TABLE OF CONTENTS

• Foreword.............. p. i
• Introduction.......... p. iii
• Preface............... p. v

• The logical beginning, p. 1;
• The rise of the Whig Oligarchy, p. 1;
• The aristocratic view of society and government, p. 1;
• Domestic policies of the Oligarchy, p. 2;
• Mercantile and colonial policies, p. 3;
• When state and church are allied p. 4;
• The Church of England a privileged body, p. 4;
• Its conception of schools as missionary agencies, p. 5;
• The slow response in education to the changing industrial life, p. 5;
• Education and the English "national" genius, p. 5;
• The aristocratic view of education, p. 5;
• Education as "the handmaid of religion", p. 6;
• The real purpose of philanthropic educational programmes, p. 7;
• A brief description of the English "system"of education, p. 7;
• The call of Locke and Montaigne for better pedagogical methods ignored, p. 10;
• Education not "child" centred, p. 10;
• Rousseau's protest, p. 10;
• Reasons why Emile and the plans of liberal French thinkers were not heeded, p. 10;
• The English reluctance to abandon eighteenth-century philosophies of education, p. 11;
• The loyalists of New Brunswick British, but also American, p. 11.;

• Dual tendencies in American education, p. 12;
• The colonial heritage of class distinctions, p. 12;
• The Massachusetts theocracy, p. 13;
• Old world tradition and practice in colonial education, p. 13;
• The harmony with tradition even in Massachusetts, p. 14;
• Early Colonial schooling, p. 15;
• Influences and circumstances which fostered a new spirit, p. 16;
• Intellectual and educational aspects of this spirit, p. 18;
• The new tradition of public education in Massachusetts, p. 19;
• Tributes to the New England spirit of local responsibility, p. 19;
• New trends in colonial secondary education, p. 19;
• The struggle in America between democracy and privilege, p. 20;
• The American revolution as a social upheaval, p. 20;
• The Tory philosophy, p. 21;
• The choice before the Loyalists, p. 22;
• Able men but reactionaries, p. 23;
• The Loyalist-Tory view of society, government, and education, p. 23;
• Their hatred of anything American, p. 24;
• The significance of their new environment, p. 25;

• The Loyalists are greeted by a "wilderness", p. 26;
• Why things were as they
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  were, p. 27;
• Acadia, scene of alternate neglect and unwelcome attention, p. 27;
• Education during the French occupancy, p. 29;
• The beginnings of English settlement, p. 29;
• The early English settlements north of the Bay of Fundy, p. 30;
• Life in these pre-Loyalist settlements, p. 31;
• Slight provision for education, p. 31;
• The "fourteenth" colony and the American Revolution, p. 32;
• Attitude of the Loyalists to the "old inhabitants", p. 33;
• Nova Scotia—isolated and disunited, p. 33;
• A clear field for Loyalist endeavor, p. 33;
• But the price is high, p.33;
• The pull between geography and sentiment, p. 34;
• A challenge seen and accepted, p. 34;

• Reactionary years in New Brunswick, p. 35;
• And in Britain, p. 35;
• The indifference of English Toryism toward advances in education in France and Prussia, p. 35;
• The beginnings in Prussia of state-supported education, p. 35;
• Prussian enthusiasm for Pestalozzi, p. 36;
• Whitbread and Brougham, voices crying in the wilderness, p. 36;
• Britain's colonial policies of the period, p. 37;
• Factors in the formation of New Brunswick as a separate province, p. 37;
• The New Republic and New Brunswick—a contrast in beginnings, p. 37;
• The narrow political views of the Governor and Council, p. 38;
• A fettered Assembly, p. 39;
• Hardy and Glenie, exponents of liberal principles, p. 40;
• Political clashes retard school legislation, p. 40;
• Evidences of class distinctions, p. 40;
• The significance of tradition and class consciousness for the incipient school system, p. 41;
• Parish schools for the unprivileged, p. 42;
• Grammar schools f or the upper ranks, p. 42;
• A wide field for private endeavor, p. 43;
• Schools of the S.P.G., p. 44;
• Anglican activity and influence in the educational field, p. 45;
• Dissenters and education, p. 46;
• The service rendered elementary education in New Brunswick by the S.P.G., p. 46;
• Teachers and teaching conditions in the schools of the S.P.G., p. 46;
• The Society for the Propagation of the Gospel in New England and its endeavors to educate the Indians, p. 47;
• Obstacles to the educational aims of the society, p. 48;
• Diversion of the Society's bounty, p. 49;
• Sir Howard Douglas criticizes the school at Sussex Vale, p. 49;
• The failure of the Society's scheme, p. 49;
• The early years of the Fredericton Academy, p. 50;
• It becomes the College of New Brunswick, p. 52;
• The Fredericton Collegiate School, p. 52;
• Snobbery in the school, p. 53;
• Transportation, trade, and industry in New Brunswick at the turn of the century, p. 53;
• Exodus from the province, p. 55;
• Conditions not such as to inspire "adventures in intelligence", p. 55;
• The Parish School Act of 1802, p. 56;
• The Act of 1805 for "encouraging and extending literature", p. 58;
• The "moving" school in New Brunswick, p. 59;
• The administration between 1805 and 1816, p. 59;
• Trade with the United States during this period, p. 60;
• A boom in trade with Britain, p. 61;
• Increased attention to education in 1816, p. 62;
• The Grammar School at St. Andrews, p. 62;
• The Grammar School Act of 1816, p. 62;
• The imitative element in New Brunswick school legislation, p. 63;
• The Parish School Act of 1816, p. 63;
• The premature introduction of the assessment principle, p. 64;
• Popular indifference to education, p. 64;
• Increase in the number of illiterates, p. 65;
• The story of Madras
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  schools in New Brunswick, p. 65;
• The school legislation of 1823, p. 70;
• The Grammar School Act of 1829, p. 70;
• The assault on the privileges of the Church of England, p. 71;
• The Act of 1833 with especial reference to female teachers, p. 71;
• Reform in educational policy long overdue, p. 72;
• New forces make a new pattern, p. 72;
• Repercussions from the lumber trade, especially on agriculture, p. 72;
• On society and habits, p. 73;
• On international relations, p. 74;
• Immigration and the problems it created, p. 74;
• The Acadians of the early nineteenth century, p. 75;
• Frontier society and social considerations, p. 75;
• The exploiter abroad in the land, p. 75;
• Obstacles in the way of an energetic educational policy, p. 76;
• Everywhere political change in the air, p. 77;
• "A Manchester Turn-Out" berates Tory rule and Tory institutions, p. 77;
• Time and circumstances alter the Loyalist pattern of society, p. 78.;

• The persistence of certain frontier characteristics, p. 79;
• A variety of misfortunes, p. 79;
• Greater attention to agriculture urged by Governor Harvey, p. 79;
• By Governor Colebrooke, p. 79;
• By Rev. W. T. Wishart, p. 80;
• The New Brunswick Courier suggests the introduction of the science of agriculture into the schools, p. 80;
• J. F. W. Johnston's report on the agricultural capabilities of the province, p. 80;
• The vexing question of the Maine boundary, p. 80;
• The end of the old colonial system, p. 81;
• Varied reactions to the abandonment of the lumber preference, p. 81;
• Responsible Government—stirring question, p. 82;
• Commercial optimism, p. 82;
• The hampering effects of limitations in capital and industry, p. 83;
• Provincial horizons widen, p. 83;
• But in education indifference is general, p. 84;
• Ferment the motif of the period (1833-1854), p. 84;
• The empirical strain in the temper of the province, p. 85;
• Comments on this trait by A. G. Bailey, p. 85;
• By Hannay, p. 85;
• By Chester Martin, p. 85;
• By William Smith, p. 85;
• Political questions overshadow educational problems p. 85;
• An inefficient way of voting money, p. 86;
• S. L. Tilley scores the mode of making appropriations, p. 86;
• Lack of clear policy retards reform, p. 87;
• The New Brunswick temperament suspicious of the unconstitutional and the hasty, p. 87;

• Little administrative machinery in education in 1833, p. 89;
• The Act of 1837 in reference to female teachers, p. 89;
• The creation of County Boards of Education by the Act of 1837, p. 90;
• Difficulty in obtaining suitably loyal school texts, p. 90;
• Various reports on the shocking textbook situation, p. 91;
• Sir William Colebrooke's early efforts to establish a training school, p. 92;
• A variety of reports on education before the Assembly of 1842, p. 95;
• All publicly Supported schools to be inspected, p. 97;
• The report of the Inspectors presented, in 1845, p. 97;
• £ 12000 a year to the Parish Schools, p. 97;
• But the returns not satisfactory, p. 97;
• The appalling state of school buildings, p. 97;
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• Ignorance and incompetence of many teachers. p. 98;
• The textbook situation, p. 99;
• Reasons for the poor state of the Parish Schools, p. 99;
• Suggested remedies, p. 99;
• The report on the Fredericton Infant School, p. 99;
• On the Madras Schools, p. 100;
• On Sackville Academy, p. 100;
• On the Baptist Seminary, p. 100;
• The Baptists fight to obtain a grant for the Seminary, p. 100;
• Provincial subsidies to denominational schools, p. 101;
• An unfavorable report on the Grammar Schools, p. 101;
• The depressed state of education an indication of cultural poverty, p. 102;
• James Robb of King's College, p. 102;
• Intellectual life on the Miramichi in the heyday of the lumber industry, p. 103;
• Why the Mechanics, Institute developed, p. 104;
• The history of this institution in Britain, p. 104;
• In New Brunswick, p. 104;
• Mrs. Beavan describes life in rural New Brunswick a century ago, p. 106;
• A little leaven in the lump, p. 107;
• Reform of the Grammar Schools comes first, p. 107;
• The character of the legislature of 1847, p. 109;
• Provision at last for a Training School, p. 109;
• Teacher training before the time of Pestalozzi, p. 110;
• Advances in Prussia in popular education, teacher training, and central supervision, p. 110;
• Post-Revolutionary developments in education in France, p. 110;
• Two distinctive features of the French and Prussian systems, p. 111;
• Progress in England toward state control and teacher-training hindered by strongly entrenched religious and educational societies, p. 111;
• But the Imperial authorities approve the idea of a training school for New Brunswick, p. 112;
• Progress in New England under Mann and Barnard toward free education and normal schools, p. 113;
• Distinctive features of American education in 1850, p. 114;
• Similarities between early education in Upper Canada and New Brunswick, p. 114;
• Achievements under Egerton Ryerson, p. 115;
• A comparison between the educational developments of Nova Scotia and New Brunswick, p. 115;
• Much in New Brunswick's system of education is eclectic, p. 117;
• Provisions of the Act of 1847 with respect to a Board of Education, a Training School, and the licensing and classification of teachers, p. 117;
• The "National" school texts, Ireland's gift to New Brunswick education, p. 119;

• Negotiations with Marshall d'Avray, p. 121;
• A contrast in expenditure, p. 121;
• d'Avray's amazing father, p. 122;
• His youth, p. 122;
• His connection with education in the Mauritius, p. 122;
• The circumstances which brought him to New Brunswick, p. 122;
• The significance of his views on education, p. 123;
• His first lecture on the subject, p. 123;
• His scheme for "fostering superior talent", p. 125;
• His most comprehensive lecture on education, p. 126;
• His call for a system which would pay practical, social, and civic dividends, p. 127;
• His proposals for the formation of an Agricultural School and Model Farm, p. 127;
• His praise of the Fredericton Collegiate School, p. 128;
• His advice to Parish teachers, p. 128;
• His practical suggestions ignored, p. 128;
• His attitude toward classical education, p. 128;
• The quarrel between d'Avray and John Gregory, p. 129;
• Gregory accuses d'Avray of holding illiberal views in education, p. 130;
• Various aspects of the controversy, p. 131;
• d'Avray, in 1854, advocates a
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  restricted course for the Parish Schools, p. 131;
• The d'Avray-Gregory feud intertwined with the quarrel between Gregory and George Roberts, p. 133;
• The story of the latter quarrel, p. 133;
• A re-examination of d'Avray's views, p.134;
• Many of his ideas ignored, p. 134;
• The significance of certain regulations in the Act of 1852 relating to the curriculum of Parish Schools, p. 134;
• Difficulties surrounding the operation of the first Normal School, p. 135;
• The first Model School—matter of trial and error, p. 137;
• Female teachers untrained at first, p.137;
• The question of subsidiary training schools, p. 138;
• d'Avray urges a number of improvements, p. 138;
• On the destruction of the Normal School he continues as a professor at King's College, p. 139;
• The Normal School at Saint John, and its head, Edmund Hillyer Duval, p. 139;
• Martha Hamm Lewis makes history by enrolling at the Normal School, p. 140;
• The dual function of the Normal School, p. 141;
• A growing issue—to assess or not to assess, p. 143;
• An unwilling legislature, p. 144;
• The debate on the School Bill of 1852, p. 144;
• Provisions of the Bill relating to Inspectors and a Chief Superintendent of Education, p. 148;
• Assessment for schools again made permissive, p. 148;
• Other provisions of the Bill of 1852, p. 149;
• Serious omissions in the Bill, p. 149;
• James Porter, the first Chief Superintendent of Education, p. 150;
• d'Avray succeeds him, p. 150;
• Interesting light from the official reports on the state of education, p. 150;
• The Commission of 1854 on King's College, p. 152;
• Important events and great expectations, p. 153;

• Effective school legislation takes second place, p. 155;
• The prohibitory liquor law of 1855 makes the political pot boil, p. 155;
• The New Brunswick Courier emphasizes the social aspects of the political controversy, p. 156;
• Criticism of the Tory immigration policy, p. 158;
• The administration is blamed for the "deplorable backward condition of New Brunswick", p. 159;
• The provincial economy suffers from changes beyond the provincial control, p. 159;
• A Liberal administration, p. 160;
• But the times are unpropitious for sweeping educational reforms, p. 160;
• School officials urge the adoption of the assessment principle, p. 160;
• d'Avray on the vocational and civic importance of education, p. 161;
• Robb's proposed history of New Brunswick, p. 162;
• Officials continue to call for reforms, p. 162;
• A plague of teachers, petitions, p. 163;
• Special grants to "superior" schools, p. 163;
• A new problem—the question of religious instruction in schools, p. 164;
• Clauses of the Act of 1858 relating to the Chief Superintendent and Inspectors, p. 165;
• The question of local responsibility, p. 165;
• Civic backwardness in New Brunswick, p. 166;
• The Act of 1858 on local school management, p. 167;
• Regulations dealing with the establishment of Superior Schools, p. 168;
• With school libraries, p.168;
• Inadequate provision for assessment, p. 168;
• Provisions for religious and moral teaching, p. 169;
• Other provisions of the Act of 1858, p. 169;

• The Act of 1858 disappoints many people, p. 170;
• The political and economic developments of the sixties retard educational
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  reform, p. 171;
• This period the most "written up" period of New Brunswick history, p. 172;
• d'Avray retired as Chief Superintendent, p. 172;
• The "spoils" system, p. 173;
• The views of Henry Fisher, a short-lived Chief Superintendent, p. 173;
• Fisher succeeded by John Bennet, p. 173;
• William Mills succeeds Duval as training master, p. 174;
• The unsatisfactory state of the Normal School premises in Saint John, p. 174;
• William Crocket's Training School at Chatham, p. 174;
• A single Normal School re-established at Fredericton, p. 175;
• Information from the official reports on the Training School and the status of teachers, p. 175;
• Two classes of untrained teachers, p. 175;
• Moral and professional misdemeanors on the part of teachers, p. 176;
• Governor Gordon takes a gloomy view of the economy and society of pre-confederation New Brunswick, p. 177;
• And of her politicians, p. 178;
• The education of the time harmonizes with its background, p. 179;
• Some improvement in the Grammar Schools, p. 179;
• Competitive Examinations, p. 180;
• Teachers, Institutes, p. 181;
• Supt. Bennet advocates a pension fund for teachers, p. 181;
• Improvements in equipment and texts, p. 182;
• Inspector Morrison on the subject of French texts and French teachers, p. 182;
• The evils of a multiplicity of small school districts, p. 183;
• Supt. Bennet on the importance of educating girls, p. 184;
• Progress retarded by public indifference, p. 184;
• The Chief Superintendent and the Inspectors urge the adoption of a compulsory attendance law, p. 184;
• George Parkin speaks out on the same subject, p. 185;
• The times are ripe for change, p. 186;

• The Government serves notice of impending action, p. 187;
• The Saint John Telegraph is agreeably surprised, p. 188;
• The Hatheway-King coalition, p. 188;
• The question of the personnel of a Board of Education, p. 189;
• Local control in education, p. 190;
• Napier ridicules the Fourth Book of Lessons, p. 190;
• The Freeman declares the school system has been deliberately maligned, p. 191;
• The Telegraph hints at lively scenes in the Assembly, p. 191;
• Petitions for and against separate Schools, p. 191;
• The position of sectarianism in the educational systems of other countries p. 192;
• D'Arcy McGee on the separate school question in 1863, p. 193;
• The New Brunswick press campaigns vigorously for and against non-sectarian schools, p. 194;
• The vote in the Legislature on the School Bill, p. 195;
• Lt.-Governor Wilmot becomes the target of The Freeman's scorn, p. 196;
• Preparing for the operation of the new measure, p. 197;
• The clauses of the Common Schools Act of 1871, p. 197;
• The most revolutionary features of the Act, p. 198;
• Problems which the Act either created or could not solve at once, p. 199;

• The Act of 1871 arouses local controversy and meets with opposition, p. 200;
• It becomes a topic of discussion in the Canadian House of Commons, p. 201;
• The Costigan resolutions of 1872, p. 203;
• Parliamentary debate on these resolutions, p.203;
• The outcome of the debate, p. 205;
• The New Brunswick Government protests against the action of the Dominion House, p. 205;
• Costigan's second attempt to secure federal intervention. p. 206;
• The federal debate of
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  1873, p. 206;
• The House of Commons adopts Costigan's resolution and votes money for litigation, p. 207;
• Correspondence between the Governor General and the British Secretary of State on the subject of the New Brunswick School Law, p. 207;
• An attempt to arrive at a settlement in the City of Saint John, p. 208;
• Negotiations between Bishop Sweeney and the Executive Council of New Brunswick, p. 208;
• Wedderburn's resolution in the Legislature of 1874, p. 209;
• Nowlan's counter-resolution, p. 210;
• Blunt debate, featuring Premier George E. King, p. 210;
• The outcome of the debate, p. 211;
• Costigan's motion for an address to the Queen, p, 211;
• The electors of New Brunswick uphold the School Act. p. 212;
• The Judicial Committee of the Privy Council affirms the constitutionality of the Act, p. 212;
• The riot at Caraquet, p. 212;
• Various versions of the cause and course of the disturbance, p. 213;
• The trial of the rioters, p. 215;
• The case goes to the Supreme Court of New Brunswick, p. 215;
• The accused are set free, p. 215;
• The question of a lock-up at Caraquet, p. 216;
• The Costigan resolutions of 1875, p. 216;
• Long and heated debate on the question, p. 216;
• Cross currents among the Roman Catholics, p. 219;
• Settlement of the question in the Compromise of 1875, p. 220;
• Separate license examinations for Sisters of Charity, p. 221;
• Local opposition to the Act dies down, p. 221;
• Religious feeling flares again in the 1890's, p. 222;
• The circumstances surrounding the Bathurst Schools Case, p. 222;
• The case referred to Judge J. J. Fraser of the Supreme Court, p. 223;
• The whole province aroused, p. 223;
• Judge Fraser's report, p. 224;
• His findings sustained by Judge Barker, p. 225;
• Pitts criticizes Judge Fraser's report, p. 226;
• His pertinacity in the legislature on the subject, p. 226;
• A clarification of certain regulations relating to religious instruction and the use of school buildings, p. 227;
• The controversy directs attention to the school manuals and the regulations of the Board, p. 227;
• The question of nationality becomes involved in the controversy, p. 227;
• The dual nature of New Brunswick' population, p. 228;
• The French begin to press for official recognition of their language, p. 228;
• A degree of harmony in the Assembly, p. 228;
• Acadian Schools previous to 1871, p. 229;
• The B.N.A. Act and the status of the French language, p. 231;
• The Act of 1871 and Acadian Schools, p. 231;
• The authorization of French texts, p. 231;
• The so-called French schools are bilingual, p. 232;
• The training of French teachers, p. 232;
• Conditions under which teachers trained in the French Department of the Normal School might be employed, p. 233;
• The meagre attendance at this department, p. 234;
• Educational backwardness in Acadian districts, p. 234;
• The question of a bilingual inspector, p. 234;
• The bilingual schools of Ontario p. 235;
• Inspector Philip Cox points to the difficulties peculiar to the Acadian Schools, p. 235;
• Unanswered questions of great significance, p. 236;

• The Act of 1871 significant but not completely comprehensive, p. 237;
• Obstacles in the way of further forward movements p. 237;
• The province moves slowly in the field of teachers' pensions, p. 238;
• And in the field of manual training, p. 238;
• Correlation between educational developments and
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  the economic life of the province, p. 239;
• A note of optimism during the Golden Age, p. 239;
• At long last a new Normal School, p. 240;
• The ranking system, p. 240;
• Rand's Educational Circular, p. 241;
• Rand calls for improvements in secondary education, p. 242;
• Depression begins, p. 242;
• The Educational Circular is discontinued, p. 243;
• "Cheap" teachers are popular, p. 243;
• The ranking system abolished, p. 243;
• Pitiful irregularities reflecting the pinched times, p. 244;
• Efforts to secure permanency in the teaching profession, p. 244;
• The emphasis on economy in education, p. 244;
• New Brunswick shares in the national prosperity of the declining century, p. 245;
• The effect on education of the optimistic spirit of the times, p. 246;
• The age of science, p. 246;
• Loring Woart Bailey, a man of science, p. 246;
• The Maritime Summer School of Science, p. 247;
• Prominent teachers of the province recognize the claims of science, p. 248;
• Science as taught in the schools of the province, p. 249;
• Science by no means widely understood or applied, p. 249;
• An age of political and social democracy, p. 250;
• The tardy application of democracy in New Brunswick, p. 250;
• Progress toward manhood suffrage, p. 250;
• Interesting views on the question of votes for women, p. 251;
• Democracy in the field of industrial relations, p. 253;
• The meaning of democracy in education, p. 254;
• The school system of New Brunswick not completely democratic, p. 254;
• The need of a compulsory attendance law, p. 255;
• The cramping influences of economic circumstances, p. 255;
• The evils of the small school unit, p. 256;
• The slow move toward consolidation, p. 256;
• The secondary education of the province in need of a democratic extension, p. 256;
• Various provincial views on secondary education, p. 257;
• Some improvements in secondary education, p. 258;
• The traditional studies are emphasized, p. 258;
• Increased interest in public health, p. 259;
• Health measures in the schools, p. 259;
• The care of the insane, p. 259;
• The reform school for boys, p. 260;
• The education of the blind children and of deaf mutes, p. 260;
• Few Kindergartens in New Brunswick, p. 260;
• Professional knowledge, training, and contacts, p. 260;
• Poor prospects for a two-year Normal course, p. 262;
• An English educationist praises the New Brunswick school system, p. 262;
• A tribute from the New England Journal of Education, p. 263;
• New Brunswick educationists are invited to go to South Africa, p. 263;
• Progress must be continuous, p. 263;
• Present and future difficulties can scarcely be greater than those of the past, p. 263;

• Bibliography.......... p. 264