PREFATORY LETTER TO THE PROVINCIAL SECRETARY. EDUCATION OFfice, West, Cobourg, March 27th, 1846. SIR,-I have the honour to transmit herewith, to be laid before His Excellency, a Report on a system of Public Elementary Instruction for Upper Canada, -the result of my observations in Europe, and the commencement of the task assigned me by the late revered Governor General. mon law of Up per Cana da. Having some time since communicated all the A previous Report on remarks and suggestions I had to offer relative to the Comthe Common School Act, I have made no reference School to it in the following Report; nor have I given any historical or analytical view of the systems of Public Instruction which obtain in any of the countries that I have recently visited. I have only referred to them in as far as appeared to be necessary to illustrate the conclusions at which I have arrived, in respect to a system of Elementary Instruction for Upper Canada. I cannot expect that an implicit and unqualified assent will be given to every remark which I have made, or to every opinion I have expressed; but I trust the general principles of my Report will meet Example of Educa tionists in other Europe. the approbation of His Excellency, and that the sevcral subjects discussed will be deemed worthy of the consideration of the public. In availing myself as far as possible of the experience of other countries, and the testimony of their countries. most enlightened Educationists, I have not lost sight of the peculiarities of our own country, and have only imitated distinguished examples of other nations. Prussia herself, before adopting any important measure or change in her system of Public Instruction, has been wont to send School Commissioners into other countries, to collect all possible information on the subjects of deliberation. France, England, and other European Governments, have done the same. Three enlightened Educationists from the United States America. have lately made similar tours in Europe, with a view of improving their own systems of Public Instruction. One of them spent upwards of two years in Europe, in making educational inquiries,-aided by a Foreign Secretary. I have employed scarcely half that time in the prosecution of my inquiries; and without having imposed one farthing's expense upon the public. Though the spirit of censure has been in some instances indulged on account of my absence from Canada, and my investigating, with practical views, the Educational Institutions of Governments differently constituted from our own, I may appeal to the accompanying Report as to the use which I have made of my observations; and I doubt not but that His Excellency, and the people of Upper Canada generally, will appreciate the propriety of such inquiries, and respond to the spirit of the remarks which that distinguished philosopher and statesman, M. M. Cousin. Cousin, made on a similar occasion, after his return from investigating the systems of Public Instruction in several countries of Germany: "The experience of Germany, (says M. Cousin,) Germany. particularly of Prussia, ought not to be lost upon us. National rivalries or antipathies would here be completely out of place. The true greatness of a people does not consist in borrowing nothing from others, but in borrowing from all whatever is good, and in perfecting whatever it appropriates. I am as great an enemy as any man to artificial imitations; but it is mere pusillanimity to reject a thing for no other reason than that it has been thought good by others. With the promptitude and justness of the French understanding, and the indestructible unity of our national character, we may assimilate all that is good in other countries without fear of ceasing to be ourselves. Besides, civilized Europe now forms but one great family. We constantly imitate England in all that concerns outward life, the mechanical arts, and physical refinements; why, then, should we blush to borrow something from kind, honest, pious, learned Germany, in what regards inward life and the nurture of the soul?" But I have not confined my observations and references to Germany alone; the accompanying Report is my witness, that I have restricted myself to no one country or form of Government; but that I have "borrowed from all whatever" appeared to me to be "good," and have endeavoured to "perfect," by adapting it to our condition, "whatever I have appropriated." I have the honour to be, Sir, Your most obedient humble servant, EGERTON RYERSON. The Honourable D. Daly, Secretary of the Province, &c., &c., &c. CONTENTS. PART FIRST. PRINCIPLES OF THE SYSTEM AND SUBJECTS TO BE TAUGHT. Instructions of His Excellency Lord Metcalfe- Means em- ployed to give them effect-Progress of Educational Systems in other Countries-Authorities adduced in confirmation of the Author's views,........ What meant by Education-Basis and extent of the System -Testimonies of the importance of General Educa- tion as a preventative of Pauperism, and a benefit in all respects to Agricultural and Mechanical Labourers -F. Hill-Poor-Law Commissioners-Evidence- Thomas Wyse, M. P.-Pestalozzi-De Fellenberg- Oberlin-Père Gerard-Dr. Potter-A. G. Escher of Zurich-Domestic Comfort-Massachusetts--Swit- 1st. Our Provincial System of Education should be universal, 2nd. Should be practical-What involved therein,...................................... 3rd. Should be founded on Religion and Morality—What meant-Evils of a Godless System-American testi- monies to the evils of omitting religious and moral instruction in Schools-IIon. S. Young-Lively por- traiture of the popular mind in the United States- Defects in Canadian Schools-Dr. Channing- Dr. Potter-Christianity the basis and cement of a good system-Important testimonies-De Fellenberg- English Protestants-Roman Catholics-Thomas |