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 (O ntario's School System.) 
 
 History of Education 
 
 IN THE 
 
 PROVINCE. I 
 
 Facts Clearly Stated. 
 
 The Past and the Present. 
 
 
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 (Ontario's School System.) 
 
 History of Education 
 
 IN THE 
 
 PROVINCE. 
 
 Facts Clearly Stated — The Past and tbe Present. 
 
 From 1846 till 1876 the educational interests of Ontario were 
 administered by the late Dr. Egerton Ryerson as Chief Superin- 
 tendent, acting under the advice of a Council of Public Instruction 
 appointed by the Crown. The Chief Superintendent and his 
 Council were invested with authority to make regulations re- 
 specting the training and licensing of teachers, the authorization 
 of text-books, the courses of study in Public and High Schools, 
 and 8.11 other matters of a similar character. These regulations, 
 so long as they were within the statutory ^">owers of the Council of 
 Public Instruuoi'jn, had the force of law. Although universally ad- 
 mitted that Dr. Ryerson's administration of the Education Depart- 
 ment was characterized by great ability, it was generally felt 
 that a Department dealing with the expenditure of large school 
 grants and other public- funds and controlling interests of such a 
 vital character as the education of half a million of children, 
 should be brought more directly under the control of Parliament. 
 In this view Dr. Ryerson himself shared, and as far back as 
 18C8 suggested in a letter to the late Sir Matthew Crooks Cam- 
 eron, then Provincial Secretary, tlmt the oflSce of Chief Superin- 
 tendent should be abolished and the Education Department 
 placed under a responsiblo Minister. That Mr. Cameron looked 
 with favor ^ on Dr. Ryerson's proposal is evident from tbe 
 correspondence which passed between them. On the 30th of 
 
January, 1869, he wrote the Chief Superintendent, requesting 
 him to continvie in the discharge of his duties " until the Gov- 
 ernment matured a measure for placing the Education Depart- 
 ment under the direct supervision of a member of the Executive 
 Council." 
 
 The Liberals in Power. 
 
 On the accession of Edward Blake to office in 1871, Dr. Ryer- 
 non reiterated his desire to retire from office and renewed his 
 recommendation that a Minister should be appointed in his 
 place. It was not, however, until 1876 that the Government, 
 acting upon his suggestion, amended the School Act and ap- 
 pointed the late Adam Crooks, then a membei of the Govern- 
 ment, to the position of Minister of Education, and at the same 
 time brought the whole School System of the Province under 
 the direct control of Parliament. In this position it has contin- 
 ued ever since. 
 
 The change from a Chief Superintendent to a Minister of Ed 
 ucation was strongly opposed by the Conservative party for 
 many years, on the alleged grounds that the Department would 
 be used for political purposes, and, consequently, the educational 
 interests of the country would be injuriously aflfected. This was 
 tl*o view held by Sir William Meredith aa leader of the Opposi- 
 tion, and, apparently, the view maintained by Mr. Whitney, the 
 present leader, a few years ago. .. .- 
 
 ' ■• • • ' Change of Front. ' !,■ .'j< 
 
 Mr. Whitney has, however, apparently changed his mind with 
 regard to the propriety of continuing a Minister of Education, 
 as the followirg resolutions will show : On the 30th of April, 
 1891 (See page 163 of the Journals, 1891), it was moved by Mr. 
 White, of Essex, and seconded by Mr. Clancy," That the Bill re- 
 8y)ecting the Education Department be not now read the third 
 time, but that it be resolved that it is expedient to place the Ed- 
 ucation Department under the control of a non-political head, 
 and that the said Bill be referred back to the Committee of the 
 •'R hole House with instructions to amend the same by providing 
 for the abolition of the office of Minister of Education after 
 the dissolution of the present House." 
 
 Again, on the 25th day of April, 1894 (see page 148 of the 
 Journals, 1894), it was moved by Mr. White (Essex), seconded by 
 Mr, Hudson, " That it is essential to a nou-partizan management 
 
/'.* 
 
 of the educational affairs of this Province that the Department 
 . should not be under the control of a political head, and that the 
 office of Minister of Education should be abolished." 
 
 For these resolutions Mr. Whitney voted, »Jid so did such of 
 his present colleagues as were in the House at that time. But a 
 longer experience of a Minister of Education, czar though he may- 
 be, has taught him that the office is a proper one, and that the 
 same ministerial responsibility should attach to a Minister of the 
 Crown who looks after the education of the people as attaches to 
 any other great spending d'^partment in t] ^ public service. Let 
 us congratulate Mr. Whitney on his conversion to Liberalism, 
 even though so near the end of the century. ,,.,.| (I , ,^,„;,y,. 
 
 Advisory Board. 
 
 But while Mr. Whitney agrees to the retention of the office of 
 a Minister of Education he proposes that he shall not act upon 
 his responsibility as a Minister of the Ciown, but that he shall be 
 
 ' subject to the direction of an Advisorj'^ Board. This proposition 
 suggests one of two things, either Mr. Whitney does not know of 
 any man in the Conservative ranks whose judgment he could 
 trust, and therefore he proposes to put him in leading strings, or 
 
 > he has not considered what is involved in the principle of respon- 
 sible government. The theory of our Constitution is that a Min- 
 ister is responsible to Parliament as representing the people, and 
 to Parliament only. If he has an Advisory Board which he is 
 bound to consult, he must either accept or reject its advice. It 
 the views of the Board and the will of Parliament are in har- 
 mony, no difficulty would arise. If not in harmony, the position 
 
 . of a Minister would not be an enviable one. Mr. Whitney's pro- 
 
 . position, therefore, substitutes for parliamentary control the con- 
 trol oi an Advisory Board, or it means nothing. He practically 
 
 - proposes to ask the Minister of Education to do what the Scrip- 
 
 r ture says no man can do, and what no other Minister is required 
 
 . to do, namely, to serve two masters. 
 
 
 T'^i.l 
 
 Destroys Responsible Ooverrvment 
 
 But one would suppose from Mr. Whitney's references to the 
 Minister of Education that he acts upon his own motion and 
 yrithout advice from anybody — that is such advice as is consis- 
 tent with his responsibility to Parliament. What are the facts ? 
 Since Mr. Ross assumed office, the School Act has been revised 
 at different times-^in 1885, 1891 and 1896. In every case, so 
 
■ K 
 
 - I 
 
 far a« recollected, a draft of the proposed amendments was sent 
 to inspectors, High School principals, and in some cases to active 
 trustees, with the view of getting their opinion before the Bill 
 even was submitted to the Government for consideration. After 
 opinions were received changes were made perhaps in the oinginal 
 draft, and in this form the Bill, when approved by the Govern- 
 ment, was submitted to Parliament foi its first reading. Usually 
 four or five weeks, and sometimes a longer time, elapsed between 
 the first reading of the Bill and its submission to a committee of 
 the whole House. In the meantime, Public School officers of 
 every description had an opportunity of communicating with the 
 Education Department or with members of Parliament. There 
 was puWic discussion through the press, and the responsible Min- 
 ister was in a position to advise the House with regard to every 
 clause in the amended Bill. . , ,. v ^ , 
 
 ■ s 
 
 ■■'•■' • i- . •'•;*■ 
 
 How Regulations are Diacuased. 
 
 A similar course has been adopted with regard to the regula- 
 tions, particularly if any important change was proposed. Every 
 Public School inspector and every principal of a High School 
 must admit that the fullest opportunity has been given him of 
 being heard regarding every revision of the regulations. It is 
 not asserted that with regard to minor changes there has been 
 the same general consultation, but even with regard to these the 
 advice of the most experienced officers of the Department and 
 educationists is usually sought. This preserves the principle of 
 responsible government, and it cannot be perfectly preserved in 
 any other way. 
 
 (ii> '?:;( d .7!.' '; Approval of Parlio/nient.,:r, ■..■\y. 'j,;y<;{.<h-'y. 
 
 But this is not the only advice sought. If Mr. Whitney will 
 refer to Section 8 of the Education Department Act, 1896, he 
 ' will see " that every regulation of the Education Department shall 
 be laid before the Legislative Assembly, forthwil,h if the Assem- 
 bly is in session, or within seven days df the first meeting of the 
 Assembly after such regulation is passed, and if the House dis- 
 approves of such a regulation, or any part of it, by resolution, 
 then the regulation, or such part, becomes inoperative." Every 
 regulation that has been plitssed b^ the Department during Mr. 
 Ross' term of oflfice has been submitted to Parliament, and has, 
 no doubt, come under Mr. Whitney's notice, and so far, not one 
 of these regulations has been disapproved by Parliament, nor has 
 
Mr. Whitney nor any of his colleagues challenged them, as the 
 Statute empowers them to do, on the floor of the House. Apart, 
 then, from the Constitutional principle involved, why should 
 Parliament be superseded by an Advisory Board, which would, 
 probably, cost money, and would, very possibly, lead to controv- 
 ersies which would serve no useful end ? 
 
 ,'-,, ,, Mr. Whitney's Plan an Old, One. , ' ,,^V 
 
 Mr. Whitney's plan for the appointment of an Advisory Board 
 is not a new one. In 1874 a Bill was introduced into the Legis- 
 lative Assembly for the appointment of such a Council, partly ap- 
 pointed by the Government and partly represented by the teacn- 
 infif profession ; of this Council Dr. Ryerson, Chief Superinten- 
 dent, was ex-officio a member. Its powers were very much the 
 same as the powers of the old Council of Public Instruction, the 
 chief feature being its representative character. The House ac- 
 cepted this amendment to the School Act with some reluctance. 
 Speeches in opposition to it were made by prominent Conserva- 
 tives as well as by prominent. Liberals. It was, however, ac- 
 cepted as an experiment, and those who are familiar with the 
 election which took place under the Bill, notably the contest be- 
 tween Dr. Sangster and Goldwin Smith ifor a seat in the Council, 
 would not wish to see the experiment repeated. In 1876, after two 
 years trial, a Bill was introduced into the Legislative Assembly by 
 the late Hon. Mr. Crooks for the abolition of the Council and the ap- 
 pointment of a Minister of Education. It is Trell known that this 
 Bill was introduced at the instance of Dr. Ryerson, than whom no 
 man had a wider experience in the administration of the Education 
 Department, or whose opinion had greater weight on educational 
 matter*. The abolition of the Council received more or less sup- 
 port on both sides of the House, Mr. Patterson, of Essex, now 
 Lieutenant-Governor of Manitoba, declaring that " he was glad 
 to find the Council of Public Instruction was to be legislated out 
 of existence, as it was a change in the right direction from irre- 
 sponsible to responsible government." The division on the sec- 
 ond reading of the Bill was opposed by only twenty-five mem- 
 bers in the Legislature. Now Mr. Whitney proposes to repeat 
 an experiment which was tried under the most favorable condi- 
 tions and resulted in a failure. At every general election since 
 1876 the electors have approved of the management of the Edu- 
 ■ cation Department by a Minister responsible to them through 
 Parliament, with the right to take advice from Parliament (Mr. 
 
-' ''I; 
 
 I . ;■■ 
 
 Whitney included), and it is not likely that they will withdraw 
 that confidence in the general election which we are now ap- 
 proaching. ; ' , . -^ • 
 
 Political Influence in the Education Department 
 
 The Opposition alleges that the Education Department is used 
 for political purposes. That can only mean that the distribution 
 of school moneys, or the examinations conducted by the Depart- 
 ment, or the appointments which it controls, have a political 
 object in view. If so, there should be no difficulty in furnishing 
 
 proofs i,;, . ; '; . , .. r ,' . . , '.. _^ '"''.. 
 
 .; -v. ('•; Ji •:■... Distribution of Moneys. , '. ' 
 
 All moneys voted by Parliament for school purposes are dis- 
 tributed on conditions defined in the School Act. Any departure 
 from these conditions ought to be easily verified. Since the ap- 
 pointment of a Minister of Education, in 1876, the sum of $14,- 
 467,141 has been distributed by the Education Department. Can 
 the Opposition show that one dollar of that sum was granted on 
 the ground of political favoritism ? If not, the charge fails. If 
 the Department was acting from political motives, surely where 
 so much money has been paid and where so many schools and 
 municipalities are aflected, some, evidence of partizanship could 
 be produced, o ; ? J v , -v--^ 
 
 '' . Departmental ExamMidtiona. 
 
 •^-i'-'-r. -V.,.v<- ',■._.;: , • ,^.,. 
 
 Vl> 
 
 Since the appointment of the present Minister of Education 
 (1884 to 1896 inclusive) 325,208 persons have written at the 
 various examinations conducted by the Education Department, 
 to whom certificates have been awarded as follows : 
 
 For Entrance to High Schools 112,458 
 
 For Public School Leaving Examinations 5,384 
 
 For County Model School Examinations 17,179 l 
 
 For Normal School Er^aminatione 5,334 
 
 For Normal College Examinations ] ,051 
 
 For Non-Prof eBsional Examinations 33,770 f 
 
 Total 175,176 ■ • 
 
 If departmental certificates were granted or refused for poli- 
 tical, reasons the Opposition could surely find some evidence of 
 political motive where over three hundred thousand candidates 
 were concerned. If that evidence is not forthcoming, then this 
 charge must faiL /^ : 7 , ; .;;^: - - 
 
-i^ii'fl-.iy Appointments hy the Department. 
 
 Since 1876 the Education Department has appointed, to fill 
 positions vacated by death or resignuuion or to other appoint- 
 ments required by the growth of the Department, 80 persons. 
 Can it be shown that one of these was appointed for his political 
 leanings rather than his fitness ? If not, then this charge fails. 
 
 , DEPARTMENTAL EXAMINATIONS. 
 
 The Opposition complains that the Education Department by 
 its many examinations destroys the individuality of the teacher 
 and interferes with the real education of the pupil. Of this no 
 proof has been given, for it has not been shown that the children 
 of to-day are not as well educated as tboy were under Dr. Ryer- 
 son twenty years ago. Examinations .\re conducted under every 
 School System in the world, and the Opposition has not shown 
 how the present number could be reduced. In fact, examinations 
 are necessary: ;•;'■.,;■:•. . v; f'|;« (/ 
 
 (1) As a stimulus to the pupils. ,• «. .; •' ^wr j> /. 
 
 (2) To test the efficiency of the teacher. * ^ ' ' '^ 
 
 (3) To satisfy parents and guardians with regard to the stand- 
 ing of their children from time to time. 
 
 In 1875, the last year of Dr. Ryerson's administration, the fol- 
 lowing examinations were authorized by the Council of Public 
 Instruction: :.-r^' / - ; V 'f-:i ;,t : .» ;\ /.. 
 
 (1) Quarterly examinations for Public Schools ; now the ex- 
 aminations are half-yearly. 
 
 (2) Half-yearly examinations to High Schools; now the ex- 
 aminations are yearly. '^-'\y-b>^.S' 
 
 (3) Two Intermediate examinations for High Schools; now 
 abolished. 
 
 (4) Four examinations for Temporary Teachers' Certificates 
 all abolished. 
 
 (5) Twelve Normal School examinations for Teachers' Certifi- 
 cates ; now reduced to two. 
 
 (6) Two examinations for County Model Schools ; now re- 
 duced to one. 
 
 (7) One examination for High School Assistant Teachers. 
 '^/''Total examinations under Dr. Ryerson, 27. 
 
 ^^. Total examinations now conduct3dby the Department, 13. 
 
 And if we omit from these the examinations for Kindergarten 
 Teachers, rendered necessary by the establishment of Kinder- 
 
■■1 
 
 Hi 
 
 garUns since Dr. Ryerion's time, the number would be 11 at 
 compared with 27. r *■; i>y ;•.??];. sm 
 
 ' Certain Examinations Unneceaaary. 
 
 (1) A pupil can take the whole Public School course, from the 
 Kindergarten to the end of the Fifth Form, without taking any 
 Departmental Examinations whatsoever, unless the visits of the 
 Inspector be considered an examination. 
 
 (2) A pupil may pass from the Kindergarten through the Pub- 
 lic School and High School by simply taking one examination, 
 viz.: the Entrance to the High School, for which no fees are im- 
 posed by the Department, If fees are charged in any case it is 
 on the authority of the Board of Trustees, tj^ ?,>,. , r^"- 'Hy 
 
 ',;'''' Examinations for Matriculation. ' ' ■ * 
 
 In 1883, when the present Minister of Education took charge 
 of the Department, examinations for Matriculation into the Uni- 
 versity took place in September at a time most inconvenient to 
 pupils and teachers, and each of the four Universities of Ont».ao 
 had a separate examination, for which an ei.trance fee was in- 
 variably charged. Now, any person may pass his matriculation 
 examination at the close of the school term in June, on a com- 
 mon standard accepted by all the Universities. t 
 
 The Examination of Teachers. '"^■' '^^'^ •*' '•'^'': 
 
 In 1875 there were 17 different grades of certificates issued to 
 teachers of Public Schools. In 1897 there are only 4 grades, viz., 
 1st, 2nd, 3rd, and District. In 1875 there were four grades of 
 certificates issued to teachers of High Schools ; now there are 
 three grades. A reduction Li the grades of teachers' certificates 
 from 24 in 1875 to 7 in 1897 is not unworth)- of notice. ;;;; ti 
 
 1<V ' i'.'_, '1.J Centralization of Control. ;,::i . 'fV'" 
 
 In 1875, the Council of Public Instruction granted Ist, 2nd, 
 and 3rd class Provincial certificates. In 1896 the Education De- 
 partment grants only 1st and 2nd class certificates. In 1896 there 
 were issued by the Education Department 571 certificates, and 
 by County Boards 1,549 certificates. Where is the evidence that 
 the Education Department has been centralizing power ? Since 
 1881 the examination papers for teachers' certificates of every 
 grade were prepared by the Education Department, and the an- 
 swer papers read by examiners appointed by the Education 
 Department. Except, therefore, as to mere matters of detail, 
 there has beeu no change in the mode of conducting the exami- 
 
11 
 
 nations for teachers' certificates since 1881. Prior to the ap- 
 pointment of the present Minister of Education, the examina- 
 tion of teachers was conducted by medical students, law students, 
 University undergraduates, clergymen and teachers, some of 
 -.■ whom had retired from the active duties of their profession for 
 many years. The examinations are now conducted by persona 
 actively engaged in the profession, all of whom hold Ist-class 
 certificates or a University Degree, and are fresh from the activ- 
 ities of the schoolroom. ,,..», .v. i^iw:. ..'■ J^ './ ■'••^h,;^„-?; i!K,,7wpiji. , 
 
 - * ^ How Examinations are GondvAsted in Other Provinces. 
 
 In every Province of the Dominion, the Department of Educa- 
 tion directly controls the examination of teachers, and also the 
 examinations from one grade of school to a higher grade of 
 school. In a few of the Provinces the Education Department 
 directs the Matriculation examination in the University. In the 
 State of New York there is a standing Board of Examiners paid 
 annual salaries ranging from $800 to $2,500, by whom the ex- 
 amination of teachers is condAci-c^, and instead of one examina- 
 tion a year, as in Ontario, the State of New York conducts six 
 examinations per year for teachers' certificates. In England, 
 Scotland, Ireland, Germany and France, the Department of Edu- 
 cation gra*:'^ certificates to teachers under conditions very much 
 the same as now prevail in the Province of Ontario. There is 
 no greater centralization now of examinations than existed be- 
 fore the present Minister of Educatiop took ofiice, nor greater 
 than exists in the other Provinces of the Dominion.^ v ,". 
 
 1i.> sikiri 'c: li V Appointment of Examiners. ., , ,ji» fi 
 
 The Opposition alleges that because High School masters are 
 appointed examiners by the Education Department, that they are 
 , therefore made subservient to the political views of the Govorn- 
 ■ ment. It is not true, however, that examiners are appointed 
 V V either by the Minister of Education or by the Government. By 
 an Act of the Session of 1897, an educational council of 12 per- 
 sons i& appointed, to whom the whole work of the examination 
 of teachers is entrusted. Six members of the Council are ap- 
 pointed by^the University, and six by the Minister of Education. 
 These represent every University in the Province, as well as 
 the High and Public Schools, and are men of the highest stand- 
 ing as educationists. By Act of Parliament this Council is auth- 
 orized to appoint examiners for the different departmental ex- 
 aminations. The list from which their choice is made is sub- 
 mitted by the Minister of Education, and consists of such persona 
 
as hold a Degree from some Provincial University, actively en- 
 gaged in teaching. The Minister is required to submit at least 
 twice as many names as may be required for the work of ex- 
 amination, and froD' this list the Council makes its choice, atd 
 its choice is final. When it is stated that the Minister invariably 
 submits the name of every person qualified for appointment, the 
 charge that the patronage of the Department is used for political 
 purposes utterly fails. If an} examiner had been appointed by 
 the Minister, or omitted from the list of eligible appointments 
 because of his political predilections, there would be some cause 
 for complaint. But of this there is no proof. 
 
 ■"'■' ' Examination Fees, 1892-1896. '' ' . '■ . 
 
 Receipts. Cost. 
 
 1892.......... :::r.',........... .$21,126 12 $23,03201 ■ ■ .* 
 
 1893 23,650 93 21,859 88 '<'■ ' 
 
 . 1894 24,168 23 24 473 11. ..j 
 
 If Jt 27,377 56 26,681 16 .-; . 
 
 K'96 34,002 58 32,935 00 
 
 $130,325 42 $128,981 16 1; . r 
 Balance in favor of the Department $1,344.26, or an average of only $268.85 \ 
 per annum. It would be impossible to estimate in advance more accurately 
 the receipts and expenditures. 
 
 Cost of Text Books. , , , 
 
 Mr. Whitney and his colleffgues complain of the number and j 
 cost of text books used 'n too Pitblic Schools. In order that 
 there be no doubt as to the number authorized, the full list of ; 
 text books used in the Public Schools and their retail price is 
 here given : .. . —:- ^ , , 
 
 First Reader, Part^ I $0 10 ;, 
 
 First Reader, Pa, II 15 ; ' 
 
 Second Reader 20 ''T'" 
 
 Third Reader 30 fiM 
 
 Fourth Reader 40 ^ ,.j 
 
 High School Reader 50 „ 
 
 Public School Arithmetic 25 
 
 Public School Algebra and Euclid 25 
 
 Public School Geography 75 
 
 Public School Grammar 25 
 
 Public School Histoi'y of England and Canada 30 
 
 History of the Dominion of Canada, Clement (for Fifth ""^ 
 
 Form) 50 ^ 
 
 Public School Drawing Course six numbers — each 5c 30 -.l^ 
 
 Public School Physiology and Temper.mce 25 
 
 Public School Writing Course, six numbers, (five at 7c., one _ 
 
 *.(], at 10c.) 46 Viv/i 
 
 H' 
 
 Total Oo»t $4 
 
 ■■at 
 
 il 
 
13 • --v-/^o; ''r'T:. 
 
 Any pupil can complete the Public School Course without purr 
 chasing a single text book not mentioned in the above list, and 
 with reasonable care no pupil need purchase more than one book , 
 in each subject. Usually it takes tep years to complete the Pub- 
 lic School Course. As the cost of the complete set of text books 
 is $4.95, the average cost per annum for text books for each pupil 
 would not exceed 50 cents, or, to be accurate, 49^ cents. ;,, ;, 
 
 ■' ■ ' ■ Average Coat for the Whole Province. '" t v ,v.4 
 
 The publishers of school text books furnish the Education De- 
 partment when required with a statement showing the total 
 number of text books sold during the year. Taking the average 
 cost, during the last three years, from statements so submitted 
 to the Department, it is found that the cost of text books to the 
 pupils attending the Public Schools of Ontario averaged 19| oenbi 
 per pupil. ,.j.. 
 
 Coat in Toronto. -^- i 
 
 In the city of Toronto text books are purchased for the pupils 
 by the School Board under what is known as the Free Text Book 
 System. In reply to a request from the Minister of Education, 
 dated Toronto, March 3rd, 1897, Mr. James L. Hughes stages 
 that " The cost of text books per pupil for 1896, on the basis of 
 total enrolment, omitting Kindergarten pupils, was 18 cents. 
 Omitting the supply of new books given out for the first time, 
 the cost of text books was 5 cents per pupil." 
 
 Provincial Model Schoola. *y/. i^f^%;*i. 
 
 The Education Depp.rtment supplies the text books used by 
 pupils in the Provincial Model Schools free of charge. The 
 Toronto Model School is attended b^" about 450 pupils. The 
 average of the last three years shows that the cost of text books 
 per pupil amounted to 40^ cents. ... t , 
 
 , ■. ;. ' ■ The City of Ean^ilton. 
 
 Mr. Ballard, the Inspector of the city of Hamilton, places the 
 average cost of text books in Hamilton at 24 cents per pupil. 
 
 ^i-.f Coat of Text Booka in the United States. 
 
 In the United States the publication of text books is not in 
 any way controlled by the Department of Instruction. Pub- 
 lishers, therefore, fix their own prices to the consumer and the 
 
14 
 
 V 
 
 local school authorities have power to change text booka from 
 time to time as they may deem expedient. In some States the 
 Free Text Book System has been adopted, i.e., the trustees pur- 
 chase the text books for the use of pupils, charging the cost to 
 the ratepayers in the same way as the salaries of teachers and 
 other school expenses are charged. The following statement 
 shows the cost per pupil in a few States and cities that have 
 adopted free text books : 
 
 Massachusetts, average cost per pupil $1 69 
 
 Illinois, " " " 125 
 
 East Saginaw (Mich.), average cost of 9 years 61 
 
 Cambridge (Mass.), average cost per pupil 1 92 
 
 Buffalo, (estimated) " " " 75 
 
 Minnesota, " " " 96 
 
 Vermont, " .. " " 2 11 
 
 Maine, ■'■<'»■ « • .. 46 
 
 Rhode Island, " " " 1 13 
 
 Toronto, " " " 18 
 
 Hamilton, " " " 24 
 
 ProvincialModelSchool" " " 40 
 
 Ontario as a whole, " " " . l9 
 
 The average of 87 cities in the United States, as reported by 
 the State Superintendent, Washington, is 50 cents. 
 
 It needs no argument to show that on the score of economy 
 the text book system of the Province of Ontario is far more 
 economical than the text book system of the United States. No 
 parent need complain of the price of text books when thy actual 
 cost is certainly less than one cent per week on an average. 
 
 i■^;'r.S •' 
 
 >.. .->...., Changes in Text Books. •. - .• : .t ,i;ii} 
 
 The first series of Readers used in the Public Schools of Ontario 
 was authorized by Dr. Ryerson in 184>6. 
 
 The second series of Readers was authorized by Dr. Ryerson in 
 1867. ri:.:^,.-:- ■T'\■'^ 
 
 The present series of Readers was authorized in 1884. 
 
 Thery Iiave been, therefore, but two changes in the Readers 
 since our school systf". was organized, i,e., in 50 years. 
 
 The following statement gives the dates at which the text 
 books now in use in the Public Schools were authorized : 
 
 First Reader, Part I "^ .,,..> , 
 
 First Reader, Part II "• . .)i' ^ ifiv • -v; 
 
 Second Reader > 1884. iii ^^f ><ij-U,iry^4'f>« rtecrf-i *v 
 
 Third Reader :.;,...' u;; 
 
 Fourth Reader J 
 
 >., 
 
 !<.;•, ^Tt| 
 
 r^.>'v-'->-' • ^■.•>-c~ :,u^^..,-, /iJ!.?il^« ,:J:ii 
 
 hii 
 
16 
 
 High School Reader, 1886. ' ») •!?; 
 
 Public School Arithmetic, 1887. > .- i r 
 
 Public School Algebra and Euclid, 1894. v'. •^- , = ^ ? :'i ^]:yt 
 
 Public School Geography, 1887. ....>,.•:.' -. .-.''is 
 
 Public Schov I Grammar, 1887. v^i >'|^;;v 
 
 Public School History of England and Canada, 1892. • -- >:' 
 
 History' of the Dominion of Canada (for Fifth Form), 1897. 
 
 Public School Drawing Course, 1891. , v ,,„, , ^,,j 
 
 Public School Physiology and Temperance, 1893. 
 
 Public School Writing Course, 1891, Angular; 1896, Vertical. 
 
 Authority of Trustees. 
 
 Although the Department exercises the right of changing the 
 t-ext books when deemed necessary, trustees are empowered to 
 continue the use of a former text book so long &h it appears on 
 the authorized list. Sec. 90 of the Public Schools Act provides as 
 follows : " Any authorized text book in actual use in any public 
 or model school may be changed by the teacher of such school 
 for any other authorized text book in the same subject, on the 
 written approval of the trastees and the Inspector, provided al- 
 ways such change is made at the beginning of a school term, and 
 at least six months after such approva* has been given." 
 
 •'J'- ' Books Added. P'>^\ -v^^ ' 
 
 (a) Temperance — Representations were made to the Depart- 
 ment by the friends of Temperance, particularly the W.C.T.U. 
 that the study of Physiology and Temperance would be of ad- 
 vantage to the school children as a means of guarding them 
 against the dangerous use of alcoholic stimulants and narcotics. 
 Accordingly a text book was authorized in 1893. (The text book 
 previously used was merely optional). In the United States, 
 where this subject is taught, the course is divided into three 
 parts, and a text book authorized for each sub-division of the 
 course, the cost of which for the full course amounts to 80 cents. 
 The cost of the Temperance text book used in Ontario is 25 
 cents. 
 
 (b) Euclid and Alqebra — In order to enable pupils in the 
 Fifth Form to complete the course of study in Algelsra and Euc- 
 lid, without being obliged to purchase the text book authorized 
 in these subjects for the High School Course, a new text book 
 was prepared, covering the work prescribed for the Fifth Form, 
 and called " Public School Euclid and Algebra," which sells for 26 
 
X^i 
 
 16 
 
 cents. This relieves the pupils from purchasing the text books 
 in the same subjects in the High School Course, which sell for 
 $1.25, thus saving $1 to each pupil in the Fifth Form. 
 
 (c) Writing (Bourse — Previous to 1891 there was no author- 
 ized copybook in Writing. The copybooks in Ibe market were 
 sold at 10 cents each. In order to control the price, the Depart- 
 ment authorized a series of copybooks, and fixed the price at 7 
 cents per copybook, saving 3 cents to each pupil in the Writing 
 Course, or about $1 ♦,000 to the whole Province. ':, 
 
 (d) Dominion Hi3T0RY — In order to promote the attachment 
 of Canadians to their own country, it was considered advisable 
 by the school authorities of the different Provinces that a text 
 book should be introduced into all the schools of Canada in which 
 the History of Canada would be presented as a Dominion and 
 not as separate Provinces. For the preparation of this History 
 the various Provinces contributed $2,000. After much labor a 
 suitable history was at length prepared and accepted by the 
 Education Departments of every Province. This History is 
 authorized for the Fifth Form of Public Schools and for the 
 High Schools of Ontario, and is sold for 50 cents. To this addi- 
 tion to the Text Books no loyal Canadian can object. ..,*„, 
 
 Nvmber of Text Books Used. 
 
 ■t'l ■.::■ ;'■ :- V¥X>J 
 
 In 1875, the last full year of Dr. Ryerson's administration 
 there were used in the different subjects of the Public School 
 Course 55 text books. 
 
 In 1883, the last year of Mr. Crooks' administration, there 
 were used in the ^'blic Schools of Ontario, 53 text books. 
 
 In 1898, there ^.u now in use in the Public Schools 11 text 
 books. In each case the Readers are counted as one text book. 
 
 The policy of the Department is to authorize but one text 
 book in each subject, so that pupils in changing from one locality 
 to another, or from one school to another, may not be required 
 to purchase new books. ,.. ,,, 
 
 Great Redtuction Made. 
 
 ..(* 
 
 To show the extent to which the publication of text books has 
 been simplified within the last few years, it may be stated that 
 in 1883, before the present Minister of Education took charge, 
 several text books in the same subject were used in the Public 
 Schools. 
 
 -*... *!*■>■ 
 
17 
 
 different text booka. ''*'^ 
 
 (I " it ■ IV. 
 
 »>«•*<•'■ Jt In Grammat' ..,..:..:.. 11 
 
 ^i>i ** •'' In Geography 9 
 
 In Arithmetic 4 
 
 ^y^io'- In History 5 •' " " ,r:i'' '■■,." 
 
 "' • In Reading 3 aeries of text books. 
 
 In each of these subjects there is but one text book now in use. 
 
 I. .''*"' '''\ High School Text Books. . ... 
 
 In 1875 there were used in the High Schools of Ontario, 80 
 
 ,, different text books; in 1883, 131; in 1898, 25. Of the 25 in 
 
 ■"\, use now two are common to both the Public and High School 
 
 , course, and with the exception of Algebra and Composition, there 
 
 is but one text book in each subject. . >r: • ' '•' < '^•;. 
 
 f^ 
 
 '■.n^. 
 
 Canada for the Canadians. 
 
 •A ,>.i,i|.; 
 
 "• The policy of the Education Department is to encourage the 
 '' production of text books in Canada, and to accomplish this as 
 ' far as possible, the Canadian author has been given the prefer- 
 ence over a foreign author. ' , 
 ' In 1883, out of the 184 boo^s used in the Public and High 
 Schools, 49 were written by Canadians and 135 were written 
 either by American or British authors. *' * '''^' 
 
 In 1898 every book used in the Public and High Schools, with 
 two exceptions, is the work of a Canadian author. The two ex- 
 ceptions are the Euclid and the Greek Beginner's Book, both used 
 'in High Schools. ( m," ;':' " -.^ -r^ ■ -,< o-- ;••■ r • * i^iic^^;: 
 
 , Encourage E erne Manufactures, -n ., ;;'4-viauC) 
 - In 1883, 87 of the text books used in the Public and High 
 
 Schools were imported from abroad. 
 ; In 1898, every text book used in the Public and High Schools 
 
 is manufactured in Canada, thus giving employment to our own 
 
 printers, binders, paper manufacturers, eto.r>\^ 
 
 ] Reduction in Price. 
 
 '^- 
 
 -■ !. ;. 
 •J ft 
 
 Drawing Booka. 
 Writing Books . 
 
 2nd Reader 
 
 Srd ," 
 
 K' 
 
 J:^.. 
 
 pm^f'i uii^ '■ 
 
 Total sared in above. 
 
 
 
 Ho. of PupiU 
 
 Prio« In 1883. 
 
 Prioe in 1898,. 
 
 in Subject, 
 1896. 
 
 $ .15 
 
 $ .5 
 
 447,455 
 
 .10 
 
 .7 
 
 464.286 
 
 .25 
 
 .20 
 
 91,808 
 
 .36 
 
 .30 
 
 99,108 
 
 .45 
 
 .40 
 
 89,522 
 
 .60 
 
 .50 
 
 19,014 
 
 
 
 
 Money saved. 
 
 $44,745 50 
 13.92K 58 
 4,590 40 
 4,955 40 
 4,476 10 
 1,901 40 
 
 ^4,597 38 
 
18 
 
 iidni 
 
 List of Text Bookt in New York State. 
 
 A comparison between the cost of text books used in the 
 majority of the Elementary Schools of the State of New York 
 and the Province of Ontario may be useful : 
 
 f<> ■A:^^n\y 
 
 ^leaders 
 
 Ai'ithtnetic 
 
 Geography. 
 
 Grammar 
 
 History 
 
 Drawing 
 
 Writing 
 
 Physiology and Temperance. 
 Algebra and Euclid 
 
 Total cost 
 
 New York. 
 
 $2 67 
 
 95 
 
 1 80 
 
 1 00 
 
 1 00 
 
 1 06 
 
 48 
 
 1 10 
 
 Not used 
 
 $9 95 
 
 Ontario. 
 
 •1 «? r'M 
 25 
 
 ^5 ■''■ ■ 
 
 25 . 
 
 80 
 
 30 r. 
 
 45 ^ , 
 
 25 '- '^5 
 
 85 
 
 $4 95 
 
 
 
 feod Books by Prison Ldbor^^'''~^'- 
 
 
 Dr. Meacham, Member for Lennox, suggested that our text 
 books should be made at the Central Prison, and in this way 
 could be furnished to the children of Ontario at a greatly reduced 
 price. The plant and machinery for the publication of text 
 hooka is very expensive, and before this work could be under- 
 taken an outlay of about $50,000 would be necessary. In Cali- 
 fornia, where the State produces all the text books under its own 
 supervision, the initial outlay for plant and material was $170,- 
 000. Apart from the initial cost, however, nobody would think| 
 of entrusting the manufacture of text books, which require skill- 
 ed labor of the highest quality, to the untrained and very often 
 degraded classes which constitute the bulk of the prisonerg at ' 
 the Central Prison, a,, .. , ,.. „,,,,, , 
 
 ijiti;^! i I Oovenmient Grants for Education • 
 
 It is said by the Opposition that the High Schools have re- 
 ceived a more generous treatment relatively from the Govern- 
 ment than the Public Schools since the Liberal Party came into 
 power. This is not correct, as the following statement shows : 
 
 ■ ■ M«t«M>i**t r '»M'»** ^ >■ -■ * <t Kt'***' ■ *t *'-*^^^'' i ?j*^^' ■ 
 
19 
 
 ■■.Hi" ^i"^ t ■;•>» 
 
 Moneys distributed among Public, Poor and Separate 
 
 Schools 
 
 (Increase 74 per cent.) 
 
 Moneys paid to High Schools 
 
 (Increase 43 per cent.) 
 
 Amount per Pupil 
 
 Moneys paid for all School Purposes , 
 
 (Increase 100 per cent.) 
 
 Cost of Civil Government, Education Department. 
 
 1871 
 
 c. 
 
 178,975 00 
 69,986 00 
 
 9 71 
 361,306 00 
 
 20,622 00 
 
 1896 
 
 9 c. 
 312,938 00 
 
 100,000 00 
 
 4 07 
 702,46r 00 
 
 20,046 00 
 
 ,!,,•?■ 
 
 To be able to carry on the work of the Education Department 
 at a lower cost for Civil Governraent in 1896 than in 1871, not- 
 withstanding the growth of the Province, is no small tribute to 
 the Liberal Party. 
 
 Orowth of Education. 
 
 Notwithstanding the criticisms of the Opposition, there is no 
 doubt as to the steady progress of education under the present 
 Minister. Since he took charge of the Department in 1883 the 
 following evidences of growth are worthy of notice : ,>,'U,. .>iifx.»i 
 
 Number of Public Schools , 
 
 Number of Teachers , 
 
 Number of First-Class Certificates 
 
 Number of Second-Class Certificates . . , 
 Number THiined in Normal School. . . , 
 Number of Pupils Passed Entrance Ezms 
 
 Number of High Schools 
 
 Number of New High School Buildings 
 
 since 1882 , 
 
 Number of High School Teachers. . . . , 
 Number of Pupils in High Schools. . . , 
 Number of Pupils who left for Agricul- 
 tural Pursuits. 
 
 Number who left for Mercantile life . . , 
 
 Number of Public Libraries , 
 
 Number of Volumes taken out by Readers 
 Number of Students — School uf Science. 
 Number of University Students 
 
 1882 
 
 5,203 
 6,587 
 
 246 
 2,169 
 1,873 
 4,371 
 
 104 
 
 332 
 12,348 
 
 646 
 881 
 
 94 
 261,920 
 
 18 
 342 
 
 1896 
 
 6,996 
 
 8,988 
 
 297 
 
 3,309 
 
 3,418 
 
 10,840 
 
 iK j;130 
 
 46 
 
 674 
 
 24,667 
 
 1,139 
 
 1,326 
 
 368 
 
 1,107,366 
 
 142 
 
 741 
 
 Increase. 
 
 793 
 2,131 
 
 61 
 1,140 
 1,646 
 6,869 
 
 26 
 
 • • • ■ • 
 
 243 
 
 12,219 
 
 403 
 444 
 274 
 866,446 
 124 
 399 
 

 '";'' THE UNIVERSITY OF TORONTO. 
 
 " *'• '^ (From speecliea- by Eon. 0. W. liosa.) 
 
 '1 !w.-;ii. 
 
 Mr. Whitney advocates the complete separation of the Univer- ' 
 sity from Government contiol, on two grounds, (1) that it be ' 
 protected against the malign influence of designing politicians ; 
 and (2) that it might receive contributions to its endowments 
 from the millionaires of the Province. 
 
 Let me answer these propositions historically. The present 
 constitution of the University was the work of thf. late Robert 
 Baldwin, and was adopted by the old Parliament of Canada in 
 1849, for two purposes, to remove the University from denomi- 
 national control and to protect its endowments which were being 
 wasted by irresponsible trustees. 
 
 Amendments were made to this Act in 1853, under Sir Francis 
 Hincks, and various amendments in subsequent years ; but the 
 principle of pg,rliaraentary control was retained in every change, 
 and, so far as I know, never (iuestioned. Since the Baldwin Act " ,: 
 of 1849, we have had a succession of great parliamentary leaders ' 
 in power and in opposition. We had Hincks and Sir John Mac- ''[ 
 donaki, and George Brown and Sandfield Macdonald, and Edward 
 Blake and Sir Matthew Crooks Cameron, and Sir Oliver Mowat ■(■-,■ 
 and Sir William Meredith, but it remained for Mr, Whitney, '" 
 whose parliamentary experience, to say the least, is not compar- '.^ 
 able with any of the persons named, to propose the complete -_'.' 
 Reparation of the University from the control of the Executive 
 Government. You can judge for yourselves whether his political 
 experience warrants him in setting aside the policy of his prede- 
 cessors, and completely changing the relations of the University 
 to the State by which it was founded. 
 
 1. Let us examine somewhat in detail what the proposed separa- ' 
 tion means. By report of a Committee of the Board of Trustees 
 submitted to the House in 1894, the value of the University en- 
 dowments, including buildings, investments, real estate and 
 equipment, was estimated at $3,856,873.99, or in round numbers, 
 $4,000,000. This endowment is the pi'oduct of lands appropriat- 
 ed to the use of the University by the advice of Governor Sim- 
 coe, in 1797, or one hundred years ago. Mr. Whitney proposes 
 that this valuable estate, which is the gift of the people of On- 
 tario, shall be removed from the control Ot Parliament, which 
 Tepresents the people, and handed over to somebody, he does not 
 
SI 
 
 say to whom, but to somebody beyond the reach of political con- 
 trol. He might as well say that the Parliament Buildings and 
 all our public institutions should be transferred in a similar way, 
 and if the public buildings, why not the Crown Lands ? Are you 
 , prepared for this? Why should Parliament abrogate its func- 
 tions with regard to such an important trust ? Let Mr. Whitney 
 answer I 
 
 2. The surrender of Parliamentary control over the Univer- 
 sity means that its course of studies shall be regulated by some 
 board, he does not say how appointed, removed from political 
 control. Mr. Whitney forgets, however, that its courses of study 
 are now regulated by the Senate, on which the Government is 
 represented by only nine members out of a total of sixty-one, 
 and that, so far as I know, no recommendation of the Senate for 
 
 ' the last twenty years has been disapproved by the Government ; 
 but as the course for matriculation to a certain extent determines 
 the course of study in our High Schools and Collegiate Institutes, 
 '■. would it be prudent to imperil the organization of our magnifi- 
 cent system of higher education by placing its courses of study 
 4 in the hands of an irresponsible body, no matter how wise or 
 •. how learned it may be. If the unity of our system is to be pre- 
 ; served, the articulation of all its parts must be regulated by some 
 ' central authority and under responsible government, that author- 
 ity is the government of the day. It took more than fifty years 
 of labor and legislation to bring the School System of Ontario to 
 the position in which it commands the admiration of all who un- 
 derstand it, and of all who have studied its characteristics. Mr. 
 Whitney inaugurates his leadership by striking a blow — what I 
 would consider a fatal blow — at the higher education of the 
 Province — a blow that would affect every Public and High 
 School in the Province. 
 
 3. When Mr. Whitney proposes to remove the University 
 from the control of Parliament, has he considered the effect upon 
 other educational bodies ? The University has from time to 
 time affiliated a number of collages and schools, all of which are 
 interested in its success, and entitled also to be heard before such 
 a drastic change is made in its organization. I need only men- 
 tion a few. First in point of intimacy of relation stands Vic- 
 toria University. It will be remembered that in 1887, with the 
 approval of the Methodist Conference of Canada, and after pro- 
 longed discussion, it was agreed that Victoria University should 
 be removed from Cobourg and federated with the University of 
 Toronta As a guarantee of good faith, it was provided that the 
 
University of Victoria should be represented on the Senate of 
 Toronto University by its Cliancellor, one person appointed by 
 the authorities of Victoria University, the Principal of Albert 
 College, and five persons elected by the graduates, or eight in all. 
 Supposing a majority of the Senate so far forgot itself as to 
 legislate adversely to the interests of Victoria University, and 
 supposing there was no appeal from the Senate to the Govern- 
 ment of the day, in what position would Victoria University 
 find itself with eight representatives in a Senate of sixty -one 
 members ? Victoria University is splendidly equipped. By its 
 federation with the University of Toronto its students hav« the 
 same privileges as the undergraduates of Toronto with respect to 
 the instruction given in every department of the University 
 Course. Mr. Whitney would imperil all these privileges, and 
 would imperil the relations between Victoria and the University 
 of Toronto, by his proposed scheme of separation from Govern- 
 ment control. I tell him now, and I am fully impressed with 
 the responsibility of the statement, that the federation of Vic- 
 toria University would not be worth an hour's purchase if Mr. 
 Whitney's views prevail after the next election. 
 
 Less intimately, but of equal importance to the parties con- 
 cerned, are the affiliation of Knox College and St. Michael's Col- 
 lege. Ever since the establishment of Knox College, its under- 
 graduates have availed themselves of the instruction given in 
 Toronto University, and since its federation in 1885, the privi- 
 leges which it enjoys are guarded partly by Act of Parliament 
 and partly by the Senate. The same may be said of St. 
 Michael's, the only Catholic College in Canada similarly situated. 
 Does Mr. Whitney propose to say to the constituencies which 
 these two Colleges represent, that they are no longer to look to 
 Parliament for protection, but that their interests are to be 
 handed over to an irresponsible body over which Parliament is 
 to exercise no direct control ? Then we have the interests of the 
 Medical Colleges, of the Druggists, of the Dentists, of the En- 
 gineers, of the Agricultural College and the Veterinary College, 
 or in all of thirteen federated and affiliated institutions to be 
 disposed of as if it were a mere matt<ir of routine. All the in- 
 stitutions of higher education in their relation to Arts, Theology 
 and Medicine, and all other professions, minor and major, that 
 cluster around the University, and have gravitated towards it, 
 representing last year 1,393 students, are to be turned adrift 
 ! without the guiding and regulating hand of that Parliament 
 by which they were brought into existence, and under which 
 ;.-•■-.. -;'.,■ ■■ . :-■.■,; ^ -',,.•. _ . "V" ■■ ■ •■ - ■ ..: ■ .• ,' ■- , ■•'■: 
 
 
.23 
 
 they have achieved signal success. This would be a triumph of 
 irresponsible government, more in harmony with the practices of 
 the Family Compact than any form of legislation with which I 
 have had any experience in 25 years. For such a proposition 
 Mr. Whitney has no precedent in the organization of any State 
 University in the world, nor can he quote in its support the aame 
 of a single leader in his own party or in the Liberal party, from 
 the days of Baldwin, to the day of his Urst speech in the present 
 campaign. Let me enquire of him if there has been a single 
 petition presented to Parliament for such a change ? Has the 
 Senate of the University asked for it ? Has Victoria College or 
 Knox College, or St, Michael's College, or any one of the affili- 
 ated colleges asked for it? Have tho graduates asked for it 7 
 Some of tnem have seat>s in Parliament. Do they ask for this 
 change ? Is this a part of his general policy, that whatever is 
 must be changed ? Are the old landmarks to be removed and 
 the institutions which our fathers founded to be overturned be- 
 cause a new leader has arisen — a leader who has no claims upon 
 our confidence because of his connection with University work 
 of any kind whatever. 
 
 4. "But," says Mr. Whitney, "we want the University to prcaper. 
 It is a great institution, but it needs more money. Nobody will 
 help it so long as it is a State institution. Remove it from State 
 control and rich men will be tumbling over each other, so eager 
 will they be to add to its endowments. Look at McQill, and so 
 on." h'6w, this is a pretty picture, but it is "the stuff thai 
 dreams are made of," and they are not reducible to substantial 
 bank balances. I admit McGill has been generously endowed. 
 All honor to the men to whom it owes its prosperity. But w« 
 have in Canada 16 universities, only two of them — the Univer- 
 sity of Toronto and Manitoba — in any positive sense under State 
 control. How many of them have fared like McQill ? Laval 
 University, which is an outgrowth of the Seminary of Quebec, 
 founded in 1663, has still to depend upon the endowments it 
 received from Louis XIV. and the early bishops of the Roman 
 Catholic church over 200 years ago. The Universities of Nova 
 Scotia and New Brunswick, four in number, and some of them 
 over one hundred years old, will scarcely average $100,000 each 
 in endowments, although they are more independent in their or- 
 ganization than McGill, And when we come to Ontario, we find 
 that Queen's and Victoria, both older than Toronto, and both in- 
 dependent of the State, cannot boast of an endowment of a full 
 half -million apiece. What has dried up the fountains of juivate 
 
beneficence in their case ? They are as well organized as McGill, 
 and I have no doubt are as useful and efficient. Would it not be 
 th(5 honest and proper thing for Mr. Whitney, before flying his 
 university kite, to look over the whole field of university educa- 
 tion and endowment, to see if there was any ground for his ex- 
 pectation that the change which he proposes would bring to the 
 University any additional revenue ? Or, perhaps, Mr. Whitney 
 knows of certain millionaires who are waiting to give their 
 money if his policy is adopted. If so, he should say so, that we 
 might hold our caps for this shower of gold which is about to 
 fall. 
 
 6. But is McGill University, whose golden harvests have aroused 
 such envy, really more independent of Government control than 
 Toronto ? Let us compare its Charter with the Act of Parlia- 
 ment governing Toronto University — and first as to their re- 
 spective powers to manage their own internal affairs. As already 
 stated, the Senate of Toronto University has power to pass 
 statutes prescribing courses of study for Matriculation and for 
 every Degree in Arts, Medicine or any other branch of learning 
 which the Senate thinks proper, subject to the approval of the 
 Lieutenant-Govemor-in-Council ; such statute has no efiect till 
 so approved. In the case of McGill, every Statute, Rule or Or- 
 dinance of the Governors of the University is subject to the dis- 
 approval of the Governor-General of Canada, and is not opera- 
 tive for 60 days after it is passed ; if within such time it is not 
 disapproved by the Governor-General, then it becomes binding, 
 subject, however, to be revised or set aside by Her Majesty's 
 Privy Council. Is this the independence Mr. Whitney says has 
 given McGill such large endowments ? 
 
 The Governor-General has similar power with respect to the 
 appointment of Professors to the University, that is, he may dis- 
 approve of any of them within 60 days, otherwise it takes efiect. 
 In Toronto, the appointments are made by Order-in-Council ; in 
 McGill, by the Governors or Trustees of the University. A par- 
 tisan government may make political appointments to the Uni- 
 versity of Toronto, it is true, and a partizan Governor-General 
 may refuse to approve of appointments to McGill that were not 
 partizan. Where is the substantial difference ? The main dif- 
 ference between the so-called independence of McGill and the 
 subordinate position which Toronto occupies, is that all the 
 Statutes and Ordinances of McGill go into effect when passed by 
 the University authorities, if not disapproved within 60 days by 
 the Governor-General ; in the case of the University of Toronto, 
 
K 
 
 they have no effect until approved ; and, in the second place, the 
 Professors of McGill University are appointed by the Governors 
 or Trustees, subject to disallowance by the Governor-General 
 within 60 days ; in Toronto, they are appointed directly by the 
 Government under an Order-in-Council. 
 
 Now, is it reasonable to suppose this fine distinction as to the 
 so-called independence of McGill has moved the wealthy and 
 public-spirited citizens of Montreal to bestow upon it such large 
 sums of money ? Is there not more wealth in Montreal to start 
 with than there is in Toronto ? Then McGill is the only Protes- 
 tant, undenominational University in Quebec, having to compete 
 with the Roman Catholic University so well endowed two cen- 
 turies ago Had that circumstance no effect in moving moneyed 
 men to help it on ? Absolute independence it does not possess, 
 certainly not to the same extent as Victoria or Queen's — why 
 the difference in the gifts which each has received ? Would it 
 not be proper and fair for Mr. Whitney to weigh all these cir- 
 cumstances before jumping to the conclusion that the State 
 which brought the University of Toronto into existence should 
 disown its own offspring or hand it over to the tender mercies of 
 imaginary millionaires whose charity has so far been a negative 
 quantity 1 
 
 6. Still another view of the question. Does Mr. Whitney 
 know that there is provision for the endowment of Chairs and 
 Scholarships in the University of Toronto, now so that donors 
 may direct the application of any gift without the inter- 
 ference of the State, once the gift or mdowment has been ac- 
 cepted by the Crown on behalf of the Vi ersity? For proof I 
 would refer him to Seotions 82 to 85 of the Federation Act, 1887. 
 As a matter of fact, the University is now in possession of 29 
 Scholarships, ranging in annual value from $105 to $230, from 
 friends of the University, not one of which is controlled by the 
 Government. The aggregate value of these Scholarships is 
 $77,000, and all of them are applied as directed by the donors, 
 and cannot, without the consent of the donors or their representa- 
 tives, be diverted to any other purpose. A similar privilege is 
 allowed by the Act with respect to Chairs in any faculty of the 
 University. In the dispute which arose between the University 
 and the City of Toronto, with respect to the occupation of the 
 Queen's Park, with which I bad to deal as Minister of Education, 
 the claims of the University were settled by accepting from the 
 City, in lieu of the forfeiture of its lease of the Park, the endow- 
 ment of two Chairs, one in English Literature and the other in 
 
Geology and Mineralogy, to be maintained by the city for 999 
 years. In some Universities, not only is the purpose to which 
 such gifts is to he applied prescribed by the donors, but the mode 
 of appointing Professors to the Chair so to be established is also 
 prescribed, and there would be nothing to hinder the application 
 of such a rule to any gift bestowed upon the University of To- 
 ronto. The University has also received $61,000 for the restora- 
 tion of its Library after the disastrous fire of 1890, every dollar 
 of which has been applied as directed by the donors. It also occu- 
 pies a hall for religious purposes, the gift of the Young Men's 
 Christian Association. Its gymnasium and hall for the meetings 
 of literary clubs were partially paid for by the graduates, and in 
 the use of them there is no Government interference. In fact, 
 the management of the University is almost as fully under the 
 control of the Senate and Faculty now as if it were completely 
 severed from the State. 
 
 . 7. But if the University of Toronto has not received large gifts 
 from men of wealth, it is at all events free from the tyranny which 
 in a few instances men of wealth have attempted to exercise over 
 the teachings of the University which they have endowed, or 
 which it was hoped they would endow. For instance, in 1895 
 Prof. Beemis was removed from the Universit}^ of Chicago because 
 he spoke too plainly respecting trade combines and monopolies to 
 suit Mr, Rockefeller, who had endowed the University with 
 nearly $12,000,000 of the money which he had made as the Presi- 
 dent of the Standard Oil Company, the largest monopoly in the 
 world. The Literary Digest of October 19th, 1895, gives full de- 
 tails of this case, with comments of leading American papers. 
 Prof. Beemis, in explanation of his resignation said : 
 
 " The benumbing influence of a certain class of actual or hoped- 
 for endowments, whether this influence is directly exerted by 
 donors or only indirectly felt by University authorities, is a grave 
 danger now confronting some of the best institutions. 
 
 " A wealthy and leading trustee of the University spoke to 
 me in 1893 of ' our side ' in some club discussion of a noted 
 
 strike. ' By our side you mean 1 ' I asked. ' Why, the 
 
 capitalist's side, of course,' was the quick reply. 
 
 " To a gentleman of unquestioned veracity, the President of 
 the University (Dr. Harper), when referring to me, said in sub- 
 stance : ' It's all very well to sympathize with the working men, 
 but we get our money from those on the other side, and we can't 
 afford to offend them.'",:;, ,, ..^ ;t,; . ?:, S «» ..ViZ' 'V^ . :; 1 
 
 A few weeks ago Prof. Andrews, President of Brown tJniver- 
 
■ity, was called upon to defend himself because his views 
 on the Silver Question were not agreeable to the Board of 
 Trustees, even although theae views were advanced in an acad- 
 emical sense rather than with any political motives. Of course 
 such open interference with the independence of the teaching 
 facult)' is rare. It is possible, however, that where not apparent, 
 more than one Professor has in his mind the sources from which 
 the revenue of his University comes, in dealing with economic 
 / or political problems. 
 
 8. If we have no evidence that the University could gain 
 financially by the proposed change, have we any evidence that 
 it would gain academically ? Is it less prosperous relatively than 
 any of the other 16 Universities of Canada, or of any of the 
 Universities of the United States similarly situated ? Let the 
 attendance of students from year to year be my answer. In 
 1854 the attendance of students was 84, in 1896, 957, and if 
 we add the attendance in affiliated colleges, the number would 
 be 2883. Does that show any sign of decay ? Can Mr. Whitney 
 show such expansion on the part of any other IJ uiversity in 
 Canada or the United States privately endowed ? ' — '^; -"^^v* 
 
 In 1871, the number of Professors and Instructors was 15 ; iii 
 1896, 46. How many students have been driven away from the 
 University by this political Nemesis, which exists only in his 
 imagination ? How many Professors resigned because the polit- 
 ical control was irksome ? Then see the expansion in buildings 
 in the last few years. On the Department of Biology, $1S0,000 
 have been expended ; on Chemistry, $ 80,000 ; on the Library, 
 $60,000, gymnasium, $36,000 ; and yet one would think, from the 
 jeremiads oi the hon. gentleman, that the grass was growing on 
 its threshold, and that its halls were as dull and silent as a chatr 
 nel house. 
 
 9, Then, has the efficiency of its instruction suiSered ? Go 
 where you will, to the Universities of the Dominion or the 
 United States, and you will find the graduates of Toronto taking 
 prizes and Honours and Scholarships in face of the competition 
 
 ' from Harvard and Yale, and Chicago and Cornell, notwithstand- 
 ing their political independence. During the present year five 
 graduates have been appointed to Professorships or Lectureships 
 in the neighboring Republic. If political control were such 
 a nightmare, how could we have such results ? If Professors are 
 political appointees as is suggested, they have shown wopderful 
 fitness for their work, for their students excel the best men from 
 universities that haVe no political relation with the Stat«. 
 
 ;.f,.- 
 
28 
 
 Take tho following list of thirty graduates of the University 
 of Toronto, recently appointed to positions in the United Sta-tes, 
 as a token of its educational power : ' : ' ;, , ;'; u, 
 
 NAME. RANK. SUBJECT. INSTITUTION. ADDRESS. 
 
 Saunders, S. J Professor ....Mathematics Hamilton Colletre Clinton, N.Y. 
 
 FairclouKh, H.R.... " .... Classical Lit Leland-Stanford Univ Palo Alto, Cat. 
 
 Davidson, F. J. A... Assoc. Prof. .. Romance Lang's.. " " " " " '• 
 
 Lawson, A. C " ...Min. & Geol University of California.. Berlieley, Oal. 
 
 Aikins, H. A Assistant .... Philosophy Western Reserve Univ Cleveland, O. 
 
 McLean, J. A. ....Professor .... Political Science.. University of C lorado..,. Boulder, Col. 
 
 Fraser, Q. A. II. .. " ....Classics Colorado College Col. Spgs., Col. 
 
 Mustard, W. P " .... " Ilaverford Collei,'e Haverford, Pa. 
 
 Barker, L. F Assoc. Prof. .. Anatomy Johns Hopkins Univ Baltimore, Md. 
 
 Cullen, T. S Instructor ... Gynaecology " " " " " 
 
 Futcher, T. B " ....Medicine " " " " " 
 
 Logie, T Professor .-■. Williams College Williamston, 
 
 Mass. *• 
 
 Chamberlain, A. 7 . . Ethnology Clark University Worcester, Iil ass. 
 
 Metzler, W. II Professor ... Mathematics Syracuse University Syracuse, N.Y. 
 
 Metzler, O. F " .... " Mariette College Mariette, O. 
 
 Frisby, E " ....Astronomy Meteorological Bureau.. ..Washington, D.O. 
 
 Hall,T. P " ....Chemistry TaborCollege Tabor, la, 
 
 MoMurrioh, J, P.... " ....Anatomy University of Michigan ..Ann Arbor. 
 
 Lillie, T. R Instructor.... Zoology " " .. " " V 
 
 Stratton, A. W. .... Assistant ... Sanskrit University of Chicago ...Chicago. 
 
 McLennan.S.F " ....Philosophy " " .... " 
 
 Laing, O Trav. Fellow.. Classics ........Am. Assoc. Archteology.. 
 
 Langley, E. F ... Asst. Prof.. .. French Dartmouth College , .. Dartmouth, N.H. 
 
 Ling, O. H. ....... Assistant .... Mathematics Wesleyan University Middleton, Conn. 
 
 Shaw, W. J " .... Psychology Brown University 
 
 Schofleld, W. H ... Trav. Fellow.. Mod. I^ang's Harvard University ..'.'... 
 
 Hull, G. F Professor .... Physics Colby University 
 
 Kerswell, W. D " ....Hebrew Lincoln University Lincln, Pa. 
 
 Gillespie, W.... ...Assistant ....Mathematics Princeton University Princeton, N.J. 
 
 Sykes, W. H Lecturer Unir. Extension.. ^ . ,• •■-'■ .► Pennsylvania, 
 
 10. Mr. Whitney says, " That the Minister of Education will not 
 allow the University to be withdrawn from Government control 
 because he wants to use it for party purposes." At Owen Sound 
 he said, " The University of Tor 'nto was used from January to 
 December as an annex to the Education Department for the ad- 
 vancement of Mr. Ross' political schemes." Now, what proof 
 has Mr. Whitney given of this charge ? In what way has Mr. 
 Ross used the University for political purposes ? A charge so 
 grave should be sustained by some statement of fact from a party 
 leader. Mr. Whitney must know the truth whereof he speaks, 
 or he should not make the charge and repeat it with painful ana 
 pitiful iteration wherever he speaks. As c, lawyer he must know 
 that in the pettiest Court in the land the plaintiff is expected to 
 prove his case. Here he is before the highest Court — the 
 Court of public oninion — and makes a bold, or to use his own 
 words, a bald charge, without submitting a tittle of proof. 
 NoW; what control has the Minister of Education over the Uni^ 
 versity, and how has it been exercised ? ,• . .; 
 
29 
 
 1. The Government appoints nine members to the Senate once 
 in three years. The last appointees were Justice Boyd, Justice 
 McLennan, Dr. Dewart, Geo. Gooderham, Esq., Dr. Hoskin, Q.C., 
 i T. Wood, M.P., B. E. Walker, Manager Bank of Commerce, 
 John Sreath, Inspector of High Schools, and Rev. Father Ryan. 
 Can Mr. Whitney find any politics in this list ? If so, let him 
 give us particulars. 
 
 2. The Minister of Education has to report to his colleagues 
 upon any statute passed by the Senate, and recommend it for 
 approval or disapproval. Can Mr. Whitney mention a single 
 statute of which the Minister has disapproved in the last 14 
 years? I cannot think of one. Then where is the political 
 virus of which Mr. Whitney speaks ? 
 
 3. The Minister might possibly try to dominate the teaching 
 of the University, as it is alleged has been done by Mr. Rocke- 
 feller and his allies in Chicago. If so, let us have the proof ; or, 
 
 4. He might make appointments to the teaching staflp of the 
 University depend upon the political views of the candidates. If 
 this is the charge, why not make it boldly and " baldly," and let 
 it be investigated. I have no- hing to fear. I would invite such 
 enquiry. If true, it could surely be sustained, as out of a staflf 
 of 46 professors or lecturers in Arts, 37 have been appointed 
 during my administration, and out of a staff of 41 in the Medical 
 Faculty, all were appointed during my term of office. Besides, I 
 have appointed, with the approval of my colleagues, a Librarian 
 and several assistants, a Registrar, a Beadle and several minor 
 officers, in all probably 100 persons, nearly all of whom are in 
 the service still and worthy of public confidence. Let Mr. Whit- 
 ney name a single political nominee on the whole list, and furnish 
 proof that even a Division Court would accept, and I will ex- 
 change places with him in the House the very next minute. He 
 must furnish proof or stand condemned before the public as trifl- 
 ing with his reputation as a leader of a great political party. 
 
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