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Les diagrammes suivants illustrent la methods. 1 2 3 1 2 3 4 5 6 ^ PR / ^ PROGRESS IN EDUCATION. •^ t»e5 System of To-day compared with that in vogue Half a Century ago. SAKOSTBR'S ABLE ADDRESS AT THE NORMAL SOH(X)L .TT7BTLEE CELEBRATION A ri«rr»B OF A OouNTRY School in thk Early 50's — The Sebdh oi- RiTOLtrnoN werb not Sown in Vain— Work or Early Normal 4^>ADCATE8 — Newspaper Criticism a i'otbnt Factor in Phoorem -Thb Present Education System Dealt with in Detail — fjWFORMiTY or Examinations Commendeo- Deprecation or School tl^ORK ITNDKR HlOH PRESSURE — ThE NeBDS Or THE RURAL DlR- •f»IOTS. The following is the greater part of an atldrcHs dulivered by Dr. .1. H. Sangster, a former Principal of the Normal School, on the occasion of the jabiloe celebration of that institution, h'ld recently in Toronto : — Where do we stand, educationally, as compared with fifty years ago J This is altogether too large an order to be filled in the allotted time. Fortunately, the higher, or University, aspect of the question may bo eliminated, as not directly bearing on the ocaision we are here to celo- brate. But, even restricting myself to a comparison of the elemontarj' schools and teaching of the present with those of fifty years ago — the best view I can possibly oflFer you within the proscribed space of twenty niiiuites iru^fc. necessarily, be of very cursory '^nd incomplete character. A Master of the Old School. Fifty years ago tlie yoii*'V of our fair Province were not overburdened with educational privilef^es. Upper Canada College and a few widely - scattered Grammar ScViools aflcrdetl moderate educational opportunities to children of the favrfod class, but the Common Schools, even in citifts n .\a«\ 7 r »nd U'Wtv-, wtne m niurtt infltfinco(« bO mean in appt^t^rftucD uiii f»:) wribtuhad m iiharactui- end »p{)otntmoiiU, <»iid 8u barren m Uftcful esiiUrt, thAt pn^acf! scho.tls of a scarnHly higher grjide Men^ p.itronizeU by ulJ nave the miaeruHy p<^ t MuthodB uf teaching reM'lvcJ th«»mseivo« into li>ii>yi3i.j*ro or tilt- rul^ of tiHUM'), Rod in e''.htMt5 gu'.ennneiit rriornl 8uu8inn wft* m je unk< ' "^11. Robust oi muscular jiedayjogj- was thi:i' ruucli n vofju*;, .t?) chi'ilit'n at ftch'wl wore uncu-Uamed I) t«ke th^ir diii'.y caniiigs alnf*' »«i u!;ich )i8 H in«rter -.f coui-sts, tkud as regularly as they tuok their *iily ineal*-'. Nor wore the I'^athorn then ..!wayB ♦listidiouH aa t^^ theinfiiruurnt ■ i z'umshmeut used. In 'festem Toronto thert; fltill linger awful IsgoE^jj . ! liblic (Sciuol teacher of that jH'riijd who w»h much in the habit ,f fiui'iv ying his W'.t>fl**ii -trm, both as a switch for the unruly and at. .» pi>d. u:')gio persufKitjT. wherewith t<' hiuuiuor the three Hk into unr<..optir' t iraMv JiddrcHain;;; his fitr'.king app'ialrj to tho head, as b»iiig ihn bUorteR* • in: mtelhiroiice. And the le^/ends in qlie^tion, le doubt H'jmew'hat dx&ggerate^i, '.fclate to broezen 'hat octiv-ionally nts-^ when the? iron h'K)k at fclie ond of the arfihciivj limb, by lOisHdretfurfc, kfMMJktd out u ft w tettth or broke a none or Borapeu off an ear or pvit Oit «q -ye In run., socUor.a things Wf.re quite as bad, or worse. Tho U^Cidra wore practical!)" j" 'r"-'!;"' 'ited, and ahuofit uuiv«rsally incoinpotent. "h.» ^chool8 were i{eii' . "> log Hhautiea, unijicloHed, ai)d without uppur- !«i>Aaoes It ainy k ; !. 'vstitute even of funiiture, save thw'. ufui.. '-udect ••iid U!"Sl priiniti.i' i'-rtcription, while thv wnolo text-bo\ '•'" ;'haui's arithraetic, and a Mavor'a Hpellin^ f>yok. Haply, if thi- ...i' wer aLi^^vo the orditxaxy run, or hi\'. imy i^ncitk) claiiD >i Uterar; i'"..!?, a chance copy » f Foxs "Book J itfartyra. ' or of Tho Sponta ' Bald-.n* .'^ "P-^5ah«ou," might be iound m nao he highetil '•eaHiru. class, ; ■ ...k passing in succoeiiijn U> each 1 ■••'i- .ijipedas equally unprououuceabl.? by Xhiti may sound like romance, but I an^ H^ieaking . ,/ ' '•: ■, Kit vxj.writnoe was limited to the only two ':> 11 wufi my gi:od cv et^' hitp »u attend iu my boyliooJ, but, Kith in the ev.-n 'V, i . ■ ;' •,«f.i)«d Towns' ij.nf Wi.itchurch, " '^v we<hj ui\ . .u • ' ■ ..i.sptHitoratfe 'oi niy friend, Mr 1. they lU'iy, 1 1 i»'flimn'. be aco,opted at itsir >iniplo« of the ' viHtiug t)f (.1 ,e Wfib t»wtght, or ttithor, waa Ui'kiug oil! fiaiir'. *\ose Btit igtji lay in his fr« tjucut and I v u II it) of uaiitiuii ph;a:ie8, and vrhosL- wwtkneHS coo lOuA'-^J' > » ■ktof in his too Rreat devotion to whiskoy, profanity and tobacco . The otheiwM oonduoted by Torn Kelly — a large-hearted little cripple from ** aotiB the say," nho wai a cobbler by trade and a teacher by profession, and vho carried on .both occupations 8imultanoou8ly in the sonoolroom. He Tould half-Bole a pair of boots while hearing a class read, and would .Ht a neat patch on a shoe while giving out a column of spelling. Poor ^llr was afflicted with some "throublein his vitals," for which he had ^ *^ly take " doctor's stuflF," which he procured from a little brown jug looVf r.he haif crururr m»o.*o«w «ioi»ii Ow seem U> kav>i ioiloT«M ;»,i ol^^wlv on * Se ht-alJi if c^Art /w ^t. pTe»«>n»., let, '• remeinlHiT Mmt t«ftoher« thon hA«1ti> ooiitr»'\''Tnerit a school Uohniqnr wrur iiftlurally then of«J.»w ((it»v.th, siuro %raoug 'Ut- jov««rntHl jn'ri|jlt>. such as our»«, all infn-t«roon! iji tlsnt direct' >ii i« moMf »hjy r!^^r^. Our w'T fradiy»t^' huild« «*« i>o«ff''* »'» dt; with their n»«»t<^ri»lh *iid opjx»rtuniti«!«. Prrh»»ji«; th* jireaoh und n>vko po6»ihJe th^^gnvv'el tV* fr»>»j "uluf'" tj^.n to all Thc.v h»cl Ui wtn ^Mr^'rt«R m the faoe ^f »omc br(Ak inyrn. th-- prejudices'^ Ihe p*>'pIo. Tlti'V hAd to prtjRelytizo rhme vnth '»h>eiu>rgi?q t.Ke truhteo* ^nd fcci relax their ooo Ugh y drawia corporate niirfio-Rtriii;^**. Thoy w*rH met everywhere with '^* •hR^,mc*i«'>niNt«i' Ty, ' oui b<>ni)." Th«»y ".ad fr becir with ^liAU^ver ^ aquAniiriity th^y !vjii!d command, not ofiiy the niAiCTolent cri*v*t«itifl of thi iii-Ji»»/OMSit, Kii^ *ith thr fuasy nnd ignor^a* mv^rfer^noc of prcbeo^iou^ fricn tr., and o.^pociaily o' th'>r»e in »r«r,h ^ity. When forty yf^m a^o I vei!tuif»d th< IJi^uiD'o-x (tiouitrtin aide a icindly inttnrioneti and mduontial .:ittrab« of valu- able time on purely frivoJoiw purnuirs adding, that, in hin'-'p'n-.on, if mich thiiij^.s hpui t,<: be learned at al', it aluuuo b« from pmper ♦ext-lKK)ks. Thuld and I did persist m ray iriftho vnd or lAkt- } i.s .•la«8«>rt afie'd '^n botanical rauihleB :'r; search of plantf< nv i flowers, giich raMiblof> tftare now pr»'('crib<;«i by the r<'gu};*Uons iindfM-jjaM.H**^ in evor- »f I. would haveVjeen lof;ked upon as an educational rnink. if not an ai: (-dnciirirnal !tiratic, and *'.>uld in all prolxivbility have i»epn ...imroarily dismi.-wf-d by his ji-aU> (.ru itfw«, a« being too lazv himself fco hvik up ^pirdon -AaR for his own dinner or fjosie^i for hi« own biitr<>nhoki. \ Barly Normal Graduates. MiMih Buc4e««din|{ year, however, witneHsed on improveineut in the HentiinenU of the cominunity on iiiattero relating tu the Public iSchook and by ilegretw the trialu and annoyances of Normal School graduate* beoame prupurtionately lesti grievous tu bear. Let un then with kindling emutiunit and with grateful appreciation, reiAeinlter the pioneers of our brotherhood — the devoted men and women who, with untlaggiug zeal and with conopicuouH intelligence, cleared the way for the better things now within the teacher 'a reach. In an humble way they each and all left feheir impress for good on their day ;ind generation. Many of them wer« sooner or later won to other but not to higher pursuitH. and wliether they ambrttO«d law, medicine or divinity, or entered into mercantile or other department* of business life, or devoted themselveH Xaj literature or to art, to agriculture or to politico, I am proud to know that they, almost invari- ably, olimbed high and left the mark of giKnl work and noUible achieve- ment on their choben vocatiorus. Some died in harnetM, t«ajhing to th« and, still alas ! living not long enough to Hee, otherwise than by the ey« uf faith, the aasured dawn of the brighter educational day, in the rony glow of whose yet early morning hours we are here now assembled. But although the lowly log or fi-ame school houseu, sanctified by their liopew and fears, their joys and sorrows, their struggles and their triumphs, their patient labors and their ill-requited toil, may have given place to costly brick or stone temples dedicated to learning ; and although the effacing finger of time, the weight of revolving years, may have already flattened the mounds over their unmarked graves, let us not, on this auspicious occasion, foi-get them or refuse to recognize their claims or neglect to pay tribute to theiv faithful well-doing in the day of ."'mailer |>ossib'lities iu which their lots were cast. Nor n\ay we, even in this cursory glance at the work and influence of the Normal School in its earlier life, omit all reference to the revered father of the Public School system of OnUu-iu, Dr. Ryerson laid and established the shapely and solid foundations on which the present Minis- t;er of Education is so wisely and so acceptably continuing to build, model- ling And erecting and perfecting his particular story of that noble super- structure which must increasingly become the pride and glory of the psople. This institution was not only the first fruits and the most admir- able outcome of Dr. Ryerson's enlightened policy, it was ever the cherish- •d object of his solicitude and love. Here, therefore, within these rooms, ^m I 6 wherein the mifleen nhade of his gmcintiB presenoe and the silent ech' es of his much loved voice may be said yet to linger, let his memory be kept* forever green. His life wan an inspiration and a quickening spur to those who were privileged to associate with him, and to know him well, and to them rmd to thousands upon thousands of his grateful fellow countrymen his nnino will always remain the synonym of fervid patriotism and of executive wisdom and power, and of large-hearted humanity, and of Canadian manhood, and of Christian gifts and graces. Nationally, we are (juite too close to him as yet to clearly perceive the grandeur and lofti- ness of his public personality. The future will esteem him much more highly than the present, will regard him as unquestionably the greatest Canadian of the century, and will accord him such lasting honors that, loni; after the Vtrazen eftij^y of his person which ornaments these grounds shall have crumbled in'io the dust of the ages, his name and the grand results of his life-work shall still endure. Peace to his ashes. May our Canadi«n youth never cease to emulate his virtues or to strive to Att«in to the measure of his glorious individuality. Retrospect and Prospect. To a brief stjitemcnt of my impressions regarding some of the eduoa- ticmal aspects oi the present I proceed with much diffidence. For twenty-five years past my attention has been engrossed by my present {)LTrsuits, my energies have been devoted to the daily routine of medical reading and medical practice. During all those years I have found but little leisure in which to keep myself familiar with the trend of modem educational tliought, or with the ever changing phases of modem educa- tional developmeut and tochnitpie Hence, to-day, in the presence of an audience composed la gely or wholly of those hot ^rom the educational workshojis or the educatif^nal directorate of the land, I am oppressed with fellings nearly akin to those wliich perplex a traveller, who, thrown grey in foreign climes, has just returned to his own, his native land, and iii there confronted with changes and evolutions and developments which almost amount to revnlution. Hid once well-known landmarks are set l)ack or swept away. His trusted standards of comparison are superseded by newer ideals or by larger actualities. Even the modes of thought, and ' turns of expre.ssion, and fashions of speech, erst in use, have become so altered that his own vernacular now strangely halt-s upon his unaccustomed tongue. And thus, standing among once familiar surroundings, where it may be in the past he was wont to speak er. cathttdra, he is now weighted ■ f irith ft Hfcrange and a mortifying conHciouBncw* of inaptitude and ttncor- tainty, which prompt him to be wi»oly silont. And yet, mr, on thia Accanion and in this presence, I feel that liloncc on my part might be misconstrued. I bow to the inevit«V)!c, and am quite fontent to be regarded as an old young man, or if you so f)rcffr it, as a young old man, but 1 am not content to be regurdetl as having yet arrived at that stage of senility when a man becomes all retrospect and is nf» longer anything better than what Horace terms " Luu(iaiiititi«, or deaf t« the call of duty. Thoir AppraiDementH of Hchuol lawH and reguUtiona aad methmlH and reHultH are, uxuupt when ubviuusljr warped by party biaa or written with party intent, (if great service in keopin){ the adiaimatimtion in cltMe touch with tiie [>ei>plu. Their HUggeHtiunH, often acted on, mrm frequently (jf ntuch practical value. NotalwayH 80, however, and the fact that iuHpiration derived from tluH source in not uniformly plenary in kind, may, perhaps explain why, in Hunie inHtanccH, enactment haH been followed by repeal. Even the adverse criticisnta of the party pretw, iiometimea rather free and always ipiitu pointed, may not be an unmixed eril, if, indeed, they be an 'evil at all. In my opinion they are not an evil but a necenaary and valuw all agreed that it would be difficult to over-entimate the value of the educa tional services of these public officers, or to adtHpiately express the obliga- tions of the Province to them in that behalf. It is, I take it, an im|K)rt- ant part of their unspecified function to serve, as they were designed to serve, as a pledge of the intrinsic democratism of our Public ScLtKil system Apfiointed by the people through their elected re|)rosentative-s in County Council assembled, they arc paid by the people, they are responsible to the people alone, they hold office only during the pleasure of the people, and yet as 1 have explained, they are at the same time so related to the department that, conjointly with their High School con freres, they inspire all or much of the school laws and regulati' ns that are from time to time enacted. Thus it may be truly said that the very genius of our Public School system is democratism pure and simple. It may, indeed, be fairly ciuestioned whether, even in any State of the American Union, the people have as potent and its controlling a voice in educational concerns as '.'a vo the citizens of Ontario. In such a sys' ^m nobility of regulation and enactment is inevitable, is the exponent of its progressiveness, ia a proof of its vitality, is the measure of its adaptabilicy tu mmi mm 4 10 the public service. To taboo all educational essay or trial would amount t4) educational soagnafcion, if not to retrogression. All that can be required t/O preserve the integrity and continuity of the system as a whole is that while the central authorities show, as they must show, a reasonable readi- ness to "prove all things" that seem to make for their betterment of educational concerns, they shall equally manifest a fixed resolve to only " hold fast that which is good." Education Made Practical. r note with much pleasure the increased care taken to make the teaoh- irg, both in Public and High Schools, progressively more and yet more ro;il and common-sense in its character. The course y self-conducted experiment and simj)le qualitative analysis, but also an ample sot of jjhilosophical apparatus, including a working tele- graph, a working telephone, a working electr(»-motor, and other appliances for the practical teaching of science. I further learn with much satisfac- tion that, except as works of reference, text-books in the teaching of scienne are practically discarded. The student of botany is referred tO' the dead or living i)lant, is required to identify the specimen by name, to dissect and demonstrate its parts, to discuss its root, i«tem, leaves, flower, fruit and seed, its relations, properties and uses, and to correctly place it in the natural system of c]assi{Icati High Schools, but I wish to say that, in my opinion. Public Schools arc not a whit loss worthy of praise than their more advanced sister institu tions. An educational chain can be no stronger than its weakest link. That the Public ScIkjoIs, in their limited sphere, do not form a weak link in our educational chain must, I think, be patent to all who take the trouble to look beneath the surface, ^tany of the best and most experi- enced teachers in the ■ rovinco are eng;ij»ed in Public School work, and the realness and excellence of the teaching done there is freely attested by appreciative inspectors and trust' ■ s. Even the youngrst third-class teacher employed in a Public School must have passed the departmental tests as to knowledge, nuist have spent the [)rescribed time in a training (»r Model School for instruction in the science and practice in the art of l,eaching, and must have obtained a certificate of qualification in these respects from a County Board of Examiners, while those with higher pre- tensions and more advanced certificates must have passed the higher dopart.ment"l tests as to scholarshij), must have spent one year at least in actual teaching, and subsequently thenito must have graduated from a Normal School. Both the literary and the professional competence of 12 Public School teacherH is thus assured, and the vigor and the v«lae of tho work done by the inspectors I iiave already alluded to. That the resolto are eminently creditable t<> all concerned is altogether beyond any perad- venture — is, in fact, shown by the remarkable success with which Public School pupils paas the successive tests fi»r promotion from grade to grade, and for entrance into the High Schools. Considering the average age of the candidates, the High School entrance examination is quite a severe test, and it is rigorously applied. It appears to be a much mote advanced test and a much more stringently applied test than it was twenty years ago. Yet the Public Schools now send up more than twice as many candi- dates for this examination as they did then, and of those .sent up 61 per oent. now pass, while twenty years agj only 62 per cent, were successful. If these facts mean anythiiiu; they mean that the Public Schools do nior* work and do better work nc»w than they did twenty years ago. System of Examinations. '1' 1 One of the most di.stinctive, and, in my opiniim, one of th« ■oat admimble features i>f the educational present is the compreheniavo and thorough system of examinations now controlled by the department. I can recollect their comparatively humble origin. Forty years ago the Hamilton School Bojird commissioned me to spend a few weeks looking into the city Public'School Hystenis of New York, Pennsylvania and the New England States. Of the different educational centres I therf visited, the school .sy.stem of lioston was reputedly, and, I think, actually, the best. On my return home I graded the Central School, and introduced grade limit taV)les and promotion tests similar to those used in Bohton, but more thcn-ouj^hly applied. These were subsequently adojited in the Pro- vincial Model School, and were officially prescribed for \ise in all graded Public Schools. In due time they were extended and made to apply te (Jrammar or High Schools and Collegiate Institutes. Ultimately they became expanded to their present phenomenal proportions by the absorp- tion of the County Board and Normal School academic tests for teachers' certifiwites, and the matricul/ition tests of the different Universities, tech- nical colleges and schools, and learned professions. The latter functionw wore, doubtless, Krgely imposed upon the dej)artment by outside pressure. Of this my own profes.sion furnishes a notable instance. The Medical Council, of which I have the honor to be an elected member, former]/ held its own examinations for matriculation in medicine, through few* appointed examiners, one at Kingston and the other at Toronto. The hi iu !S •x&miiMCior cost the c^^n-lidatf $10 in place of iho |IP now paid, or, tiikirig into wnflidoration Uio travelling t'Xp«^r.5-es, oxlnn frxiD remote jmrta of the PmviQce Nj those "ontree, it involved, ui manycaHes. four or five timee »u* ftWii All outUy :>* at the prosent. The examiiuiuoriH were otherwifle un.'wtisffvotory, iinJ th*; coancil decidetl to accept in lieu of them one or tith«r of i,ho de()artniei»tAl tests thou in torco. It h'i« never Hoen cAUfle U> f<(rrv^t it* decisiou i.» that efl'ect, and to-Uiy such is our contideniv ni the rwdnww and absolute vfdue of the dej'artmexital oxatniuatio'^is 'hat ti.e repre«entv»t.ivo membcjT of th< Oouncil would not wilimgly ■ ' iside thf. icpai'tnicnt^l <'ertiiiiv*»u in f»\ov pf any urliiniUid University qu^ditication, even up t^»and inclusive of a decree in art«. Practitad oducj»i;oi!iftt«« know »ery well that the dcjH.'ndenc« i^y be pW^ed on the certiiicni^- or diploma •r degr«o in art>: of any ;iistituti<»n if let-ormined, not rhiellv ^y the face ▼alne of lUs requirementti or by the extont or ()arftde »)f it^ "urrjfuhim, but by the thoroughn-^s ar.d Ktrinj^enoy wi!h which iu examinati ; resta ait> appliijij. Our objection, in the Medic/il f'oimc;], to accept idivorHity standing as qualifyini? for matriculation Truatns, not that we hav- no con- fidence in any University, bm that when eight or ten UnivorsibieB becia far »■< ,ii (dical matriculation is concerned, thtre is no surety Uiat then tOHtfl are equaily applied — wo know that in the p.'iHt the t(38t6 of some wvro applied with discreditable laxivy- and c lie t-amjtered with without .gravely marnnf; the int/Ogrity and efliciencv aJid Ojuipoiyo of the whole. The decentral »;ition of t/cajhors' exandnations and of thri^it of University and profession inatrjculants, due to the jnvsent plan of making each Iliyh S^liool ,i centre at which caiididatf^s may write, has i!idoubt.udly b»;en c Ikiou Ui vll. 1 may. perhaps be perm it fed tHrtment errs here at all. it .•should be on the aide of ovordilx^rality. u It is unquestionably a fact that, witli more time, hundreds of caudidatea would make better showing than they do now, and thus, in many cases, unintentionally unjust rating would be avoided. There are other features of the educational system at present in force which neem to me to merit unqualified approval, but I have no time now to discuss them. I particularly regret that I am thus precluded from say- ing some of the gc»od things I have in my heart to say about the kinder- garten which has since my day been incorporated into the system. I remember, however, with great pleasure that the very last lecturefii on education I had the honor to deliver in this institution twenty-six years ago were devoted to a description of the kindergarten and to the advocacy of its early introduction into our cities and towns. ^ Stagnation Means Decadenoe. Are we to conclude, then, that our school system is faultless ? Hap- pily no. Not that, by any means. Imperfection is the hallmark of mun- dane affairs. Progressive instituticms, like progressive individuals, lire and grow strong by effort, by constantly struggling to attain to higher phases of existence. If by any chance an institution ever reaches per- fection, there i^ for it no more struggle, decadence sets in, and death by cardiac failure, or by senile gangrene, or by general paresis closes the scene. I trust, therefore, that our school system is not yet within 1,000 years of perfection. If time served, 1 would like to j^oint out several par- ticulars in which it is more or less faulty. I can only now shortly indicate two or three of these. For intance, I am not altogether in accord with the complete divorcement of the academic and pedagogic functions in our Normal Schools. That formerly the energies of the school were far too largely devoted to academic work I readily admit. Nevertheless tha other extreme may be found to be equally a mistake. There are, 1 take it, sound pedagogic reasons why thesa institutions should still do a limited amount of academic work. I think tliose reasons are so imperative that they must eventually force their own recognition, and I venture to p?o- dict that a long^ experience of tlio present system will lead to a {Mrtial re.storation of the feature now so rigorously excluded. I strongly approve of the recent change made in the personnel of the County Boards of Examiners, yet 1 um not quite satisfied with the constitution of these boards. The certificate of the board is a legal authorization to teach and the examination leading thereto should undoubt edly be in the hands of teachers and inspectors. Doctors, lawyers and 16 -cWgymen are poBaeaa'id of va'ioU and multiplied oxcoilencies, among whirh, howover, »«<« ni t special q i!v!jfic»ition-i fcn serve on otmurj bodtds. And weeing hu^v rttnii'itively jotiJo' s lhb8« prcfeiaiona are of any oatsido intn-rferencc with tboir own guild righth .tnd immuniticB, I am only sur- prised that they did not long ago theriisoHeti protest H.yam8b heing plactid in a jKJhitinn wfieso they were coin}><.'lIed to do urit<» others ob they would not that cLiji'rs should do unto them. It vrould, in my opinion, bo a still further irnproveinont to throw, fv)r t-XivuiiJiation' purpoBbh, two vr three adjacent counties into one so a» to make the joint board i'. larger h^niy And to mako it atill inort indepojideut of local intiuencoH, which tend n> relfcx, which., in iliis case, strongly tend to ■^elax, vigor and Btnugoncy of function, it may be found necessiiry lo giv« one or more appoint-tea oi the dcp,'irtrnein. aduU in each of tht-o joint county Voth tho p'lblic i>n'l the cintial !iuthoritit'.,s thnf tUe«tt exBtuifiati.ms. winch ftru cwrtrtijiiy no^ tlif least important in the -.vhole Merit's, are ri'iil :»r;J nof merely perfunctory. He DlflcoTiia,%'e8 Cratrtroiug I have no BYmpathy wilh thecij' that the department encourage* onwnn>ing in th«j Migh Schor !h. As far »« 1 can int«;rpr«t the spirit ^nd mtent uf the deparMnontivl rt::vdation8 -lud inutructions to oxaniincra, every possibUi preventive nioasurw fhat can bt' adopted is eiplianly »jnJoined, »ud ru rcover, the eminent!^ aial :Ana pract-cil teaching dt.isw in tho Hiijli .Hchooi' would RO«ai . f itself to rosider cr:i.!i aiing in tr ist .^ubjwots ini- p on the exajninatiun j'^i^'Im wouhi peeui dfaigned X4) prechKie anyone, who had n»er»-'y crania > .' for th«' tost from pan/HJng it at all. But whilt- there is not and cani)ut bo much cramming 'u\ the only sense 'u whul. (>.v»if<:l people uhc that term, there can K, and 1 fo.'^'• there ij>, a very laTu.ntahie amount of evor study in cuunection v>ith Uigh School worlc. f regard this as (h« v;-..rat feature of the eotire syateni, but I am vot very clear a* to where the rosp-jiiaihiiiiy !vms or w)iat it any reineay can be applied to prevent or to lessen the » -il. Y ■■ !< .'U^rr.l. nir, ia an eminently succesHful systeiti. 1 doubt whcthe>" ir.oie woik or boite? •Morls \8 accompUshcd in Public and Higli Si hotds .anywhere else in the world. I Hiji ,iO further and say I doiili! w iiether as much good work in done anywhere else in .►chools < f a similar grade, But to accomplifh theso desirablv rexults your t choolfi are run at high preaaure. Your system j* . 16 designed to take out of both teachers and taught all there is in them. The educational dilettanteism which so largely prevails to the south of ub finds no place here. Our American neighbors run what may be termed a decorated educational accommodation train, where we run an every day express. Our educational conductors and engine drivers are earnest, keen-eyed, hard-fisted men in work-a-day clothes, who mean business and are bound to run their trains on tirr.'j. I have the pleasure of knowing many of our High School masters personally or by repute. In scholarly attainments and knowledge of their profession, in zeal and in faithful dis- charge of duty, they are, I know, easily the peers of the best men of their class elsewhere in the world. We have much reason to be proud of them. I know that some, I believe that many, deplore this tendency to over- study, and do their best to prevent it, but the remedy lies not with them. The evU is perhaps inherent to any advanced school curriculum vigorously pursued. Your course of study is necessarily arranged so as to meet the requirements of students of fair or average ability. Unfortunately there are in every school some pupils of less than average ability, who can only keep up with the cbiss by extra work. If their inferiority is marked, the extra work may become excessive. It is true that pupils can vegetate in the High School for years without writing for any examination whatever, but neither they nor their parents want that. The former are self -im- pelled to over exertion by a not unnatural anxiety t^ do as well as others. The groat factor, however, in promoting over-study on the part of High School pupils is, I fear, a sort of domestic ria a tergo — the pressure brought to l>ear on them by ambitious or injudicious parents, who are loath to believe that their family half-pint pots are not just as capacious as neighboring family pint or quart pots. The head masters, as I have said, discourage over-study. They do it, to their great honor, because somewhat to their own detriment ; for, unhappily their own efficiency and success are largely measured by the results they reach at these examina- tions. Parents and trustees watch for the annually published lists and eagerly scan them, in order to compare their schools and their teachers with those of other districts, and, if any marked fulling ofl^ appears, unpleasantness* of various kinds and degrees is sure to follow. It would appear, then, that, as the responsibility for over-study rests chiefiy oe wholly with the people themselves, its remedy or prevention also lies chiefly in their hands. 17 Remedies Suggested. * FCxperience Jind ;i keentjr appreciation of p«irental rcsposil)ilit3' niay, in time, teach the leasou that it is often a father's duty hero, to put down the brakes in jilace of turning on more steam, and the famil)' pliysioian frequently has it in his power to otter wise counsels in this resj)ect. And 1 am glad to l)e able to record my convictiun that my professional con- freres seldom or never neglect to point out the dangers of over mental application. The de])artnient can apjiarently do little more than has been done to prevent its necessity. The .separation of the matriculation and junior leaving examinations into parts J and 2, which may l)e pas.sed separately and in ditt'erent years is evidently a conctjssioii to students of less than average capacity, but further relief in tl\at direction is clearly barred by the risk of running into the l)urle.sipie of "education, with examinations on the inatalment plan." One can .see several possiV)le ways out of the dithculty. Imt none wi'^^hout hazard of grave injury to the integrity and value of the whole system. For instance, if the annual lists were jmblished, as a wiiole, in strict alphabetical order, ;ind not by districts or schools, over-study, or much of it, would at once cease, l)Ut in that ease I fear that our fast educational t;xpress would be apt to degeiie- rate in a mere decorated accommodation train. He who may be able to devise a scheme which shall prevent all over-study without at the same time hobVding the [)rogi-ess <>i those with average or with supeiioi' abilities will richly deserve the thanks of every one. Of our Public School system 1 liave only to add that, as far as rural sections are concerned, it has pr >bably, in its present shape, reached tlie limit of its u.sefulness, and that unless it be materially altered it will not likely prove e(|ual to the requirements of the future. To l)e prepared to compete in the keen connnercial and industrial struggle of tlie twentieth century, farmers' sons and daughters will uncpiestionably need an educa- tional ecjuipment which in kind and in extent the pre.sent system cannot supply, and was never intended to supply. This ditticulty has croj)ped up in othei lands, and, .so far, only two solutions have been tentatively put ffu'ward. One is the creation of special scliools ; the other is the amplification of existing schools. Not the least importaiu olijections to the creation of special schools are, tii'st, the deterioration or degradation of ordinary Public Schools whioh would inevitably result ; and .second, the improbability that they could be established in sutticient number to better reach the re<|uirements of the rural population than they are now ■«»"-»•«••* '■"""'"' 18 Hervod liy tl)o Hiyh ScIkmiI.s. The anipliticatitm nf all .ural Puhlic Schools would iriv<»lve thii (ihlitiTation of 'schr four diHtricts in place of the sixtii-n or twenty now <»litai;iin'4. This plan would .secMne to town- Hhips all the benetitts of graded •iclnjols. would obviate the })resent waste of teailiin<{ energ)', and would aen«e. but that outlay would be tritliiuj coui- pan-d with the 8;ivin<4 eflected by having to eijuip and maintain oidy three oi' four schools in place of sixteen or twenty. The proltlem of making the Public Schools c(pial to tin- iicw demands made upon them may be regarded as the most important now Ijefore the Education Department, and he who solves it .satisfactorily, and .secures therewith the indispensable concurrence of the people, will d<) a grand work, and will deserve honor second only to that conferred upon Dr. Ryerson himself. < - -\