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 = GeaNTY or peel = 
 
 Public School.. 
 
 Inspector's Report 
 
 P^'- 1897 
 
 0000:0000 
 
 ExaMiNariONS 
 
 • ••FOIiaia 
 
 Admission to High Schools and 
 
 For H igh School Forms 
 
 :::For 1898::; -,'■:■'-■ -^\d-^V:^ 
 
 ^ 
 
 CoDBervatoc Print. 
 
 ^^^r^B^ 
 
 ^^^^sf^^ .i^f^'^:s^.^mi^^:9^^^.^ n 
 
p. S. InspeetoF's Report. 
 
 PUBLIC SCHOOL INSPECTOR'S OFFICE 
 
 BKAMPTON, JAN. 20th, 1898 
 
 Tlie Warden and ]\Ienibers, 
 
 County Council, 
 
 County of Peel. 
 
 Gentlemen : — 
 
 1 liave the honor to present for your 
 eonsideration my Tenth Annual lieport. Though but nine years in 
 charge of your schools, the duty of reporting upon their condition has 
 devolved ui)on me for the tenth occasion, owing to the fact that almost 
 immediately upon my assumption of office, I had to comjnle the 
 statisti<'s for the year 188S, during which 1 had no opportunity of 
 ascertaining tlie condition of the Public Schools save that afforded in 
 II perusal of Trustees' rei)ort8. Each succeeding report has been the 
 result of my own observations and conclusions derived from a person- 
 al supervision of school work. This rej^ort for the year 1897 containw 
 the usual statistical information and some conclusions referring there- 
 to. All of the schools were visited at least twice and many of them 
 three times during the year. I am often asked as to what constitutes 
 a school inspection. The answer will depend very much upon the 
 organization and efficiency of the school. Badly organized and 
 inefficiently conductod schools require much more of my attention than 
 the more pro])er]y managed ones. In brief, the objects of an 
 Inspector's visit are to incpiire into the organization and discipline of 
 the school, to test its efficiency, to inquire into and to render more 
 
 effective the methods of instruction, to ascertain the conditions that 
 hinder ju-ogress and to endeavor to ameliorate those conditions, to 
 ascertain the professicmal standing and qualifications of teachers, to 
 teach certain classes and subjects and to direct the teacher's attention 
 to any defects of management or instruction that may have been over- 
 looked by him in the routine of his daily work, to examine the school 
 
 / 
 
records iiiul to asocrtjnn tlic suitability of tlio school apparatus, to in- 
 vcstif^atc the hy;nicuic coiulitioiis of the sohool-rooin, the sanitary con 
 (litioiis of the priiniiscs, and tii«' general conditions of the school from 
 a schohir's point of view, and histly but not least toencouraj^c tea<'hers 
 and pui»ils in their work and to stimulate them in their efforts by 
 appealinj; to th<dr intellectual and moral sympathies with their im- 
 mediate work and its imj)ortant bearinj^- uj)on themselves in aftei- life. 
 Tan all these objects he attained ? Never fully ; they can b(^ aimed 
 at but nevei' fully d(^termined or consummated. The objects are ideal, 
 and the ones to be most ftdly determined will be fairly indicated by a 
 ])rief ac(|uaintance with each school. For the person accpiainted witli 
 the management of schools, a half hour of observation will jienerally 
 determine the natiuv of the actual work of iusj)ecrion to be done. 
 Where the intelhictual and ]ii()tessional equipment of the teacher is 
 sadly deficient, but little yood <'an be done in the way of teaching" and 
 examining' ; and the inspectoi- is then compelled i)erhai)8 to turn to the 
 environment of the school ; but where the teacher is intelligent and 
 en<'ij;('tic, though lacking in ])rofessional knowledge and experien<'e, 
 great good may be aitcomplished by the Iusi)ector"s taking the school 
 in hand and teaching and conducting the classes for the teacher's 
 benefit. I might say that of all the obstacles to the aveiage teacher's 
 success the lack of knowledge of the subjects of instruction is the most 
 widely prevailing. The young teachw's language is deficient in ai)t- 
 iiess, directness, and pertinency. His questiouiny is generally crude 
 and maladroit, his nuuiner disccmcerting to his ])ui)ils, and his i)Ower 
 of illustration inadequate to the work of teaching. With the natur- 
 ally well-endowed tea<^her, these defec^ts disaj)pear in the course of ex- 
 perience and increasing knowledge. But the importance of the teai'h 
 er's work, jjnd the nu)nu^ntous issues in time committed to his shai)ing, 
 demand that thes(^ defects should be reduced to a minimum. In the face 
 of this truism, is it wise, I may ask, for the people of this province to 
 contiinie the annual turnout of from 1400 to 1800 new teachers w'len 
 the ranks of ihe profession are already over-crowded I Is it wise that 
 trustees shoidd on the score of an economy, whi(di will in time to come 
 prove dangerous as well as expensive, engage inexperienced aiul 
 mentally immature i)erson8 as teachers in jneferenee to the experienc- 
 ed and intellectually tit ? Taking as true the statement that the 
 average expenience of the teachers of the Province is somewhat under 
 five years, an<l considering that twenty years mark the ]»eriod allotted 
 to professional sui»eriority and activity, I think that it should become 
 clear to the thoughtful observati«)n of men of affairs that fully three- 
 fourths of the fund devoted to the professional training of teac^hers is 
 as good as thiown into the sea. Trustees may incline to the view 
 that they are luactising- economy ; but the result to the ctMintry is a 
 loss irreparable. If men elected as trustees would but lift their heads 
 above the i)addock fences of local self interest, they might easily be 
 brought to see that there is a general condition that must poweifully 
 rea(!t for or against the individual interest. As to the schools for the 
 training of teachers, I shall have something to say further on in this 
 report. 
 
I shall first rcfor you to the : 
 
 CLASSIFICATION OF PUPILS. 
 
 
 l»art I. 
 
 Part 11 
 
 
 
 
 
 MUNICIPALITY. 
 
 First 
 
 First 
 
 Second 
 
 Third 
 
 Fourth 
 
 Fifth 
 
 
 Class 
 
 Class 
 
 Class 
 
 Class 
 
 Class 
 
 Class 
 
 Toronto Tw]). 
 
 'M:\ 
 
 227 
 
 244 
 
 293 
 
 299 
 
 51 
 
 Toronto Gore 
 
 29 
 
 29 
 
 38 
 
 47 
 
 53 
 
 14 
 
 Albion 
 
 1(>4 
 
 181 
 
 150 
 
 153 
 
 1(54 
 
 75 
 
 Caledon 
 
 201 
 
 192 
 
 205 
 
 232 
 
 2()3 
 
 75 
 
 Chinj^uacousy 
 
 152 
 
 125 
 
 105 
 
 214 
 
 238 
 
 51 
 
 Brampton 
 
 128 
 
 77 
 
 105 
 
 155 
 
 124 
 
 
 
 County 
 
 1107 
 
 881 
 
 907 
 
 1094 
 
 1081 
 
 200 
 
 This classification is most satisfactory, and presents sevoal 
 
 featur«»s deseiving comment, 
 followiuj;' form 
 
 The result may be best exhibited in me 
 
 YEAR. 
 
 Per cent, of 
 
 Pupils in 
 
 First Class 
 
 Per cent, of Per cent, of 
 Pui)ils m Pupils in 
 Sec. Class Third class 
 
 Per ,;ent. of 
 Pupils in 
 4th class 
 
 Per cent, of 
 
 Pupils in 
 
 Fiftli class 
 
 1888 
 1893 
 1897 
 
 42 
 39 
 37 
 
 17 
 16 
 17 
 
 21 
 21 
 21 
 
 19 
 20 
 
 20 
 
 1 
 1 
 
 5 
 
 Ontario in 
 year 1890 
 
 38 
 
 19 
 
 21 
 
 18 
 
 4 
 
 The precentage of attendance in the lower classes has fallen in 
 comparison with the attendance in the higher classes. (xrantin<if that the 
 saiue efficient mode of promotion has been maintained, (and this is 
 more sedulously guarded than ever) it may be inferred at once that 
 this table shows conclusive proof of a higher state of efficiency in 1897 
 rhan in any fonner years. In 1888, only one per cent of ihe pupils 
 constituted the fifth class, while to-day that class includeo five per 
 cent of all pupils. This of itself is a distinct gain. It is claimed in 
 some quarters, and more esjjccially by high school teachers jealously 
 guarding their cherished mon()])oly of nuiniifacturing school teachers 
 at the lowest combination prices,that the work of the Fifth class cannot 
 be ]))()])erly carried on by the teachers of rural schools. This cont<'nti()u 
 is Ixnn of a fylse conce])tion of learning and an inordinate esrinuite of 
 the results of a teacher's instructions. To some innnature thinkers, all 
 U'arning must be the result of some teacher's instruct.on, instead of 
 that accumulated knowledge and cultui-e whi<'h conu^ in the course of 
 Die uiind's expansion by its self-directed efforts. In ()ntaritt,the Solons 
 of secondary instruction, laboring for results at exannnations instead 
 of genuine mental development, have fallen, in theory, to the level of 
 
tlu'ir i«l«'al ; aiul avor having; before tliein tlie jjiospect of tlie depurt- 
 iiMMitiil rxaiiiiiiiitioiiH, are eoiistaiitly fasliioiiiiijn- and re-faHlii«)uiny the 
 subjects of instnie'tioii in tlie jxipiPs mind that a constant recrudes 
 (•♦•nee of knowled^-e may be availabh> for tlie cominjj- t(ist. Tliis keei)in}i 
 all the, facts of the pupil's kno\viedf>e in active consciousness defeats 
 the tru(^ end and aim of education. The successive! steps, piiases, facts 
 of kno\vled{f(!, are thereby never allowcMl to subside into that sub con- 
 scious or latent side of iutelhH'tion which, us everyone ac(iuaint(?d with 
 the rudinuMits of lui^ntal science knows, is ever modifyinji', transfoiin 
 inji, and (m) ordinatin^- the facts and materials of knowledjie and the 
 active fin-ces of the mental life. Repeated written examinations are 
 productive of the first result, and are destructive of true mental de- 
 \ t'lo|)ment, subjectinj;' nuMuory to excessive^ strain, aiul demiindiny the 
 re]>roduction of facts as yet unwoven into the mental jiattern. Ileiu'e 
 the written examination system may well be called the <ramminji' 
 system. In an ungraded riiral school, there is ami)le time to allow 
 ea<'h i)upil to make the subjects of instru(ttion his own, he has amjile 
 opportunity to study out and master for himself what, in a j»raded 
 school, he is too often brought by the teacher to see and comprehend, 
 in but an im])erfect way. He is able to recpiisition his whole experi- 
 ence for each ditiiculty, he is left to weigh and consider, and in conse- 
 quence there is an organic unity of his knowledge, which by reason of 
 its coherence in all its parts, enables him, when called upon to submit 
 to the test of a written examination, to out-class competitors traiiu'd 
 under the written examinati(m system. Now, the teacher in a rural 
 school will be found to have but little difficulty in directing the work 
 of i)ui>ils properly trained in the lower grades. The i)upils aiming- at 
 Fifth class work are usually the bright, ambitious youth who have 
 j)assed a most creditable examination for entrance to the High School. 
 The range of ideas is but extended ; it is not new. The energy and 
 ability of the pupil are the main factors in the work, and these under 
 the direction of a tactful teacher will accomi)lish the task without 
 denuinding much class teaching. Hut there is this to be said : Just so 
 long as our High 8(diools are ])ennitted annually to flood the country 
 with immature teachers of very indifferent attainments to sup])lant the 
 teachers of proved ability and experience, the work of conducting Fifth 
 classes in our Public Schools will be sorely menaced and retarded. 
 True, some of the Fifth class subjects are but indifferently taught and 
 mastered, but this is rather owing" to the teacher's ineflrtciency and to 
 the ])ui)il's lack of pre])aration than to any question of time. The 
 effect of the establishmeni of these classes upon the lower classes has 
 been to stinnilate their efforts and to broaden their views of school life 
 and the oiqxu-t unities for inq)rovement to be secured thrtmgh education. 
 Let us by all means retain Fifth classes in our Public Schools and educate 
 the teacher to meet the increased responsibility. Tested by the results 
 of the Public School Leaving- Examination, the work of Fifth classes 
 in this e(mnty has been found ordinarily <'fl1cient. In July 1807, no 
 fewer than .'{5 candidates proved suecesi-ful. Has the attention bestowed 
 njHHi these classes detracted from tl e s u-cess of the h)wer classes 
 judged by similar standards ? Not by any means. At the same date 
 
5 
 
 no fowor than l(»r» caiulidatos fioin the schools of tliis couiify proved 
 sticccssfiil lit tli«' ciitianco (^xaminatioM, TIhmc is aiiotlicr side tn this 
 (jiicstion nf cxti'iidiii^ tljc Public School course of study, 'i'iie forma 
 tioM of advanced classes enibracinj'' the advanced youth of the s«M'tion, 
 and the formation of literaiy societies in connectioi; with the schools, 
 will do more to promote healthy social feelin;; and unanimity of social 
 and educational etfort in each section than most observers will be 
 disposed at th(5 outset to admit. In many sections too often divi<led 
 by s(M'tarian and partizan difPerences workinj;' toward the disintejrration 
 of social life, the school by ]>ro])er organization may be made the 
 medium for producing social hariuony by brinj^iny toyetber all class<'s 
 ejilisted in support of (;ommon aims and objects. Aj^ain, as compared 
 with the classilication of i)upils of the Province sh(»wn by tin* 
 Minister's re]>(ut for 1<S!K», the classitlcation for this county shows that 
 a real and undeniable jnogress has been steadily maintained since 
 1888. 
 
 SCHOOL, POPULATIO!^ AND ATTENDANCE. 
 
 
 S 
 ^s 
 
 
 -a 
 S? 
 
 (fl 
 
 r 
 
 5? 
 
 OD 
 
 1 
 
 
 
 
 Municipality. 
 
 Total No. Pup 
 entered on reg 
 
 to'' 
 
 ss 
 
 - X 
 O 00 
 
 
 
 No. attending 
 between 100 & 
 
 gq 
 
 1^ 
 
 Zo 
 
 S 
 
 a 
 
 il 
 
 Toronto Twp. 
 
 14S7 
 
 110 
 
 175 
 
 335 
 
 350 
 
 467 
 
 35 
 
 744 
 
 50 
 
 Toronto (lore 
 
 L'lO 
 
 IL' 
 
 22 
 
 57 
 
 37 
 
 60 
 
 13 
 
 107 
 
 51 
 
 Albion 
 
 887 
 
 02 
 
 120 
 
 200 
 
 257 
 
 220 
 
 10 
 
 426 
 
 40 
 
 ('aledon 
 
 HG8 
 
 118 
 
 180 
 
 280 
 
 2()2 
 
 278 
 
 32 
 
 551 
 
 48 
 
 Chin^iiacousy 
 
 Oof) 
 
 50 
 
 130 
 
 201 
 
 251 
 
 206 
 
 11 
 
 480 
 
 52 
 
 Brampton 
 
 580 
 
 r)28() 
 
 10 
 383 
 
 41 
 
 84 
 
 118 
 
 330 
 
 
 
 420 
 
 72 
 
 (bounty 
 
 677 
 
 1175 
 
 1281 
 
 1660 
 
 101 
 
 2738 
 
 52 
 
 Ou comparing this attendance with that of 1806, we tiiii that the 
 legistered number of i>upils decreased by 125, and that the percentage 
 of attendance remained about the same as in 1806 ; but it is decidedly 
 discouraging to tind that in 1807 no fewer than 840 pupils between the 
 ages of 8 }iTid 14 failed to attend the 100 days required by the statute 
 governing coiui>ulsory attendance. Of these 840 no fewer than 256 
 behmged to Tonmto Townshi]) and 243 to Caledon Townshi]). 
 Chiiiguacousy comes next with 180, Albion with 101, Tor<mto 
 (lore with 37, and liramptoii with 23. In my last report I 
 referred to the exceptional conditions in Toronto and Caledon 
 Towni!!hi])s leading to this deplorable showing. No doubt this 
 list is augmented by the fact that numerous removals take place from 
 one section to another, but this fact is not of sufllicient account to 
 assure us that our schools arc supported as they should be. Every- 
 
6 
 
 where tiiist«'eM are nejfli^icnt in the enforeeineiit of the compulsory 
 iUause, and I am soiry to say that, in s<jme of the few instance's when' 
 trustees have evinee<l a willinj;iiess to act, the motive has not alto- 
 j;'ether been dissociated from personal considerati(»ns. The results are 
 tar-nsachiufj; and disastrous beyond <'omputation. There seems to be 
 in some classes of society a siuothercd conviction that the results of 
 jiopular education are not commensurate with the cost. To my mind 
 that any school systeuj under the conditions disc'losed by such an 
 attendance should api»roximately justify itself by results would be a 
 nnraele indeed. And this very class of societ.V ujost nejilijicnt of the 
 foremost duties impos«'d both by nature and by law is the very class 
 most exactin;; and <*ontentious as to the duties of those in authority. 
 I see no remedy suflicieMt to <'ope with the evil so lonji" as trustee 
 b«>ards an<l miuiicipal bodies are coajposedof nu'n lackin;;' in the deter- 
 nunation born of a consciousness of ri;;ht to do one of two thin}»s — 
 (iitlu'r to enforce the law, or to j)rotest against its enactnuMit. The 
 residts of irre^^ular attendance have been pointed out too often alrciuly 
 to justify their repetition here, but 'I sliall hazard the i)redi(tion that 
 if continiUHl this sort of thinj,'' will lead to a lower {•rade of morals, 
 inevitable i<;norance, ami a rej>rettable tone of society in tin; genera 
 tion to come. I ask everyone interested in the welfare of the Public 
 Sch<H>ls to assist in devisin}>' a remedy. True, there will be a disposi- 
 tion to shrink from interferemie with tlui real or fancied riyhts of i)ar- 
 ents and with family concerns, but the Public Sclnxd system is a 
 state institution, organized and maintained to teach the duties of intel- 
 ligent citizenslii[) and to elevate all to a true conception of their rights 
 and duties in society. Above all, it is organized in the face of the 
 nniveisally accepted fact that ignorance is the handmaid of vice, and 
 too often becomes the mother of criifie. Modern civilization and gov- 
 eriunents rest upon public opinion, ui)on intelligenci^, ujum ])oIitical 
 and social morality, and when tlu'se, the well-springs of a nation's life, 
 fail, desi)otism, whether of the few or the many, will come, because it 
 will be justitied. 
 
 FINANCIAL SUMMARY. 
 
 MUNICIPALITY. 
 
 Total 
 Receipts 
 
 Total 
 Expenditure. 
 
 IJalanc?. 
 
 No. 
 Pupils 
 
 Cost ])er 
 Pui)il 
 
 To, onto Twp. 
 
 Toronto Gore 
 
 Albion 
 
 Caledon 
 
 Chinguacousy 
 
 Brampton 
 
 f 1(5071 01 
 
 2308 0(5 
 
 84(54 50 
 
 10055 08 
 
 10584 81 
 
 5890 51 
 
 $ 12119 87 
 1879 57 
 0584 54 
 8251 37 
 8507 07 
 5001 72 
 
 $ 4551 14 
 
 428 49 
 
 1879 9(5 
 
 1803 71 
 
 2077 14 
 
 234 79 
 
 1487 
 210 
 
 887 
 
 1 1 (58 
 
 945 
 
 589 
 
 $ 8 15 
 
 8 95 
 7 42 
 7 07 
 
 9 00 
 9 01 
 
 County 
 
 $ 53979 97 
 
 $ 43004 74 
 
 $ 10975 23' 528(5 
 
 $ 8 14 
 
 The balances remaining in trustees' hands at the close of the year 
 show a favorable condition tinancially. The anu)unt is about the 
 .same as last year. The items couiprisiug the expenditiue do not vary 
 
to any extent from yoar to yoar. Oru' itoni, lio\v(n'or, I wish to refer 
 to spcrially. It is that for maps and api)aratus. Most of the scliools 
 an^ wtdl supplied, but a few h«'IiooIs leinain (piite unsupplied with 
 snitahh' maps, and tlie truste«'s of some of tliesc very sehools will i»er- 
 sist in huyinjj: mati'Hal that niMtlier the t(^aeh(M' nor th( iuspe«'tor has 
 specially advised them to buy, aiul they do so from perscuial (consider- 
 ations ;)f the a^^ent sellinj;' the uuiterial. Some of the schools arc not 
 yet properly seated, and <»f late luuch carelessness has been shown in 
 rej^ard to swee[)inH' aud eleaninji' the s<'hool rooms. No teacher should 
 so far for^jet himself as to contract for the sweepinfi', cleaning-, makinii 
 of tires himself. The tendeuc,v to diuiinish his authority and intluence 
 HO current f(n' years past must be further ac(*entuated Viy his coutract- 
 in/if to perforui menial duties. TIm^ auiount paid for ma])s and api)ara- 
 tus was #1>44.44, a suui much in advance of that of former years; for 
 teachers' salarits, .f.'il ,257.42 ; for rei)airs, fuel and lij^liting tires, 
 $8(>.TS.(>r) ; for school sites and school bnildin^^s, $27()4.23. 
 
 
 TEACHERS' SALARIES. 
 
 
 
 Highest 
 
 Averafj^e salary 
 
 Averajje salary 
 
 MUNICIPALITY. 
 
 Salary Paid 
 
 male teacher 
 
 female tea<;her 
 
 Toronto Twp. 
 
 ■^ 600 00 
 
 $ 381 25 
 
 f^ 277 70 
 
 Toronto (^iore 
 
 325 00 
 
 305 00 
 
 225 00 * 
 
 Albion 
 
 ^ 75 00 
 
 370 00 
 
 !>80 00 
 
 (Jaledon 
 
 400 00 
 
 347 08 
 
 273 75 
 
 Chin{(uaeousy 
 
 450 00 
 
 :VM 22 
 
 320 00 
 
 lirami)ton 
 
 800 00 
 
 800 00 
 
 325 00 
 
 County 
 
 $ 800 00 
 
 $ 303 75 
 
 ^ 205 00 
 
 There 
 and in 
 
 was a further 
 y;onforiuity with 
 
 rednetion in salaries for 1807 
 the isual experience, in the 
 more wealthy townships. In Toronto Twp. the average salary remain- 
 e.d about the same for female teachers, but increased for male teachers. 
 In Chinguacousy, the reduction was $40for males, and$H> fVn- females; 
 in Caledon, the reduction was $15 for males and $5 for females; in 
 Albi(m, the reduction was $20 for males and $6 increase for females. 
 There is nnich for discinu-agemeut in this to the teaching profession, 
 bnt nnich more for the social student. Had the County of Peel been 
 in an impoverished condition, instead of (me of the foremost counties 
 in thrift, wealth, and industry, the reduction would ha\e been justified 
 by the economic depn^.ssion through which the country was i)assing. 
 Nor would it l)e just to ascribe these reductions altogether to th(» 
 parsimony of trustees. Our schools have been subjected, for many 
 years to the material and numerical test. To forn? a hasty and illusory 
 opinion of the etliciency of a teacher's \ork from the results of exam- 
 inations has b'^cn the practice ingrained into the ordinary mode of 
 thinking on tlie part of trustees and parents by the present tr(-'nd of 
 education, and in consequence the truer and saner tests of culture, 
 development and character, so elusive of the grasp of the public mind, 
 have been laid aside in the selection of teachers. The status, intlu(mce 
 
8 
 
 aiid iiuthoiity of the tiiiiclicr have 'Inclined; and with their diiniimtion 
 lias eoiiie into tlie balance of |^>o|ndar jud<{iiient the utilitarian estiniate 
 of his worth. Hut aside from this, the su[)i)Iy of teachers far in excess 
 of th(Mleni:ind has been the chief cause of the diminution of salaries; 
 and one of the chief objects of educational and ecoiunnic policy in the 
 ne.'ir future should be to afford a field other than that of teacliin^" for 
 the enerj^ies of t\w. surjjlus teachers of the Province^, as well as to insist 
 upon hiylier quidifications, peater maturity of intellect, and more 
 genuine culture on the part of all en^j-a^ed in the Avork of education. 
 
 TEACH EKS AND CEKTIFICATES. 
 
 MUNK^IPALITY 
 
 Tonmto Twp. 
 
 Toronto Gore 
 
 Albion 
 
 Oaledon 
 
 (/hinynacousy 
 
 IJrampton 
 
 County 
 
 Male 
 
 8 
 
 i 
 
 VI 
 
 
 
 1 
 
 40 
 
 Fennde 
 
 1st Class 
 
 10 
 
 
 
 1 
 
 
 
 10 
 
 
 
 8 
 
 1 
 
 11 
 
 
 
 10 
 
 
 
 50 
 
 2 
 
 2nd Cli 
 
 iss 
 
 .'{id Tliird 
 
 
 
 
 18 
 
 1 
 
 
 .'l. 
 
 
 
 
 8 
 
 1 
 
 
 12 
 
 
 
 
 11 
 
 10 
 
 
 
 
 45 
 
 
 52 
 
 The number of female teachers has increased slijihtly, as has also 
 the number of teachers holding second class certificates. In fact, 
 second class teachers can now be secured at the salaries paid formerly 
 to third class teachers. The effect of this increase of second class 
 teachers will be to drive the third class teachers to the outlyinj^- coun- 
 ties and districts ; but this tenden'-y will be to some degrc^e counter- 
 a(;ted by tlie too often pernicious practice on the part of trustees of 
 saerificinji: the true interests of schools to the urj>ent claims of resident 
 ai)])licants for the ])osition of teacher. Trustees are too nej^lif^ent of 
 eiupiiry into the actual qualifications of teachers. We have three 
 classes of schools for the professional training of teachers — the Model 
 Schools, the Xormal Schools and the Xorimil Colleges, for third, second 
 and first class teachers respectively, and only a certificate based ui)on 
 utteiidiuice at one of these schools gives authority to teach. The 
 rrimary, Juni(>r Leaving and Senior Leaving certificates give the 
 lioldcrs no such autlu)rity. Yet 1 find in numerous reports sent to me 
 that third class teachers holding Junior Leaving certificates rejuesent 
 themselves as second class teachers. If they, with a full knowle<lge of 
 the facts, have secured their positions by such reinesentations. they 
 have been guilty of fraud, and their agreements with trustees are 
 worthless. The offence must not be repeated, as 1 have resolved to 
 take steps to <'heck the i)ra(!tice. J have so far refrained from action, 
 but the jnactice has now become so juevalent that decisive action 
 must be taken. True, the complicated nature of the entire system of 
 training, both professional and non-i)rofessional, has served in many 
 instances to mystify teachers as to their true position ])rofessionally. 
 As to this system of tniining teachers 1 liav«' time and again stated 
 
9 
 
 my views and convictions, more especially in my report for the year 
 189.']. The knowledge of tlie snbjects of instrnction, objects and 
 illnstrations, the i>henonu-niil world, the princi])les of the science of 
 education, the rules and maxims of pedagogic art, language, the in- 
 ceiitives that stimulate to study and toright conduet, all aiv the tools 
 with which the teacher works. Th.' object of his art is to rouse and 
 stinnilate the intellectual and moral nature and energies of childhood, 
 to enlarge the childs' mental cajtacity by furnishing the mind with the 
 knowledge it can assimuilate as etssential to its growth, to develop its 
 hitiMit ])owers, to assist the child in forming com-eptions, in delim'ng 
 their form, and amplifying the. content, to train the cliild to self- 
 determination and self control, mu\ to mould the character in accord 
 ance with tlu' liighest ideals of liie. Xow let my reader mark care- 
 fully the lirst set of tools, the knowledge of the subjects of instruction. 
 What will he say when he is told that the teacher under our present 
 system of training teachers is sui)posed to be given a complete know- 
 ledge of this set of tools, the subjects of instruction in their higher 
 ]>liases and develoi)eiiu'nts, without any reference whatevtr to their 
 objects or to the art in which he is to use them ? He would say that 
 .>tich a procedure is absurd. Yet, this is exactly what is done to-da.v 
 in our system of training teachers. To the high schools is committed 
 the task of i>roviding for teachers an adequate knov.ledge of the sub- 
 jects of instriu'tion without any reference to the objects for which they 
 are to be used, and to the Model and Xormal schools is left the .appli 
 <'ation of the tool iu the practice of the ^rt of teaching. The imper- 
 fection of the training in the flrst, consequent u])on its lack of aim, 
 ju'events the cflEective intelligent application of the tools in the second. 
 This system of professicmal ^training is born of the conception that 
 the knowledge of the subjects of instruction is an end in itself instead 
 of a means towards the development of intellect, the cultivation of the 
 understanding, and the acquisition of culture. What would be said 
 of a Me<lical School that gave no iiistrut'tion in chemistry, t)otany, 
 biology, anatomy, ])hj\sioh)gy, jurisprudence, jihysics, but relegated 
 these subjects to High Schools, or to ])reparatory schools of learning, 
 ami never co-ordiimtcHl theiu with the i)rincii)h's of medicine and sur- 
 gery ? Such an institution would be denounced as a school for quack**. 
 Our Xoriual and Model Scliools for teachers give no instruction in 
 algebra, arithmetic, eudiu, literature, reading, science, and do not in 
 any true sense co-ordina.«^ tlu' [)rinciples of those subjects with tne 
 princi])les «)f education. Shall we call the teachei's trained under such 
 a system quacks too ? One chief residt has been on the one hand a 
 forty per < cut, knowledge of the subject, and on the other a two hund- 
 icd i»er cent. knowle<lge of the method of inq)arting what the tea<'her 
 does not know. Method has come tosui)ply tlu' place of aim, ap])lication 
 and stmly on the i)art of the teacher. And the result is that jn-ofess- 
 ional attle of the dry bones of knowledge which stauips too many 
 teachers as pedants and charlatans. I shall go aside for a moment to 
 the Law School f(n^an illustration. Here theory and practice are dis 
 sociated, and although this school has been in existence for a very few 
 y<^ar.s, tho comi)laint is made by lawyers — perhaps the keenest judges 
 
10 
 
 of tfio prfiotiVaT vnTiio of institntionH — tli.it mpn are: gradnafod from 
 tlM' I-iiw Scliool wlio are incoiiiiu'tcnt to deterniine tlie snfcessiv*' 
 staijos in an action at-Iaw; and tlie le^al ])rofo.ssion in this province is 
 to-day nienacpd with the same danjjei's as in the TTnited States, that 
 land of Law Schools and ])ettifofrjrers. The eomplete se|),'iration of 
 professional from non jii-ofessional instruction as carried ont in Ontario 
 is illo^ifical in ])rincii)Ie and disastrous in its results. IVranitoba is the 
 only other state in the world of winch I aui aware that follows the 
 same ])ractice. What is tlw remedy for tlie- evil ? The remedy is that 
 the Normal and Model S<rhools shall ])erfonn the finictions of schools 
 so desijrnated, and jjive the teacher a thorouffh traininj; in both the 
 professional and the non-professional sides of instruction. The term Non- 
 Professional I nstrnction is an nnfortnnate invention. The Hijili 
 Schools and Collefriate Institutes should be left free to fulfil their duty 
 of givinjif secondary instniction to the youth of the country. T'ley can 
 never be efficient schools of learniufr until they are relit ved from the 
 work of training teachers, and freed from tlie incubus oi exsimination 
 tests other than those demanded by the inner working of the second- 
 ary system of education. The subjects which the Pnblic School 
 teacher is engaged in teaching must be made professional subjects^ 
 and must be recaxt, co-ordinated, and taught with that end in view in 
 Hie professional schools for the training of teachers. The invention 
 of the term, " Non-])rofessional Instnu-tion," and the teaching of the 
 subjects so called in the High Schools, have turned the bnsin(^ss of 
 terju'hing into a sort of ante-room to all professional halls, and forced 
 it to sink from the level of a profession to the status of a trade with 
 no recognized safe-giiards to prcitect the artificers of its craft from the 
 depredations of parasites from without, and the denuwalizing infin('n<?(^ 
 of charlatans within its fold. This system has been in oi)eration just 
 twenty years. And its result is vshown in a dejjlorably low i)ublic opin- 
 ion as to the value of the Public School teachers' servic^es. The final re- 
 sults are threefold. In the first plaee,the status of theteacher,in'ofe.ssion- 
 ally and socially.has been lowered; his tenure of office monaced by undue 
 competition ; and his incentives to x)rofcs8ional study and advance- 
 ment undermined by an altogether inadequate reward. Secondly, the 
 tlefecrive training he has received in the professional sciiools has 
 necessitated the composition of a special class of Public School text 
 books unique in their conception. They are i)added with all sorts of 
 explanations and edvices to sui)ply the defects of the teacher's store 
 of knowledge, and in consequence are bulky, and forbidding to the 
 I)upil, and costly to the taxpayer. Thirdly, the cause of true scholar- 
 ship has vsuffered. The thoroughness of secondary and University 
 education depends in great degi-ee upon the thoroughness and range of 
 Primary education, and this in Ontario to-day is marked by a woful 
 inexactness and incoherence. In consequence, we have as yet but 
 dilettanteism in liteirature, empiricisui in teaching, too often quackery 
 in the professions, and imperfect giasp of details in business. But 
 some one will ask, have we not made some advancement by the aid of 
 our edneational institutions ? Most assuredly w^e have ; but not to 
 the degree that has been our reasonable expectation. We have i)a8se(l 
 
11 
 
 out of the early stairc of col:mialisin. we have left behind us the settle- 
 ment af»vM)f pr()<,ae.ss, and have entered ni)on the systeiuatie in-jianiza- 
 tion of the social, industrial, eoninien'.ial, i)rofessional, and i)oIlti('al 
 factors of the nation's life, and the school system as a chief fa<'tor in 
 that orjijinization has fallen fai short of the due accomplishment of the 
 Avork allotted to it in national development. Here 1 would Mke to 
 >5dduce instances of my meaning, and illustrations by the dozen as to 
 the truth of this statement ; but lack of space forbids any further en- 
 largement u])on this tojnc. 
 
 SUBJECTS OP raSTltnCTION— IS^o. Pupils in Each Subject. 
 
 
 
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 Toronto Twp- 
 
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 Toronto Gore 
 
 198 
 
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 Albion 
 
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 46:1 28:1 
 
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 C ilttrton 
 
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 Towu of Brampton 
 
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 saw 
 
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 Most people stand aghast at this formidable array of subjects to be 
 expounded and exi>lained by the teacher to Public School pupils. And 
 ■svell they may, when we reflect ujjon the view taken of these subjects 
 by the average public school teacher. To teach each one of these sub- 
 jects thorougldy and without reference to kindred subjects seems to be 
 the crowning mistake of most teachers. They seem to forget that 
 these subjects are at best but tools in some measure, or materials for 
 working in while aiming at mental development. The real question 
 for the teaclicr is, however : — Wliat tools or materials shall he bring 
 together in use for the compassing of ea(th phase of educational devel- 
 opment ? In other wordvS, how shall he correlate these subjects, and 
 unify the objects to be attainiMi by the use of each ! The world's 
 leading educators have conui to recognize five well-known departments 
 of knowledge, some phase of each of which must at every stage of the 
 pui)ils' progress be made the basis of study, and organize into a 
 symmetrical whole through the psychological phases of Feeling, 
 Thought and Will. The basal ju^nciple is that all knowh^dgv 
 <lerivable from the history and miture of man, and from his 
 relation to the external world, is a symmetrical whole, 
 finding its unity in the mind of man the balance and unity of wliich 
 are ineserved by a due co-ordination and developmeT\t of Feeling. 
 Thought and Will, as the essential factors of the mental 'ife. Now the 
 five great departments of knowledge above referred to, with the sub 
 jects iinding a rationale in those departments, are as follows : I, Know 
 ledge of the external world, embracing mathematics and i>liysics as 
 the initial stei) in that department. Hence, arithmetic as numbering 
 and measuring, drawing as representation, language in defining, alge- 
 bra as dealing with its abstractions, geometry as governing its forms, 
 
;,a'0^rai)liy on its /nailiciiiatical s'dc-, iiinst all be. l)itMij»lit toff^ctlicr inUt 
 one, {^Tcat wlioh' rccoiviny its reprt'iseiitation tlinm^ii lanj-ua^c ami its 
 rii)i)li<'ati(»n in the (ieuiamls of life. II, Hioloyy, the ]»li<>noiiu'na of litV, 
 ('iHiniK'nciii;^- with tin-! phmt and tlie animal, ana including botany, 
 agii<'nltine, j;co}iva[)hy as dealing with the growth of material, food^ 
 (!]otiiiiig, races, trjide, <'onimer(!0, transiKntation, physical geogvai)hy 
 of known localities, and natnral i)heno«iena. Ill, Art, including liter 
 siture, dealing more innnediately wirh reading, sj»elling, writing, draw- 
 ing on its aesthetic side, fixing tln^ forms of conventional language, stor 
 ing th(^ mind with artistic images and forms of language, music and 
 composition, ordering these as a whole essential to the acquisition of 
 tlie accummulated treasures of learning in the life of the race. 
 IV, Grammar, the study of the form of man's thought, the technical 
 study of language and the classification of its chief phenomena, tlie 
 study which stands at the threshold of all the mental sciences, andtiie 
 one most diflicult to teach, ih, in consequence, postjioned, except in its 
 most elementary forms, to a later stage of the pui)irs inogross. V, Ilis- 
 tory, looking toward sociology and political institutions, is, in its 
 (nci]>ient stage, represented by lessons drawn from the ethics of the 
 family, the relation of the pni)il to the educational authorities, and the 
 civic life and government of the community, and is to be viewed as the: 
 ultimate key to the i)roper understanding of the laws of progiess, and 
 of the course and scv-net of civilization. Now, the claim that society 
 has to make upon the :eacher is that he shall be able at each stage of 
 the pupils life to bring him in touch with, and to the mastery over, 
 some toi)ic in each of these five departments of knowledge, so that the 
 pui)il's i)rogres8 shall be, a harmonious development. Certain subjects, 
 such as reading, writing, s})elling, drawing, language and composition, 
 become an essential ywut of all other subjects in whi(^li they fiiui a 
 rationale. The teacher must, therefore, thoroughly understand what is 
 of ])riinary and of secondary importance, and tlie true place of each 
 subject in a course of study in any institution deserving the name of 
 school. Without this understanding of the co-ordination and unification 
 of the subjects of in»truction, there must be much waste of effort and 
 misdirected energy. Yet, one of the chief weaknesses in our schools 
 for the training of teachers is their neglect of school organization and 
 their inability to assist the teacher in framing a Course of Study. 
 
 Now, a few^ words in reference to th^ prevalent methods of teaching- 
 all these ,subje(rts. I am glad to be able to say that, thnmgh repeated 
 references to the question, many teachers arc beginning to see the 
 true relation and interdejiendence of the subjects of instruction, and 
 are beginning to be able to maj) <rat for th« luselves a somewhat syni- 
 metri(;al course of instruction. But the greater number still seem to 
 vieAV each subject as an isolated whole to be taught apart 
 from all other snbjects. The chief improvement has 
 taken iilace in connection with coin])osition, grammar, 
 liteiatine, and geograpliy. The negle<!t of the principles of co-ordin- 
 ating and unifying to which I have already referred has led in large 
 measure to the unfortunate condition that the education given in our 
 rublic Schools is almost entirely a book education, instead of a know 
 
13 
 
 lodffc cf life <\nf\ nature. 
 
 But, ac('e])tinf> tlie existiuj? conditions, I may l«ore state t>ie cliicf 
 «l)stac'lps to present progress ia the Public Schools. First and fore- 
 most is the teacher's iii>5>erfect equipnieuit, totjilly in(^onuuensurate with 
 tlie demands of modern life, and to our advanced staj^e of social, indus- 
 trial, and political develoi)enient. Immediately second conu s the fact 
 of irrt;j;idar attendance. The a\eraj»e i)r(H'entafte of attendance of 
 Ontario, (including outlyinjf districts) for the year 1890 was 51 ])er 
 cent of the number of pninls enrolled. It sjjeaks but 11 tie for the 
 edu<'ational spirit of the County of Peel, so centrally situated and 
 ])ossessin<»' so many advantajjes in the way of stH;urinj>' a better class of 
 teachers, that the averasje pereentajje of attendance is 52 per cent for 
 lSi)7. Another obstacle is the social condition, and the toue of society 
 of nuiny school scictions. The life of the school but rarely rises above 
 the level of the life of the couuiumity in which it is situated. Too 
 many sections are divided by social, sectarian, and partizan consider 
 ations, the tension of which shared by the younger members of the 
 comiinuiity, becomes in the school a force which the teacher is too often 
 l)owerless toi'esist. Not until the i)riuei pies and examples of tolera- 
 tion, forbearance, and charity, exhibited in the higfher strata of society, 
 become infiltrated down to and throuj^h the masses of the people, will 
 this evil cease to exist. Still another impediuumt to the free course 
 of learning and to sound scholarshii) is the character of the text-books 
 «Mni)loyed. To this subject I wish to make more extended references, 
 ^lost of our text books, with the exception of the Public School 
 arithmetic, are atteujpts to combine a teacher's manual and i)upils 
 workinj>" Iwok of definitions, ])rinciples and examples for jnactice or 
 solution. This results from the knowledjfe <m the (;ompiler's part that 
 the teacher is usually ill-informed on the subject ; but the result is a 
 book suitable neither to teacher nor to pupil. The ideal t«xt l)ook for 
 a i)npirs use is (uie that compresses into aniall compass, the ]ninciples 
 and definitiims of the subject, with a sufticient array of {graded exer- 
 cises to be worked out so as to impress tirndy upon the i»upil's mind, 
 and to {"ive him mastery over, the contents of the subject. To the 
 teacher should be left the duty of leading up by carefully graded in- 
 struction to the truth of the julnciples and definitions which are set 
 forth in the t «xt book. Bat, thanks to the imperfect training given by 
 our s<'hools for the training of ti^achers, the teacher is usually unequal 
 to the work, and consequently a bulky book has to be manufactured 
 for Iwth tea(dier and i)upil. Particularly true is this in connection 
 with our Publi<' S<'hool grammar, and geography. These books are 
 overloaded with uuisses of information, explanation, and direction, that 
 uiislead the teacher and mystify the i)upil. The Public School 
 grammar is a grossly incorrect book, abounding in all sorts of errors, 
 and totally unfit for school use. The geograjjliy is an \uiwieldy book, 
 inaccessi'jle to pupils and useless as a guide to teaehers and yet costs 
 75 cents ; while, will it be believed, that, in the city of Berlin, the 
 intellectual centre of Cxermany, and one of the 
 foreuu)st educational <^ities of the world, the 
 
 elementary Geography comprises 22 pages of maps, is not 
 
)-f 
 
 14 
 
 overloaded with masses of detailed information, and nosts but a mark, 
 2;") cents f Tlie teaeiu'r, Avell educated and tlioroujili, snj jdies and 
 organizes tlie information, and direeti* the ])nj)ils in their studies 
 Why is this not possible in Ontario t And this is the easet Avith all 
 other German text-l)tM)ks. Thtty are books for pupils, and tea<'hers 
 are well <>nonf;h educated to teach uj) to all the principles and defini 
 tions laid dowji. There is another side to this question. Economy or 
 no economy, the system of auifoi'm text-books, prohibitinj; the use of 
 any but autiiorized books, has worked incalculable mischief to the 
 cause of education in OnvsiTio. Under this system each teacher is 
 ('omjielled to master the particular nonu'iiclature, rules, definitions, and 
 priiicijiles of each book, and once havin}>- acquired this so-called 
 kn()w]<'dse of the subject, he settles down to the work of teachiuji 
 without any further thoujiht of investi^atin;,^ the subject, and contin 
 ues tied to the forms of his book until the matter of his instruction 
 becomes as dry as thirteenth century i)archm(nit. Thc^ investiga- 
 tions and imi)rovements so constantly goinjj on in the Avorld of know- 
 ledge outside are never sought for when the teadu^r known 
 that examiners demand the tixed terminology of the authorized text- 
 books. He ceases to read or to wish to read, the well-si)rings of 
 instruction become choked, and the stream of knowledge is sluggish 
 and distasteful, while his pupils cease to be satisfied with gnawing 
 the dry bones of knowledge. Here are some of the opinicms of eminent 
 educators. Hon. B. G. Northrup, ex-Secretary of the (Nmnectieut 
 State Board of Education, says: — "The lessons of exi)erience are 
 ilecisive upon this point. The states whi(;h have tried this sovereign 
 HMuedy of enforced uniformity have fouinl it worse than the disease. 
 Whenever such a law has been fairly trieti. it has soon been repealed." 
 Ex-State Sunt. Henry liabb, of Hlinois, says: — " It has been fn^quent- 
 Iv tried in other states, and uniformly failed, whether the books have 
 been manufactured, purchased or selected by state authority." The 
 verdict of Superintendents in Minnesota is as follows : — " The books 
 are inferior in manner of presenting subjects, and in general make-up. 
 The state books are shams in matter and make. There is no real 
 saving to the i>eo])le." The author of this collection of o])inions goes 
 on to speak as follows: — "' This idea of uniformity bars all jHogress. 
 Text books i)rodueed nnder su(!h a system are so poor that they prevent 
 mental develojiment. They stimulate teachers to violate law and get 
 around the persc^ribed text-books." This is going on at this very hour 
 in every county in Ontario. For the i)reparation of home work, 
 teachers place in the hands of pupils at home, less(m helps in history, 
 literatiue, geograj)hy and grannnar. The law" cannot reach them there. 
 This i)raetice on the j)art of our teachers is virtually a vote of non- 
 conti(len(^e in the authorized text-books. Our authorized text-books 
 are inadequate in these days of examination test^, and the teachers, 
 being unable of themselves to sn]>])ly the defect, have r<M'ourseto helps 
 and aids published by "The Canadian Teacher." I low can we<nadicate 
 the evil ? In two ways. First, by giving the teacher a thorough 
 preparation in a rationally conceived and administered system of 
 Normal and Model schotds, and secondly by throwing the book marktit 
 
15 
 
 i)])en to all who w'ihIi to iiniu'ove and elevate the character of onr text- 
 hooks. The uiisuitiibility of our ])i('sent text books is a iiiaiii reasoa 
 on the part of many i)arents tV>r their demand that their cliihlren ])enot 
 lonipelled to take iij) (Irammar, History, (Icof^raphy, etc. Ajj^ain, our 
 Headers have Ion;; siii(;e ceasiHl to meet tlie reipiirements of the schoids. 
 In tlie advan(!ed Keaders tlie literary selections never were considered 
 ^vell ;>rad<Hl, whih^ th(\y defy any systematic? ;;roiii)inj;' to ]>ermit of a 
 scientitic treatment of their contents. Since the introduction of Nature 
 Studies, and tlie i)rocess of teaciiin;»' lan;>ua;j^«^ tiirou^fli a kno\vled;>e of 
 facts and objects, the First Readers have ceased to be of anyi)articnlar 
 A ahu' or use, and are bein;; rapidly sii]K^rseded by the Blac'.-board ; 
 Avhile the introduction of Nature Studies with suitable readin^ifs will 
 complete their total exclusion. In fact, the inevitable advance of ped- 
 Ji;i();>ic art has completely discounted the ])resent textbooks, and must 
 lu'cessitate tlieir speedy withdrawal from authorization. 
 
 No school buildings were erected durinj? the year. I have not 
 urgently insisted ujum the plain demands of the Act and llegulations 
 iu res])ect of school houses and equijunents, mainly on account of the 
 .severe tinancial crisis throngli wliich the c*ountry was passing ; but 
 now tliat conunercial and agricultural i)rosperity has returned, the re 
 <iuirements of the Act and llegulations must be insisttni uiwn in the 
 interests of the youth of tlie sectioiKs, in the interests of education 
 itself. In one respect, I can report a favorable condition despite the 
 <'ry of jiard tiiDcs. Truste(^s, with few ex(!eptions, have of late dis- 
 played more ctire iu jneserving school buildings and proi)erty than in 
 former years, and have come to recognize their resi)onsibility as 
 custodians of school pro])erty. The teacliers have as a class awakened 
 to tlie fa(!t that pleasant surrouiulings issist in the accomplishment of 
 their ^vork. Many school rooms now possess pictures, plants, and 
 specimens of decorative art, and i)upils are observed to take 
 keeiu'r interest in maintaining the proprieties of 
 scliool life and i ts accesvsories. The time of the school is more elevated 
 and the intercourse of pui)ils more refined where uttention is paid to 
 tlicse matters. 
 
 The usual convention of the Teachers' InUitute for the county was 
 held in September last, and was unusually well attended. Teachers 
 are beginning to take their due share of the work of the convention, 
 and I am glad to be able to state that nnich good is accomplished 
 yearly thr(mr;h its agency. Over 100 volumes have been added to the 
 Teachers' L^orary, and it is pwposed to make further additions in the 
 near future. 
 
 In conclusion, I have to thank your council for many maiks of con- 
 sideiation in my work, and for the hearty support accorded to all of 
 our educational institutions. 
 
 1 have the honor to be. Gentlemen, 
 
 Your obedient servant, 
 
 ALLAN EMIJURY, 
 
 Public Si'hool Inspector, 
 
 County of Peel. 
 

 T^nnouncetnents for 1898. 
 
 ENTRANCE AND PUB. SCHOOL LEAVING EXAMINATIONS 
 
 Will be held jis usual sit Brampton and Streetaville lUffh Selio^lw 
 and at Bolton and Charleston Public S<'Iiools on June 28tli, 20tli, .'JOtli, 
 Candidates must present themselves at S.'Mi a. ni. of the first day of 
 examination. Candidates mnst make api)Iieatfon to the P. S. Inspee- 
 tor not later than May Ist. each ai)i)lic}»tion to be accomjianied by n 
 fee of $1.00. 
 
 DEPARTMENTAL EXAMINATIONS. 
 
 Hi^h School Form I Examination will begin July 4th ; Form II and 
 Commercial Specialists on July 0th; Forms III and IV (m July 8th. 
 Candidates to be in their places at 8..'J0 a. m. (m first day of (examina- 
 tion. A])plication for exaniinarion in any of the fonns specified shall 
 be made to the Public S(!hool Inspector not later than May 23rd, and 
 must be accomj)anied bv the reqnisite f(^e or fees, accordinjj to this 
 schedule :— Form I, $2.00; Fonn II, Pt. I, $2.00, Pts. I and II, $r).00; 
 Form III, $5 ; Form IV, Pts. I and II, each $;?.00, taken together 
 $5.00; Additional subjects to complete an exan)ination, $2.00; Com- 
 mercial Diploma, $4.00, (Pt. $2.00.) No more than $5.00 will be exact- 
 iid from a candidate in any case. Examinations in all or soine of 
 these departments will be held at Brampton and Streetsville High 
 Schools and at Bolton Public School. 
 
 MODEL SCHOOL, COUNTY OF PEEL, 
 
 Will open at Brampton at 10 a. ra. on Sept. 2nd. Candidates must 
 make api)lication to the Public School Inspector on or before Aug. 25, 
 and must furnish proof of age, and certificates as to standing. All 
 t^eachers claiming ihe benefit of the regulations as to the renewal or 
 extension of certificat-es mnst make application therefor on or before 
 Aug. 25tli, 1898. 
 
 NORMAL SCHOOLS, TORONTO AND OTTAWA, 
 
 Will o])en on the third Tuesday in August 1808 and the third Tues- 
 day in January. Forms of application will be furnished by th« 
 Education Department, and the application must be confined to a 
 period of not more than four months previous to the opening of the 
 Normal School and must be accompanied by a fee of $5.00. 
 
TEACHERS' READING COURSE, 1808. 
 
 Teaobing the Langnage-Arta— Hinsdale $1 UO 
 
 EducatioD of the Greek People — Davidson 1 50 
 
 The Old Regime in Canada — P&rkman 1 50 
 
 Candidates for admisaion to the Normal Scbools in August 1808, and in January 
 1899 will be examined in the Teaoberc' Reading Course as above. 
 
 LITERATURE SELECTIONS. 
 
 High School Entrance 1898 :— (a) Loss of tbe Birkenhead ; (b) The Evening 
 Cloud; (c) Tbe Humble Bee; (d) Tbe Truant; ; (e) Tbe Face against the Pane; 
 (t) Tbe Battle of Bannockburn ; (>j) Lesson XXXIl I. Tbe Skylark ; (h) Death of 
 Little Nell; (i) A Psalm of Life ; (j) Tbe Herofs of the Long Sault ; (k) Tbe 
 Honest Man ; (1) Yarrow UnviRitPd ; (m) Tbe Exile of Erio ; (o) Ye Mariners of 
 Eagknd; (o) The Cbangliau ; (p) Tlie Capture ot Quebuc ; (q) The Song of the 
 P*^irt; (r) A Forced Recruit at Solferino." 
 
 High School Entrance 1899: -(a) Tom Brown ; (b) Pictures of Memory; 
 (c) Tbe Barefoot Boy ; (<i) The Visioo of Mirzi (borh readings); (e) On bis own 
 Blindness; (f) From " Tbe Deserted Viliagt;" (g) Flow Gently, Sweet Afton ; 
 (h) The Bell of Atri ; (i; La ly Clare; (j) Tbn Heroine of Vercberea ; (k) Landing 
 of the Pilgrims; (1) After Death io Arnbia; (m) Roberr, Burns; (d) The Ride 
 from Ghent to Aix ; (o) Canada ami the United Stntes ; (p) National Morality ; 
 (q) Scene from " King John." 
 
 Fob Memorization 1898-9:— (a) Th^ Belli of Shaodon ; (b) To,Mary io Heaven ; 
 
 (c) Ring out, Wild Bells ; (d) LaWy Clare ; (e) Lead Kindly Light ; (f) Before 
 Sedan ; (g) Tbe Three Fishers ; (h) To a Skylark ; (i) Elegy, Written in a 
 Country Churchyard. 
 
 PUBLIC SCHOOL LEAVING 1898. 
 literature selections. 
 
 (a) Rule, Britannia; (b) The Cotter's Saturday Night ; (c) The Isles of Greece'; 
 
 (d) Dear Harp of My Country ; (e) Tbe Bridge of Sighs; (f) Horatius ; (g) My 
 Kate ; (b) Tbe Cane-bottomed Chair ; (i) Tbe Hanging of the Crane } (j) Barbara 
 Freitchit) ; (k) The Lord of Burleigh ; (1) The " Revenge." 
 
 1899 
 
 (a) To Daffodils; (b) Rule, Britannia; (c) The Bard; (d) To a Highland 
 Girl; (e) The Isles of Greece ; (f) Indian Summer ; (g) The Raven; (b) My Kate; 
 (i) Tb*- Cane-bottomed Chair; (j) The Hanging of the Crane ; (k) As Ships.Becalm- 
 ed at E?e ; (1) Tbe Return of the Swallows. 
 
 NOTE.— Teachers will be expected to bring these notices before their pupils 
 from time to time as required, ^and to afford any explanation of the Regulation3 
 governing the Examinations for 1898. For further information, both teachers 
 and candidates will consult the undersigned. 
 
 Court House. ALLAN EMBURY, 
 
 Brampton. P. S, Inspector, 
 
 Jan. 20th, 1898. County of Peel.