at school. But if the whole mental his- prove and what we believe to be the aim tory of the patient were clearly unfolded and object of a thorough and practical to our view, we should often find, I appre-system of education. It is to secure the hend, at a much earlier period, some development and healthy growth of the agency far more potent in causing the entire man, of all the powers and faculties, evil, than the misfortune, or the passion, physical and intellectual. In my remarks or the bereavement, or the disappointment I do not desire to be understood as casting which attracts the common attention. any reflection upon our school system. I Among the remoter agencies in the pro- speak more particularly of that in the duction of mental disease, I doubt if any Province with which I am familiar—the except hereditary defects-is more com- Province of Ontario-but on the contrary mon at the present time than excessive will add that we have just reasons as application of the mind when young." Canadians to be proud of our schools; and Other eminent authorities can readily be when the principle of military training added to corroborate the truth of my pro- becomes adopted for the pysical developposition that too much culture is usually ment of our sons, then we may boast of attached to the mental and too little to possessing the most perfect system for the the physical development, and that the entire education of the youth on either youth can accomplish more in the acquisi- continent. Having a full conviction of tion of knowledge even when a portion of the truth as expressed in my first proposithe time is devoted to varied excrcises. tion, that a successful education should be Admitting, therefore-what in my mind mixed and be both physical and mental, I cannot be successfully contradicted, we will now call the attention of the House to look for the natural remedies for the evil, what I consider is the best kind of physical which is national. They are to be found: training for our schools. This exercise 1st, in a reduction to the proper limits of should not be too severe. The tendency the time set apart in schools for book of the child is to over exert himself when instruction; and 2nd, in systematical engaged in the ordinary sports where physical training of the children. Mr. gymnastics are practiced. An eminent CHADWICK, in his admirable paper, placed author writes, "That during the period before the commission, and already referred of growth, great fatigue injures the gento, asserts and the testimony of some of eral health. But even when gymnastic the most intelligent witnesses gave similar exercises are so managed as to avoid this evidence that the ordinary school hours inconvenience, and when they succeed in may be reduced one half without in the imparting to the boy an extraordinary slightest degree diminishing the amount of degree of muscular development, I am book instruction acquired by the pupil in a perfectly convinced that the natural adgiven time, Without accepting this proposi-justment of the functions is thus prevented. tion to its full extent, it may be laid down as an axiom that such instruction ceases to become profitable, and should therefore cease when the child is no longer able to give his entire attention to the subject that is taught. The instant the pupil becomes tired and fatigued, that instant he loses the power of careful attention. Everything done after that is either unprofitable or hurtful-it is establishing a habit of listlessly skimming over the lesson, or unconsciously looking at his book without digesting its meaning, and eventually becomes fatal to his future prosperity. I might extend this line of argument in show that much of the time employed to the school is positively injurious to the mental capacities of the overworked child, as also to the physical powers, but will merely assert what we have endeavored to Dr. Brouse. For, however well fitted the frame of the youth may be for feats of agility, nature has not adapted it for strength, the attainment of which she defies until the period of growth is passed; and consequently her plans are deranged when muscular strength is artificially and prematurely obtained.' Mr. CHADWICK advocates the military' drill for occupying a portion of the time taken from book instruction as the best kind of physical training for the scholars. The paper which he submitted to the Commissioners contains the evidence of a number of intelligent witnesses, principally school teachers and military men, most of whom speak of the results produced in school where military drill had actually been tried. He triumphantly appeals to the committee as establishing the great value of military drill in our schools as regards the present welfare of the pupil and the wider interests of the nation. He contends that the evidence clearly shows where this system has been adopted a salutary and moral improvement. It must be apparent to every hon. member that the drill proposed would have a salutary effect upon our youth, particularly when the constitution is weakened by mental application, or through defective organization, and that the tendency would be to correct those congenital bodily defects which are the source of so much anxiety to parents. WORDSWORTH has truly said "the child is father to the man, for man received the heritage of vigor, or debility of health or illness, which his childhood bequeathed to him, and we cannot be too careful in watching over this period of life." Again, as regards the moral-no doubt systemized drill gives an early initiation to all that is implied in the term discipline: viz., duty, order, obedience to command, self-restraint, punctuality and patience. On the second chief topic, as regards the interests of the nation, Mr. CHADWICK argues that the general introduction of the drill has established the following results, proved on practical evidence of officers and teachers engaged in the drill :—1st, That military drill is more effectively and permanently taught in the juvenile stages than during adult stages; 2nd, That at school it may be taught most economically as not interfering with productive labor, and that from 30 to 40 boys may be taught the military drill per week as cheaply as one man is now taught, that the whole juvenile population may be drilled completely in the juvenile stage as economically as the small part of it is now taught imperfectly on recruiting, or in the adult stage; 3rd, That the drill when made generally prevalent will eventually accomplish, in a wider and better manner the objects of volunteer corps, which as interrupting productive occupation is highly expensive, rendering all such volunteer forces dependent on fitful zeal and eventually comparatively ineffective ; that the juvenile drill if made general will accomplish better the object even of the Militia; that the juvenile drill will abate diffidence in Militia efficiency, and will spread a wider predisposition to a better order of recruiting for the public service, and will produce an immensely stronger and cheaper defensive force than by the means at present in use Dr. Brouse. In or in public view. That it is more lasting when taught in our schools, and is not easily forgotten. The drill when acquired in youth becomes part of the man in years. When thoroughly learned in youth, it is like swimming, riding, or skating—it remains a permanent acquisition. And, lastly, that the means of producing this defensive force, instead of being an expense, will be a positive gain to the productive power and value of the labor of the country. We find prominently proved in that evidence, which has been most exhaustive, a singular unanimity among the teachers of the schools where the experiment has been tried that they all consider the drill as an invaluable help to them in enforcing the school discipline. And they ascribe the usefulness of drill in this particular, to the habits of order, punctuality, of prompt unquestioning obedience, and of respect for their superiors, which the boys necessarily acquire during their lessons in drill. deed several instances are adduced by Mr. CHADWICK'S witnesses, where the Military drill having been from one cause or another discontinued in a school, the spirit of insubordination became such that the unhappy master was compelled to re-establish the drill in order to restore the discipline in the school. I think sufficient has been shown to establish the proposition already made, that advantageous and important results may be expected to flow both to the individual pupil and to the nation by the introduction of an efficient military drill in the general system of our school education. That military drill can be taught to boys at school more effectively and economically than in after life is a proposition which none would be disposed · to seriously dispute. The teachings of the youth follow the man through life. drill learned by the boy at school may be recalled when any future occasion demanded. I will now draw the attention of hon. members to the bearing this question of military drill in our schools would have upon the national defence. As nearly as I can compute the number of boys attending school in the Dominion, we have about 500,000. A writer, who has devoted considerable attention to this subject, considers that one-fifth of this number may by one cause or another be incapacitated from drill; still after making this deduction and even an additional allowance of 20 per cent we would have The their course of training. He adds that 300,000 boys in our schocls learning military if the system were unanimously adopted. At the end of ten years we might reasonably expect three-fourths of a million of young men who had undergone a regular course of drill; and a very large proportion of whom would be capable of bearing arms, and if the necessity arose could with very little additional training constitute an educated and trained military defence. Let us now inquire what is the result of our present system of military instruction for which the taxpayeas have contributed so liberally. I would not speak disparagingly of an organization with which I have been connected for many years, and in which I have striven to bear an humble part, but a sense of patriotism compels me to speak plainly and unmistakeably. The national loss under our present system of military drill is of so serious a character that I must condemn it. Of the number who constituted | our military force and received the annual drill for the past few years, a large percentage are now citizens of the neighboring Republic. Of three companies who received regular instructions, residents of the town in which I reside, a large proportion have moved into the United States. The companies of the towns, particularly, have been composed of the floating population-men who are here to-day, and away to-morrow. Nay, more, I almost hesitate to say it, but it can be shown that along the frontier, when the eight or fourteen days' drill were ordered by the Government, that residents of the United States came across the St. Lawrence, join-word, we should have in every respect better ed our companies, put in their drill, and teachers, better pupils, better schools, and received their pay, and returned to ultimately better men and better citizens." their homes beyond our borders. In the neighbouring States this subject is While such facts exist, and many more engaging the anxious attention of the Govmay be cited, I emphatically condemn the ernments, and military drill is likely to bepresent system of military drill as an uncome a part of the system of education in satisfactory return for the large amount of all the public schools of their towns and Dominion treasures that are annually cities. The Legislatures of Massachusetts. voted by this House. The great point in passed a resolution directing the State all defects and all diseases is to be fully Board of Education to take into consid satisfied that a safe and successful remedy eration the subject of introducing an may be offered. I offer the remedy by organization of scholars above the age of adopting military education in our schools, 12 for military drill and discipline. The It is then for us to inquire: Can we utilize Board appointed a Committee, of which our schools in imparting military instruc- the Governor of the State was chairman, tion? In 1863 the Chief Superintendent of to investigate the subject, and to enquire Education for the Province of Onta- into the result of an experiment which rio, reported eighteen Grammar schools had been tried for two or three years in as partially adopting military education in one of the towns of the State-the town Dr. Brouse. In a 1 once a week-commodious drill sheds and competent drill instructors being provided for the purpose." He also observes that those who are charged with the responsible task of organizing our militia might possibly find it not unprofitable to enquire into the working of a system which has produced. at a very trifling cost a militia probably unequalled in the world, and it will probably be found that the great secret of the success of that system lies in the early military drill of every boy upon the island. I might extend my remarks by a still further reference to the Prussian system of military education-where every male youth must not only become conversant with the literature of his country but must also thoroughly learn the military drill-a system that has no doubt elevated Prussia to the proud position she occupies among the nations of Europe; but I will not trespass longer on the patience of the House. The Government has acted wisely in establishing a military school for educating young men as engineers and officers. The country has endorsed that action. Let them make an effort to arrange with the Local Governments for the introduction of juvenile military drill in the schools, and utilize those who graduate in the military schools as drill instructors in the normal and grammar schools of the country. In this way a large saving may be effected and a great work be accomplished. It is true, some difficulties may present themselves, inasmuch as school matters are under the control of the Provinces, but the Government looking to the great future of this Dominion can surely make some satisfactory arrangement for accomplishing an object of so much importance to the growth and stability of the country. The history of nations of the past is not the history of the nations of to-day, nor will it be the history of the nations for the future. When war was declared in the past, the Generals commanding the armies had time and opportunity to prepare them for the conflict. Not so at the present hour. The telegraph has annihilated space; the railroad has brought distant localities into close proximity, and the improvements in steam and water communication enable of Brookline. The result of the enquiry is thus stated in their report :-"The boys in the older classes can readily be selected from their playmates by the improvement of their forms. Habits of prompt, instant . and unconditional obedience are also more fully and successfully inculcated by this system of instruction than by any other with which we are acquainted. A perfect knowledge of the duties of the soldier can be taught to the boys during the time of their attendance at the public schools, thus obviating the necessity of this acquisition after the time of the pupil has become more valuable. A proper system of military instruction in the schools of our commonwealth would furnish us with the most perfect militia in the world; and we have little doubt that the good sense of the people would soon arrange such a system in all the schools of the State." The Committee also adds the following remarks, which are as applicable to our Dominion as they are to the State of Massachusetts :-"The public schools are maintained at the public expense in order to prepare youth for the duties of citizenship. One of these duties is to aid in the defence of the Government when ever and wherever assailed. Surely then there is no incongruity, no want of reason in introducing into the schools such studies and modes of discipline as shall prepare for the discharge of this equally with the other duties which the citizent owes to the State. But can this be done without de triment to progress in the other branches? Can it be done without loss of time? The Committee is satisfied that it can, and that thereby a large amount of practical knowledge and discipline in military affairs may be obtained, and at the same time a very great saving of time and labor be effected which, under a system of adult training, would be withdrawn from the productive industry of the country." I will briefly allude to the system of military drill as taught in the schools of the Island of Jersey. Col. WILEY, himself an old soldier, and of the military department has long been an able advocate of the introduction of military drill in our schools. He alludes to the admirable system adopted in that island, of which he is a native, in these words:- "Under their mil-armies to be speedily landed upon distant itary organization which has obtained for shores. When the proclamation of war centuries there, every boy between the age goes forth, almost immediately is heard of 14 and 16, is compelled to attend drill the clash of arms. The nation best preDr. Brouse. pared for the conflict must be successful. had given considerable attention, and he This was clearly illustrated in the late Franco-Prussian war. When France sent her army to the scene of war, her entire army marched 1; but when the Prussian forces advanced, a reserve of her entire male population educated in drill were prepared to swell her ranks and do battle. Let us then read aright the history of the hour-let us legislate to inspire into the breasts of our young men the true spirit of patriotism and love of country. Let us introduce into our schools that juvenile military education, that will afford us a prepared educated defence which will successfully protect our homes and nationality should any futur occasion demand. Hon. Mr. VAIL said he did not rise to object to the motion of his hon. friend, nor to express any opinion upon the question of military drill. The hon. gentleman had given the House and the country a great deal of valuable information, but as the education of the youth of our country was under the control of the Local Legislatures, he (Mr. VAIL) feared that there might be some difficulty-perhaps almost insuperable-in carrying out the views so ably presented to the House by that hon. gentleman. He agreed to a great extent on what had fallen from his hon. friend, and he was sorry that more members of the House were not present to hear his able speech, and hoped that the hon. gentleman would during the recess visit various parts of the Dominion and deliver that speech or a similar one before our educational institutions. If he did so he would be entitled to the thanks of the whole country. He (Mr. VAIL) hoped that now his hon. friend had laid his views so ably before the House, he would allow the matter to stand over till next session. We had now at the head of the militia in this country a gentleman of very great ability, one from whom they expected a good deal in the direction of improvements in drill, and he thought he was not asking too much of his hon. friend when he asked him to let the matter stand over till next session. In the meantime he would take advantage of the information given the House by the hon. gentleman, and would also gather such additional information from our educational institutions as might be desired in the consideration of this subject. The question of military drill was one to which he himself Dr. Brouse had hoped that before Confederation, when the Provincial Authorities had the whole matter under their control, many of the views of the hon. gentleman would be carried into effect. There were now difficulties in the way which did not exist then, and if the hon. gentleman would allow the matter to stand over, no doubt. his views would receive careful consideration from the officer at the head of the militia, and by next session the Government would have such information on the whole subject as would place them in a better position to deal with these views. Mr. ROCHESTER said he was greatly pleased with the speech of the hon. gentleman who had introduced this question. to the notice of the House, and he believed that great advantage to the country would flow from the adoption of the system proposed in our common schools. However, he rose, not to discuss the question, but to make a suggestion which had been made to him by several parties connected with the volunteer force. It was to the effect that volunteers who performed the amount of drill required of them should be relieved of the burden of having to perform statute labour. Its: performance involved the loss of a good deal of time, and some expense, because the small amount of pay they received from the Government was not adequate to cover the expense which were generally incurred by the men, and he therefore thought the Government would do well to consider the propriety of relieving those men who assume these burdens of the duty of performing statute labour. Hon. J. H. CAMERON said the House was very much indebted to the hon. member for South Grenville for having brought this matter so ably before the House. He was sure that the Committee that was asked for would be able to gather a good deal of valuable information on this important subject, and make many valuable suggestions which would be of great assistance to the Government in their future consideration of the question, and might pave the way for the adoption of the system proposed by the hon. member for South Grenville. The difficulties arising from the fact that the common school system was under the control of the Local authorities he thought could be met by a careful examination of the whole question: |