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This item is filmed at the reduction ratio checked below/ Ce document est f ilmi au taux de riduction indiqui ci-dessoin. 10X 14X 1IX 22X 2«X 30X y 12X IfX 20X 2«X 2IX 22X Th« copy fNm«d hmm has tQtiM fl«n«ro«ity of : b««n raproduead thanks L'axamplaira fHmA fut raproduit griea i la flinArositi da: Arehlvw puMiviM da rOniario Toronto Tha imagaa appaaring hara ara tha bast qualfty possibia considaring tha eofidition and lagibility of tha original copy and in liaaping with tha filming eontraet spadf ieationa. Original capias in printad papar eevars ara fUmad baginning with tha front eovar and anding on tha last paga with a printad or illustratad impraa- sion. or tho baeii eovar whan appropriata. All othor original eopiaa ara filmad baginning on tho first paga with a printad or illustratad impraa- sion. and anding on tho last paga with a printad or illuatratad impraasion. 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Mapa. pitttas. charts, ate. may ba filmad at diffarant raduction ratios. Thoso too larga to ba antiraly included in ona axposura ara filmad baginning in tha uppar iaft hand eomar. laft to right and top to bottom, as many frames ss required. The following diagrams illustrate the method: Laa cartas, planches, tableaux, etc.. peuvent ttre filmis A des taux da rMuction diffirants. Lorsque ie document est trop grand pour *tre reproduit en un soul clicha. ii est film* A partir da Tangle su|.>*rieur gsuche. de gauche i droite, et de haut en bas. en prenant la nombro d'imeges ndeessaire. Lea diagrammas suivants itlustrant la mOthode. 1 2 3 1 2 3 4 5 6 MICROCOPY RESOLUTION TEST CHART NATIOrML BUREAU OF STANDARDS STANDARD REFERENCE MATERIAL lOIOl (ANSI and ISO TEST CHART No. 2) ADDRESS Bv HON. R. HARCOURT. Delivered in the Technical School Building, Toronto, December i6th, 1901. I wish to thank the Committee, Mr. Chairman, for inviting me to be present this evening. I have always taken an interest in this school, und I believe tliat its usefulness will become more and more apparent. There is a wide field for its work, and its power for good under wise management cannot be over-estimated. There is urgent need of such a school in every large centre in this Province. Our Public Schools (6,020 in number, including 340 Separate Schools) and High Schools (131) are rendering magnificent service to the State. We have every reason to be justly proud of our universities and of their work ; they have each their own special spheres of influence. Our three Normal Schools and our Normal College, at Hamilton, fill an important gap, and they are alike indispensable. Our Public Libraries (we have about 450 of them in the Province) and our Art Schools have r!so an important place in our educational equipment. During the last year or two attention has been directed to " Manual Training," and " Household Science," and several im- portant centres, I am glad to say, have, in a liberal way, undertaken this valuable educational work. (2) Manual Traininff* and Domestic Science. The Woodstock C oUege, uuder the auspices of the Baptist Church, led the way and did valuable pioneer work in this direction. The city of Brantford has a school building specially erected for it, and in Stratford a handsome building, costing nearly $6,000, devoted solely to this work, is almost completed. The Kingston Board of Education made provision for these studies two years ago. The town of Renfrew has made an excellent start, and will, next year, have Kinderga 'u, Manual Training, and Household Science tuitioa We have Domestic Science classes in all our Normal Schoola In Ottawa, Brockville and Toronto, due to the liberality and broad-mindedness of Sir Wm. Macdonald, Manual Training has been introduced. ''" 3 movement fills a need and will grow. It is well underst'.ind that these studies are not to displace other studies. Neither clashing nor displacement need follow their introduction. The day's yield of other knowledge is not lessened ; it is, on the other hand, positively increased. What will certainly follow is an increased interest in the other studies, a more general desire to attend school, an appre- ciation on the part of the scholars of the dignity of labor, a relief from nervous strain, and freeome 640 boys are receiving training under twenty-four teachers in Drawing and Architecture, Woodworking and Moulding, Working in Iron, etc. In addition to these studies excellent provision is made for teaching Mathematics, History, Litera- ture and Elementary Science. The course is three years, rnd the age .'graduatic ( a oout eighteen. The entrance tet . is something like ours » mr High Scho-ols. The grfiluates ^^^usily find remunerative employment, and not a few of theii' take an advanced course elsewhere. 1^ .-. I have e /«( ^d in an interview with some members of your Bi . :., this type of school is specially suited, under existing conditions, to the wants of all large centres Such a school equal to the needs of Toronto could be liberally equipped, both for working in metals as well as in wood — I am not speaking of coat of building — for less than S30,000. No greater good fortune, in an educational way, could come to this city than the establishment of such a school in its midst. Such a school is to-day, educationally speaking, Toronto's greatest need. There is no want of variety, then, in the educational in titu- tions in the United States, and they are, for the mos part, generously supported. Commencing with her old and time- honored colleges, such as Harvard and Yale, the process of evolution, as manifest and pronounced in the work and pro- cesses of education as elsewhere, has called into healthy exist- ence, without any sen*"^ of rivalry, other great univei'sities, such as Cornell, Columbia, Chicago, Johns Hopkins, some of them doing high post-graduate work, as well as broad-based technical schools such as I have been describing. The Educational Trend. I am attempting to show that modern conditions demand a varied educational equipment ; the trend being more and more (6) in the direction of making provision for technical and commer- cial conrses of study without n^lecting any of the other courses. Everyone now associates the material progress of a nation with the technical skill and knowledge of its artisans and mechanics. No people, it is now believed, no matter how rich it may be in natural resources, can maintain its place among the nations in this age of keen competition, if it neglect or ignore the question of technical education. Germany and the United States have long since recognized the true value of such education and have made generous pro- vision for it. England, comparatively speaking, has failed until very recent years to recognize its great importance. It seems now to be making amends rapidly, and in every possible direction. While England was indifferent, Germany was quietly training her army of skilled workmen. Her mar- vellous industrial progress during the last twenty-five years is, to a great extent, due to the care and zeal she had shown in educating her whole population. Her smallest villages are provided with their Technical, Trade, and Commercial Schools. Vast industrial establii^ments have sprung up in all directions. She has fifty-five Commercial Schools, with 6,000 students. Important commercial houses are glad to take the graduates. In some cities, such as Vienna, travelling scholarships are awarded, and the fortunate holders of them are to be found in all the trade centres with which Austria is connected. Every country needs these trained workers. I have spoken of one or two typical schools in the United States ; let me now speak of one in Germany. The Berlin Royal Technical College has 140 professors, 260 assistants, and 3,500 students. Engi- neering (Marine and Mechanical), Chemistry and Metallurgy are among the subjects taught. Art galleries, museums, labora- tories, all free, form part of the equipment. What we call artistic and humane studies go hand-in-hand with industrial training, whether it be trade training, technical equipment, or all-round culture — nothing is neglected. Her professors t ■l (7) are sent the world over to inquire, inspect and investigate, and her university men, the most learned of them, are absorbed into trades. The manufacturers of Germany have in tiieir regular employment no fewer than 4,500 chemists. In ten large technical schools in Germany (among them those at Berlin and Munich) there were last year 11,447 stu- dents taking a three-years' course in Chemistry, pure and applied. Physics and Mathematics. In her twenty-two univer- sities Germany has 2,500 professors and 22,000 students. As further proof of the thoroughness of the German system, and its all-round adaptability to the needs of every class in the community, I will say a word of the Province of Wurt'im- berg, which has 2,081,000 inhabitants. It supports 1 State University of world-wide fame (Tubingen); 1 Technical School (really a university); 2 Special Technical Schools (1 textile and 1 mechanical) ; 1 Royal Building Trades School (at Stutt- gart); 3 Weaving Schools; 231 Industrial Improvement Schools ; 1 fully equipped Commercial College ; many Improve- ment Schools (18 of these for women, preparing for household management); 1 elaborate Agricultural High School. The winter instruction in agriculture is far more thoroughly organ- ized than any similar system in the United States (not except- ing (Domell). Germany's constant and sustained devotion to the cause of sound and thorough technical education has made her both rich and great ; this it is which more than any other agency has so rapidly built up her trades and manufactures, and stimulated that spirit of scientific investigation and research which has won for her scholars world-wide fame. What other country in the whole wor d to-day stands in greater need of the ser- vices of the chemist and the analyst, the engineer and the metallurgist, than our own Province? What other country possesses richer or more varied natural resources inviting immediate development? Should we not, then, place easily within the reach of our young men the technical training they so greatly need ? (8) Those who have studied the German schools invariably give them the credit for much of her great commercial success. Even in England, where the people are so conservative and so slow to change, men of the very highest prominence are assert- ing that more attention must be given to the teaching of those sciences which are capable of application to manufactures and industries; that technical education is extremely valuable because of its connection with the production of goods, and commercial education likewise, because of its connection with the distribution of gooda Marked Industrial Changes. Great and surprising commercial and industrial changes have come to pass during recent years. For example, Ameri- can rails have been sent to India ; Philadelphia bridge-builders have been at work in Egypt ; railway coaches have been sent from Jersey City to the land of the Pharaohs ; electrical tram- ways made in the foundries of Pitts- )urg now connect Cairo with the Pyramids ; England is buying American locomotives, steel rails, paperware, railway coaches, and even coal ; Pitts- burg is no mean rival of SheflSeld ; Switzerland, without sea- board or coal, competes valiantly with Nottingham and Leices- ter. Two millions of people now earn their living in connec- tion with electrical appliances. In one large manufacturing plant near Mannheim 150 expert chemists are employed, and nearly all of them hold the degree of Doctor of Philosophy, obtained at some German univei ^ity. This one establishment sends to the United States 820,000 of its product every week. The value of the German export trade in scientific instruments in 1898 was $3,566,000. They were made in 790 establish- ments, employing 13,625 employees, and this was the result of subsidizing physical and chemical laboratories, observatories, and experimental institutions of all kinds. Not long ago Eng- land and France monopolized this trade. In the matter of aniline dyes England formerly had things I (9) her own way. Germany, thanks to her chemists and the schools in which they were trained, now enjoys a very lucra- tive trade. The wonderful advance of Germany in the devel- opment of her ship-building industry and the success of her chemists in the production of artificially prepared indigo fur- nish other striking examples. The manufacture oi steel in the United States twenty years ago was in its infancy ; now it exports steel products to Eng- land, and excels in making tools, sewing machines, agricultural implements, etc. Formerly soda was obtained only from vegetable ashes. Now artificial soda is the object of commerce amounting to many millions. The progress of chemistry has brought about the change. England's Commercial Future. HER TECHNICAL SCHOOLS. ' And yet no one has doubts as to the commercial future of England. She must continue to pay her ever-increasing food bill with the product of her mills. She has still the lion's share (more than one-half the world's trade), in the matter of exports of machinery and implements. She has still in her hands some of the great staple industries such as cotton goods and hosiery. The amazing material development of Germany and thi> United States has attracted the attention of England to their system of technical education, which furnishes equipment to their producers. Of the one hundred Scientific and Technical Schools of the United States, nearly all have sprung into ex- istence within a very recent period. Mr. Carnegie is now making provision for a Technical School at Pittsburg, and is setting aside for the purpose $1,000,000. A Commercial High School— the first on the continent— was opened only the other day in New York City, the tuition being free. Ten or twelve years ago no public money was spent in ig- ( 10 ) land for technical edacation. She has now nearly three hun- dred such schoola Indeed, every county in England has now a Technical Board and receives a grant Five or six millions of dollars a year is given for this purpose, and in addition the municipalities give considerable grants. Even Oxford University gives a degree of Bachelor of Scienca A School of Science, Technology and Art has been established at Liverpool with four thousand students. In the other large centres in England the same educational trend is manifest. A similar process of evolution is clearly apparent in France. London University is now devoting itself largely to the scientific and technical side of educational work. Lord Rosebery has been advocating the immediate addition of a commercial faculty at Glasgow University, of which he is the rector. The Du":e of Devonshire recently said: "Foreign nations have anticipated us to a very great extent in realizing the close connection which exists between educational and indus- trial anr' commercial juccess. This is a fact which is being brought home to us almost daily in various directions of the increasing competitions to v^hich we find ourselves in every quarter exposed. The urgency of the question is coming to be recognized by practical men of business." A partner of one of the foremost steel companies in England, in speaking to Mr. Carnegie, said: "It is not your wonderful machinery, nor even your unequalled supplies of minerals, which we have most cause to envy ; it is something worth both of these combined, viz., he class of scientific experts yon have to manage every department of your works. We have no cor- responding class in England." Our Needs, Our Duty. We must look j the schools, of course, to ^ve us the scien- tific experts. We need scientific education for ucilizmg, to the best advantage, all our resources, alike of forest, farm and ( 11 ) mine. Nowhere an on ^ar fertile fdxms can better use be made of the learning of the chemist and olojpst The by- products alone of our forests represent untolf' wealth. Having all this in view, we incorporated last session in the Act Concerning the University of Toronto, the following pro- vuions : 0. S. 1901, Chap. U, Sec. 16, Sub-sec. 1. " For the purpose of encouraging the study of the mineial and other natural resources of the Province, and for supplying the demand for expert knowledge in engineering and manufac- tures, the LJeuteaant-Govemor may from year to year pay out of the consolidated revenue of the Province the sal-.- 'es )f all professors, lecturers and other instructors in the departments of Chemistry, Physics, Mineralogy nnd Geology, and the cost of maintenance of said departments, such payment to be based upon the annual estimates of the trustees ab approved by the Lieutenant-Governor in Council. The first payment under this Act shall apply to the financial year of the University which closes on the 30th June, 1901." These provisions will giftatly strengthen th» j«hing of the University in these very important subjecta The School of Practical Science has rendei«d great service to the Province, and has grown in usefulness year by year. We are about to erect a large building to meet rts growing require- ments. It would be an easy task to furnish further illustrations of the fact that modem commercial conditions call for the estab- lishment of Technical Sc: lis and Colleges. The experience of the most enlightened countrie ) points all one way. Switzerland and Belgium might be cited, if it were necessary. Educational Evolution— Changes Necessary. Education is a phase of life ever changing and never staying long in one place. Its changes are not due to the whims of teachers, or the choice of professors. Inventions, discoveries, ( 12 ) altered surroundings ami conditions exert their influence. Every step forward is a response to some real need. The tele- graph and telephone, the railway, the museum, the library, and the art gallery, cheap books and mag.izines— all these have tendered to change completely our intellectual environments. In no age or country will anything even approaching per- manency, finality or perfection be reached in the matter of education. There is unrest and great conflict of opinion, every- where the world over, concerning school systems, courses of study and educational problems generally. It is apparent to everyone that during rscent years, owing to keen commercial competition, these problems have greatly increased both in number and in intricacy. Moreover, not a few of them present conditions completely novel Germany, Frrnce, England and the United States, not to ppeak of other countries, are now giving marked attention and emphasis to commercial and technical education. What is our duty in the matter ? No one of these countries possesses greater natural advan- tages than our own Province. Pnusia is far inferior to Ontario in this r» gard. The industrial growth of Germany has been prodigious in spite of unfavorable skies and poor soil. We unquestionably possess in inexhaustible abundance all those natural products which underlie a nation's greatness. The potential wealth of our farms, mines, and forests is simply incalculable. We must make the most of our resources, and to this end, as has been the case elsewhere, we must provide technical training for our engineers, chemists, metallurgists, analysts, and all other captains of industry. Over and above our existing equipment for commercial and scientiHc training, we need in all our centres of population Technical Schools furnishing systematized, sustained and con- tinuous teaching. Such schools would do untold good. I believe that there is a sincere desire on the part of your Board to strengthen this school. The University Extension Movement in England and elsewhere, has led to most important results, and has become a powerful educ Monal factor. ( 13 ) Those who have studied it state that its success or failure in this or that town or centre depends largely on the lecturer himself, on his teaching power, his power t.. evoke enthusiasm and to stimr'ate a desire for knowledge. Your success in a like way will depend on your staff of teachers, their fitness and zeal, and especially on the head of the staff, the principal whom you may select. Tht Financial Aspect-Duty of the Government at OtUwa. I would be glad to see in Toronto a non-clafisical High School with accomn,odation for 200 schoUrs and systematized, thorough teaching in scientific a-d commercial courses. Ihere is room for such a school. The last three years has given ample proof that to prepare adequately for war a nation needs not meu only, but unlimited money as we'd. Our schools are in the same position and they need effici mt teachers and strong financia' support. , This Province has not stinted our schools. We believe that the money spent on them i. a good invjstmeut and comes back. .« a great German has said, in the manhood of a natu^- VV :.re spending this year tor this purpose nearly $800,000. a fiiih of our total revenue ; and this does not include our grants to the university. Without seeking to exalt one phase of scholarship at the expense of another, the Government is anxious to fnrther . technical education, ond we mean to do so to the full measure ' of our ability. We must at the same time keep m mmd the ever-increasing demands of our Public Schools and the expand- ing educational needs of the newer parts of our Province^ This will entail in the years to come a considerably increased expenditure. The United States Congress gave last year $9000000 for scientific education. Should not the Federal Government at Ottawa, in a like spirit, undertake this work rather than our Government, or at any rate, should it not share in the work ? The grant of Congress represents twelve cents (14) per head of the population of the United States. A similar grant from the Ottawa QoTemment ear-marked for scientific, technical and commercial teaching would yield . ly $600,000, to be divided amongst the provinces, and Ontario's per capita share would, roughly speaking, be $360,000. Could any money be better spent ? Even a much less amount could be spent to great advantage. The Tech aical Education Fund in England is apportioned to the school districts according to their population. Wit'' such a grant at our disposal, every city in Ontario would be in a position to give excellent technical and commer- cial training, and thousands of our boys would be thoroughly trained for active busi less, as German boys are ; would iiyecome captains of industry, strong and able to wrest wealth from Nature, and take a foremost part in that which is to be our keenest struggle for years to come, viz., the task of utilizing our immense latent resources. Schools thus founded would keep our boys within the country, and they would be able to take many positions now filled by foreigners. In Germany Technical Schools are assigned to the Department of the Minister of Commerce and not to that of the Minister of Education. That fact alone is very suggestive. And in Eng- land, also, agriculture and technical instruction are joined in one Department. It will be xejiembered that Mr. Horace Plunkett, late member for Galway, is its Vice-President. Our able Minister of Finance at Ottawa would be the first to admit the close connection between technical training and the trade and commerce of the country. he Government at Ottawa long since recognized the principle, and I am only asking to have it extended. It aids experimental farms, and maintains a Military College, in each of which the training is scientific and technical. Why not aid a Technical High School as well as a Military College ? Both are deserviug and worthy of every encouragement. If the grant were given, which I suggest, Manitoba could apply its share to the maintenance of an Agricultural College ( 15 ) such as ours at Guelph, and Bntuih Columbia would, perhaps, erect and equip a School of Mines. If the City Councils and Boards of Trade of the Provinces were to take this matter up I cannot believe that any Govern- ment would refuse the request. The provinces have limited, narrowly prescribed sources of revenue, and primary education of itself makes great demands on them. The Dominion Government should undertake the work of technical education, and is abundantly able to do it. A specially attractive feature, Mr. Chairman, of schools such as this is the regular attendance of considerable numbers of adults, men and women, taking special coursea The fact of their so doing is a proof of their industry, desire for self- improvement, and an ambition to do good work. To them 1 would address the eloquent words of Dr. Creighton, Lord Bishop of London : " The point at which knowledge will cease to make a man a better wage-ear- ^r may soon be reached; but the pomt at which it will ce. to make him a better man and a happier man will never be reached. And to find perpetual sources of new interest in one's daily work, to feel a constantly mcreasmg demand on one's intelligence and a growing development of one's powers of observation.-this is of incalculable advantage to the progress of industrial life."