.^^. IMAGE EVALUATION TEST TARGET (MT-3) / o «V A ^ 1.0 !f "^ IM I.I 1.25 2.2 I: lis. 12.0 1.4 1.6 V]

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Tha imagaa appaaring hara ara tha baat quality possibia considartng tha condition and lagibility of tha original copy and in kaaping with tha fllmirtg contract spacifieationa. Original copiaa in printad papar eovara ara filmad baginning with tha front eovar and anding on tha laat paga with a printad or llluatratad impraa- aion. or tha back covar whan appropriata. All othar original copiaa ara filmad baginning on tha first paga with a printad or illuatratad impraa- sion, and anding on tha laat paga with a printad or illuatratad impraasion. Tha laat racordad frama on aach mieroficha shall contain tha symbol — ^ (moaning "CON- T1NUE0"), or tha symbol V (maaning "END"), whichavar appliaa. Maps, plataa, charts, ate., may ba filmad at diffarant raduction ratioa. Thoaa too larga to ba antiraiy inciudad in ona axpoaura ara filmad baginning in tha uppar laft hand comar. laft to right and top to bonom. aa many framaa aa raquirad. Tha following diagrams illustrata tha mathod: L'axamplaira film4 fut raproduit grica k la gAn^roait* da: Haroki Campbell Vaughan Memorial Library Acadia University. Laa imagaa suivantaa ont M raproduitaa avac la plua grand soin, compta tanu da la condition at da la nattat* da l'axamplaira nim*. at an conformitA avac laa conditiona du contrat da filmago. Laa axamplairaa originaux dont la couvartura nn papiar aat imprim4a sont filmte an commandant par la pramiar plat at an tarminant soit par la dami^ro paga qui comporta una amprainta d'Impraaaion ou d'llluatration. soit par la aacond plat, salon la caa. Tous laa autroa axamplairaa originaux sont filmte an commandant pmr la pramiAra paga qui comporta una amprainta dimpraaaion ou d'illustration at an tarminant par la damiAra paga qui comporta una talla amprainta. Un daa symboiaa suivams apparaitra sur la dami^ra imaga da chaqua mieroficha. salon la caa: la symbola — ^ signifia "A SUIVRE", la symboia ▼ signifia "FIN". Laa cartaa, planehaa. tablaaux. ate., pauvant «tra fUmte A daa taux da rMuction diff*ranta. Lorsqua la documant aat trop grand pour Atra raproduit an un saul cllch«. il aat film* A partir da I'angia sup4riaur gaucha, da gaucha k droita. at da haut 00 baa, an pranant la nombra d'Imagea nAcaaaaira. Laa diagramman suivants illuatrant la m^thoda. ta ure. n J 1 2 3 1 2 3 4 5 6 (From tlie Educcitioiial Record for I )L-LeiiiliLr, 1890. OL'K EDUCATIONAL PAST AND I'KESEXT.* By ]{EV. Elhi>N I. ItEXFiiRD, B.A. It sei.'iiis nut a few (lays siiicf I eiitereil this rodiu ami rect'i\t'(l the pleasant Imt uiiexj)et'te(l iiiforniatioii that I "nad been elected Tresident (if this Association. I then expressed my hi,yh appreciation of the lienor \ on had conferred npon me in selectinir me for this important otlice : and now that I am .soon to rUKSKNT. the law, Willi erved fro'm wa.stin- .air enei-ies m senseles.s ..pi.osi mn tn one an.aher, while we a'v permitt.;.! to work ;';J^''tl';^'; Main- who are here have Ik-.mi workiu- f athfullv f..r the past some f.ir twice an.l thrice that i-erio.!) f.ir system — t.i secure more drls: an.l vet w- cannot liMi or tift.-eii y.Mis (s.mi the imi.r.ivem.'iit of '"ir .'.lucali.ma .•tr.Mtiv.' t.Mchin.L: for our hoys an.l . ..;.i. „, n.,w .-xamiiu' the pivs.-nt slaf ..t .air e.lm..lional w,.r_k Aidi-ait^ ■ in'i .leeply imi.iv-/d. if not .lei ■ lielweeii what is aim «ii.ii ...,-..1 a Iciires.sed, with the tli.Miudit (>\ tlu. v,.t .liir.uvn.-.- hetw.-en what is and what .ai-ht t.j U' In this ..onneeli...., h..wever. a hrief review ..f .air e.lu.ation; ,n^t mav n.a he willmut its a.lvanta.uvs : Un: 11. or.U'r t.. hnrn \ ,„,,,. t ..stimat.' ..f th.' i.reseiil, it must he .•.aupar , n..t ..idy with a possihle future, hut also with the a.tua past. It mur..t..stant ...luca- ti.ai in this Province is .)f .•omparatively ivcent .kite. h i. tiu.. tiiat instituti..ns ..f IL^yal haiii.h.li..n. an.l tlie i;„vallust;tuti..n h.r ;he A.lvaiwenu'nt ..f Learnni,, an.l many ' ,ivate ei.t.Mpiises. wre e^tahlish...l ... the .1. eivsls ..t the .„„.s,ants of tl... l>r.>viiice in the ..arly part ..t tins -••""■y. U i. t....' that .■l.....e.itary sch....ls, superi.>r sell. ...is ami , 1 1 ..1. .;,i; ,.„i 1,,- ilu. Civcrnmeiit. were availal.ie no.ii.al sell...! f.,r l'r..t..stan;s fn..n the ...id.Me ..f this .■.-..l..ry, ami that f..r , ' asl thi.lv v..a.s IVotestants hav.. ha.l a s.^t at the ( ..uncd th ..I uhli.' 1. .struct. .... is was (.ri^ani/e. U is true that. ... IS.;!), the (•...n.cil ..f I'-.l'l''' Insiru.ai.m in tw.. c.mmitlees— Koman (■ath..l.c an.l 1 .'..les- on: Ei)r( ATioN.vi. i-ast and present. 3 taut: but these twn conuiiitlees only had power i ('(insider and discuss matters within the very liiuited ran-e of their functions. M\ independent action still remained with the united Council: and an examination of the minutes of tiie Council fortius peri(.d will show that the Protestant Committee faile.l to accomplish miuh under this Act of 18G9. Under thi.s .same Act the Prote.stants of Montreal and Quebec received powers which enabled them to lay the foundations of their adiniral)le svstem of schools, an,0U0 to tlie yearly revenue for their sujicrior scho.ds. It was not until the Protestant Committee met in \^,b, howevei. under an A.l passed the previous year, wliicli ,-:ave (1) a wider scope lo tlieir functions, and (2) tiic ])ower_ of iiidepeiideiit action to each committee of tlie Omncil in refer- ence to matters uiiersof the re-or<;anized Committee. Tiiev were as follows :— The Ui^dit Kev. James "Williams, Lord P.'islio]) of (,>uebec : Tiie Hon. Cha.s. Dewey Day: The Hon! Chris. Dunkin : Tlie I!cn. .lohnCook: Tlie Koii. Geo. Irvine: Ti.e Yen. Archdeacon Peach: The Hon. dames Ferner : J. W. Dawson, Es(|. This Committee i.p.ceeded, ai their first niectuij;, to a.ssociate Willi themselves, under llie provisions of the law, the followiiij,' oeiitlemen as associate members:— The Hon. dud.ue Sanborn: P. W. Heiieker, >>[. ■ Hon. W. W. Lvnch : Dr. Cameron. The fifth member, Henry Fry, ES4., was clio.seii at a subseipient ineelint,^ . , ,, . As j.art of the Council of Public Instruction, tlie 1 roicstant Committee had. under former Acts, the power (1) to nuke iv.^ulations for the guidance of normal .schools and lioards of e.xaminers, for the or-anizalion, ;4overnuieiit ami disciidine of schools au'il the classiticatioii of sclu.ols and teacliers, and (2) U) select the texl-liooks for tlie use of schools. P,v the Act of Decemlier, IST-", wliich came into force m February, 1S70, the ])owers of the Protestant ( ommiltee were increased'iu two respects. First, tliey could exercise all tlie old p.,wers ami fuiicti<-ns of the Couiuil in reference to the Protes- tant schools as an independent body; and, secondly, the follow- '^H?>0'1 4 OIK F.IUCATIONAL TAST ANH rUKSENT. i,vr a.l.Uti..nal ri-lits and piivik-vs wc-ve accnnlra f llu'ia;— (ITt.^ liK-n. Nvas ..ntiT.sU.l the sekvti.m nt al! .MlucatKU.al ..mccrs ai-iM-iiitc! l,v tl.c ( ;.,vcnii.K-nt, snrl. as schn..l uisi..'(t..rs, pr„tVss..is of nnviual s.lu.nls. tlic inenil^ers ..t Im-uhIs ..t rx- luni.R.rs, and, apparently, a secretary ..t tl>e department. \ext after the iMPWer of independent aetion, this is, peiliaps, U,e ni..st important function of the I'rotestant Committee- firt hecae.se it r-moves these r.hicational appointments troiu the arena of pra.^tical politic^, and (2) l^ecause, hy ]. ac.n|^ tlie choice of tliese officers f..r I'rotestant institutions m the hand, of the I'rotestant CommiUee, an important guarantee lias i.een .riven that these appointments will he made n. a manner accept- ahle to the I'rotestant minority. And althou-h it is not stated in the law that one of the two se-retaries of the Department ot Vuhlic Instrncli.m shall he a I'rotestant, this is practicahy «;ecurei" hv the method of ai)pointmeiit. The second new privilecre accorded the I'rotestant ( ommittee, thou.'h hardlv inferior to the precedino- ,me has never l.een called into active exercise except in an imhrect way. llie Committee is authorized to receive, hv donati.m, U^-acy or „therwise, nioiiev or other property for the purposes ot educa- tion : and f..r this inirpnse the Conniiittee has all the powers of a hodv iiolitic or corporate. . , -. Tiie (lovernment has placed at the cre.ht of the ( ommittc^N for the puiToses of education, ditVerent sums, froin time to time, ami.untino- in all t<. ahout S!)0,000, hut, apart from tins, the Committee has never lieen .'ailed upon to exercise this particular function; and I hope to he ahle to show, hetore I have finished, that the present state of our educational svstem dcniaiuls that this parti<-ular function of the 1 rotestant (om- niittee shall he laouohl into active exercise without ^^^^^y- Let us now hrietlv review the use winch the 1 oti'stant C.mmiltce has ma.le' of these new P'wevs a"d l';-';'';,"-^^'^- Their first meeting was h-dd in April, 1S,(. and l.etoie the cul nf Uecemher came round ei-lit meetin-s ..f the ( ommittee had lurii hehl, and almost every part of the educational work of the Province ha.l he.m called up for review by the (om- mittee These weiv the -.,od oU times of our short educational hisi„rv no written examinations for teacher.s or puiuls: no special inspection of superi..r scho..ls (indee.l, there seems to be some ,|Uesiion as f. the existeii-e of superi-a- schools in the couutv districts at that thne) ; m. Hst of text-l)ooks ; m; course nf siu'dv. no iv-ulations for the ^^midance of ins].ectors, teac leis, parents or pupils: no special statistics of I'r.^testant schools as OIU KUrt ATIONAI, I'AST AM' I'KKsKNT. 5 distinct frniii It.-inan Catlinli.' : in fact, \u> uraanizaln.n. no systL-ni. To the (.stal>lislinu- t .if a system tlic rmtcstant ( 'mii- inittcc iM'nt tlicir vnci-ics. Sul.-cnnmiittcrs wciv dnii'tiMl, and iniiMiilanl dci.a.tnicnls of cducatiniial wnil: wciv ivfcnvd to tl.fui. ,A . ■H'cial inspection and rci.oit of snj.eiior schools were onleivd.and special reports were reciuested fron>. the elementary schools: and ImhIi ilass.-s of schools were iid'ormed that their ln,l, Kitinrltiul. I.'t' ■ '/.■ ami Slnrlfli-n/., . The S di-('ommit;ec on Text-lSooks reported that tlie hsts authorized !iv tiie Council ■■.'uld he utilized to a very linuted extent for t!u- rro'.eslant sehouls, ,iml new lists were accordingly lireiiared, pr.hlished and distriliuted. The Sult-Committt'c on i'.oardsof Kxani'iiers recommend that the examinations should I'c cou.iiictcl in niitin--, upon printed examinati..n p^-'is. prc'l-ared hy a Central Committee. A series of re-ulatious for Hoards of ivv.i'., ners was adolited in uccordanct' with this ivport, and the U(-ulations were suhse- (oientlv ]>rinted ami ilistrihute-'.. A demand was aho made hy the Commilt.e tor a ;^Tant(it SLTiHJ for contin-en: expenses', and for the estalilishmeiil of a -lournal of Kducatioii under the control of the Committee. Tlu'se are some of the ite^s of husiiiess of the rrotestaiit Coniiuitti'e during the first e .,t months of their new life, and l!ie list .s eerlainlv a most satisfactory one. \t the hei,'innii'iu- of 1S77 (,uarterly nieetin-s were ;idop)ed, and thenceforward the Committee h.dd its meetm-s in l-eh- ruarv Mav. Au-ust (or Septemher) and Xovrniher each yt'iir. hi Sei.tl-mhe: of this vear the first cxaminalio.i ot teacher.s, upon the printed questions of the (Vntral Committee, was held, and as a result 41 elementary diidomas were eranted. Ihi.s sv^tem of examinati.ai was continued, witii an mcruising n'.nnher .>f .■andidato, .lown to ISSO, when re-ulatmus suh- stantiallv the >ame as those iiow in force under the ( eiitra r.nar.l weiv adopted for the --uidance of the s.^veral local hoard-. In ISStl a stron- res<,luiion was passed hy this Asso- ciation in favor ..f a Central I'.oard of i'Aaminer^, and trans- mitted to the rrotestant Committ.v. In 1SS1> this Association a-ain .-ailed alti'iiticn to this suhjecl in a stroii- res,,lution. ,>-t (J ulK Knr( ATIONAI. I'AST AND I'llKSENT. Thr Cnnnnitl.T nruMrd in ;av..r .,f tlu- lainripl.' nf thr ( Vntral l>.nn-.l in ISS:;: l.ut , ..wiimm 1,-islalivc and ,,tli.T .lith.ultR- „,;,,,,, .visions fnr a Cmtval I'x.anUsvn- not .aninl nul unli ISSS. wl.rn llu. sysuMn uf rxan.inali..n< was rstaMisli.Ml un,l.-i whiiii w arc nnw wuikiiiL'. . , In 1S77 M.-i- ]r.lr Mii\ Kwlrrs,,,, ^^rvr mnnally ait'-mt'"! hv thr CnnnaiU.r tu ;nsi,r.t an^ rxan.in.- tl.v MiKMur sH.nnls. fl,.. ;„./.,/;„„ an.l r,nn,n,i»f:o, W..IV .•nn.luclnl at tlu- same tini.'. as tlu' insiM.-lnr pasx-.l t.uu. s.Ii.m,! to s.hnol As th.' exan.inatinn was pra.n.ally tl.. sann- u. .'a.-h svhunl, an. ,t> thm.nr fou.w..c>lt, thi< sHuMn- -an har-lly l." .^tll-l sat,sa.,n,: althnu.J. it was a -.vat aava.Mv upon ih. innnrv niKhnU nt .Irtfiininin- lh--,i^Tanls fni supi'Vinr sclidols In ISSs;'. s,..'cial JM.i.Mtorwas apiM^nitrd U> oiv.- his wl.nl, tin,., in the su.K.ri..- «l,n..ls, an.l tlu- w.,rk .,f uisiK-ctLM. was ^ei.arate.l fv-nn* that of tlu- ..xa,ninat...ns. whi.l> w.-iv h-M simultam...„slv in all th.' ls of th.' l'r..vn..-.'. It is scarcelv n..(..ssary f-r n,.. L- tia..' ih.. various staj..'^ .,„,! .■haii'.vs !,%• which tlu- first list ui t.-xt-lxM.ks ..f l.s,t. Im. „,a.luallv~i.ass...l int.- th.. lit t..rth str.ai.^ ,.tlort< to r..a.i, th.' lV.,tcstant .■U.in..ntary s.'h.H.ls. II,.. "•- ,,art,n..nt of I'uMi" Inst.-u.tion was n..,,u.ls. th.. ii,si....'t..,- w..r.. .■...in..st...l !.. n,ak.. si....-ial ivi.ats u,..a, th.. ..l..n,..nta,'y s.-h.n.ls of th..,r r..i...... ,olat..s: liK..ial r..-ulali..rs w..,v i.<,....l h.' tl- -ui.lan.v n h,s,K.rtors: th.. (;..v..r.„n...,t was r...iu...~t...l f. .ais.. th.. -.ant f,,r ,..>n,inon sch.M.ls to SL'(l(i,()(Ml when th.' a.'tual -lant was l.'ss than it is now. an.l t.. provi,!.. f..r ..xt.a i.ayin.^nt t.; ■""''•-'F;;'- It tins a.iniiraole ti..s win..... ti-ain.': t(.acli...s arc (.n-a-. ,.r..na,nn,c ha.l h...... carri...l out, the status "«;'-'.• yl*''a-.. a, ^ ',.ho..ls w.a.l.l hav,. hi...,, -ivatly in,proN...l. Ha. ( ..nmntt....> etforls m this .lirccti..., di.l n.a i.r.i.luc sati^ta.^t.ay n-su ts an. the .•eas,.ns ..f the laihnv a.v .[uil.. appaivnl. n l,.' t,.-t 1,,,, Hu. ..an.ful .>vcrsi-l,t .,f -h.. w.ak ..f l.C-O s..h....ls tu-crs- .'arilv involv...! v...v fiv-iu..,., ..r v..,'v pr..l..n-... sittm-s ..t the (■.,„„„i,t..c n..ith..r ni whi.'l, enui.l .ras.a.a hly h.. ..xpc't.-.l. An.l in Ih.. s......i,.l l>la..e,as th.. -rants t.. ..l..in..ntary sCk-Is are -ivei, acc.r.li.m K' l".pulati.m. the Caumitlee lual no (UK Kill CATIoNAI. I'AST AND ritKSKNT. efiw-tivf nu>ans of cnfniciu.u llifif .lc(isi..iis m ivh-ivmv u> these schools. After several vi^'or.ms hut unsueresstiil etlorts to reach the eleiiieiitarv schools, the whole iittei.tion ot tin- CoiiiMiittee <,rrii.lua!lv j.asse.l ..ver to the superior sciin..K The earlier unvtini^'s of tlie Trolestaut Comiuitt.r opcueil up several iiui-ortaut -luestioiis which, hi nio.litie.l forius. en-a5.aMl the attenli..n of tlie( 'oimuit tee for umny years. The question --i tu' relation of the professions and professional exanunati.'iK lo i_he Tniversitvaiul scho(.l examinations, which was started m l.s,s, t.M,k up a -reat ani.auit of the ( ^MunlitteeV tinu^ until It received at least a temporary (piietus in liie j.as^a-v ot the 1..A. Mil. The Suh-ConiuiiUee on Le.irislatioii has hceii a proi,iin.-ut feature of the a-eiida luper of the niee'.in-s ..f the Conuuiltee: and althou-di uiu'h useful le^dslatiou lias he.Mi carried out m aecordaiK'e with its rei.orts, there is still ample work fnr tlu- Suh-Coimnittee in couiiectiou with the pn.-ress ,.t lepslatmn. The'ommittee also spent mucii time in secunn- Irom the Ottawa (iovernmeiit the i^liS.OdO .,f niarria-e license tees now olace.l at their credit. This a-itation, which lu-an in the (■ouncil, was renewed at the first meetino' of the ( oinnuttee m I87ti and di.l not cease until tlie payment ot the money ni l.ss... In the vear l^SO ivulatioiis were adojited concerning- the nualiti.'atiim. ni sui>erinr schools and tiie n.nditions of admis- sion thereto, and attention was .lirected to the I nivcMty scl'.ool examinations as a standard fi,'' te .chers In the same vear provision was made tnr llu- pul>licatn;n ot the Hl.K vnoNAI- ItKcniii. uii.ler the directmn ot the ( oinmittee. The last decade is full of impoitanl educational chan-es. whethei we take the liistory of the I'lotestant Committee, nv ot this Association,. .r of other departnienls ni euucational w rk. We can onlv refer to a few nf tliem. In ISS:", a conference of the inspe.-tors ot Protestant schools was held, which resulted in several imi^ortant movements tor the imi>rovement of our scho.,ls. and which was tollowed Uy conferences of Sclmnl (■,.mmis.si..ners in dilVereiit sections. -t the I'r..vinee: a course of studv was provi.led for elementary and superior schools; a Central lioar.l of Examiners was nM.an- niemhMlt..tlie(;.>vernment: aial the present I'niuipal .,1 the Mc(;ill N..rmal Sch.Mil was rec.'iumen.le.l f.ir appointment to his oreseiit iiositioii. , • , -r, ,> In 1SS4 an.>ther important step was taken in the rec..-;iiiti..u of the Teachers' N..rmal Institutes, and in the ehan-es m the Xorm al School .session t.. permit the professors t.. take part lu the T. icliers' Institutes. H (tin Ki'l I AliuNAl. I'A^r AN1> THKSKNT. Til.' vrar lSS(i is ina.kr,! !.v \\.r ai.i.uiutin.M.t nf ,n. iii^lM..lor ,„ MMMMinr S-hnnls. l.V tl..- ;uln,.tlnn cl til.' H.-W n-l, h.t 1. ms tuV l„,;n.ls „f .■xa.niii.T.sMU.l l.y tl..- amn.:_',in.M.ts I-r ll..' simul- t,,ii.'nu< .■xainiii iti.-n Ms U..V ivxis...! an.l ..xl.Mi.l.'.l, an.l i.u .lisl,.;.! ■.. a ,.n,u.-ni.'i,t f.a.u L.r ...f..n.nc.- : an.l thus a k.>..wl.'.'u.- »\ .'ur s,.h....lsN-t.Mn in all its .Irlails was n.iul.Mv.l a.c'ssil.l.- L- all wliM ivMuii.' ..r .l.'sii.' t.. inak.' tli.'U,sclv..s a.-.iuanit.'.l with it. 1 ,,„;„„i 1,,.,,,, for ,,hvi„us n.as..ns.>tay t.. .haw atl-uli.m t.. th.. vaii.aisaii..'n.liu.Mits inti.Mhi..'.l int.. .air s.H.M,llaw at tlus tiuH' n.-r t.. th.' ..'.val ani.-unt ..f inn.' an.l th.ais^ht -iv.-' hv Ih." in.Muh.Ms .,f Ua- i'n.t.'stant C.iuiuilt.v L- this >uh,,,.rt .> l,..ri.l;,ti.,n uiM,n .•.lu.ati.Mial lualt.Ms. Th.- .lian-.-s inti.Mhi.HM i,a.. ..ur s,.h.M,l law at this liuic w.m.- mm.v nuiu.M'.ais an.l. ,,l,h.ni..h th.'V .li.l nnt t.ai.'h th.' fun.l-.iu.'iilal piincilu.'s ..t .air srh.H.l'svst.'U,. th.-v t.'iul.'.l I., niak.' tin- svst.'iu n.u.h n.niv satista.tn.v t.. allwh.. hav.' U> An with .t. hy r.'.lu.'n... tlu- tVi.ti.n. in its w..rkiim .aus.'.l hv littl.' .l.'f.'.l- , or .l.-t.'.'ts u. ,„in,M iM-iiits. wh.,s.' iM.w.T ni ann.,vaii..' .s.'.'iu.'.l t.. h.' m inv.'is.' rati., t.' th.'ir iiuiHUtan.-.'. All ih.' .hanovs n.a.l.' .■anii..t Imw- ,.ver h.' .lass.'.! as ..f iuin..r iuilM.rtan,.' : an.l. m la.H.t ot t us I hav.' ..nlv t.. iu.'iiti..n th.' .'stahlishnu'iit ..f a ( '.Mitral l.nanl .. Kxainin.'rs with th.' .'X.lusiv.' ri-ht. ai-ail tV.uu .nir N.Miual S,.h....l. ..f -rantinu .lipL-iuas vali.l tor l"r..l.'.slant <.■!..». s (•') th.' in.'.an..iati.ai ..f this Ass...'iati.)n. an.l (..) th.' n^^ it ,aant.'.l t.. this Ass...Maii.a, ..t .l.-tin- a r.'i-ivs.M.tative ..n the Ti..t.'stanl ('..nuuilt.'.'. in tact, sii,.'.' th.' A.t ..t Is, ... which l.ii.l th.' hasis ,,f a sv.sl.'iu ..f I'rotcstaiit .'.lu.'at '.n m tins I r..- viii... tlu'iv ha-^ h.'.'n n.. iH'ri.:.l s„ fruitful with l.-islati.ai an.l otti.'ial acti..n h.'n.'Hcial t.. .air I'r.a.'stanl .'.lucati.aial w..rk as th.' i.ast three v.'ars «i .air ('.>f all human sv.Menis: an.l imhli.' att.Mi- ti.,n has l,.'.'n.s..s.st.Muati.'ally.liivrt.'.l.. flat.- t..all.'-.'.l.let.'.'tiv(- an.l ..hi.'.'ti..nal.h" l.'U'islati.ai in . ^ ^nn.'.'ti.ai with .'.lu.'ati.m.lhat w,' an''in .laiP^vr ..f iuiKuin- the in.l..Mtaiit a.lvanta-es which we H,i,>v uii.l.'i- .air luvs.'ut .'.lu.-ati.aial svl.Mu. 1 Hen; aiv, m.l.'e.l. ,1 „,.;. i,„,„,vlant .lef.'.ts inh.'i.'iit in tlu' nature ..t tlu' system it.,.lf uhi.'h .■ann..t h.' iviunN,.,! >.. Lai- as the pres.Mit .sy.steni i.s ,.,„ni,nu'.l. hut whi.-h must h.' ve.-,.-ni/e.l an.l iieutrali/e.l as tar as iM.ssihle hv wi.s.' a.lministrati.ai. I„ Ih.' lirsl ,,l.ir.. Iln siistrui i-^r ANH I'KKsKN". 9 ,.iirv nil ;i -Inal svst.-in of scIi.k.Is in tli.- cnuutiy districts, ii l.,rr;-r .'Xi-fiKlitiin- nf lunncy is iv.|MinMl than wuiil.l sutli.i' u. ,,i(7vi.le a uiiifonn svst.M.i f.-r all the iiihal.itants. 'llu- pn-s.-iit Ini^atisfait.iVN staw'of n,n- .'leuu-iitaTy s(liu.,ls is .!iu- iii a -mil measure to tl'ie fact that this exi-eiisive feature nt our jMcsent .vstem has ii.a heeii fullv ie< ..<:iiize.l. 1 shall take uc(|asinn tc n.fer f this i-iiiil aitar\ schu.ils until this fact is rec(.^r„iz,.d, and ninre liberal jiruvisinn is made for their suj.jM'it. , , • / I s,ro„fWt /.-,■ //-"/ thr r/uhlrni «t «trh Innil it ;l nnl ist rtd an train,;! un.hr t,n, ,l^f,rn,t injl»n,ns—m ditVereiit hiiildinf?s. in ditterenl texl-hn..ks, and. in tiie main, in ditlereiit li'.h<;ua^'es: and hv this means those who are to live to^r,.iher as oc cni- u.unilV in aftei life have their natnrai diHereu.-es and preiu- dices i'ntensiti.'d, reiiderinj: it all hut iniiMissil.le tor tlieiii to act a< a hoiiiogeiieous jieople ;u after lite. There is one wav in which this .lefect can l>e i^artialiy over- cuine, and that is l.v insistin.o- that the two laii-nu-es ot tho Province shall he taught in all on-- sclio,.ls, so that there may h. a nuMlium foi free interdian-c of thoughts an. oi^mions anion- .liHerent class-s of the community: and I .shall show preseiitlv that important i.r<.<.Te.ss has heeii made m tins .lirec- tioii duriu- the past few years under the re-ulations o tlie I'rotestant' Committee, ami that further i-ro-ress in tins .lirec- tiun depends lar-ilv I'pon increa.se.l educati..nal -rant.s TIf f/lini inhniit (/•■fWt <:f <>,i /.s f/l'tf it l>,ro„„:^ >nnssar>/ inn/.r it to rrro;/niir anJ hyishit,' Jor a mtnuntu-- alwavs a ditticult and unsatisfactory work, and rendere.l d.nihly ditticult hv the conditions of this Trovince. Minorities are proverl.ialiv -rumhlers, and from the nature of their positicm thev are piohahlv nece.s.sarilv so. To he obliged m all educu- tiunal movements to consider their hearing, not on y upon the interests of the majoritv, but also upm the naturally sensitive minority, adds very muVli t.. the ditliculties ..f educational work in this Province. _ v.. ..- „ So much for the inherent defects ot our system. Attention has been called to them, not in a spirit of criticism, not witli a view of magnitS'im ihem, but in or.ler that it may be clearly seen that thev are in/inrnt in »„r pirsmt fi,;sf,„i, and tiiat it is worse than useless for us to waste our energies m crying out auainst them as parts of our .system. Ap^irt from tiie.se detects a'candid examination .,f the sy.stem will compel an admi.ssion ot its .reneral fairness and excellence, and of tl. nnportance ot the 10 or It KPrcATIOXAI, I'AST AND I'HKSKN" niivilo.'.'s whicli the niinoiity in tiiis rioviiac t'ii,j"ys undor it. It is, iin (li-lraiits and pro]'erty ; . , . . . . , (•') A normal school for the professional trainiii<,M.t teacliers ; (?.) A competent staff of inspectors for its elementary and superior schools under tlie direction of its own Hoanl of Edu- ' (4) A Central lioard of Examiners, with exclusive right of "ranting diplomas for Protestant schools; '^ (■)) A jcmrnal of e.lucation, published under the direction of its Educational Hoard : ,..,,. ,^ i.- x (G) The power of selecting (through its Hoard of Education) a secretary for the Department of I'ublic Instruction, the pro- fessors of its norm:i1 school, its school iii.spectors and tlie memhers .)f its Centra; P.oard of Examiners; , , , , , (7) The power of pre.scrihing (through its Board of Educa- tion) the course of study and text-hooks for all its schools, and regulations f..r the guidance o( its normal school, inspectors, Woavd of Examiners and teachers. That these advantages are not i..ere matters of theory is evident from the fact that we have a thoroughly reia-esentative Hoard of Education in the I'rolestant Committee, carrying out a vi^'orous i)olicv under the provisions of the law. a fairly e(iuim.ed X..rmal School, nearly every oHicr of winch has been selected by the Committee, turning out yearly a supply ot well- trained teachers, and extending its advantages by means ot Normal In.stitutes during the .summci months to tliose teachers wii.) feel unable to take the regular course ; a stall ol eight inspectors, half of whom have been selected by the committee, with a .rnod prospect of an increase in i\w number and ivmu- neiM ioir..f the staff in the near future; a Central Horrd of \ Ol'H KI>n ATIONAL TAST ANP I'KESEN'T. 11 I i I Exaiuiii'M-s, wliose iueml>i":s were si-lected by the Committee, wtiieh has fm- two yeiirs <,'riinte(l diplomas under the regulations and coiidit. 'Us prescriln-d hy the Committee : a list of text-hooks and a course of study autliorized hy the Committee and in general use, the latter connecting the infant class of the elemiMitary school with the graduating class of the University, and (lualifying in its several grades for the ordinary business of life, for the several gi'ades of teachers' diplomas, and for admission to tlie University : and all of these several works are carried on under regulations drawn up hy tiie Protestant Connnittee. This is a brief statement of the main features of our present educational status and of the steps l)y means of which it has been readied : and, although it is susceptible of improvement in many directions, when it is viewed in the light of the past there is certainly no ca'.ise for disc(mragement, but, on the contrary, there is eveiy encouragement to increase our eHbrts for further improvements. Now that our system of education is fairly organized, cur etlbrts for improvement must be in the direction of increasing the etticiency of the ditl'erent parts of our system. It will be generally admitted, I think, that the two most important parts of the" system are (1) the teaching scatt', and (2) the course of studv \er which tlu; pupils are to l>e taken for the puri>oses of intciiectual development and the ac([uisition of knowledge. If these are satisfactory, the results will be satisfactory. ( )f these two points, the least important and the most easily satisfied is the course of study. If the present course of study is not satisfactory, it ^^bould be made so without delay. The materials are at hand for framing a course of study that shall meet the educational requirements of our Province , and no expense is involveil in framing such a course. I do not propose here to examine in detail the ju-esent course of study, or the critii'ism which it has received. 1 desire to say, however, that it has already ilone much to improve our school work, and that, while it is subject to nmendment from time to time, it is kow a satisfactory guide for the teachers and pupils of our schools. One or two remarks, howevci', upon the general principles up«)n what the course of study is based may noi be out of place, and, first, as to our Cour^r for Ulnnrnfiin/ Srhools. The funilamental parts are readin;;, spelling, writing, and arithmetic, together with Scripture ami moral teaching. In 12 ori! eh'cationai- i'ast anh I'hesent. addili.-n to tliis there is a little sin^inK tn act as a tonic tor the school a, little .Irawiiic; to keep little hands usefully employed and occasional oral lessons during' the week upon the use at En-dish, upon geograpliv, ui)on Canadian History, uiion usetul knowletW', and u})on physioi,.-ry and hytriene. This covers the whole course, with the exce})tion of the optional subject ot French • and vet nianv who ^dance at the course and hnd it divided 'into thirteen sections are shocked at the ignorance and stupidity oi men who could so overload the minds of children. It never occurs to them to examine how this course is to be applied nor to reHect how a child is trained in tlie school ot Nature Thev could s.k.ii discover (1) that it was never intended that a child should cover the whole thirteen depart- ments of work in one dav, and (2) that the child m ^ture s school carries on his investigations in more than twice tlnrteen subjects side bv side, and that the motto of early childhood i» nn<'lf<( non midtam : a little of many things— not much of any one thing. The course of study imposed upon young children bv Nature is far more extended and far more varied than our cchool course, and children thrive and make rapid jirogiess in NaUire's school. The variety of subjects presented Un- exami- nation bv Nature is the verv life of tiie cliild, and the younger lie is the"' more rapidlv he passes from subject to subject, and the sooner he wearies in'tl.e consideration of a particular subject. \ child has been likened to a narrow-necked b(.nle— y<.u can „ulv iK.ur in a little at a time. If you exceed the proj-er amount it ri..ws over, and is lost. You can .mly teach .so niucli readin-' and aritlnnetic in a .lay— the remainder ot the time must be tilled in with something light and interesting. Our course (.f study, while giving the fundamental subjects the pro- minence they deseive. provides variety and occupation or the i.ui.ils in other useful subjects. If tho.se who are distressed at the extent of tlie educational bill of fare which has been pnnided ior our elcw.entarv schools woiil.l follow the.se children to their homes in the neighbouring farmhou.ses of an autumn evening, and examine the stores that have been laid up for tiie winters u. KiPK EDvlATJONAL PAST ANU I'KESENT. 13 that tlitTf was iki inteiitidU of invitiu},' th" cliildrHii t(i .ynrm; tluMii.selvcs, UDi- tn ruin their i)hy.sical healtli liy trainmiii^ llu'iii villi all these v.uielk'.s (if fdini. The tanner wimM ] int out that sdiue of these articles of food wo-ald ajijiear daily upon the talile, hut that the -zreat majority would ajijiear from time to lime to give variety and enjoyment, and to maintain a healthy interestin tlie frugal meal: and it would 1)" dittieult to induce him to discard all the unessential elements of diet and to contine himself to the ihrei' (»• foiir articles of food which appear daily upon his talile. The same ].rinciplc holds good with reference to a course of stuilv for elemtMitary schools. The child has heen accustomeil in ll'ie school of Nature to have his mind occujiied with a great variety of sulijects. and no sudden change shovdd he made when he enters u]ioii schoul life. The child has little or no jMiwer of voluntary or susiained attention. We re([uire to attract the attention of a child liy throwing interest and variety into our teaching : we must, tiierefore, fretpiently change our sul>ject. In the ureat majority of our elementary schools the children are ohliged to remain alone at their desks three-fourths of the school time, and during this time they must he ]>rovided with, interesting work to employ iheir time. In the case iif tlie majority of these pupils this mu.st he mechanical work. There must he a jileasant vaiiety in this worlc, or the pupils will soon tire and turn from work to idleness ami mischief. In accord- ance, therefore, with the iirincijiles of child nature ami the recpiiremenlsof oin >cho.ils,a variety of pleasant and interesting work haslieen jaovided in the i ■.arse of study in our eiementarv sciiools in addition totiie three or four fundamental sulijects of the course, lint, as we smnetini-'S see a niiin disciiss in order ai one silting every iiem of a menu card at a hotel, from the souji to fruit, and as some ml as to L'le result wiu've this plan is carried cut. Bnth teacher aiitl pupils will lie loaded down with work in school, and the Imrden of home lessons will lie o;ieatcr than the children can hear. There are two systems uniler whicli we may work ni this connection. ! »in- course of study may consist of three or foui .subjects to he taken uj. accordinn; to a daily time-table, or our course of study may consist of several .sulijects to be taken up accordiujr to a\\\eklv pro teaclim- of French in English . I'KESEXT. 1: French is mt tini<,'ht. Tlic fact is not, eer. raised to the rank of an ordinary professor, <,nvin;j; all her time to this subject. I'ndei' our I'xtard of Examiners, French is re<|uiied for all acadenn and model school diplomas and for first-class elementary diiilonias : Imt it is optional for second i;nd third- class elenientary diplomas. In the last examination, out oj 104 teaciiers nlio look second-class elenientary diplomas. 47 jiassed in French, altliouuii it was optional with them. In our sujierior schools the s\diji ' t of French is compulsory, and foinis one of the subjects of the annual written exannna- tion : and at the examination ir. dune last, o>it of l.L'."'." inipils. l.Ui'.l were presented for examination in Frencii. In the elementary scliools of tlie cities, towns and viilauvs •.he subject of Frencli is also re;^ularly tauLiiit : and duriu'^' tlie past few rears no suliject has received so mucii attention at our educational u-atherinirs as tlie subject of French, the liest text- Imoks to lie used and the best methods of teachin,ii- it. < >nr text-liooks ill Frencli ha\f lieeii preiiared by our own teaciiers, and a new one has just been added to tlie list from which liood results are exiiected. T!ie best teachers of French from a distance iiave been invited to .v'ive us the b-netit (if their exjierieiice in the best meliiods of teachiiiL;- tiiis Milijoct: and some of our own teaciiers ha\e taken advantage of the noted ^nmmer seliools of laie^ua-vs in older to (|ualify tiiemselves for the best work ill tiiis subjeel. ami they hav<' in turn -ivcii iither teachers the advaiitauvs of their expel ieiice in our con- \-eiitionsand summer scliools. and in special <'l;;sses for teaciiers oryani/.ed for lliis jiuriiose. In fact, it may be said that no subjeel of the school course lias been so pi^rsisteiitly and (>iitiiusiastically discussed by our eibicitional iiodies durin<4 the ]iasl few years as this suiijecl. It cannot lie said, therefore, that we are'iuditl'ereiu in ivfereiice to tiie tcMchinu- of this sidijeet. or tiiat we iiave iieulected to take tile necessary step* 10 orU EDFCATIONAL PAST ANH I'liKSENT. t()^i\t' it its ])r()pi'i' \i\mv oh unv pidiriamiiic nf sLiiilit-s ; and vt-r tlu' suliJL'cl is iidt taiiuht in ulMi'.it !'> ]»'v cent, (if our ulciiu'Mtarv rural scIumiIs. TIr' n-a'soii of this is not ditlicull to discover. Tln'se sciiools arc the small district schools of yoiiiiu cliildreii. witii an avcra.ye enroliiieiit of L'l' jiupils. Oidy a few of the older i)Ui)ils could study the sultject from a text-liook: nearly all the teachin.t,' would HMjuire to he oral teaciiinu-. The pupils of tliese schools have so much ditficulty in olitainin^ the meie elements of an Eniilish education tiiat it would lie ditlicult to imluce them to turn Lheir attention to any other suliject. Tlie average salary in t hoe scliools is less than fifteen dollars a month, and the averau'e tim-' that the schools are in opiMation during the year is not more than tiie minimum of ei^iit months re(iuired hy law. In ordei' to (pialify one's self to take n\> the suhject of oral French in these scliok. We ha\e candidates who woidd gladly inejiare tliem- selves if the lennuieration was satisfactory. As soon as the means are ]ilace(l at the dispo.sal of these scliools to enalile them to pav twenty or Iweiity-tive dollars per month for their teachers, it will he an easy matter to >ecure liie leachin ]ici' cent, of our jircseiit stall' are trained teachers; another '2'< Jier cent, have hccii hrouulit more or less under the iiitlueiice of our teaciieis' institutes: the remainder of the staff have i.ad no kind of professional trainin;.^-, a lai'.uc numlM'r ha\c iiad no experience, and far loo many are teachin.u- without diploma-. The main rea-on for tlie eiiiploymeiit of teachers withoui trainiii'.^-. witiioiit experience or witiiout roportion of our pupils whose education is confined to these schools, hut the work of our sujierior .schools is seriously attected hy the inferior iirt'parat ion which many of the pupils receive in these schools. The whole scheme for our Superior Education must remain unsatisfactory so lonir iis the arran;_feiuents for layin<;' the fouiulations (if an education in our elementary .scluiols leave .so much to he desired. Not the lea^t seriou.s result of uur present condition is the depression awd discoura^'enu'nt which youn"; teachers experience from havinif ditlicult work thrown u])on them for which they are are not jirepared either hy previous traininu' or experience. Not hein.u al lie to conduct their work with ]ileasure to themselves or profit to their pupils, they natuially drift away from the work of tcachin.L; as a disayreeahle aiul thankless occu]iation. Such experiences deter others from even enteiin<,' upon this work, and thus our scliools are deprived of a most desirable cla.;s of candidates, who, under favorable circumstances, would have made successful teachers. 1 have no desire to de]ireciate our teachini: staff. They are doin^f all that could be exjiectcd of them under the circum- stances in which they are situated. The etVorts made l>y a lar<;e numlicr of our teachers in elemciitavy sclaiols to (pialify them- P^J-^"!^^? 18 OIK EHriATKlNAI. PAST ANH I'UKSENT. selves for lietter work is most creditiilile, iiinl shows tliat the inaterial is aviiilal)le for an excellent well-trained staff for our elementary schools, and all that is required is sutticient remu- neration to cnahle the candidates to in.iir liie expense involved in a jireparatory course of professional traininjr. 1 have no hope of liein<,' al>le to increase the etficieney of our i-taff l)evond its present stiitus under existinj,' circumstances. It will re(|uire all our efforts to maintain the present decree of efficiency. Tiie literary re(|uirements for our diplomas imjiose as heavy a strain as our system will liear. All Hrst-class dijilomas of the three grades now reipure previous traniing or successful ex]ierience in leachinir- To imjiose further reiiuiremeuts for second-class dij)lomas under existing circumstances would sim]ily increase the numlier of schools under pers(jns witliout di])lomas. The diHiculty is really a .serious one for our educa- tional well-lieing, and il ileserves the <-areful attention of all those who are interested in our I'lotestant educational institic- tions. Defective elemeniary schools are more serious in tlieir con.se(|uences than one wouli' lie inclined to sup]>ose. If the facilities for an elementary education are poor in o\n' country distiicts, the hetter class of the iidi. .litants of those districts will lie comjielled to withdraw out of leijard for the interests of their children. This (question, therefore, does not concern edu- cationists merely. Init atl'ects tiie vital interests of our rural sections. It is not too nuuh to say that the continued existence of tlie I'rolistanl minority in this I'rovinc'j is closely hound iip with tlie maiiiti'nance of t-lhcient elementary schools, and it is time that those who have ,<;reat interests at stake in tiiis Province should have these facts ]iressed in ujion their attention. The remedy for our jircsent educational distress is simple, and the means for ajjiilyintj; it are at hand. ]\Iore money is re([uired for the maintenance of our elementary .schools. The local taxation of two to five nulls in the dollar cannot well he increased in the present co.idition of our farminu; ]io]ndation. The expensive nature of our system renders increased aid from external sources ahsolutely necessary for an etti<'itnt system of elementary schools. This additional aid may he looked for from two sources. P'irst, from an incre;..-ed ilovern- ment