CIHM Microfiche Series (Monographs) [Ci\/IH Collection de microfiches (monographies) m Canadian InstituM for HiMorical MIcronprodiictiont / Insthiit Canadian da mieroraproduction* hiitatiqiiaa 1995 Ttdinleal and BMioirapliie Notn / NoMs HcAniqiiM « biMiognpliiqiMt Tht InitituM hM itttinptM to obtain th* bwt OfifiMl copy miWilt for filmini. FHturn of thn eopy whkh may ba bibHograpliically uniqua. whldi may altar any of Itw kiMfai in th* raproduction, or whidi may tiinifiantlv chanaa tha unial mathod of fitanint, ara 0Colourad conra/ Couvarturada □ Ca«artdama(ad/ Couvartura andommagia □ Conrt rattoiad and/or laminatad/ Counrtura raitaurta at/ou palliauMa □ CoMT titia mnnn/ La titra da counrtura manqua □ Colourad maps/ Cartaa (ioiraphiquas an eoulaur □ Colourad ink (i.a. othar than blua or Mack)/ Encra da eoulaur (i.a. autra qua talaua ou noira) □ Colouiad platas and/or illustrations/ Planchas at/ou illustrations an eoulaur □ Bound with othar material/ RaM avac d'autras documents □ Tifht binding mey ceuse shadows or distortion along interior margin/ La leliure serrto peut causer da I'ombre ou de la dislorsion la long de la merge intirieuia □ Blank laaoes edded during restoration may appear within tha text. Whenenr possible, these hen been omitted from filming/ II se peut que certeines peges blanches e|aut«es kirs d'une restauration apperaissent dam le taxte, meis, lorsque cele itait possible, ces peges n'ont pes M f ilnrfes. n Additionel comments:/ Commantaires supplimantaires; This item is filmed et tha reduction retro checked below/ Ce document est filmi au taux da riduction indiqui ci-dassous. L'Institut a mieiofilm* le meilleur exempleire qu'il lui e M possible de se procurer. Lea dtoilt da eet exempleire qui sunt peut-Mre uniques du point de >u MMiographiqua, qui paunnt modifier une imege reproduite. ou qui paunnt axiger une modification dans la mMioda normele de f ihnage sent indiquis ci-dessous. □ Coloured peges/ Pages de eoulaur n; □ Pages restored end/or leminatad/ Pages restaurias at/ou palliculias Pages discoloured, stained or foxed/ Pages dieolotias. tacheties ou piquta □ Pages deteched/ Pages ditachias 0Showthrough/ Transperence □ Duality of print varies/ Queliti inigala de I'impression □ Continuous pagination/ Paginetion continue ' I Includes indexles)/ I 1 Comprend un (des) index Title on header teken from:/ Le titre de I'en-tMe provient: □ Tide pege of issue/ Page de titre de la livraison □ Caption of issue/ Titre de dipart de la livraison n Masthead/ Ginirique Iperiodiquas) de le livreison 7«X ^_^ iax '') »x Kx ^_ ^^ J ' The copy fllmad hara hn bMn raproduead thanks to tha ganaroslty of: National Library of Canada L'aMamplaira film* fut raproduit griea i la g4naro«it* da: Bibllothiqua natlonala du Canada Tha Imaga* appaaring hara ara tha baat quality poaaibia considaring tha condition and togiblllty of tha original copy and in kaaplng with tha filming contraet spacif icationa. Original eoplas in printad papar eovars ara fllmad baglnning with the front eovar and anding on tha last paga with a printad or llluatratad Impraa- slon, or tha back eovar whan approprlata. All othar original coplaa ara fllmad baglnning on tha first paga with a printad or llluatratad Impraa- sion. and anding on tha laat paga with a printad or llluatratad imprasalon. Tha last racordad frama on aach microflcho shall contain tha symbol ^» (meaning "CON- TINUED"), or tha symbol V Imaaning "END"), whiehavar applias. Mapa. platas. eharu, ate, may ba fllmad at diffarant raduction ratios. Thosa too larga to ba antiraiy ineludad in ona axposura ara fllmad baglnning in tha uppar iaft hand eornor, loft to right and top to bottom, as many framaa as raquirad. Tha following diagrama illuatrata tha mathod: Las imagaa suivantas ont *t* raprodiiitas avsc la plus grand soin, eompta tanu da la condition at da la nattata dm l*aHAmniBi>a tn,^A. .. da la nattat* da ianamplaira film«, at an svae iaa eondltl.'>na du eontrat da conformit* *v»c I fllmaga. Lsa aaamplalraa originaun dont la eouvartura an paplar aat imprim«a sont fllmto sn commancant par la pramlar plat at an tarmlnant soit par la darnMra paga qui comporta una amprainta d'Imprassion ou d'lllustratlon, soit par ia saeond plat, salon la eaa. Tous las autras axampiairas orlglr-iM sont filmto an commancant par ia prami. a paga qui comporta una amprainta d1mpr,.TMlon ou d'illustration at an tarmlnant par la darnMra paga qui comporta una taila amprainta. Un daa aymbolaa sulvanu appsraltra sur la darnMra imaga da chaqua microfiche, salon la cas: la symbols — »signifla "A SUIVRE". la aymboto ▼ signlfia "FIN". Laa cartaa. planchas, tablaaux, ate, pauvant 4tra filmis t das Uux da reduction diffSrants, Lorsqua la documant ast trop grand pour ttra raproduit an un saul elich«, ii ast flim« a partir da I'angla suptrlaur gaucha, da gaucha i droita, at da haut an bas. an pranant la nombra d'imagaa ndcaaaaira. Las diagrammas suivsnts lllustrant Is mtthoda. 1 2 3 1 2 3 4 5 6 »«K«oeofY HsounioN nsr oun (ANSI ond ISO leST CHAKT No. 2| 1.1 1.25 la |2J ■ 2J Hi ^^* Ih IB U 1^ III IB US ■ 2.0 1.8 1.6 ^ /APPLIED IM/OE In, 1853 eait Mgin StrM* BoehMtw. New vort 1 4609 USA (716) ■W2-OM0-Phe«, (716) 2M-59fl9-Fm •'>^, The Educational Demands of Democracy. ke print from t!ie Iff port of the Dominion Educational A^^oc'r'-i.i:: ■4:1^ list, itxii. ^SfS^ ;piil>' fv JS^ The Edacationa l Demands of DemocracY R«l>rlal from Iht lUport ai tht DoaJaion Eductlioiul AMOchtloii, Aupot, 190). By JOHN MILLAR, Esq., B.A., Dcputr Mbbttr o( Eduolkici ibr Onttfio. 1901 The Ottawa Printing Co., Limiteb. L Ci 1 1 THE EDUCATIONAL DEMANDS OF DEMOCRACY. Bv JoHK Millar, Esq., B. A. [Deputy Minister of Education for Ontario.) When the brotherhood of the race was proclaimed, there dawned upon the world a new civilization. Equality in its proper sense is the foundation of Democracy, and equa. rigfhts are imperfect'y under- stood where Christianity does not hold sway. Doubtless government by the people received much attention amonf; the classical nations of antiquity. Aristotle had such a deep insight into the needs of man as a S' .:ial being, that his political conceptions are invaluable to the educationist as well as to the statesman. It is a fact, never- theless, that In every Greek republic the Ii bouring classes were slaves. The profoui.J theories of Plato and the laws c' Lycurgus show how greatly the ancient world had need of light. Greece in its most illustrious times was governed by an oligarchy. Rome in its brightest period had little regard Tor the enslaved masses. The history of nations during the Middle Ages, and the conditions in Continental Europe to-day, prove how slow even people professing Christianity are to recognize the common Fatherhood of God. The great principles of modern Democracy have, however, made pro^fress. The overthrow of the Stuarts in England, the American Revolution, the Reform Bill of i8j3, and the Civil War in the United States are land marks to encourage those who have faith in the progress of civilization. We have rightly come to have an instinctive faith in the perman- ency of democratic institutions. The absence jf such faith would be indicativt of national decay When we are asked to give reasons for believing that British power will be more enduring than that which dominated the world in any previous period, we are dismayed at the resources the o.uer governments possessed. Their achieve- ments did not, however, win for ttiem stability or perpetuity. Athens for example had an art, a literature, and a philosophy, which have proved themselves immortal. Its sculpture and architecture are stjpreme in excellence. Philosophers, poets and statesmen in nations unborn when Greece was in her prime, receive inspiration and guid- ■nc* from the litcratur* of Athcni. Art and I ii.r. th. .rr..t., .chl.v...nt. of the human r:;;:nr;'~^^^^^^ lhem..lv.. Mf.^„„d th. nation. ^ '^ """°* "' HM ''°""''' "■"«'"'•' I"""'!" h.v. .1.0 th.l, ,dv,nt.g... but th.v d,d not „v. Rom. f„m d.„y. „. g„.. o^ZJul^^,' which form, the ba.i. of ,h. public law. of niarly ,h, intfr. dvZd Rom.'nlT'h""'""'"'':"'^ '" ■ •»"""" """"onweih S Koman army ha. never been equalled a. a IlKhtlnE or a colonixin. he Republic and the decline and fall of the Empire Rom. .!« ...Che. conclu.ively by I,. tran.po«a.ion -y.tem if aqul". iu The TtaTan R«^S, T" '° """""" ""'""•' P«™«"nce. ihe Italian Republic, are al.o not without their le.son. V.nir. with ... architecture of wonderful beauty, it. „, i pTn in JS ho d.,.,|,t. prominence, it, wide.pre.d commerce, which ^aT... It would be a niistake to suppose that the power of reliifion. The extraordmaiy vitality and persistence of th. Hebrew religion did not give permanence to Judea. Moslem religious enthS arried Arabic civilisation through Africa into Spal but "11^^ cen rated religious zeal did not .ave from destruction he cause which It championed. The history of Christian nation, points " similar conclusions. More than once we are taught that zea with «n ted"a"J'f "• """ k '"'' '"'''""'"'• ^P"'"- '"' "ample had a united and fervent enthusiasm, but it, once pre-eminent posi ion in amon. h T"h ".""'.'""^-'"'ed, retrograded and lost it. pU e among the leader, of civilization. I, is not necessary to refer to the religious zeal o. the first settlers of this Continent. Every Veadero' riirb.T,'"'"'"^ "■" »'f-"«-^ determination of h. Jesuit,, but the Je,uit, have never given permanence to systems of government. Too much importance is often assigned to the religious Hadrr H "^"'" '''"'■"' *•"• '-"ed on Plymouth sTk Had not broader views and higher ideals taken possession of the If Sou h Alrica ; r"' ""' ''"'""' '" """" «'P«'» '""" «"»« or^rcolion "'"'"" '° '"^ ««" "'^-''-"ch argument - J- SpUndid «rt», nobi* tilcrnturn, •xttniive commtree, miiKniActnt •tructuru, »tronsr »nil wtll-di*clplintd Krmiea, und burnini; n ouii imI havt, lh«r«rorc, not lavtd iKliona Irom dtcuy and ruin. V't h«v« no reHaon to hup* that the genarnt dilTuition of ph^'iicnl comforti, or Iht sprtad of mattrial proaptrity, will lave Iht nation. Any difTuiion of wmllh which would make a people laay, (elfiiih, or •.in- sual, hae a deterioratini; influence on nationality. The motivee, affectiona, and paaaiona of the people inuat lie improved before any reliance can be placed on the power of a better phyaical well-being to become a aource of public aecurity. It ia juet here that many ao- called relormera make a fundamental blunHer. Improvement muat come from within. Thia i» the teaching of Chriatianily. Thia is the doctrine ot true Democracy. Thia ia a principle of Education which must be maintained. The aocialiat too often calla for lei^ialation. The citizena ore urged to control their repreaentatives, while aelf- conlrol ia ten times more valuable to the atate. If the teaching ot Christianity mesia all human needs, there ahould be no misgivings regarding ihe future of our present civiliza- tion. Decay of the great nationa of the paat was due to a departure from Bound ethical teachinga. It is Ihe tnak of Christian democracy to secure every individual his right, and to realize for any individual hia worth. With Him, v o said " even the very hairs of your head are all numbered " every . ion is of inr-alculable value. Christianity makes every man a meml . of the Kingdom of God. Democracy makes every man a citizen. How best to discharge his duties to the state, ia the conatant aim of each person who believes that " no one liveth to himself." " Ye are all members one o( another " is as true to-day as in the time of the great Apostle of the Gentiles. Regarded a.-; citizens, or as children of God, all men tre essentially equal. A common loyalty is demanded of all. Christianity stands for the immortal worth of all men ; all are the children ot the same family. Democracy, like the Gospel, aims to bring all persons equally to their right and worth. The perpetuation of artificial class distinctions is as foreign to the genius of true democracy, as it is to Christianity. It should be remembered, however, that both Christianity and Democracy emphasize the variety of human endowments and func- tions, while they call for mutual cooperation. Democracy bi-ings the strong into the service of the weak, and ihus the lowest may be raised to a higher position. It dethrones an aristocracy which exists only to exact the service and homage of the weak. It retains in — 6 — power an aristocracy composed of the best elements of society. Indeed, true democracy will always be governed by true aristocracy. Christian democracy always impresses the best talents into the service of the state. Guided by conscience and enlightenment, it would not, and it could not, do away with the distinctions of great and less, which become more marked as society advances. No person is excused for doing his best, however, little. All men are not created equal notwithstanding what is stated in the American Declaration of Independence. People are not equal in physical powers, in intellectual endowments, or in energy. Those who speak of men being created equal, forget the distinctions of race and the varieties to be found even in the same family. They ignore the acknowledged facts ot evolution and the laws of heredity. It is only in a savage state of society that men display few inequalities. As mankind advances differences become greater. In more highly civilized nations there is less approach to political, economic, social and intellectual equality. It should be accepted that inequally has been the condition of progress. A state of equality, if such were possible, would be a state of stagnation and a return to savagery. The theories ot Bellamy are opposed to the first principles of man's social relations. The man with one talent and the man with ten talents will become more and more widely separated in their acquire- ments, if they make equal use of their opportunities. A larger co- operation and the constant betterment of all classes will, however, be the result. Educational processes encourage individuality ; and it should be a main object to enable persons of character, ability and energy to find or make opportunities by which they may rise to their proper level in the economic, professional or political scale. The same enjoyments and positions are not possible to all, because God has made men unlike. Improvement is, however, within everyone's reach. Each one should know what he can do, and what he may be, and strive for that with all his might. Democracy demands a wide diffusion of political intelligence. When the divine right ot kings had sway, the ignorance of the masses was possible. The basis of sovereignty has so widened that there is danger in allowing even a small section of the community to remain uneducated. According to Herbert Spencer, education is the preparation for complete living, and under our system of gov- ernment, as everyone is expected to live with his fellows, fitness so to live is necessary. Only in community life is the highest type of ♦ — 7 — of individual life to be found. Education for the state demands the education of the individual. Participation in the public service should be regarded by every person as a duty and a privilege There is danger to democratic institutions when the educated classes allow Ignorant people to rule. The best way to purify politics is for each party to drive out its bad elements. Politics should attract the highest intelligence of the nation. If our educated men, I do not mean scholars, are not the leaders in politics, so much the worse for the nation. The inculcation of patriotism is good, and there are times when patriotism may be best shown by singing " God Save the King" or by placing a flag on the school-house. It should not be forgotten however, that instruction in civil government should not be limited to devices that lie merely on the surface. A thoroughly instructed aud competent public opinion on national questions, calls for the best effort of teachers. Much of the disinclination to engage in active political life is due to the evil effects of treating public office as a reward for partisan activity. To turn over the care of great public interests to the camp-followers of a politician, looks like a return of barbarism. That a man is pulli-g the wires, in order to be appointed to a government position, should be conclusive evidence that no government is justified in appointing him. When our education becomes what it should be, it will lay proper emphasis on individual responsibility, and it will promote a patiotism that reaches farther than Jingoism, drumbeating or flag-raising. Education should inculcate the essential unity of all classes In this way Democracy will be benefited by the endless diversity ot function, capacity and achiement among individuals. The elev- ation of the masses should be a funjamental object of education in a democracy. All civilizing agencies should tend to benefit the poor to elevate the down-trodden and to restore the wicked. Democratic education, like Christianity, should be primarily interested in those who need help. Every useful faculty, which any member of the community possesses, should be utilized for the benefit of societv On this continent the danger which confronts us is not aristocracy but plutocracy. It is a reflection on general intelligence that even some so-called intelligent people talk to-day of the evils of too many educated persons. Money is often lavishly expended for almost any public purpose except for paying teachers a fair salary. Even the great city c-f Toronto is having a fight with the School Board, in — 8 — which the point here mentioned is at stai