There are few Canadians who do not now refer with an mixed pride and satisfaction to the vastly improved condition of our Public Schools under the operation of the present law, revised in 1850, and now revised and extended.[56] On no one point have we greater cause for thankfulness and congratulation, than in the fact of the unanimity and cordiality with which our School System is supported by all classes of the community, by men of all shades of political feeling, and, with a single exception (and that in part only), of all religious persuasions in the Province.
Objections to Improve our School System Answered.
It is a singular and gratifying (yet in some respect it has proved an embarrassing) fact that the chief difficulty experienced in promoting the improvement of our School System has arisen from the somewhat over-sensitiveness of the friends of our Schools, lest the proposed changes should disturb the foundations of a system which they had learned to regard with so much favor and affection. This solicitude arose partly from a mistaken view of the condition and necessities of our system, and partly from a misapprehension of the scope and objects of the proposed ameliorations in our School Law. It will be my aim, however, in the following remarks to justify and illustrate the principles and policy involved in the recent important changes which have been made in our School Law.
I would, in the first place, remark that were we, in making improvements in our School System, to confine our observation and experience to our own Province alone, we might be disposed to look with complacency upon that system, and to rest satisfied with the progress which we have already made. The effect of such a state of feeling would be that we would seek to profit little by the educational experience and advancement of other countries. But such a short-sighted and unpatriotic course, though approved by some on the principle of "let well-alone," yet would not commend itself to the maturer judgment of those who are accustomed to look at the "stern logic of facts," and to take a comprehensive and practical view of the underlying causes of the social progress in other countries.
5. The fixing and rendering uniform of a higher standard of qualification for public and high school teachers.
6. Giving the profession of teaching a fixed legal status, and providing more fully and equitably for the retirement and united support, by the profession and the legislature, of worn out or disabled teachers.
7. The establishment by law of a national system of free schools.
8. Declaring the right by law, as well as the necessity, of every child to attend some school, thus recognizing the principle of, and providing for, "compulsory education."
9. Requiring, by law, that adequate school accommodation, in regard to school house, playground and site, be provided by the trustees, for all of the resident children of school age in their localities.
10. Prescribing a more systematic and practical course of study for each of the classes in the public schools.