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 THE CATHOLIC SCHOOLS OF THE PROVINCE OF 
 
 QUEBEC, THEIR HISTORY AND 
 
 ORGANIZATION. 
 
 By the Hon. P. Boucher r3E LaBru^re, D. C. L. 
 
 [Superintendent of Public Instruction, Quebec] 
 
 There are few more interesting subjects than the history of the 
 labors of those intrepid navigators who first settled on the banks 
 of the St. Lawrence. 
 
 Though discovered in 1534, by Jacques Cartier, no successful 
 attempts at colonizing New France was made previous to the 
 opening of the seventeenth century. 
 
 As soon as the foundations of a permanent settlement were 
 laid, the authorities at Quebec with the approval of the French 
 government, endeavored by every possible means to promote the 
 civilization of the Indians and the cultivation of the soil, and the 
 intellectual development of the inhabitants. 
 
 The Educational History of the Province may be divided into 
 two principal periods ; the French regime, from the foundation of 
 Quebec to the Treaty of Paris, 1763; the English regime, from 
 the Treaty of Paris to the present time. 
 
 From an educational point of view the PVench regime in 
 Canada affords to the studious much interesting material for 
 thought, for in those days now long gone by, when civilization 
 was in conflict with barbarism, the efforts which were made 
 towards the founding of the first houses of education in Montreal 
 and Quebec were such as to excite our keenest admiration. It 
 may flatter our pride as Canadians to recollect that the first 
 Classical College founded in America was founded in 1636, one 
 year before the legislature of Massachusetts had decided upon the 
 establishment of Harvard. 
 
..\ 
 
 THE DOMINION EDUCATIONAL ASSOCIATIONS 
 
 However instructive might be^the history of public instruction 
 in the Province of Quebec from the tifne^f Champlain to our own 
 day, it is my intention, nevertheless, to confine these remarks to 
 our own present Catholic school system and to make them as 
 concise as possible. Thus, I trust, shall I better fulfil the practi- 
 cal aims of this convention. I ask in advance your indulgence 
 while I use a language that is not my mother tongue. 
 
 The distinguishing characteristic of our school law is the 
 absolute liberty enjoyed by each of the two religiov^^ denomina- 
 tions of controlling its own schools, in keeping with the wishes of 
 the parents of the pupils in such a manner that Catholics, in 
 municipalities where they form the majority, cannot interfere with 
 the rights of Protestants, and vice versa. In this respect, of all 
 the school laws in the Dominion, ours may be considered as the 
 mooL perfect and best adapted to maintain religious harmony. 
 
 It must not be forgotten that there is but one school law for 
 the Province, that all schools, Protestant as well as Catholic, 
 are organized under this law. I do not make this remark for you, 
 gentlemen, but for the information of those persons who, not 
 having specially studied the organization of our schools, are 
 under the strange impression that the school law is not the same 
 for all in the Province of Quebec. 
 
 At the head of our Educational System is the Council, com- 
 posed of the Catholic Bishops and of an equal number ot Catholic 
 laymen, and an equal number of Protestants. 
 
 The Council is divided into two committees, the one consisting 
 of the Catholic and the other of the Protestant members. This 
 Council was first formed in 1859, and was compo'- i of eleven 
 Catholics and four Protestants. It existed until 1875, when the 
 DeBoucherville administration modified its constitution by dividing 
 it into two separate and independent committees, one Catholic, the 
 other Protestant. This change was made in order to remove any 
 possible cause of friction betwten the two religious denominations, 
 by giving to the Protestants, vho form the minority, the most 
 complete control over their own schools. In presenting this law, 
 M. de Boucherville proved himself a statesman of liberal and 
 enlightened views ; under its provisions, as well as previous to its 
 passage, the Protestant minority have been treated, not only with 
 
CATHOLIC SCHOOLS OF QUEBEC—HISrORY AND ORGANIZATION. 3 
 
 struction 
 our own 
 marks to 
 them as 
 e practi- 
 duigence 
 
 w is the 
 jnomina- 
 ivishes of 
 lolics, in 
 fere with 
 :t, of all 
 ;d as the 
 ony. 
 
 1 law for 
 Catholic, 
 c for you, 
 who, not 
 ools, are 
 the same 
 
 cil, com- 
 Catholic 
 
 onsisting 
 rs. This 
 3f eleven 
 tvhen the 
 ' dividing 
 holic, the 
 nove any 
 linations, 
 the most 
 this law, 
 )eral and 
 ious to its 
 only with 
 
 justice, but with generosity, and no government has ever consider- 
 ed, much less proposed, a method to curtail in any manner the 
 privileges guaranteed them by the constitution. This law is a 
 monument of religious toleration, of which the Province of Quebec 
 is justly proud. 
 
 Each committee. Catholic and Protestant, has its meetings 
 separate, and it may fix the period and number thereof. It estab- 
 lishes its quorum, and appoints a chairman and a secretary. 
 
 Everything within the scope of the functions of the Council of 
 Public Instruction, which specially concerns the schools of Catho- 
 lics, is within the exclusive jurisdiction of the Catholic Committee. 
 In the same manner, everything which specially concerns the 
 public instruction of Protestants, is within the exclusive jurisdic- 
 tion of the Protestant Committee. 
 
 The two Committees have made regulations which are almost 
 identical. 
 
 These regulations concern public schools, courses of study. 
 Normal School, the examination of candidates for the position of 
 inspector, the examination of candidates for teachers' certificates, 
 instruction, school houses, school furniture, the choice of text 
 books, etc. 
 
 The vSuperintkndknt. 
 
 There is a Superintendent of Public Instruction, named by the 
 Lieutenant-Governor in Council. He is chairman of the Coun- 
 cil, lie is also a member of each of the Committees, but he has 
 a right to vote only in the Committee of the religious faith to which 
 he belongs. 
 
 The Superintendent has charge of the Department of Public 
 Instruction, and in the exercise of his functions is bound to comply 
 with the directions of the Council of Public Instruction, or with 
 those of the Catholic or Protestant Committee, as the case may be. 
 
 The Superintendent draws up annually a detailed statement of 
 the sums required for public instruction, and submits it to the 
 Government ; he lays before the Legislature a report containing a 
 statement of what has been done with the amounts voted for edu- 
 cation ; an account of the actual state of education in the Province ; 
 statistics and information respecting educational institutions, and 
 in general respecting all subjects connected with literary and intel- 
 lectual progress. 
 
THE DOMINION EDUCATIONAL ASSOCIATION. 
 
 The Schools. 
 The public schools are divided into elementary schools, model 
 schools, and academies. Some of the public schools are sa.d to 
 be "under control." the others are said to be " subs.d./ed. 
 "Schools under control" are those in which the teachers are 
 enL^ased and paid by the school commissioners or trustees. 
 - Subsidized schools " are those not under control, which receive 
 a grant from the Government or from school commissioners or 
 
 trustees. ... 11^ o.,ri 
 
 In order to interest the people more deeply in the schools, and 
 to give more unity and strength to the system, the legislature has 
 grafted it on to the parish organization, thus incorporating such 
 parish three times, (a) for church affairs, (b) for mun.c.pa affairs 
 (c) for school affairs. Generally speaking, therefore, each parish 
 is incorporated as a school municipality and has one or more 
 schools controlled by school commissioners, or by trustees in 
 municipalities where dissentient schools are established. School 
 municipalities are erected at the request of the interested parties, 
 by an order of the Lieutenant-Governor in Council. 
 
 The school commissioners and trustees in each municipality 
 form separate corporations, but any powers conferred, or any 
 duties imposed on school commissioners, apply also to school 
 
 trustees. , r r 1 ^..c 
 
 Boards of school commissioners are composed of five members, 
 
 and boards of trustees for dissentient schools of three. 1 hey are 
 elected for three years by the proprietors of real estate paymg 
 taxes or monthly fees. The formalities required for the election 
 of commissioners and trustees are somewhat similar to those 
 required for the election of municipal councillors. 
 
 All voters resident in the school municipality and the clergy- 
 men of all religious denominations ministering in it, are eligible 
 
 as commissioners or trustees. 
 
 Any election of school, commissioner or trustee may be con- 
 tested on the ground of violence, corruption or fraud. 
 
 For the municipalities in which no election of school com- 
 missioners or trustees has taken place within the time prescribed, 
 the Lieutenant-Governor may. upon the recommendation o the 
 Superintendent, appoint commissioners or trustees. I he duties 
 
 \ 
 
CATHOLIC SCHOOLS OF QUEBEC— HISTORY AND ORGANIZATION. 5 
 
 i, model 
 said to 
 jidized." 
 hers are 
 trustees. 
 I receive 
 oners or 
 
 3ols, and 
 iture has 
 \\\^ such 
 \\ affairs, 
 ch parish 
 or more 
 ustees in 
 School 
 d parties, 
 
 inicipality 
 i, or any 
 to school 
 
 members, 
 
 They are 
 
 te paying 
 
 le election 
 
 to those 
 
 he clergy- 
 re eligible 
 
 ly be con- 
 
 :hool corn- 
 prescribed, 
 tion of the 
 The duties 
 
 
 of school commissioners and trustees are numerous and important ; 
 they engage and dismiss teachers; see that the courses of study 
 approved by the Committees of the Council are followed; make 
 regulations for the government of their schools; fix the time of 
 the annual public examinations ; oblige the .Secretary-Treasurer 
 to keep his accounts and register according to instructions received 
 from the Superintendent; hear and decide disputes between the 
 parents, or children and teachers ; require that no other books be 
 used in their schools than those authorized by the Council of Pub- 
 lic Instruction or either of the Committees. However, the Cure 
 or priest administering a Catholic Church has the exclusive right 
 of selecting the books having reference to religion and morals for 
 the use of pupils of his religious faith, the Protestant Committee 
 having similar powers respecting Protestant pupils. 
 
 Furthermore, the school commissioners do whatever may be 
 expedient with regard to the buildings ; repairing, renewing, or 
 renting, if needs be, of school houses ; have the responsibility of 
 seeing that the school furniture is kept in repair or renewed ; cause 
 to be levied the taxes deemed necessary for the support of the 
 schools under their control ; may divide the municipality into 
 school districts, may change the limit of these districts ; may estab- 
 lish girls' schools distinct from boys' ; shall cause an annual census 
 of the children in the school municipality to be made, giving the 
 age of the children and the number of children actually attending 
 school ; shall in each year make two reports of their proceedings 
 to the Superintendent. 
 
 All decisions of school commissioners are entered in the min- 
 ute book of the board, and in certain specified cases ratepayers who 
 are interested, may appeal to the Superintendent from such 
 decisions. 
 
 The Superintendent may summon all parties to appear before 
 him, or he may delegate his powers to a school inspector or to any 
 other person whom he may choose, who then acts in his name and 
 reports to him. The decision of the Superintendent is final, but 
 he may from time to time repeal or modify it according to circum- 
 stances. 
 
 The principal cases in which an appeal to the Superintendent 
 is allowed, are : concerning school sites ; the limits of school dis- 
 tricts; the construction and repairing of school houses. 
 
6 
 
 THE DOMINION EDUCATION A/. ASSOCIATION. 
 
 School Inspkctors. 
 
 The Inspectors of Catholic Schools are appointed by the Lieu- 
 tenant-Governor in Council, on the recommendation of the Catholic 
 Committee of the Council of Public Instruction. 
 
 The duties of these School Inspectors are to visit the different 
 schoolsof their districts of inspection, to examine the pupils, to 
 inspect the accounts of the Secretary-Treasurer of each municipal- 
 ity, and to ascertain whether the provisions of the laws and 
 regulations respecting public instruction are carried out. 
 
 No person is eligible for the position of School Inspector unless 
 he has attained the age of twenty-five years, has obtained a dip- 
 loma authorizing him to teach, has successfully taught school 
 during at least five years, has passed successfully an examina- 
 tion upon his fitness and ability to fulfil the duties of the office. 
 
 The Inspectors are obliged to make full and exact reports to the 
 Superintendent on the state of the schools visited. In the autumn, 
 each School Inspector visits the different school municipalities of 
 his district, and in the most central part of each municipality he 
 delivers during two days, a series of lectures on the art of teaching. 
 In the spring, he pays his annual visit of inspection to each school 
 of his district cf inspection, examines the pupils in the different 
 subjects of the course of study, and forms an opinion of the value 
 of the methods of teaching followed by the teacher. 
 
 Boards of Examinkrs. 
 
 There is a central Board of Examiners for the examination of 
 candidates for teachers' diplomas. The diplomas granted by this 
 Board are of three grades: Elementary, Model School, and Acad- 
 emic. It is composed of ten members, appointed by the Lieuten- 
 ant-Governor in Council, upon the recommendation of the Catholic 
 Committee. 
 
 The examination is held in July of each year, at the places 
 prescribed by the Central Board. 
 
 It is the dutv of the Central Board to prepare the examination 
 questions in the different subjects prescribed ; to appoint deputy- 
 examiners under whose charge the examination at the local centres 
 will take place ; and to send the examination questions to the 
 different deputy-examiners. 
 
CATHOLIC SCHOOLS OF QUEBEC-HISTORY AND ORC.ANiy.ATION. 7 
 
 e Lieu- 
 catholic 
 
 lilYerent 
 pils, to 
 nicipal- 
 vvs and 
 
 r unless 
 J a dip- 
 school 
 *;amina- 
 office. 
 
 ts to the 
 lutumn, 
 lities of 
 ality he 
 jaching. 
 hi school 
 different 
 le value 
 
 ation of 
 i by this 
 id Acad- 
 Lieuten- 
 Catholic 
 
 e places 
 
 mination 
 
 deputy- 
 
 il centres 
 
 s to the 
 
 At the close of the examination, the candidates' answers are 
 forwarded to the Central Board ; they are read and valued by the 
 members, and diplomas ^-^ranted to those who obtain the number 
 of marks prescribed by the regulations. 
 
 This Central Board, and the Catholic Normal vSchools, alone 
 have power to grant diplomas valid for Catholic Schools. 
 
 DiSSKNTIKNT ScjKIOLS. 
 
 The laws on Public Instruction for the Province of Quebec 
 provide ample protection for the minority, and appear to be the 
 surest ^'•uarantee of the maintenance of harmony between citizens 
 holding different religious views. The clauses concerning dissen- 
 tient schools are a convincing proof of this fact. In the school law 
 a wise principle is embodied by which persons who cannot agree 
 while living together, may separate and live apart. 
 
 This principle is the basis of the following article of the law : 
 " If in any municipality, the regulations and arrangements 
 made by the vSchool Commissioners for the management of any 
 school are not agreeable to any number whatever of the proprie- 
 tors, occupants, tenants, or ratepayers, professing a religious faith 
 different from that of the majority of the inhabitants of such muni- 
 cipality, they may signify such dissent in writing, to the chairman 
 of the Commissioners." 
 
 They then organize themselves into a separate corporation and 
 elect a Board of School Trustees. 
 
 Thus, if in a school municipality the Catholics are the majority, 
 the Protestants, by simply giving notice of dissent, may organize 
 into a separate corporation ; on the other hand, if the Protestants 
 be the majority, the Catholics may dissent in the same manner ; 
 therefore, whether the minority be composed of Catholics or of 
 Protestants, they may, if they so desire, have separate schools. 
 
 The notice of dissent is made and signed in triplicate, and is 
 addressed to whom it concerns before the first or May. The elec- 
 tion of trustees is held during the month of July following. 
 
 If in any municipality the ratepayers belonging to the religious 
 denomination of the dissentients become the majority, they can 
 give written notice of their intention to organize themselves under 
 School Commissioners. In this case, the former majority become 
 the minority, and they may in turn give notice of dissent and elect 
 school trustees. 
 
rn 
 
 THE nOMISlON RnUCATIONAI. ASSOCIATION. 
 
 Dissentients are not liable for any school rates which may 
 he imposed by the School Ci)mmissioners. except for the payment 
 of debts incurred previous to the date of dissent. School rates 
 paid by Catholic ratepayers are expended on Caihohc schools ; 
 those paid by Protestants are expended on Protestant schools. 
 
 Any person belonK^in^ to the reliK^ious minority may at any 
 time become a dissentient, and any dissentient may. in like man- 
 ner, declare his intention of ceasing' to be a dissentient. 
 
 The minority in a school municipc.lity may unite in supporUng 
 a dissentient school, situated at any point in the municipality. 
 
 If there is no dissentient school in a municipality, and anyone 
 belon.nncr to the reli^nous minority, havinj; children of school a^rc, 
 may dissent, and support a school in an adjoining' municipality. 
 
 Normal Schools. 
 The most important subject of study at the Catholic Normal 
 Schools, is PedaK-OKT- 'I^he course of study also comprises the 
 following- subjects: religious instruction, reading, elocution, gram- 
 mar (French and English), composition, elements of mental and 
 moral philosophy, universal history, geography, arithmetic, book- 
 keeping, algebra, elements of geometry, mensuration, physics, 
 chemistry, natural history, agriculture, drawing, music, military 
 
 drill etc. »^ , , c- u 1 
 
 The diplomas are of three grades : Elementary, Model School. 
 
 and Academic. 
 
 There is a bursary fund for teachers-in-training. 
 
 There are t\v^o Practice Schools in connection with each Normal 
 School, one for boys, the other for girls, in which the teachers- 
 in-training learn the art of teaching under the immediate surveil- 
 lance of teachers in the boys' department, and of nuns in the girls 
 department, and under the direction of the Principal in both 
 
 departments. 
 
 CouRSKS OK Study. 
 
 Two courses of study have been authori/.ed by the Catholic 
 Committee: one specific, the subjects in which candidates for 
 teachers' diplomas must pass ; the other enumerates the various 
 subjects taught in the different grades of public schools. 
 
 These courses of study have been carefully prepared, and all 
 based on the programme of studies followed in France and in some 
 other countries. 
 
 r 
 
 i 
 
 ^ 
 
CATHOLIC SCHO OLS OF iW£ff£C-H/SrOjfV AJVf) ORGANlZAriOS. U 
 
 ReliKMous instrucliDii holds the first place in the course, and it 
 is ^Mven in all the schools. 
 
 We «:ive below the siihjects in which it is necessary to pass, to 
 obtain each ^^rade of diploma : 
 
 For the HIementary Diploma : Re.idin.ir. ^rrammar, dictation, 
 writings composition, sacred history, history of Canada. K^eo^^ra- 
 phy, arithmetic, mental arithmetic, bookkeepin/^r, peda^^o^ry, apjri- 
 culture, school law, hygiene, manners, and drawin^r. 
 
 For the Model Diploma : In addition to the fore^'-oin^^ : 
 Literature, history of l< ranee, history of h! norland, al^^'bra, geom- 
 etry. 
 
 I I'or the Academy Diploma :— In addition to the fore^oin^^ : 
 
 Latin (optional), history of the United States, ^^eneral history, 
 cosmo^rraphy, trigonometry, physics, chemistry, natural history, 
 and philosophy. 
 
 A candidate who presents himself for a diploma authori/inn' 
 him to teach in both languages, must pass in I<rcnch and in I':ng- 
 lish in the following subjects: Grammar, dictation, literature, 
 composition ; he must, moreover, pass in translating French into 
 Fnglish. and wVct't'/'frt. 
 
 The Course of Studies for public schools is spread over eight 
 years. 'IMie first four years form the h:iementary course, the irfth 
 and sixth years form the Model School Course, and the last two 
 years the Academic Course. 
 
 The subjects taught in the Flementary Course are:— Religious 
 instruction, French and I^nglish, writing, arithmetic, geography, 
 history, drawing, and useful knowledge. 
 
 The subjects taught in the Model School Course are the same 
 as in the elementary course, and in addition, expressive reading, 
 recitation, bookkeeping, commercial correspondence, map draw- 
 ing, and object lessons. 
 
 The Academic Course contains, in addition to the foregoing: 
 The large catechism, the history of the Catholic Church, literature, 
 elocution, history of France, history of England, historv of the 
 United States, political economy, (in boys' schools), and domestic 
 economy, (in girls' schools), as well as knitting, sewing and 
 embroidery. 
 
i- 
 
 10 
 
 THE DOMINION EIVJCATIONAL ASSOCIATION. 
 
 Conclusion. 
 We have brieny K^ivcn tlie outlines of the Catholic School 
 System of the Province of Quebec. The first development of this 
 system dates from 1848. After the Act of the Union of the two 
 Canadas, Dr. Meilleur was named Superintendent of Education. 
 In the exercise of his difficult functions he displayed that energy 
 and patriotism for ^hich he v.as remarkable. At the very begin- 
 ning of his career he had to surmount obstacle after obstacle, but 
 he recei^^ed the support of the clergy, and of the majority of the 
 
 educated classes. . 
 
 School municipalities were organized ; schools were opened in 
 many localities, and the seed soon bore good :ruit. When, in 
 ii,5+, after vhirteen years of unremitting labor. Dr. Meilleur 
 resigned, considerable progress had been made. The number of 
 educational establishments of all kinds was 2.705, and the number 
 of pupils attending the-- 119-717. The second Superintendent 
 was the Honorable P. J. O. Chauveau. A man^f brilliant talents, 
 his nom: lation produced a marked effect on the people. 
 
 Following the suggestions which had been made in 1853 by a 
 committee of the Legislative Assembly, presided over by the Hon- 
 orable L. V. Sicotte, he introduce ' many reforms into our school 
 system. Among these, we may mention the foundation of our 
 present Provincial Normal Schools ; the increase of school inspec- 
 tors' salaries ; school inspectors to be chosen from among teachers ; 
 the publishing of the Journal of Education, and oi Journal dc /' In- 
 struction Publique, etc. _ 
 
 In 1867, the Honorable Mr. Chauveau became Premier of the 
 Province of Quebec, but he did not immediately abandon the 
 control of the Department of Public Instruction. 
 
 In 1875, ihe Honorable G. Ouimet, who had succeeded the 
 Honrable P. Chauveau as Premier, became in his turn Suoerin- 
 tendent of Public Instruction, a position which he occupied with 
 honor to hims.^lf and advantage to the Province, for twenty years. 
 Durincr these twenty vears, education made gocd progress. 
 
 In''i895, the Honorable G. Ouimet resigned, and the author of 
 the present sketch was appointed Superintendent. 
 
 The progress of nublic instruction and the increase in the 
 number of schools during the past fifty years, have been eminently 
 satisfactory. 
 

 CATHOLIC SCHOOLS OF QUEBEC -HISTORY AND ORGANIZATION. 11 
 
 : School 
 nt of this 
 f the two 
 ducation. 
 It energy 
 ry begin- 
 tacle, but 
 ty of the 
 
 opened in 
 ^hen, in 
 Meilleur 
 lumber of 
 le numbt-;r 
 rintendent 
 mt talents, 
 
 1853 by a 
 y'the Hon- 
 our school 
 ion of our 
 ool inspec- 
 o- teachers ; 
 ml del' In- 
 
 Tiier of the 
 )andon the 
 
 ;ceeded the 
 
 n Sunerin- 
 
 ;upicd with 
 
 'enty years. 
 
 ress. 
 
 he author of 
 
 ease in the 
 n eminently 
 
 The clergy have cortributed in a great measure to achieve this 
 result. 
 
 The Province can boast of seventeen colleges founded and main- 
 tained by the clergy. The standard in institutions of secondary 
 and superior education is high ; many of the Professors have 
 studied in European Universities, and the courses given in our 
 institutions, we are convinced, are not inferior to any other courses 
 given in the Dominion. 
 
 The teaching orders of women having model schools and aca- 
 demies under their control have multiplied, and they impart to 
 their pupils an education both solid and brilliant. 
 
 These devoted women not only teach their pupils the different 
 subjects of the course of studies, but they refine their manners, and 
 inspire them with noble thoughts. 
 
 In these convents manual training is not neglected. The 
 statistics of 1896, show that in the model schools and academies 
 directed by Orders of Teaching, out of a total attendance of 37,337 
 children, 13,107 studied domestic economy, 16,772 learned knit- 
 ting, and 12,704 learned sewing and embroiderv. 
 
 The education of girls is certainly one of the serious questions 
 of the day, and parents in confiding their daughters to the Relig- 
 ious Orders of Teaching Women, will know that while their 
 intelligence will not suffer in the hands of these devoted and 
 skilful teachers, their characters will be formed by the practice of 
 every Christian virtue. 
 
 There are also Religious Orders of Men Teachers, whose estab- 
 lishments are increasing in number and importance from year to 
 year. 
 
 Since some years they have founded several Commercial Col- 
 leges, which are favorably known to the business world. These 
 Colleges are placed under the head of Academies in the Superin- 
 tendent's report. 
 
 The number of Brothers teaching in Elementarv and other 
 
 Schools, is 1 ,332 
 
 The number of Nuns is 2,512 
 
 The number of Laymen tca'^hing is 729 
 
 The number of Laywomen teaching is 5*859 
 
 Giving a total of ... . ■ 10.432 
 
12 
 
 THE DOMINION EDUCATIONAL ASSOCIATION. 
 
 I! 
 
 : \ 
 
 ; r 
 
 I 
 
 At Confederation the total number of children attending school 
 was 212,839. In i^97> the number had risen to 307,280. 
 
 The total number of Catholic Schools, including- under this 
 head Colleges and Universities, is 5848. 
 
 The average attendance of pupils enrolled in the Elementary 
 Schools is seventy per cent., and of pupils enrolled in Model 
 Schools and Academies, is eighty-three per cent. 
 
 Parents ardently desire to have their children educated, and we 
 are convinced that the school population has entered on an era of 
 intellectual progress which will keep pace with the material devel- 
 opment of the Province. 
 
 i'l