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New York 14609 USA '-^ (716) 482 - OMO - Pnone = (716) 288 - 5989 - Fax Maniti Df Be in iiven be Manitoba College Literary Society. =^A- Mn lU VI III) I Being the President's Inaugural Address. BY F^EV. GEORGE BRYCE, LLD., HONORARY PRESIDENT OF THE SOCIETY. liven before the Society November 2nd, 1894. M M Literary A Rev. Dr. E Entert The first pu of the Manito I'k'ty was hel< ciition hi! 11 of 1 There was a I After a ii:u8ici tin- liev. pri'sident ol t! fiilluwing Inai Winnipeg is iiuiversity clt and zeal of se atious iu foui colleges, and of a provincia ceives a wiiall iiiially, AVinni] (if higher edu It Ik tlie ed Maiiituba, hw froii year to teiidiug Icnow West Territo r.ritisli Coluii I'.oiuface, St. .ind the Ma nestling unde vcrsity of \ ceeded in ir.a of echieationii sidered that ('(inachi west iu)t exceed 4 Mnnitoba uni Huri)rislng. 1 nun hers of t several facul tlie year 188 I'relimlnarj Medical enl Previous a .Junior B. . Senior B. , University Medical sol Theologica :\rt8, 60. Total, 451 MANITOBA COLLEGE. m Literary Association's First Open Meeting of the Session. Rev. Dr. Bryce discusses important Educational Problems— An Entertaining Programme of Music and Reading— Pre- sentation of Prizes won last year. The first public meeting Jor 1894-5 of the Manitoba College Literary so- ciety was held In the spacious convo- cation liall of the college Nov. 2, 189-1. TiitTi" was a large audience present. .Vftcra n;uslcal and literary program the liev. Dr. Bryce, honorary lin-sident of the society, delivered the following Inaugural address; Winnipeg Is becou.ing an Important university city. Through the ener-jy and zeal of several religious denou.ln- ations in founding and n.alntaliiliig colleges, and through the forn ation Ola provincial university, which re- ceives a snail government grant an- nually, Winnipeg has becon.ea centre oi higher education worthy of notice. It is tlie educational ir.etropolis of Manitoba, but it is also found to be froii year to year of service in ex- lendiuK Isnowledgo to the vast \orth- West Territories and the province of iiritisli Colun.bia. Tlie colleges of St. r.oniface, St. .John, SNIanitoba, Wesley and the Manitoba Medical college, nestling under the wing of the Uni- versity of Manitoba, have thus suc- ceeded in n.alclng Winnipeg a centre of educational force. When It is con- sidered that the whole population of Canada west of Lake Superior does not exceed 400,000, the statistics of Manitoba university are not a little surprising. The following are the nun bers of the various classes in the several faculties of the university for the year 1894: Preliminary arts examination, W. Medical entrance exan inatlon, ii;?. Previous arts exan Ination, 62. Junior B. A. exan.ination, .S9. Senior B. A. exan.ination, 44. University law exan ination, 6. Medical school attendance, 120. Theological ptudents not counted In arts, 60. Total, 451. This result, as the result of only seventeen years, for the university was founded in 1^77 and its first de- gree was conferred In 1S80, is re- II arlfable. Two hundred and sixty- four candidates have in fourteen years received the decree of B. A., seventy- six that of M. 1)., and ten the degree oi LL. B., and this without including those coning from other universities. The exaninatlons for the licensing of n edlcal men for the province are en- tirely under the control of the univer- sity. It was a wise step taken when it was decided that. there should be only one source of degrees in the prov- ince of Manitoba. It has helped to give standing t(j the degree, and to frev the province froir. the unseemly spectacle of rival universities debas- ing the standard of education to gain a ten porary advantage. None of those who stood by the cradle of education In Manitoba ever thought of Winnipeg s))ringlng up in so short a tine to be a full-grown Minerva — a queen of letters. AN EDUCATIONAL PROVINCE. If the results of educational effort in the higher sphere of education in Winnipeg have been thus so striking, the progress of public school education in the prov pe of Manitoba has been no less rei . : al>le. It was in 1870 that schools vere begun under pro- vincial contro.. For several years the growth of schools was slow, but as population came into the province the school system was used to begin manv new schools in the rising settle- ments. The unfortunate division by which separate schools were allowed hindered the spread of schools In cer- tain localities for a number of years. Since 1890, the year in which the new Public School act was passed the in- crease has been great This is all the more remarkable vrlerx it is remem- P-f - i- bored that of tlie ninety-one Heperate schoolH In ojieration In 1H90 a num- ber refiiHod to nvall tlioniHelveH of the Public School act. Year. ScUooIk In op. ration School population. 21,»71 ■^6.(t77 28,tl78 :u,u7 Pupils ixUlfUa'cd. 1881) 189)1 1801 1802 1803 521 (127 mt 718 iH.:i,'i8 2;i.25ti ■.';i,87i 2:1,244 28,7()6 Fn the city of Winnipeg the Riowth han been equally K>'ntlfyint{> Year. No. of dcpart- ii.cniH. Attend- anc«. October onrobneni .. IH89 (1871) 1 til Ml l!(> 117 78 n;n:i 1891) ;);i2t) 1891 :tiit« 1K92 3744 IS93 414U It iH worthy of notice tlmt during the ycMfs named the ro(iuircMucntH for teachers' certificateH have licen stead- ily raised, and much fuller means tak- en for giving professional training to te.Mcliers. Local normal schools at nix different i)olnts in the i)rovincc linve for three years been car- ried on, nnd the iHiml)er In jittendanco at tiie iirovincinl .Vor- tnal school for first and second ciasH certificateH has risen from tliirty-flve in 1H8'.» to ninety-two In lH'.t4. Of the largo nunibei mentioned in lH<,t4, fif- teen are graduates of Manitoba uni- versity. It Ik Hafe to say that the discussions of tiie last five years liave been of gre;it service to education, and have given it a gro.iter value in the eyes nt the jieople. tht: iwiLT-FiNnims. Fhit in the face of tliis progress both in public school and higher education, from several (pi.-irters comes the cry to halt in our educational career both ;is ii city ruid Jjrovince. Some men forgetting tlie hij.fli aim and enormous benefit of ofhication are telling us that both in 0ity nnd country too much money Hs being j^pent on tlie Hchools. Some land grasping specula- tor, who in early days bought 1,'irge tructs of land at fifty cents an acre and nou- holds them at from .$2 to $10 an acre is much exercised because the very school which is an element in raising the value of his Inndshor.ld cost lialf a cent a year for taxes. We are told that our city school build- ings are much too expensive and that our city teachers are paid too great salaries. And yet the fault-finders want to plunge us into park expendi- ture, the voting of railway ix)niineH and the like, Ignoring the imperative clalniH of Pducation, (ind forgetting that an Ignorant nation will be a na- tion of slaves. Other wiseacres are informing us that all that the schoolH hhoidd provide at public expense in the three II'h of education, that the lieads of children are turned by study- ing anything more than tlie mercHt commo'n-plac«»fi of knowledge,and that more than the rudiments of education disinclines tlie young to work and luakeH them Idle and frivolous. FnctR disprove this Inhuman theory. If the ol)joct of a community is to make a class of serfs let us enact at once that no schools be provid- ed. If Ignorance be the mother nf Industry let ns turn at once to the caste system of India, if boys and glrU of to-day are to be given no higher education than their parents poHsesa then let us 1 lot out the record of the (act that m.iny oi the best public men, I uslne.sa nun. professional men, and niech.'inics of Winnipeg and Manltolm are the product of the free schools of Canada, .ind would have been par- iiihs to-day but for the advantages supplied by these public schools. Mac- auiay in his essay on Milton said : "Till' men have been for some time frei', they know not how to use their freedom. The final and permanent fruits ol lUierty are wisdom, modera- tion anil mercy." It looks now ns if Macaulay 8 doctrine m;iy need ."imcnd- ment. It seeiuK ns If when liberty :ind its fridls oi' free gf)vernment, free education, and social rights are fully enjoyed there Is danger of greed and selfishness introducinu; re-action and losing sliiht of the value of our most cherished achievements. FALf..\CIES or NARROW-MINDED. Lord Bacon In classifying the errors into which men fall, spoke of "Idols of the cave" as lielng one of the most common classes. These are those wron'.j views that men adopt from looking only at their own personal circumstances, and from dwelling on thlJ own disndvantages. These "Idols of the cave" are becoming only too numerous lu Manitoba. Farmers and business men alike brooding over the (lii i u tls whl h bid 8 a-ons commer ( lal (lepri>8-ion ami pnlltlcal misman- ■ igeuient liave brought arc real- ly prop: islnj; most radical and extreme measures to meet their difficulties. Imagining that society Is all wrong thiy propose to al olish the legal and professional Institutions which have grown up ns the results of centuries of experience, one of their number m I seeking parliamentary honors despised ivrn the d CPU others nialnta tiitlouB of rell ujilt to be ca iiiarkable thr have di clared I iilversltlcH, t nary, colleglal cukivated pr even public sc some to l)e ni 1h ipdte well our I o Illy wa with the celel 111^ tli.'it foi 1 I" onomlst th"' tlon Ol more g sistcnce," but uarrow-ndnilei Idols of the Ci high authO'.-lL; ilo s nov live 1 su' sistin 'c is ation, yet tht society of Ol church life, i progress are the half ol 11 HhattiT the ill to (lur place t Ive men. THE It Is a plly tlic public prei narrow .'ind i niinent news, lately : "So\ ity— not the i .1 deeper con i'X|icuillture ti iiinre advance ediiciitifui '.'" ' lialting way iiiiinicipality i more th;in the schools. ' |dy ii dep.trtr ta.vpiiyers uoc tlieir reprt.-'e tiiiin the wan U'livernment b I nited States laen chosen ti t(i choose thei overcome. If Ki'verned ex( ami if tlie uie represent the the electora tt for more educ for a cultiviit result from e I'nglisli ediK'ji men .able fairl and spell are tlie intrlcatt aiice, the mai sewers and v it (Vrn thP d coiiolen of rt'Kpcctal'le dresH, otlitTH miilntalii tliat t-ven the Instl- lutlouH of rell«;lon ari' effete nud only unit to lie ciiBt iiw.iy. It Is not re- muikaliU' that tin bl" cavc-dwcllefs li.ivi- (l< dared war agaitiHt education. ( iilviTHltli'H, they trli us are unneceH- (jiiry, I'oUeglate Instituten are only ciiUivated prhle niid liidolcMce, and t'vtii pul)llc HChoolH are too burden- some to be maintained. The writer iH ii\dte well aware of the claims of our I ollly wants upon ws, and agrees wltli the celebrated writer, Kile Kec- iiis, that fdt the htatcMuan and the eouiindst th're l>< Kcaic ly any (lueH- tlon oi more gravity than that of suh- sistenee," hut he would remind the narro\v-ndnde(l wornhiiipers of the iiiols of the cave that there Is very high autho'.lly for sayinu- that, "Man i!o H nt'i- live by liread alone." While -u'slstin'e Ix a fundainen'al eon^lller- .itlon, yi>t the joys of home, of the Mjciety of our fellow-men, of our church life, and of our educathjnal [jioi^rcBs are a jireat deal more than the half oi life after all. Let us Nhatti r the Idols of the eave, and rise to our place as rational and progres- Ivi- men. THE Pi'BLlC PRKSS. It Is a plly tliat some sections of the public presM arc pandering to this narrow and mistaken policy. .\ pro- minent newisp.iper In Manitoba said lately ; "Now ought the municipal- ity -not the state for that Involves a deeper consideration — Increase Its t'xpenditui'e to supply free education more advanced than a good English education '.'" Tiiat is just a i)oor halting way of saying that neither iMunicii>ality nor province should give more th;tn the mere rudiments of the KchiioN. The muniel|)ality Is sim- jily a department of the state. Its taxpayers uood intelligence to choose their repri.entatives, and judging tiiau tlie want of success of municipal liiivcrnnient botli m ("anada and the I niled States, the ignorance of the men chosen to office, and of the men to choose them Is the great evil to he overcome. If the st ;t > cannot be well t;o\crned except I,; .itelllgent men, and if the lUon choo'u to public office rei)resent the average intelligence of the electorate, surely there is a call for more education, rather tlian less, ff>" ;i cuitivjitl-,:>n of iniud vvlileli wouhl result from even more than "a good I'ngllHh edui.'ation." Boards of alder- men able fairly well to read and write and spell are not capable of managing the intrlcatt affairs of city life. Tin- aiiee, the management of streets and sewers and waterworks, the care of the .loor and sick and unemployed cannot bo undert/iken Huccessfully by those wh(/ have no more than "a good lOngllsh educathjn." Nor are the members of any comnmnlty fit to ex- ercise the rights of electon-; la n free state when (piestlons of tariff, taxa- tion, railway construction, (>ducatton and social adminlstrathai are at stake If the voter.' have no more tlian "a good English edu(!atlon-" It is read- ily adndtted tliat wc .-.hall lia\e to \\<»rk constantly and systematically to get our electors n\> even to the gen- er.al standard of "a good liuglhdi edu- cation." but every argument tor bring- ing the comm.uilty to that standard Is In favor of giving every member of the state all the education tl'at Ids social circumstances and the ab'lity of the state will admit of N.)! our ne\>spaperh sliould b^ e lu.^ator-t. should lead the van In the hard strug- gle to advance, and shoidd nev\;r stoop to gain the favt r of the narrow mind- ed, the stingy, and the pessluiistlJ. rKi;E SCHOOLS. It is very seldom that poetry or lofty thought finds its way into an act of parliament, but the act of 18'j0 makes a notable declaration when It says: "All public sclioola shall b(! free schools." There is something of the ring In that sentence of tho ■lOtli clause of the Magna Charttt : "Nulll vendemuH, nulli negabinms.uut differemus, rectum aut ju.stlclam:" "To none will we sell, to none will we deny or delay right or justice." The act of 18iK) enunciates that every child In the province of Manitoba shall have the right to an education, and implies that the province by Its own machinery oi by the mup.clpality which is its creation, will supply this education tc poor and rich alike, to the cluldren pf every creed and na- tionality and condition wltldn its bor- ders. And liere there Is no weak-kn«^ed limitation that the education shall be only up to the standard of a "good English education." As the law now stand.'!, it declares that no fee shall be charged whatever the grade of the school, whether primary. Inter- mediate or collegiate; and It means that up to the full measure of its re- sources the province binds Itself to give the best education possible to all the children of Manitoba. The writer speak.T froiu the Ktaudpoint of a city taxpayer, and from the position of one who reaps )qo personal benefit from the public schools, and yet is of the opinion that he and others simil- arly placed are bound to bear their share in giving a free education to all. There can be no exemption in this ( ti duty. Tlie Kioiiiid htv tliiM ()i)lnlon limy lit' Hiiortly htuloil ; Flrnt, the luitlun ami tin- I'oii muii- Ity net'tl leadiTs. Out,' ii an of ahlllly iH of Ki-eat value to tliu laud wIhTi- lie iH boru. Who can iHtlii ate tlif vuluf ol a Wt'llluKt"" In ''"^'" '•''" country froii; Invasion, or a Faraday or an Kdlnon to invent wliat vaHtly incxoaMt'H the contort of life, of a UladHtone or a Cron weli to iiilot tlie Hhip of Htate tlirounh trouhloiih waterH, of a UuruH to cheer tlie lieart of tlie poor and downcast, or a Tennyson or a Whittier to utir witli trun liet note the flasKlnn; enerKies ol tli« arniles flphtinK for their countries'.' And in a less dcKree, hut no less really, are ii en needed in every community, to think and plan lor the well-heiiiK of tlie con munily. The state needs teuH of thousanls of leading n inds,and to educate is the only n eans of ob- taining the Mui»|)ly. Nature has scat- tered the bright ii Ind in every ^rade of society, anil in every nook and cor- ner of tlie land and tlie nation can only get its best jmd do its best when it educates all to the fullest extent of Its power. Second, the body politic ueodH bone and Binew. A nation is finly stront; as its IndlvldualH are Htrong. An ignorant, vicious or useless jiian is a weaki ning clement in any community or society. Therefore It Is that the state lo bound to educate. No one may say. Who is my neighbor? ami pass by on the other side declaring the one robbed by Ignorance or want of opportunity has no right to liis help. The right of citizenship Is an Important trust. It Is essential In our province. A\here virtually every man has a vote, that special pains l,e taken to give every one the means of being fitted, and well fitted tor per- forming his public duty. Those who are beliverB in class government, in oligarchical or aristocratic control, who look down upon the "vulgar crowd, may not realize this, but for us who are the apostles of the rights of man as man, who vindicate tl>e principles of liberty and equality and justice, it is an Imperative duty, a very corollary of our opinions, that all the members of the community shall be educated to the highest de- gree possible. Third— The free school method Is the only one that meets the case of our province. We fre-ly admit that compulsorv education Is the comple- ment of the free schnoi system. It is true this is not found in the act of 1890. It was omitted from that act purposely that no legal complication might arise as to the rights of the province under the Manitoba act. Ihit ( ompiilsoi-y education Is the loitl- ca' outcome of free, representative government. If then the child Is to be compelled to become fit for the exercise Ol the rights of full citiienship the school must lie free. No barrier can be tlirowii in the way of general education, and no restriction ought to lie placed on the amount of educii- thm, exei pt the limit placed by ability to maintain the school. iMiiirlii. Tiie free .-i.miooI plan is the profitable and wise course for our pro \ ince to retain, iinmigratlon Is essen- till to the gio» Ih 'nd welfare of our province. .Manitoba is a chief candi- date for the attention of the emi- grants ie;,vlnn other lands or provin- ces. Free ticlioil-— well-conducted and efficient scliools will pro.e one of the chief attraction.^ >\ lien the iminlgr.i- tlon wave iiu iiu sets In in our direc- tion. Manic.;b.r.-i struggle on the school qiiesilon has already Hdvertl<- ed tlie province In this respect, iiul made it a desirable home education- ally for stranger. s Especially Is It an attraction lor the more Intelligent class ol settlers to know that the col- legiate *ichools, while In no sense ••miniature universities," as one of our newsp.ipcrs ridiculously declared theni, yet give a smiiid, broad education, and tiiat our university, while not al! that It ought to be, has yet the pro- mise and the potency of greater things for the future. To Winnipeg especially is this an important con- sideration. Edinburgh, by Its eduea- ti;mal facilities of all kinds, draws thousands to Its privileges every year. Toronto is tlie Athens of Ontarlo.and has largely Increased its population on account of its advantages in the direction of le.irnlng. Wlnnijieg ha» the oiiportunity -sureiy too good an oiiportunlty to throw carelessly jiway. It will be profitable to every community to keep up the character 0/ Itrf educational Institutions even on the low ground of expediency and self- interest. EUROUS AND DEFECTS. But while we maintain tbo right and the necessity of public school free education we willingly admit that complaints of the kind we have men- tioned should make us pause and ex- amine our educational eduipment.The fault-tinder may be wrong In say lug that the state should provide only a certain limited education, but right in his statement that the education giv- en is far from fitting the young for the work of life. There are without doubt errors and defects In our sys- tems and plans and customs of educa- tion. It iM no e tlie problems o (il the youthful ly dl'ie-.ilt to I the diicatlou il ,ii a group ol ( ii stiidentH ol \Mried home ti aims ill life. ^ n'.|iiirliiK exper ii> (■oniniiinlcati ihice the great* There Is proba mis and Hliort( iiKHi tlian In ti TOO ^, .Ul of us are rou- a view of I ill rase already h-vii educatloi M'll acceiited the niotllcum (J iug reiiuired b, vf.irs of age ei giiDii liand, rea ly well, make ( ,iiy kind, worl I'.si, nieasuremi •oiue aciiuaint grapliy ttnd that enough ninety-five per filling body ol ag" of life'?? I laws ail recof tliiin that iH r of the young I teen Is stated age, and |^\ schools should long at schoo age of fourteei tions of life^ li frivolous dispt from the guidi his education attention to requirements nr the workn; tli.at the futu tier of society men is to h than that, Is ' ical, hlstoricfi literature— til in our Knglisl or three yeai fitted for rec sions of valiu know and do red, and whe his previous i at the point ruthlessly sni aspirations n SELF-COM .\nother ve: tion is the t lien. It IM no enny thing to tlpfil with llic prolilcMMi' of nilml, and cHiifflally of tiio youthful mind. It Ih i-xwdlng- IV dl 'cult to adopt plauH xidtetl (or t'lic ducatloii In tlu' nanif scImkiI room of a gioun of forty or fifty HCliolars or stndentH of fliffcrt'iit antfCfdonts v.irU'd home traiidiiK imil different iiiiiis in life. Moreover, it is a tidng iciluirliiK experience an to ho\» best I,, lommunicate knowledge and to pro- iliice the greatPHt rewultK of training. Tliero iH i)ro;)al)ly no field where er- riipH and HhorteoniingH are more enni- iiioa than In the training of youth. TOO ^AUUOW A vir.w. All of UH are ai)t to tako too imr- luw a view of what education Ih. The plirawe already the highest good of his scholars or students, but his mental attituiU- Is one that tends toward restfulne.ss. How well rf)pe satirizes such educa- tional conservatism ! •'l'laci'or of learnliiR, youth to guide, , , , Wo never suffer It to slaml too wiUe. To ask, I4) giiesH, to know as they conv- Ah fancy opens the iiulek sprlugd ol sense, We nlv the memory, we load the brain, lilnd "rcliul wit, nud double chain on Vh'ilu. , *v,„ Confine the thought, to exercise the breath ; j ,,, And keep tUeni in the pale of words till death.* Teaching, that does not require con- stant mental strain and effort is not worthy of the n.ime. It will be of no avail to let the mind rest on a successful imiverslty car- eer on the perfection of a nor- mal school training ,on the number or excellence of the books we may have read years ago ,on the reputation we may have aeqiured In the beginning of our teacher's life, for the success with which we attain the Ideal of a gen- eration ago; all will be unavailing; the Nemesis of a present, living, pul- sating ,clam()rous .age will dog the heels of such educational self-compla- cency. OF ADAPTATION. in our schoois, nchooi LACK What teachers trust'es, the advl-ory board and uni- versiry authorities ail need is alert- n ss, a -.vatchfulntss and a wllllngnesa to let the dead past bury Its and to act in the living present, that we are to neglect the past, not that we are to be so foolish as to W> ^ dead, Not 6 fall to profit by the experience of other days, not that wo are to give up a thing Himply liecause the past lirin.'^B it to us, but wt> arc buuad to reduce all Into the mould of the pres- ent, to lit oue appliunceB to the need of to-day, and to grapple wiili livinn problems. Anyone can isee tluit so- ciety Is changing, privilege is disap- pearing; this is the riiiAU of tlie com- mon pople. Tlie m.iBsis liave a right to ie I dueated, the uuibBes -ire clam- j orlug for education, tlie masses must ' be eilucated oi" th y will be a i)erpet- . ual m nace to the BUit.'. \\'ha.t is the use of I ringing us a model fioin medi- aeval times and trying to lit tluit ' upon us V Why will you teil us of j Kii-ius oJ education suited to llnglanil j an;l Germany with tluii- aristocratic ] insiiiUi-ions ;iatl their halting dot- | trines of the rights of the people '.' What is the usi- Oi blunging to us the country school house oi Outario of lorty yeai-8 ago anil the uutif>!i slimild porlsh one by en". Tli.in that earth sliotild stand nt ftii.n' like .foshuns moon in .\jalon ! \ot ill vain the distance beiicous. F"<'i'< ward, forward, let us range. Let the great world spin forever dii>vii the ringing grooves of ehiinge. Thiongh the shadow of the globe we sweep Into the younger day; Better fifty years of Europe than a cycle of Cathay.'- ^hlch the veil is the given l)y UCTION. i of Maul- rs. Their 1 matters in should lUiong us. high re- Ceres one s Iiutron. "lidiiutiiul lU (eeliut; ; iru er? 'I'o ilitiers tn er school iauces iinil rs. The L' valuable . share ol' n be giveu supplied. s;l)le, the he plants, ■ees, birds, try should iterestlng. instructed lementary ■nts of soil, processes, the larm, Iture. All lie regular ■d in the I who liave , Then .'in n agrieul- y useful in farm, but i or three rent p;irtH de of great pection fur daughters lucation. be alert, act in the )iif by on", nd nt pra.'.f l.m ! LCdUH. ige. rcvei' lUnKe- glcibe tlian a cycle Fur* (lovvn we f PUBL i^ Alsci Autlic MAM roUA Conditio: (TllL- St A SiioKi Ills { riif hot si I'ivc Forts o£ I'ka for a Ciui NiiUil Joiiriiu\ History "£ Ed 1 he Winnipeg. riic Motiml |{ Memorial of / I 111' Soiiris C< >ki.'ti'li of Join I 111- Olil Sftll( NoIl's oil lliir I'liu Celt 111 111 Holiday Kami Iwii I'rovisio , Iho First Uci A Modem I'll . Siirf.ict (ifolc . Ivu ly Keiniiii . ( )lcli.'r (ieolotf I lio Assinibo . < >ur liuliaiis . A Niw Natui . l\.irl\ Hcinini ;:it(liate c Street. PUBLICATIONS OF REV. PROF. BRYCE, LLD. MAMTOIJA COLKKCiK, \VINMI'K(i. i.Mi-o Author of Artie Ic.^^ " M;iiiiU)li;i " iUid " \Vinni|i.-^', " in Kncyclopinlii Uriluiiiiicii, ;iih! of "0111:111:1," in " Niirrativi- ;inil Critical lli.'-tiiiA of America, "i I I.nw iV ( 'o., I.oiuion . NaMK. 1^' III.ISIIKHS. MAMTOIJA. IMA.NIV, (JKOWIII AM) PUhSKNT t'ONDlTlON Sampson. I^ow \' C o., i,on(l" Ito. o .s" '5 \ New Nation l-..o-l\' Keminiscences )f Winnip^tf. 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