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(UuA-ui %M '^3 
 
 si»eeoh: 
 
 DKUTBRED BY TFB 
 
 HON. G. W. ROSS, 
 
 MINISTER OF EDUCATION, 
 
 ON THB 
 
 MOTION TO CONSIDER THE AGREEMENT RESPECTING THE 
 PUBLICATION OF A NEW SERIES OF READERS, 
 
 Ilf THE 
 
 LEGISLATIVE ASSEMBLY OF ONTARIO, 
 
 March, 1885. 
 
 TORONTO: 
 PRINTED BY THE "GRIP" PRINTING AND PUBLISHING COMPANY. 
 
 1886. 
 
 Fs^i-s - \S^t? . R834 
 
 { 
 
Furchased CANAOtANA 
 
 from the , •, ^ _ • _ 
 Chancdlor COLLeCTlON 
 
 Richardson gueGN'S 
 Memorial ^ . _ 
 
 Fund uNiveusiiy 
 
 AT KiNQSTON 
 
 ONTARIO CANAbA 
 
 
 ne EDITH tfW LORNE PIERCE 
 COLLECTION o/^CANADIANA 
 
 Slueen^s University at Kingston 
 
ffO'' 
 
 SIFEEOS: 
 
 DELIVERED BY THE 
 
 HON. G. W. ROSS, 
 
 MINISTER OF EDUCATION, 
 
 ON THE 
 
 MOTION TO CONSIDER THE AGREEMENT RESPECTING THE 
 PUBLICATION OF A NEW SERIES OF READERS, 
 
 IN THE 
 
 LEGISLATIVE ASSEMBLY OF ONTARIO, 
 
 March, 1885. 
 
 TORONTO: 
 PRINTED BY THE "GRIP" PRINTING AND PUBLISHING COMPANY. 
 
 1885. 
 

 
 
 I' 
 
 1^ 
 
 V 
 lor 
 

 
 
 1^ 
 
 lor 
 
 THE READER QUESTION. 
 
 si>B E o h: 
 
 DELIVERED BY THE 
 
 HON. G. W. ROSS, MINISTER OF EDUCATION, IN THE 
 LEGISLATIVE ASSEMBLY OF ONTARIO, MARCH, 1885. 
 
 On calling the Orders of the day Mr. Ross, of Middlesex, moved 
 the following resolution : — " Tliat the House approves of the agree- 
 "ments laid before the House by command of His Honour the 
 "Lieutenant-Governor, bearing date the twenty-sixth day of 
 " November and the fourth day of February, respectively, and ex- 
 " pressed to be made between W. J. Gage & Company, of the City 
 " of Toronto, Thomas and William Nelson, of the City of Edinburgh, 
 " the Canada Publishing Company (Limited), of the one part, and 
 " Her Majesty the Queen of the other part." 
 
 Continuing he said, in asking the House to approve of this 
 resolution, it becomes my duty to enter into certain explanations, 
 some of an historical character, others more of a business nature, 
 regarding the much-vexed Reader question. 
 
 You are aware, Mr. Speaker, that for many years it was the policy 
 of the Education Department to authorize but one series of Readers. 
 From 1846 down to 1883 this policy was uniformly carried out, and 
 the wisdom of it had apparently become the settled conviction of 
 those more immediately connected with our school system. It. 
 
 B^ai^D 
 
might be of interest, however, to point out that the policy of 
 Ontario in this respect was somewhat unique. In every State of 
 the Union, with one single exception, a diversity of text-books 
 always prevailed. A similar policy prevails in England and Scot- 
 land, and in a somewhat limited degree in the other Provinces of 
 the Dominion. 
 
 When the necessity arose in 1882 of preparing a new series of 
 Readers for our public schools, my predecessor felt that the example 
 of other counti ies was worthy of consideration, and although he did 
 not go as far as to admit of free trade in Readers, as is the case in 
 the United States, he thought a diversity of text-books was desir- 
 able. With this object in view he made the following announcement 
 in a Circular, dated 25th January, 1882. * * * * 
 
 " Experience has, however, justified the conclusion that in the pro- 
 " ductior of needed text- books the business enterprise of competing 
 '• publishers can be well relied upon for their preparation, and that 
 " the possession by the Department of the copyright is less effective 
 " in control than the conditions imposed upon the authorization of 
 " any text-book or any new edition. 
 
 " To secure competition it is necessary that two or more text- books 
 " should be authorized in elementary subjects, and the improvement 
 " in all new text-books since 1877 proves its practical success. 
 
 " The only subject in which this principle was not applied in 1877 
 " was that of Reading, and the then Canadian Series of Readei's was 
 "' left the only authorized series, from hesitation to make any change, 
 " the copyright being in the Department, and assumed to gnvern as 
 " to price and quality. These Readers had been prepared in 18G8, 
 " and dissatisfaction with them prevailed in 1877, and has now 
 " become general." 
 
 In carrying out this policy he received applications from various 
 publishers for the new series of Readers. Nelson and Campbell 
 submitted the Royal Readers ; the Canada Publishing Company, the 
 Royal Canadian ; Messrs. Gage & Company, the series known as the 
 Canadian Readers, all of which were at different times submitted 
 to the Central Committee for consideration. Owing to the illness 
 
of my predecessor >mA liis absence from tlie country, the Education 
 Department was placed by Onler-in-Council nnder tbe supervision 
 of the Honourable Mr. Hardy, Provincial Secietary,wh() in carrying 
 out the well-understood policy of Mr. Crooks, authorized two series 
 of Readers. I do not propose to discuss the educational merits of 
 these Readers ; suffice it to say that each met with the approval of 
 a certain section of the community, and each had merits peculiar to 
 itself. 
 
 The question considered by the ])ublic, however, was not so 
 much the merits of the Readers as the inconvenience and expense 
 to which they were subjected by want of uniformity. 
 
 As was natural to expect, a certain amount of political acrimony 
 was alno imported into the discussion, and the advantages of a 
 diversity of Readers lost sight of. On my accession to office in 
 1883 I determined that this policy should be changed — that we 
 should revert to the former system, and have but one series of 
 Readers for all our public schools. I need not here enter into a 
 consideration of the reasons for this change. It will be apparent at 
 once that the policy to which the people had become accustomed, 
 which enabled the child in one portion of the Province, if he 
 removed to another, to bring his text-books with him without loss — 
 which enabled our teachers, no matter in what school they taught, 
 to avail themselves of previously acquired information — was one 
 which for simplicity as well as for effectiveness should not be rudely 
 set aside. 
 
 We are sometimes charged with having changed our policy in 
 this. I think there is nothing in that charge, Mr. Speaker. An 
 individual may be perfectly justified in shaping his course according 
 to new ideas, and so in a matter of this kind in regard to which 
 there was room for a difference of opinion — in regard to which there 
 are precedents both ways, I think we are quite justified in bowing 
 to the public opinion of Ontario, and reversing a decision previously 
 arrived at. 
 
 And what applies to Readers, applies to text-books 6n every 
 elementary subject. I readily admit that in the study of the 
 
6 
 
 sciences it is absolutely necessary to consider great principles from 
 different standpoints. We cannot in a spirit of economy lay down 
 a hard and fast rule, and say we shall study but one author. There 
 are various schools of political economy, :>cience and classics. In all 
 the higher branches of thought, the greater varieties of mind that 
 can be brought to bear on the study of the question the better. But 
 in geography, grammar, etc., we can very well afford to limit the 
 child to one text-book, trusting to the intelligent, well-trained 
 teach(3r to add to tho necessary limitations of a text-book out of his 
 own mental storehouse, and in this way supply that variety of illus- 
 tration and fact which it would be impossible as well as unadvisable 
 to attempt to supply in any other way. And I trust the change I 
 have been able to inaugurate will be extended to Geographies* 
 Grammars, etc , so that where there are "ow nine of the former 
 there will eventually be but one, and pupils and parents will thus be 
 relieved of the inconvenience and expense to which they are sub- 
 jected at present. Now this orings me to the time I assumed office, 
 and I am free to confess that this question was a very perplexing one. 
 
 Notice the position : The series of Readers in use since 1868 was 
 by Order-in-Council to be cancelled in August, 188.5. There were 
 two others authorized, and a third before the Government, pressing 
 its claims for authorization. 
 
 Now here were certain vested rights which could not be ignored, 
 particularly in the case of the two series that received the imprima- 
 iur of the Government. The publishers had invested a large sum 
 of money in their preparation, and in setting them aside the principles 
 of common justice required that due consideration should be given to 
 the amount they had expended. Besides, many schools had already 
 adopted certain portions of them, and any change of policy required 
 an honest review of all these considerations. To cancel their authori- 
 zation at once would put many parents and children to expense. I 
 came to the conclusion, therefore, that we must allow any school 
 where new Readers had been introduced to continue to use them for 
 A reasonable time. Then how were we to dispose of the vested rights 
 •of those whose Readers were authorized ? We were open to two lines 
 
 1i 
 
I 
 
 I 
 
 of action : One was to repudiate their claims, the other was to grant 
 reasonable compensation. Repudiation, however, was not for one 
 moment to be considered. It might be held that these publishers had 
 no claim which could be established in any Court, yet the authoriza- 
 tion granted by the Department hnd led to an expenditure which 
 would be at least a claim in equity, and as we believe that no Govern- 
 ment can afford to do wrong even to a private citizen on the grounds of 
 public policy, we felt that in any settlement of this claim, the element 
 of compensation must be considered. Now, how was this to be done ? 
 We might have asked the house to vote a lump sum in lieu of all 
 loss, but then how were we to arrive at this amount ? An effort was 
 made to ascertain what the loss really was, but then claims were set 
 up for prospective profits, consequential damages, and so on, and thus 
 it was impossible to fix upon a sum. Then it was proposed to select 
 from the three series authorized such numbers as would form a com- 
 posite series, and thus each publisher having one or more books in 
 the new series would, from the sale of these books, be able to recoup 
 himself for the cancellation of others. This question had also to be 
 considered from two standpoints. First, we had to make such a 
 selection as would educationally secure a suitable series. Unless the 
 books forming the composite series were properly graduated, the new 
 series thus formed would be so faulty as to be detrimental to the best 
 interests of the schools ; and no matter what might be the difficulties 
 of the settlement, any arrangement which did not give prominence to 
 the educational interests would be necessarily faulty. The other 
 consideration was such a selection as would equalize the profit and 
 loss. It might be quite easy to make such selections from the three 
 series as would secure one well graded series for reading purposes, 
 and yet at the same time the relative profit and loss of the owners 
 out of the books would not be properly proportioned. From the 
 Return laid before the House it will be seen that the Central Com- 
 mittee made such a selection as would no doubt meet the educational 
 difficulty, but then, as the series consisted mainly of the most valuable 
 books prepared by one of the publishers, it is quite apparent the 
 financial settlement could not be satisfactory to the other publishers, 
 
8 
 
 and so it turned out. Having, therefore, failed to make such a vsettle- 
 ment on tliis line as would linancially and educationally meet the 
 case, the only alternative was the preparation of a new series. I 
 frankly confess that this solution of tlie question was not a pleasant 
 outlook. Knowing well the criticism to which a new series of 
 Readers would be exposed ; knowing well the difficulty of securing 
 proper editors, engravers and typographers, I hesitated long before 
 committing myself to this policy. The duties of my department 
 were sufficiently onerous without this additional labour, but never- 
 theless I felt it would never do to shrink from duty if the interests 
 of our school population required the sacrifice. Accordingly I under- 
 took the more difficult task of preparing a new series of Readers, and 
 it is for the country to say how far I have been successful. There 
 were circumstances, however, in connection with the undertaking 
 which afforded me encouragement. The criticisms on the series of 
 the previously authorized Readers v e fresh in the public mind ; I 
 was fully informed as to the elements which were necessary, as 
 developed by these criticisms, to a suitable series of Readers. I had 
 before me such books as were found suitable in the United States 
 and in England, and on these lines I felt assured that with reasonable 
 attention the difficulty might be overcome, but it was necessary first 
 to make such arrangements for the publication of the new series as 
 would fully protect the public interest. The only advantage of the 
 system prevailing in the United States is that competition between 
 the publishers secures excellence in typography and the other 
 elements of the mechanical outfit of a book. The experience of our 
 uniform series has shown that unless publishers are placed under the 
 most rigid restrictions the public interest would be sacrificed, and 
 books of poor quality would be thrown upon the market. Now the 
 literary excellence of a book is one thing, and its mechanical qualities 
 are another. Both, however, are important, and it was in regard to 
 mechanical detcdls I had first to provide. Accordingly in the agree- 
 ment entered into with the first publishers they are under heavy 
 bonds to manufacture books of the very best quality. 
 
9 
 
 I a settle- 
 meet the 
 ieries, I 
 pleasant 
 series of 
 securinjr 
 ig before 
 )artment 
 it never- 
 interests 
 I under- 
 ers, and 
 
 There 
 srtaking 
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 nind ; I 
 sary, as 
 
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 sonable 
 <ry first 
 Ties as 
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 tween 
 
 other 
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 d, and 
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 alities 
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 leavy 
 
 (1) The typography, binding and paper must be approved of by 
 the Department, the quality of each being fixed by the agreement. 
 
 (2) An officer of the Department is empowered undsr our agree- 
 ment to enter the establishment of any of the publishers and 
 examine every sheet as it issues from the press, and every book as it 
 issues from the bindery. By this close supervision we hope to 
 maintain the high standard which the samples already issued are 
 found to po-<sess. Under Dr. Ilyerson's administration there was no 
 such agreement with the publishers. The rule was, upon the issue 
 of a new edition to place the saiu|)le of such edition in the Depart- 
 ment, but there was no supervision by which the excellence of that 
 sample could be maintained, and a uniform standard of excellence 
 continued. 
 
 (3) As the publication was confined to three firms it was neces- 
 sary to see that the retail trade upon whom the ultimate sale of the 
 books depended were amply protected. Under Di-. liverson there was 
 no provision made whereby any discount was guaranteed to the 
 retail trade. They were entirely at the mercy of the publishers, and 
 although it may be assumed they were fairly dealt with on the 
 whole, yet this was not owing to any provision in the regulations 
 of the Education Department. Under our agreement we have pro- 
 vided that the retailers shall have at least a discount of twenty per 
 cent., and this on a staple article might fairly be considered reason- 
 able, as I will show further on. We have also provided that any 
 person purchasing in small quantities shall be allowed a similar 
 discount, so that boards of trustees who supply their pupils with 
 books, as provided by law, can avail themselves of this privilege. 
 
 (4) We have also protected the public against unnecessary altera- 
 tions and changes in the text of the Readers. A common practice for 
 a publisher, after he has placed a book upon the market which has a 
 somewhat extensive sale, is to make a few unimportant alterations 
 and then announce a new edition of the book. This has caused the 
 retail trade loss, and has led to much expense, because a new 
 edition is eagerly sought for as being supposed to possess elements 
 of excellence not contained in the discarded edition. 
 
10 
 
 (5) If it appears that the new Readers afford too large a profit to 
 the publishers, or are sold for more than what would furnish all 
 parties concerned a reasonable profit, we have the power at the end 
 of five 3'ears to reduce the selling price to the consumer. Of course 
 it must be quite clear that it is a very difficult n^atter for any per- 
 son not an expert in the business to ascertain the real cost of pro- 
 ducing a book. In fact, at best, it is largely a matter of comparison, 
 and so careful have we been that no loss should accrue to the public 
 that we have taken the power, at all events, to revise the prices of the 
 text-books and reduce them if it be found, as already stated, that the 
 cost of manufacture has been over-estimated, or if it be found that 
 they can be more cheaply produced. 
 
 (6) In the event of the publishers violating the conditions of 
 the contract in any substantial way, we have the right to cancel the 
 contract and offer the publication to some other firm ; but if, on the 
 other hand, the contract is in all material respects kept inviolate, 
 then it remains in full force and effect for ten years. It may be 
 said that this is too long a period. However, it must not be for- 
 gotten that the old National Readers remained authorized for 
 twenty-one years ; the old Ontario Readers for sixteen years, and 
 in all probability the new Readers will be authorized for double the 
 period allowed by this contract. 
 
 f7) It is also a condition of the agreement that our books should 
 be printed and published in Canada. The earlier editions of the 
 Irish Readers were published in Great Britain, the old Ontario 
 Readers in Glasgow, the Royal Readers in Edinburgh, and Gage's in 
 the United States. For the first time in the history of Ontario it 
 may be said that we have a purely Canadian Series. Not only was 
 the editorial and the greater portion of the artistic work done by 
 Canadians, but nearly all the material and the whole of the work- 
 manship is 'Canadian. And although on this account the Readers 
 may not n cessarily be superior to any previously published, still I 
 may safely say that we are entitled to no small credit for en- 
 deavouring to produce in our own country what heretofore was the 
 work of foreign workmen and artizans. 
 
 it 
 
11 
 
 (8) We have retained in our own hands the copyright of these 
 Readers, and on that account have a control which could not have 
 been secured in any other way. It has been said, however, that to 
 control the copyright is no new feature in connection with the pub- 
 lication of text-books. It is generally supposed that under Dr. 
 Ryerson every text-book was copyrighted by the Department. This 
 is not the case. Out of sixteen text-books prescribed and author- 
 ized prior to 1872, the copyright of only eight was in the Depart 
 ment ; and out of forty recommended for use the copyright of only 
 ten was held. I regard it as of primary importance that persons 
 responsible for the publication of text-books should have the fullest 
 control over them, and I sincerely trust that before long every text- 
 book in use in our public schools will be similarly controlled by the 
 Department. 
 
 (9) As a certain quid pro quo for the extended right of publi- 
 cation, we have charged the publishers with a certain portion of 
 the cost. It might be said that they should have borne all the 
 expense of preparing the new Readers, and that they could well 
 afford to do so. I hope to show before I have done that as a 
 matter of fact those who publish these Readers will recoup the 
 Department for every dollar incurred in their preparation, and that 
 the sum of seven thousand five hundred dollars, which they pay 
 immediately, is but a small portion of the amount yet to be realized. 
 Now it might be asked if, after all, this settlement is intended as 
 compensation to the publishers, how it can be shown that the public 
 are not the losers. The answer is quite simple. Under the previous 
 agreement the Department had the right at any moment to cancel 
 the authorization of the books ; whatever profits accrued to the 
 publishers were uncertain. Under this arrangement the profit, 
 whether large or small, is certain, inasmuch as they are confirmed in 
 their right ot publication, providing they comply with the agreement, 
 for the period of ten years. The element of uncertainty is there- 
 fore removed, and the compensation arises, not from any increased 
 profit but from the fact that the profit is constant, and extended 
 over a fixed period. In dismissing this portion of the subject T hope 
 
12 
 
 I am not overstating the matter when I say that the bond entered 
 into with the piiblishers secures the highest quality of workmanship, 
 ])ermanence of publication, reasonable profits to the retail trade, and 
 does justice to those whose books were cancelled in order to make 
 way for the new series of Readers. But it may be said that this 
 bond creates a monopoly, and that the Government has no I'ight to 
 lend itself to any system by which free competition will be excluded. 
 My answer is, that under any system calculated to secure uniformity 
 of text-books it is impossible to prevent a monopoly. By the regu- 
 lations issued by Dr. Ryerson, under which the old series of Readers 
 was published, it was provided that the first publishers, Messrs. 
 Campbell »Szi Son, should have the exclusive right of publication for 
 one year, and that afterwards any other publisher would have a right 
 to publish provided he recouped Messrs. Campbell & Son for any 
 outlay which they had incurred in placing their books upon, the 
 market. 
 
 Notwithstanding the freedom thus permitted, Messrs Campbell & 
 Son really enjoyed the exclusive publication from 1868 until 1871, 
 at which time Warwick & Son were given the right of publication. 
 Now observe, although there were no restraints upon this right so 
 far as all the other publishers in Ontario were concerned, yet we find 
 that these two firms rem.ained the sole publishers of the Readers 
 from 1871 until 1878. Was not this a monopoly ? Did not this 
 give exclusive and special advantages, and even with the advanced 
 facilities which later years supplied we find that down to 1883, the 
 time at which the new series were authorized, there were only four 
 publishers at one time supplying the Canadian public with Readers. 
 What advantage then has competition over tlie present system ? In 
 my own opinion it has none whatever, especially when we consider 
 that this competition existed under an agreement so liberally con- 
 strued and so limited in its restraints as not to prevent the deteriora- 
 tion of the Readers, and serious loss to the consumers. As a matter 
 of fact, three out of the four who were the exclusive publish- 
 ers of the old Readers are now publishers of the new Readers, 
 and the difference between a monopoly of four and a monopoly 
 
 
 J 
 
 ^t 
 
18 
 
 of three, if you choose to call it such, is so infinitesimal as 
 not to be worth discussion for one moment. Besi ]es, these three 
 firms are, after all, competing with each other. They are not in 
 partnership ; their interests are diverse, and if by superior bindincf or 
 by superior paper or in any other way one can secure a larger sale 
 tor his books than the other, the public will have the advantage of 
 such competition. And even if we had thrown open the publication 
 of these Readers to the public, the number of firms competing with 
 each other wonld necessarily be limited. The plant and machinery 
 neeessar} for their publication at such a high standard of excellence 
 as we require are necessarily expensive, and it may be safely stated 
 that in the Province of Ontario not more than six or seven firms are 
 at this hour competent to enter upon such an undertaking. Besides, 
 if combi nations are so much to be deplored under the present system, 
 how was it that combinations were not prevented under the old 
 system. In a letter to a leading newspaper from Mr. Warwick I 
 find the following statement : 
 
 " After the trade was thus made I'ree to all, other three went 
 " into the business, and eventually an understanding was come to 
 " among us five — that was Campbell and the rest of them — that we 
 "should charge one uniform price to all retailers. This went on for 
 " some time, till a particular kind of binding was used by one of the 
 " firms which was proclaimed far and wide to be much superior to 
 "any other sort. I immediately said that if we were all to be 
 " bound down to a uniform price, we should all have to be put on 
 " an equally advantageous footing as to this process of binding, for 
 " if the professedly superior was to be sold as low as what was 
 " represented as inferior, the business would go all one way. That 
 " was not agreed to, and I accordingly withdrew from the ' ring.' " 
 That was a ring under the system of open competition — a ring, de- 
 clared to be so by one of its members. Hear what he says in 
 another letter : 
 
 " You are aware that the copyright of the public school Readers 
 " was obtained by Dr. Ryerson on behalf of and now belongs to the 
 " Province, and that therefore any person on complying with certain 
 
14 
 
 " conditions, can issue an edition of all these books, without being 
 " responsible to anyone for the manner in which he does this, or for 
 " the price he may charge, so long as the Departmental regulations 
 " are complied with. While thus the trade in these books is nomi- 
 " nally free, practically it has fallen into the hands of five firms, of 
 " whom mine is one. The Department has in each case named a 
 " maximum retail charge, which cannot be exceeded ; and it was 
 " thought that private competition wjuld so keep down prices even 
 " below the figures mentioned, that the public would always be sure 
 " of getting supplied at the lowest possible figures. This, however, 
 " as a matter of fact, has not been realized in the past, and bids fair 
 " to be still less so in the future. Some time ago the firms spoken 
 " of formed a combination by which they bound themselves not to 
 '• sell to the trade under a certain figure, say eighty-five cents." 
 
 In another place he says : 
 
 " We talk of the iron rings, and the woollen rings of the States. 
 " There is as complete a school book ring in Toronto as is to ba 
 " found on this continent. I have been in it and I know." 
 
 Now this is a declaration of Mr. Warwick himself, who for seven 
 or eight years, along with Mr. Campbell, was the publisher of the old 
 Readers under the boasted system of open competition. Now I say 
 that even if the publication of the Readers were open to the Dominion 
 of Canada, there might be a combination formed. I have no doubt 
 there would be a combination. We know that railway corporations, 
 cotton and woollen manufacturers and oil refiners all form combi- 
 nations, and the mere fact of free competition is no guarantee 
 whatever against a combination. But anticipating the evil of 
 a combination, which otherwise we might not be able to control, we 
 have made such a contract that if the publishers do combine, they 
 cannot inflict any injury upon the public interests concerned. Cer- 
 tainly there is greater security in the three, than there could have 
 been when only two firms were publishing these books. Now I 
 have given you the result of the old system in Ontario. In the 
 United States even, where free competition, as Hon. gentlemen call 
 it, prevails, there are combinations. Certain firms agree that they 
 
15 
 
 shall not push the sale of the books in certain counties. In Quebec 
 where the dual system prevails, a certain man says : " Give me the 
 " right to sell in these counties and you may take certain others." 
 I have known even men of the high moral standard of newspaper 
 publishers form combinations as to the price of advertisements. I 
 have known even lawyers to do that sort of thing. I would not 
 wonder if the Hon. member for London has an agreement with 
 some others that they should charge certain prices for deeds, mort- 
 gages, etc. Such things happen in the best regulated communities, 
 have happened in the case of publishers in the days gone by, and I 
 have no doubt they will be made if regulations and bonds and 
 agreements cannot be framed to prevent it. They say that love 
 laughs at locks and keys, and I suppose book publishers will laugh 
 at any contracts framed to prevent them looking after their own 
 interests. 
 
 Mr. Meredith. — They will laugh at the Minister of Education. 
 
 Hon. Mr. Ross.— Yes ; and they will laugh at the leader of the 
 Opposition when he gets up to discuss this question. 
 
 Now, I come briefly to consider the Readers on their merits. If 
 I can show that, apart from all trade reasons, the new books have 
 merits peculiar to themselves, I will have furnished the House with at 
 least one strong reason why the policy of the Education Department 
 should be supported. I noticed incidentally that as a manufactured 
 article they were the product of our Canadian industries. I might 
 here add that, in addition, from a literary and artistic point of view 
 they are also Canadian. I noticed recently an article in a public news- 
 paper reflecting upon Canadian talent. The purpose of the article 
 was evidently to minimize the literary culture of Canadians and their 
 entire unfitness for the task of preparing text-books. I need not say 
 that I do not sympathize with such an estimate of Canadian talent, 
 nor am I assuming too much, Mr. Speaker, when I say that this House 
 will not sympathize with it either. True, Canadians have not yet 
 shewn that high culture and literary productiveness which character- 
 ize older countries, but we must remember that this is comparatively 
 a new country ; that a high degree of culture and refinement is the 
 
H 
 
 16 
 
 product not entirely of the schools. Social ease, wealth and independ- 
 ence, ail contribute to its development. Here, where the struggle 
 for existence absorbs all the energies of our people, it could not be 
 exj)ected that the same attention would be given to literary pursuits 
 as we tind prevails either in England or in the older portions of the 
 United States. And yet our history furnishes abundant proof that 
 we are not wanting in that refinement and culture from which much 
 may be expected in the near future. Sir William Dawson has con- 
 tributed to the scientific productions of the age material of the highest 
 value. Our own Dr. Wilson has more than a provincial reputation. 
 Writers of Canadian history, and even a few writers in the higher 
 fiel-ls of poetry and fiction, have made themselves known over the 
 whole continent, and I think it is both becoming and proper that we 
 should resent in no unmeaning terms the imputation to which I have 
 alluded which was cast upon the literary etibrts of our own people. 
 In the preparation of text-books Canadian authors have been 
 peculiarly successful. A Canadian history, written by Mr. JefFers, 
 has met with the universal approval of the profession. The work on 
 mentaJ arithmetic, by Dr. McLellan, has been reproduced in the 
 United States as well as in England. O'SuUivan's manual, " Govern- 
 ment of Canaila," is now a text- book on the Course of the Law Society. 
 But even if it were impossible to find in this country the highest 
 talent for the work undertaken by the Department, it would be 
 admitted on all hands that such a work should be Canadian in senti- 
 ment and sympathy. It cannot be said of the Readers hitherto 
 used in our public schools that they were at all adapted to this 
 country. Not only were the selections largely from a foreign litera- 
 ture, but in some subjects, particularly in Geography, they exalted 
 foreign countries at the expense of Canada. I have sought to remedy 
 this, and I liope I have not been unsuccessful in my efforts. 
 
 You will permit me also to remark that literary culture is not 
 the only requisite for the authorship of a text-buok. It is now 
 conceded that no one but a teacher can prepare suitable exami- 
 nation papers. The same rule holds good in other departments of 
 the teacher's work. The man who has studied a subject thoroughly 
 
17 
 
 may convey his ideas clearly enough, but it is only the man who 
 has taught the subject, who knows the standpoints from which it is 
 regarded by the pupil ; who knows the weakness with which a 
 child sometimes grasps an idea, and the mode by which ideas can 
 be best i)resented to the child's mind, that can properly prepare a 
 text-book. The most successful books in the United States are those 
 prepared by teachers. The best law books are those written by 
 practical lawyers. The best biographies by those who are most 
 thoroughly acquainted with the person of whom they write. 
 
 The editors of the Readers were all practical men. One, Mr. 
 Little, was a teacher of over twenty years' experience, and an 
 Inspector since 1871 ; Mr. Bryant is a gold medallist of Toronto 
 University, and the Principal of one of our best Collegiate Insti- 
 tutes; Mr. Embree has an equally high standing. Editorially we 
 had all the necessary culture, combined with the professional 
 experience necessary. Besides, as I said before, we had the books, 
 prepared by the other publishers. We had over ninety samples of 
 the books used in the United States and England, and it would be- 
 almost impossible for us with ordinary prudence and foresight to go- 
 astray. 
 
 Next, let me consider the plan of the new Readers. It wilt 
 be observed that the First and Second Primers are larger than any 
 previously published. The reasons for this are obvious. (1) Im 
 order to properly graduate the books it was necessary that the- 
 reading matter should be increased, and the scholar by a variety of 
 lessons better prepared for the advanced books. The great com- 
 plaint of the old primers was that they left the scholar unprepared 
 for the Second Book. Every experienced educator takes the ground 
 that the foundation for good reading is laid in the primary classes ;, 
 that a variety of word forms is necessary to this foundation, and. 
 that in order to familiarize the child with word forms they must be 
 repeated over and over again. Besides, if you are to interest the 
 child in reading as an exercise you must embody the word forms 
 which he is expected to remember in anecdote and narrative. This 
 was not done in the old primer, but it is done in ours, and the same 
 2 
 
18 
 
 It 
 
 1 
 
 rule is followed in Sheldon's, and Barnes', and Butler's puV)lications, 
 all extensively used in the New England States. I need not say 
 that in studying variety in word forms we have also considered 
 that literary excellence which the teacher can never with safety 
 overlook if the purity of our Englisli tongue is to be preserved and 
 the child's vocabulary enlarged. And although confining ourselves 
 to monosyllables we have in a certain sense been unable to secure 
 the same elasticity of expression, still 1 think it will be found 
 that but few sentences are either stilted or incomplete. In the 
 advanced IJeaders it will be found this difficulty has l)een entirely 
 overcome, and together with that variety which characterizes 
 every tt'xt in reading will be found selections from such writers 
 as Macaulay, and Longfellow, and Carlyle, and Huxley and scores 
 of others which I need not wait to mention. (2) It will be found 
 that the new Readers, particularly the primers, are phonetically 
 arranged. So far as the uniformity of the language will permit, our 
 sentences are all formed on this principle. Indeed, we have carried 
 the principle further than has ever been done in any other text- 
 book. Professor Meiklejohn has laid great stress on this arrange- 
 ment of a primer. Those who teach reading phonetically will find 
 great assistance from the plan of the new books. I am well aware 
 that in recent primers in the United States, but little regard is paid 
 to this principle ; educators are not quite agreed as to its value, but, 
 until it is shown to be valueless, it is not well, I think, to set aside 
 what lieretofore has been regarded as an essential part of a child's 
 text-book. 
 
 Next in order I would notice the typography. Owing to 
 the manner in which many of our school-houses are lighted, and 
 to the indifferent character of the letter-press, I am informed by 
 medical men that myopia has become quite a prevalent disease. The 
 only remedy for this is better lighting and a larger letter-press. In 
 this respect our books are equal to the best published anywhere, 
 and are much in advance of any series hitherto used in Canadian 
 schools. I would like to call special attention to the illustrations, 
 not only on account of their artistic finish but on account of the 
 
19 
 
 lessons they teach. It may be sai<l to be one of the advanced move- 
 ments of the times to illustrate artistically every bouk placed in ti\e 
 hands of children. In no respect has popular education taken a 
 greater stride than in this respect. The publishers of children's 
 papers such as St. Nicholas, The Boys' Own Magazine, The Band of 
 Hope, and ot^.er publications of a similar kind, have spared no pains 
 or expense in securing the be.st talent, and in presenting forms tlie 
 most life-like and attractive to their readers. Every true teacher 
 recognizes the value of pictorial representations in the work of the 
 school-room. He knows right well that nearly all the knowledge 
 acfjuired by the child was knowledge presented in its objective form. 
 Birds and flowers, animals and trees, are a reality to him. Tliey are 
 not creatures of the imagination, but objects that have made a 
 distinct impression on his mind. Throu^^h them, and in similar 
 ways, he has learned colour and form, the effect of light and 
 shade, and all the other qualities by which he is able to distinguish 
 one object from the other. In transferring the child from this what 
 might be called nature's school to the more artificial surroi'ndii'gs 
 of the school-room, the proper method of transition is by means of 
 illustration. And he that is able to recall the pictures in the .schoul- 
 books of twenty years ago can realize the great improvement in 
 the Reader of to-day as compared with the Reader of his boyhood 
 years. On these illustrations, as well as on the literary work, we 
 have employed Canadian artists. The sketches were drawn by 
 Messrs. W. Cruikshank, Homer Watson, Robert Harris, Mrs. C. M. 
 B. Shreiber, A. D. Patterson, J. L. Fonster, T. M. Martin, F. M. Bell- 
 Smith, E. S. Shrapnel, Arthur J. Reading, J. H. McFaul, F. C. V. 
 Ede, and others. 
 
 The engraving was done by Mr. Charles State, a native Canadian ; 
 and the electrotyping by the National Electro and Stereotype Com- 
 pany of the City of Toronto. In this way we have furnished another 
 testimony of the progress which Ontario is making in the fine arts. 
 But besides the beauty and finish of the pictures, it must not be for- 
 gotten that, as material for instruction, this quality alone would not 
 be suflScient. The great difiiculty in teaching reading is to get the 
 
2(» 
 
 child to realize the meaning of the word-t'oiin. The ohject lie 
 knowH from experience. The picture calls up the object. But the 
 word-form h&» no resemblance to one or the other. How to train 
 the child so that when he sees a certain word-form the mental 
 camera will rej)roduce the idea of the real object, i.s a great difficulty. 
 So far as a primer can assist in this process, our new Primers 
 do assist, and out of the lesson the scholar may read almost every 
 word contained in the letter-press. We have pursued the same plan 
 as far as the Third Book, at which stage we feel the child's mind is 
 sufficiently strengthened and his habits of thought sufficiently 
 matured to enable him to dispense with the assistance of illustrations. 
 We have also endeavoured to render our books efficient aids to 
 the young pupil in drawing. It is universally admitted now that 
 what was an offence in the pupil of long &qo, namely, a disposition 
 to make pictures, is now a habit to be studiously cultivated. The 
 young child, with only three or four recitations a day, finds time 
 hanging heavily on his hands. The only way to occupy his mind 
 is by giving him something to do. The drawing in the First and 
 Second Primers supply that something, and while perhaps to h'm 
 it may be amusement, the teacher sees in that divertingoccupation 
 a valuable exercise of hand and head. 
 
 Running parallel with this drawing course there is also a course 
 of writing. The very tirst lesson taught is to be found in script as 
 well as in ordinary letter-press, and the teacher who understarids his 
 work will not forget to require, as part of the daily work of the 
 child, attention to these exercises. This, in a general way, is an 
 outline of the work from the teacher's standpoint, and that I have 
 succeeded tolerably well in meeting the teacher's idea I have the 
 evidence of the most experienced to show. When the Primers were 
 finished I sent copies of them to leading teachers in Canada and the 
 United States, and will trouble the House to listen to the opinions 
 of a few : 
 
 (1) Thomas Kirkland, 
 
 Principal, Normal School, Toronto. 
 
 In accordance with the request contained in yo\ir letter of the 21st January, 
 I liave carefully examined the samples of the new Readers ; I have compared 
 
21 
 
 fiject la 
 But the 
 to train 
 mental 
 jifficulty. 
 Priiners 
 it every 
 me plan 
 mind is 
 iciently 
 rations, 
 aids to 
 ow that 
 5o,sition 
 1. TIio 
 ds time 
 is mind 
 rst and 
 to h'ln 
 ^pation 
 
 course 
 ript as 
 :ids hin 
 of the 
 is an 
 [ have 
 ve tlie 
 I were 
 id the 
 nions 
 
 thom with recent English and Amoricaii lleadci-B, and I have conferred with the 
 toachiTH using iheni in tlie Model Sch«)ol, and I find them Buperiur in several 
 respects to all the books with which I have compared thorn. 
 
 I. In teaching elementary reading there are two methods in common me : 
 
 (1) The Look and Say Methi d, which begins by showing children words 
 and rociuiring them to bo recognized as a whole and pronounced. 
 
 (2) There in the Phonir. Method which avoids the names of the letters at 
 first altogether, and simply sooks to teach th> ir powf rs. 
 
 Each of these methods has its merits and defuctn, and gut d results have 
 been obtained by the exclusive use of each, but probably the best results have 
 been obtained by a judicious combination of the two. The recent American 
 Readers have been so crmstructed as to compel the use of one uiethod exclu- 
 sively. The Ontario Readers are constructed ho that either methods may be 
 used, or that both methods may be combined. 
 
 U. In the recent Englinh Headers the lessons are composed of detached 
 sentences, and therefore wanting in interest to th«' pupil. In the Ontario 
 Readers the Itssons are narrative and descriptive of the picture at the head of 
 the lesson. 
 
 III. The Ontario Readers are superior in gradation and in review lessras to 
 both the English and American Readers. Tiie review lessons are so constructed 
 that the object and the word-symbol, which denotes the object, aro brought to 
 the mind at the same time. 
 
 IV. Spelling is intro'luced at an early stage; this is an especial feature in 
 the Ontario Readers, and in this respect tliey are superior to both the English 
 and American books. 
 
 V. The illustrations are exceedingly good, and are such as to appeal directly 
 to the mind of a child. In this respect they are superior to the books with 
 which I have compared them. In the samples which I have, the illustrations 
 are not at 'yell brought out as in some of the American Readers, bnt this, no 
 doubt, will be remedied in future editions. The printing, binding and general 
 get up of the books are equal if not superior to anything £ have seen. 
 
 nary, 
 pared 
 
 <2) J. H. McFaul, 
 
 Drawhu) Master, Normal School, Toronto. 
 
 As per request, 1 have careluUy examined the Ontario Readers, Parts I. and 
 II., and beg to record the following point-* of merit in their favor. 
 
 I. As to the general plan of the Headers : — 
 
 (a) The plan is based upon the pi iuciple tha" in acquiring a knowledge of 
 any subject we should proceed from the known to the unknown. This principle 
 is applied throughout the books by means of the Word and Phonic Method of 
 teaching word recognition in three successive steps. 
 
 First. The child is taught to recognize the word-signs of \ lew words 
 already familiar to him by sound. 
 
22 
 
 Scumd. He is taugl)t both to distinguish and to give the sounds of the 
 letters composing the word-signs now known. 
 
 Thirti. He is taught how to utilize the letter-sounds in determining the 
 sounds of new words, a fact which belongs to no other known method of teach- 
 ing word recognition. 
 
 In addition to the above, as another result of Phonic drill, the child acquires 
 a clear and distinct enunciation, not to be attained so eflFectively in any other 
 way. 
 
 (b) A.8 a second feature in the general plan, I observe that the lessons are 
 based upon pictorial illustrations, designed with a special view to stimulate the 
 mind to activity, and bring into constant use the laws of association, by means 
 of which tbey (the lessons) are rendered interesting, instructive and impressive. 
 
 (c) A. third feature is the practical character of the slate exercises intended 
 for the silent occupation of the pupils when not otherwise engaged. 
 
 The introduction of exercises in script and drawing to replace the old print- 
 ing proce-8, I consider a wise innovation, the advantages of which are too patent 
 to be particularized. 
 
 II. As to the grading of the lessons. 
 
 (a) While the sequence of the lessons and the exercises in phonic drill have 
 been i)roperly made pro^'ressively more diflScult, tliey have, at the same time^ 
 been so carefully graded, as to render phonic analysis, phonic synthesis and 
 word recognition both easy, pleasant and effective. 
 
 III. As to th .' character of the lessons. 
 
 (a) In pouit of difficulty they are not beyond the comprehension of the 
 pupils for whom intended, the words used being such as form the juvenile 
 vocabulary of nearly every household. 
 
 IV. As to the material, workmanship and typography. 
 
 (a) The paper is of the very best-quality. 
 
 (b) The books are substantially bound, and well printed in large type. 
 
 (c) In point of size and mechanical execution, the illustrations are not 
 inferior to those of the best English and American school books now before the 
 public. 
 
 V. As to the size of the Readers. 
 
 They are of a convenient size, rind, in my (ipiuion, contain enough, and yet 
 not too muc 1, to constitute a fair basis for protiKjtion to the Second l^ook. 
 
 Finally, I consider them abreast with the times, and well calculated to meet 
 the re(iuirement3 of the status of our Public Schools. 
 
 (3) John A. MacCabe, 
 
 Prhicipal, Normal School, Ottawa. 
 
 The old plan of teaching reading by obliging the child to learn the twenty- 
 six letters of the alphabet, then introducing him to such unmeaning syllable* 
 a... : — ah, eh, ib, etc., ac, ec, etc., ba, be, etc. , and allowing him, after some months,. 
 
23 
 
 to fall by accident into learning to read is now happily stored away with other 
 instruments of mental torture. The drudgery consequent on this work ; the 
 hopelessness and cheerlessness with which the child must have gone through it, 
 seeing no brightness in his path, and no bright world beyond ; the injury to the 
 mental powers, consequent on this unmeaning work, must have been very great. 
 The habit of inattention, of which so many teachers have to coa.nlain, is due in 
 a large degree to bad methods of teaching the early reading lessons, or rather to 
 the matter of these reading lessons, the unmeaning syllables, the unfamiliar 
 words. 
 
 The plan of teaching but a few of the letters of the alphabet, and of xising 
 these as soon as possible to form words, was a slight improvement. But the 
 radical defects of the alphabetic method remained. The names of the letters 
 were still taught, there generally being no guide to their sounds siugly or in com- 
 bination ; and the combinations used were not words presenting familiar ideas. 
 
 In order that the child gain the all important training, that ot thinkirtg on 
 what he reads, every word in the early reading lessons should present a. familiar 
 idea. The early reading lessons should contain stories of his own little world. 
 
 The step from single letters to words of two letters, thence to words of three 
 letters seems to be the natural ordei , but so very few words of two letters pre- 
 sent familiar ideas (ideas of familiar things), and words of three letters, which 
 bring us at once into the field of familiar significant terms— being as easy to 
 learn as words of two letters, it seems strange that this step was not taken at once. 
 
 Again, for young children, the book itself must be attractive — good, clean 
 type, properly arranged matter, full illustrations done in the best style of art. 
 Poor paper, poor printing, poor pictures are serious defects in any Reader, but 
 more especially in an elementary Reader. The taste of the child niust be 
 enlisted in the service, in attracting him to the lessons. 
 
 The new elementary Readers, whether as to selection of words, arrange- 
 ment and grading of lessons, printing, artistic excellence of pictures, are far in 
 advance of any Readers fijrmerly used in this Province. The best modern 
 educationists recommend for the teaching of early reading lessons, a combination 
 of the obiect word method and the phonic method. This system is admirably 
 carried out in the new Readers. Teachers and pupils will find that they have 
 at last got a book which will help the one to teach, the other to learn how to 
 read with an ease and a pleasure heretofore unknown. 
 
 (4) Sir J. William Dawson, LL.D., F.R.S., C.M.G., 
 
 Montreal. 
 
 I beg to thank you for the specimen of Readers you have been so kind as to 
 send. They appear to be very well got up and likely to prove admirably adapted 
 to their purposes. I shall have much pleasure in bringing them to the notice of 
 the professors in the Normal School and others best fitted to judge of their meritR 
 from a practical point of view. 
 
24 
 
 <5) S. P. Robins, 
 
 McGill Normal School, Montreal, 
 To Sir J. William Dawson. 
 
 I have examined the Ontario Readers, copies of which you sent nie. In 
 Teppect of all essential features of elementary reading books, I think thfm 
 admirable. The arrangement of ihe lessons conforms to the 8.';3toms of insti no- 
 tion approved by experience as the best for teaching reading, commencing with 
 reading at-Mght, as it is termed, and proceeding to phouic analysis. The illus- 
 trations are abundant, apposite to and illustrative of the reading lessons. The 
 typography is very good and clear. A very good feature is the admirable set of 
 engravings su^'^estive of useful black-board illustration. All this can be said 
 without descending to nunute criticism. I'he only adverse remark I feel bound 
 to make is that the binding is poor, the muslin too easily slips from the paste- 
 board of the cover. 
 
 (5) L. R. O'Bkibn, 
 
 President, Royal Ca/nadian Academy of Arts, Toronto. 
 
 Thank you for letting me s<^e the nev/ First Rea<lers. They are admirably 
 illustrated and beautifully executed throngliont. Few people know the trouble 
 and coat of getting such work so well done. 
 
 <6) Rev. S. S. Nelles, D.D., 
 
 President, Victoria University, Cobourg, 
 
 1 am glad to have had the opportunity of examining Parts I. and II. of the 
 First Reader, and am very much pleased with them. I do not see that they 
 <;ould have been better in any particular^ and am sure you have acted wisely in 
 requiring the publishers to bring out the books in the best style as rejrards paper, 
 printing, and illustrations. You have indeed iloue the Ontario people and their 
 •chiMii-n great service in this matter. 
 
 <7) J. B. Somerset, 
 
 Stipt. of Education for Protestant Sdiool-s, Winnipeg, Manitoba. 
 
 I am very much pleased with the two First Books authorized for use in 
 Ontario, and shall offer tbem at the next meeting of our Board for authorization 
 for supplementary use in our schools. ******** 
 
 (8) Professor W. H. Payne, 
 
 University of Michigan, Ann Arbor. 
 
 I have examined the Readers with some care and am much pleased with 
 their general plan and with their beautiful appearance as to type, illustrations, 
 paper, etc. 
 
25 
 
 (9) University Pdblishino Co., 
 New York. 
 
 We have your favour of 20th January, and the copies of the Ontaiio First 
 Reader, Parts I. and II., for which we thank you They are attractive looking 
 books. The plan on which they are made strikes us as a good one, with many 
 excellent features. We hope the series may prove a fine success. We shall be 
 pleased to see other numbers as th( y appear. 
 
 (10) E. H. Butler & Co., 
 
 Publishers, Philadelphia, 
 
 We are in receipt of your esteemed favour of the 20th January, ako of copies 
 of Parts I. and II,, of the First Reader of your new series, for which please 
 accept our th«nks. We have looked over the books and con.sider them very 
 handsome, the presswork being particularly fine. We shall be glad to see the 
 remaining books of the series, as issued. 
 
 (11) A. S. Barnes «S*; Co., 
 
 Publishers, New York. 
 
 The copies of the Ist and 2nd if the Readers prepared under your direction 
 are received. They are the handsomest we have ever seen from an English 
 press. It will not soon be charged that Ontario is unmindful of advanced educa- 
 tional methods. =!=*** These new books of yours are a marvel 
 of cheapness. 
 
 Now, it may be said, notwithstanding all these excellencies, the 
 new Readers are dear ; that a cheaper book would serve the purpose 
 quite as well, and that it is unfair to tax parents and guardians for 
 an article that ought to be produced for less money. In the first 
 place I do not admit that the books are dear, but even if they were, 
 as compared with other Readers, I contend that the purpose of the 
 book is educational, and that a small additional outlay is of no con- 
 sequence compared with the educational results. As a matter of 
 fact, the excess in price is but five cents over the old series, or as 
 $1.35 is compared with $1.30. Assuming that a child commences 
 school at five years and leaves at fifteen, the extra expense is but 
 
26 
 
 half a cent per annum during the school life of the average pupil. 
 Who is prepared to say that this additional expense is not made up 
 a hundred times in the improved quality of the books, their arrange- 
 ment, excellence, etc. Let me submit the following comparisons — 
 for after all the price of a book is largely a matter of comparison— 
 to show the relative prices of the new series with those previously 
 authorized or prepared. 
 
 Authorized !>„„„„ r^„„*. 
 
 Series. ^^»««- ^°«'- 
 
 Gage's 752 «1 31 
 
 Royal 972 1 50 
 
 Royal Canadian 1155 1 80 
 
 New Readers 976 1 35 
 
 Cents per 
 100 pages. 
 
 ... 17i 
 ... 15i 
 ... 18S 
 ... 131 
 
 Or, let me put it in another way : The average price of the series 
 discarded is $1.53 ; the price of the new series is $1.35, shewing a 
 difference of eighteen cents in favour of the new series. 
 
 I have already said that the price of a book is largely a matter of 
 comparison. Let us then compare the price of some of the new 
 series of Readers with other books authorized, of which large numbers 
 are sold annually. The primer of Canadian history contains 180 
 pages and is sold for thirty cents, the new Eeader (second book) 
 contains 184 pages and is sold for twenty-five cents. Morris' Gram- 
 mar contains 215 pages and is sold for twenty-five cents, has no 
 illustrations and can be run through the press at three times the rate 
 of any illustratod book. The Epoch primer contains 139 pages and 
 sells for thirty cents. Kirkland & Scott's arithmetic contains 185 
 pages and sells for twenty-five cents. These comparisons shew that 
 in regard to books that have been on our authorized list for many 
 years our Second Reader, containing an equal number of pages, is 
 much cheaper and at the same time of superior typography and 
 binding. 
 
 Again, if we compare our books with those published in the 
 United States, it will be seen what an excellent bargain we have 
 made for the public. Allow me to submit a few comparisons in 
 tabulated form : 
 
27 
 
 Authorized 
 Series. Pugcs 
 
 Wilson Series i>ll , 
 
 Sheldon's New York 890 
 
 Swinton's " " 922. 
 
 Price. 
 
 .$1 79. 
 
 92. 
 80. 
 
 A-ppleton's New York C94 1 72. 
 
 McGuflFey's Cincinnati 65(5 1 
 
 Barnes' New Reader 894 1 
 
 Lippincott's 818 1 
 
 39. 
 75. 
 57. 
 
 Cents per 
 100 pages. 
 
 .. 19i 
 .. 21i 
 .. 19i 
 . 24S 
 .. 21 
 . 19i 
 .. 19 
 
 Collins' (English) 694 1 22J. 
 
 m 
 
 Collins' (Progressive) 692 1 10^ 15| 
 
 Or, if you prefer, let me give my comparisons in another form : 
 
 Average of all the Canadian Series, First Reader, 35 pp., price 6Jc., 
 
 compared with Ontario First Reader, 64 pp. , 10c. 
 Average of all the Canadian Series, Second Part, 77 pp., price 12^c., 
 
 compared with Ontario Second Part, 94 pp. , 15c. 
 Average of all the Canadian Series, Second Reader, 199 pp., price 30c., 
 
 compared with Ontario Second Reader, 184 pp., 25c. 
 Average of all the Canadian Series, Third Reader, 267 pp., price 43|c., 
 
 compared with Ontario Third Reader, 280 pp. , 35c. 
 Average of all the Canadian Series, Fourth Reader, 356 pp., price 55c., 
 
 compared with Ontario Fourth Reader, 344 pp. , .50c. 
 Average of all the American Series, First Reader, 70 pp., price ley'ijc., 
 
 compared with Ontario First Reader, 64 pp. , 10c. 
 Average of all the American Series, Second Part, 84 pp., price 20§c., 
 
 compared with Ontario Second Part, 96 pp., 15c. 
 Average of all the American Series, Second Reader, 150 pp., price 33c., 
 
 compared with Ontario Second Reader, 192 pp. , 2.5c. 
 Average of all the American Series, Third Reader, 222 pp. , price 49^0. , 
 
 compared with Ontario Third Reader, 280 pp., 35c. 
 Average of all the American Series, Fourth Reader, 316 pp., price 65c., 
 
 compared with Ontario Fourth Reaiier, 344 pp., 50c. 
 Average of all the English Series, First Reader, 100 pp., price 16c., 
 
 compared with Ontario First Reader, 64 pp. , 10c. 
 Average of all the English Series, Second Part, 90 pp., price 14ic., 
 
 compared with Ontario Second Part, 96 pp., 15c. 
 Average of all the English Series, Second Reader, 146 pp., price 23Jc., 
 
 compared with Ontario Second Reader, 192 pp., 25c. 
 Average of all the English Series, Third Reader, 187 pp., price 30gc., 
 
 compared with Ontario Third Reader, 280 pp. , 35c. 
 Average of all the English Series, P'ourth Reader, 220 pp., price 39|c., 
 
 compared with Ontario Fourth Reader, 344 pp., 50c. 
 
 Now these books are all prepared at the risk of the publisher ; 
 have to enter into competition with each other, and under such cir- 
 cumstances the element of price would naturally enter. Take a book 
 of tirst-rate quality at a low price and there is no doubt but it would 
 very soon control the market. The standard fixed by these publishers 
 
28 
 
 was no doubt arrived at in view of the competition. Similar 
 considerations no doubt influenced the publishers of the Royal 
 Canadian and the Royal and the Gage series, and yet we find that side 
 by side with any or all of them, our books will compare very favour- 
 ably. The next objection made to our arrangement with the publishers 
 is that we have not dealt fairly with the trade. In the early part of 
 my remarks I stated that under Dr. Ilyerson's arrangement the matter 
 of discount was riot considered ; that whatever discount the trade 
 got was the voluntaiy offering of the publishers. We have guaranteed 
 the trade a certain discount. Now the contention is that this 
 discount is inadequate and is an unfair division of the profits with 
 the publishers. I think I will be able to show that both contentions 
 are unsound. It must be remembered that the Reader is a staple 
 article ; that every book may be said to be a legal tender for its 
 selling price. Under such circumstances a large profit should not be 
 expected. Besides, the profits allowed under our agreement are far 
 in advance of those allowed by American publishers. The following 
 extracts from letters from leading American publishing houses will 
 fully bear out this statement : 
 
 <1) E. W. Butler & Co., 
 
 Publishers, Philadelphia. 
 
 We make a discount of ^ for large orders of our books. This is the best dis- 
 count we make to the trade, and frequently we allow only 10 % or 12| off. 
 
 (2) IvisoN, Blakbman, Taylor & Co., 
 Publishers, New York, 
 
 Our discounts from the printed prices are frr)m 5 % to 16^ %. the latter, our 
 maximum rate of discount, to the jobbing trade, 10 % from this list is allowed to 
 school officers introducing our books, the maximum discount named above being 
 granted only to jobbers, and in certain instances to cities and towns purchasing 
 direct. 
 
 (3) University Publishing Company, 
 Netv York. 
 
 * * The list we send you gives our price for our books to anybody and 
 everybody. Our regular discount to the trade is 10 %, our best ^. ^'- * 
 
29 
 
 (4) D. Appletox & Co., 
 
 Puhlishers, Xeto York. 
 
 We make 10 % discount to the small trade from the list, and J disconnt to 
 the 1 irger buyera. On Hea'lerB we make our discount from J % to 20 %, special. 
 Very few retailers get a discount of 20 %. 
 
 (6) A. S. Barnes & Co., 
 
 FubltHhers, New York. 
 
 We have but one price for our series of Readers, which is practically retail 
 in our own vicinity. * * * This price is known technically as the 
 "trade price." 
 
 Our regular discount is 10 % from list (trade) prices. We sometimes increase 
 this to I65 %, but never more. 
 
 Now, as to the profits made by the publishers. From the Return 
 laid on the table of the House a lew days ago it will be seen what 
 was Mr. Garde's estimate in regard to the Canadian Readers. This 
 estimate was made at the request of Mr. Hardy, who was then Acting 
 Minister of Education, and is no doubt a fair statement as to the 
 matter in question. According to that estimate it appears that on 
 Mr. Gage's primer of 32 pages, which was sold for 6 cents, the profits 
 on one thousand copies amounted to $1.61 ; on Part II. of First Book, 
 64 pages, sold for 10 cents, the profits on one thousand copies 
 amounted to $3.06 ; on his Second Reader, 144- pages, sold at 25 cts., 
 the profits on one thousand copies amounted to $30.78 ; on his Third 
 Reader, 192 pages, sold for 40 cents, the profits amounted to $90.29 ; 
 on his Fourth Reader, 32 1 pages, sold at 50 cents, the profits on a 
 thousand copies amounted to $84.12. 
 
 Now, if this was a fair estimate— as we have every reason to 
 believe it was — of the profits on the Ga.ye Readers, there is no difficulty 
 in coming to the conclusion that the profits to the publishers on the 
 new Readers cannot be excessive ; and if any doubt remained the 
 folio win f' from the Queen's Printer and the Assistant Accountant of 
 the Education Department ought to be conclusive : 
 
30 
 
 Office of the Queen's Printer. 
 
 To the Hon. G. W. Ross, 
 
 Minister of Education. 
 
 The undersigned respectfully report : — 
 
 That after making a careful estimate of the cost of publishing the " Ontario 
 Readers," we find the pruHtH tt» be made by the publishers fair and reasonable. 
 
 That we are also of tlie opinion, after having regard to their beauty, the 
 quality of the jjaper useil, and the strenj^th of the binding (judging from those 
 now issued), that the prices at which they are being sold are lower than any 
 scries of school books ever published in this Province. 
 
 That the average prcjfit to the publishers will not in our opinion exceed 
 25 per cent. 
 
 That the estimate was made at a time when paper and other material, enter- 
 ing into the munufacture of books, could be purchased at unusually low pricea. 
 
 (Signed) 
 
 (I 
 
 John Notman, Qtieen's Printer. 
 
 Geo. E. Thoma.s, Asst. Queen's Printer. 
 
 H. M. Wilkinson, Asst. AceonntatU, 
 
 Education Departmejd. 
 
 But it is said that Mr. Warwick has offered to publish the books 
 for one-third less than the price at which they are now sold. Let 
 us examine this statement closely and see what it means. To sell 
 the books at one-third less than the present price is to sell them for 
 ninety cents. From this has to be deducted the profits of the retail 
 dealers, say twenty -five per cent, on the usual terms of sale, which 
 also means five per cent additional for cash. Now, deducting the.se 
 discounts from the ninety cents, at which Mr. Warwick proposed to 
 sell the books, would necessitate their production, including the 
 profits of the publishers, for sixty-three cents. Will any reasonable 
 man say that such is possible. Even Mr. Warwick's own actions 
 disprove his statement. When Mr. Nelson was seeking for some- 
 body to purchase his interest in those books Mr. Warwick, among 
 other publishers, made him an offer of $1,750 per annum for his 
 (Nelson's) right. Now, if this was all Mr. Warwick was prepared 
 to offer Nelson, he was either deceiving Mr. Nelson as to the profits 
 of the old Readers, or else he is endeavouring to deceive the public 
 by an offer which he knew was not open to acceptance. If we 
 
31 
 
 assume that the annual cost to the country for the purchase of 
 Readers is $100,000, and I think that is a fair estimate, Mr. War- 
 wick, if his statement is true, could well afford to have given Nelsi n 
 four or five times more than he offered and then retain a handsome 
 margin. But the fact of his offering Melson only a small sum of 
 money proves the insincerity of his proposition. It is also stated 
 that on account of the price at which the first and second primers is 
 sold, the country will be put to a serious loss. 
 
 Now I think I have shown pretty clearly that educationally the 
 books could not be prepared for less money. I think I can also 
 show that, as a matter of expense, the country is not put to any 
 loss. By the last return received by the Education Department it 
 appears that we have 100,000 pupils reading in the first part of the 
 First Book. At the usual estimate of two books for every pupil the 
 extra cost in this case would be $10,000. We have 04,000 in the 
 classes using the second part of the First Book, and I estimate that 
 yearly the extra cost would be $6,500, or a total of $16,500. Our 
 system of grading is such that I am able to say, on the authority of 
 the most experienced teachers, any pupil can pass through the new 
 second book in one year. Under the old system it required a longer 
 time to get through the Second Book, consequently each pupil, as a 
 rule, required two Second Books. By avoiding this extra expense 
 we save a Second Book for 106,000 pupils in the Second Reader, or 
 a saving of $25,000. Our Third Reader is cheaper by five cents than 
 the old or any other Third Reader ever published in Ontario, and 
 this to 110,000 pupils amounts to $5,500. We have, therefore, a 
 saving of $30,500 against a loss of $10,500, or a profit of $14,000. 
 
 The only subject now remaining for the consideration of the 
 House is the cost of preparing the Readers. By the statement 
 submitted it appears that the total cost is $18,686, against which 
 we have $7,500 in cash, and about $7,000 in wood cuts and type, 
 and a set of electrotypes worth at least $2,i">00, leaving the actual 
 loss to the country at less than $2,000. It is well known to every 
 person acquainted with the trade that the set of electrotypes fur- 
 nished the publishers will require renewal a good many times in 
 
82 
 
 the course of ten years. The only possible way in which a new 
 set can be obtainei is by application to the Department. Wq 
 are theti in a position not only to receive $7,500 from these firms 
 for the first set of electrotypes, but also to receive from tlu^ni 
 constantly a revenue for any renewals of the same ; and I exjject 
 that during the ten years the entire cost to the country will be 
 made up in this way. Besides, when the ten years expire other 
 firms will be allowed to ])ublish, and their electrotypes must be 
 purchased from the Department, and so the possibility of loss 
 is clearly avoided. That the work was prepared at a reasonable 
 cost may be seen from the statement regarding the cost of the books 
 published by other firms. The series issued by the Canada Pub- 
 lishing Company cost $31,843 ; the Royal Readers, $25,000 ; the 
 Gage Readers, one-third less in size than ours, cost $19,175 ; and in 
 each and all of those cases only two sets of electros were prepared, 
 whereas in ours we had four. In asking the House then to ratify 
 this agreement I feel assured that I am asking it to approve of an 
 excellent bargain. The School Act confers the power upon the 
 Education Department of making an agreement of this kind without 
 the approval of the House. I have, however, so far conceded to 
 parliament the right of review ; and I am . so confident that the 
 arrangement made is in the interests of the country that I have no 
 hesitation in submitting, as I have done, fully and unreservedly, the 
 details of the scheme for your consideration. From those who 
 honestly investigated the matter there is but one opinion in regard 
 to the wisdom of our arrangement with the publishers ; and although 
 looking at it more closely, as perhaps I am better able to do, than 
 those who have not had the responsibility of all the details, I may 
 admit that my duty has not been discharged without shortcomings, 
 still I can pppc^l to honourable members on both sides of the House 
 for that approval which I am satisfied the merit of the work 
 •leserves. 
 
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