Part 20 (2/2)
”Permit me in conclusion, to say, both as an humble Christian man and as the head of the civil government of the province, that it gives me unfeigned pleasure to perceive that the youth of this country, of all denominations, who are destined in their maturer years to meet in the discharge of the duties of civil life upon terms of perfect civil and religious equality--I say it gives me pleasure to hear and to know that they are receiving an education which is fitted so well to qualify them for the discharge of these important duties, and that while their hearts are yet tender and their affections yet green and young, they are a.s.sociated under conditions which are likely to promote among them the growth of those truly Christian graces--mutual respect, forbearance, and charity.”
The position of the building is well chosen, being surrounded with cultivated ground sufficiently extensive to be usefully employed in ill.u.s.trating the lectures given on vegetable physiology and agricultural chemistry. The rooms are all very lofty, airy, and scrupulously clean. A notice at the entrance warns you--”The dirty practice of spitting not allowed in this building;” and as far as eye could discern, the notice is rigidly obeyed. I was told that a specific had been found to cure the filthy habit. I mention it for the benefit of hotel-keepers and railway-conductors, in all places where such a relic of barbarism may still find a welcome. On a certain occasion, the lecturer having received undeniable proof that one of the students had violated the above-mentioned regulation, stopped in the middle of one of his sublimest flights, repeated sonorously the notice, called the culprit by name, informed him that his endeavour to dissipate his filth into infinity by the sole of his shoe was useless, and ordered him forthwith to take his handkerchief out and wipe it up clean. Disobedience was expulsion: with crimson cheek he expiated his offence by obedience to the order, and doubtless during the hushed silence in which he completed his labour, he became a confirmed anti-expectorationist.
Great attention is very properly paid to cleanliness, inasmuch as if these young men, who are destined to teach others, acquire filthy habits, they naturally encourage the same vice in their pupils, and thus may be almost said to nationalize it. All the tables and stools are fitted like those in the schools of the United States, which is an immense improvement on the one long-desk and long form to match, which predominate all but universally at home. The instruction given is essentially by lecture and questioning; and I was particularly struck with the quiet modulated tones in which the answers were given, and which clearly proved how much pains were taken upon this apparently trifling, but really very important, point.[AR] You heard no harsh declamation grating on your ear; and, on the other hand, you were not lulled to sleep by dreary, dull monotony.
There are two small schools attached to the establishment, for these Normal aspirants, male and female, to practise upon, when considered sufficiently qualified. Those thus employed during my visit seemed to succeed admirably, for I never saw more merry, cheerful faces, which I consider one of the best tests of a master's efficiency. The little girls, taking a fancy for music, purchased among themselves a cottage piano, which, being their own instrument, I have no doubt increased their interest in the study amazingly. The boys have a kind of gymnasium under a shed, which, when released from school, they rush to with an avidity only equalled by that which the reader may have experienced in his early days when catching sight of a pastry-cook's shop immediately after receiving his first tip.[AS]
I believe that to this establishment, which was founded in 1846, belongs the honour of being the Pioneer Normal School in the Western Hemisphere.
But while giving due credit to the Governor-General and the Government for their leading parts in its foundation, it should never be forgotten, how much indebted the establishment is to the unwearying zeal and patient investigations of Dr. Ryerson, the chief superintendent of schools in Canada. This gentleman carefully examined the various systems and internal arrangement of scholastic establishments, not only all over the States, but in every country of the Old World, selecting from each those features which seemed to produce the most comfort, the best instruction, and the greatest harmony. The result of his inquiries I subjoin from his own pen:--
”Our system of public elementary instruction is eclectic, and is, to a considerable extent, derived from four sources. The conclusions at which the present head of the department arrived during his observations and investigations of 1845, were, firstly: That the machinery, or law part of the system, in the State of New York, was the best upon the whole, appearing, however, defective in the intricacy of some of its details, in the absence of an efficient provision for the visitation and inspection of schools, the examination of teachers, religious instruction, and uniform text-books for the schools. Secondly. That the principle of supporting schools in the State of Ma.s.sachusetts was the best, supporting them all according to property, and opening them to all without distinction; but that the application of this principle should not be made by the requirements of state or provincial statute, but at the discretion and by the action, from year to year, of the inhabitants in each school munic.i.p.ality--thus avoiding the objection which might be made against an uniform coercive law on this point, and the possible indifference which might in some instances be induced by the provisions of such a law--independent of local choice and action. Thirdly: That the series of elementary text-books, prepared by experienced teachers, and revised and published under the sanction of the National Board of Education in Ireland, were, as a whole, the best adapted to schools in Upper Canada--having long been tested, having been translated into several languages of the continent of Europe, and having been introduced more extensively than any other series of text-books into the schools of England and Scotland. Fourthly: That the system of normal-school training of teachers, and the principles and modes of teaching which were found to exist in Germany, and which have been largely introduced into other countries, were incomparably the best--the system which makes school-teaching a profession, which, at every stage, and in every branch of knowledge, teaches things and not merely words, which unfolds and ill.u.s.trates the principles of rules, rather than a.s.suming and resting upon their verbal authority, which develops all the mental faculties instead of only cultivating and loading the memory--a system which is solid rather than showy, practical rather than ostentatious, which prompts to independent thinking and action rather than to servile imitation.
”Such are the sources from which the princ.i.p.al features of the school system in Upper Canada have been derived, though the application of each of them has been modified by the local circ.u.mstances of our country. There is another feature, or rather cardinal principle of it, which is rather indigenous than exotic, which is wanting in the educational systems of some countries, and which is made the occasion and instrument of invidious distinctions and unnatural proscriptions in other countries; we mean the principle of not only making Christianity the basis of the system, and the pervading element of all its parts, but of recognising and combining in their official character, all the clergy of the land, with their people, in its practical operations--maintaining absolute parental supremacy in the religious instruction of their children, and upon this principle providing for it according to the circ.u.mstances, and under the auspices of the elected trustee-representatives of each school munic.i.p.ality. The clergy of the country have access to each of its schools; and we know of no instance in which the school has been made the place of religious discord; but many instances, especially on occasions of quarterly public examinations, in which the school has witnessed the a.s.semblage 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.”
With reference to religious instruction at the normal schools, Dr.
Ryerson has kindly furnished me with the following statement:--”A part of each Friday afternoon is set apart for this purpose, and a room allowed for the minister of each of the religious persuasions of the students, to give instruction to the members of his church, who are required to attend, as also to attend the service of such church at least once every Sunday. Hitherto we have found no difficulty, reluctance, or neglect, in giving full effect to this system.”
The only difficulty in these matters that I have heard of, is a long dispute with the Roman Catholic bishop of Toronto; but such an event one must be prepared for when dealing with a church which claims infallibility. I have no doubt the tact and moderation of Dr. Ryerson have ere this thrown oil on the troubled waters, and restored the harmony which existed between the former Roman bishop and the reverend doctor. To those who take an interest in education, the report of the system used in Canada, drawn up by Dr. Ryerson, and printed by order of the Legislative a.s.sembly, will afford much pleasure and information. It is, of course, far too large a subject to enter upon in these pages, containing, as it does, so vast an amount of matter worthy of serious reflection. I will, however, indulge such of my friends as were taught to read in the last century, with a quotation from page 67, which will probably astonish them.
Mr. Horace Mann, so long the able Secretary of the Board of Education in Ma.s.sachusetts, after pointing out the absurdity of worrying a child's life out, in teaching the A B C, &c., and their doubtful and often-varying sounds utterly dest.i.tute of meaning, instead of words which have distinct sounds and distinct meaning, thus winds up:--”Learning his letters, therefore, gives him no new sound; it even restricts his attention to a small number of those he already knows. So far, then, the learning of his letters contracts his practice; and were it not for keeping up his former habits of speaking, at home and in the playground, the teacher, during the six months or year in which he confines him to the twenty-six sounds of the alphabet, would pretty near deprive him of the faculty of speech.”
This extract, from the pen of one who has devoted so much talent and patient investigation to the subject of education, ent.i.tles it to the serious consideration of all those who are in any way connected with the same subject in this country, where the old A B C cramming all but universally prevails.--But to return to Upper Canada and its schools.
Some estimate of the value of its scholastic establishments may be formed from the fact, that while its sphere of usefulness is rapidly extending, it has already reached the following honourable position: The population of Upper Canada is close upon 1,000,000; the number of children between the ages of 5 and 16 is 263,000; the number of children on the rolls of the common school establishments is 179,587; and the grand total of money available for these glorious purposes, is 170,000l. I feel conscious that I have by no means done full justice to this important subject; but the limits of a work like this render it impossible so to do. Let it suffice to say, that Upper Canada is inferior to none of its neighbouring rivals, as regards the quality of instruction given; and that it is rapidly treading on the heels of the most liberal of them, as regards the amount raised for its support. The normal school, I conceive to be a model as nearly perfect as human agency has yet achieved; and the chemical and agricultural lectures there given, and practically ill.u.s.trated on the small farm adjoining the building, cannot fail to produce most useful and important results in a young uncultivated country possessing the richest soil imaginable. The Governor-General and the Government deserve every credit for the support and encouragement they have given to education; but, if I may draw a comparison without being invidious, I would repeat, that it is to the unusual zeal and energy of Dr. Ryerson, to his great powers of discriminating and selecting what he found most valuable in the countless methods he examined, and to his combination and adaptation of them, that the colony is mainly indebted for its present admirable system. Well may Upper Canada be proud of her educational achievements, and in her past exertions read a hopeful earnest of a yet more n.o.ble future.[AT]
But it is not in education alone that Canada has been shadowing forth a n.o.ble career. Emanc.i.p.ated from maternal ap.r.o.n-strings by a const.i.tutional self-government, and aided by the superior administrative powers of the Earl of Elgin, she has exhibited an innate vitality which had so long been smothered by Imperial misrule as to cause a doubt of its existence; and if she has not shown it by the birth of populous cities, she has proved it by a more general and diffusive prosperity. A revenue quadrupled in four years needs no Chicagos or Buffalos to endorse the colony's claims to energy and progress. Internal improvements have also been undertaken on a large scale: railways are threading their iron bands through waste and forest, and connecting in one link all the North American colonies; the tubular bridge at Montreal will be the most stupendous work yet undertaken by engineering skill; ca.n.a.ls are making a safe way for commerce, where a year or two back the roaring rapid threw its angry barrier. Population, especially in Upper Canada, is marching forward with hasty strides; the value of property is fast increasing; loyalty has supplanted discontent and rebellion; an imperial baby has become a princely colony, with as national an existence as any kingdom of the Old World.[AU] These are facts upon which the colonists may, and do, look with feelings of both pride and satisfaction; and none can more justly contemplate them with such emotions, than those through whose administrative talents these prosperous results have been produced, out of a state of chaos, in eight short years. Dissatisfied men there ever will be among a large community, and therefore questions of independence and annexation will be mooted from time to time; but it seems hardly probable that a colony which enjoys an almost independent nationality would ever be disposed to resign that proud position, and to swamp her individuality among the thirty-three free and slave States of the adjoining Republic. At all events, the colony, by her conduct with reference to the present war, has shown that she is filled with a spirit of loyalty, devotion, and sympathy as true, as fervent, and as deep as those which animate all the other subjects of our beloved Sovereign.
Farewell, Canada! May the sun of prosperity, which has been rising upon you steadily for eight years, rise higher and higher, and never know either a cloud or a meridian! Canada, adieu!
FOOTNOTES:
[Footnote AR: My observations at various schools in the United States satisfied me that no attention is paid by the teachers to the tone of voice in which the boys give their answers.]
[Footnote AS: The females are regularly taught calisthenics, and the boys gymnastics, by a professor.]
[Footnote AT: These remarks were made in 1853. The report for the year 1854 is now lying before me, by which I find that the attendance has increased to 194,376; and the money raised has also increased in a similar ratio, being at that date 199,674l.]
[Footnote AU:
Population of Canada 1841, 1,156,139 } Increase, Ditto ditto 1851, 1,842,265 } 59.34 percent.
Population of Upper Canada 1841, 405,357 } Increase, Ditto ditto 1851, 952,004 } 104.57 percent
The increase of the United States from 1840 to 1850 was only 37.77 percent.
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