PART II. ers would suffer no man's experience to be lost. Every hint would be taken up and followed out by investigation. The resources of each would be drawn out; and men would learn the command of their powers, and the manner of keeping their position in society. The most accomplished minds would give a tone to the others; roughness and peculiarities of manners would be rubbed off, and each would feel that he was not solitary and unconnected, but a member of an important body. His self-respect would thus be increased, and with it the estimation of others for him. When men of common interests meet together, the topics which concern them most nearly must engage a share of their attention. If there be any grievance it will assume a distinct shape by discussion, and be put in the way of redress; if any improvement of condition be practicable, their joint consideration will be most likely to effect it. All this tending to make them feel their own rights and strength must also ensure greater consideration from society. The sagacity of the Prussian Government, so strikingly displayed in its organization of public education, makes the utmost use of this principle of association. The Conferences of Schoolmasters, without coercive interference, which would deprive them of their chief advantages, are promoted and encouraged by every means in its power." To detail the individual efforts which tend to ing Libraries-must accomplish the objects of public instruction in conbe chiefly nexion with measures expressly required by law, by means would be foreign to the objects I have in view and of volunta- exceed my prescribed limits. There is, however, one ry efforts. more of so general and vitally important a character, that I cannot omit mentioning it. I mean the establishment of Circulatiny Libraries in the various Dis Circulat established portance tricts, and as far as possible in the School Sections. PART IL To the attainment of this object, local and voluntary co-operation is indispensable. Government may perhaps contribute; it may assist by suggesting regulations, and recommending lists of books from which suitable selections can be made; but the rest remains for individual and local efforts to accomplish. And the advantages of the School can be but very partially enjoyed, unless they are continued and extended by means of books. As the School is the pupil's first Their teacher, so books are his second; in the former he great imacquires the elements of knowledge, in the latter he and utility. acquires knowledge itself; in the former he converses with the School-master,-in the latter he holds intercourse with the greatest and wisest men of all ages, and countries and professions, on all subjects, and in every variety of style. The School creates the taste and the want, which books alone can satisfy. In conversing with the wise, the learned, and the good, the mind cannot be unhappy, nor will it become vitiated; its views will be expanded; its standard of manners and men and things will be elevated; its feelings will be refined; its exertions will be prompted; its practical knowledge will be matured, and its intellectual wealth and power will be indefinitely multiplied. But in any community, few persons can be expected to possess the means necessary to procure anything like a general assortment of books; in a new and rural community, perhaps none. One Library for the whole of such community is the best substitute. Each one thus acquires the fruits of the united contributions of all; and the Teacher and the poor man with his family participate in the common advantage. PART II. MAY IT PLEASE YOUY EXCELLENCY, Conclusion. I have thus endeavoured to accomplish the first part of the task assigned me by Your Excellency's distinguished predecessor, in respect to an efficient system of Elementary Education, by attempting to delineate its leading features in the principal subjects which it embraces, and most material parts of the machinery it requires. I am deeply sensible of the defectiveness of this primary attempt on a subject so varied and complex. Several important topics and many details I have left unnoticed, either because they are not adapted to this Province, or because they can be introduced and discussed to greater advantage in an ordinary Annual Report; and most of the topics which I have introduced have been merely explained, without being professedly discussed. My object has been to describe the outlines-leaving the filling up to time and future occasions. The completion of the structure of which I have endeavoured to lay the foundation and furnish the plan, must be the work of years-perhaps of an age. It is, however, a ground of encouragement and confidence, that we are not left to rude conjectures or untried theories in this work. For the prosecution of every part of it, even to the Child's First Book, the most trifling article of furniture, the minutest detail of School order and School teaching, we have the brightest light of learning and experience; and we cannot fail of the completest success, if every Legislator, and Ruler, and Ecclesiastic, and Inspector, and Trustee, and Parent in the land, will cultivate the spirit and imitate the example of the Prussian School Counsellor Dinter, who commenced forty years prodigous labours, self-denials, and charities, with the engage ment: "I promised God that I would look upon every PART II. Prussian peasant child as a being who could complain of me before God, if I did not provide him the best education, as a man and a Christian, which it was possible for me to provide." All which is respectfully submitted, by Your Excellency's Most obedient, and most humble servant, EDUCATION OFFICE, C. W., EGERTON RYERSON. |