CHAPTER XVI.

BISHOP FRASER'S ESTIMATE OF THE UPPER CANADA SYSTEM OF EDUCATION IN 1863.

In 1863, the Reverend James, (afterwards Bishop,) Fraser (of Manchester,) was appointed a Royal Commissioner to enquire into the American and Canadian Systems of Education. From his Report, published after his return to England, I quote the following passages:

The Canadian System of Education, in those main features of it which are common to both Provinces, makes no pretence of being original. It confesses to a borrowed and eclectic character. The neighbouring States of New York and Massachusetts, the Irish, English and Prussian systems, have all contributed elements, which have been combined with considerable skill, and the whole administered with remarkable energy, by those to whom its construction was confided. It appears to me, however, that its fundamental ideas were first developed by Mr. (now, I believe, Sir Arthur) Buller, in the masterly Report on the State of Education in Canada, which he addressed in the year 1838 to Lord Durham, the then Governor-General, in which he sketched the programme of a system, "making," as he candidly admitted, "no attempt at originality, but keeping constantly in view, as models, the system in force in Prussia and the United States, particularly the latter, as being most adapted to the circumstances of the Colony."

As a result of Mr. Buller's recommendations, (not, however, till after the legislative union of the Provinces which Lord Durham had suggested, as the best remedy for the various political ills under which they severally laboured), a law was passed in 1841, covering both Provinces in its range, for the establishment and maintenance of Public Schools. It provided for the appointment of a Superintendent of Education for the whole Province, with two Assistant Superintendents under him, one for each of the Provinces. A sum of $200,000 was appropriated for the support of Schools, which was to be distributed among the several Municipal districts, in proportion to the number of children of school age in each of them; $80,000 being assigned to Upper and $120,000 to Lower Canada, such being the then ratio of their respective populations. The circumstances of the two Provinces, however, particularly in the proportions of Roman Catholics to Protestants in each, and the extent to which the Roman Catholic Religion may be said to be established in Lower Canada, were soon found to be so different that insuperable difficulties were encountered in working a combined system under one central administration, and in 1842 the law was changed. The nominal office of Chief Superintendent was abolished, and the entire executive administration of the system was confined to the Sectional Superintendents, and the Provinces, for all educational purposes, again became separated. The law itself was thoroughly revised and adapted to the peculiar wants of each Province, as ascertained by experience; and ever since there have been two Systems at work, identical in their leading idea, differing sometimes widely, in their details, administered by independent Executives, and without any organic relations at all.

Before we proceed to observe the manner and record the results of its practical working, it is proper to premise that it is a purely permissive, not a compulsory system, and its adoption by any Municipality is entirely voluntary.

Entering a Canadian School, with American impressions fresh upon the mind, the first feeling is one of disappointment. One misses the life, the mction, the vivacity, the precision -in a word, the brilliancy. But as you stay, and pass both Teacher and Pupils in review, the feeling of disappointmnt gives way to a feeling of surprise. You find that this plain, unpretending Teacher has the power, and has successfully used the power. of communicating real, solid knowledge and good sense to those youthful minds, which.

appearance.

if they do not move rapidly, at least grasp, when they do take hold, firmly. If there is an appearance of what the Americans call "loose ends' in the School, it is only in The knowledge is stowed away compactly enough in its proper compartments, and is at hand, not perhaps very promptly, but pretty surely, when wanted. To set off against their quickness, I heard many random answers in American Schools; while, per contra to the slowness of the Canadian Scholar, I seldom got a reply very wide of the mark. The whole teaching was homely, but it was sound. I chanced to meet a Schoolmaster at Toronto, who had kept School in Canada, and was then keeping School at Haarlem, New York, and he gave Canadian education the preference for thorcughness and solid results. Each System, or rather, I should say, the result of each System,-seems to harmonize best with the character of the respective peoples. The Canadian chooses his type of School as the Vicar of Wakefield's wife chose her wedding-gown, and as the Vicar of Wakefield chose his wife, "not for a fine, glossy surface, but for such qualities as will wear well." I cannot say, judging from the Schools which I have seen,-which I take to be types of their best Schools, that their choice has been misplaced, or that they have any reason to be disappointed with the results. I speak of the general character of education to which they evidently lean, That the actual results should be unequal, often in the widest possible degree, is true of education under all systems, everywhere.

One of the most interesting features in the Canadian system is the way in which it has endeavoured to deal with what we find to be one of our most formidable diffculties, the Religious difficulty. In Canada it has been dealt with by the use of two expedients; one, by prescribing certain Rules and Regulations, which it was hoped would allow of Religious Instruction being given in the Schools without introducing sectarianism or hurting consciences; the other, by permitting, in certain cases, the establishment of "Separate," which are practically Denominational, and in fact Roman Catholic Schools.

The permission under certain circumstances to establish Separate, that is, Denominational Schools, is a peculiar feature of the system both of Upper and Lower Canada. Doctor Ryerson thinks that the admission of the principle is a thing to be regretted, although, at the same time, he considers that the advantages which it entails entirely rest with those who avail themselves of its provisions, and he would not desire to see any coercion used either to repeal or modify them.

Such, in all its main features, is the School System of Upper Canada. A System, in the eyes of its Administrators, who regard it with justifiable self-complacency, not. perfect, but yet far in advance, as a System of National Education, of anything that we can show at home. It is indeed very remarkable to me that a Country, occupied in the greater part of its area by a sparse and anything but wealthy population, whose predominant characteristic is as far as possible removed from the spirit of enterprise, an educational System so complete in its theory and so capable of adaptation in practice should have been originally organized, and have been maintained in what, with all allowances, must still be called successful operation for so long a period as twentyfive years. It shows what can be accomplished by the energy, determination and devotion of a single earnest man. What national education in Great Britain owes to Sir James Kay Shuttleworth, what education in New England owes to Horace Mann, that debt education in Canada owes to Egerton Ryerson. He has been the object of bitter abuse, of not a little misrepresentation; but he has not swerved from his policy, or from his fixed ideas. Through evil report and good report he has resolved, and he has found others to support him in the resolution, that free education shall be placed within the reach of every Canadian parent for every Canadian child. I hope I have not been ungenerous in dwelling sometimes upon the deficiencies in this noble work. To point out a defect is sometimes the first step towards repairing it; and if this Report should ever cross the ocean and be read by those of whom it speaks, I hope, not with too great freedom, they will perhaps accept the assurance that, while I

desired to appreciate, I was bound, above all, to be true; and that even where I could not wholly praise) I never meant to blame. Honest criticism is not hostility.*

CHAPTER XVII.

STATE AND PROGRESS OF EDUCATION IN UPPER CANADA AND ITS CAPITAL.

In 1863, Mr. S. P. Day, of London, visited Upper Canada, and spent some time in this City, and also gave much attention to the study of the Educational System of this Province, and the facilities enjoyed by its inhabitants for intellectual culture. On his Return to England, he embodied the result of his enquiries on the subject in a publication, entitled: "English America, or Pictures of Canadian Places and People." The information contained in this publication is both full and accurate, and contains, in a graphic, yet condensed form, a most interesting summary of our educational state and progress down to the year of his visit. He says:

If the youth of Toronto do not advance in educational attainments, the fault cannot be attributed to the absence of facilities for improvement.-These are numerous and easily accessible.-The City contains no less than thirty-eight Educational Institutions, comprising eight Colleges of various kinds, a Grammar School, fourteen Academies, chiefly private, and fifteen Public, or National, Schools, some of which are conducted on the Roman Catholic Separate School System.

In those Establishments nearly nine thousand Students and Pupils receive mental training of that kind most befitting their respective stations and prospective callings, -The Public Common Schools are all free, and are attended by seven thousand Scholars, about two thousand of whom belong to the Roman Catholic Separate Schools. -Towards the support of the Grammar and Common Schools alone, the sum of 42,396 dollars were provided in 1860; 6,000 dollars having been derived from Legislative Apportionments, and the larger proportion from Municipal and School Trustees' Assessments, Rate-bills, Fees, and extraneous local sources.

University College, Toronto, ranks as the most important educational Institution in Upper Canada. The Building itself, situated in the centre of a spacious Park, is a beauteous and highly finished specimen of Norman Gothic architecture, and would reflect credit on any European Capital.

The University of Toronto was originally established by Royal Charter, in 1827, under the designation of "King's College," and was endowed with a portion of the Land which had been set apart by His Majesty George III, in 1797, for educational purposes.

Owing to the existence of various impediments it was not opened for the admission of Students until the year 1843.-By a Provincial Statute, passed in 1849, whereby several necessary modifications were effected, its title was altered from "King's College" to that of the "University of Toronto."

Under this enactment the College was conducted from January, 1850, until April, 1853, when the University was divided into two Institutions; one retaining the appellation of the "University of Toronto," and the other styled "University College."

*In a Letter addressed to Doctor Ryerson in 1875, the Bishop says:

I take it very kindly in you that you remember an old acquaintance, and I have read with interest your last Report. I am glad to observe progress In the old lines almost everywhere. I was flattered also to find that some words of mine, written in 1865, are thought worthy of being quoted. It is pleasant to find a public servant

now in the thirty-second year of his incumbency, still so hopeful and so vigorous. Few men have lived a more useful, or active life than you, and your highest reward must be to look back upon what you have been permitted to achieve.

The first is formed on the basis of the London University; its functions being confined to prescribing subjects of examinations for Degrees, Scholarships, etcetera, and the conferring of literary distinctions. These Institutions possess a well selected Library of some fifteen thousand Volumes, in addition to Museums of Natural History, Mineralogy and Geology, embracing many thousand specimens, together with a Magnetical and Meteorological Observatory furnished with necessary Instruments employed for observing the changes in the four magnetic elements. I likewise noticed extensive Apparatus, illustrative of Natural Philosophy, Chemistry and Chemical Physics.

It afforded me no slight pleasure to have met with the distinguished President, the Reverend Doctor McCaul, with whom I had the honour of being acquainted several years before, when he held a Professorship in Trinity College, Dublin. Doctor McCaul is ably assisted by other eminent Professors, such as Doctor Daniel Wilson, the Rev. erend William Hincks, F.L.S., Mr. George Buckland, the Dean of Residence, Professors Cherriman and Kingston, and the Reverend Doctor Beaven and Doctor H. H. Croft: some of whom are well known in this Country personally and through their writings. Three classes of Students are admissible to the University College, videlicet:Firstly, Matriculated Students, such as have passed a Matriculation Examination in Arts, Civil Engineering, or Agriculture in any University in the Queen's Dominions, or the Matriculation Examination in Arts in the Toronto College.

Secondly, Students who desire to attend during one, or more, academic Terms, or two, or more Courses of Lectures.

Thirdly, Occasional Students, who propose to attend but one Course of Lectures. At the time of my visit, the number of Matriculated Students was one hundred and fifty-seven; other Students, forty-four; and Occasional Students, twenty-nine. Among the Prizes offered annually for competition is the "Prince's Prize," consisting of an ornamental Inkstand of the value of forty-eight dollars, the gift of His Royal Highness, the Prince of Wales.

One excellent feature of University College is the very moderate character of the Fees charged. Undergraduates are admissible to the prescribed courses of Lectures without any payment whatever, while the cost of attending all the Courses during the Academic year does not exceed Sixteen dollars, a maximum of expense somewhat remarkable for a University to adopt.-Such an advantage cannot be too highly appreciated by our Colonists; more especially by the Patersfamilias of Toronto.

The operations of the Normal and Model Schools, combined with the Education Offices of Toronto very materially aid in the furtherance of education in Canada West. These Educational Buildings form an imposing Structure, and are situated in the centre of an open square occupying seven and a half acres of Ground.

The front of the principal Building is of the Roman Doric Order, having for its centre four pilasters extending the full height of the Building, the pediment being surmounted by a cupola ninety-five feet in elevation.--On the 2nd of July, 1851, the corner stone of the Buildings was laid by Lord Elgin, in the presence of several influential personages and a large concourse of the Citizens.-Towards the erection of the new Institution, the Legislature granted the munificent sum of £25,000.

The establishment contains the Education Department of the Province; also a Normal and two Model Schools. In the former, instruction is imparted to Teachersin-training by the medium of Lectures. In the latter, it is conveyed to Children by a practical method. The Normal branch directs how the young idea should best be formed; the other branch gives practical effect to those instructions. Both as regards the educational system pursued and the general management adopted therein, the Model Schools are designed to be absolutely the model for all the Public Schools of the Province.

The general direction of the Institution is entrusted to a Council of Public Instruction, appointed by the Crown, its superintendence and executive management being delegated to the Chief Superintendent of Education.

The Department of Public Instruction is under the able direction of the Reverend Doctor Ryerson, who, the better to qualify himself for such an important trust, before entering on his duties, visited the leading Cities of Europe and the Federal States of America for the purpose of studying the various Educational Systems adopted. -The want of properly qualified and efficient Instructors had been long and deeply felt To remedy this deficiency, the Normal School was originally founded in 1847, by the passing of a School Law, the Legislature at the same time granting an appropriation of £1,500 for furnishing suitable Buildings, and an additional sum of £1,500 a year for the support of the Institution. During the first Session of 1860, the number of Teachers-in-training admitted was one hundred and fifty-eight, and during the second Session one hundred and thirty-two; while the Certificates awarded during the year, after a rigid examination, amounted to one hundred and eighty-six.

There is an Educational Museum attached to the Department, similar to that established at South Kensington, but on a more circumscribed scale. It embraces a unique collection of School Apparatus, Models of Agricultural and other implements, specimens of Natural History, Busts of antique and modern Statues, Architectural sculpture, Busts selected from the leading European Museums, in addition to typical copies of works by Masters of the Dutch, Flemish, French, German, Spanish and Italian Schools of Painting.

These furnish a means of educational and social improvement, and will eminently tend to create and develop a taste for Art among the Canadian people, which, from various uncontrollable causes, has not hitherto been cultivated to any considerable < xtent.

The number of National and Grammar Schools in operation in Upper Canada during 1860 amounted to four thousand and fifty-seven, eighty-eight of which belong to the latter class. These were attended by 320,358 Pupils.

The Roman Catholic Separate Schools at the same period were one hundred and fifteen, which were attended by 15,000 Scholars. According to the returns, the School population, or Children from five to sixteen years of age, was 373,589; so that over 53,200 Children in Upper Canada did not take advantage of the educational opportunities afforded by the Province, the law securing to all persons from five to twentyone years of age, the right of attending the Common Schools.

The number of Teachers employed amounted to 4,508, of whom 1,181 were Women. The Religious Denominations to which these belong are classified as follows:-Church of England, 797; Roman Catholics, 463; Presbyterians, 1,276; Methodists, 1,262; Baptists, 228; Congregationalists, 92; Quakers, 1. The remainder embraces Christian Disciples and Protestants of different kinds.

The Teachers are divided into three classes, holding high and subordinate ranks in their profession. The Salaries of the Masters range from a lower sum up to thirteen hundred dollars a year. In the case of School Mistresses their salaries do not reach much more than one-half of these amounts. The total expenditure during 1860, on behalf of the Grammar and Common Schools of Upper Canada, amounted to 1,235,339 dollars, or 308,834 pounds sterling.

One pleasing and hopeful feature in our Canadian Colony, is the rapid and steady strides with which education is advancing therein.

Taking a period of eleven years from 1850 to 1860 for example this educational progress appears remarkable if not unparalleled. Within this comparatively brief time, the Grammar Schools have increased by thirty-one, and the Pupils by 2,500, while the Common Schools exhibit an increase of nine hundred and ten Buildings, and 63,921 Pupils. The augmentation of attendance at Schools is very noticeable and favourably compares with some of the most flourishing Federal States. During the eleven years specified by the Chief Superintendent, that increase is in the following ratio: Pennsylvania, thirty-eight per cent.; State of New York nine per cent.; and Upper Canada, one hundred and eight per cent.