Educational Lessons To Be Learned Outside Of Ontario.
When we reflect upon the fact of the immense growth, and the comprehensive character of the educational machinery in operation on this continent alone, and the vast sums expended to keep it in motion, we cannot fail to be profoundly impressed with the serious and grave responsibility which is constantly imposed upon our educational leaders, of being forever on the watch-tower of observation, to note the changes, improvements and advances which are continually taking place in the educational world outside. We are too apt to be content with our own progress, and to measure ourselves by ourselves. In this connection the words recently addressed to the Kingston Board of School Trustees by the Very Rev. Principal Grant, are of special value as an apt illustration of my meaning:—
"During my absence I have studied the school systems of many countries, and have learned lessons that ought to assist me in coming to right conclusions. The world is wider than Canada, or than America. The British Empire itself is wider than this continent, and within its boundaries there are so many educational systems and methods that a man who travels with eyes and ears open cannot help learning many things that confirm opinions previously held, and suggest improvements on what he may have thought perfect, or the necessity of revising his former judgments. He gets new points of view, and that of itself is a great matter."
Our American neighbors became fully alive years ago to the evils of the fluctuating and uncertain character of the prevailing system of educational administration in vogue amongst them. They saw that new and officially untrained men, of merely local experience and knowledge, were constantly being elected to take charge of the administrative department of the schools of a state. Such men were often able educators, but by no means experienced educationists, or masters of systems of education. The American people, shrewd and practical as they are, felt the absolute necessity, therefore, of furnishing such men, and the vast army of their educationists and educators, with full and accurate information on systems and plans of education all over the world. With this object in view, they established a central observatory, or Bureau of Education at Washington. I need hardly say how ably the work of this Bureau was systematized and most efficiently performed under the direction of the Hon. John Eaton, Commissioner of Education. His successive reports and periodical circulars of information are mines of educational wealth. Their fullness and comprehensiveness have been a marvel. They have aroused and stimulated educational workers everywhere. They are largely welcomed, and are highly prized in these Provinces and elsewhere, as suggestive, and as invaluable storehouses of information, and of the practical details of education all over the world. They have, therefore, largely supplied the place of personal inquiry and research, and yet have greatly stimulated both.
It was Dr. Ryerson's ideal that sooner or later a similar Bureau would be established by the Central Government at Ottawa, the object of which would be, not only the supplying of abundant and reliable information to each province on the subject of systems and plans of education, but also, by intercommunication, to secure a general harmony of aim and purpose. And that further, without attempting any interference in local administration, the Bureau would be the means of keeping up an active yet friendly intercolonial rivalry; and thus, on Dominion and national lines, to build up the confederacy, and to stimulate and encourage the efforts made in each province for the promotion of substantial educational progress, combined with efficiency and economy.
Three Educational Periods in the History of Ontario.
The educational history of Ontario naturally divides itself in three periods, viz.:—
1. The early settlement, or United Empire Loyalist period.
2. The period preceding the union of Upper and Lower Canada in 1840.