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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.
1 a
»-.
i^
«
ft.
■d h
u
u
S3
ex
MUNICIPALITY,
a
'■5
a
1
c
Q.
t
o
'5
a
a o
2^
•0
n
00
i
08
a
a ta
a
p.
IS
M
i
9
U
>>
u
IS
a
o
IS
>
a
43
o
'S
Pm
1
3
•c
146R
1487
R
14<2G
!»51
643
789 37S
618
471
1025
54
<
51
O
51
<J
Toronto Twp-
«
Toronto Gore
198
198! 1H6
138
43
120 70
101
83
210
14
14
14
■0
«
Albion
flBl
8ft7 887
tiii,
21()
46:1 28:1
380
334
512
70
70
7,0
24
«
C ilttrton
1104
1I55|1(S3
811
334
769 :iO'
m\
348
561
95
78
78
1
21
«
CliinguftcnuBV
945
am;
852
fi43
1«,5
555
281
446
;i65
255
51
51
51
■»
Towu of Brampton
589
51&5
5»9
5252
589
4993
441
saw
589
1910
441
3137
124
1438
174
2'215
22-2
1823
589
3152
284
264
264
1
45
County
i»
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.