CONTENTS OF THIS NUMBER. I. Lord Elgin's Report on Education in Canada RELIGIO.SCIENTIA LIBERTAS EDUCATION, TORONTO: JUNE, 1855. II. The Roman Catholic Separate School Act of 1855 III. The Grammar and Common School Improvement Act of 1855 V. EDITORIAL.-Circulars from the Chief Superintendent: 1. To VI. List of Text Books prescribed for use in Grammar Schools, PAGE 81 84 86 87 88 26 92 94 VII. EDUCATIONAL INTELLIGENCE.-1. Canada Monthly Summary. Canada. No. 6. stituted, and at the close of the latter, the first volume issued from the educational 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 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. 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. Public school libraries then, similar to those which are now being introduced into Canada, have been in operation for several years in some states of the neighbouring Union, and ERNMENT ON THE STATE OF ELEMENTARY have been borrowed from them. In most of the states, however, many of the most valuable features of the Canadian system LORD ELGIN'S REPORT TO THE IMPERIAL GOV EDUCATION IN CANADA.. From an admirable and comprehensive report, addressed to the Colonial Secretary by the Earl of Elgin in December last, on the state of the Province, we select those portions relating to the progress of education. His Excellency did not, in his report, confine himself to a mere expression of opinion upon a few leading topics, but has with great skill constructed a valuable statistical paper for future reference relating to the state and progress of Canada during his administration of its affairs. His remarks and statistics extend to a period of seven years, (from 1847 to 1854), and relate to our commercial transactions: imports and exports, shipping, revenue and expenditure, emigration, public lands, municipalities, railways, education, Indian tribes, fisheries, defences, and general system of government. In regard to the progress of education in Upper Canada, Lord Elgin remarks: 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 system, was in which have appropriated funds for library purposes, the selection of the books has been left to the trustees appointed by the different 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 furnishing the libraries. In introducing the system into Canada, precautions have been taken, which I trust, will have the effect of obviating this great evil. In the School Act of 1850, which first set apart a sum of money 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 condition, "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 council of public instruction is required to examine, and at its discretion to recommend or disapprove of text books for the use of schools or books for 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." The council of public instruction in the discharge of the responsibility 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 libraries, it is required that no books shall be admitted into 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. "4. With these exceptions and within these limitations, it is the opinion of the council that as wide a selection as possible should be made of useful and entertaining books of permanent value, adapted to popular reading in the various departments of human knowledge; leaving each municipality to consult its own taste, and exercise its own discretion in selecting such books from the general catalogue. "5. The including of any books in the general catalogue is not to be understood as the expression of any opinion by the council in regard to any sentiments inculcated or combated in such books; but merely as an acquiescence on the part of the council in the purchase of such by any municipality, should it think proper to do so. "6. The general catalogue of books for public school libraries, may be modified and enlarged from year to year as circumstances may suggest, and as suitable new works of value may appear." 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 observes, 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 superintendent to choose the remainder to the amount of the apportionment of the library grant. The chief superintendent recommends the last as a preferable mode. The total number of volumes issued from the educational department to public libraries in Upper Canada from November 1853, when the issue commenced, to the end of August last, was 62,866. The system of public instruction in Upper Canada is ingrafted upon the municipal institutions of the province, to which an organization very complete in its details, and adinirably 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 of granting money to each county, on condition that an equal amount were raised within it by local assessment, was first introduced into the statute book. The development of individual self-reliance and local exertion, under the superintendence of a central authority exercising an influence almost exclusively moral, is the ruling principle of the system. 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 attending the school (which must not, however, exceed one shilling per month), or by rates on property. The trustees elected by the same freeholders and householders are required to determine the amount to be raised within their respective school sections for all school purposes whatsoever, to hire 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 snperintendent giving certificates to normal school pupils, which are valid for the province; while the chief superintendent, who holds his appointment from the Crown, aided, in specified cases, by the council of public instruction, has under his especial charge the normal and the model schools, besides exercising a general control over the whole system,-duties most efficiently performed by the able head of the department, Dr. Ryerson, to whom the inhabitants of Upper Canada are mainly indebted for the system of public instruction which is now in such successful operation among them. The question of religious instruction, as connected with the common school system, presented even more than ordinary difficulty in a community where there is so much diversity of public opinion on religious subjects, and where all denominations are in the eye of the law, on a footing of entire equality. It is laid down as a fundamental principle that, as the common schools are not boarding but day schools, and as the pupils are under the care of their parents and guardians during the Sun. day and a considerable portion of each week-day, it is not intended that the functions of the common school teacher should supersede those of the parent and pastor of the child. Accordingly, the law contents itself with providing on this head, "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 general regula tions which shall be provided according to law;" and it authorizes, under certain regulations, the establishment of a separate school for Protestants or Roman Catholics, as the case may be, when the teacher of the common school is of the opposite persuasion. The council of public instruction urges the inculcation of the principles of religion and morality upon all the pupils in the schools 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 the parent and guardian of each pupil, as to whether he shall hear such pupil recite from the scripture 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." As a further security that these principles will be adhered to, clergymen recognized 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 remarks on this head, "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 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 common schools, is examined, the more clearly I think it will appear that it has been left where it properly belongs,with the local school municipalities, parents, and managers of schools-the government protecting the right of each parent and child, but beyond this, and beyond the principles and duties 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 united labours of all as constituting the system of education for the youth of the country." The pupils attending the normal school are necessarily brought from their homes to Toronto, where that institution is situated, and, consequently, withdrawn from the care of their natural protectors. In accordance with the principles above laid down, the school authorities themselves are, 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 instruction for the normal school: "The teachers in training shall board and lodge in the city, in such houses, and under such regulations as are approved of by the council of public instruction. "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 forward 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 p. m., and to attend their respective places of worship with strict regularity. Any improprieties of conduet will be brought under the special notice of the chief superintendent of schools." 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 venture to append an extract from it. "After an interval of three years, we, the members of the council of public instruction 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 adverted to the noble and patriotic objects contemplated by the legislature on its estabfishment. 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 1847-1,456 candidates for admission have presented themselves, of whom 1,264, after due examination, have been received; of these, about 150 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 £500 per annum 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 profes sion 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 establishing free public libraries throughout Upper Canada has been put into successful operation during 1853 and 1854. Since December of last year nearly 75,000 volumes of books, embracing the more important departments of human knowledge, have been circulated through the agency of the township municipalities and school corporation, from which the council anticipate the most salutary results. "As an illustration of the cordial co-operation 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 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 effectually incorporated with our educational system, the general results of our operations 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. The total number of common schools reported for that year was 2,914, and of separate schools 18, of which 3 were Protestant, 13 Roman Catholic and 2 coloured schools. 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 5 and 16: These figures do not, however, adequately represent the progress which the common 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 distinguished from schools in part supported by rates levied on the pupils, are rapidly increasing. No separate return of this particular description of schools was made before 1850. In that year 252 were reported; in 1853, the number had risen to 1,052. Adverting to these and other facts of a like nature, the chief superintendent of schools for Upper Canada, in closing his 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 satisfaetion to your Excellency, that during the period of your admin istration 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 increase 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 conveniences and furniture, have advanced beyond all precedent; that a general system of public school libraries has been brought into successful operation, and that every feeling of the people is onward in education and knowledge, as well as in railroads, manufactures, commerce and agriculture." does, with a key to his own active and warm interest in the progress of education among us:— Placed by his position above the strife of parties, holding office by a tenure less precarious than the ministers who sur round him, having no political interest to serve but that of the community whose affairs he is appointed to administer, his opinion cannot fail, when all cause for suspicion and jealousy is removed, to have a great weight in the colonial councils, while he is at liberty to constitute himself in an especial manner the patron of those larger and higher interests-such interests, for example, as those of education, and of moral and material progress in all its branches, which, unlike the contests of party, unite instead of dividing the members of the body politic." AN ACT RATE SCHOOLS IN UPPER CANADA. 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 connexion with the normal school at Toronto. The grammar schools hold an intermediate place TO AMEND THE LAWS RELATING TO ROMAN CATHOLIC SEPAbetween the University and other collegiate institutions of the province, and the common school. The model grammar school will raise the standard of the instruction afforded by them, and impart 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 provided in any part of the world, will have been placed within the reach of the youth of Upper Canada of all classes. In regard to Lower Canada, Lord Elgin observes that:The position of the lower province in respect of education is not so satisfactory. Neither normal schools nor public school libraries have yet been established in that section of the country, although some preliminary steps have been taken towards the introduction of both. The commissioners of schools are still, in too many instances, uneducated, and the teachers indifferently qualified for their office; and there are parishes where, under one pretence or another, the local contribution for the support of schools is not levied. It is but fair to say, that in some districts of Lower Canada, far removed from the towns, and where the winters are very long and inclement, there is a good deal of poverty among the inhabitants. Nevertheless progress has been made of late years, and there are indications of further improvement. Soon after the introduction of common schools into Lower Canada, it was deemed necessary, partly because of the imperfect operation of the municipal system, and partly because of the unwillingness of the inhabitants to take such burdens voluntarily upon themselves; to make the school tax compulsory instead of leaving it, as in Upper Canada, optional with the municipalities to tax themselves, subject to the condition, that no school section should receive its share of the legislative grant which did not raise an equal amount from local sources. During the earlier years of my administration, acts of violence were from time to time committed by the opponents of the obnoxious impost. This species of resistance to the law has now ceased, and there appears to be among the population generally, a disposition to acquiesce in its provisions. The total number of educational institutions in Lower Canada has increased from 1,727 in 1847, to 2,352 in 1853, and the pupils from 68,133 in the former to 108,284 in the latter year. This last number includes 3,524 girls educated at 53 superior girls schools, and 2,786 educated at 44 convents, 4,923 pupils attending 83 independent schools, 1,169 attending 19 preparatory classical schools, and 2,110 students at 14 Roman Catholic colleges. The terms at these last mentioned institutions, for what purports to be an education of a higher order, are exceedingly moderate, the whole charge for a student, board and lodging included, being from 147. to 187. a year. They are able to afford education at this very low rate, partly because they are in general, to some extent endowed, and partly because their professors, being ecclesiastics, receive no remuneration beyond food and clothing for their services. Lord Elgin's opinion of the exalted office of Governor General and its appropriate duties is so striking and characteristic that we append it to the foregoing, furnishing us, as it W 18 VICTORIA, CHAPTER [Received Royal Assent, 30th May, 1855.] HEREAS it is expedient to amend the laws Preamble. relating to separate schools in Upper Canada. so far as they affect the Roman Catholic inhabitants thereof: Be it therefore enacted by the Queen's Most Excellent Majesty, by and with the advice and consent of the Legislative Council and of the Legislative Assembly of the Province of Canada, constituted and assembled by virtue of and under the authority of an Act passed in the Parliament of the United Kingdom of Great Britain and Ireland, and intituled, An Act to re-unite the Provinces of Upper and Lower Canada, and for the Government of Canada, and it is hereby enacted by the authority of the same, as follows: the School 1851 and to Roman I. The nineteenth section of "the Upper Canada Sections of School Act of 1850," and the fourth Section of "the Acts of 1850, Upper Canada Supplementary School Act of 1853," 1853 relating and all other provisions of the said acts or of any Catholics other act, inconsistent with the provisions of this repealed. act, are hereby repealed so far only as they severally relate to the Roman Catholics of Upper Canada. of R. C. fam convene ing in school II. Any number of persons not less than five heads Five heads of families being freeholders or householders resident ilies may within any school section of any township or within public meetany ward of any city or town, and being Roman section or Catholics, may convene a public meeting of persons desiring to establish a separate school for Roman Catholics in such school section or ward for the election of trustees for the management thereof. ward. teu Roman present may resident III. A majority of the persons present, not less Majority of than ten in number, being freeholders or household- Catholics ers, and being Roman Catholics, at any such meeting elect three may elect three persons resident within such section British subjects as trus to act as trustees for the management of such sepa- tees of sepa rate school, and any person, being a British subject, may be elected as such trustee whether he be a freeholder, or householder, or not. rate school. Sep. schs. in cities and towns may unite. given in a newspaper. VII. If a separate school or separate schools shall have been established in more than one ward of any city or town, the trustees of such separate schools may, if they think fit, form an union of such Notice to be separate schools, and, from the day of the date of the notice in any public newspaper, published in Trustees of such city or town announcing such union, the trussuch united tees of the several wards shall together form a body a corpora corporate under the title of "The Board of TrusDesignation tees of the Roman Catholic United Separate Schools for the city (or town) of in the county of schools to be tion. trustees. Powers of VIII. All trustees elected and forming a body corporate under this act shall have the same power to impose, levy and collect schools rates or subscriptions upon and from persons sending children to, or subscribing towards the support of separate schools, and all other powers in respect of separate schools, as the trustees of common schools have and possess under the provisions of the acts hereinbefore cited in respect of common schools; and they shall also be bound to perform all duties required of, and shall and liabili- be subject to all penalties provided against the trustees and tees of common schools; and teachers of separate sep. schools. schools shall be liable to all penalties provided against teachers of common schools. Obligations ties of trus teachers of Trustees' period of office. Annual meeting. IX. All trustees elected under this act shall remain in office until the second Wednesday of the month of January next following their election, on which day in each year an annual meeting shall be held, commencing at the hour of ten of the clock in the forenoon, for the election of trustees for separate schools theretofore established; but no trustee shall Re-election be re-elected at any such meeting without his consent, unless after the expiration of four years from the time when he went out of office. of a trustee. request of than R. C. at the request of the parents or lawful guardians of sch. at the such children, provided such children or their parents parents, &c. or guardians are Roman Catholics; and no children No other attending such school shall be included in the return children to hereafter provided to be made to the Chief Superin- in return to tendent of Schools unless they shall be Roman Catholics. be included Chief Supt. trustees certificate and dispose XI. A majority of the trustees in any township Majority of or village or of the board of trustees in any town may grant or village elected under this act, shall have power to teachers, to grant certificates of qualification to teachers of of money's. separate schools under their management, and to t dispose of all school funds of every description coming into their hands for school purposes. porter of from C. S. give exemp cate to each XII. Every person paying rates, whether as pro- R. C. supprietor or tenant, who, on or before the first day of sep. schools and rateFebruary of any year, shall have given notice to the payer hav. clerk of the municipality in which any separate clerk of muing notified school is situated, that he is a Roman Catholic and a shall be exnicipality, supporter of such separate school, shall be exempted empted from the payment of all rates imposed within such rates. ward or school section for the support of common schools and of common school libraries for the year then next following, and every clerk of a municipality, Clerk shall upon receiving any such notice, shall deliver a cer- tion certifi tificate to the person giving the same to the effect such person. that such notice has been given, and shewing the date of such notice; but any person who shall fraudulently Penalty for give any such notice, or shall wilfully make any false notice. statement therein, shall not secure any exemption thereby, but shall, on the contrary, be liable to a penalty of ten pounds currency, recoverable, with costs, before any Justice of the Peace at the suit of the municipality interested: Provided always, that Proviso: nothing herein contained shall exempt any such per. limited. son from paying any rate for the support of common schools or common school libraries, or for the erection of a school-house or school-houses, which shall have been imposed before such separate school was established. fraudulent Exemption tribution. XIII. Every separate school established under Sep. sch. to share in lethis act shall be entitled to a share in the fund gislative sch. grant. annually granted by the legislature of this Province for the support of common schools, according to the Basis of disaverage number of pupils attending such school during the twelve next preceding months or during the number of months which may have elapsed from the establishment of a new separate school as compared with the whole average number of pupils attending school in the same city, town, village or township: Provided always that no separate school Proviso: shall be entitled to a share in any such fund unless tendance the average number of pupils so attending the same or more. be fifteen or more, (periods of epidemic or contagious diseases excepted): Provided also, that nothing herein Proviso: Sep. school contained shall entitle any such separate school with- shall not in any city, town, village or township, to any part or municipal portion of school moneys arising or accruing from sessment. local assessment for common school purposes within any such city, town, village or township, or the county Average at must be 15 share in any or other as |