DEPOSITORY AND MUSEUM

school house often had its case in which were preserved the means of illustrating the zones and the changes of the seasons, and the mysteries of square and cube root; and a few well-selected prize books were indeed light-bearers in the darkness in the days when books were still not abundant.

Associated with this depository was the educational museum, which still survives in its enlarged and modern form. The art critics of to-day will perhaps smile at the copies of the old masters imported from France, Germany and Italy. But in those days they served their purpose, and sowed the seeds of that æsthetic life which to-day is developing a true Canadian art.

Closely associated with the depository was the scheme for the establishment of public school libraries throughout the country. These were not libraries for use in the school, but libraries for the people and attached to the school. The object was to improve the taste and intelligence of the adult population, as well as of the senior scholars. This had been a favourite idea with Dr. Ryerson for many years. When the first suggestion was made to him by Lord Sydenham of undertaking the superintendence and improvement of the public school system, he connected with it in his own mind and in his private letters this wider object. In his opinion no people could exercise the exalted responsibilities of self-government apart from morality and intelligence, and at a time when the

intelligence of the people was far less widely affected by the public press than now, he looked very largely to the public library planted in the public school to give the whole people that higher knowledge which would make them wise, patriotic, broad-minded citizens. Science, too, was then beginning the wonderful and brilliant career of discovery which has been the most remarkable characteristic of the nineteenth century, and her work had not yet grown so technical as to be beyond the power of ordinary intelligence to follow with both profit and interest. The refinement of the public taste by means of poetry and literature was also before his mind. In all these respects he had been deeply interested and impressed by the ideas of Horace Mann, as expressed in his reports and addresses on the school system of Massachusetts. His earlier conceptions on this subject may be illustrated by the following paragraph from the close of his report of 1846:-"The advantages of the school can be but very partially enjoyed unless they are continued and extended by means of books. As the school is the pupil's first teacher, so books are his second; in the former he acquires the elements of knowledge, in the latter he acquires knowledge itself; in the former he converses with the schoolmaster, in the latter he holds intercourse with the greatest and wisest men in all ages, and countries and professions, on all subjects and in every variety of style. But in any community few persons can be

PUBLIC LIBRARIES

expected to possess the means necessary to procure anything like a general assortment of books-in a new and rural community perhaps none. One library for the whole community is the best substitute. Each one acquires the fruits of the united contributions of all, and the teacher and the poor man with his family participate in the common advantage."

The outcome of these ideas was the provision made in the early school acts for the establishment of township or district circulating libraries. Through the depository a supply of appropriate and judiciously selected books was brought within easy reach. By means of a supplementary legislative grant the effort to secure this boon was substantially aided. By a simple system of sections circulating from school to school, a very considerable library was brought within reach of every school section in the township or county. The care of the books was provided for through the municipal officers, the trustees and the teachers; and many older persons will remember with hearty appreciation the advantages accruing to many municipalities forty years ago from these provisions.

CHAPTER VIII

THE DEVELOPMENT OF THE SCHOOL SYSTEM

THE

HE school system established on a firm foundation by the act of 1850, contemplated two main objects, comprehensiveness or universality and efficiency. While there were many obstacles which interfered with the attainment of the latter object, such as the lack of qualified teachers, the lack of proper school buildings and furniture, and the lack of proper text books, the great obstacle to the accomplishment of the first purpose was the matter of expense. Under the act of 1843 the expense of the school fell largely upon the parents of the children attending school, who paid by subscription or rate bill, seldom less than 7s., 6d. a quarter. The result of the system was that in 1845, when Dr. Ryerson began his work, the number of children in the province of school age was estimated by Mr. Hodgins at 198,434, of whom 110,002, or 55 per cent., attended school. This included all who were in attendance during any part of the year, and as the average time during which the school was kept open was 9 months, when the usual allowance is made for absence it will be seen that the schools, such as they were, were not reaching at any time one half of the children of the country. Dr.