-a man who has done much to advance the interests PART II. of education in his native State, and to whom I have had frequent occasion to refer. Mr. Mann says:A very erroneous idea prevails with us, that this enforcement of school attendance is the prerogative of despotism alone. I believe it is generally supposed here, that such compulsion is not merely incompatible with, but impossible in, a free and elective government. This is a great error. With the exception of Austria, (including Bohemia,) and Prussia, almost all the other States of Germany have now constitutional Governments. Many of them have an Upper and Lower House of Assembly, like our Senate, and House of Representatives. Whoever will attend the Parliament of Saxony, for instance, will witness as great freedom of debate as in any country in the world; and no law can be passed but by a majority of the Representatives chosen by the people themselves. In the first School I visited, in Saxony, a lesson On Government', in which all the great privileges secured to the Saxon people by their Constitution were enumerated; and both Teacher and pupils contrasted their present free condition with that of some other countries, as well as with that of their own ancestors, in a spirit of congratulation and triumph. The elective franchise in this and in several of the other States of Germany, is more generally enjoyed, that is, the restrictions upon it are less than in some of the States of our own Union. And yet in Saxony, years after the existence of this Constitution, and when no law could be passed without the assent of the people's Representatives, in Parliament assembled, a general code of School laws was enacted, rigorously enforcing, by fines and penalties, the attendance of children at School."

PART II.

effortstheir necessityextent and

fruits of them in

5th. Individual Efforts.-There is so much in the Individual very nature of education that is voluntary, both in its pursuit by an individual, and in its advancement as a system, that without efforts beyond those which should or could be enjoyed by statutes, its interests can be advanced to but a very limited extent in any Germany. community. It is erroneous to suppose that the high state of education in Germany is entirely owing to the provisions of the laws and the exertions of the Civil Authorities. The spontaneous efforts of individuals and associations have not, to say the least, been less efficient agents in this great work, than the interference of the State; and these private efforts have on several occasions, been the originators of the most important laws and measures of Government. It is to these efforts that Germany owes its unrivalled series of School and educational books-the existence and wide circulation of upwards of thirty periodical School publications--and the periodical conferences of School Inspectors and Teachers in all the German. States. The intercourse of Teachers and Educators in all parts of Germany, is constant and intimate-to an extent that can be scarcely conceived by a stranger. Thus the improvements and views of each become the property of all-the educational instructors of the people constitute an extensive and most influential fraternity, and the whole public mind is elevated and animated to a standard of sentiment and practice comformable to a high state of national civilization.

Necessity

Corresponding efforts in this Province are indisof them in pensable to the realization of any patriotic hopes as

this Pro

vince.

to our system of public instruction. The efficiency of some of the provisions of the School Law is wholly depending upon voluntary efforts. This is

Visitors.

the case especially in respect to Visitors of Schools, PART II. whose labours are authorized without any provision for pecuniary remuneration. I here assume that all School Clergymen and Justices of the Peace will be authorized to act as Visitors of Schools, but pecuniary remuneration in this case would be impracticable and absurb; pecuniary or other penalties for neglect of duty, equally so. In most instances the authority to May be exceedingly act in this capacity would, it may I think be rea- useful. sonably presumed, be regarded as a useful and appropriate legal privilege rather than as an unwelcome burden. It gives a legal sanction to what might be insisted upon as a moral and patriotic duty; but the efficiency with which it is performed must depend upon individual fitness and generous co-operation. Such a co-operation-universal and hearty-would be productive of innumerable benefits to the rising youth of the land and the interests of education generally. Popular education on sound principles is the handmaid of religion and the best safeguard of public order; the recognized Teachers of the one, and the authorized guardians of the other, are the natural assistants in a work involving the best interests of both. Of course the Government would not permit, nor public opinion tolerate,-nor can I imagine any individual taste so perverted as to attempt it,— that the Common School should be made the occasion or place of sectarian proselytism; but I can hardly conceive of a more powerful auxiliary to the cause of elementary Education than the frequent visits to the Schools of the various Clergy and Magistrates of the land,and the corresponding exercise of their influence in

Clergy and Magistrates, together with District Councillors, are now School Visitors by Law.

Y

PART II. other respects in favour of public instruction. Such visits would prompt and encourage the Teachers— would gratify and animate the pupils-would tend to impress and excite additional interest among parents-would afford the opportunity of making useful observations and suggestions-would give birth to useful lessons and exertions from the pulpit and bench-would be an additional guarantee that the Schools of the country should be in harmony with its common religious spirit-would doubtless suggest and be promotive of many valuable hints and exertions in a work common to every form of religion and every variety of interest.

School Conventions or

Another important agency in the advancement of elementary Education-the existence as well as useMeetings. fulness of which depends upon voluntary exertions,are the Meetings or Conferences of Teachers and other local administrators of the School Law-especially Superintendents and Visitors. Such Conferences are held in France by a special order of the Royal Council, which points out the members, the subjects, the modes of proceeding, as well as the objects of them. They have already been productive of the happiest results in that country, although the regular establishment of them did not take place Great ben- until February 10th, 1837. In Germany they constitute a prominent feature and means of both educational developement and improvement. The first scholars and educators in Germany attend them; any thing new in the history of Education is warranted, discoveries, or improvements, or suggestions, as to methods of teaching are stated and discussed; addresses by persons previously appointed are delivered; and all matters relating to the instruction and education of the people are proposed and consider

efits of them in Europe.

mended in

ed. Some of the finest educational discourses which PART II. have ever been published, were first delivered at these Conferences. Such Conferences are now common in the States of Massachusetts and New-York, and are attended with the happiest effects. In Prussia as well as in France, the Government attaches the greatest importance to these Conferences, and sedulously encourages them; and the holding of such meetings in the several RecomDistricts of this Province, under proper regulations, this Prowould, I am confident, contribute largely to the im- vince. provement of Teachers, and to excite in the public mind an increased interest in the education of the young. To Teachers such associations would be invaluable, and through them to the public at large. On this point the following remarks of the Prize Essay of the London Central Education Society, are worthy of grave consideration-especially in a country where the Teachers have not received a Normal School training. Mr. Lalor says: "The principle of association is peculiarly applicable to the science of Education. Conferences of Teachers might be easily prevented from degenerating into Debating Clubs or Convivial Meetings. Induced to come together at proper intervals, and under judicious arrangements, the association would furnish the strongest incentives to their zeal and industry. The sympathics of a common pursuit, the interchange of ideas, the communication of new discoveries, could not fail to make the meeting delightful. At present, practical knowledge of the most important kinds, acquired by long lives spent in teaching, goes out of the world with its possessors; there being no easy mode of communicating it to others; or, (what is, perhaps, more important,) no means of giving it that degree of developement which would show its value. Conferences of Teach