets, around the Rooms, one above the other. The historical ones should, of course, be arranged chronologically, — the Greek and Roman separately, — and the Mythological in a Collection by themselves. Part of these Casts might also form a Miscellaneous Collection. But you have so good judgment and taste for arranging such things, that I dare say you will do it to the best advantage, as to both space and effect, when you come to see the Objects themselves. The Agricultural Models and articles of Domestic Economy will, of course, form a Collection by them- selves, which will, no doubt, be attractive to Farmer Visitors, who will be satisfied that I have not forgotten them. E. R.
Antwerp, 5th of December, 1855. ... I have had an interview with M. Fauld, the Minister of the Emperor's Household, and from him received the assurance of several Objects of Art to be presented to our Museum by the Emperor. I afterwards, in accordance with his request, stated, in an Official Letter, the objects of my Tour and of my application. ... At Brussels I examined the Paintings, etcetera, in the Museums and in other Collections, and such as were for sale; but found none to my purpose either as to character or prices. ... I examined the Paintings in the Cathedral and Museum, and in three Studios, or Ateliers, of Painters. This is the Athens of the Flemish School of Painting; here are the chef d'oeuvres of the Great Masters, such as Quintin Matsys, Rubens, Vandyke, etcetera; and here a large number of
REVEREND DOCTOR RYERSOX'S EDUCATIONAL TOUR IN EUROPE, 1855.
Artists are constantly employed in copying these Paintings for sale. I also saw admir- able copies of two of Vandyke's Masterpieces. There are yet, in several Studios, Collec- tions of Paintings for sale, and, after having seen and examined and compared them all, as well as I can, as to both quality and price, I shall make a selection. This is the best season for buying Paintings cheap here. But the season is over; there is not a prospect that the Paintings, newly copied, can be disposed of before next year, and the Artists will sell them about one-third cheaper than they sold what they had ready for sale two, or three, months ago. The collections of copies here are much larger, and the prices more moderate than I had expected. I hope to be able to make the commencement of a Collection in this new branch of Education. And, if I am as successful in Germany, as I think I shall be here, we shall be able to make a tolerable beginning of that Collection, even before going into Italy. ... I was glad to learn that the Stuttgart Models of Agricultural Implements, on which I had set my heart, and which I succeeded in purchasing, as already explained, gained the Gold Medal at the Paris Exhibition.
E. R.
Antwerp, 12th of December, 1855. During the last week, I have examined some thousand Paintings, and purchased one hundred and forty-two, (142,) including Copies, (and some Originals,) of nearly every Painter of note of the Flemish and Dutch Schools of Painting, and many of the Italian, French and German Schools, embracing " Sacred and Profane," (i.e., Historical,) subjects, Landscapes, Marine Scenes, Animals, Cos- tumes, High life, Peasant life, Employments, Amusements, Characters, Episodes, etcet- era,— copies of most of the Masters and Paintings referred to in the latter part of the First Volume of Sir Edmund Head's edition of Kuglar's "History of the German, Flemish, Dutch and French Schools of Painting," — a work that I have found of in- valuable service to me, in addition to the local Catalogues of Museums. E. R.
Frankfort-on-the-Main, December 18th, 1855. In all I purchased no less than one hundred and eighty-two (182,) Paintings, large and small, — embracing four typical samples of the Italian Schools, two Murillo's of the Spanish School, several of the French and German Schools, and nearly a complete selection of the Flemish and Dutch Schools, from the Van Eycks down to the present time. The expense of the whole was about One thousand pounds, (£1,000,) sterling. I have had all of these pictures that required it cleaned and varnished, and new Frames made for all that were without Frames, and old Frames that needed it repaired and re-gilded. So that, on their arrival in Toronto, the Paintings can be put up at once. . . I was anxious that specimens of the Schools of Paintings which I had bought should reach Toronto by the opening of Parliament. . . I think they will make a strong and favourable impression. I think that the Paintings which I have already purchased are calculated to make a much stronger impression on the great majority of all classes in Canada than would copies of the Italian Masters. The Pictures by Paul Veronese, Raphael and Guido Reni, that I purchased in Antwerp, are far superior, as Pictures, to any that I have seen to-day in 'the Frankfort Museum, and much better than any I have seen in Paris. I am sure that all will admire them when they see them, as well as the copies .of Murillo; while the copies which I got of the Flemish, Dutch and German masters are the best I have seen anywhere. But many that I have bought are affirmed to be Originals, so declared by Artists, and men of taste and integrity in Antwerp. But I bought them at the price of copies, — early copies, — and so represent them. If I should do more in this matter, I shall feel that I shall have very nearly accomplished the object I had proposed to myself. I may add that I have purchased Engravings and Lithographs of some of the chef d'oeuvres of the Flemish and Dutch Schools, — in all some hundreds. They are mostly in sheets; so that you can have them bound uniformly in Toronto with others which I may yet purchase. . . . E. R.
Munich, December 23rd, 1855. Objects of art are dearer here than at Paris, or in Belgium. Statuary is also cheaper in Paris than here; and Paintings and Copies of the celebrated Masters are cheaper in Belgium than here. I shall, therefore, only buy here, in Munich, what cannot be got elsewhere, — Statuettes of German poets, Artists and Em-
10 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
perors, illustrating the Customs and Armour of past ages, and such Engravings and Copies of Paintings as can be best obtained in Munich. I am now more gratified than ever at the cheap and advantageous purchases which I have made at Antwerp, — finding that the prices of the same Pictures are much higher in Cologne, Frankfort and Munich than at Antwerp. In Italy I hoped to give full effect to the suggestions of Colonel Lefroy. But I have already gone far beyond what he had proposed. ... E. R.
Munich, December Slst, 1855. I am exceedingly glad that things go on so satisfac- torily in the Department, — and that you have received my Despatch, and think that all classes will be satisfied with the objects I am procuring for the museum. . . I have found everything here according to my expectations, and have made some valuable additions to my previous Collections, both of Paintings and Statuary, and am making arrangements by which I can hereafter get copies of any of the famous Paintings in the celebrated galleries here.
Florence, 17th of January, 1856. I am very glad that I came to Italy. At Bologna 1 got Pictures by Francia, Carraci and Domenichino, whose chef d'ceuvres are found only at Bologna, and copies of whose Works are essential to any exhibition of Italian Art. I also obtained Engravings of the best Paintings that are in the Academy of the Bologna School. Here I found everything more favourable than I had anticipated, as regards copies of the Great Masters of successive periods. . . The beauty of some of the Paint- ings I shall get is beyond anything I have yet seen. There is also beautiful Statuary here, and very cheap. . . E. R.
Florence, January the 25th, 1856. I am thankful to hear that all goes on well at the Department. . . I am glad to have the Official Letter of the Provincial Secretary, which you enclose. . . I never worked harder than I do this Winter — " up early and to bed late." . . . The copies of Paintings are so numerous, so varied in subjects, prices and quality, that I am embarrassed and perplexed about them. . . I have bought a number of Pictures here. ... I was exceedingly glad to hear of the pro- tracted and minute visit of Lady Head to the Model School and to the Department. .... E. R.
Rome, January SOth, 1856. You see that we are at last in the city of the " Seven Hills." . . . Yesterday and to-day we have seen some splendid copies, and moderate in price; and, this evening, at dinner, at Lady Grey's, (Aunt to Lord Grey,) ... 1 heard of several more. . . . Lady Grey is going around with us to several Studios and other places, where she knows that there are good copies. I have also met with other persons who can give me all needful information on these matters. I hope to make my visit here very useful to our Country in many ways. . . . Among other Letters of Introduction, I had one to Cardinal Antonelli, Secretary of State, or rather " the King of Rome," as he is called. ... He told me that any Objects of which I wished to get a copy I need only let him know, and permission should be given immediately. I had another Letter to Prince Hohenlohe, — Cousin to our Queen Victoria, — who resides at the Vatican. . . . He gave me a Letter to the Prefect of the Archives of Rome, and also sent me Orders of Admission to the Manufactory of Mosaics of the Vatican and other places requiring special orders. The Prefect of Archives offered to ... furnish us with orders of admission to every . . . Institution and place requiring them . . . and thus show us everything that we should wish to examine. Lord Grey's Brother, (the Reverend Henry Grey,) wished to join me in seeing all the Objects . . . and Institutions to which the Prefect might give me access. ... I feel very thankful thus to have the company and counsels of English Ladies and Gentlemen of taste, who have spent years in Italy, and who are thoroughly acquainted with Rome, — its Arts, Customs, etcetera. . .
Rome, 8th of Feoruary, 1855. The more I think of the plan, (which I mentioned to you in my last Letter from Florence), as to providing accommodation for the Museum in our Building, the more I am satisfied that it will be the best and most acceptable. We
REVEREND DOCTOR RYERSON's EDUCATIONAL TOUR IN EUROPE, 1855. 11
can thus have a Museum of some hundreds of Objects of Art in S tatuary and Kindred Subjects, and about two hundred and fifty Paintings, typical copies, (most of them,) of the Great Masters of all the Schools of Paintings, besides Models and Objects of Prac- tical Art. ... E. R.
I shall make a beautiful Collection of copies of Paintings, both as to subjects and as to the Old Masters here and in Florence; which, although not large in number, will be very interesting. I shall also go to Carrara,— on the Sea coast, — where an immense business is carried on in copying antique Marbles. I am told that marble copies of antiques can be got there exceedingly cheap. I may not buy any, but I will ascertain the prices, and arrange for getting copies hereafter. ... B. R.
Rome, 18th of February, 1855. — The Collections of Pictures, with the exception of a few chef d'ceuvres, are incomparably superior in Florence to those in Rome, and the copies are better and cheaper. I buy no copies in Rome except those which are neces- sary to my purpose, and which can only be obtained in this City. . . . The copies of the Italian Paintings will much exceed the others in interest, as well as, I think, for the most part, in beauty, although they are less varied in 'subjects, less domestic in treat- ment, and less connected with Common Life, yet more classical, more historical, more elevated in style and character. . . . After completing my purchases at Florence, I purpose to write another Official Letter next week to the Provincial Secretary, detailing iny proceedings up to that time. ... E. R.
Florence, February 27th, 1856.— I am gratified with tihe spirit and tone of the Official Letter of the Provincial Secretary, of the 14th of January, which you enclosed. . . . My Italian Collection is a splendid one, embracing a good copy of one, or more, of the celebrated Paintings of each of the Great Masters. The Pictures are, in general, much larger than those I got in the north, and contain subjects of more popular interest, and such as will impress and delight the popular mind, and yet gratify the most refined taste. The Italian Collection will consist of about sixty pictures, so that the whole Collection will amount to about two hundred and fifty Paintings, besides Engravings and Models, as well as Statuary. To make such a Collection, by means of six, or seven, years grant of a sum that scarcely attracted the notice of Government, or Parliament, when it was made, will appear almost incredible, as it cannot fail of being useful and acceptable. Indeed, His Excellency and his advisers seem to think the sum at my disposal was, and is, too small to accomplish any " useful purpose." ... I am much gratified at the Memorandum you read to the Canadian Institute, on what has been done in regard to providing for making Meteorological Observations in Upper Canada. Some of those present must have been surprised that, even in such a matter, in which they imagined themselves doing much by mere speculation, they had been anticipated by mature and practical measures. E. R.
Paris, March 12th, 1856. — I am glad to learn from your Letter, that all is well. I do not fear anything on the Separate School question; I think that your remarks to " The Mirror," and your course of proceeding are all that could be desired. ... I do not think that all of my purchases will much, if at all, exceed Two thousand, five hundred pounds, (£2,500,) — or less than I had supposed when I wrote you last. . . E. R.
Paris, March 15th, 1856. — 1 have received your Letter of the 21st ultimo. I thank you for the pains you have taken in correcting the erroneous impressions of the Honour- able Mr. Cartier, of whom I have always entertained a favourable opinion, and who, 1 am glad to learn, is sound on School matters in Upper Canada. I shall get through in Paris on Monday, and expect to leave here on Monday for London. ... E. R.
London, March 21st, 1856. — I went with Colonel Lefroy to Negretti's, and Zambra, and found all right in regard to the Philosophical Instruments for our Grammar Schools. Colonel Lefroy highly approved of them . . . Adieu, my dear Hodgins, until we meet about the 15th of April. E. R.
12 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAKIO.
EXAMPLES FOLLOWED BY DOCTOR EYERSON IN ESTABLISHING THE EDUCATIONAL
MUSEUM.
On the return from Europe of the Chief Superintendent of Education, after having made the purchases of a variety of interesting Objects for the Museum, arrangements were made for the establishment of i)he projected Educational Museum, in connection with the Department of Education.
In establishing this Educational Museum, Doctor Kyerson followed the example of what was being done by the Imperial Government as part of the System of Popular Education in England, — regarding the indirect, as scarcely secondary to the direct, means of training the minds and forming the taste and character of the people. The Museum consists, among other things, of copies of some of the works of the Great Masters of the Dutch, Flemish, Spanish, French, German, and especially of the Italian, Schools of Painting, — forming a unique typical collec- tion,— also a collection of philosophical Instruments and of School Apparatus for Common and Grammar Schools, of Models of Agricultural Implements, and varied specimens of the Natural History of the 'Country, Casts of Antique and Modern Statuary, and Busts, etcetera, selected from the principal Museums of Europe, in- cluding Busts of some of the most celebrated characters in English History. In regard to the typical collection of Paintings by the " Old Masters " selected while Doctor Eyerson was in Europe, he says, in a later Eeport on the subject : —
" The copies of paintings which I have procured present specimens of the works of the most celebrated Masters of the various Italian Schools, as also of the Flemish, Dutch and German. The collection of Engravings is much more extensive; but they are not yet framed, or prepared for exhibition. The collection of Sculpture includes casts of some of the most celebrated Statues, ancient and modern, and Busts of the most illustrious of the ancient Greeks and Romans, also of Sovereigns, Statesmen, Philoso- phers, Scholars, Philanthropists, and Heroes of Great Britain and other Countries. Likewise a collection of Architectural Casts, illustrating the different styles of Archi- tecture, and some of the characteristic ornaments of ancient Gothic and modern Archi- tecture."
SUMMARY OF THE SEVEN SCHOOLS AND OF PAINTINGS PURCHASED.
1. Italian School of Painting, 43 Masters, 88 Pictures.
2. Flemish School of Painting, 24 Masters, 46 Pictures.
3. Dutch School of Painting, 29 Masters, 38 Pictures.
4. Miscellaneous Dutch and Flemish, 30 Masters, 36 Pictures.
5. The German School of Painting, 7 Masters, 8 Pictures.
6. The French School of Painting, 7 Masters, 8 Pictures.
7. The Spanish School of Painting, 1 Master, 5 Pictures.
Seven Schools of Painting, including 144 Masters.
COLLECTION OF SCULPTURE PLASTER CASTS PURCHASED.
Antique Sculpture, including the following: Three Large Groups of Figures. Thirteen Large Statues. Busts, life size, as follows: —
Sixty-one Mythological and Homeric.
Five Greek Statesmen and Military Leaders.
Six Greek and Roman Poets.
Fourteen Philosophers, Orators, etcetera.
Twenty-two Roman Historical Characters.
ESTABLISHMENT OF THE EDUCATIONAL MUSEUM IN 1855.
Five Mythological Masques.
Three Masques of Kings.
Twenty-two Mythological and Homeric Statuettes.
Five Statuettes of Historical Characters.
Six Miscellaneous Statuettes.
Five Columns and Obelisks.
Modern Sculpture, including the following: Four Large Groups of Figures. Five Large Statues. Eight Classical Busts. Four Geographical (Female Figures). Busts, life size, as follows: —
Ten of French Statesmen. :
Three of Italian Artists.
Eight English Crowned Heads.
Eighteen British Statesmen.
Seventeen British Literary Celebrities.
Three British Divines.
Five British Medical Men.
Four Architects, Sculptors and Painters.
Eleven Eminent Foreigners.
Five Foreign Composers.
Ten Theatrical Artistes.
Six Bassi Relievi.
Eight Miscellaneous Masques. J
Seventy Miscellaneous Statuettes, Classical and Modern. ' '
Three hundred and Eleven small Busts of Various Characters. Models of Hands and Feet.
Ornamental Architectural Sculpture, including:
Five Greek. Two Miscellaneous.
Eighteen Roman. Thirteen Norman.
Four Byzantine. Twenty-seven Early English.
Two Saracenic. Six Modern Renaissance.
Nineteen Renaissance. Sixty-seven Decorated. Eight Gothic.
Summary of Statuary (Plaster Casts) Purchased:
1. 170 Antique Casts. 4. 311 Small Busts.
2. 210 Modern Casts. 5. 10 Models of Hands and Feet.
3. 110 Architectural Casts.
Total: 811 Specimens of Statuary altogether, large and small.
OTHER CONTENTS OF THE MUSEUM.
Engravings on Steel and Copper:
1. A set of Forty-three large Plates of Sacred and Allegorical subjects, after
Rubens and Vandyke.
2. Eighty-five Sketches drawn and engraved by Rembrandt.
3. Sixty-seven Sketches drawn and engraved by Callot.
4. Eighty-eight Views drawn and engraved by Van Swanevelt.
5. Fifty-two Plates of the entire works of Adrian Van Ostade.
6. Twenty-seven large Engravings from the Luxembourg, after Rubens.
7. Twenty-four large Plates, after Nicolas Poussin.
14 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
8. Twenty Engravings by J. Visscher, after Views by Berghem.
9. Forty-five Engravings by Moyreau, after Wouvermans.
10. Thirteen Engravings by J. P. Lebas, after Teniers.
11. Twelve Engravings by Tardieu, after Rubens.
12. Eight Engravings by De Menlemeester, after Raffaelle.
13. Two Volumes of Plates of Animals and Views* drawn and engraved by Huel.
14. One Volume of Views drawn and engraved by P. C. Weyrotter.
15. Twenty-eight Engravings after eminent French Artists.
16. Miscellaneous Engravings after Paintings by Various Italian Artists.
17. A few Engravings after some Spanish, German and English Artists.
Lithographs after various Italian, German, Dutch, Flemish and English Artists:
Illustrations of Mediaeval History:
1. Two Complete Suits of Knights' Armour, with lay Figures.
2. Trophy of Ancient Arms, including Mace, Battle Axe, and Shield.
3. Six Bronze Statuettes.
Illustrations of Swiss Costume, consisting of Pictures embroidered in silk, with Gold and Silver Lace.
Maps, Plans and Charts in Relief. *
Specimens of Natural History:
1. Birds and Birds' Nests and Eggs.
2. Group of Foxes, Canada Lynx, and Moose Head.
3. A case of Insect Architecture.
4. Cabinet of Rocks and Minerals of Nova Scotia.
5. Cabinets of Minerals and Fossils.
Agricultural Implements:
1. Thirty Models of Austrian Agricultural Implements.
2. Forty five Models of Wurtemburg Agricultural Implements.
3. Six Models of Danish Agricultural Implements.
French Weights and Measures:
1. Measures from a Hectolitre to a Centilitre.
2. Weights from a Kilogramme to a Gramme.
Philosophical Models and School Apparatus:
In this collection there are upwards of Two hundred varieties of Models and Apparatus.
Books in Educational Museum illustrating the History of Art and the Principal Galleries of Painting and Sculpture:
1. In French and Italian.
Galerie du Palais. Graved, sur cuivre et illustre'e par une Societe" de Gens de
Lettres. Par Louis Bardi. Florence, 1842. Four volumes. Imperiale et Royal Galerie de Florence, dessinge par le Professeur Gozzinl, et
graved par le Chevalier P. Lasinio. Florence. Five volumes in three. Galleria dell' I. e Reale Accademia delle Belle Arti di Firenze, publicata con
incisoni in rame ed illustrata. Florence, 1845. S. Marco convento in Firenze, illustrate del B. Vincenzo Marchese. Florence,
1853. Peintures a Fresque du Campo Santo de Pise, dessinfies, par Joseph Rossi, et
gravges par le Professeur Chevalier J. P. Lasinio, fils. Florence, 1853. Tabernacle de Ste. Marie Nouvelle.
ESTABLISHMENT OF THE EDUCATIONAL MUSEUM IN 1855. 15
Description of the Chief Pictures in the Dresden Gallery. Scenes de la Vie des Peintres, par Madon. Brussels, 1842. Historic de L'Art Monumental dans L'Antiquite et au Moyen age suivie d'un
traite de la Peinture sur verre. Par L. Batissier. Anteur des Elements
D'Archgologie Nationale. Paris, 1845. Mus6e de L' Amateur. Choix des Meilleurs Tableaux, Sculptures et Dessins des
Artistes Beige Contemporains. Lithographies par Paul Lauters, Professeur
de Dessins a 1'Ecole Royal Gravure, et Charles Billoin. Brussels, 1850. Galleries Publique de L'Europe. Par Armengaud. Paris. — Vues et Monuments, Dessings et Lithographies en couleur, par Jules
Arnout. Paris. Nuova Raccolta delle Vedute, Obelischi, Fontane e Chiostri di Roma e Suoi
Contorni. Da Domenico Amici Romano. Rome.
2. In English.
Handbook of Painting. The German, Flemish, Dutch, Spanish and French Schools. Partly translated from the German of Kugler, by a Lady. Edited, with notes, by Sir Edmund Head, Baronet. Two volumes. Illustrated. London. 1854.
The Handbook of Painting. The Italian Schools. Translated from the German of Kugler, by a Lady. Edited, with notes, by Sir Charles Eastlake, F.R.S., President of the Royal Academy. In Two Parts. Illustrated. London, 1885.
The Early Flemish Painters: Notices of their Lives and Works. Illustrated. By J. A. Crowe and C. B. Cavalcaselle. London, 1857.
Treasures of Art in Great Britain: being an account of the chief collections of paintings, drawings, sculptures, illuminated MSS., etcetera. By Doctor Waagen, Director of the Royal Gallery of Pictures. Berlin. In three volumes. London. 1854.
Works of the Early Masters In Stained Glass. By John Weale. Illustrations in colors. Two volumes. London, 1846.
Metal Work and its Artistic Design. Illustrations in colors. By Digby Wyatt. London, 1852.
Antiquities of Athens. By C. R. Cockerell, A.R.A., F.S.A., and other architects; being a supplement to the work of Stuart. Illustrated. London, 1830.
The Pictorial Gallery of Arts. I. Useful Arts. II. Fine Arts. Illustrated. Four volumes. London, 1847.
The Works of Eminent Masters in Painting, Sculpture, Architecture and Decora- tive Art. Illustrated. London. 1854.
The Encyclopaedia of the Fine Arts: comprising Architecture, Sculpture, Paint- ing, Heraldry, Numismatics, Poetry, Music, and Engineering. London, 1848.
The Book of Art, Cartoons, Frescoes, Sculpture, and Decorative Art, as applied to the new Houses of Parliament and to buildings in general: with an His- torical Notice of the Exhibitions in Westminster Hall, and directions for Painting in Fresco. Illustrated by Engravings on Wood. London, 1846.
Gems of European Art. The Best Pictures of the Best Schools. Edited by S. C. Hall, F.S.A. Illustrated. London. 1846.
Interiors and Exteriors in Venice. By Lake Price. Lithographed by Joseph Nash, from the original drawings. London, 1843.
Illustrations of the Rock Cut Temples of India. By James Fergusson. London, 1845.
Annals of the Artists of Spain. By William Stirling, M.A. Three volumes. London, 1848.
16 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
A Biographical and Critical Dictionary of Painters, Engravers, Sculptors and Architects, from Ancient to Modern Times. By S. Spooner, M.D. New York. 1853.
A General Dictionary of Painters; containing Memoirs of their Lives and Works of the most Eminent Professors of the Art of Painting from its revival by Cimabuc, in the year 1250, to the present time. By Matthew Pilkington, A.M. With an Introduction Historical and Critical. By Allan Cunningham. Cor- rected and Revised by R. A. Davenport. London, 1852.
The Wilkie Gallery: a selection of the best Pictures of the late Sir David Wilkie, R.A.; including his Spanish and Oriental Sketches. With Notices, Biographi- cal and Critical. London.
Description of the Building erected in Hyde Park for the Great Exhibition of the Works of Industry of all Nations, 1851. Illustrated by twenty-eight large Plates, embracing Plans, Elevations, Sections, and Details, laid down to a large scale, from the working drawings of the Contractors, Messieurs. Fox, Henderson and Company. London, 1852.
The Journal of Design and Manufactures; with Two Hundred and Thirteen Fabric Patterns, in cloth and paper, and Six Hundred and Forty Engrav- ings. In six volumes. London, 1852.
The Art Journal. With Supplements.
NOTABLE SUBSEQUENT ADDITIONS TO THE MUSEUM.
After the establishment of the Educational Museum by the Keverend Doctor Byerson, under the authority of the Supplementary School Act of 1853, (16th and 17th Victoria, Chapter 185), several additions were made to it in subsequent years. The most notable addition, however, was made in 1867, when the Editor of this Volume was deputed by Doctor Eyerson to proceed to London and Paris and, in London, to make large purchases for the Museum of copies of the Egyptian and Assyrian Sculpture similar to those in the British Museum. He was also authorized to select such articles from the Paris Exhibition of that year as he might deem desirable and interesting, and, generally was directed to use his dis- cretion and judgment in making such purchase of objects of Art as would be most suitable and appropriate for the Museum. The result was the purchase of the fol- lowing Specimens of Art:
I. ASSYRIAN AND EGYPTIAN SCULPTURES.
1. A Colossal Human Headed Winged Bull.
2. A four-winged Figure with Mace.
3. (1), Statue representing Sardanapalus I. with winged Human Figure and Offerings; (2), Nisroch, the Eagle-headed Deity with Mystic offerings; (3). An Attendant with Bow and Arrows; (4), Sardanapalus I. and Army besieging a City; (5), a Royal Lion Hunt; (6), Sardanapalus II. at an Altar, pouring a Libation over dead Lions; (7), Sardanapalus III. and his Queen feasting after a Lion Hunt; (8), a slab represent- ing a wounded Lioness; (9-11), Horses, Lions and Male and Female Figures.
4. Black Obelisk from the Greek Mound, set up by Shalmaneser (king of Assyria), about 850 yea~s, B.C.
5. Two Stones, containing Records in Cuniform character, of the Sale of Land, about 1,120 years, B. C.
6. Large Statue of Memnon.
7. Lid of a Large Sarcophagus.
8. Side from Cairo of an Obelisk from the Temple of Thoth. •
9. The Rosetta Stone, with inscriptions in honour of Ptolemy.
ESTABLISHMENT OP THE EDUCATIONAL MUSEUM, 1855-1867. 17
II. CASTS OF GEMS, MEDALS, ETCETERA.
From a private dealer I procured a beautiful set of (470) casts of the celebrated Poniatowski Gems. (A similar collection I afterwards saw in the Ashmolea'n Museum, at Oxford) ; a set (of 170) Medals, illustrative of Roman History, the Emperors, etcetera; a collection of Medals: of the Popes; 250 modern celebrated Men; besides numerous casts of Medallions, Tazza, pieces of Armour.
A beautiful collection of casts of Leaves, Fruit, etcetera.
About 60 Busts, life size, of noted modern 'Characters.
A full set of the Great Seals of England. (I afterwards had them painted red, to represent the originals in wax).
Thirty-eight Casts of Medals of the Kings of England.
Eighty Casts of Medals of the Kings of France.
Twenty-four Casts of the Medals of the Emperors of Russia.
Various Casts of Medallions, Tazza, and pieces of Armour.
A collection of Casts of Leaves and Fruit.
Sixty Casts of Busts of Modern Characters.
III. IVOBY CARVINGS, CHROMO-LITHOGRAPHS, PHOTOGRAPHS.
From the collection of the Arundel Society, published in connexion with the South Kensington Museum, I procured, (1), a full set of 150 specimens of Ivory Carvings, of various periods from the second to the sixteenth century, in Fictile Ivory; (2), 60- Chromo-lithographs, beautifully coloured, illustrating Italian Art; (3), 573 photographs of National Portraits, illustrative of English history, including the Tudor period; (4)> 400 miscellaneous photographs of Objects of Art, Scenes, etcetera; (5), 170 engravings of modern Sculpture.
IV. ELECTROTYPES OF ART TREASURES.
Of the rich and beautiful collection of Elkington and Franchi's electrotypes of Art Treasures in the South Kensington collection, I was only enabled to make a small selection, owing to the expense of the copies for sale. The list of articles selected will be found at the end of this Report.
V. FOOD ANALYSIS.
Upon application and explanation of my object, I was enabled to procure from the Authorities of the South Kensington Museum, a full set of the printed Labels of the numerous Samples of Food Analysis exhibited in the Museum. I also procured speci- mens of the Analysis boxes, with glass covers, so as to enable us to form a similar col- lection, on a smaller scale, for our own Museum. This collection, when made, will form a most interesting and instructive study for the Farmer and food consumer.
VI. INDIA RUBBER MANUFACTURES.
Through the kindness of Messieurs: Mackintosh and Company, the eminent India Rubber Manufacturers of Manchester, I was enabled to select several interesting speci- mens of Rubber-work, illustrative of the various uses to which India Rubber is applied. Some of these specimens are highly artistic in design.
VII. NAVAL MODELS.
Having made arrangements while in London, I have since procured some beautiful models of Ships and Boats, including Line-of-battle Ships and Steam Vessels. 2
18 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
VIII. MISCELLANEOUS.
I also selected quite a number of Greek, Roman and English Coins, with a few curi- osities and specimens of Natural History, etcetera.
I had wished to obtain some striking photographs of objects and places in India, from the India Office, in London, and models from the National Life-Boat Association, but the state of the funds at my disposal did not admit of their purchase.
To the Officers of the British and South Kensington Museums, I was indebted for many kind attentions and valuable suggestions.
IX. MINERALS, SHELLS AND FOSSILS.
1 Collection of 100 Minerals. 36 Selected Minerals, (various).
1 Collection of 150 Shells. 1 Diagram of British Seaweeds.
1 Collection of 150 Fossils. 35 Recent Echine, Starfish, &c. 20 Large Decorative Shells.
X. MODELS or SAILING AND STEAM SHIPS.
Best Cutter, Number 6, rigged complete; 2 Boats and Dead Eyes. Fore and aft Schooner, Number 5, complete; 2 Boats and Dead Eyes. Line of Battle Ship, Number 3, rigged complete; 6 Boats and Dead Eyes. Barque, Number 2, complete; 3 Boats and Dead Eyes.
Among the many impressions which I received during my visit to England, none struck me more forcibly than this, — that, in the gratification and cultivation of the popular taste, England has made wonderful advances. One cannot but see that the mem- orable Exhibition of 1851 has been the great forerunner and germ of all the progress which has of late years been made in this direction in the various Cities and large Towns of the United Kingdom. The British Museum, with its varied collections of everything of historical and practical interest, is still at the head of all the popular Museums of Britain, but, in the directly Educational and Aesthetic character of its vast collections, even it is now quite eclipsed by its more popular rival at South Kensington, — the result as well as the representative of the great Exhibitions promoted by the late lamented Prince Consort, in 1851 and 1861.
The South Kensington Museum, as you are aware, is unrivalled in the beauty and extent of its internal fittings and arrangements, no less than in the extent and value of its collections of Objects of Art, and of industrial and practical value, as well as of articles of vertu of great historical interest. It is itself the parent institution of many of the admirable collections and local Museuirs and Schools of Art throughout the three Kingdoms. The travelling collection of Objects of Art which it sends to the local Exhibition of these Schools of Art is most varied and interesting. This, it may well be said, is " object teaching " on a grand scale, and in a most attractive form, for the adult masses of England, Ireland and Scotland, and so it emphatically is. This is clearly the policy of the educational Authorities in England at present, as it has been for years to some extent on the Continent of Europe. I felt glad when I looked over these large and attractive popular Museums that we had thus far been enabled by your foresight, and the liberality of our own Legislature, to keep pace in an humble degree, with the great efforts which are now being systematically made in England to popularize Science and Art. These efforts are not only designed to promote this object, but, at the same time, they tend to interest and instruct the masses, not only by cultivating the taste, but by gratifying and delighting the eye by means of well appointed Educational Museums and popular Exhibitions such as that at Paris.
TOBONTO, August, 1867. J. GEORGE HODGINS.
ESTABLISHMENT OF THE EDUCATIONAL MUSEUM, 1855-1868. 19
The articles for our Museum upon which we have paid duty are chiefly copies of objects of Art exhibited in the Government Museum at South Kensington, London, or at the British Museum, as follows:
I. PHOTOGRAPHS.
Twenty-eight portraits in oil, or engravings of the Tudor Family of England.
Five Hundred and Seventy-three portraits in oil of Kings, Queens, Statesmen, and Public Characters exhibited at South Kensington Museum in 1866 and 1867.
Seventy Miniatures from the same.
Ten Raffaelle Studies and Drawings.
Thirty Italian Sculptures.
One Hundred and Sixty Miscellaneous Pottery, Porcelain, Plate, Bronze, Jewellery, Carvings, etcetera.
II. ELECTROTYPES, REPRODUCTIONS AND BRONZES. Various copies of Silver and Gold Dishes, Bowls, etcetera.
III. FICTILE IVORIES. Complete Set of Arundel Society's copies of Ivory Carvings.
IV. MISCELLANEOUS.
Complete Set of Arundel Society Chrome-lithograph Engravings and Literary Works, Models of Gymnasia, etcetera, Stationery for Department.
V. METAL SHOW-CASES. A Set for two long Rooms of White Metal Show-Cases, etcetera.
VI. ROGERS AMERICAN STATUETTE GROUPS IN PLASTER, 1868.
Taking the Oath. — A Southern Lady with her little Boy, compelled by hunger is reluctantly taking the Oath of Allegiance from a Union Officer, in order to draw rations. The young Negro is watching the proceedings while he waits to have the Basket filled for his Mistress.
One more Shot. — Two wounded Soldiers have been ordered to the rear during a Battle, but one of them is taking out a Cartridge to load up again, determined to have one more shot before leaving.
The Wounded Scout. — A Union Scout has been shot through the arm, around which he has twisted a tourniquet. He is weak and faint from loss of blood, but an escaped Slave is conducting him to his Home in the swamp. A Copperhead Snake is raising its head to strike the Negro while he is doing this friendly act.
Union Refugees. — Union Family have been driven from their Home in the South. The Father carries all the property they have saved in a bundle slung on his Gun. The little Boy is trying to console his Mother by giving her flowers.
The Country Post Office. — An old Shoemaker, who is Post-master also, has just opened the Mail-bag from the Army. He Is taking a provokingly long time to study out the address of a Letter which a young Lady by his side recognizes at once as for her.
The Home Guard. — Two Females living on the border, and the only ones left to guard their Home, as the Men are all in one Army or the other, are suddenly called up by an alarm at midnight. The older one is in the act of cocking a Revolver while the other clings to her for protection.
The School Examination. — One of the School Committee has come to examine the School, and is pointing out, good-naturedly, on the Slate, the mistake the little Girl has made in her Sum, while the Teacher stands by to encourage her.
20 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTAEIO.
The Charity Patient. — An old Doctor is stopped in his employment of mixing Drugs by a poor Woman, who comes in to ask him what the trouble is with her Baby. She is anxiously watching the Doctor's face to learn the result of his investigation.
Uncle Ned's School. — An old Negro Boot-black is keeping School, but one of his Scholars, a mulatto Girl, has asked him a puzzling question, while a lazy little Boy is mischievously tickling his Foot, which he feels but is too much occupied to attend to.
The Returned Volunteer. — A Soldier has builit a fortification with some of tihe Black- smith's Tools, and also an opposing Battery with a Horseshoe and Nails, and he is show- ing the Blacksmith how they took the Fort.
J. GEORGE HODGINS,
TOBONTO, July, 1868. Deputy Superintendent.
PRINCIPAL CONTENTS OF THE DEPARTMENTAL LIBRARY.
The Special Character of the Departmental Library has not much changed since it was originally formed in 1855, 56.
At present the Library consists of the following classified Departments, videlicet : —
I. Books relating to the History of the Various Provinces of the Dominion. II. Books relating to Education and Educational Subjects.
III. Encyclopaedias and Dictionaries.
IV. Ancient History.
V. English and General European History. VI. United States History and Official Reports. VII. Reports on Education in Europe, America and the East. VIII. English Parliameantary Journals, Reports and Returns.
IX. Journal and Reports of the Canadian, Dominion and Provincial Parliaments. " X. Law Reports and Books on Special Subjects. XI. Illustrated Books upon Art.
XII. Reverend Doctor Scadding's Donation of Rare Books. XIII. Collection of Canadian Pamphlets. XIV. Bound Canadian Newspapers. XV. Classical French Books. XVI. Bound Periodicals and Magazines. XVII. University and College Calendars. XVIII. Miscellaneous Scientific Books. XIX. Miscellaneous Text Books.
I. HlSTOKICAL BOOKS RELATING TO CANADA.
The Books relating to the Various Provinces are Historical, descriptive (Travels) and Biographical. About fifty Volumes, (chiefly of Voyages, Descriptive Works, Records of Wars and Campaigns) were published previously to the present Century. The dates of the publication of these books extend from 1561 to 1800.
II. BOOKS RELATING TO EDUCATION AND EDUCATIONAL SUBJECTS.
These number about Six hundred (600), Volumes, and may be classified as follows: —
1. The History of Education. 8. School Management.
2. The General Principles of Education. 9. Science of Education.
3. Psychology and Education. 10. Physical Education.
4. Kindergarten Education. 11. School Architecture.
5. Primary Education. 12. School Hygiene.
6. The Practice of Education. 13. Miscellaneous.
7. Methods of Teaching.
HISTORY OF EARLY EDUCATION IN UPPER CANADA. 21
IV. BOOKS ON ANCIENT HISTORY.
These include tftie writings of suoh Modern Writers as Neibhur, Mommsen, Grate, Arnold, Giibbon, Liddell, Thirlwall, Curtius, Ferguson, Elliott, etcetera; alao Drury'a elaborate History of Rome in Sixteen Volumes.
V. ENGLISH AND MODERN EUROPEAN HISTORY.
Of the older English historical records there are Raplm's History of England, in Twenty-one Volumes, Hansard's Parliamentary Debates, Forty-three Volumes, Cobbet'a Parliamentary Debates, Twenty-two Volumes, The Lord's Debates of 1660-1740, Six Volumes, the Annual Register, One hundred and one Volumes, the Monthly Review of 1749-1784, One Hundred Volumes, the British Critic, thirteen Volumes, Canning's Speeches, Six Volumes, Sheridan's Speeches, three Volumes, Erskiine's Speeches, four Volumes, Windham's Speeches, three Volumes, Wellington's Speeches, two Volumes, Macaulay Essays and Speeches, four Volumes, Edmund Burke's Correspondence, four Volumes, Burke's Six Tracts, (with James Boswell's autograph), published in 1769, Daniel de Foe's Tour Through Great Britain, 1778, four Volumes, with the autograph of President Peter Russell, of Upper Canada — (from the Honourable Robert Baldwin's Library).
VI. UNITED STATES HISTORY AND REPORTS.
These include Bancroft's History, ten Volumes; also Hildreth's, Six Volumes; Pal- frey's New England, four Volumes; Smithsonian Institution, forty-eight Volumes; United States Geological and Coast Survey, eighteen Volumes; School craft's History of the Indian, five illustrated Volumes; Reports of Commissioners of Indian Affairs, Sixteen Volumes; Congressional Report, sixty Volumes; Massachusetts Historical Collection, Six- teen Volumes; Colonial Records of Pennsylvania, Sixteen Volumes; Pennsylvania Archives, 1760-1786, Seven Volumes; Pacific Railway Survey, thirteen Volumes; Docu- mentary History of the State of New York, Nine Volumes; quarto, Writings of Washing- ton, Twelve Volumes; Works of John Adams, ten Volumes; Works of Thomas Jefferson, Nine Volumes; Writings of Benjamin Franklin, ten Volumes, etcetera.
XIII. COLLECTION OF PAMPHLETS.
These include between seven and eight hundred on Various Purely Canadian subjects. XIV. COLLECTION OF BOUND NEWSPAPERS.
These number between three and four hundred Volumes of Canadian Newspapers, published in various parts of the Dominion.
HISTORY or EARLY EDUCATION IN UPPER CANADA.
In the early Sixties, I was authorized to employ Mr. George Coventry, of Cobourg, to collate from the old Newspapers of Upper Canada all the references which he might find in them to Education in this Province. These references were subsequently embodied in the first Volumes of the " Documentary History of Education in Upper Canada." I also got Mr. Coventry to copy the " Simcoe Papers," which were sent to the Parliamentary Library at Ottawa.
After the various objects of Art and other contents of the Educational Museum and Library had been arranged, it was formally opened to the Public, and notice was given that they could now be visited at any time. In that notice Doctor Ryerson thus explained the character and object in view in establishing the Museum :
This Educational Museum is founded after the example of what is being done by the Imperial Government as part of the System of Popular Education, — regarding the indirect as scarcely inferior to the direct means of training the minds and forming the taste and character of the people. What I have done in this branch of Public Instruc-
22 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
tion, is the result of a small annual sum which, by the liberality of the Legislature, has been placed at my disposal, out of the Upper Canada share of School Grants, for the purpose of improving School Architecture and promoting Art, Science and Literature by means of Models, Objects and Publications, collected in a Museum in connection with this Department. The Museum contains a collection of School Apparatus for Common and Grammar Schools, of Models of Agricultural and other Implements, of specimens of the Natural History of the Country; of Casts of Antique and Modern Statues and Busts, etcetera, selected from the principal Museums of Europe, including Busts of the most celebrated characters in English History; also copies of some of the work of the Old Masters of the Dutch, Flemish, Spanish, French, and especially of the Italian Schools of Painting. These Objects of Art are labelled, for the information of those who are not familiar with the originals, but I have not yet been able to prepare a Descriptive Historical Catalogue of them. In the evidence given before the Select Committee of the British House of Commons, it is justly stated " that the object of a National Gallery is to improve the Public taste, and to afford a more refined description of enjoyment to the mass of the people " ; and the opinion is, at the same time, strongly expressed, that, as " people of taste going to Italy constantly bring home beautiful modern copies of beauti- ful originals," it is desirable, even in England, that those, who 'have not the opportunity, or means, of travelling abroad, should be enabled to see, in the form of an accurate copy, some of the celebrated works of Raphael, Rubens, and other great Masters of Painting, an object no less desirable in Canada than in England. What I have proposed and attempted is merely an appendage to the Department of Public Instruction, and a part of a projected Provincial School of Art and Design, as is carried out successfully on a more extensive scale in England, and as was contemplated and provided for in the erection of our Normal School Buildings.
In his Annual Keport to the Lieutenant-Governor for 1875, the Honourable Adam Crooks, the new Minister of Education, thus referred to the Educational Museum as he had received it from the Chief Superintendent of Education:
THE EDUCATIONAL MUSEUM or THE DEPARTMENT.
The Museum branch of the Education Department is probably the most attractive, as it is both suggestive and instructive. The other three branches are: — (1) The Department proper, for the administration of the Laws relative to the Public and High Schools. (2) The Normal School for the training of skilled Teachers. (3) The Deposi- tory for the supply of Maps, Apparatus and Prize, Library and School Books.
The Educational Museum is founded after the example of what thas been done by the Imperial Government as part of the System of Popular Education, — regarding the indirect, as scarcely secondary to the direct, means of forming the taste and character of the people.
The Museum consists of a collection of School Apparatus for Public and High Schools, of Models of Agricultural and other Implements, of specimens of the Natural History of the Country, casts of antique and Modern Statues and Busts, etcetera, selected from the principal Museums in Europe, including the busts of several of the most cele- brated characters in English and French History, also, copies of some of the works of the great Masters in Dutch, Flemish, Spanish, and especially of the Italian Schools of Painting. These objects of Art are labelled for the information of those who are not familiar with the originals, but a descriptive Catalogue of them is in course of prepara- tion. In the evidence given before the Select Committee of the British House of Com- mons, it is justly stated that " the object of a National Gallery is to improve the public taste, and afford a more refined description of enjoyment to the mass of the people"; and the opinion is at the same time strongly expressed that as " people of taste going to Italy constantly bring home beautiful copies of beautiful originals," it is desirable, even in England, that those who have not the opportunity or means of travelling abroad,
DISTRIBUTION OF CONTENTS OF THE EDUCATIONAL MUSEUM, 1875-1904. 23
should be able to -see, in the form of an accurate copy some of the works of Raffaelle and otlher great Masters; an object no less desirable in Canada than in England. Wihat has been thus far done in this branch of Public Instruction Is in part the result of a small annual sum, which, by the liberality of the Legislature, has been placed at the disposal of the Education Department, out of the Ontario Education Grants, for the purpose of improving School Architecture and Appliances, and to promote Art, Science and Litera- ture, by the means of Models, Objects and Publications, collected in a Museum connected with tine Department.
I
SPECIAL EECORD OF THE GRATUITOUS DISTRIBUTION BY THE HONOURABLE ADAM* CROOKS, MINISTER OF EDUCATION, TO VARIOUS INSTITUTIONS IN THE PROVINCE, OF AN INTERESTING COLLECTION OF OBJECTS AND APPARATUS FROM THE MUSEUM AND EDUCATIONAL DEPOSITORY, AND BOOKS FROM THE LIBRARY OF THE EDUCATION DEPARTMENT IN 1881-83; ALSO THE GRATUITOUS DISTRI- BUTION MADE IN 1903-04 BY THE HONOURABLE EACHARD HARCOURT, MINISTER
OF EDUCATION.
Of the Museum Collection of various objects and articles of interest and value, as increased from time to time, as herein detailed, a great number of them, (including Engravings to the value of more than three thousand dollars) were, with other such things, distributed gratuitously to the following Institutions, by direction of the Honourable Adam Crooks in 1881, besides Books and Apparatus from the Departmental Library and Depository, to the aggregate value of several thousand dollars.
I: To THE UNIVERSITY OF TORONTO.
1. Per Professors Wilson and London:
A series of 13 Astronomical Models, value $240
Two Glass Cases and Table, value 100
An Air Pump, value 80
A Barometer, value 40
A Planiscope, value 30
A Microscope, value 22
$512
Besides Philosophical Apparatus, Maps, Charts and other articles
from the Educational Depository, to the value of $499
2. To Professor Chapman:
A set of Models of Chrystals, value $40
3. To Professor Ramsay Wright:
A collection of Insects, (1), injurious, and (2), beneficial to
Agriculture,* value $200
A collection of Insect Architecture, value 75
Skeleton of a Snake, in Case and Stand, value 5
$480
4. To Professor Galbraith:
Plan of Paris, value $50
Plan of Sebastopol 25
Model of Culvert 25
$100 Besides Books from the Departmental Library and a Globe from
the Educational Depository to the value of $91
* This beautiful Collection of mounted specimens of Insects, Injurious and beneficial to Agriculture, was exhibited at the Paris Exhibition of 1867. I purchased them specially for our Museum after the Exhibition was closed.
24 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
II. To THE SCHOOL OF PRACTICAL SCIENCE, TORONTO.
Telescope, complete, and Stand, value $200
Collection of Minerals and Fossils of Nova Scotia, 200
Collection of other Canadian Minerals and Fossils 100
Collection of English Minerals and Fossils, (579 in all) 100
Collection of 67 Stuffed and dried Fishes 150
Collection of Japanese Shells 100
Collection of ten Natural History Sketches, 50
Three Glass Cases, at $20 each 60
One Glass Case, 50
Microscopes, •• • 43
Set of Marshall's Charts, 37
Collection of Botanical Specimens, 20
Collection of Geological Specimens, 20
Specimens of Lava, 30
Corals and other Natural History Specimens
Electrical Machine, 60
$1,250
Besides Books, Maps and other articles from the Depository, to
the value of $946
III. To THE AGRICULTURAL COLLEGE, GUELPH.
European Models of Agricultural Implements, value $200
Collection of Birds and Mammals, value 300
Collection of Canadian Insects, value 50
$550
Magic Lantern and Seventy Slides, a Barometer, an Electrical
Machine, an Air-Pump, a Planetarium (cost included in articles from the Educational Depository).
Besides there was loaned to the Agricultural College, forty-nine- large steel Engravings of English and Foreign Subjects and , Scenes and Pictures of the Normal Schools at Toronto and
Ottawa; also Six Medallions from the Museum.
NOTE. — These Engravings, Pictures and Medallions were subse- quently given gratuitously to the College by Mr. Crooks, estimated value $180
In addition, there were sent from the Departmental Library and Educational Depository, Books, Maps, Charts, Philo- sophical and School Apparatus, as well as and a large variety of Chemical glassware, and other miscellaneous articles to the value of $7,581
IV. To THE GOVERNMENT DEPARTMENTS AT TORONTO FROM THE EDUCATIONAL DEPOSITORY.
1. To the Attorney General's Office, Maps to the value of $49 70
2. To the Public Works Department, Maps to the value of 49 70
3. To the Treasury Department, Maps to the value of 49 70
4. To the Crown Lands Department, Maps to the value of 64 70
5. To the Provincial Treasurer's Office, Maps to the value of 64 70
$278 50
V. To THE PARLIAMENTARY LIBRARY.
2,041 Volumes of Books and bound Newspapers from the Depart- mental Library, value $3,974
147
$4,021
DISTRIBUTION OF THE CONTENTS OF THE MUSEUM, 1875-1904.
25
VI. To VARIOUS TEACHERS' ASSOCIATIONS.
5,160 Volumes of Books from the Departmental Library and
Educational Depository to the value of $2,283
VII. To VARIOUS PUBLIC INSTITUTIONS. /. To the Toronto Lunatic Asylum:
38 Volumes from the Educational Departmental Library, value.. $121
697 Volumes from the Depository, value 574
Apparatus, Globes and Maps, from the Depository, value 373
$968
2. To the Hamilton Lunatic Asylum:
772 Volumes from the Educational Depository, value $523
19 Volumes from the Departmental Library, value 14
50 Volumes from the Normal School, 38 •
Special Nitrogen Apparatus from Educational Depository, value.. 27
Apparatus, Maps and Globes, from Educational Depository, value 92
Chemicals and Apparatus from Educational Depository, value . . 108
Barometer from Educational Depository, value 20
$822
8. To the London Lunatic Asylum:
4 Volumes from the Departmental Library, value $28
714 Volumes from the Educational Depository, value 513
Apparatus, Maps and Globes, value 271
47 Volumes from Model School 35
$847
4. To the Roclcwood Asylum, Kingston:
892 Volumes from the Educational Depository, value $616
•Chemicals, Maps, Globes and Apparatus, value 245
22 Volumes from Model School 19
$880
5. To the Andrew Mercer Reformatory:
2,128 Volumes from the Educational Depository, value $722
6 Volumes from Departmental Library, value 42
101 Volumes from the Model School, value 76
Apparatus, Maps, Globes and Charts, value 272
$1,112
6. Asylum for Idiots, Orillia:
240 Books from the Educational Depository, value $147
Apparatus, Maps and Object Lesson, value 25
$272
7. Institution for the Blind, Brantford:
Models of Animals from the^Museum, ($34)
223 Volumes of Books from the Depository, value $286
Chemical and other Apparatus, and Maps, value 439
$725
8. The Central Prison, Toronto:
697 Volumes of Books from the Educational Depository, value $439
Maps, Charts, Globes, from Depository, value 147
$586
9. Institute for the Deaf and Dumb, Belleville:
3,730 Volumes from the Educational Depository, value $1,214
226 Volumes from Model School, value
Apparatus, Maps and Object Lesson, value 125
From the Educational Depository, value 1,069
$2,413
26 DOCUMENTS ILLUSTKATIVE OF EDUCATION IN ONTARIO.
JO. Boys' Reformatory, Penetanguishene:
707 Volumes from the Educational Depository, value $223
304 Volumes from the Model School, value 230
Apparatus, Maps and Globes, to the value of 506
$959
Total from the Depository to these ten Institutions $9,586
i
VIII. To THE VARIOUS OTHER PUBLIC INSTITUTIONS FROM THE DEPARTMENTAL LIBRARY
AND EDUCATIONAL DEPOSITORY.
1. To the University of Toronto, and Professors Wilson and
Loudon, value $499
To Professor Galbraith 91
To Professor Pike, value 117
2. To the School of Practical Science, value 425
3. To the Agricultural College, Guelph, value 7,581
4. To the Government Department, Toronto, value 278
5. To the Parliamentary Library, value 4,021
'6. To various Teachers' Associations, value 2,283
7. To Poor and other Public and Separate Schools during 1896
to 1898, value in part 5,055
8. To ten various Institutions, (as above) 9,586
$29,394
Less from Departmental Library as per Estimate 8,108
$21,286
In 1884, a number of historical Works, Maps, etcetera, relating to Canada were loaned from the Departmental Library by the Attorney General's Depart- ment, for the use of the Ontario Boundary Commissioners, but they were never returned.
Of the Books relating to Canada which I purchased in London in 1865, and which were specially bound for our Library, Eighty Volumes were given gratuitously by the Honourable Adam Crooks, to the Parliamentary Library. They were lately burned in the fire at the Parliament Buildings.
Thus one of the finest typical collections of its kind in America has been scattered, and lost sight of as a whole by the people who visit our Museum. There is a small number in this City which belittle the valuable collection of Paintings in the Museum, and think it should be replaced by more modern Paintings. I am sorry to find that in the Museum, devoted to copies of Paintings of the " Old Masters/' the choicest of them had been removed! On enquiry I found that the Honour- able Richard Harcourt, the Minister of Education, had given permission to have these Pictures decorate the walls of the Normal School -Class Rooms.
Lovers of Art have come from far and near to see this fine collection, which now has been placed in, to them, inaccessible places.
NOTE. — The present Minister of Education, the Honourable Doctor Pyne, has decided that the "Old Masters" will be restored to their former place in the Educational Museum.
DISTRIBUTION OF BOOKS FROM THE EDUCATIONAL LIBRARY, 1905. 27
BOOKS, PAMPHLETS AND BOUND NEWSPAPERS GRATUITOUSLY DISTRIBUTED., BY DIRECTION OF THE HONOURABLE K. HARCOURT, MINISTER OF EDUCATION IN 1904, 1905.
I. SENT TO MR. ALEXANDER FRASER, M.A., PROVINCIAL ARCHIVIST, IN NOVEMBER, DECEMBER,
1904, AND JANUARY, 1905.
History of Public Offices, 1846; Report of Public Departments, 1839, 22 Volumes; Ontario Gazette, 22 Volumes, 1889 — 1899; Canada Gazette, 23 Volumes, 1841— 1863; Bills of Canada, 2 Volumes; 'Canada, Reports of Commissions, in 8 Volumes, 1828 — 1853; Chamber Political Annals, 1763; Parliamentary Papers relating to Canada, 16 Volumes, 1828 — 1844; Reports of Finance, Canada, 1850; Imperial Parliamentary Papers relating to Canada, 1828 — 1835, 1836 — 1784, 6 Volumes; Public Accounts, Canada, 1839 — 1851, several Volumes; Parliamentary Papers, Canada, 1812 — 1819, 2 Volumes; United States Pacific Railroad Surveys, 13 Volumes; United State Senate Reports of Meteorological Observations, 1854 — 1859, 10 Volumes; United States Coast Surveys, 12 Volumes; several hundred Pamphlets relating to Canadian Subjects; the Chief Superintendent and the Minister's Reports for the years 1847 — 1902; Volumes 2 — 10 of Hodgins' Documentary History of Education in Upper Canada; Journal of Education for Upper Canada from 1848 to 1877; a Set of Modern Public School Text Books, 17 Volumes; a Set of Modern High School Text Books, 15 Volumes; Miscellaneous Text Books, 19 Volumes; Various old Toronto Directories; Dawson's Lake Superior and Lake Huron Report, 1850; Maps of Canada, 6 Volumes, 4 to 9; Lower Canada Parliamentary Journals and Appendices, 1834 — 1837; Les Ursulines de Quebec, 1864; Geo- logical Reports of Canada, 26 Volumes; Plans of Geological Reports, 5 Volumes; Toronto Normal School Jubilee Volume, 1847 — 1897; Miller's Edu- cational System of Ontario; Miller's School System of the State of New York; Miller's Technical Education in Massachusetts; Ontario Scripture Readings; Hodgins' School Architecture and Hygiene; McEvoy's Technical Education; A Report on Technical Education, 1890; Special Report on Education in Europe and America; Seath's Manual Training; the Ryerson Memorial Volume, 1844 — 1876; Miscellaneous collection of old Blue Books of Canada on Trade and Navigation, Railways and Canals, Department of Marine and Fisheries; Auditor-General a'nd Postmaster General's Report, etcetera. Mis- cellaneous collection of old reports from England with regard to Affairs in the Colonies, Various Dominion Sessional Papers, also Parliamentary Papers and Blue Books; Bound Newspapers, 110 Volumes.
II. SENT TO THE UNIVERSITIES OF OTTAWA.
Reports of the Minister of Education and the Chief Superintendent from 1847 to 1892; Journal of Education for Upper Canada from 1848 to 1877; Docu- mentary History of Education in Upper Canada, Volumes 2 to 11, inclusive; Vassar's Lives of the Painters, 2 Volumes; Reports of the Commissioner of Education at Washington, 6 Volumes; Hodgins' Report on Education at the Centennial Exhibition, 1876; Departmental Statutes and Regulations; Hodgins' Separate Schools in Upper Canada, (History and Legislation); Les Guepes Canadennes by A. La Derriere; Lectures and Reports by Horace Mann; University Problems by D. Gilman; G. W. Ross' Universities of Canada, Great Britain and the United States; Hand Book of Canada; Sent ..to Victoria College, Toronto, 20 Bound Volumes of Newspapers.
III. SENT TO THE INDUSTRIAL SCHOOL AT MIMICO.
Forty-four Volumes of Dickens', Scott and Thackeray's Works.
28 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
P
Most of an important collection of Pamphlets (764), which I had made, were sent to the Provincial Archivist by the Honourable Richard Harcourt, Minister of Education, in 1904. He also sent a number of the bound Newspapers to Victoria College Library, and to the Toronto Globe and Hamilton Spectator.
SUMMARY OF GRATUITOUS GRANTS TO VARIOUS PUBLIC INSTITUTIONS IN ONTARIO MADE BY THE HONOURABLE ADAM CROOKS IN 1881-83.
From the Educational Museum $3,162
From the Departmental Library 8,108
$11,270
From the Depository 21,279
$32,549 20 Maps, Books, and Apparatus sent as an outfit to the Ottawa Normal
School, estimated value $3,850
To the same in part to the Toronto Normal School 1,900
$5,750 To 382 Volumes of Bound Newspapers sent to the Parliamentary Library
at 75c. per Volume for binding 280
Total value of Special Objects, Collection in Volumes Books; Maps
and Apparatus gratuitously distributed by direction of Mr. Crooks,
as per foregoing $38,579
SUMMARY OF THE GRATUITOUS DISTRIBUTION FROM THE EDUCATIONAL LIBRARY, MUSEUM AND DEPOSITORY IN 1881 AND 1904-5.
1. By direction of the Honourable Adam Crooks, in 1881-83 $38,579
2. By direction of the Honourable Richard Harcourt in 1904-05, estimated value 1,275
DISTRIBUTION OF SURPLUS COPIES OF THE MINISTER'S ANNUAL EEPORT AND OTHER EDUCATIONAL DOCUMENTS.
Although copies of the Annual Report and other Documents were sent in each year to various Colleges and other Educational Institutions in the Dominion yet, in order that all of these Institutions should receive them, the following Circular was addressed to the various Colleges and Normal Schools in each Province and in Newfoundland :
We have some extra copies of the Annual Reports of the Minister of Education for this Province, and also copies of the Provincial School Acts and Regulations of previous years, as well as of the Documentary History of Education for Upper Canada, (except Volume One).
Should you desire it, the Minister has authorized the sending to the Institution, over which you preside, such copies of these Reports, Documentary History, School Acts and Regulations and other Documents as may not be in your collection.
Other Official Documents, issued by the Dominion Parliament, and relating to Banking, Finance, Trade Statistics, Emigration and other Public Matters, as well as United States School Reports and those of other Countries, cooild also be sent to you, if so desired. You would be kind enough, in that case, to furnish the Department with a list of such works on the various subjects as you may desire to have sent to you, and also lists of such of them as you may already 'have in your Library.
Please address your Reply to the Deputy Minister of Education.
J. GEORGE HODGINS, Librarian and Historiographer to the Education Department of Ontario.
TORONTO, 12th May, 1903.
OPENING OF NORMAL SCHOOL, 1852. 29
Gratifying Keports were received from these various Colleges and other Insti- tutions. I insert the two following ones as they express more fully than do the others the thanks of those to whom these Reports and Documents were sent : —
FROM THE ST. CHARLES SEMINARY AT SHERBROOKE.
We would be greatly pleased to accept the Volumes which are mentioned in your Circular, as we have none of them.
In 1897, our Library was destroyed by fire and we have thereby lost a great number of Books.
We have all the Documents of the Province of Quebec, but those of the Upper Canada are yet missing to us.
So your offer would be of a great heilp to us, and we count upon your generosity to enlarge our Library with these Books.
SHEBBROOKE, P.Q., June 4th, 1903. C. A. GABIEPY, Librarian.
FROM ST. LAURENT COLLEGE NEAR MONTREAL.
I thank you, sincerely, for your most generous offer of supplying this Classical College with various sets of Official Documents of the Province of Ontario and of the Dominion Parliament.
Of course, we accept such a generous offer, all the more readily, gratefully, and eagerly, as our "Canadian Library" (a special Library, separate from the general Library), contains not a single Book, or pamphlet, of the Province of Ontario, and Of the Federal Government, nor of any other Province of Canada, except the Province of •Quebec, all of whose Reports, Statutes, etcetera, we have, or very nearly so. There- fore, Dear Sir, you may send us Copies of such valuable publication of your Province and of the Dominion Parliament, which you mention. These Documents shall fill quite a void in our Canadian Library. Please address: — The Reverend Principal of the Classical College of St. Laurent, near Montreal, Province of Quebec.
ST. LAUBENT, May 18th, 1903. M. A. MCGABRY, D.D., Principal.
CEREMONY OF OPENING THE NORMAL SCHOOL BUILDINGS, 1852*
The ceremony of publicly opening the new Normal and Model Schools for Upper Canada, took place on the Twenty-fourth of November, 1852. The beautiful and ample Theatre of the Institution was filled by a large assemblage. During the day of opening the Buildings were visited by hundreds of persons, and they took a lively interest in seeing the handsome structure and its spacious Lecture Rooms and the new Offices of the Education Department. The entire cost, including the purchase of the Site of Seven and a 'half acres of Land, in the heart of the City, of Toronto, was not much less than Twenty-two thousand pounds, (£22,000=$88,000).
The following is a brief description of the Buildings : The Front is of Palladian character, having for its centre four pilasters of the full height of the Building, with pediment surrounded, when erected, by an open Doric Cupola, Ninety-five feet in height. The Offices of the Department are on the ground floor of the main structure. The Theatre, or Lecture Hall, is on the ground floor of this Build- ing, and is lighted from the roof and sides.
* In 1847 the Gore District Council petitioned the Legislature against the establishment of the Normal School, as altogether unsuited to a Country like Upper Canada, and an unnecessary •expense to the Country. The Petition is published In the Seventh Volume of the Documentary History of Upper Canada, pages 114-116.
30 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
The Boys' and Girls Model School Buildings are in the rear of the main structure, as seen in the illustration, and may be reached by a Corridor from the Theatre. There is also an entrance from the East for Boys, and from the West for Girls.
The 'Chair, on the occasion of the Ceremony of Opening, was filled by the Honourable Samuel Bealy Harrison, County Judge and Chairman of the Council of Public Instruction. On the platform were the Honourable the Chief Justice of Upper Canada; the Honourable Inspector General Hincks; the Eeverend Doctor McCaul, President of the* University of Toronto; the Eeverend Doctor Eyerson, Chief Superintendent of Education, and others.
The Honourable Mr. Harrison said it had fallen to his duty, as Chairman of the Council of Public Instruction, to preside at this Meeting. These buildings have been fitted up for the purposes of promoting Common School Education in the Province.
SIR JOHN BEVERLEY ROBINSON, Chief Justice of Upper Canada.
The Eeverend Mr. Lillie having offered up a very appropriate Prayer, the Chairman called upon the Honourable John Beverley Eobinson, Chief Justice of Upper Canada, to address the Meeting. He said :
MB. CHAIRMAN, — It is an event of no ordinary interest that we are met to celebrate. It is now publicly announced that the Building which the Province has erected for the accommodation of the Normal and Model Schools and Education Offices is com- pleted; and has been taken possession of by the Officers of the Department. I have found it difficult to comply with the request of Doctor Ryerson, that I would take a part in the proceedings. It would have been more difficult for me, however, wholly to decline a request which I could not but feel that the Chief Superintendent of this most important Institution had right to make, not more on account of the deep interest which ought to be taken in the work in which he is engaged than on account of the ability and industry and the unaibated zeal with which he devotes himself to the duty.
I believe I am expressing the general sentiment when I declare my admiration of the handsome Edifice in which we are assembled. It would have been inconsistent with the circumstances of this yet new Country to have expended much of the revenues
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852.
31
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32 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
necessary for the supply of so many pressing and growing wants, in decorating this structure with the massive columns and elaborate carving which are required for creating an imposing grandeur of effect; but we 'have here provided in a style fairly In keeping with the Country, and with the object, a large, substantial, and well pro- portioned Building of durable materials, and yet of light appearance, and in its interior arrangements, well adapted to its purpose. I 'have heard it generally spoken of as a striking ornament of the City, in which it occupies a convenient appropriate position, and by whose inhabitants I trust it will come to be regarded in successive generations with growing favour. In my own judgment it does great credit to the taste and talents of the Architect, Mr. Cumberland.
It is to the system of Religious, Intellectual and Moral training that is to be car- ried on within these walls that the deeper interest attaches; for we stand now around the fountain from which are to flow those streams of Elementary Instruction which, while the Common School System endures, must be conducted from it into every City, Township and Village in Upper Canada, — I might almost say conducted to every Far- mer's, Mechanic's and Labourer's dwelling; for the law has provided amply and cer- tainly for placing, at no distant day, the education which can be obtained in this Normal, with its practicing Model Schools, within the easy reach of all. There will foe no im- pediment, from distance, no difficulty from straitened means; the most densely crowded quarters of our Towns, and Cities, and the remotest corners of our Rural Districts, will be sure to liave their School Houses, their Teachers, their Books and their Maps and Apparatus.
Whoever reads the Common School Acts and considers the provision which they make to diffusing the System of Instruction which they authorize, will see that its effects must inevitably pervade the whole mass of our population. And at what a time Is its efficiency about to 'be felt! I speak with reference to the impulse given to Agri- culture and Commerce, the spirit of enterprise called forth by the improvements in Science, and the remarkable proofs which we are witnessing of the vivifying influence of increased population and of increased wealth. It would be difficult, I think, to point out a Country in which, at any period of its history, the results of such an Educational System could have deserved to be regarded with greater interest, — or watched with more intense anxiety. It is not only the City which this Building adorns that is con- cerned in these results, — not merely the surrounding country, whose inhabitants will enjoy more convenient access to this Institution, — not Upper Canada alone, for the lower portion of the Province is scarcely less directly interested in whatever must influence the composition and acts and counsels of a Government and Legislature com- mon to both. We may say with truth, that the interest even extends much farther.
It is common for us to hear of that great experiment in government in which the vast Republic near us is engaged. The world, it is said, has a deep interest in the result, and none, it is more true, have stronger motives than ourselves for wishing that the experiment may prove successful in attaining the great objects of all good governments, — by preserving order within the boundaries of the Country governed, for it is unfortunate to live near unruly neighbours, foreign, or domestic, and unsafe, while we happen to be the weaker party. But in Canada, and the other Provinces of British North America, we have an experiment of our own going on, in a smaller way to be sure, tout still on a scale that is rapidly expanding, — and an experiment of no light interest to our Glorious Mother Country, or to mankind.
We occupy a peculiar and a somewhat critical position on this Continent, and more than we can forsee may probably depend upon the manner in which our descend- ants may be able to sustain themselves in it. It will be their part, as it is now ours, to demonstrate that all such freedom of action as is consistent with rational liberty, with public peace, and with individual security, can be enjoyed under a Constitutional Monarchy as fully as under the purest democracy on earth, — to prove that, in propor- tion as intelligence increases, what is meant by liberty is better understood, and what is soundest and most stable in government is better appreciated and more firmly sup-
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852. 33
ported. The glorious career of England among the Nations of the world demands of us this tribute to the tried excellence of her admirable Constitution; it should be our pride to show that, far removed as we are from the splendours of Royalty and the in- fluence of a Court, Monarchy is not blindly preferred among us from a senseless attach- ment to antiquated prejudices, nor reluctantly tolerated from a sense of duty, or a dread of change; but that, on the contrary, it is cherished in the affections, and sup- ported by the free and firm will of an intelligent people, whose love of order has been strengthened as their knowledge has increased, — a people who regard with loyal pleasure the obligations of duty which bind them to the Crown, and who value their Kingly form of Government not only because they believe it to be the most favourable to stability and peace, but especially for the security it affords to life and property, the steady support it gives to the laws, and the certainty with which it ensures the actual enjoyment of all that deserves to be dignified with the name of freedom.
As soon as the Legislature of Canada determined to apply so large a portion of its revenue to the support of Common Schools, it became necessary to the satisfaction and useful working of the System that an Institution should be formed for the in- struction and training of the Teachers, and it was a great advantage that, before the circumstances of this Country first called for such a measure, and rendered its appli- cation practicable on a large scale, the efforts of many enlightened and judicious per- sons in other Countries has been for years directed to the subject; and all the ques- tions of Discipline, distribution of Time, Methods of imparting Knowledge, Subjects of Instructon, and the extent to which each can be carried, had engaged attention and had stood the test of experience. Many valuable Books had been compiled expressly for the use of such Schools, and great care and diligence had been used in making selections from- the aJbundant stores of knowledge already available. And so far as these political considerations are concerned, which it would be culpable ever to lose sight of, we can fortunately profit, without hesitation, by all these important aids, being bound by the common tie of allegiance to the same Crown, and having the same pre- dilections in favour of British Institutions as our fellow-subjects of the United Kingdom.
Without such a general preparatory system as we see here in operation, the in- struction of the great mass of our population would be left in a measure to chance^ The Teachers might be many of them ignorant pretenders, without experience, with- out method, and, in some other respects, very improper persons to be intrusted with the education of youth. There could be little, or no, security for what they might teach, or what they might attempt to teach, nor any certainty that the good, which might be acquired from their precepts, would not be more than counterbalanced by the ill effects of their example. Indeed, the footing which our Common School Teachers were formerly upon, in regard to income, gave no adequate remuneration to intelli- gent and industrious men to devote their time to the service. But this disadvantage is largely removed, as well as other obstacles, which were inseparable from the con- ditions of a thinly peopled and uncleared Country, traversed only by miserable roads, and henceforward, as soon at least as the benefits of thi§ great Provincial Institution can be fully felt, the Common Schools will be dispensing throughout the whole of Upper Canada, by means of properly trained Teachers, and under vigilant superintend- ence, a System of Education, which has been carefully considered and arranged, and. which has been for some time practically exemplified.
An observation of some years has enabled most of us to form an opinion of its sufficiency. Speaking only for myself, I have much pleasure in saying that the degree of proficiency which has been actually attained, goes far, very far beyond what I had imagined it would have been attempted to aim at. It is evident indeed that the de- tails of the System of our Schools have been studied with great care, and that a con- formity to the approved methods has been strictly exacted; and I believe few, if any, have been present at a p'eriodical examination of the Normal School without feeling a strong conviction that what we have now most to* hope for and desire is, that such a course of instruction as they have seen exhibited should be carried on with unre- 3
34 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
4
laxed diligence and care. Of course, I shall be understood to be speaking only with reference to those branches of knowledge which formed the subjects of examination.
There is, we all know, a difficulty which has met at the threshold those who have been influential in establishing Systems of National Education; I mean that which arises from the number of Religious Sects, into which the population is divided. Whatever difficulty it has occasioned in England, or Ireland, must be expected to be found here, applying with at least equal, if not more than equal force. I should be unwilling to suppose that any doubt could exist as to my own opinion on this ques- tion; and scarcely less unwilling to be thought so unjust and so uncandid as not to acknowledge and make allowance for the difficulties which surround it. They are such I believe as no person can fully estimate, until he has been called upon to deal with them, under the responsibility which the duties of Government impose. In the mean time, resting assured as we may, that no General System of Instruction can be permanently successful which has not the confidence and cordial approval of the sincerely Religious portion of the community, — that portion I mean, who will think it worse than folly to aim at being "wise above that which is written," — we must wait with hope and patience for the solution which this difficulty, to which I allude, may receive in other 'Countries mofe competent to grapple with it, — trusting that what may ultimately be found to be the safe and satisfactory course, may, by the wisdom and good feeling of the majority, be adopted among ourselves. When conflicting opinions upon this subject shall have been reconciled, so as to secure the full confidence and approval of those who are not indifferent to Religious duties and considerations, it may be hoped that the Educational System, which is now being matured, may arrive at that state of perfection, in regard to the Regulations connected with it, that the Legislature may be able to leave it to operate from year to year without disturbance, or material change, so that all classes may become familiar with its working, and that a feeling of attachment to it may have time to form before all associations connected with the subject shall be broken up by the introduction of a new machinery. For it is not under such disadvantages that Institutions like this can do their work. They require to be able to pursue their course of daily duties in peace, and free from the distraction of uncertainty, and the agitation and anxiety of change.
I close these observations by again adverting to the very remarkable period In the history of this Province at which the Normal School of Upper Canada and the Department of Education have taken possession of their magnificent home. We are advancing with a rapidity that surprises ourselves, scarcely less than the people of other Countries who have been suddenly awakened to the truth of our astonishing, but inevitable progress. It was ibut a few weeks ago that I read in the Westminster Review, one of the leading English periodicals that deals most frequently with Colonial subjects, an article written expressly for the purpose of impressing upon the British public a due sense of the importance of the North American Provinces, and of the great interests which with surprising rapidity are springing up within them, and claiming the attention of the Mother Country. In all of these extensive Colonies, distinguished as they are by a loyal and generous appreciation of their position as portions of the British Empire, the same spirit of enterprise is at this moment in active employment with the aid of singular advantages, in developing their great national resources. Everything that we can see and feel at the present time, or can discern in the future, is full of encouragement to the Farmer, the Mechanic, and the Labourer, — and as for the Liberal Professions, it is impossible that they can languish among a prosperous people. When it was proposed in 1840 to unite the Provinces of Canada, the scheme first submitted to Parliament was to confer Municipal Institutions, by erecting in the whole territory five great District Councils for Municipal Legislature. But this suggestion was wisely, I think, abandoned, for these five Councils would have constituted so many little, but not sufficiently little, Parliaments, inconveniently clashing with the Provincial Legislative Body. In place of these we see established in our numerous Counties, Townships, Cities, Towns and Villages, Councils which better comport with the idea of purely Municipal
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852. 35
Corporations, occupying themselves in improving the material and social condition of their respective localities, and smoothing, if I may so express myself, the asperities of a rough, — because a new, Country. That these 'Corporate Bodies may know how to use, without abusing, their powers, it is indispensable, that tihe great body of the people/ by whom they are elected, should 'be intelligent and well disposed, — able to distinguish between the evil and the good, not in morals only, but in what we may call, in somei degree, matters of policy and government. Nothing can insure this but early discipline, and early and sound instruction. It is true that a little learning may, in some cases, do harm rather than good to the individual who possesses it, and may make him less valuable, because a more dangerous member of society than he might have been without it. But these are exceptional cases. It would be as wise to reject the use of Railways because an occasional Train runs off the track as to hesitate to give education to the multitude for fear it may in some instances be perverted, as no doubt it sometimes is, to bad purposes. But in truth this question is now decided in every Free Country, and speculations about the comparative advantages in promoting or neglecting educa- tion would be a useless waste of time. The multiplying calls for intelligence in the varieties of employment, which are daily increasing, — the wonderful cheapness and facility which improvements in the art of printing have given in the production of Books and Newspapers, and the quickened circulation of intelligence, which we derive from liberal postal arrangements and the magic wonders of the Telegraph, must make the necessity of being able to read and write so great, and the desire to do so nearly universal, that the few who remain without such instruction will be made to feel the marked inferiority of their position. And soon it will be literally true, that, in Upper Canada, there will be no excuse for any person endowed with ordinary capacity being found in a condition so degrading to a freeman, and so unsuitable to an accountable being. With everything to urge and to tempt them to the acquisition of knowledge, and everything to aid them in obtaining it, it will be impossible that the people of Canada can do otherwise that feel that, in their case, emphatically, " poverty and shame shall be to him that refuseth instruction."
It must take time, no doubt, before the prevailing influence of education can be so fully felt. The dispersion through so large a Country of a sufficient number of well qualified Teachers by the instrumentality of this Normal School, cannot be instantaneous. Various circumstances concur to limit the number pressing forward in each year to avail themselves of its advantages, — but the advance will still be rapid. It will be a quickly multiplying process. Each well informed and well trained Teacher will impart what he has learned to many, who, in their turn, though they will not all be Teachers, will all contribute in some degree, by what they have acquired, to raise the general standard of intelligence; — crimes and vices, no doubt there will be, while there are men born with impetuous passions and with weak understandings; but the number of offences must be diminished, for there will be fewer to countenance, and more to reprove them. . . .
We shall have, I hope, from the Reverend Superintendent, and from other Gentle- men, some interesting details of the system and progress of the Normal and Model Schools, which have been founded on so liberal a scale, and are to be henceforth so admirably accommodated. And I am sure you will heartily and sincerely unite with me in the wish, that they may become powerful instruments in the hands of Providence for advancing the welfare of this Province, and promoting the temporal and eternal happiness of its people.
The Honourable Francis Hincks, Inspector General of Public Accounts, then addressed the meeting. He said:
I have seldom found myself in a position of a greater embarrassment than I do on the present occasion, having to follow a Gentleman of the ability and eloquence of the Chief Justice, who has just addressed you . . . When the Reverend the Chief
36 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
Superintendent of Education spoke to me in Quebec two or three weeks ago upon the subject ... he was kind enough to invite me to take part in the proceedings. I felt not only from the interest I have taken in Common School Education, but from the position which I occupy, that it was my duty to avail myself of the opportunity of being present at -such a Ceremony. I feel that it is the duty of Members of the Govern- ment to endeavour to be present upon occasions like this, and I only regret that, since I have been a Member of the Government, I have so seldom been able to avail myself of Meetings of a similar character to the present. . . . As my worthy friend the Chairman has said, I have taken an interest in the various Bills which have been intro- duced upon the subject of Education. I may say with regard to this, as well as to our Municipal and our Assessment Laws, and other important Measures, I am one of those who think that we cannot arrive at perfection at first. It requires the practical experience of the people themselves in working out these public systems before we can reach anything like perfection. All the various Measures introduced upon the subject of Common School Education 'have been improvements upon the measures that have preceded them, and I certainly think that the friends of the System of Elementary Education which has prevailed in this Province must feel proud upon the present occasion, for this event is a great triumph to their principles. There has been a great deal of opposition to anything like a System of Education, from persons who have not given so much attention to the subject as those who have matured the present School Act. ... I believe our School System has been worked in such a way as to give advice rather than to dictate to the people. A great deal of power has been left with the people, through their local representatives; and the Chief Superin- tendent of Education has rather endeavoured by moral influence to induce the people to adopt a uniform System of Education, and a uniform series of School Books, and other improvements . . .
With regard to this Institution, it has been 'most successfully conducted, and I feel bolind to say that we must attribute all the merit of that success to the Reverend Gentle- man who has been at the head of our Common School System.
It is only due to that Reverend Gentleman that I should take this public oppor- tunity of saying that since I have been a Member of the Government, I have never met an individual who has displayed more zeal, or more devotion, to the duties he has been called upon to discharge, than the Reverend Doctor Ryerson . . .
The Reverend Doctor McCauL, President of the University of Toronto, said : —
I would congratulate the Chief .Superintendent of Education, and the Members of the Council of Public Instruction, on the success which had attended their exertions. The Building itself is an ornament to the City, and a credit to the Architect, and as we look around upon this beautiful Theatre, — and bear in mind the admirable arrange- ments which have been made throughout every part of the Edifice, we cannot but feel satisfied that the remark has been justly made by the Inspector General, — that the appropriated funds have been most judiciously expended in the erection of this pile of Buildings, whose inauguration we are now celebrating.
But what, I would ask, is the chief thing which gives interest to this Meeting? It is not the pile of Buildings, however tasteful the design and substantial the execution,— not the Rooms, however capacious and convenient; no, it is something which commands a higher and a deeper interest than the graces of architecture or the commodiousness of arrangement, — it is the work that is to be carried on within these walls, — a work second in importance to none in the Province, for it is destined to perpetuate its benign influence throughout successive generations. Yes, the stamp which education impresses, however faint at first, or difficult of recognition, remains permanent and enduring, and continues indelible from age to age, — so that whatever be the national characteristics of the population of Canada, the influence of that System of Instruction which was brought forward, as has been stated, in 1841, and spread throughout the Country by
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852.
37
the agency of the Normal School will be perceptible in its distinctive features. The diffusion of Education by qualified Instructors is the grand and ultimate end of the work to be pursued within these walls, but the immediate object is the preparation of the Teachers, through whose agency this end is to be attained. Now the work of preparing competent Instructors in the Schools comprehends not merely the necessary literary and scientific qualifications, but the teaching them " how to teach ", — a most important distinction; because, in the experience of those best acquainted with this subject, it is not the most finished scholar, nor the man of greatest information that is
THE REVEHEND JOHN McCAUL, LL.D., First President of the University of Toronto.
best qualified to communicate it, for it frequently happens that those who have the highest attainments are not the most effective Teachers. Hence the necessity of the Normal School, with its drill and its discipline. Even though it be true that the aptitude to teach is the gift of nature, yet who does not know that the gifts of nature are susceptible of improvement by art, — that endowments which might have, laid inactive, or have been but merely imperfectly developed, are thus matured and called into effective operation? — that the most favourable direction and the most advantageous exercise of the faculties are communicated by rules, — which are the result of experience? And how important is it that Teachers should be properly qualified for the d,uties of their responsible office! of what immense consequence to the community at large, whose interests are so deeply involved! Of what vast importance too to the body of Teachers themselves, as forming a profession! Time was, when little attention was
38 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
paid to the dignity of this most honourable occupation, — when neither the community, nor the Teachers themselves, seemed to 'have adequate ideas of the importance of the office of Instructor. But these things have happily been in a great measure remedied. Teaching is now pursued, not as an occupation, hastily taken up for want of a better, to be as hastily thrown off when something more advantageous presents itself, but as a permanent pursuit, requiring much previous study and training, and calling into exercise the highest and best of man's intellectual and moral endowments. The com- munity too, while they have become sensible to the danger of trusting their children, whose happiness both here and hereafter may depend on the character of the instruction received, to persons incompetent for the task, have also learned that they cannot expect that task to be properly discharged if they treat those who devote themselves to it, with little liberality and less respect, and force the best qualified among them, from want of the remuneration which they have a right to expect, or of the consideration which is their due, to apply their abilities to other pursuits. But I have said that the diffusion of the blessings of Education throughout the Land is the ultimate end of the work which is to be pursued within these walls. What mind can justly estimate, — w;hat tongue can adequately express — the benefits that must flow from such a diffusion? What influence will it have in elevating the tastes and in repressing low and debasing habits? And oh! how many there are, who, if they had but the avenues of enjoyment thrown open to them which education presents, would never have fallen into the grovelling habits which have ruined both themselves and their families. But, in another respect too, the diffusion of education must exercise a most important influence throughout the Country. We live in times when the tendency is to a diffusion through- out the masses, of a greater amount of political privilege than has hitherto been usual. The times exist when the majority of the people must exercise political privileges, and if so, of what immense importance is it that the masses should be educated, — that they should be placed in such a position that they should know their independence and under- stand their rights, — that they should possess that power, which education gives, of pro- tecting themselves against religious or political, imposters.
The learned Chief Justice has referred to the advantages which we enjoy under our form of Government. Of what consequence it is that the people should be able to under- stand, and be prepared to show, that they maintain their allegiance to the British Crown and their adherence to the limited monarchy under which they live, not through any antiquated prejudices, nor yet through any traditionary veneration, but because, though familiar with the operation of another form of Government on the other side, — and I underrate not the advantages of that system, for there are many things in it which we might safely imitate. We, however, prefer that w.hich we have, entertaining the well grounded conviction that under a limited monarchy, such as that of England, we can enjoy all real advantages and all real individual liberty for ourselves and SOT our children, and under it have happiness here, and the means and opportunity of preparing themselves for happiness hereafter . . .
With reference to Religious Education, I have no hesitation in expressing my opinion that one of the features connected with the Normal School which I most admire is, that provision is made for the Religious Instruction of the Student Teachers . . . Some persons believe that no System of Education ought to exist, in which the persons who conduct it do not at the same time communicate Religious Instruction. Others believe that Secular Instruction may be given by one party, and that Religious Instruc- tion should be communicated by those whose special province it is to give such instruc- tion. But, however, that may be, whether the same, or different, persons are to train up our youth in the knowledge and fear of God; of this there can be no doubt, that there is no party in the Province, whose influence is worth considering, that does not believe that Religious Instruction is indispensable, that every System of Education is imperfect, unless accompanied by training " in the nurture and admonition of the Lord."
OPENING OF THE NEW NORMAL AND MODEL SCHOOLS, 1852. 39
When I consider the advances already made in Common School Education in this Province, the number of competent Teachers sent out from the Normal School, and the multitude of children receiving instruction, I cannot but feel that there is a prospect of the realization of that hope which I have long cherished, that there would yet be attained in this Province what I regard as perfection in a System of Public Education under public grants. I conceive that the public funds should provide means whereby the successful, but indigent, Scholar might be enabled to pass through the successive stages of education, until he reached his profession, and there developed the abilities which God had given him. That, I conceive, is the perfection of National Education, which places the humblest man, in so far as the prospects of 'his children are concerned, in a position equal to that of the man of the amplest means. They all knew many, who had sprung from that class, who had done honour to England, and I doubt not, that ere my own career is closed, I shall have the gratification of seeing some of the same class gracing the highest positions in the Province, — who were originally educated at the Common Schools, — who from the Common School proceeded to the Grammar School, where they also received free education, — and from there were admitted to the Uni- versity, where, by means of the Scholarships provided by that Institution, they quali- fied themselves for a successful professional career, and by their own ability and industry, blessed by the favour of the Almighty, and fostered by the liberality of the Province, enrolled themselves as members of that aristocracy of talent and learning, which, though it derives no borrowed light from the splendour of ancestry, or the dazzle of wealth, yet shines with a lustre .peculiarly its own, the radiance of those purer and brighter beams, which emanate from the self-reliance and independence that characterise the man who, under God, has been the maker of his own fortune.
The Reverend Doctor Kyerson, Chief Superintendent of Education for Upper Canada,* said: —
As allusions have been made to me personally, — allusions which 'have laid me under deep obligations, and of which I feel myself entirely unworthy, but could not otherwise than excite the most grateful feelings of the "heart that my humble exertions were so highly approved by those whose good opinion was worth my highest ambition to deserve, — I feel called upon to make a few explanatory remarks.
This Institution stands forth in some respects as the personification, 'or the main spring, of that System of Public Instruction, which has extended its ramifications throughout every part of the Province. . . . Although I have given as much atten- tion to the subject of Education as ordinary persons, yet when this great Educational work was assigned to me I felt entirely unprepared to incur the responsibility of devising and introducing a System of Public Instruction without further enquiries, and further investigation, and I am satisfied but for these previous inquiries our Public School System would never have arrived at its present position. The erection of this Building alone is sufficient justification of the course which has been pursued. Had I not visited the various Normal Schools, in both Europe and America, I could not have formed a proper conception of the adjustment of the various parts, and the proper arrangements in a structure of this description.
The allusions that had been made to the taste and skill of Mr. Cumberland, the Architect of these Buildings, were fully merited; and I will say further, that they never would have attained to this state had it not been for the clear, comprehensive and quick conceptions which are characteristic of the intellect of the Architect. ... I feel myself under the greatest obligations to the ability and cordial co-operation that I have received from the Architect of the Building, — a Building which will stand as a
* As Doctor Ryerson's address was chiefly historical and statistical, I have only partially condensed it in some places.
40 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
lasting monument of his taste and skill, as well as the liberality of the Legislature which made the Grant for its establishment.
Allusion had been made by Mr. Harrison, the Chairman, to the establishment of a System of Public Instruction. The first Bill, — that of 1841, — providing for a System of Elementary Education in the Province, when introduced into the House of Assembly by the Honourable Solicitor General Day, was seconded by the Chairman himself. Another Bill was introduced into the Legislature two years afterwards, — in 1843, — by the Honourable the Inspector General, and, subsequently, another Bill, prepared in 1846, was merely a perfection of that of 1843, — and the present School Law of 1850, is an improvement and extension of these previous Laws. The first School Law, of 1843, applying to Upper Canada alone, however, has not been materially changed; but the
THE REVEREND EGERTON RYERSON, D.D.
subsequent School Bills introduced into the Legislature have been designed to supply deficiencies, which the progress of the School System rendered necessary.
While the Inspector General had been pleased to refer in a complimentary manner to myself, I have much pleasure in saying, that, although I had more to do with the Inspector General than with any other public man, yet I have never found him refuse any proposition that was fairly submitted to him, and the reasons for it satisfactorily explained. I will say that from the time he first took charge of the Education Depart- ment, I have never submitted a Measure or application Jto the Government, which had not been entertained. I have been assisted in every possible way, and to the utmost extent, to which each successive Government was able to assist me. . . .
There are some individuals who are in the habit of instituting invidious com- parisons between Upper Canada and the United States, but I am prepared to meet these
THE EDUCATION DEPARTMENT AND NORMAL AND MODEL SCHOOLS, TORONTO. 41
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42 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
persons, and will say, that we are prepared to carry on the Normal School in Upper Canada to an extent, and with a comprehensiveness of instruction, beyond that which exists in the neighbouring State of New York, and at a less expense. The Legislature of New York has appropriated Ten thousand dollars, ($10,000), per annum for the support of their Normal School. That includes ninety pupils in the Experimental (Model) School, and two weeks practice of teaching. The Normal School is built on one of the streets of Albany, and surrounded by no grounds whatever. We have grounds to the extent of several acres. We have over an acre of Botanical Garden, half an acre for an Experimental Fruit and Vegetable Garden, about two acres for Agricultural Experiments, 'besides a small Arboretum for foreign and domestic Shrubs, and Trees, and we have a Model School with from four to five hundred pupils. We are prepared to teach as large a number of pupils as in the State Normal School in Albany, and we have had one hundred and forty Model School applications within the last week. We are prepared to conduct all these operations on — two thousand dollars, ($2,000), a year less than they conduct the Schools at Albany, without the appendages of Grounds and Model Schools. . . .
I have stated that there was, in connexion with this Institution, Grounds to illus- trate the whole course of instruction given in the Normal School by the operations carried on in the neighborhood of the Building. Every one will appreciate the ad- ditional advantages young persons will have in going forth to various parts of the Country, so far acquainted with Botany and the Elements of Agriculture as to afford useful and entertaining conversations to the Agriculturists among whom they may associate. The tastes and feelings and social advantages of the Country will be ad- vanced by examples of this kind. There is not an Institution in North America, in which these accompaniments are connected with any Normal School, although every Writer on the subject has spoken of the great advantages that would result from such accompaniments. . . .
AGRICULTURAL EESULTS OF THE CULTURE OF THE NORMAL SCHOOL
GROUNDS IN 1853.
The Chief Superintendent, in his Address at the opening of the Normal School, having referred to the fact that part of the Normal School Grounds, hav- ing been set apart for the testing of Agricultural experiments in connec- tion with Lord Elgin's Prizes for proficiency in Agricultural Chemistry, I have added the following information on the subject, as prepared by Mr. William Mundie, who was in charge of this experimental part of the grounds.
On the establishment, in 1848, by His Excellency Lord Elgin, of Prizes to Normal School Students for proficiency in Agricultural Chemistry, it was deemed expedient by the Council of Public Instruction to set -apart portions of the Normal School Grounds as an " Experimental Model Farm " on a small scale. The object was to give the students an opportunity of seeing practically tests carried out, illustrative of the statements and theories of the Agricultural instruction which they had received from their Agricultural Teacher on the subject.
The following is a plan of a portion of the New Normal School Grounds, which were set apart for Agricultural Experiments in the Spring of 1853:
AGRICULTURAL RESULTS OF NORMAL SCHOOL GROUNDS., 1853.
43
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44 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
REPORT OF THE AGRICULTURAL INSTRUCTOR ON THE RESULT OF THE FIRST YEAR'S CULTURE OF THE NEW NORMAL SCHOOL GROUNDS.
Mr. William Mundie, a landscape and practical Gardener, was selected to prepare and submit a Plan of the Grounds for these purposes, and was subsequently appointed to superintend them. The following is Mr. Mundie's account of the first year's operations on these Grounds. These operations were, of course, only pre- paratory; but the first results were very satisfactory. From the Report, which follows, it will be seen that much in the way of Agricultural Experiment can be done on a small scale, and that utility, in connection with taste, has been consulted in the external, as well as the internal, arrangements of the Provincial Normal School.
Mr. Mundie's Report to the Chief Superintendent of Education is as follows : —
I have the honour to submit to you the accompanying Report and descriptive list, containing the results obtained from the crops grown on the " Experimental Farm " Grounds attached to the Normal School and Model Schools, which, together with Thirty- seven specimens of Grains, Roots, Vegetables, and Fruits, I prepared and sent to the Secretary of the Agricultural Association, for exhibition at their last great Annual Show, held at Hamilton ... I enclose a copy of my Letter to Professor Buckland, Secretary of the Association.
I am also very happy in having to report most favourably of the ornamental part of the Grounds. The Shrubs and Trees, with very few exceptions, have all taken very well; and many of them have grown since planted in the Spring.
The show of Annuals and other Summer Flowers, which were put in temporarily, until the Grounds were so far finished as to allow of the botanical arrangements, have done well.
The following are the reports of the Judges at the Agricultural Exhibition upon the specimens sent from the Normal School Grounds: —
" We have much pleasure in recommending the collection of Grains, Roots, and Vegetables, sent from the Normal School Grounds, to favourable notice, and consider them in every way worthy of the Institution, as also being brought out in a manner well calculated to convey both useful atfd interesting information to the Student." The Judges on the Horticultural Department also noticed them as follows. — "A fine collection of Grains, Roots, and Vegetables, with a report, thereon, from the Normal School Grounds, is highly commendable, as conveying information to the Students from experiments." TOBONTO, October 25th, 1853. WILLIAM MUNDIE, Agricultural Instructor.
• REPORT OF THE GOVERNOR GENERAL OF THE DISTRIBUTION OF HIS PRIZES IN AGRICULTURAL CHEMISTRY TO NORMAL SCHOOL STUDENTS.
The following Letter was sent to Lawrence Oliphant, Esquire, (who was then Secretary to Governor General Lord Elgin), reporting, for His Excellency's infor- mation, the proceedings which took place at the distribution of his Prizes in Agri- cultural Chemistry to Students of the Normal School.
I have the honour to enclose herewith for the information of His Excellency the Governor General the following Documents, namely: —
1. Printed Questions for His Excellency's two Prizes in Agricultural Science In the Normal School for Upper Canada. 2. Report of Examiners. 3. Programme of the Examination. 4. List and Prices of Books presented to the successful Competitors.
The Prizes were distributed, on behalf of His Excellency, by the Honourable John H. Gray, M.P.P., of the Province of New Brunswick.
TORONTO, October 30th, 1854. EGEBTON RYERSON.
THE NORMAL SCHOOL OF ONTARIO.
45
THE NORMAL SCHOOL FOR ONTARIO.— ITS DESIGN AND
FUNCTIONS.
PREPARED BY JOHN HERBERT SANGSTER, M.A., M.D., HEAD MASTER.
This Institution is designed to train Common School Teachers, so as to fit them for the more efficient discharge of their varied and important duties. Although essentially a Training School, rather than a mere School of Instruction, in the ordinary sense of the term, the majority of those received as Students-in-training are so deficient in scholastic attainments that it is found necessary to include in ita
JOHN HERBERT SANGSTER, M.A., M.D.
Course of Instruction, not merely discussions on the principles of education and methods of teaching, but also the actual teaching of most, or all, of the branches of Common School study. It is conceded by all who have devoted any attention to the subject that " to teach well one must be possessed of adequate knowledge ; in a word, must be well informed" ; and as more than nine-tenths of those who apply for admission to the Normal School do not possess anything like that amount of in- formation and general knowledge which the advancing spirit of the age very properly demands on the part of those who would become Educators of youth, the Normal School Masters are compelled to supplement, by Lectures on the different Branches of Study embraced in an ordinary English education, the early training,
46 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
or want of training, of those who enter its walls. Every Lecture, therefore, given in the Normal School is delivered with a two-fold object : —
1st. To convey to the Class of Students-in-training a certain amount of infor- mation on the subject on which it treats; and,
2nd. To give this information in such a manner, that, making the necessary allowance for difference of age and attainments, it may serve as a model of the method in which the same subject is to be discussed before a class of children.
TERMS OF ADMISSION TO THE NORMAL SCHOOL.
Two Sessions are held each year, — the first commencing on the 8th of January, and closing on the 15th of June, and the second beginning on the 8th of August ; and terminating on the 22nd of December. Females over sixteen years of age, and ; males over eighteen years of age, who present Certificates of moral character from their Clergymen, are eligible for admission upon successfully passing the Entrance Examination. No charge is made for tuition, and the Students are supplied by the Education Department with such Text Books as they require at half the usual price. If admitted, each Student is required to sign a Declaration that in coming to the Institution his object is to better qualify himself for the discharge of his duties as a Teacher ; that it is his intention to devote himself to the profession of teaching in Canada; and that he will strictly keep all the Eules and Eegulations of the Institution.
PERIODICAL EXAMINATIONS IN THE INSTITUTION.
The Entrance Examination is held on the third and fourth days, after the opening of the Session, (the first two days being occupied in receiving names, etcetera), and after it commences no new applications for admission are entertained. This, like all the other Examinations of the School, is in writing on printed Questions, and, although the requirements for entrance are not very formidable, the Papers are read with such strictness that, upon an average, one in ten is sent back for further preparation. After the work of the Session commences written test Examinations are held once every six weeks, and on these occasions all who are found to have fallen behind the 'Class, either through carelessness, or want of ability, are required to withdraw for the remainder of the Term. Thus, only those arrive at the close of the Term who can proceed to the final Examination with a reasonably good prospect of obtaining a 'Certificate to teach. Taking one Session with another, about one-fifth of those actually admitted at the commencement drop off before the close, either through ill-health, or inability to keep up with the work of the Term, while, of those who write at the final Examinations, only about five-sixths are successful in obtaining Certificates.
CLASSIFICATION OF THE NORMAL SCHOOL STUDENTS.
The Students in attendance are sub-divided into senior and junior Divisions, — the former consisting, for the most part, of those who have already spent one or more Sessions in the Institution, and who hold Second or First Class Certificates therefrom. Newcomers, who are found, upon examination at the commencement of the Session, to be sufficiently far advanced, are admitted to the Senior Class, but few are found competent to successfully prosecute the work of that Division until after they have studied for one, or two, Sessions in the Junior Class.
THE NORMAL SCHOOL OF ONTARIO. 47
THE GOVERNING BODY AND TEACHING STAFF OF THE INSTITUTION.
The Consolidated Common School Law enacts that " The Governor may appoint a Council of Public Instruction for Upper Canada, to consist of not more than nine Persons, (of whom the Chief Superintendent of Education shall be one), to hold office respectively during pleasure, and such Council shall, in the exercise of its duties, be subject to all lawful orders and directions, from time to time, issued by the Governor."
The Act empowers this Council : — " To adopt all needful measures for the per- manent establishment and efficiency of the Normal School for Upper Canada, con- taining one, or more, Model Schools, for the instruction and training of Teachers of Common Schools in the Science of Education and the Art of teaching." It also authorizes the Council : — " To make, from time to time, the Eules and Regulations necessary for the management and government of such Normal School ; to prescribe the terms and conditions on which Students will be received and instructed therein ; to select the location of such School, and erect, or procure and furnish the Buildings therefor ; to determine the number and compensation of Teachers, and of all others who may be employed therein ; and to do all lawful things which such Council may deem expedient to promote the objects and interests of such 'School." And it requires the Council " To transmit annually, through the Chief Superintendent of Education, to the Governor, to be laid 'before the Legislature, a true account of the Receipt and Expenditure of all Moneys granted for the establishment and support of the Normal School."
The same Act directs the -Chief Superintendent of Education: — "To take the general Superintendence of the Normal School ; and use his best endeavours to pro- vide for and recommend the use of uniform and approved Text Books in the Schools generally." It makes him also " responsible for all Moneys paid through him, in behalf of the Normal and Model Schools," and requires him " to give such Security for the same as the Governor may require." It further declares that : — " The Chief Superintendent of Education, on the recommendation of the Teachers in the Normal School, may give to any Teacher of Common Schools a Certificate of Qualification which shall be valid in any part of Upper Canada until revoked; but no such 'Cerr tificate shall be given to any Person who has not been a Student in the Normal School."
The teaching staff of the Normal School consists of a Head Master, a Second Master and other Teachers, as follows : — John Herbert Sangster, M.A., M.D., Head Master ; Reverend Wm. H. Davies, B.D., Second Master ; J. George Hodgins, EL.D., Barrister-at-Law, School Law Lecturer; William Armstrong, C.E., Drawing Master; Samuel Clare, Teacher of Book-keeping and "Writing ; Henry Francis Sef ton, Music Master; Major Henry Goodwin, Teacher of Gymnastics and Calisthenics.
On Friday afternoon of each week the Ministers of the different Denominations meet their respective Classes for Religious Instruction. The Exercises are opened each day by reading a portion of the Holy Scriptures, and a form of Prayer sanctioned by the Council of Public Instruction.
SPECIAL PREPARATIONS FOR DUTIES AS TEACHERS.
It has already been pointed out that every Lecture given in the Normal School is given in such a manner that, making the necessary allowance for difference of age and attainments, it may serve as a model of the manner in which the Teacher may treat the same subject before a Class of children. In addition to this, how-
48 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
ever, the Students-in-training receive a thorough Course of Lectures on the Science and Art of Teaching, and they spend a portion of each week in the Model School, where, under the supervision of skilled Teachers, they are required to take charge of the various Classes, and conduct the lessons so as to give practical effect to the instructions received in the Normal School.
The Lectures on Education in the Normal School embrace the following
I. Art of teaching; characteristics of the Successful Teacher; qualification, manners, habits, temper, tone of mind, etcetera.
II. Modes of securing the co-operation of the Pupils ; how to secure attention ; how to interest the Class.
III. Intellectual teaching, — in what it consists; how secured.
IV. Mode of giving questions; kinds of questions; purposes served by each kind ; characteristics of good style of questioning.
V. Mode of receiving answers, and of criticizing them; requirements by way of answering.
VI. Correction of errors; recapitulations, etcetera.
VII. How to teach, — (a) Heading; (&) -Spelling; (c) Arithmetic; (d) Grammar; (e) Composition; (/) Writing; (</) History; (h) Geography; (t) Geometry; (/) Algebra; (fc) Philosophy; (I) Object Lessons; (m) other subjects.
VIII. Organization of Schools; Classification of Pupils; Monitor Teachers, — their use and abuse; School Buildings and arrangements; School Furniture and Apparatus, etcetera.
IX. School Management ; Time Tables and Limit Tables ; School Rules ; School Register ; Roll Book ; Visitors' Book ; School Discipline ; Rewards and Punishments.
X. Principles of Mental and Moral Philosophy, as far as applicable to the ele- mentary School Room ; Mental, Moral and Physical Culture of childhood.
XI. General principles of Education.
The above Course embraces in all about seventy Lectures, of one hour each.
The Students in .attendance are divided into Classes of albout nine each, under the superintendence of a leader, whose duty it is to get the Lessons assigned to his Class, and distribute them, the day before they are to be taught, among the Members thereof, so as to give them time for preparation. The Classes go alternately to the Model School, each spending a complete day there in rotation. The Class on duty in the Model School is subdivided in three sections, of three each, and these are detailed to the several Divisions of the Model 'School. Thus every Student knows the night previously what Division he is to be attached to the following day, — what Lessons he has to teach, and their exact limits. He is exempted that evening from all work for the Normal School, and is held responsible for the thorough preparation of his work for the Model School. Moreover, as no 'Student is required to teach any subject the method of teaching which has not already been discussed in his hearing, in the Normal School, it follows that the teaching at the commencement of the Session mainly falls to those Members of the Class who have already passed one, or more, complete Sessions in the Institution, — the newcomers for the time being merely looking on and familiarizing themselves with the working of the School; towards the close of the Term, however, the teaching in the Model School is mainly confined to the newcomers.
The result of each Lesson given is entered in the "Model School Training Register," one page of which is assigned to each Student-in-training. The numbers are entered in the appropriate columns by the Model School Teachers, from one,
THE NORMAL SCHOOL OF ONTARIO. 49
implying great excellence, to six, representing complete failure. The Training Registers are sent to the Head Master of the Normal School once a month, and such private commendation, or admonition, is by him awarded to the Students-in-training as each case seems to merit. When the Student indicates, by his course in the Model School, that he is not likely to make a useful Teacher, he is recommended to withdraw.
To supplement these training exercises, the Students are, as often as practicable, divided into Sections, — each of which is taught in some assigned subject, — by the Members thereof in succession, in presence of the Masters of the Normal School. At the close of each Lesson the Students are required to criticize the manner in which it was taught, and offer suggestions for improvement thereon, etcetera.
At the close of the Session the mark awarded for aptitude to teach is determined, partly by the Model School Report, partly by the success and energy with which each Student conducts the Class Recitation in presence of the Masters of the Normal School, and partly by the general character for ability and energy he has earned for himself during the term.
PROVINCIAL CERTIFICATES GRAFTED BY THE CHIEF SUPERINTENDENT OF
EDUCATION.
The Chief Superintendent of Education, on the recommendation of the Masters of the Normal School, and under the authority of the following Section of the Consolidated Common School Act for Ontario, grants to the Students of the Normal School Provincial Certificates of Qualification as Common School Teachers in any part of this Province.
The Certificates are divided into Classes, in harmony with the general Pro- gramme, according to which all Teachers in this Province are required to be examined and classified, and are valid until revoked, or until the expiration of the time mentioned in the Certificate, according to the following form : —
THIS is TO CERTIFY, that - having STANDING IN THE DIFFERENT
BRANCHES, attended the Normal School during the - Number 1 being the highest
Session, 18 - , and having been carefully examined 6 the lowest
In the several branches named in the margin, is hereby Spelling
Writing recommended to the Chief Superintendent of Educa- Arithmetic
(lf~ TCL WL tTL d T
tion, as eligible to receive a First, (or Second), Class Composition .".
Certificate of Qualification, as a Common School Teacher Education
Aptitude to Teach
in Ontario, according to the " Programme of the Geography
History
Examination and Classification of Common School Algebra
Teachers," revised by the Council of Public Instruc-
tion, on the 17th day of December, 1858. Natural Philosophy
Chemical Physics Chemistry _ . School Law .
Head Master. English Literature
Drawing
Music
Book-Keeping
Punctuality and Regularity
Second Master. Conduct
50 DOCUMENTS ILLUSTRATIVE OP EDUCATION IN ONTARIO.
IN ACCORDANCE with the foregoing recommendation, and under the authority vested in the Chief Superintendent of Education by the 107th Section of the Ontario Con- solidated Common School Act, (22nd Victoria, Chapter 64),
I do hereby grant to — : a First, (or Second), Class Certificate of
Qualification, as a Common School Teacher, of the grade and standing above indicated, which Certificate shall be valid in any part of Ontario, until revoked by this Depart- ment, (or for one year, as in the case of Second Class Certificates, Grade C).
TORONTO, , 18 . Chief Superintendent of Education for Ontario. Re- corded in Certificate Register A of
the Department, Number .
[L.S.]
Registrar.
Prior to the Ninth Session no Provincial Certificates were issued. The Head Master certified as to the attendance and conduct of the Pupils, but such Certifi- cates did not qualify the holders to become Teachers in the Common Schools.
LORD ELGIN'S OFFICIAL REPORT ON THE SCHOOL SYSTEM OF UPPER CANADA, 1847-1853.
From an admirable and comprehensive Report, addressed to the Colonial Secretary, by Lord Elgin, on the State of this Province, I insert those portions of it relating to the progress of Education in Upper Canada, as His Excellency had observed it during the years 1847-1853.
I have already pointed out, in the Documentary History of Education in Upper Canada, the invaluable service, as well as official report, which Lord Elgin rendered to Doctor Ryerson during the whole period of his administration of the Govern- ment of 'Canada. Doctor Ryerson has himself, at the conclusion of his annual Report, fittingly referred to the practical aid which Lord Elgin's hearty co-operation afforded him at a somewhat critical period of our Educational history.
At the close of Lord Elgin's administration of the Government of Canada, he thus sketched the history and operations of our Public School System, from 1847 to 1853, in a Despatch addressed to Sir John Pakington, the then Secretary of State for the Colonies.
PBOGBESS OF EDUCATION IN UPPER CANADA, DURING THE YEARS 1847-1853.
**********
25. I extract from a general Statistical Abstract, compiled from returns in the Educational Department for Upper Canada, some interesting details with respect to the comparative state of Education in Upper Canada in the years from 1847 to 1853, inclusive. In the former of these years, the Normal School, which may be considered the foundation of the School System, was instituted, and, at the close of the latter, the first volume was issued from the Education Department to the Public School Libraries, which are its crown and completion. If it may be affirmed of Reciprocity with the United States, that it introduces a new era in the Commercial History of the Province, so may it, I think, be said of the latter (Library) measure, that it introduces a new era in its educational and intellectual history. The subject is so important, that I must beg leave to say a few words upon it before proceeding to other matters.
LORD ELGIN'S REPORT ON ONTARIO SCHOOL SYSTEM. 51
SKETCH OF THE PUBLIC SCHOOL LIBBABT SYSTEM OF UPPER CANADA.
In order to prevent misapprehension, however, I may observe that the term School Libraries does not imply that the Libraries in question are specially designed for the benefit of Common School Pupils. They are, in point of fact, Public Libraries, intended for the use of the general population; and they are entitled School Libraries, because their establishment has been provided for in the .School Acts, and their management confided to the School Authorities.
26. Public School Libraries then, similar to thdse which are now being introduced into Upper Canada, have been in operation for several years in some States of the neighbouring Union, and many of the most valuable features of the Canadian Library System have been borrowed from them.
In most of the States, however, which have appropriated funds for Library Pur- poses, the selection of the Books has been left to the Trustees appointed by the different School districts, many of whom are ill qualified for the task, and the consequence has been, that the travelling pedlars, who offer the most showy Books at the lowest prices, have had the principal share in furnis'hing the Libraries. In introducing the Library System into Upper Canada, precautions have been taken which will, I trust, have the effect of obviating this great evil.
27. In the Upper Canada School Act of 1850, which first set apart a sum of Three thousand pounds, (£3,000,) for the establishment and support of School Libraries, it is declared to be the duty of the Chief Superintendent of Education to apportion the sum granted for this purpose by the Legislature under the following conditions. " That no aid should be given towards the establishment and support of any School Library unless an equal amount be contributed, or expended, from local sources for the same object," and the Provincial Council of Public Instruction is required to examine, and, at its discretion, recommend, or disapprove, of Text Books for the use of Schools, or Books for the School Libraries, — " Provided that no portion of the Legislative School Grant shall be applied in aid of any School, in which any Book is used that has been disapproved of by the Council, and public notice given of such disapproval."
28. The Upper Canada Council of Public Instruction, in the discharge of the re- sponsibility thus imposed upon it, has adopted, among the General Regulations for the establishment and management of Public School Libraries in Upper Canada, the following rule, —
" In order to prevent the introduction of improper Books into the Libraries, it is required that no Books shall be admitted in any Public School Library established under these Regulations which is not included in the Catalogue of Public School Library Books prepared according to law," and the principles by which it has been guided in performing the task of selecting books for these Libraries are stated in the following extract from the Minutes of its proceedings, —
1. " The Council regards it as imperative that no work of a licentious, vicious, or immoral, tendency, and no works hostile to the Christian Religion, should be admitted into the Libraries.
2. " Nor is it, in the opinion of the Council, compatible with the objects of the Public School Libraries to introduce into them controversial works on Theology, or works of Denominational Controversy; although it would not be desirable to exclude all historical and other works in which such topics are referred to and discussed, and it is desirable to include a selection of suitable works on the Evidences of Natural and Revealed Religion.
3. " In regard to works on Ecclesiastical History, the Council agree on a selection of the most approved works on each side."
**********
29. The Catalogue above referred to and of which I enclose a copy, affords ample proof of the intelligence and liberal spirit in which the principles above stated have been carried out by the Council of Public Instruction. The Chief Superintendent ob-
52 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
serves that in the case of the Libraries established up to the present time, the local authorities have, in a large number of instances, assigned the task of selecting Books to the Chief Superintendent, that, in some, they have, by a Committee of one, or more, of themselves chosen all the Books desired by them, and that, in others, they have selected them to the amount of their own appropriation, requesting the Chief Super- intendent to -choose the remainder to the amount of the apportionment of the Library Grant.
The Chief Superintendent recommends the last as the preferable mode. The total number of Volumes issued from the Education Department to Public Libraries in Upper Canada from November 1853, when the issue commenced, to the end of August last, was 62,866.
SKETCH OF THE SYSTEM OF PUBLIC INSTRUCTION IN UPPER CANADA.
30. The System of Public Instruction in Upper Canada is angrafted upon the Muni- cipal Institutions of the Province, to which an organization, very complete in its de- tails, and admirably adapted to develop the resources, confirm the credit, and promote the moral and social interests of a young country, was imparted by an Act passed in 1849. The Law by which the Common Schools are regulated was enacted in 1850, and it embraces all the modifications and improvements suggested by experience in the provisions of the several School Acts passed subsequently to 1841, when the important principle was adopted of granting money for the support of Common Schools in each County, on condition that an equal amount were raised within it by local Assessment, for the same purpose, and this principle was, in 1850, first introduced into the Statute Book.
31. The development of individual self reliance and local exertion, under the super- intendence of a central authority exercising an influence almost exclusively moral, is. the ruling principle of the Educational System of Upper Canada. Accordingly, it rests with the freeholders and householders of each School Section to decide whether they will support their school by Voluntary Subscription, by Rate-bill for each pupil attend- ing the School, (which must not, however, exceed one shilling and threepence per Month,) or by Rates on property. The School Trustees elected by the same free- holders and householders are required to determine the amount to be raised within their respective School Sections, for all School Purposes whatsoever, to engage Teachers^ from among persons holding legal Certificates of Qualification, and to agree with them as to salary. On the Local Superintendents, appointed by the County Councils, is devolved the duty of apportioning the Legislative Grant among the School Sections within the- County, of inspecting the Schools and reporting upon them to the Chief Superintendent. The County Boards of Public Instruction composed of the Local Superintendent, or Superintendents, and the Trustees of the County Grammar School, examine Candidates, for the Office of Teacher, and give Certificates of Qualification, which are valid for the County; the Chief Superintendent giving Certificates to Normal School Pupils which: are valid for the Province. While the Chief Superintendent, who holds his appoint- ment from the Crown, aided in specified cases by the Council of Public Instruction,, has under his special charge the Normal and Model Schools, besides exercising a general control over the whole System which he administers; duties most efficiently performed by the able Head of the Department, the Reverend Doctor Ryerson, to whom the Inhabitants of Upper Canada are mainly indebted for the System of Public Instruc- tion, which is now in such successful operation among them.
THE QUESTION OF RELIGIOUS INSTRUCTION IN THE PUBLIC SCHOOLS.
32. The question of Religious Instruction as connected with the Common School' System of Upper Canada is thus provided for in the School Act: —
" That, in any Model, or Common, School, no child shall be required to read, or study, in, or from, any Religious Book, or to join in any exercise of devotion, or Re-
LORD ELGIN'S REPORT ON ONTARIO SCHOOL SYSTEM. 53
ligion, which shall be objected to by his, or her, parents, or Guardians; but, within this limitation, pupils shall be allowed to receive such Religious Instruction as their Parents, or Guardians, shall desire, according to the General Regulations which shall be provided according to law."
33. The Council of Public Instruction urges the inculcation of the principles of Religion and Mortality upon all the pupils in the School and prescribes the following Regulation upon the subject; —
" The Public Religious Exercises of each School shall be a matter of mutual voluntary arrangement between the Trustees and the Teacher and it shall be a matter of mutual voluntary arrangement between the Teacher and the Parent and Guardian of each pupil, as to whether he shall hear such pupil recite from the Scriptures, or Catechism, or other summary of Religious Doctrine, and duty of the Persuasion of such Parent, or Guardian, — such recitations, however, are not to interfere with the regular exercises of the School."
34. As a further security that these principles will be adhered to, Clergymen recog- nized by law, of whatever denomination, are made ex-officio Visitors of the Schools in Townships, Cities, Towns, or Villages, where they reside, or have pastoral charge.
And the Chief Superintendent of Education remarks on this head; —
" The Clergy of the County have access to each of its Schools ; and I know of no instance in which the School has been the place of religious discord, but in many in- stances, especially on occasions of Quarterly Public Examinations, in which the School has witnessed the assemblage and friendly intercourse of Clergy of various Religious Persuasions, and thus become the radiating centre of a spirit of Christian charity and potent co-operation in the primary work of a people's civilization and happiness."
He adds with reference to the subject generally: —
" The more carefully the question of Religion, in connection with a system of Com- mon Schools, is examined, the more clearly I think it will appear that it has been left where it properly belongs, with the Municipalities, Parents and Managers of Schools — the Government protecting the right of each parent and child; but, beyond this, and beyond the duties and principles of morality, common to all classes, neither compelling nor prohibiting, recognizing the duties of Pastors and Parents, as well as of School Trustees and Teachers, and considering the System of Education for the youth of the Country." ^^
35. The students attending the Normal School are necessarily brought from their homes to Toronto, where that Institution is situated, and consequently drawn from I the care of their natural protectors.
In accordance with the principles above laid down the Normal School Authorities consider themselves therefore bound to exercise in their case a closer surveillance over their Religious and moral training.
The following are among the Rules prescribed <by the Council of Public Instruc- tion for the government of the Students at the Normal School: —
Each Teacher-in-training is required every Friday afternoon from three to four O'clock punctually to attend the classes for separate Religious Instruction by the Clergyman of the Religious Persuasion to which he, or she, respectively belongs.
Any Students absenting themselves from such exercises, will be required to for- ward a written explanation of such absence.
The Teachers-in-training are expected to lead orderly and regular lives, to be in their respective lodgings every night before half past nine, and to attend their respective Places of Worship with strict regularity,
Any imnrnnrioHaa nf onn^jpt will be brought under the special notice of the Chief Superintendent of Education.
I visited the Normal School in the course of a tour which I recently made through the Western section of the Province and the Address presented to me on that occasion by the Council of Public Instruction contains information of so much interest, that I append an extract from it: —
54 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
"After an interval of three years, we the Members of the Council of Public In struction for Upper Canada have great pleasure in again meeting Your Excellency.
"We cordially welcome Your Excellency on this your first visit to an Institution, the erection of which was commenced under Your Excellency's auspices.
" On the occasion of the interesting Ceremony performed by your Excellency, in laying the Chief Corner Stone of the Edifice in which we are now assembled, we ad- verted to the noble and patriotic objects contemplated by the Legislature on its estab- lishment. Those objects have been kept steadily and anxiously in view, and we have now much satisfaction in presenting Your Excellency with some statistics of the results.
" Since the establishment of the Normal School in the Autumn of 1847, fourteen hundred and fifty six Candidates for admission have presented themselves, of whom, twelve hundred and sixty four, after due examination, have been received; of these, about one hundred and fifty have been carefully trained each year, and sent to different parts of Western Canada.
" That they have been eminently successful in teaching the youth of the Country and elevating the character of our Common Schools, we have been repeatedly assured; and the great and increasing demand for trained Teachers stimulates us to further exertions to increase the number of these meritorious and valuable public servants.
" The liberality of the Legislature in recently providing a fund of Five hundred pounds per annum (£500), towards the relief of Superannuated, or worn out, Teachers, the Council cannot but believe will prove a strong ground of encouragement to many to enter a profession hitherto but ill-requited, while it cannot fail to provoke increased zeal and exertions on the part of those already engaged therein.
" It will be gratifying to Your Excellency to learn that the system of establish- ing Free Public Libraries throughout Upper Canada, has been put into successful operation during 1853 and 1854. Since December of last year, nearly Seventy-five thousand Volumes of Books, embracing the more important departments of human knowledge, have been circulated through the agency of the Township Municipalities and School Corporations, from which the Council anticipate the most salutary results.
"As an illustration of the cordial cooperation of the people in promoting the System of Public Education, established by the Legislature, we are rejoiced to add that the very large sum of half a million of dollars, ($500,000,) was last year raised by their free action to promote this object, exclusive of Legislative aid."
These facts we are assured will be no less gratifying to Your Excellency than they are cheering to ourselves, and worthy of the people of Upper Canada, and we hope that in the course of a few years, when the Grammar Schools have been effect- ually incorporated with our Educational System, the general results of our opera- tions will not be less satisfactory.
The total number of Teachers employed in the Common Schools in Upper Canada In 1852, is stated at 3,258 — Male, 2,451; Female, 807 — and their Religious Faith is given as below: —
Methodists 893 Reported " Protestants " 36
Presbyterians 865 Not Reported 28
Church of England 700 Christians and Disciples 25
Roman Catholics 358 Universalists and Unitarians 23
Baptists 196 Other Persuasions 12
Congregationalists 68 Lutherans 9
Quakers 45
The total number of Common Schools reported for that year was 2,914, and of Separate Schools 18, of which three were Protestant and two were for Coloured children.
LORD ELGIN S REPORT ON ONTARIO SCHOOL SYSTEM.
55
37. On a comparison of the educational condition of Upper Canada in the years 1847 and 1853, the following results are arrived at: —
Population between the ages of five and sixteen: —
1847 230,975
1853 268,957
Total Common Schools: —
1847 2,727
1853 3,127
Total pupils attending Common Schools: —
1847 , 124,829
1853 194,736
Total students and pupils attending Universities, Colleges, Academies, Grammar, Private and Common Schools: —
1847 131,360
1853 203,896
Total amount available for Common School Teachers' salaries: —
1847 £63,780 0 0
1853 106,881 7 5
Total amount available for Teachers' salaries, Schoolhouses, Libraries, Ap- paratus:—
1847 No Report.
1853 £132,960 16 5
Average number of months each School has been kept open by a qualified teacher: —
1847 8% months.
1853 . 10 months.
These figures do not, however, adequately represent the progress which the Com- mon School System has been making, for it has been the policy of the Department rather to encourage the enlargement of the boundaries of existing School Sections than to multiply new ones; and, throughout the whole period, a very material rise in the standard of qualification of Common School Teachers has been taking place, through the instrumentality of the Normal and Model Schools. Free Schools also, as dis- tinguished from Schools in part supported by Rate-bills on the pupils, are rapidly in- creasing.
No separate return of this particular description of Free Schools was made before 1850. In that year 252 were reported; in 1853 the number had risen to 1,052. Advert- ing to these and other facts of a like nature, the Chief Superintendent of Education for Upper Canada, in closing his Annual Report for last year, which has just been laid before Parliament, and is not yet in print, thus summarily sketches the result of the educational proceedings of the few past years: —
" It must ever be a source of satisfaction to Your Excellency that, during the period of Your Administration of the Government of Canada, the laws under which our whole School System is now organized have been passed, that our Normal and Model Schools have been established and rendered extensively useful, that the in- crease of pupils in our Schools, the sums voluntarily provided by the people for their support, the improvements in the modes of conducting them, in the Houses erected for them, as well as their convenience and furniture, have advanced beyond all prece- dent, that a general System of Public School Libraries has been brought into success- ful operation and that every feeling of the people is onward in Education and Know- ledge as well as in Railroads, Manufactures, Commerce and Agriculture.
38. An increase in the Legislative provision for School Libraries is about to be proposed in the present Session and a sum is to be specially appropriated for the establishment of a Model Grammar School in connection with the Normal School at Toronto.
The Grammar Schools hold an intermediate place between the University and other Collegiate Institutions of the Province and the Common Schools. The Model Grammar School will raise the standard of the instruction afforded by them and im- part to it a certain uniformity of character. When this object shall have been effected it will hardly be too much to affirm that educational facilities, unsurpassed by those pro- vided in any part of the World, will have been placed within the reach of the youth of Upper Canada of all classes.
QUEBEC, December, 1854. ELGIN AND KINCARDINE.
56 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
RELIGIOUS INSTRUCTION" IN THE SCHOOLS OF UPPER CANADA.
I. LETTER FROM THE HONOURABLE OHIEF JUSTICE DRAPER TO THE CHIEF SUPERINTENDENT OF EDUCATION.
1. Sir John Pakington, the Colonial Secretary, has been making particular en- quiries of me respecting the working of our Common Schools System, and particularly with reference to the manner in which Religious Instruction may be given in the Schools, — how the Ministers of the various Denominations who are admitted to give it are ascertained; — what are the average Salaries given to Teachers, Male and Female, who come from the Normal School, — and what is the price paid by Parents for the education of their Children by the week, or otherwise, at the Common Schools.
2. I should be much indebted to you if you will enable me to give him accurate answers to these inquiries.
3. I have given him the best information in my power; but I am afraid of mis- takes, and I should regret extremely to mislead him in the slightest degree.
4. A comparative Statement of the proportion of Children attending the Common Schools showing the gradual increase in the number would also be desirable.
5. The Provincial Secretary will forward any Letter you may address to me. LONDON, June 10th, 1857. W. H. DBAPEE.
II. REPLY TO THE FOREGOING LETTER BY THE CHIEF SUPERINTENDENT OF
EDUCATION.
I received your Letter of the 16th ultimo last evening, requesting, for the infor- mation of Sir John Pakington, Colonial Secretary, information as to the nature and working of our Provincial School System, particularly in regard to Religious Instruc- tion.
I transmit you a copy of the School Act and Regulations, and of my Reports for 1852 and 1853, in which I have discussed the question of Religious Instruction in the Schools, and in which I have quoted the Church of England Canons, etcetera, on the duty of Clergymen, Parents and School Masters on the subject, and I have dis- tinguished, in this matter, between Day Schools and the Higher Seminaries of Learn- ing. (I enclose herewith a copy of this Exposition of the School Law on the sub- ject of Religious Instruction in the Schools.)
In the same Report, will be found the Regulations and Forms of Prayer for the opening and closing of the daily Exercises of the Schools.
Some have affected, and attempted to confound our School System with that in the United States. But there is scarcely one point in common now, between the two School Systems, except that both contemplate the education of the whole people, with- out any distinction as to Classes, or Sects, and that by machinery chiefly worked by the people themselves; but our School System is much more simple; and, besides differences in numerous details and forms, there are the following essential points of difference in the two Systems: —
(1) In none of the States of the Union, as in Upper Canada, is there any law, or Regulation, by which one uniform series of Text Books is selected and sanctioned by the Government for all of the Public Schools, or a Catalogue of Books for Public School Libraries, — a matter of the highest importance to the Schools, and of security and great advantage to the public.
(2) Nor is there in any one of the States provision for the uniform examination and classification of Teachers throughout the State, as in Upper Canada by County Boards; but the whole is left to the discretion of Trustees.
RELIGIOUS INSTRUCTION IN THE ONTARIO SCHOOLS, 1857. 57
(3) In Upper Canada, there is a distinct recognition of the Christian Religion, — of the reading of the Holy Scriptures in the Schools, and of Prayer; and although they are not made compulsory, they are provided for and recommended, as also the teaching of the Ten Commandments and the essential duties and principles of Religion, with which the School Books are pervaded, is made obligatory. This is not the case in any of the United States.
(4) With us, all Clergymen recognized by law, as having authority to solemnize Matrimony, are ex-offlcio Visitors of the Schools — associating the Ministers of Religion with the School Education of their people. The influence of this Regulation is im- mense in the Schools, and is most salutary in a social point of view, — bringing the Ministers of various Religious Persuasions into friendly intercourse and co-operation at the Quarterly Examinations and other school gatherings. In addition to this, a Regulation has been lately adopted, by which the Clergymen of any Religious Per- suasion shall have the use of the School House, in which to give special Religious Instruction to the Pupils of his own Church once a week at four o'clock, P.M.; and, if the Clergymen of more than one Riligious Persuasion apply for this purpose, the Trustees shall determine the day on which each Clergyman shall occupy the School House.
(5) I think that, while Denominational Schools in the Country parts are wholly impracticable, they might be recognized in Cities and Towns by apportioning to them, out of the School Funds, for the payment of Teachers, (not for building School-houses), according to the average attendance of Pupils. This would not interfere with the Public School System, and might meet the wishes of those who are not willing to send their children to the Public Schools, and might provoke a wholesome emulation between the two classes of Schools. But I have not yet proposed it here, as. the great majority of all classes of the population are in favour of our School System as it is, and would abolish Separate Schools altogether.
TOBONTO, July the 4th, 1857. EGERTON RYEBSON.
ENCLOSURE: MINUTE ADOPTED BY THE 'COUNCIL OF PUBLIC INSTRUCTION IN EEGARD TO RELIGIOUS INSTRUCTION, IN APRIL, 1857.
Ordered, That, with a view to correct misapprehensions and define more clearly the rights and duties of Trustees and of other parties, in regard to Religious Instruc- tion in connection with the Common Schools, it is decided by the Council of Public Instruction, that the Clergy of any Religious Persuasion, or their authorized Repre- sentatives, shall have the right to give Religious Instruction to the Pupils of their own Church in each Common School House, at least once a week, in the afternoon; and, if the Clergy of more than one Religious Persuasion apply to give Religious in- struction in the same School House, the Trustees shall decide on what day of the week, on which the School House shall be at the disposal of the Clergyman of each such Religious Persuasion at the time above stated. But, it shall be lawful for the Trustees and Clergyman of any Religious Denomination to agree upon any other hour Of the day, at which such Clergyman, or his authorized Representative, may give Re- ligious Instruction to the Pupils of his own Church, provided, that it be not during the regular hours of the School.
58 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
EXPOSITION OF THE SCHOOL LAW ON THE SUBJECT OF RELIGIOUS INSTRUCTION IN THE SCHOOLS OF UPPER CANADA.
PREPARED IN 1852, AS DIRECTED, FOR THE INFORMATION OF THE MEMBERS OF
THE GOVERNMENT.
The question of religious instruction has been a topic of voluminous and earnest
discussion among statesmen and educationists in both Europe and America has
agitated more than one country on the continent of Europe— has hitherto deprived England of a national system of education, permitting to it nothing but a series of petty expedients in varying forms of government grants to certain religious denomina- tions, while the great mass of the laboring population is unreached by a ray of in- tellectual light, and is " perishing for lack of knowledge," amidst the din of sectarian war about "religious education," and under the very shadows of the cathedral and the chapel. If I have not made this question a prominent topic of remark in my annual reports, it is not because I have undervalued or overlooked its importance. In my first and preliminary report on a system of public elementary instruction for Upper Canada, I devoted thirty pages to the discussion of this subject (pp. 22-52), and adduced the experience and practice of the most educating countries in Europe and America respecting it. In preparing the draft off the school law, I have sought to place it where it has been placed by the authority of Government, and by the consent of all parties in Ireland — as a matter of regulation by a National Board and with the guards which all have considered essential. These regulations* have been prepared and duly sanctioned, and placed in the hands of all school authorities; nor have I failed from
* The following are the regulations on the Constitution and Government of Schools in respect to Religious and Moral Instruction, prescribed by the Council of Public Instruction for Upper Canada : —
"As Christianity is the basis of our whole system of elementary education, that principle should pervade it throughout. Where it cannot be carried out in mixed schools to the satis- faction of both Roman Catholics and Protestants, the law provides for the establishment of Separate schools. And the common school act, fourteenth section, securing individual rights as well as recognizing Christianity, provides, ' That in any model or common school established under this act, no child shall be required to read or study in or from any religious book, or to join in any exercise of devotion or religion, which shall be objected to by his or her parents or guardians : Provided always, that within this limitation, pupils shall be allowed to receive such religious instruction as their parents or guardians shall desire, according to the general regulations which shall be provided aocordng to law.'
" In the section of the act thus quoted, the principle of religious instruction in the schools is recognized, the restriction within which it is to be given is stated, and the .exclusive right of each parent and guardian on the subject is secured, without any interposition from trustees, superintendents, or the Government itself.
" The common school being a day, and not a boarding, school, rules arising from domestic relations and. duties are not required ; and as the pupils are under the care of their parents and guardians on Sabbaths, no regulations are called for in respect to their attendance at public worship.
" In regard to the nature and extent of the daily religious exercises of the school, and the special religious instruction given to pupils, the Council of Public Instruction for Upper Canada makes the following regulations and recommendations: —
" 1. The pubic religious exercises of each school shall be a matter of mutual voluntary arrangement between the trustees and teacher ; and it shall be a matter of mutual volun- tary arrangement between the teacher and the parent or guardian of each pupil, as to whether he shall hear such pupil recite from the Scriptures, or catechism, or other summary of religious doctrine and duty of the persuasion of such parent or guardian. Such recitations, however, are not to interfere with the regular exercises of the school.
" 2. But the principles of religion and morality should be inculcated upon all the pupils of the school. What the Commissioners of National Education in Ireland state as existing in schools under their charge, should characterize the instruction given in each school in Upper Canada. The Commissioners state that ' in the national schools the importance of religion is constantly Impressed upon the minds of children, through the works calculated to promote good principles and fill the heart with love for religion, but which are so compiled as not to clash with the doctrines of any particular class of Christians.' In each school the teacher should exert his best endeavors, both by example and precept, to impress upon the minds of all children and youth committed to his care and instruction, the principles of piety, justice, and a sacred regard to truth ; love to their country ; humanity and universal benevolence ; sobriety, Industry, frugality, chastity, moderation, temperance, and those other virtues which are the ornament of society and on which a free constitution of government Is founded ; and It Is tne duty of each teacher to endeavor to lead his pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above-mentioned virtues, In order to preserve and perfect the blessings of law and liberty, as well as to promote their future hap- piness, and also to point out to them the evil tendency of the opposite vices."
RELIGIOUS INSTRUCTION IN THE ONTARIO SCHOOLS, 1852. 59
time to time to press their importance upon all parties concerned. It is, however, worthy of remark that in no instances have those parties who have thought proper to assail the school system, and myself personally, on the question of religious instruc- tion, quoted a line from what I have professedly written on the subject, or from the regulations which I have recommended; while such parties have more than once pre- tended to give my views by quoting passages which were not at all written in reference to this question, and which contained no exposition of my views on it.
As some prominence has been given to this question during the year by individual writers, and some vague" statements and notions put forth, I will offer a few remarks on it.
1. My first remark is, that the system of common school instruction should, like the legislature which has established and the government that administers it, be non- sectarian and national. It should be considered in a provincial, rather than a denomina- tional point of view — in reference to its bearing upon the condition and interests of the country at large — and not upon those of particular religious persuasions as distinct from public interests, or upon the interests of one religious persuasion more than upon those of another. And thus may be observed the difference between a mere sectarian and a patriot — between one who considers the institutions and legislation and government of his country in a sectarian spirit, and another who regards them in a patriotic spirit. The one places his sect above his country, and supports or opposes every public law or measure of government just as it may or may not promote the interests of his own sect irrespective of the public interests and in rivalship with those of other sects; the other views the well-being of his country as the great end to be proposed and pursued, and the sects as among the instrumentalities tributary to that end. Some, indeed, have gone to the extreme of viewing all religious persuasions as evils to be dreaded, and as far as possible proscribed; but an enlightened and patriotic spirit rather views them as holding and propagating in common the great principles of virtue and morality, which form the basis of the safety and happiness of society; and therefore as distinct agencies more or less promotive of its interests — their very rivalships tending to stimulate to greater activity, and, therefore, as a whole, more beneficial than injurious. I think a national system of public instruction should be in harmony with this national spirit.
2. I remark again, that a system of public instruction should be in harmony with the views and feelings of the great body of the people, especially of the better educated classes. I believe the number of persons in Upper Canada who would theoretically or practically exclude Christianity in all its forms as an essential element in the education of the country, is exceedingly small, and that more than nine-tenths of the people regard religious instruction as an essential and vital part of the education of their offspring. On this, as well as on higher grounds, I lay it down as a fundamental prin- ciple that religious instruction must form a part of the education of the youth of our country, and that that religious instruction must be given by the several religious persuasions to their youth respectively. There would be no Christianity among us were it not for the religious persuasious, since they, collectively, constitute the Christianity of the country, and, separately, the several agencies by which Christian doctrines and worship and morals are maintained and diffused throughout the length and breadth of the land. If in the much that certain writers have said about and against " sectarian teaching," and against " sectarian bias " in the education of youth, it is meant to proscribe or ignore the religious teaching of youth by sects or religious persuasions; then is it the theory, if not the the design of such writers to preclude religious truth altogether from the minds of the youth of the land, and thus prepare the way for raising up a nation of infidels! But if, on the other hand, it be insisted, as it has been by some, that as each religious persuasion is the proper deligious instructor of its own youth, therefore each religious persuasion should have its own elementary schools, and that thus denominational common schools should supersede our present public common schools, and the school fund be appropriated to the denominations instead of to the
60 DOCUMENTS ILLUSTRATIVE OF EDUCATION IN ONTARIO.
municipalities; I remark that this theory is equally fallacious with the former, and is fraught with consequences no less fatal to the interests of universal education than is the former theory to the interests of all Christianity. The history of