PART 1. them the full command of every faculty, both of mind and of body; which will call into play their powers of observation, and reflection; which will make thinking and reasonable beings of the mere creatures of impulse, prejudice and passion; that which in a moral sense will give them objects of pursuits and habits of conduct favourable to their own happiness, and to that of the community of which they will form a part; which, by multiplying the means of rational and intellectual enjoyment, will diminish the temptations of vice and sensuality; which, in the social relations of life, and as connected with objects of Legislation, will teach them the identity of the individual with the general interest; that which, in the physical sciences, especially those of chemistry and mechanics, will make them masters of the secrets of nature, and give them powers which even now tend to elevate the moderns to a higher rank than that of the demi-gods of antiquity. All this, and more, should be embraced in that scheme of education which would be worthy of statesmen to give, or of a great nation to receive; and the time is near at hand when the attainment of an object thus compréhensive in its character, and leading to results, the practical benefits of which it is impossible for even the imagination to exaggerate, will not be considered a Utopian scheme."

REPORT.

PART II.

PART II.

of a system

tion.

Having explained the nature of the Education Machinery which I think should be given in an efficient system of public of Common School Instruction, the extent to which Instrucit ought to be diffused, and the principles upon which it should be founded; I now proceed to consider the machinery necessary to establish and perpetuate such a system. This will be most conveniently presented under the several heads of Schools, Teachers, Text-books, Controul and Inspection, and Individual efforts.

1st. Schools: Ofthese there should be a gradation; Schools. and to supply them with proper Teachers, Normal School training is requisite.

or system of schools

As to the gradation of Schools, the outline is par- Gradation tially drawn in the Statutes which provide for the establishment of Elementary, Model, Grammar illustrated by a brief Schools, and Colleges. A.Normal School is required, account of as well as the adaptation of the Schools already established for specific and appropriate purposes.

To illustrate what I would respectfully submit on this point, I will briefly advert to the gradation of Schools existing in France and Prussia.

I shall not burden this Report with any account of them, but merely allude to them so far as may be useful to my present purpose. In both these great

France and

those of

Prussia.

PART II. Countries, Public Instruction is substantially divided into three departments,-Primary, Secondary, Supe

Divided

into three riour.

depart

ments.

tion.

Primary Instruction includes the Elementary Classifica and Normal Schools. Secondary Instruction in Prussia includes the Real and Trade Schools, and the Gymnasia; in France it includes the Communal, and Royal Colleges, Industrial and Polytechnic Schools and Normal Semenaries, to prepare Teachers for the Colleges. Superior Instruction includes the Universities in Prussia, and the Academies in France, together with a Normal School for the training of Professors, and to which none but those who have taken a degree in Letters or Science are admitted.

Division of labour.

What

the Prima

of France.

The Courses of Instruction in each of these classes of Institutions is prescribed by law, as also the quali– fications for the admission of pupils or students.There is therefore a systematic and complete division of labour. Each School has its own province; there are no two classes of Schools supported by the Government teaching one and the same thing, or the same class of pupils. This is economy both in regard to labour and pecuniary expenditure.,

In France, Primary Schools are of two classes,taught in Primary Elementary, and Primary Superior. The ry Schools former comprehends moral and religious instruction, reading, writing, elements of the mother tongue, arithmetic, and the legal system of weights and measures. The latter comprehends, in addition to a continuation of the subjects taught in the former, the elements of geometry and its common applications, particularly to linear drawing and land measurement, elements of the physical sciences and natural history applicable to the uses of life, singing, the elements of geography and history, and especially of the Geography and history of France.

This two-fold division of primary instruction in PART II. Prussia is included under the heads of Primary and In Prussia. Middle Burgher Schools,-the term burgher signifying a citizen who pays taxes. The same subjects are taught in the Primary Schools of Prussia which are taught in those of France, but more extensively and thoroughly.

In the elementary Schools of both countries small Cabinets and Appacabinets of mineralogy and natural history are com- ratus. mon; and black-boards, maps, globes, models and engravings are universally used, though not in all cases, of course, to the same extent.

instruction

ough in

In Prussia, however, the system is so complete, Primary practically as well as theoretically, and all the Teach- more equal ers being trained up to the same standard and after and thorthe same methods, the country village Primary Prussia Schools are little if at all inferiour to those of the cities. France. In France the system is comparatively new, having received its principal developement since 1830.

than in

or gram

mar School

tion.

between

In the Secondary Department of Public Instruction Secondary in Prussia we have the Higher Burgher Schools, the Real and Trade Schools, and the Gymnasia. The InstrucHigher Burgher Schools teach the elements of the Difference ancient and modern languages, mathematics, pre- the Contiparatory to the introduction of the pupils in the Gym- nental and English or nasia, where they are prepared for the University, American which is not merely literary as in England and Ame- Universirica, but professional,-where every student enters one of the Faculties and studies his profession.

ties.

Who

taught in

Schools.

In the higher Burgher Schools, the shop-keepers, &c., in large cities usually finish their education, the Secon adding an acquaintance with French, sometimes dary English, and some knowledge of the mathematics, to that of the common branches of education. Here also pupils prepare for the Trade Schools. The higher

Three

pupils.

PART II. Burgher Schools are therefore, the connecting link between the Primary and Secondary Schools in Prussia. It will be seen also, that the Higher Burclasses of gher Schools include three classes of pupils-those who go from thence into the shop, counting house,— &c., those who proceed to the gymnasia with a view of entering the University,-and those who go from thence into the Real or Trade Schools, with the view of becoming architects, engineers, manufacturers, or of preparing themselves for the different branches of Commerce.

Real and
Trade
Schools.

Beginning

duced into the En

Real Schools received their peculiar designation, from professing to teach realities instead of words— the practical sciences instead of dead languages. The Trade Schools are the highest class of Real Schools established in the principal Cities of Prussia, and analagous to the great Polytechnic Schools of Vienna and Paris, though on a less magnificent scale. The Industrial and Polytechnic Schools of France are the counterpart of the Real and Trade Schools of Prussia.

A detailed account of these invaluable institutions and their influence upon the social and public interests of society, as connected with all kinds of manufactures, buildings, roads, railways, and other internal improvements, would be extremely interesting, but does not fall within the prescribed limits of this Report.

The introduction of Courses for Civil Engineers, to be intro- into the University of Durham, and into the King's and University Colleges of the London University, and also into the Dublin University, is a commencestruction. ment of the same description of Schools by Government in Great Britain and Ireland.

glish sys

tem of in