The Intellectual Development of the Canadian People by Sir John George Bourinot (bookstand for reading .txt) 📕

to hold examinations in arts, law, and medicine, and to confer degrees. In New Brunswick, King's College was established at Fredericton in 1828 under the control of the Church of England, but in 1858 it was made non-sectarian under the designation of the University of New Brunswick. Even the little Provinces of Prince Edward Island and Manitoba have aspirations in the same way, for the University of Manitoba was established a year or two ago, and the Prince of Wales College followed the visit of His Royal Highness to Charlottetown in 1860.

The establishment of Laval University was an important event in the annals of education of the Province of Quebec. Bishop Bourget of Montreal first suggested the idea of interesting the Quebec Seminary in the project. The result was the visit of the Principal, M. Louis Casault, to Europe, where he obtained a Royal charter, and studied the best university systems. The charter was signed in 1852, and the Pope approved the scheme, and authorized the erection of chairs of theology and the conferring of degrees. The University of McGill is an older institution than Laval. The noble bequest to which it owes its origin was for many years a source of expensive litigation, and it was not till 1821 that it received a charter, and only in 1829 was it able to commence operations. In fact, it cannot be said to have made any substantial progress till 1854, when it was re-organized with a distinguished Nova Scotian scientist as its Principal--Dr. J. W. Dawson--to whom his native province previously owed much for his efforts to improve education at a time when it was in a very low state, owing to the apathy of the Legislature. Bishop's College at Lennoxville was established in 1844, for the education of members of the Church of England, through the exertions of Bishop Mountain, but it was not till 1853 that it was erected into a University. Besides these institutions, the Roman Catholics and other denominations have various colleges and academies at different important points--such as St. Hyacinthe, Montreal, Masson and L'Assomption Colleges. The Government of the Dominion have also established, at Kingston, an institution where young men may receive a training to fit them for the military profession--an institution something on the model of West Point--the practical benefits of which, however, are not as yet appreciable in a country like this, which has no regular army, and cannot afford employment suitable for the peculiar studies necessarily followed in the Academy. The Ontario Government are also trying the experiment, on an expensive scale, of teaching young men agriculture, practically and scientifically--a repetition, under more favourable circumstances, of what was tried centuries ago by the religious communities of Quebec. Nor, in reviewing the means of mental equipment in Canada, must we forget the many establishments which are now provided for the education of young women outside of the Public and High Schools, the most notable being the Roman Catholic Convents of Notre Dame and Sacre Coeur, Ottawa Ladies' College, Wesleyan Ladies' College at Hamilton, Brantford Ladies' College, Bishop Strachan School at Toronto, Helmuth Ladies' College at London, Albert College, and Woodstock Literary Institute, besides many minor institutions of more or less merit. Several of our universities have also shown a liberal progressive spirit in acknowledging the right of women to participate in the higher education, hitherto confined to men in this country--an illustration in itself of the intellectual development that is now going on among us.

When we proceed to review the statistics of educational progress, they present very gratifying results. The following table, carefully prepared to the latest date, from the voluminous official returns annually presented to the different Legislatures of the Provinces of Canada, will be quite sufficient for the purposes of this paper:

Total number of public educational institutions in the Dominion 13,800

Number of pupils in attendance throughout the year 925,000
Amount now annually contributed by the State and People $6,700,000

Number of Colleges and Universities 21
Number of Undergraduates in Arts, Law, Medicine, Theology, about 2,200

Number of Superior and High Schools, including Academies and
Collegiate Institutes 443
Aggregate attendance in same 141,000

Number of Normal Schools 8
Number of students in same 1,400

Amount expended in Ontario alone during 30 years (from 1850
to 1880,) for erection and repairs of School-houses,
fuel and contingencies, about $15,000,000

[Footnote: The educational statistics preceding 1850 are not easily
ascertained, and in any case are small. I have not been able to
obtain similar figures for other provinces; in fact, in some cases,
they are not to be ascertained with any degree of accuracy.]

Total amount expended in same province, for all educational
purposes during same period, upwards of $50,000,000

Total amount (approximate), available for public school
purposes, in _all_ Canada, since Confederation,
_i.e._ in 12 years $64,000,000

These statistics prove conclusively, that Canada occupies a foremost position among communities for its zeal in developing the education of the people, irrespective of class. The progress that has been made within forty years may be also illustrated by the fact that, in 1839, there were in all the public and private schools of British North America only some 92,000 young people, out of a total population of 1,440,000, or about one in fifteen, whilst now the proportion may be given at one in four, if we include the students in all educational institutions. But it must be admitted, that it is to Ontario we must look for illustrations of the most perfect educational system. There, from the very commencement, the admirable municipal system which was one of the best results of the Union of 1840, enabled the people to prove their public spirit by carrying out with great energy the different measures passed by the Legislature for the promotion of Public Schools. 'By their constitution, the municipal and school corporations are reflections of the sentiments and feelings of the people within their respective circles of jurisdiction; their powers are adequate to meet all the economic exigencies of each municipality, whether of schools or roads, of the diffusion of knowledge, or the development of wealth.' [Footnote: Hon. Adam Crooks, Minister of Education, Report on Educational Institutions of Ontario, for Philadelphia Exhibition, p. 45.] As a result of such public spirit, we find in Ontario the finest specimens of school architecture, and the most perfect school apparatus and appliances of every kind, calculated to assist the teacher and pupil, and to bring into play their best mental faculties. But there can be no doubt that the success of the system rests in a very great measure on the effort that has been made to improve the status of the teacher. The schoolmaster is no longer a man who resorts to education because everything else has failed. He is no longer one of that class of 'adventurers, many of them persons of the lowest grade,' who, we are told, infested the rural districts of Upper Canada in olden times, 'wheresoever they found the field unoccupied; pursuing their speculation with pecuniary profit to themselves, but with certainly little advantage to the moral discipline of their youthful pupils.' [Footnote: Preston's 'Three Years in Canada' (1837-9), p. 110, Vol. ii.] The fact that such men could be instructors of youth, half a century ago, is of itself a forcible illustration of the public indifference to the question of popular education. All the legislation in Ontario, and in the other provinces as well, has been framed with the object of elevating the moral and intellectual standing of a class on whose efforts so much of the future happiness and prosperity of this country depends. On the whole, the object has been successfully achieved, and the schoolmasters of Ontario are, as a rule, a superior class of men. Yet it must be admitted that much can still be done to improve their position. Education, we all know, does not necessarily bring with it refinement; that can only come by constant communication with a cultured society, which is not always, in Canada, ready to admit the teacher on equal terms. It may also be urged that the teacher, under the system as now perfected, is far too much of an automaton--a mere machine, wound up to proceed so far and no farther. He is not allowed sufficient of that free volition which would enable him to develop the best qualities of his pupils, and to elevate their general tone. Polite manners among the pupils are just as valuable as orderly habits. Teachers cannot strive too much to check all rudeness among the youth, many of whom have few opportunities to cultivate those social amenities which make life so pleasant, and also do so much to soften the difficulties of one's journey through life. [Footnote: Since the above was written, I find the following remarks by Mr. Adam, editor of the _Canada Educational Monthly_, to the same purport: 'The tone of the Schools might be largely raised and the tender and plastic nature of the young minds under training be directed into sympathy with the noble and the elevating. Relieved of much of the red-tapism which hampers the work of the High-School teacher, the masters of the Public Schools have more opportunity to make individuality tell in the conduct of the school, and of encircling the sphere of their work with a bright zone of cultivation and refinement. But the Public School teacher will accomplish much if, reverently and sympathetically, he endeavours to preserve the freshness and ingenuousness of childhood and, by the influence of his own example, while leading the pupil up the golden ladder of mental acquisition, he encourages the cultivation of those graces of life which are the best adornments of youth.'--Feb. 1879.] Such discipline cannot be too rigidly followed in a country of a Saxon race, whose _brusquerie_ of manner and speech is a natural heritage, just as a spirit of courtesy seems