\\ ^ \ '^ y^ IMAGE EVALUATION TEST TARGET (MT-S) & // ^ .^i €// \-*-'^ /. LL 1.25 ■^121 12.5 US ^^ Bmi ^ k& |2.0 ^U4 ^ V 7 y /A Hiotographic ^Sciences Corporation n WKT MAIN STRUT WIUTM.N.V. 145M ( 71* ) •79-4903 A (meaning "CON- TINUED"), or the symbol y (meaning "END"), whichever applies. Un des symboles suivants apparaitra sur la darnlAre image de cheque microfiche, selon le cas: ie symbols -^ signifie "A SUIVRE", le symbols y signifie "FIN". Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent Atra filmAs A des taux de reduction diffirents. Lorsque le document est trop grand pour Atre reproduit en un seul clichA. il est film* A partir de Tangle supArieur gauche, de gauche A droite. et de haut en bas. en prenant le nombre d'images nAcessaire. Les diagrammes suivants illustrent la mAthode. errata i to 8 pelure, ;on A 1 2 3 »x t 2 3 4 5 6 / i ' .'''4'>«Mi,«w./><.\«tki< --7 / t>" ' / ' ■^T — II " I " ^^^ ,- ^.//^ THE MANITOBA k. + . . SCHOOL QUESTION. " And you claim the liberty of teaching. Stop ! Be sincere ; let us understand the liberty which you claim. It is the liberty of not teaching. You wish us to give you the people to instruct. Very well. Let us see your pupils. Let us see those you pro- duced. What have you done for Italy t What have you done for Spain t For centuries you have kept in your hands, at your discretion, at your school, these tivo great nations, illustrious among (he illustrious. What have you done for them t /shall tell you. * * Italy — which has taught manktna to read — no7V knows not hinv to read ! * * Spain, thanks to you, a yoke of stupor, tvhich is a yoke of degradation and decay." — Victor Hugo. • , I ■' BY F. C. WADE, fiarrislfr-at-lav. WINNIPEG: 189^. rrintcd at the Mnnitolia Institution for the Deaf ant! Dumb. ^ (^Ob£^ 1?C 272573 if TABLE OF CONTENTS. li f «: CHAPTER I.— Introduction. CHAPTER II.— The Old System. CHAP'I'ER III.— Bad Features of the Old System. CHAPTER IV.— Distribution of the Legislative Grant. CHAPTER V. — Some Practical Difficulties which make a Dual System impossible. CHAPTER VI.— Changes made by the acts of 1890— National Schools. CHAPTER VII.— Did the acts of 1890 introduce Protestant exercises or confiscate Roman Catholic property. CHAPTER VIII. — Reasons for passing the acts of 1890. CH.\PTER IX. — Manitoba followed the example of the civilized world. CH.\PTF^R X. — The four arguments for a return to the old system. — No. i— The conscience argument. CHAPTER XI.— No. 2.— The Treaty argument. The Hierarchy and the Rebellion of 1869-70. — A chapter left out of Mr. Ewart's book. CHAPTER XII.— No. 2.— The Treaty argument -The " Parlia- mentary Compact " absurdity- -An interesting photograph and some hitherto unpublished facts al)out Bill of Rights No. 4. CHAPTER XIII. No. 3. -The legal argument -The Roman Catholic appeal heard by a committee of politicians at Ottawa who did not sit as a Judicial body. CHAPTER XIV.— No. 4. The (;os|)ol of Despair as preached by Dr. Grant — Confederation precedents do not apply and history is all the other way. CHAPTER XV. -How Dr. Grant 'The Grant letters .\ scries of misstatements copied Socrates. CHAPTER XVI. Con.l What it moans -The Ottawa Government. usion — The Remedial Order folly — grievance is technical — Duty of the immmmfmmtn: "t«"v^.r THE Is^-A^OSriTOB-A. SCHOOL QUESTION. t " The system of education embodied in the Acts of i8go no doubt ncommends itself to, and adequately supplies the wants (tf the great majority of the inhabitants of the Province " {of Manitoba). — From judgment of Privy Council in the Referred case. *• // is not the law that is at fault ; it is oiving to religious con- victions, which ex'erybody must respect, and to the teaching of their church, that Roman Cathalics and members of the Church of Eng- land find themselves unable to partake of advantages which the law ■offers to all alike." — Prom judgment of Privy Council in City of IVinnipeg v. Barrett. CHAPTER I. Thk Present Situation. 'Fftitn the year 1890, when the new educational law of Manitoba "was enacted, until cjuite recently, the Dominion (lovernment managed to keep the now celebrated school controversy out of the House of Commons, and to confine it to the Courts of Jus- tice. Willi the p.iss.ijie of thj ri.Muedial order in March last all this was changed. The ((iiestion is now a political one. A gov- <,Tnment has hcen found in Cinada willing to declare that, as a xnalter of public policy, it is more important that some alleged grievance of the Roman Catholic minority in Manitoba should be remedied l)y the restoration of their schools as they were previous to 1890, than that national schools should continue to exist in that Province. Barrett vs. Winnipeg. The Dominion Oovernment, in pursuance of its declared pol- icy, has issued what is known as the remedial order. This remedial ord-r purports to be based upon the decision of the Judical Committee of the Privy Council on the case referred by the Ciovtrnor-General in Council. It is not contended that the legislation complained of by the Roman Catholic minority was bjyond the powers of the Province to pass. The minority first to:)k u|i tint position, but the decision of the Judicial Com- mittee in Harrett vs. The City of Winnipeg necessitated a change of base. It was held that the Province had full power to pass the Public Schools' Act of 1890, and that it dif not prejudically affecl any right or privilege with respect to denominational schools which the Roman Catholics possessed, by law or practice, in the Province at the union. In other words, the Roman Cath- olics had accjuired no rights or privileges with respect to denom- inational schools at the union, and the legislation of 1890 could not conflict with sub-section i of section 22 of the Manitoba Act. The Ai'PE.vL to Ottawa. The minority then fell back upon sub-section (2) of section 22, which ()rovided for an appeal to the Governor General in Council from any act or decision of the legislature of the Province, or of any provincial authority, affecting any right or privilege of the Protestant or Roman Catholic minority of the Queen's subjects in relation to education. Their appeal was sent in by way of petition on the 26th day of November, 1892. They admitted that no rights or privileges had been acquired previous to the union, but pointed out that the second sub-section was wider in its terms than the first and pro- vided for an appeal to the Governor General in Council against legislation affecting rights acquired at any time including rights or privileges conferred after the union. They contended that the Act passed by the Manitoba Legislature in 187 1, and ametiding Acts established a sys'iem of separate schools and conferred rights and privileges which were taken away by the Acts of 1890. To strengthen their position they sought to make it appear that tht; Act of 1871 hid been passed to carry into effect the provisions of an alleged clause in the bill of rights which was submitted by the people of the territory of the future province as a condition of their entry into the union and accepted by the Dominion and Imperial authorities. The Referred Case. B^jfore entertaining the appeal asked for by the minority the riovernor Gjr.eral in Council decided to ask the Courts if the appeal was an appeal that could be heard under the terms of sub- section (2) of section 22 of the Manitoba .\ct. On the 20th of February, 1894 the Supreme Court of Canada held that no appeal lay and that the Governor-General in Council had not the power to make the orders asked for. On the 29th of January, 1895 the Judl- al Committee of the Privy Council reversed the judgment of the Supreme Court. They decided that the Governor-General in Council had p3wer to hear the appeal inasmuch as the Acts of 1890 affjcted rights or privileges of the Roman Catholic minority in relation to education within the meaning of sub-section (2) of section 22 of the Manitoba Act. The Court was not rccjuired to determine what particular rights or privileges of the minority had been affected, and purposely refrained from doing so. It was intimated however, that it was certainly not essential that the statutes repealed by the Act of 1890 should be re-enacted. The "system of Education embodied in the Act of 1890," they added," no doubt commends itself to and adetjuately supplies the wants of the great majority of the inhabitants of the Province," If this system were supplemented by suitable provisions all ground of complaint would be removed. The Appeal Proceeds. After the decision of the Judical Committee was given the Governor General in Council proceeded to hear the appeal, which came on for further hearing on the 26th day of I'ebruary and the 5th, 6th and 7th days of March last. The result of their de- liberations was the passage of the remedial order of the 19th of March last. By this order they required the Province of Mani- toba to restore to the minority the following alleged rights : — (a) The right to build, maintain, equip, manage, conduct and! support Roman Catholic schools in the manner provided for by the said statutes which were repealed by the two acts of 1890- aforesaid. (b) The right to share proportionately in any grant made out of the public funds for the purpose of education. (c) 'I'hc right of exemption of such Roman Catholics p.s con- tribute to Roman Catholic schools from all payment or contribu- tion to the support of any other schools. For all practical purposes they required that the statutes repealed by the legislation of 1890 should be re-enacted so far as Roman Catholics are concerned, and that the system of educaiion embod- ied in the net of 1890, and declared by the Judical Committee to adequately supply the wants of the c;reat majority ol the inhabit- ants of the Province should be annihilated. To conceal the fact that they were acting politically in their deliberations, the Commit- tee of the Dominion Government which heard the appeal assumed for the time being the state and trappings of a judicial tribunal. The trick, however, was too transparent, and deceived very few. It is pretty well understood throughout the Dominion that the only question for the committee to consider was whether it was more important that some rights by way of special privilege for- merly l)elonging to the Roman Catholic minority should be restored than that national schools should be maintained in Manitoba. The decision of the Judicial Committee of the Privy Council left them free to act as they might see fit. They have chosen to side with the Roman Catholic church and against the whole people of Manitoba. Manitoba's Reply. Manitobx's answer was submitied to the Provincial lA^gislature on June 13th last, and adopted on the 19th day of the same month. It was pointed out that the remedial order demanded the restora- tion of the old school laws which had been found inefficient ;. that die , Sisikks. The schools themselves wer^« at an early date placed almost completely in the hands of tht; late .Vrchbishoj), his Krench priests and ecclesiastics. On tlu 4ih of S 'plemb'.M- i^-jt) a resolution was passed by the Ronnn {!;itholic section "that the members of the "Clergy and of the religious communities who desire to consecrate *'thein*elvei to education hi granted certificates on the recom 8 "mendation of the Ecclesiastical authority who will submit the "necessary examinations." What these examinations were it is impossible to tell, but on the 19th of August 1880 the late Arch bishop submitted the following report : — "In accordance with the authority received from the Catholic "section of the Mireau of Eiu^ation by a resolution adopted at "its session of the 4th of September 1879, I recommend that "certificates be granted to the persons hereinafter mentioned :— First Class Certificates French Course. Reverend J. D. Quevillon, priest " Michel Charbonneau, priest Father A, Madore, O. M. I. A. Pelletier, priest T. Rene, ecclesiastic . Brother Hertram Sister Marie Xavier Sister Marie Martin de I'Ascension Sister Marie Florentine ominion Catholic l''irst Reader, Tart 11, |). 58) ; or this from Wilfred's journey with the .\ngel : — "Other lands were dotted with ancieiU Christian churches, but without proper altars ; and with no Ulessed Sacrament, no Mass, no pi(-turi'S of the Mother of Jesus ; and Wilfred thought, but he was not sure, that the angel was moic sorrowful over these lands, than over those without churches." (Sadlier's I )oin. 'I'hird Reader p. i3«).) Or, in other words, all denominations outside of the Roman Catholic Church arc less acceptable to Cod than die heathen. I might multiply instances to show how the author of these readers has < arried out the statement in his preface to the third reader that "religious instruction and nirntal traii.ing should now progress hand in hand." 12 Grammar, a sixth division, affords opportunities which are- frequently taken advantage of in the examinations for analyzing and parsing sacred passages, and in one instance the pupils are called upon to correct a sentence referring to the color of the silk stockings worn by cardinals. (Minute Books, No. i, pp. i8o, 183, 189, 193, 225 No. 2 p 76, 119.) The subjects set for composition include a letter to his parents by a child who is preparing for h.o first communion and the following interesting subject : — "The Priesthood — show the grandeur of the priest and the benefits which he confers." (Minute Book No. 2, pp. 78, 144.) Arithmetic, Algebra and Geography afford little opportunity for the introduction of religious leaching otherwise those branches also would have been put to a similar use. Indeed it seems to have been necessary to prescribe treatises on Arithmetic and Algebra prepared under the supervision of tlie "P'reres de la Doctrine Chretienne." What with priests, ecclesiastics, and sisters of charity certificat- ed by the late Archbishop after some alleged but mysterious private examination, with priests for insi)ectors, crucifixes in the schooLs, and dogma injected into almost every subject on the programme of studies, the pupils of the schools of the Roman. Catholic section were well provided with religious instruction. >3 CHAPTER III. Bao Features ok thk Old System. The three most noticeable features of the system just outlined would seem to have been : — 1. Its thorough inefficiency from an educational point of view. 2. The absolute control exercised by the Roman Catholic priesthood, and the complete immersion of the pupil in Roman Catholic ideas and influences. 3. The existence and development of French ideas and aspira- tions to the almost entire exclusion of those that are liritish. L. — .Inefficiency of the Schools. The Cv.mplete inefficiency of the system cannot better be shewn than by adducing in evidence the questions contained in examina- tion papers set for teachers certificates. The following is a trans- lation of an examination paper set for first class Roman Catholic teachers in 1885 : — Catholic Section of the Boakd of Education — Examina- tion OF Teachers. First- Class Certificate. P w c /Rev. J. Messier, Priest, \M. J. Prendergast, Barrister. Catechism. — 1. What is the Church ? Where is the true Church ? Ought one to believe what the Catholic Church teaches us ? And why ? 2. What is the Eucharist ? What is it necesiiary to do to receive with benefit this great sacrament ? 3. What is sanctifying grace ? How is it lost ? 4. Name and define die theological virtues. Comportment. — 1. How is a letier addressed, when written, to a prelate, to a priest, to a professional man ? How are such letters concluded ? 2. In conversation, what titles d ) you employ in speaking to these same persons ? 14 History. — 1. Descrioe the defeat of the American armies near Chateau- guay ? 2. Who was Saint Thomas Becket ? What difficulty had he with Henry 1 1 ? How did he die ? What was the fate of Marie Stuart ? Write a short note on the treaty of Paris. Who was then (Governor of Canada ? Geography. — What is the capital of England ? Name its principal cities. Where is Egypt situated ? What is the object of geology ? What are terrain d'alluvion, terrain de sediment ? Pedagogy. — Demonstrate the importance of developing judgment among children. How can that faculty be exercised ? The original of the above paper, and of several others even more absurd, will be found in the "Memoir" prepared by the Catholic section of the Board of Education, and sent to the Colonial Exhi- bition at London in 1886, The above is not given as a complete set of papers to be writ- ten on for a first-class certificate. A complete set is presented in appendix B, where it is noted that the first class papers were the same for 1880 and 1881, excepting the grammar paper, and that in 1882 a great many of the same questions were used over again. It would be easy to produce very many of the examination papers from the minutes of the Catholic section even more ridiculous than the one here reproduced, but a better idea of the ludicrous inefficiency of the schools and their teachers can best be shown by quoting the questions on individual sub- jects set on the examinations of teachers in the various years. The above paper contained all tne questions asked for a first- class certificate in 1885, in catechism, comportment, history, geo- graphy and pedagogy. Agriculture is an important subject in a growing western country. The following is a complete list of the questions asked candidates for first and second class teachers in agriculture in the years 1880, 1081, 1882 and 1886 : — 1880 — Agricui/iure. First Class. Explain the practice of drainage. How are turnips cultivated ? .TS 1$ • Second Class. How do you make hot beds ? How do you cultivate Indian corn, turnips and melons ? 1881. — Agriculture. First Class. The same as 1880. Second Class. T'ow do you cultivate the onion, radishes, lettuce, and cucum- l.rs? 1 882. — Agriculture. First Class. How are cabbages and melons cultivated ? Second Class. What are the principal conditions to be observed in the culti- vation of a garden ? ^Vhat kind of manure is best suited for gardening purposes ? 1886. — Agriculture. First Class. How do you cultivate lettuce, potatoes and celery ? What is the advantage in plants sown in the open ground over those sown in hot beds? Second Class. How are hot beds made, and what are the advantages of them ? Hlstorv. Few subjects are more important than history, and yet the fol- lowing are the only [lapers set on history for third and fourth class certificates in their respective years :— 1880. — tllSTORV. Third Class. Describe the death of Abel, then the deluge, as you would describe it to children (Minute book No. i, 151.) Fourth Class. Recount the history of David and the persecution f)f Antiochus as if you were re'ating it to children. (lb., 152,) i6 I 88 1. — History. Third Class. Relate the history of Joseph and of holy Job in the manner -suited to children. (lb., 195.) Fourth Class. Why Wvire Adam and Eve banished from Paradise ? Relate the history of Abraham. (lb., 199.) 1882. — History. Third Class. Relate the history of ♦^he Maccabees. What are the books which contain the history of the New Testament? (lb., 228.) Fourth Class. Relate the history of holy Job and that of Tobias. (lb., 226.) 1883. — History. Third Class. What was the issue of the hatred of Esau against Jacob ? And how did the latter re-enter into favor with his brother ? When and how did God give his law to the Hebrews ? What did Jesus do on the e\e of His passion ? (lb., 260.) Fourth Class. How did God save Noah from the deluge, and what did Noah do after the deluge ? What enterprise did the descendants of Noah enter upon before dispersing into all parts of the earth ? boasted educational establish- ments in Manitoba for many generations. From the Memoir to which reference has been frecjuently made, it aj)pears that St. Boniface College was founded in the year 18 18. 'Ihe Sisters of Charity had a school of 105 boys and girls at St. JJoniface on the 25th of August, 1845. '^he school of St, Francois Xavier was established in 1850, the academy of St. Norbert in 1859 and the school of Saint Vital in i860. One of the above petitions ema- nated from St. Vital and another from the vicinity of St. Norb';rt. The difficulty is not that the Roman Catholic church does not provide educational institutions ; it is rather that its educational institutions do not educate the people under its charge . It is a peculiarity common to countri(;s where the Roman Catholic religion prevails, and one which a nomadic theory will not account for. II. RoNi.\M/iN(; THK Schools. I have said that a second feature of the schools was the ab- solute control exercised by the Roman Catholic priesthood and the complete immersion of the pupil in Roman Catholic ideas and influences. P il 'W W I l P' Tfjt»**?»- m i^^, '. 30 The following are a few instances of the questions set Roman Catholic candidates for teachers' certificates in 1885 : — What is the Church ? Where is the true Church ? Ought we to believe what the Catholic Church teaches us ? And why ? What is the mass ? \Vhat must be done to properly under- stand it ? ^V'hat sentiments ought we to entertain towards our Cuardian Angel ? What are the principal mysteries of our religion ? Describe the fall- (a) of the angels, (b) of the first man, Whai is meant by indulgences? What must be done in order to obtain them ? Here are others : — 1883.— Are we in communion with the Saints in Heaven, and the souls in Pmgatory, and how ? 1884. — What is the rosary? What is the angelic salutation ? 1886. What must we do Ijcfore, during, after confession to receive the sacrament of penitence beneficially 1887. — In an assembly of prelates and theologians where could one find infallibility in the l*ope ad\ ising alone, or in the majority of the bishops ? Cive the reasons for your answer. I pass over the following : — What are angels ? What are the occupations of the angels ? What do you mean by devils ? Anyone who could answer the second (juestion at any rate would deserve to be senior wrangler aiul double first in any hall of learning. I now come to a class of ([ueslions asked only too frecjuently in the schools of the Roman Catholic section from which it will ap|)ear that for years in this Province we were in the habit of subsidizing schools where the children were taught not only that Roman Catholicism was true but that all other religions were false. 1 will instance several : — iH8^ ; -What are the marks of the True Church, and define them ? 1883.-- U'hat is the Church, and who are tlioxe who do not belong to It ? 2 I 1884.— What does the sign of the cross represent to us; and how is it the mark of a cliristiaii ? 1887. — State and exi)lain the (lualitios of the true church. State then what are their characteristics. Prove that the Roman Church is the only true CatlioHc Church. How ought we to understand this pro[)osition : — outside of the Church no salvation ? The answer to the last two cjuestions will be found in the fol- lowing from page 1 7 of the authorized text book, Butler's Catec- hism : — K). How are we known to be christians ? A. Hy being baptized, by professing the doctrine of Cluxst, and by the sign of the cross. Q. Where are true christians to be found ? A. Only in the true church. Q. How do you call the true church ? A. The Holy Catholic Church. Ap. Cr. Q. Is there any other church besides the Holy Catholic Clwrch} A. No ; as there is but one Lord, one Faith, one Baptism, one God, and Father of all, there is but one true church. l".|)h. 4. Is it any wonder that the Roman Catholic church should desire to perpetuate a system, which however little it may benefit educa tion, does more than anything else can do in inculcating Roman Catholicism, pure and simple, with all its creeds, formularies and observances ; which teaches not only that the Rr)man (Catholic church is the true church, hut that all others are false and damn- able. HI. Thkik ANnHKirisii Ticndknc iks. The third featuic of thi' schools of the Roman Catholic section and the most serious one from a national point of view, was the exi.stence and fostering there of French ideas and aspirations to the almost entire exclusion of those that are British. The teachers were in the main, not only Roman Catholic but French. The inspectors, as their names indicate, were nearly all Ttench. P'rench was the language of the schools, luiglish was practically a lan^^ue ctran^ere a foreign tongue. I'nder the re- gulations of Aug. loth. 1879, it was provitled that the language spoken by the majority of the ratepayers of a school ilistrict .should be that taught in the school, and that teachers should have a ri^ht to an increase of salary when reipiired to teach ufie autre lan^ue. No teacher in a French school could be required tf) t ach Knglish «PW«i* 32 and no teacher in an English school could be required to teacb Frencii unless the children were furnished with the books prescrib- ed by the Roman Catholic section, nor unless they were able to read in the language of the district when that language is their mother tongue. In any case the trustees were re(]uired to- communicate with the council before introducing into a school loie hjfii^ue etratv^ere to the majority of the ratepayers of the dis- trict. (Minute Hook No. t p. p. 78 and 80.) These regulations could not but have tlui effect of uxeluding the study of English from the schools where the French were in the majority ; and they were in the majority in nearly all the schools in the Roman Catholic section. In the almost complete absence of l*-nglish teachers and the English language, and sur- rounded on all sides by Frencli influences, the pu|)ils of the Roman Catholic schools were doomed to grow up in ignorance of Ikitish history and tradition and all that pertains to the genius of British institutions and to a Ikitish Canadian nationality. His- tory alone could be relied upon to rescue them from the ignorance which \vas a necessary result of their condition. l>ul, as I have pointed out before, history in the second, third and fourth divisions was confined to the Old anil New Testa- ments. 'I'rue, Canadian history was one of the subjects on the [)rogramme in the fifth division, but only the liistory of Canada under the French regime. Hritish Canadian history could not be learned till the si.xth division was reached and ling- lish history was reserved for the seventh. lUit comparatively few French pupils ever rer.ched these divisions. For instance out of the 48 schools tliat reported in 1886 only seven contai;ied i)upils in the sixth or seventh divisions, and of these only three boasted pupils ill the seventli division. The total number in the seventh division in the 48 schools was 14. In 1888 sixty seliool reports show i)Ut ten schools with pupils in the sixth or seventh divisions, and a total of 13 pupils in the seventh division in the 60 schools. In 1889 ninety three reports show pupils attending these divisions i 1 but eleven schools, and a total of zi pupils in the seventh division in the 1; 5 schools. Outside of Winnipeg and St. Moui face there were but four pupils reported in the seventh division iti the 93 reports to which I refer, I'onsequently Hritish Canadian liistory and institutions and I-lnglish histi»ry remained unknown to the mass of children in tht; Roman Catholic schocjls. 'I'hose who knew anything of iheni gained their knowlege through authors *s friendly neither to England nor to British institutions in Canada The prescribed text books in history appear from the Memoir of 1886 (p. 6) to have been '"Histoire sainte et du Canada, histoire erint-'n(lent of Catholic schools formally protested against an act incorporating the City of FCmerson because two of the sections em|)owered the council to issue de- bentures to raise money for school purposes, and pointed out that by clauses 25 and 26 of the existing school law "the poweis- vested in the municipal councils, to levy and collect taxes for school purposes in certain cases, cannot be exercised by them unless required to do so by the board of trustees, thus clearly making the municipal organization in so much as it relates to school matters but a machinery to fulfil the requirements of the school organization" (Report of Sii|ierintendent of Catholic Schools. 1883, p. 20) and, — he might ha/e added — tlie trustees of thj Roman Catholic districts are in all cases "but a machinery 87 to fulfil the requirements" of the proper Roman Catholic eccles- iastical authority. So far as Roman Catholic public schor;! ossibIe and spare its adherents in the same proportion. One of the charges against the system abolished by the acts of 1890 was that it led to just such results. While the Roman Catholics insisted ujjon remaining apart from the rest of the com- munity and despised all other religions, they did not, it was said, show a like anxiety to keep aloof from the public chest. An.VI.VSIS of CiRANT. The following is an analysis showing hv w th' 'i/gislative grant was distributed between the two sections in 'Sfei;, the last year under the old system : Amount of grant $1 20,000 00 School Population. Protestant 18,850 Roman Calliolic 4)36| 23,214 School Districfs. Protestant 534 Catholi<: 73 Teachers Emf^loycd. I'rotestant 668 Roman Catholic 96 Division of Grant. Pmtestnnts received .$:);, 790. co Roman Catholics receAeJ 22,210.00 ■t>..AJu)IM«.jirf | ^,. . >.l 38 A7>erage per District. Protestant districts (534>' 178.04 Roman Catholic ( 73) 304-24 Or, if the cost of administration should be deducted to arrive at the distribution of the net grant, the figures are as follows : Grant to Protestant section $97,790.00 Less cost of administration 23,043.86 Net grant '. $74,746.14 Grant to Roman Catholic section 22,210.00 Less cost of administration 5,680.00 Net grant $16,530.00 Or average per district. Protestant districts each received (534) $ 142.65 Roman Catholic " n w ( 73) 226.44 Or average per teacher employed. Protestant teachers, each (668) $11 1.89 Roman Catholic teachers, each ( 96) '72.19 The following are instances showing how this unfair distribu^^ tion worked out in practice : — Catholics. Children. Teachers. Amt. of Grant. St. Boniface North 12 i $207 70 M South 39 I 225 85 ti West 52 I 238 70 Gauthier 44 i 224 85 St. Leon Village 66 i 256 70 Selkirk 52 1 186 35 Protestants. 265 $1340 15 H-!adingly 59 i $'34 7° West kildonan 78 i 133 20 East Kildonan 51 i 130 15 St. James 51 i 131 35 Crystal City 69 r 138 40 McGregor 84 i 135 00 392 $ 802.00 Or the six Catholic schools with 265 children and six teachers got $1340.15 or $225.00 per school. And the six Protestant schools with 392 children and six teachers got $802.00 or $133.80 per school. C- .*-'., s»^ 29 37 70 25 85 ^8 70 24 85 56 70 ib 35 [o 15 H 70 20 ;o '5 M 35 8 40 5 00 D2 .00 ;hers :liers Analysis of Taxation. The following is an analysis of the taxation for the same year : The Protestants raised altogether $282,204.00 The Roman Catholics raised altogether. . . . 17,71 1.31 Or average per district, Protestants raised $ 538.56 Roman Catholics raised 242.62 Or average per teacher, Protestants raised $ 422.46 Roman Catholics raised 184.49 vSUMMARV. The RM'w««i*i«M^«PIH 30 r i i i t ) '■ There are several answers to Rev. P\'\lher Cherriers' argument. In the first place the legislative grant was not distributed on the basis of average attendance but on a basis of school population. If the grant had been distributed on a basis of attendance solely, the simplest arithmetical calculation must show that a school district with an average attendance of 57 should, as he says, receive almost three times as much as another district with an attendance of 19.91. But what could be more unfair than this very distribution v hich the Rev. Father Cherrier seeks to justify? The three schools with an average attendance each of 19.91 would cost three times as much as the one Roman Catholic school with the attendance of 57. Three school houses would be necessary, with three teachers, three supplies of furniture, fuel and school machinery. And yet we are calmly told that the one school should properly receive as much as the other three. The contention becomes even more ridiculous when it is considered that the Roman Catholic teachers were much less expensive than the teachers of the schools belonging to the other section of the board. On ths point the Rev. Father Cherrier sa d in the course of the same sermon. "Now everybody knows and soim, of our local Protestant dig- nitaries have repeatedly acknowledged that their teachers and [)rofessors are unable to cope with our religious orders as to salaries. They are content as a rule with very little more than the food and the raiment whilst it is absolutely impossible to expect the same from laymen many of whom are married or actually engaged in a professional pursu t." In reference to the .same thing the late Archbishop Tache in a letter to the Manitoba Free Press on September 5th, 1889, said : — "The advantage I allude to is the one secured by the valuable services of persons who do not teacn for the sake of money or for mak- ing a living out of it, but who do teach as a sacred duty to (iiod and society and who teach either for nothing or for the small amount barely giving them food and clothing." It should there- fore, on Rev. Father Cherrier's own showing, cost mu;h less to supi^ort a Roman Catholic school than one that is not Roman Catholic, and yet he serenely argues that just such a school should receive three times the grant alloted to a school which is not Roman Catholic, and is conducted at greater cost to its supporters. t dig- and as to than to or e to the 'The rvices mak- (;od small here- ;ss to oman chool ich is 3 its 3» Th's plausible but most misleading argument of Rev. Father Cherrier's Is valuable nevertheless. It shows beyond all doul t that to distr bute the legislative grant on a bass iA' s liool attend- ance would be in the last degree unfa'r and al surd. A distribution on the bass of svhool population must a'so result unfairly, especially when worked out as it was in the Roman Catholic schools under the laws repealed by the statutes of 1890. The reasons why the Roman Catholic schools were able to appropr'ate so much Uuger a proport'on of the legslative grant than was received by the s'hoo's of the other section are easily arrived at. They ent'rely failed to grapple with tbj (jues- tion of education as it presented itself in th's Province. The r schools were for the most |)art planted in thickly settled distr. cts where a large school populat'on would eiit't'e them to a heavy legislative grant. They ajjpear to have determ'ned to confme their operations to the populous portiotis of the I'rovince where a large grant would relieve them of the necess'ty of submitt'ng to a heavy municipal tax for the support of the'r s, hools. The object seems to have been to escape taxation and to depend so much as po.ssible on the legislat've grant, — to avoid individual effort, and live upon the public purse. Whether the s' hooLs were conducted with th's end in view or not, the figures given show what the result was in practice. If there were in 1888, 495 Protestant school districts in operation in the Province with an average attendance of 19.91 per district while the 64 Roman Catholic d stricts averaged 57 per district, the difference is that the Protestant section of the school board lost no opportunity to advance education in the Province, rearing school houses wherever the ])ioneers of settlement pushed their way, while the efforts of the Roman Catholic section were in a great degree concentrated upon the populous settlements where fat legslative grants and light school taxes went hand in hand. f J ' t i _ i M I 'i H iiiil n I ■ m ii n iw M l \ \ Inkkficiency ok the Roman Catholic Skparatk Schools. Facsimile of a return made by a Roman Catholic teacher. 2nd ;jrd. 4Ui . 5th . 6th 7Ui '.€^, i^r:^^ M \ 32 CHAPTER V. Practical Difficulties" Which Make a Dual System Im- possible. It will be remembered that in reply to the remedial order the Legislature of Manitoba pointed out that, apart from objections up- on principle, there are serious objections from a practical educa- tional standpoint to any legislation restoring one or more sets of separate schools. An efficient system of primary education is main- tained with great difficulty in Manitoba. Settlement is sparse. Our small population amounting in all to not more than 200,000 is scattered over the whole face of the Province, some 74,000 square miles in extent. As an immense area of land is by Domin- ion enactment exempt from Provincial taxation the school taxes are very burdensome upon those who have to contribute their proportion. Under the circumstances the difficulty of establishing two boards of education with duplicate school houses, teachers, and school machinery must be obvious. In newly sett'ed portions of the Province to organize a single set of schools is difficult enough. Any other arrangement would be impossible. A diagram will help to make this very clear. The following diagram shows the ordinary Manitoba township six miles square divided into its thirty-six sections, each a mile square in area. Each section is divided into four quarter sections of 160 acres. The shaded portions represent sections or parts of sections not open to home- stead entry, being reserved for railways, the Hudson's Bay Com- pany and the school endowment. It will be seen that more than half of the available territory of a township is withheld from the homesteader and reserved for the purposes referred to. I •>«-v.i iiiii n wii nm i i i i nn i g | mw i|> Mm. iii» n !>i i i i n iiii m u > m ir» ■^rf^-f ^,..fc», l! I 33 A Manitoba Township. Eventually, of course, these lands like the rest must conie under occupation, but in the meatuime, during the early stages of settle- ment, it is easy to realize the chill and dead weight which so many inert areas must impose upon a sparse and scattered com- munity. ^Vinter roads, bridges, churches and schools are all made cruelly difficult to the settler by reason of this unfortunate isolation. It is easy to imagine the difficulties and positive discomforts of sixty families distributed over thirty-six sc|uare miles, the a ea of a Manitoba township, as against the condition of eighty or one hundred anil twenty families within the same extent of territory, and yet forty heads of families is above the average. The difficul- ty in organizing schools wiu're tin: sections available for homestead entry are in so many instances three, four, and more miles apart as in the above diagram is too app.irent to recjuire further explana- tion. An easy load for two men may break the back of one. To add to the difficulty the exemptions from taxation in many municipalities only help to place greater burdens on the backs of the homesteaders. The following figures collected in 1888 will help to give some idea of the amount annually lost to the settler by the exemption- by the I)(tmini(Ni, not by the I'rovi nee from taxation of the Canadian Pacific Railway, the Canada North-West 1-and (!omi)any, and the Manitoba North- Western and Manitoba Souih-Western railways alone : — I ■I M [many Iks of win Ifltler from iWcst litoba Municipality. Archie Boulton Blanchard Birtle Brenda Clanwilliam Cartwright Daly Deloraiiie Elm River Olendale Lansdowne Miniota Medora New Cypress . . . Oakland Odanah Osprcv Pipestone Riverside Rosshiirn Russell Silver Oeek South (!ypress. . . Shoal 1 »ike Shell River Strathclair Turtle Mountain. Woodlands Woodworth Whitehead Whitewater . . . . 34 Lands Exkmi'T. IC. P. R. Acres. 25,600 12,960 C. N. W. L. Co. 23,900 '8,732 5.440 11,520 9,920 10,080 19,840 9,760 21,760 46,79.^ 23.320 2! 76c Acres. 19,360 115,840 2,240 32,960 3.520 1 1,680 26,720 8,S6o 6,560 3,200 51,840 58.320 38.560 20,160 18,080 M.&N.W Acres. 51.360 1 1,840 26,880 46,800 960 64,000 14,080 25,280 18,240 20,080 M.&S.W. Acres. 78,400 92,160 620,800 16,360 78,160 55.200 Add to the hunlens imposed by reserving lands from the home- steader and hy eveniption from taxation, the heavy debenture debt of the municipalities of a youtl^ Province in which railways and other enterprises have been bonused all too freely, and it will be easily seen that we are in no way to bear the ex|)cnses incident to organizing a double system of srhof)Is with two administrative boards and all the useless and expensive paraphernalia of the old system. Indeed, owing to the scattered distribution of settlement and the other causes referred to, it nmst be conceded that it would be II II i. t II I 35 the height of folly to attempt to again organize a dual system of schools. During the last session of the Manitoba Legislature a return was made to an order of ihe House shewing the names of all school districts wherein the number of pupils attending school during the years 1893 and 1894 was less than ten, and indicating what such average attendance was in each such school. The facts and figures contained in the return are so starthng and afford such an eloquent and unanswerable argument to those who would foist separate schools upon Manitoba in addition to those already existing, that it is worth while giving the return for 1894 in detail. It is as follows : — School Aijera^^e Disirict. Attendame. Woodlands 9.77 Ossowo 5.48 Oakland 8.22 Ashland 7.23 Whitehaven 6.57 Silver Creek 9. 1 5 ^Vest Oakland 7.09 Marquette 9.41 Argyle 5.33 Little Saskatchewan .... 7.00 Lansdowne 8.87 Albion 0.56 Albert 8.04 Armour 7 82 Hurdette S.34 Beatrice 6. 10 Bow Park 6.08 Beresford 7.39 Blenheim 877 Currier's Landing 7.38 Crown 7.24 Dumfries 8.63 Foster 9.41 Florence 6.39 Hazelwt)()d 5.77 Lyonshall . 7.52 I«ingvale 9.70 Lilylield 8.57 McDotuild 8.23 McLeod 7.7ft Mowbray 9.29 Mount l*ros[)ect 9.53 1894. School Ai'era^e District. AtteniUince Millerway 9.68 Nor(]uay 9.80 Newanlage 7.01 Petrel 9.56 ^ughy 7.51 Rosedale 9.39 Ralphton 0.52 Rose Ridge 7.79 Stodgell 7.59 Bethel 9.99 Irognois . . 6.47 Wheatland 9.17 Wolse'ey 9.2 1 Woodbay 9.84 Willowdale 9.21 Hebron 9.73 lithtl 8.80 Riverdale 9.10 Pembina Crossing 6.83 l*eli("Mi Lake 7.<)4 I'wo Creeks 8.77 Rose \'alley 701 SwafTham 988 Rothe.say 2.49 De Clare 9.36 Kton 8.40 Montefiore 8.67 Sandhurst 8.33 Ciorric 6.59 Bradley 5.07 Helton 7.62 Daybreak 8.92 36 CoNTr'UED. 6.47 »j.i7 q.2l 9.84 9.21 9-73 8.80 9.10 6.83 7.04 8.77 701 988 2.49 93"^ 8.40 8.67 ».33 6.59 507 7.62 8.92 School Average District. Attendance. Mountjoy 8.92 Alcester 9.49 Bunclody 955 Erin 7.2c Hilton 9.38 Northcote 8.47 O-ahani 8.68 Scudan 7.56 Medina 7.99 Chesterfield 5.24 Verona 5.35 Star Mound 9 92 Erinview 7.93 Royal 6.20 Ashfield 4.04 Aweme 7.00 R.'ivenswood 6.23 Meridian 8.52 Saunderson 7.29 Addington 8.95 Victoria Lake 9 54 Weir 8.05 Carlingville 8.62 I.ily Bay 6.60 Ellice 7.73 Rowland 9.25 Whitefield 8.93 Hargrave . . 6.97 Fern's Hollow 9.20 Hums 9.30 Ferndale 6.20 Isbister 8.91 Treinaine 5.00 Portai;<; Creek 6.44 North Derby 4.92 North Antler 9.83 Stephenfie'd 8.42 Suthwyn 7.67 Mimosa 5.41 Wakefield 8.62 Stuartbiirn . , 6.22 ^'i-'"trt' 743 I'oplar I'aik 6.43 ( 'rewe 5.61 IMurn Hollow 6.«o West Hall 9.09 School Average District. Attendance. St. Luke 3.93 Cilcndenning 7.25 Charleston 7.59 Fairford 8.54 Franklin 9.87 Woodlea 8.03 Verity 961 Plainvillvi 5.38 Springbrook Q.25 Boulton 8.14 Hunter 7.63 Preston 8.26 Lainbton 7. 19 Kelloe 5-49 Chalton 6.49 White Bank Lea 3.83 Kola 7.31 Buckingham 8.78 Jacques 4.98 Tobarmore 4.19 Boyne Creek 9.39 Boyne Creek 4.6>'. Valley 7.20 Brown 9.49 Hillview 7,93 Wapaha 8. 1 8 Makepeace 6. 58 Norwood 8.39 Rosebud 9.25 St. I^wrence 7.69 Spring Valley 5.94 Maplewood 5,74 Valley View 4.32 Delta 8.21 Prestwick 5.79 Lothair 8.40 Purple Bai'k 4.45 Poplar (fiove 8.65 Ravens (lien 9.90 Parley 7.46 Roseneath 7.62 Lenore 8,88 I'il.'a 5,70 Ciourlays 7.03 Mount \'ernon 6.02 (Irosse Isle 6.75 37 Continued. School District. Average Attendance. School District. Average Attendance. Kingswood 5.44 Robert Burns 5.40 Dale 9.39 Tremblay 7.42 Myrtle 8.^6 Image Creek 4.70 (irand Pre 8.92 Cinaton 9.37 Winterton 4.78 Hatheway 9.22 Tales 8. 1 6 Sandringham 5.57 Roseisle 7.76 Arrowton 7.34 (llenora 8.80 Hanlan 6.55 Willow Range 8.56 Swan Creek 6.45 Oak Leaf 7.79 Mayne 7.44 Bonnie Doon 5.26 Bear Creek 4.77 Ivanhoe 7.65 Nakeham 5.62 Gerrie 7.12 Kinlough 7.90 Kensington 6.09 Bloomfield 7.01 Orangeliill 4.28 Desford 5.55 Maitland 8.51 Clifford 6.29 Tobacco Creek 6.26 Brock 8.83 Elm Creek 8.80 Stratford 7.35 Arsenault 6.49 Valley River 6.28 Martineau 4.49 Camper 5.98 It will not be argued that the settlers of the various municipal- ities in the Province have brought this rather dismaying state of facts about by creating an unduly large number of school districts. The expense involved in such a proceeding makes it an impos- sible hypothesis. Owing to the cold winters, and the exposure incident to prairie travel in the snow and storm, school districts must not be made so large as to endanger the lives of the child- ren. As it is, very many of them are much larger than they should l)c'. A glance at the annual reports of the school trustees for 1894 will show that this is the case. Cold Stream, f(;r instance, in township 13, range 11, west, consists of 20 sections. It is 5 miles by 4 miles in area, 'i'hc school is almost central. The district extends from the school 2 miles east and 2 miles west, 2 miles north and 3 miles south. But Ciold Stream is not one of the large school districts. Winchester consists of 26 sections, and is, therefore, jft sfiuare miles in area. C^ilross covers 32 sec- tions, each a square mile in area. Pleasant Point is of the same t ' 1 38 dimensions. Caledonia and Scotia are spread over 35 S(|uare miles ot sections each. Shellniouth, Ridgewood, Oakhurn, Lily- field, Wallace and many others cover each a township or 36 square miles. Shoal Lake is even larj^'.-r including 40 sections within its boundaries, while Lake Francis comprises 44 sections. The distances to be travelled by the children can be arrived at by exair.ining any one of these school districts. In Oakburn, the school is more nearly centrally situated than in many of the others, yet it is 2)^2 miles from the northern boundary, over 3 miles from the south, a little over 2 miles from the west and nearly 4 miles from the eastern boundary. The school in Lilyfield is nearly 5 miles from its eastern boundary. In Shellmouth a child on sec- tion one would have to walk 7 or 8 miles to reach the school house in section 32. It is unnecessary to multiply instances. Hundreds might easily be given. Suffice it to say that compe- tent persons estimate that in the rural districts the average tlis- tance necessarily travelled by a child to reach school is between one and one half and two miles and bad weather does not con- tract distance. It is impossible, therefore, to lessen the si/e of the school dis- tricts. It may safely be assumed that every district with an average attendance of 10 pupils or less has been extended to the utmost limit allowed by law in order to secure even so scant an attendance. It is absolutely apparent that no one of the above 1 96 districts could be contracled. What folly is it then to talk of the division which the establishment of a dual system would necessitate. The taxpayer could not bear the additional burden incident to the erection of two schools where there are not one quarter as many scholars as one teacher can instruct. The prac- tical educational difficulty arising from sparsity of settlement alone renders a separate school system (juite impossible in Manitoba. ice. sec- ime ,,^ 39 CHAPTER VI. f i ('hanges Made hv Acts ok 1890 — National Schools. The school system just outlined is that which was abolished by the Acts of 1890, and superseded by the system of non-sec- tarian schools at present in existence. The change was not introduced without consideration, nor was it made without cause. In the reply to the remedial order the following language is used by the Legislature of Manitoba : — "The educational policy .i;odied in our present statutes was adopted after an examination of the results of the policy thereto- fore followed under which the separate Roman Catholic schools {now sought to be restored) had existed for a period of upwards of nineteen years. The said schools were found to be in< fficient. As conducted under the Roman Catholic section of the board of education they did not possess the attributes of efficient modern public schools. Their conduct, management and regulation were defective. As a result of leaving a large section of the population with no better means of education than was thus su[)[)lied, many people grew up in a state of illiteracy. So far as we are aware there has never been an attempt made to defend these schools on their merits, and we do not know of any ground upon which the exp'jnditure of public money in their support, could be justified." The changes made by the Acts of 1890 are vey clearly discrib- ed by the judicial committee of the Privy Council in their judg- ment in the Harrett and Logan cases. Briefer summaries might be obtaired but if this is 'ess coi cise than seme others, it is at any rate more authoritative than any of the rest. Their Lordships say : — "In 1890 the policy of the past nineteen years was revers- ed ; the (lenom national system of public education was entirely swept away. Two Acts in relation to education were i)assed. The first (53 Vic, c. 37) established a L .'prrtment of Education and a board consisting of seven members known as the "Advisory Board." Four members of the board were to be appointed by the I)ei)artment of ICducalion, two were to be elected by the public and high school teachers, and the s-evenlh member was to be appointed by the University Council. One of the pjwers of the Advisory Board was to prescribe the forms of religinus exer- cises to be used in tliC schools. The Public Schools .\ct, 1890 {53 Vic, c. 38), enacted that all Protestant a;ul Roman Catholic school districts should be subject to the provisions of the .\ct 1 .'.' 40 ' I and that all public schools should be free schools. The provis- ions of the Act with regard to religious exercises are as follows : — "6. Religious exercises in the public schools shall be conducted according to the regulations of the Advisory Hoard. The time for such religious exercises shall be just before the closing hour in the afternoon. In case the parent or guardian of any pupil noti- fies the teacher that he does not wish such pupil to attend such religious exercises, then such pupil shall be dismissed before such religious exercises take place. "7. Religious exc'cises shall be held in a public school entirely at the option of the school trustees for the district, and, upon re- ceiving written authority from the trustees, it shall be the duty of the teachers to hold such relie;ious exercises. "8 The public schools shall be entirely non-jcctarian, and no religious exercises shall be allowed therein except as above provid- ed." The Act then provides for the formation, alteration and union of school districts, for the election of school trustees, and for levying a rate on the taxable property in each school district for scliool purposes. In cities the municipal council is required to levy and collect upon the laxable property within the municipality such sums as the school trustees may require for school purposes. A portion of the legislative grant for educa- tional pur[)oses is allotted to public schools ; but it is provided tiiat any school not conducted according to all the provisions of the Act, or any Act in force for the timj being, or the regulations of the l)jp.irtmint of Education, or th^ Advisory Board, shall not be deemed a public school within the meanine; of the law and shall not participate in the legislative grant. Section 141 provides that no teacher shall use or permit to be used as text books any books except such as are authorized by the Advisory Board, and that no portion of the legislative grant shall be paid to any school in which unauthorized books are used. The Alleged Conflsc.\tion. 'Then th^re are two sections ( I 78 and 179) which call for a passing notice, because, osviNt; app.\rentlv to so.mi: misaim'RE- HKXsroN, TKKV \R\ SI'OKKN OK IN ONE OK THE JUDGMENTS UNDER AIM'KAL AS IK THKlR EFFECT WAS TO CONKISCATE RoMAN CATHOLIC I'KOI'KKTV. They AI'H.V TO C:ASES WHERE THE SAME TERRITORY was covered iiy a protestanp school district and liv a Roman Catholic school district. In such a case Roman 41 Catholics werk reai.i.v placed in a better position than Protestants. Certain exemptions were to be made in their favour if the assets of their district exceeded its liabilities, or if the liabilities of the Protestant school district exceeded its assets. But no corresponding exemption were to be made in the case of Protestants." These, their Lordships say, are the main provisions of the school Acts of 1890. The Religious Exercises. It may be added that the regulations as to religious exercises adopted by the Advisory Board require the reading, without note or comment, ofany oneof a large number of prescribed selections from either the authorized English version of the Bible or from he Catholic version, and the use of the Lord's prayer and another simple form of prayer which is also prescibed. The selections and form of prayer are given in full in appendix C. It was con sidered that while religious exercises of so simple a kind could be objectionable to no sect nor individual they would fully subserve the purpose for which they were intended, that of keeping up religious observances in the schools, while at the same time preventing our public schools from being used f<)r the inculcation and diffusion of sectarian doctrines and dogmas. National Schools Not Protestant. In answer to the objection that schools so organized are really Protestant schools their Lordships in the same judgment gave the following reply : — "They cannot assent to the view, which seems to be indicated by one of the members ok the Supreme Court, that public schools under the Act ok 1890 ARE in reality Protkstant SCHOOLS. The IvCgislature has declared in so many words that the public schools shall be entire- ly unsectariun, and that princip'e is carried out throughout the Act." Ik Roman C'atholics Cannot Attend, the Law is Not to Blame. With regard to the claim put forward by the Roman Catholics that they should be entitled to the special privilege of superin- tending the schools attended by children of their denomination, their Lordships in the same judgment say :- -"Bu,, then it is said that it is impossible for Roman Catholics, or for members of the <<■- ^■•'"•^■■VMMPMWnWW !p- kind IHKMSICIAES UNA»LE to partake of ADVANTAGES WHICH THK I.AVV OFFERS TO ALL ALIKE." Their Lordships further say :— "Notwithstanding the Public Schools Act, 1890, Roman Catholics and members of every other religious body in Manitoba are free to establish schools through- out the province ; they are free to maintain their schools by school fees or voluntary subscriptions ; they are free to conduct their schools according to their own relifjious tenets without molestation or interference. No child is compelled to attend a public school. No special advantage other than the advantage of a free education in schools conducted under public management is held out to those who do attend." And, — "With the policy of the Act of i8qo their Lordships are not concerned. But they cannot help observing that, if the views of the respondents were to prevail, it would be extremely diflficult for the Provincial IvCgislature, which has been entrusted with the exclusive power of making laws relating to education, to provide for the educational wants of the more sparsely inhabited districts of a country almost as large as (ireat Britain, and that the powers of the legislature, which on the face of the Act appear so large, would be limited to the useful but somewhat humble office of making regulations for the sanitary conditions of school-houses, imposing rates for the support of denominational schools, enforc- ing the compulsory attendance of scholars, and matters of that sort." 43 CHAPTER VII. Did thk Acts ok i8go rkKscRiiiK Froi ksian r l'>XKKt isks ok Confiscate Roman Cathoi.u; I'uoi'i.k i v . 'VV» ■,.»r'>^.l'f«-V.< • wmr-^^- 44 part of his letter admits that " the schools of the Protestant section of the board were to all intents and purposes public schools," it is difficult to see why; having attributed such a state- ment to Rev. Father Cherrier, he did not refute it promptly and for all time. The regulations of the Advisory Board regarding religious ex- ercises in the public schools were adopted May 21st, 1890, after the passage of the Public Schools Act. They provided for the reading without note or comment, of any one of a number of selections from the authorized English version of the Bible or from the Douay, Roman Catholic version. (See full list of select'ons, appendix C.) They also provided for the reading of the following forms of prayer : — " Most merciful (lod, we yield Thee our humble and hearty thanks for Thy fatherly care and preservation of us this day, and for the progress which Thou hast enabled us to make in useful learning ; w j pray Thee to imprint upon our minds whatever good instructions we have received, and to bless them to the advancement of our temporal and eternal welfare ; and pardon, we implore Thee, all that Thou hast seen amiss in our thoughts, words, and actions. May Thy good Providence still gu'.de and keep us during the approaching inter\'al of rest and relaxation, so that we may be prepared to enter on the duties of the mor- row with renewed vigor both of body and mind ; and preserve us we beseech Thee, now and forever, both outwardly in our bodies and inwardly in our souls, for the sake of Jesus Christ, Thy Son, our Lord. Amen." Our Father, who art in Heaven, hallowed be Thy name. Thy kingdom come. Thy will be done on earth, as it is in Heaven, give us this day our daily bread ; and forgive us our trepsasses, as we forgive them that trespass against us ; and lead us not into temptation, but deliver us from evil. Amen. The (Irace of our Lord Jesus Christ, and the Love of God, and the Fellowship of the Holy Ghost, be with us all evermore. Amen. What is there of a Protestant character in these requirements ? The Roman C'atholic certainly cannot detect any Protestantism lurking in the provisions allowing him to read from his own Douay version of the Bible. Nor can it be said tha. there is anything of a Protestant character in the prescribed forms of 45 prayer. Nor does it nvike their religious exercises l*rotestant to say that they are practically the same as those prescrii)ed by the Protestant section of the old board. It is worth noting, how- ever, that they are practically the same as the religious exorcises adopted in the public schools of Ontario without obiection from the late Archbishop I-ynch, the head of the Roman Catholic church in that Province. In his celebrated speech on " Pro- vincial Issues — The Religious Cry," at Hamilton, during the local campaign of 1886, the Hon. Edward lilake pointed out that Principal Caven, the head of the Knox Presbyterian Theo- logical College, Provost Body, the head of Trin'ty University, one of the Theological Colleges of the Church of England, Principal Nelles, the head of Victoria, the Methodi.st University, and Principal Castle, the head of the Papt'st College, had agreed upon the form of undenominational religious exercises in the Ontario ])ublic schools, of which the religious exercises in the ])ublic schools of Manitoba are practically a copy. " 'J'he churches " said Mr. Blake, " approached each other ; they agreed to co-operate with each other, and I thanked Cod for it. I thanked God for it because I thought it was an indication that ■we were beg'nning to sink, in some degree, our sectarianism, and to realize our points of agreement ; to recognize more and more how mu h there was that we all held together of the fun- damental common truths of chr.stianity. I thanked Ciod for it because I thought it pointed to a broader, more generous, more Christian feeling, which boded great good for the church, and for the world." He further drew attention to the fact just re- ferred to, that rhe late Archbishop Lynch, the head of the Ro- man Catholic Church in Ontnrio, did not object to the introduc- tion of these undonom'.nationiil religious exerc'ses into the public schools of Ontario, a'though it was at those schools that two- thirds of the Roman Catholic c hildren of the Province received their education. I only need add that tlic contention that the religious exerc'se?: in the Man'toba public schools are Protestant has been finally and effectually d'sposed of l)y the judgment of the judicial ():)rd without a word of exjjlanation, as if. to ((uote Mr. Nicholas Hawlf s eiu])hati( language, " we were a .ot of dough heads, with whom there was no use consulting," ailded insult to injury." in considering the dreadful n.iture of those provisions it is in the tlrst plue necessary to remember that the dire consc(iuences referred to are to take place only in cases where a Roman Catho- lic s hool district covers the same territory as any Protestant school ilistrict. In the next place loforo l)ecoming cjuite horror .stricken, it is as well to attach some imjiortance to the assurance 47 of the Department of IvJuoation that no sinj^le case of siirli a coincidence has yet t)een discovered. Thirdly, even if such a case should occur, there can he no foundation for the charge that the effect of the Act is to transfer Roman Catholic jiroperty to Protestants or to anyone else. \Vhile it is true that the s/hools built hy the Roman Catholic sei:tion were deemed to he assets of that section, the section itself was hut part of a I'lihlic Hoard of Education. Surely it was never intended even under the old system, bad as it was, to provide a public system of education, and a public system of taxation, to the end and in- tent that the school buildings and other assets acipiired from time to time sliould become the private pro[)erty o\' the Roman Ciatholic church. As Mr. Haldane put it in h s recent argument before the Judicial Committee of the Privy Council on the re- ferred case : •' It is qu te true they were l)uilt out of rates that were levied on the community, except that which tne Roman Catholics contributed for the bu kling of the'r s hools to those rates was applied to the build ng of Catholic shools, but they were not srhools belonging to the Cath(»lics. It was only that the rates which were a liability on the whole conununity, were in this case used for the building of Roman Catholic s 'hools." Fourthly, in their judgment in the Hanet and I.ogan cases the Judicial Committee of the Privy Council .say: — " I'lien there are two sections ( I 7S and 1 79) which call for a passing notice, be- cause, owing appare>Uly to some misap[)rehension, they are spoken of in one of the judgments under a|)peal as if their effect was to ronfiscate Roman (iiatholic property. They apply to cases where the .same territory was covered by a iVotestant school district and by a Roman Catholic school district. In such case Roman (iatholics weie really placed in a better position than Protestants. Certain exemptions were to be nuidc in their favor if the assets of their district exceeded its liabilities, or if the liabilities of the Protestant school district exceeded its assets. IJut ru) corres- ])()ndnig exemptions were to be made in the case of Protestants." lifthly. If any injustice has been done, it has never been made knt)wn to the Ciovernment of the Prt)vince. and more than that they are willing if any such injustice can be established, to make full and fair lompensalion to the aggrieved parties. In their re- ply to the Remedial Order they say: — "We understaml thit it has been lately sugj^ested that private fuiuls of the Roman . I 48 Catholic Church and people had been invested in school build- ings and land that are now appropriated for public school pur- poses. No evidence of such fact has ever been laid before us so far as we can ascertain, but wo profess ourselves willing if any such injustice can be established, to make full and fair compen- sation therefor." And iv)\v let us contemplate some other effects of this grue- some Act. Does Dr. Grant know that thj assets of the Winni- peg i*ublic School Board alone amount to $424, 648.66, of which $327,500.00 is the estimated value of its school sites and build- ings? Does he know that in 1890 when the new school law was enacted the assets of the Protestant section of the old board amounted to $904,682.00 and that the assets of the public schools now total $1,469,1.82. If he is aware of .ill this, would it not have been as well to point out to the peo|)le of Canada that while this wealth was -iccumulaled by th<' taxation of Protestants (|uite as much as any Pv)man C\tholic asiets were acquired by the taxation of Roman Catholics, the Protestants of Manitoba have by this "unjust" legislation of 1890 shown no nesitation in com- ing forward and offering to share all that tl ey have witli their Roman Catholic fellow citizens When the Act of 1890 was passed the Roman Catholic section was able to siiow but a paltry $6,000 invested in public school buildings in the Province. While I am unable to find that one of these schools has heen taken poijsession of under the existing law, it is beyond ([uestion that by that much maligncLl legislation Redman Catholics have been made equa' possessors with Protestants of assets amounting to $1,468,282. .'\nd yet Dr. • '.rant is shocked at the [)iratical in stincts of his fellow Protestants and (piite pathetic over "the modest little frame building called the Immaculate (Conception taught by the Reverend .Sisters of Jesus and Mary." that JCt-'Il in "the )iion \9 CHAPTER VIII. Why Thk Acts of 1890 Were Passed. It is a mistake to suppose that there had been no ^JJ:itation against separate schools in Manitoba previous to 1889 :)o. The defective nature of their teaching and the baneful inHuenccs which they exercised had been perceived by the people of the Province fourteen or fifteen years Ix^fore the agitation of 1890 ushered in legislation providing for national schools. So early as 1S74, Mr. W. F. Luxton in an address to the electors of Rock- Mood strongly inveighed against .separate schools. Amongst other things he said: "That the school system of Manitoba is accon)[ilishing muli less than a national system should, is no cause for surjtrise. Evidently with those who legislated it into existence, the bona fide education of the jjcople was a consider- ation fecondar) to making the pul.)lic schools nurseries for the Roman (Catholic Church." In 1876 the agitation increased in strength. The columns of the newspapers were at times filled with thr cohlioversy. The Protestant section of the Hoard of I'-ducation i.dopted a series of resolutions which show that the defects of the separate school system were as well understood in 1876 as they are to-day. And m the Legislature Premier Davis introduced amendments to the school act which were passed by the Assembly, but afterwards voted down in the l.e^^islative ('oun<;il where the Roman (latliolic Church controllcti a majority of the re[)iesentatives. The Council itself was voted out of exis- tence not long afterwanls. The resolutions adopted by the Protestant section of tiic school boaid at that time derive additional interest in view of ihi! legisla- tion of 1890. In them are foreshadowed many of the leading features of the national school system now in existence. The following minutes of a meeting held in October 1876 will make this clear : — OCTOHEK 4th, iSyf'. ".\ meeting of ilic Protestant section of the Ho.ird of iCduca- tion was licKl in the office of the Honorable, The .Minister of Public Works, Winnipeg, on Wednesday, Oct. .\[h, 1876. .Members present : llu' Kight Rew tend, the Misliop of Ku|)erl's Land, Rev. jamis Kobertson, ). H. Hell, I'Sc].. W . II. I lall, I'',S(|., (!aptaiii Kennedy, W. H. Hall. I'lsi] , S. Mubev, \'.>i\., who came late, aiul in the su[>erintendenl, f Kev. W. C. I'lnkham). 50 The superintendent havine; stated the object of the meeting, Mr. Ross moved, seconded by Mr. Bell, that the executive com- mittee be l.ereby empowered ti) draft a school bill embodying the following principles with others, viz : 1. The establishment of a purely non-sectarian system of public schools. 2. The appointment of one or more inspectors for said schools. 3. The compulsory use of English text books in all public schools. 4. All public schools subject to the same rules and regulations. 5. The establishment, as soon as practicable, of a training school for teachers. 6. The examining, grading and licensing of all public school teachers by ouii board of examiners and subject to the same rules and regulations. 7. The abolition of the Board of Education in its present sectional character and the appointment of a new board without sections. 8. The division of the school moneys amongst public schools as follows : -.A [)ercentage to be divided efjually among all schools, a percentage to be divided according to the average at- tendance, and the remainder to be placed at the disposal of the Board of Education to be used as they sec fit in the interests ot ediication. 9. Provisions for taking a poll whenever the same may be recjuired. Carried unanimously. The motives which actuated the leaders of the agitation of 1876 were no doubt in the main the same as those which led to the reform of the school law of the Province in i8go. They saw that the Roman Catholics were enjoying under the law a privi- lege allowed to no other denomination. They failed to perceive any justification for such a state of affairs. There is no reason in the nature of things why the Roman Church should be selected from all others and endowed with power to teach its own particu- la"" doctrines in the public schools. In demanding such a con- cession it can not be said to demand a natural right. There is no inherent connection between teaching the ordinary educational branches of a Public School and Roman Catholicism or Calvin- ism or the religious teaching of any other sect or community. It is surely absurd on the part of the Roman Catholic to say that his conscientious convictions ie(iiiife that tlie teaching of his cluirc h should be grafted upnn the educational system of this or any other country. The claim is essentially one of special privi- lege. In refusing to accede to it, no moral right is denied, no [ 51 i I i natural justice is refused. Until our Roman Catholic fellow citizens show us that there is nothing ludi'.rous in their "consci- entious conviction " that they should have a privilege which no one else enjoys, as part of a system which is complete without anything of the kind, it will he difiUcuIt to share the arising from the alleged withdrawal of natural o"- moral rights. On the con- trary fairness itself implies the refusal of all special privileges. There are m.jny grounds, of objection to separate schools out- side the (}uestion of special privilege hut most of them are too obvious to be dwelt upon. It cannot be conducive to our national welfare to bring up the two great sections of our ]»opu- lation apart from each other. Separation results in ignorance and ignorance begets susi)icion. Race and rcligiour; jealousies are the n ,;'essary result. The whole tendency of the separate educa- tional system is to keep asunder the French and l'".nglish races in the Dominion, and to prevent forever the welding into one nation of our comi)onent parts. If the separate school system had been devised for the express purpose of keeping Trench .uier cent, of the males and 41.37 percent, of the females were not even able ti^ read when the census was taken in 1S87. In I'ortugul and its islands, where the state re- ligion is Roniiui Catholocism, and the Protestants do not exceed 500 in numl)i'r, the number of illiterate inhabitants in 1878 was 3.751,774, or 82 percent, of the total population, including children. .Ml the ahove figures and many more of like interest may be found in the Statesman's Year Hook of 1892, and cannot he successfully challenged. 53 The following statement has i)ccii compiled from the Reports oT The United States Commissioner of I^ducation, the States- man's Year 15ook for 1887 and other sources ; - Roiiinii ("iitliolic C<)iiiitrif>. Venezuela Austria- 1 1 unwary France Hrazil ... Sjiain .... I'lirtujjal . l{L'lt:iuiii . Italy .... Area, S<|. Miles I'dpulatidn c - 4.?9.I20 240,942 204,092 3,219,000 191,1001 36,0281 "•.?73 1 10,620 I 2,075.245 90 39,224.511 67. -i 38,21s, f)03 7^-S 19,922,375 99. i6,95'H,i7^'<, 99 4. 70S. 178 99 5,52o,(X)9 (>9. 28,459,62s 99. 9 90. 32- 25- 84. 60. 82. 42. 0(.94 8 Countries, Total 4.452,275 I" 148,087,027 731.1 47<3-94 Average 8 Cuuntries I 91. 3I 59.61 Protestant C')untries I'oinilation. \'ictnria . Sweden Svs it/.erlanil . Netherlanils . ( lerinany . Denmark ('■real Ikilain United States 8 C mnlries, 'I'ot.il 87,884 I70,97g 15,892 12,6481 211,1491 Ii^-i \3i-2S5 79.78I 4.156 In the above table eight Roman (,'atholic countries are con- tra.sted with eight Protestant countries. l'',ach group covers an area of aI)out 4,000,000 S(|iiare miles, and contains about 150,- 000,000 i)eople. In one group the average i»ercentage of Roman Catholics is 91.3. In the other the average percentage of Protestants is 79.78. Kach religion is overwhelmingly powerful in its own grou|>, and with this result thai while the average per centage of illiteracy in the Roman Catholic group is 59.61, in 54 the Protestant it is 4.15. In other words illitera':y is 14.34,? times greater in the Roman Catholic than in the Protestant group. Com'ng near home, what is more notorious than that in (Quebec the oldest Canadian Province, illiteracy still prevails to an extent unknown in any other part of Canada, cx'ept perhaps some of the French Roman Catholic settlements of Manitoba. SOMK I\TKkESTIN(; CRIMINAL SlATISTICS. A glance at the Dominion criminal statistics for the year ending Septeml)cr 30th, 1890, shows the following convictions for indict- ai)le offences; Class I. C'^ences against the person, Baptists, 23 ; Roman Catholics. 437; Church of England, 143 ; Methodists, 81 : Presbyt'^'rians, 68 ; Protestants, 54 ; other denominations, 21^. Class II. Offences against property with violence -baptists, 7 ; Roman Cath'^lics 140 ; Church of England, 51 ; Methodists, 30; Presbyterians, 23 ; and so on. Class III. Offences against property without violence -Baptists, 62; Roman Catholics, 1 194; Church of England, 406: Methodists, 272 : Presbyterians, 153 : and so on. Taking the total of convictions for indictable offences for the year we find them classified as follows : - Roman Catholics, 1896 ; all other denominations taken together, 1760. The Roman Catholics, though not more than two-fifths of the population, were responsible for more than half the crime. I'oRKic.N Criminal Stattstks. The Almanico Populare of Turin has been cited as stating that there is in England one murder in 178,000 people; in ("atholic Spain, one in 4,113 ; and in the Roman States, one in 780: or 237 tiJTies as many murders in the Catholic Roman States as in Englantl in proportion to population. In his "Speeches of Pope Pius IX.," at page 24, Mr. Cladstone points out that there was more Roman crime during the last two years of the i)apal rule than in the two years following. SfATisTies ()!• Criminai, Immorality. The same authority has been (juoted as stating that the legiti- mite children in Eondon number ^■4}-^ to one illegitimate : in \'ienna, one legitimate to i'^ illegitimate ; in Rome, one legiti- mate to 2^ illegitimate. Rome, the very centre of priestly in- 55 fluence, is as regards illigitimacy, sixty-six times worse than London. Anything more amazing than this to a people whose national s:hools are stigmatized as " godless " because they do not allow instruction in the Roman (Catholic creed, could not well be imagined. If the lack of instruction in the tenets of the Roman Catholic faith is "godlessness," and leads to immorality, it is strange that immorality and crime are so prevalent in countries where there is a superabundance of Roman Catholic influences. Victor Hugo's Tkrrikle Indictment. "But," says Father Cherr'.er, "when Italy or Spain are charg- ed with illiteracy very little indeed is said of the standard of fine arts in those countries, particularly the former, which is to this day considered as the land of the great' maste. in painting, statuary, sculpture and so forth." Father Cherrier is mistaken. A great deal has been said on this very question. When the Roman Hierarchy sought to obtain control of education in ?Vance, \'ictor Hugo delivered that terrible indictment which the Rev. Father Cherrier seems to have overlooked, and of which I will cite a portion ;— " ,nd you claim the liberty of teaching. Stop I be sincere ; let us understand the liberty which you claim. It is the liberty of not teaching. You wish us to give you the people to instruct. Very well. Let us see your pupils. Let us see those you produced. What have you done for Italy? What have you done for Spain ? For centuries you have kept in your hands, at your discretion, at your school, these two great nations, illustrious among the illustrious. What have you done for them ? I shall tell you. Thanks to you, Italy, whose name no man who thinks can any longer pronounce without inexpressible filial emotions - Italy, mother of genius and of nations which has spread over all the universe all the most brilliant marvels of poetry and the arts, Italy -which has taught mankind to read— nDW knows not how to read I Yes, Italy is of all the states of Europe, that where the smallest number know how to read ! Spain, magnificently endowed Spain, which received from the Romans her first civilization ; from the Arabs her second civilization ; from Providence and in spite of you, a world America —Spain, 56 thanks to you, a yoke of stupor, which is a yoke of degredation and decay ; Spain has lost this secret power which it had from the Romans ; this genius of art which it had from the Arabs ; this world which it had from (iod, and in exchange for all you have made it lose, it has received from you the In(}uis:tion — the In- quisition, which ctrcain men of the party tried to-day to re- establish ; which has burned on thi; funeral pile millions of men ; the Inquisition which disinterred the dead to burn them as heri- tics ; which declared the children of heritics infamous and in- capable of any public honors, excepting only those who shall have denounced their fathers ; the Incjuisition, which, while I speak, still holds in the Papal library the manuscripts of (ialileo sealed under the Papal signet. These are your masterpieces. This fire which we call Italy you have extlngu'shed. This colossus that we call Spain you have undermined — the one in ashes, the other in ruins. Th s is what you have done for two great nations. What do you wish to do for France t Stop 1 you have just come from Rome I I congratulate you, you have had fine success there. You came from gagging the Roman people, and now you wish to gag the French people. I understand. This attempt is still more fine, but take care, it is dangerous. France is a lion, and is still alive I" Wnat the hierarchy failed to effect in France they are now seeking to fasten upon Canada I The above are some of the reasons why the Acts of 1890 were passed. In one of his letters Dr. Grant says : — 'i The men re- sponsible for the change did no< attack the old system for faulty administration or poor results; but they took the ground that it was wrong in principle and mu.st be abolished root and branch." In this, as in very many other of his statements, Dr. Grant is entirely wrong. Anyone at all conversant with educational matters in Manitoba must know that for years the inefficency of the Roman Catholic separate schools had been a recognized evil. Mr. Luxton so stated it in 1874. The resolutions of the Protes- tant section in 1876 point to the same thing. The statistical material collected by the Government in i88q before the introduc- tion of the Acts of 1890 and the debates in the Legislature all show th-xt nearly all, if not all, the considerations I have referred to were in the nvnds of our legislators when they decided to put ii!t Cud to such schools. They determined to abolish them , 57 "root and hruiich " not only because they were \v>,n^ in princ.i pie, but also because their record was bad both here and evcr)- where. It was believed then as it is believed now that any attempted compromise by which aii}' portion of such a system is retained must enevital)lv lead to most undesirable results. 58 CHAPTER IX. Mamtoha F»)i. lowed the Exampi.k of the Civit.izED Woki.o. — Must She Put on the Cast Off CIarments of Europe? In takinj; her stand in favor of national and seeking to get rid of separate schools, Manitoba has but followed the enlightened example of the civilized world. According; to the Encyclopedia Brittanica (Vol. VIII p. 712) in all Europe education is passing from the control of the clergy into the hands of the state. The same is said to be true even of Mexico, Central America and South America. Switzerland. In Switzerland some cantons are almost exclusively Catholic, while 1.1 others Protestants constitute the large majority. Care is taken that there is no compulsion to attend religious services and no interference wirh liberty of conscience. The exercises consist in hymns, prayers, and reading the Bible, generally without com- ment. Sectarian education in the sense in which the Roman Catholics demand it is not found to be necessary. BEr,(;iUM, While the Liberals of Belgium favor purely secular schools, the Conservatives have always strongly contended for denominational teaching. In the large centres of industry, despite the interfer- ence of the clergy and the strife of political parties, instruction continues to be secular. This is the case notwithstanding that "The Roman Catholic religion is professed by nearly the entire population of Belgium." (Statesman's Year Book 1891, p. 374.) Italy. In Italy "the priesthood claims to direct the education of the masses, but tlij c'.iin^e-; which have taken place in the temporal rule have greatly restricted their influence. Speaking generally, religious instruction is only imparted once a week by laymen, and only to those children vvhose parents desire it. It does not form part of the national system, and, as in other Catholic countries, the clergy are bitterly opposed to education by the state as at present regulated."' ("Subjects of the Day," May, 1890, p. 75.) France. "In France the struggle for priestly ascendancy has exercised S9 -) greater influence over State instruction than in any other Kump- ean country, and entirely to the disadvantage of the clergy. The department of education professes complete neutrality towards ihe religious denominations, but it is by exclusion and not by tiie concurrent endorsement of education. Hence t'!u State system which is purely secular, is usually designated"Ciodless education," and it is no doubt one of the results against priestly interference in other than religious affairs." --(Ibid.) Ireland. Under the National School system of Ireland the Roman ("atholics and Protestants are educated together. The conscienci; clause provides that when "onco thi religion of a child is enterc-d on the reg'ster. the teacher, if of a different religious persuasion, must not permit the chil^, unless under thi written authority of the parent on a certificate duly witnessed, to remain in attendance whilst religious instruction was proceeding." Bishop Doyle, the vehement advocate of Catholic sc'.iools, felt compelled to say : "I cannot refrain from expressing thj ardent desire I feel of hav- ing thi children of all Irishmen without distinction united in schools and in every relation of life." The Pope, though at first opposed to the system, finally called upon his Bishops to thank the Government " for giving so much of its wea'th to the poor children of the country." — (Ibid. p. 59.) AUSTRAM.\. "The Australian colonies are essentially democratic, and so, like the United States, they all base their common school systems on the principles of religious freedom, and the non-establishment of any particular form of religious belief." — (Ibid. p. 109.) Thk United States. E. E. White, LL. D., Superintendent of Public Schools of Cincinnati, in a paper read before the National Educational Association in Topeka, Kansis, July 15, 1886, says, (p. lo): "The great majority of Americm schools are religious without being sectarian ; and it is high time that this fact were more universally recognized. It is doubtless true that the most impres- sive forms of presenting religious sanctions to the mind and iieart of the young are prayer, siletit or spoken, and the reverent reading of the Bible, especially those portions of the present human duty in its relation to the Divine Will— forms still per- 6o tnitted and widely used in four fifths of the American schools." — (Papers of the American Historical Association, Vol. 2, No. 4, P- 457) .Mp:xico. •'What do Mexico, Central America, and South America think of the parochial school? I ho'd in my hand a book published in 1888, entitled, "The Capitals of South America," by Wiiham E. Curtis, appointed in 1885, by President Arthur, Secretary of the Spanish American Commission. He had exceptionnl advan- tages to ascertain the facts, and is a fair writer. Let Mexico speak : I'arochial schools have been prohibited. Free public schools lave been established. Whoever sends a child to a pirochial school is finei (p. 4)." (Dr. Sydney Strong in the Knvclope Series Quaiterly, Boston, January, 1893.) Centr.'VI. Amkkica. "Let the Republics of Central America speak ; Guatemala. — Children between the ages of 8 and 14 are required to aUend the public schools (p. 84). San Salvador. — Education is free and compulsory and under State control (p. 17-8). Costa Rica.— I'.ducation under State control and is compulsory (p. 218). Who- ever sends a child to a parochial school is subject to a heavy fine." (Ibid). South American Rki'I'I'.i.ics. "Let the Ref)uoIics of South America, with their so>ooOiC.oo of people, speak ; Remember that until 20 years ago the educa- tion of the children was in parochial schools under control of the clergy. Argentine K f^^)■ So on through the list, every one of them repu dialing the parochial school and establishing free [)ublic schools, until we reach lOcuador," (Ibid). Thk lixAMiM.K Skt Hv Our Own Canaiuan Provini ks. Nkw Hkinswick. In thi' Province of New Hrunswick the schoo' system is purely 6i ropu- Ihools, IS, mrt'ly national, and non-sectarian. Regulation 2 1 of the Board of RHucation provides that : It shall be the privilege of every teacher to open and close the daily exercises of the school h\ reading a portion of Scripture (out of the common or Douay ver- sion, as he may prefer), and by offering the Lord's Prayer. .Any other prayer may be used by permission of the Board of Trustees. But no teacher shall compel any pupil to be present at these exercises against thi wish of his parent or guardian expressed in writing to the Board of IVustees. The national non-sertanan system has been in existence in New Brunswick for more than twenty years, and there is not the slightest probability that it will be interferred with. Nova Scotia. Sectarian public schools are unknown in Nova Scotia, (leorge lies, of New York, in an article on ''The Separate School System of Canada," in "Education," a Boston publication, in June, i8go, said: "In Nova Scotia one-fourth of the inhabitants are Catholics; public sentiment has always sternly opposed a se[)arate school system, and the Church of Rome has never seriously thrown her- self into the attempt to plant it then;." pRiNCK Edward Island. Referring to the improvement of the national school law in New Brunswick, th.e late .\rchl)ishop Tache, in a pamphlec on the scIido question published in 1877, wrote, "all these hardships imposed upon the Catholics of New Brunswick arc said by some to be nothing but 'fair play,' 'equal rights,' etc., so the good people of Prince Edward Island thought they cou'd do no better than follow such examples. Out of a population of ()4,o2i, Catholiis number 40,44:. The Non-Catholics took ailvantage of the small difference in numbers, the whole Island was agitateil on the school fjuestion, fanaticism was arouse. i, war declared against ('atholic schools, and as one and one third are more than one the 'non- sectarian system' prevailed." .Vnothi.'r way of |)iitting this would be by layii^g that the jjcople of Prime ICdward Island were deter mined to secure national scIuxjIs, and succeeded in realizing their wish. BkITIsII Col.t'MIIIA. Like the provinces in the cast the province in the extreme west is favored with national unsectarian schools. Section 62 of ^ ■ I 62 Chapter 40 of the "!\ibhc School Act, 1891," provides as follows : "All Public ^"jchools established under the provisions of this Act shall be conducted on strictly secular anu non-sectarian principles. The highest morality shall be inculcated but no religious dogma nor creed shall be taught. The Lord's Prayer may be used in opening or closing the school." To ask Manitoba to go back to separate schools is lo demand a return to a system which is rapidly being driven out of Roman Catholic as well as out of Protestant countries all over the world. It is to insist that one of the newest and most progressive coun- tries in modern times, shall put on the discredited and cast ofT garments of Mexico and Central America. A more startling at- t^impt to enforce retrogression upon one of the most, perhaps the most, progressive of communities in existence to-day could not be imagined. 63 CHAPTER X. 'I'hk I'diR Ar(u;me\ts kor a Rkit'rn to thk Old Systkm. No. I. -Thk Co.vsciKNCR Argumknt. Ill the foregoin!f pages I have endeavored to bring together some of the facts an intimate acquaintance with which is neces- sary to an intelligent understanding of the Manitoba School question. Hut I have by no means sought to exhaust the evi- dence which goes to discredit the separate school as an institu- tion. Should a commission be appointeil, the course suggested by the Provincial (lovernment and approved of in so many in- fluential ([uarters -I have no doubt but that it will be an easy task for the i'rovincial authorities to convince the [ieoi)le of Canada that when they attacked the separate school system in .Manitoba they sougtit to rid the country of a malignant evil. TllK I'oiR .\R(;rMK\T.S. It is next in order to examine into the reasons given why this Province sh )uld be coerced into submitting herself to the degratling thraldom from whi'h she has lor the time beiti^ at least, es aped. They are as follows : 1. The Roman Catholic is entitled to sei)arate schools as a matter of conscientious conviction. 2. The Roman Catholic is entitled to separate srhoi^ls by trealN. 3. lie IS entitled to se[)arate s.hools by law. 4. If ho is not absolutely entitled to separate s hool.s as a matter of lonscience, treaty, or law, we must give them to him because he demands them. This is Dr. ('■ rant's "gosfiel of despair." The above seem to be the only reasons given. No one seeks seriously to defend the sep. irate s.-hools of Manitoba on their merits. In examining the argunu'nls thus assigned \n favor of separate s.hools, it will \h- ( onvenient to t.ike them in ihc order just given, that is first the argument based broadly on ( (inscientious cons.ition. next th.it las-d on tin treaty idea, thirdly, the legal argtun.'iit, ami lastly 1 )r. ( irant'.s ''gospel ol' dcs|)air." A MaIIKR 01 CoNSCII'NCK. 'I'he Rom.m Catholic eit zcn states that hs conscience ret [uircs -■j«i*M*««tliMi*'s ,,'Jsra#*'»»«w 64 him to insist upon doctrinal teaching in the i)uhlic schools, and inveighs loudly against any interference with what he calls his liberty of cons:ien;:e. His objection is not that under a national school training his child will be taught anything offensive, but that too little attention will be given to his religious education in the dogmas of the Roman Catholic Church. His persecution consists in this that he is not allowed to engraft sectarian in- struction upon the public school system. He blames the law not because it retpiires him to do something that clashes with his conscience, but because it will not do all that his so-called convictions ro(juire. Th's cla'm is not a (jucstion of cciscience but a (J lestion of special privilege. If this is religious persecu- tion th-, definition of the offence universally accepted will require very radical revision. Thk Roman Caihomc Con.sciknck What is it ? When the Roman Catholic loudly declaims against his con- scientious convictions being interferred with, he cannot object to stating wh it religious convictions iv.s ( hur.h allows h'ln as an in- dividual to entertain. In "'J'he N'atican Decrees in their bear- ing on Civ.l Allegiance," the Right Hon. W. I'',. Cladstone, with- out "citing .my of the fearfully energetic e[)ithets in which the condemnations are sometimes clothed," mentions a few of the propositions, "the holders of which have been condemned by the See of R'une liuring" the twelve or fifteen years previous to 1S74. The following h.ive l)een condemned:— 1. Thpse who maintain llic liberty of the i)ress. Encyclical Letter of Pope (Gregory .W'l, in 1.S31 ; i\[u\ of I'opc Pius I.\, in 1864. 2. Or the i.iHKKiv (^K coNsciKNCKor of Worsh p. Encyclical of Pius IX. December H. 1864. 3. Or the liberty of speech. "Syllabus" of March 18, 1861, Prop l\\ \. Encyclical of Pope Puis I\, December 8, 1864, 4. Or tlvit in contlict of law.s, civil and ecclesiastical, the civil law should prevail. "Syllabus," Prop. xlii. 5. Or that any method of mstruction of youth, solely secular, m;iv l>t' approved. Ibid, Prop, xlv.ii. (». Or that any other religion than the Roman Cathohc Religion may be estal)lished by a state. Ibid, Prop. Ixxvii. 65 the the by lus U) liral IX. •licul S()i, civil ular, lu)hc 7. Or that in '* countries called Catholic" the free exercise of other religions may laudably be allowed. Ibid, Prop. Ixxviii. The above are but seven instances out of eighteen given by Mr. Ciladstone, whose list is but a partial one. In the face of these facts the claim of the Roman Catholic to liberty of cons- cience as an individual seems based upon little or no foundation. 'I'he Church in whose name he so loudly demands liberty of «onscience has strongly condenuied liberty of speech, liberty of the press, liberty of worship, and the very liberty of conscience which he demands. If the Roman Catholic is deprived of liberty of conscience his quarrel is with his Church which deprives him of so iPMi h, and not with this Province in which he is absolutely free. A Prirst-m.^de Conscience. There is no use blinking the facts, ani'ai. Consciknce and thk Law. But even if it were a matter of conscientious conviction with the Roman Catholic that he should be allowed to inculcate his religious doctrines to the fullest extent through the medium of the public s.-hools, must these convitt'ons take form in our edu- cational system? In 1878 the L'nited States Su])renie Court was required to deride what is meant by religious liberty under the American constitution. Rey.iolds, a Mormon, i harged with bigamy, sought to defeniJ himself by proving that he was a Mor- mv n and 'that the members of the church believe that the , m,am i fm ff m » !«h'M'iMktMl«i<'' 68 ])ractKe of polygamy was d'rectly enjoined upon the male mem- bers thereof by Alm'ghty (lod, in a revelation to Joseph Smith, the founder and prophet of said church," and that disobedience would i)e punished by "damnation in the life to come." A stronger case of religious conviction could not probably be adduced, and yet Chief Justice Wa'te, while admitting this, de- livered judgment in the Supreme Court as follows : ' Laws are made for the government of actions, and while -he^ cannot interfere with mere religious belief and opinions, they may with practices. Suppose one believed that human ricrifices were a necessary part of religious worship, would it be serii sly contended that the civil government under which he lived could not interfere to prevent sacrifice. Or, if a wife religiously believed that it was her duty to burn herself upon the funeral pile of her dead husband, would it be beyond the power of the civil government to prevent her carrying her belief into practice? So here, as a law of the organization of society under the exclusive dominion of the United States, it is provided that plural marriages shall not be allowed. Can a man excuse his l)rarticcs to the contrary because of his religious l)elief? To' |)erm't this would be to make the profound doctrines of religious belief superior to the law of the land, and in effect to permit every citizen to become a law unto himself, (iovernment would exist only in name under such circumstances." The instance given fully illustrates the principles upon which the modern state is formed, and to which its success is largely due. Face thk Real- Facts The conscience plea cannot bear examination. The fact is tluU the Roman (Jatholic Church, which is probably the richest, the most powerful, and the most determined in the world, long ago concluded to teach its doctrines in the public schools for the double purpose of spreading Roman Catholic doctrines and pre- venting Roman Catholics from drifting into Protestantism, or becoming indifferent to the hierarchy and their doctrines. For this reason the so-called conscience [)lea was made a dogma of the church, so that it might Ijc enforced upon its flock by a free use of all the terrors of anathenia and excommunication. That conscience is fn no way concerned is clearly shown by the elas- ticity it manifests wherever the priesthood finds it diflficult to enforce its so-called dictates, as in the United States, .\ustralia, and the many other countries already mentioncl. No. 69 CHAPTER XI. 2. Thk Trkatv ARta'MKNT. Thk Hikkakci;n vd'thk Rkhellion ok 1H69-70. A Chai'tkr Lkh v ■ i ok Mr. Ew art's Book. The .se.'ond argument advan:ecl from the Roman Clalholic side is that they are entitled to separate schools by treaty. This will be fully dealt with in a subsequent chapter, but first a word or two on the Riel rebellion ma) not be out of pUue. Accord- ing to Mr. Kwart who devotes some eighty pages of l\is book to the discussion of these two (piestions, the rebellion was caused chiefly by what Lord Dufferi -tvled " the somewhat precipitate attempts made in the ye. • 1 '; to incorporate the [)resent Province of Manitoba wit', he "ninion before the conditions of the proposed union i. k; been explained to its inhabitants." A (juarter of a century nai i'. w elapsed since the rebellion of 1869-70, and it hardly =eem„ i^ejessary to a proper understand- ing of the Manitoba .S. ' ^.lestion to resurrect the details re- lating to that unfortunate period in our history. There is one chr'nter, however, which Mr. Evvart has left out of his narration. I allude to the ])art which was generally supposed to have been taken by Mr. Ewart's clients, the Roman Catholic hierarchy in the first Riel Rebellion. In 1870 the "Correspondence relai .1 the recentdisturbances in the Red River settlement " was presented to both houses of the Brit'sh Parliament by command of Her Nfajesty. It was l)rinted in due ourse in book form. On page seven of this cor- respondence will be found an affidavit in which it is stated with reference to those who formed the barrier at the river Salle and prevented Mr. McDougall from entering the country: — ".\mong other houses in the vicinity where certain of the forty men at the River Salle are billeted, ten of the armed party find (juarters at the house of the Cure, Rev. Pere Ritchot." On page eight (]ol. Dennis reports that gentlemen whom he met in the settlement were opposed to a conflict with the French party " backed as they would be by the Roman Catholic church, which appears {>rol)able by the ( vnjrse at present ijeing taken by the priests."' I'urther down the same page he reports : " Mr. -- — has just come in, and rejjorts that aljout eiglitv of tin; i-rcnch party who are opposed to the views of the insurgents, met by invitation at 70 the camp of the disa(Te"tecl today, but that their remonstrances and appeals to get them to disband were entirely without avail. Several persons were present, anionic others Pere I-estanc, the Father Superior. I'ere I,estanr took little or no part in the pro- ceed ngs one way c)r another ; some of the others were less scru- pulous, Pere Richot declaring in favor of the stand taken, and called ui)on the insurgents to maintain their ground. The ai)pea!s of th's priest, aiid of the leaders of the insurgent party, had the effect of even withdrawing, then and there, some twenty f)r thereabouts, of Mr. Dease's party over to their side." In a note, it is added that "another leader of the Dease party testifies that on th's occasion the |)riest raved and tore his gown, addressing the assemblage in the most frantic and excited manner." On page nine will be found the following memorandum respect- ing a visit made by someone whose name is not disclosed to the White Horse Plains : - Tuesday Evening, October 26, 1869. "Came from the road — from Magan's, Buston's, and go to bring the horse from the church to the water. The nuns see him water his horse ; they run to him and ask him " Did you come from St. \'ital,'" they said to him '•' to join the people ? and do not let the (iovernor cross the lines or come into the country — he will s[)eak and say many things to please you, fill his mouth with sugar, bi'.t lie will do you much harm when he gets in." They told the people to get their arms and take them with them, sup- plied them with provisions, bags of pemmican, etc.. They got arms from Cowley — about twenty eight or forty people. P-iest Cabina spoke against letters to Huston, saying that Sher aan wanted to blind the people. Note, knows about this — ask him. Heard ihe priests and nuns declare, both, that the Pishop had sent letters from Canada, that the (iovernor was not to be allowed to come into the Territory." On page )8 Col. Dennis reports on date 28th October : — "Judge iJlack has just called t(j say that the (Iovernor failed, after some three hours interview with I'ere Ritchot, to bring him and his party to reason." further down on the same page he adds " — 'Messrs. Fraser and Sutherland havt> called, bringing the accompanying note from Dr. (iiowan. These gentleriien state that, on their visiting the Insur- gent camp, they were met by Pere Ritchot, who took them into a private room in his own house, in part of which was the Chapel, and, declining for a long tinie to bring them face to face with the leaders in this movem-jnt, used every elTort to persuade them that it would be impossible to get them to withdraw from the 5tand they had taken. The gentlemen insisted, however, and at 71 length were shown by the Priest upstairs in the same hitiiding to what he termed the committee room. Here were sitting, in a very formal way, the Committee consisting of ten members. The gentlemen announced the purpose of their visit ; but were told that no business would be done in the ab.sence of the chair- man, who came in shortly afterwards, and proved to be the man formerly mentioned, named John Bruce. Messrs. I'raser and Sutherland then proceeded to put several questions as to the ob- jects and purposes of the party. Not a single reply could be ob- tained to any of these, and at length it became difficult for them to get a hearing at all ; it seeming as if the leaders Bruce and Rie! —the latter also being in the room — were alraid to allow these gentlemen to speak, for fear their arguments might lead to a de- fection HI their camp. Mr. William Hallett was also present, and commenced addressing the committee, most of the members be- ing well known to him, in the Indian language, but they refused to allow him to go on, the voice of the priest being heard from the room below, where he had been evidently listening to the pro- ceedings, calling out, " Why do you not s()eak in French ?" After spending the whole day there to no purpose, Messrs. Fraser and Sutherland returned." On p.ige 22 is printed a communication from Winnipeg to Mr. McDougall by anonymous friends of the Canadian Governn.ent in which they say : — "the actual number of the disal^fected do not exceed 250 men, all told, and the slightest opposition would reduce that n-mber to the original 40, including the j)riests at their head." A private letter on page 27 contains this i)assage :- " tlie camp (Insurgent) is daily attended by one or more of the Roman Catho- lic clergy." On page 39 Colonel Dennis in describing a meeting of the council on thj 16th Nov., t86g, says :- " Priest O'Donohue at one time became very much excited, and (juoted the wrongs of Ire- land, and stated that the British Covernment was now shaking to its foundation." On page 49 under the heading "Notes by |. W. between the 4th and 22nd November, 1869" occurs the following, "Mr. a wealthy half-breed, and strongly opposed to the priests, says that soldiers should be sent in immediately to save the country." On page 119 in the evidence of Charles (larrett on the prosecu- tion of Rev. Father Ritchot and Alfred Scotc on the charge of being accessory to the murder of Thomas Scott the following occurs:— "On the 7th December last, I saw I'ather Ritchot very actively directing the actions of the insurgetils at the arrest of prisoners at Dr. Schultz's house. I was pretty far off ;U the time, but I recognized him. Dr. Schultz, Dr. Lynch, Dr. Jarling and ■n I m 72 Mr. Hamilton were among the arrested, were arrested." About forty or fifty On page 155 Donald A. Smith, now Sir Donald A. Smith, says that on hearing tluit Scott was irrevocal)ly sentenced to death the Rev. Cieorge Young " was paralj'zed with horror, returned to the prisoner and immediately sent a messenger to inform me (,f the result of his visit." He adds : — "I determined to find ont Riel immediately, but recollecting that Pere I.estanc was still uf)- stairs with Mr. McTavish, went to him, related what I heard, and asked him if he knew anything about the matter. His answer I t:aiinot give in precise words, but it was to the effect that they had seen Mr. Riel on the other side (St. Boniface), and had all spoken to him about it, by which I understood that they had in- terceded for Scott, (iovernor McTavish was greatly shocked on being informed of Riel's purpose, and joined in repudiating it. Pere I.estanc consented to accompany me, and we called on Riel. When we entered he asked me, '■ What news from Canada." The mail had arrived the preceding day, and I replied, " Only the intelligence that Bishop Tache will be here very soon." I then mentioned what I had heard regarding Scott, and before Riel answered, Pere Fvcstanc interposed in French words, mean- ing " is there no way of es.ape ? R'el re])lied to him, " my Rev. Pere, you know exa-tly how tUe matter stands," then turning to me, he said, etc-"' On [)age 152 in the report of Mr. Donald .\. Smith, the Can- adian Commissioner, the following passages occur : "The well affected J-'rench party became aware of what had happened, and not believing in Riel's good faith, determined to prevent the l)apers from falling into his hands. They got together some sixty or eighty men, v ho met my friend on his way l)ack and were escorting him, \vhen on the i8th, about ten miles from the Fort, they were accosted by Riel and some of his party, and by the Rev. Mr. R'tchot. An altercation took place, Riel attempted to use h's pistol, saying; "he would not be taken alive in his own country," on which a revolver was levelled at his head, and Mr. Rit'hot having interposed, he was unceremoniously told to stand aside and "not to interfere any further with matters unconnected with hi.s s[)iritual duties." It may be well to note that all those who look part in this affair were Catholics, and, with one or two excei)ti()ns, French half-breeds." And the following : — " He at once removed the guard, and we went up to the party who had just arrived. Messrs. Riel and O'Donoghue, with a few of their friends, were present, and vehemently protested against the action now being taken, while the ex-councillors accused them of treason to the Imperial Crown, and of using every effort to bring about the anne.xation of the "i>*.-- 73 country to the United States. Riel replied "that was only suppos- ing the people desired it, but that he was willing the (}»»<'«tion should be submitted to them." Pere Lestanc spoke waru.ly in favor of the " President," who, he said had acted so as to mt-nt the gratitude of his countrymen, and l)egged them still to put confidence in him. Thisevidently had no effect, and ultimately, after a good deal of recrimination, it was arranged that a meeting of the inhabitants from all parts of the settlement should be call- ed for the morrow, the 19th, at which the papers i)earing on ihe subject should be read, a guard of forty men remaining in the house to ensure the safe-keeping of the documents. Kiel's men were now falling away from him, while the loyal party expressed their determination no longer to be guided in the matter either by him or by Pere Lestanc and his associates. They were full of hope, and confident that the following day would bring with it complete success to the cause of Canada. Late that night Pere Lestanc paid them another visit, which was prolonged for several hours beyond midnight, and next morning it was found that a majority of those who had seceded from Riel were again on friendly terms with him." And this on page 153 : — "At this meeting, and that held the following day, the reading of the Commission, the Queen's Letter, and every other document was contested with much obstinacy, but ultimately carried ; and threats were used to myself in the presence and hearing of the Chairman, of the Secretary, Judge Black, and others, more especially by Mr. Riel and Rev. Mr. Les- tanc. At the commencement of the meeting 1 requested the Chair- man and those near him to begin by insisting that all arms should be laid down, and that the flag then flying (fleur-de-lis and sham- rocks) should be replaced by the British ensign ; this, they thought wouid come better at an after-stage ; bui the opportunity of doing so, now lost, never recurred." On page 140 the Hon. Mr. McDougal who was kc[)t informed continuaily of everything that transpired at Winnipeg during the period of the trouble is reported as saying during the debate in the House of Commons at Ottawa ; — " In looking over the map of the new Province laid on the table, he noticed that an impor- tant Canadian settlement, naming Portage la Prairie, had been left beyond the limits of the Province, though the boundary line diverged fifteen minutes to take in a small settlement marked on the map " Roman Catholic Mission." It was just as well there should be a little plain speaking on this f/oint at an early day. It was known by the (lovernment ati 1 the country that the rebel- lion in the Northwest originated with the Rom.u^ Catholic priest- hood. ("No, No," from Frcnc'-i riembers.) I'lat fa t was sub- stantiated by the Commssioiiers of the ( ioven-/n ■ it who had been sent to that country. The pci'.sthood desired '.o sei ore certain P|v7^*51wm'V*p'* ifnm-mvimum .nrnmm\mill^WfSf tiiSiii.'j' u advantages for themselves, their Church or their people. And they advised their people to take the course they did. These facts could be proved l)eyond doubt if the House would grant a committee of inquiry." It will be remembered by those who have read Mr. Ewart's book that throughout the eighty pages of Part III which is devoted to a discussion of " The Manitoba Act as a Treaty," denunciations without number are heaped upon the Canadian (iovernment for causing the rebellion of 1869-70. The people of the Red River, on the t:ontrarv, are represented as so many Hanipdens who rose in justifiable revolt to vindicate their rights as British subjects. Strange to say throughout the narration, nothing is said of the actions of the Rev. Pere Lestan.', the Father Superior, the Rev. Father Ritchot, or Priest O'Donohue and the rest of the hierarchy in connection with the achievements of 1869 and the following year. With singular modesty, Mr. Ewart appears willing to g.ve all the glory to the late Mr. Riel and h'S asso iates, quite ignoring the claims of his clients in that connection. The chap er which might have revealed the figure of the })riest behind so many stirring events has been left out. We are told however, ()).;. 3S7) that "this rebellion was not again.st Her Majesty, the (^ueen, or British sovereignity." It need hardly be said that this statement is o{)en to serious question. In the course of his report Mr. Donald .\. Smith says;-- "The state of matters at this time in and around Fort ( larry was most unsatisfactory and truly humiliating. Upwards of si.xty ISritish subjects were held in close confinement as political pr.soners ; security for person or [)ro|K'rty there was none ; the Fort, with its large supplies and ammunition, provisions and .stores of all kitiils, was in the possession of a few hundred I""rench half- i)reeds, whose leaders had declared their determination to use every effort for the purpose of annexing the territory to the United States ; and the (lovernor iind Council of Assiniboia was jjowerless to enforce the law." The leaders of the Freiuh halfl)reeds who were in the ascend- ant had declared for annexation to the United States, and as has been shown above the request of Mr. Donald A. Smith, one of the Canadian delegates, "that the flag tJien flying (lleur-de-lis and shamrocks) should be replaced by the British ensign " before he should read his commission and the (.)ueen's letter to the great nui.s-> meeting which preceded the Convention of I'orly was refused, These facts at any rale do not help to establish Mr. n Ewart's contentiun or to indicate that the dominant party was consumed by feelings of loyalty to Great Britain. Many and strong arguments can be advanced to just fy in a measure the first Riel rebellion. In elaborating its attractive features, however, it is just possible to forget that there were ugly features as well. The great extent to which it was priest- made, the open advocacy of annexation and the death of Scott are some of these. »«»«iwi»iw«wiriw 76 CHAPTER XII. No. 2. — Tfik Tkeaty Arc.ument — The "Parliamentary Compact" Absurdity — An Interestinc; Photo(;rai'h AND Some Hitherto Unpublished Facts About Bill ok Rkihts No. 4. A great deal has been said and written about the alleged treaty rights of the Roman Catholic minority to separate schools. It is claimed that before the people of Red River consented to acknowledge the sovereignity of the Dominion a bill of rights wag drawn up in which among other things, a demand for separate schools was made as a condition precedent to their entry into the union, and that this demand was acceded to by the Dominion Crovernment. In this way, it is argued, the Roman Catholic minority are entitl'* 1 to separate schools as a matter of treaty right, a right which wa? afterwards crystallized into legislation by section 22 of the Manitoba Act. To understand in what light th s contention is to be regarded it is necessary to hark back to December, 1869. After the in- effectual efforts made by the Hon. Wm. McDougall and Col. Dennis tf) enter the Red River territory, the Dominion ( lovern- iiient determined on sending delegates to the country to inquire into and report " on the cause of the discontent and dissatisfac- tion at the proposed changes, which now exist there ; also to ex- plain to the inhabitants the principles upon which the (lovern- nurit of Canada intend to govern the country, and remove any misapprehension whiih may exist on the subject." TiiK Canadian Dei,E(;ates and the Convention of Forty. The delegates chosen were the Very Reverend (irand Vicar Thibault, Cn\. do Salaberry, and Mr. Donald A.Smith, and their in.structions were dated in the early part of December i86t;. The Nicar ( lencral arrived at l-'ort ( larry on I )ece>nlH'r 26th, M r. Smith on the day follownig, and Col. {\c S.ilaberry on the 6th of Jaiuiary, 1870. I'he errand of the N'iiar Cicnerat anil Col, de S.ilaberry seems to have been merely "to < aim the Freni h half-breeds," while upon Mr, Smith devi>lved the duty of explaining the princi- ples upon which the Canadian (lovernnient would govern the country. Mr. Smith refused at the outset to deal with Riel'R ^' I'rovisional Ciovernme U," ;tml insisted upon meeting' the people 77 of the country and explaining his mission to them. Mr. Kwart professes to be siirpr.seil ai th's very proper conduct on Mr. Smith's part, hut adds " nevertheless he had his way, and a mass meeting of the settlers was called for, and held on the njlh January'." (Mr. l-Lwart p. 348.) Upwards of a thousand people attended ; '■ so many were present that the assembly had to bo held in the open air, and this when the thermometer .stood at about 20 degrees below zero. The meeting lasted some five hours." ( l>egg ]>. 22.) .Mr. .Smith having explained his com- mission to the meeting a resolution was carried providing for the appointnu lit of twenty representatives of the I'aiglish population to meet twenty rejjresentatives of the I'rem li population on the 25th of the same month " with the object ai' considering Mr. Siu th's commission, and to decide what wouM be best for the welfare of the country." (Mr. Kwart p. 34S,) I'hese forty representatives were afterwards ele ted and met on the 25th of January and (oiitinued in session till the loth of I'cbru.irv. Tlu'y have since been known as the "Council ol lorty." Alter an opening aiUlress b) .Mr. Smith a committee of si.v w;is appointed to draw up a list of rights. The list was siilisei|uentlv (lis usscd clause by clause in a debate which lasted from the njlU of Janu- ary to the 3rd of February. On the 7lh of leliriiary nt ch'Vt'il o'clock 111 the morning the list of rights was pl.n ed in Mr. Smith's hands with an int'mation that the (ionvention would be ready to hear his answer two hours afterwar a.nd Imkri'Kkknci. |!\ iiik Riri. (io\ KU.NMEN'I. but 111 the meantime the delegates to Ottawa who were to have left on their mission after the adjournment of the Council of l'"orty on tlie lothof I'ebru.iry had been detained at home by the renewed difficulties cau.sed b\ the arri\al of Major Houlton and his jiarty of loyalists from i'ortage la i'rairie, and did not leiivc Fort Carry until the 23rd of March. Had they left at the time appointed no <|uestion could haw arisen as to the bill of rights which they ( .irried with them ; it would most assuredly liave beer the list jirepared by the Conven'.ion of Forty. The great delay however enabled the new I'rovisional Covernment \vhi( h nut on the 9th cf March In prc|)are a fresh bill of rights, and It was claimed on behalf of tin Roman Cattiolic minority that even after that again another list of rights was pre|)arcd by the executive of the I'rovisional Covermnent at tlie last moment, which was carried by the delegates to Ottawa and made the basis of the ncgrUiations whi( h Kd to the passage of the Manitoba Act. Bii.i, Oh Rkii IS N'd. I. During the troubles of iHCx) 70 at Ri.il River it is well known that three separate bills of rights were prepared. 'I'he first was that of December ist, iSfxj, which was adopted by the Coiinril of I'wenty Four, and which the Hon, Wm.McDoiigall was to he compelled lo agree to as a condition precedent to entcinj^ the Red Kiver territory. It contained thirteen clauses. This list of rights was in due course forwarded by Mr. McDougall to the 79 Canadian (lovernment. It contained no reference whatever to schools except the following : — "6. A portion of the public lands to be appropriated for the benefit of Schools, the building of Roads and Parish Buildings." 'I'his is Bill of Rights number one- tory gives this list as the one which was taken to Ottawa by the delegati, s. I^egg's " ( Teation of Mani- toba, (187:) p. 325. (4.) Inhis dispatch to the Earl ofCirunvilledated2i)th April iSyoi while the negotiations were in progress, J'ir John Young, then ill No. 4 can hardly be explained then on the theory that the " e.x-ecutives of governments" do not publish their actions. According to Mr. Ewart : — "The best and only direct evidence that has been adduced upon the subject, is the sworn testimony of the Rev. Mr. Ritchot (himself one of the delegates), who was called as a witness when I.epine was being tried for the murder of Scott (1874), and when no one could have had any object in misstating the facts. At that trial Mr. Ritchot produced list No. 4, and swore that it was the list given to him as a delegate." Unfortunately for this argument the original bill [iroduced l)y Rev. Father Rit*' ,1 on the Lepine trial has entirely disai){)eared. It is also somewi, ' remarkable that the only reference to Rev. Father Ritchot's evideme in the court record at Winnipeg is con- tained on a sheet of paper pasted into the record book. I men tion this merely as a fact recjuiring explanation. Mr. Kwart proceeds: " Internal evidence, too, is not wanting in support of Mr. R'tchot's statement. Paragraph i of list No. 4 demands a senate for the new province, and a senate was- granted, although the expense of it was much objected to. f/.st No. 3 says nothing about a Senate. -Vgain, f/.st No. 4 (para- graj)h 7) demands ''that the s'hools be separate," and clauses were inserted to that end in the Man'toba Act. F.isi No. 3 says nothing about schools." Internal evidence of this kmd, without something more, cannot carry mu( h weight. It could be adduced to show that the clauses of the Hill were taken from the Mani- toba Act, just as well as to jjrove that the provisons of the A,flw.5wr..- ■t'-jiimfmifmrwfmtii'i^'-^M f Ba vations in writing upon all the clauses in the draft and sent then^ to the ministers. Section 19 of the draft dealt with the schools, and the following are the observations made upon it by Mr. Ritchot : " 'Cette clause etant la meme que celle de I'Acte de I'Ameri- que 15ritannique du Nord, confere, je I'interprette ainsi, comme principe fundamental, le privilege des ecoles separees dans toute la plentitude et, en cela, est conforme a I'article 7 de nos in- structions." "(This clause being the same as the British North America Act, confers, so I interpret it, as fundamental principle, the privilege of separate schools to the fullest extent, and in that is in conformity with article 7 of our instructions.)" The Rev. Father Ritchot has something to say with regard to these "observations in writing " made by him in the following statement furnished to the late Archl)ishop and put)lished by the latter in the Free Press in January 1890 in answer to Mr, Taylor : — "St. Boniface, Jan. 13th, 1S90. "To His (Irace the Archbishop of St. Boniface. "MoNSKKiNKtiR, I positively affirm that the articles of the Fist of Rights, which you have published in the Free Press of the 27th December last, and in the Manitoba of the 31st, are exactly similar to the correspondent articles of the List of Rights which has been finally handed to me, as well as to my co-dele- gate, when we started for Ottawa. That list was the only basis of our negotiations ana it contained in 2nd of the ist article the demand of a Senate or Upper House and the 7th article referred to the separate schools and we have obtained ooth. It is easy for anyone to make sure of what I say here, by con- sulting the "Remarks" I have drawn (m the sSth and 29th .\pril, 1 870, during the negotiations. I herewith give to Your ("irace the original of the same and at the time I gave a copy to both Sir John A. Macdonald and Sir Oeorge Cartier. Permit me, My Ford, to observe that I have not seen in Your . Clracc's publication the 20th article of our Fist of Rights, though the article existed. You may look at my papers and you will find that the article is mentioned in No. 6 of the "general obser- vations" which follow the "Remarks ' tf) which I have just allud- ed above. Deign, Monseigneur, accept the homage of my entire and respectful devotedness. (Signed) N. T. Ritchot. Priest." r x». 83 Rev. Faihkk Riti hot's ''Rf.marks." These " Remarks " of Rev. Father Ritchot's have frequently been referred to in connection with the Manitoba Schools con- troversy. Through the courtesy of the authorities of the .\rch- bishop's palace at St. Boniface 1 was recently permitted to ex- amine the book in which they arc contained. They are written on sheets of blue foolscap jnisted into the book which served Rev. iatlier Ritchot as a diary while the negotiations at Ottawa were in progress. They are not a portion of the diary itself ; according to Rev. Father Ritchot s certificate written in the book, the journal ends at page 56, while the " Remarks " are pasted in on subsequent pages. There is a very obvious pecu- liarity about the <',ite of this document. This portion of it struck me as being so extraordinary that on a second visit on the gth of Septeml)er I had a photograph taken of the first page of the "Remarks" in which this date appears. The following photo- gravure is from the photograph :— ■■>.iJiiiWi«»iwr fu^-.' I 84 Datk of thk ''Remarks"- An Intf.restino Photograph. I J^^^-.^ I' /^ :^^ ^;2^ '-> Ri.v. Father Ritchot's Dilemma. It is somewhat remarkal)lc that although Mr. Ewart andotlicrs have so often referred to these "Remarks," no one has made the ■■¥_ 85 iPH. Others ado the slightest referen:e to the alteration in their date. It is difficul to understand how anyone even glancing at the pages of the 'Remarks' could fiiil to perceive the very manifest alteration which has taken place in the figures denoting the year \^en they were supposed to have been made. If, as Rev. Father Ritchot states, these 'Remarks' were made while the negotiations were in progress, he will most certainly have to explain why the docuc ment api)ears to have been originally dated 1873, and subse- quently altered by writing a cypher heavily over the original figure. He will not be helped in his explanation by the fact that the original figure 3 is in faded ink like the figures 187- pre- ceding it, while the cypher is in mu:h fresher and blacker ink. So much for the evidence adduced to show that Hill No. 4 is the one taken to Ottawa by the delegates. Contrasted with the evidence in support of Bill No.- 3, it cannot be said to carry much weight. It would be difficult to suggest much stronger evidence than ihat which has been adduced in favor of Hill No. 3 or much weaker evidence than that which has been produced in favor of Hill No. 4. I am of course commenting merely on the evidence so far as it is known at present. It certainly seems to be fatal to Rev. Father Ritchot and Bill No. 4, the only list of rights which is said to have contained any allusion to .separate schools, and to have demanded gurantees for the continuation of any denominational rights or privileges to the Roman Catholic minority. The first step taken to show that separate schools were guaran- teed to the Roman Catholics by treaty, was the advancement of the contention that they were demanded by Bill of Rights No. 4. I have just gone over the evidence on this point, and to put it mildly, it is not satisfactory. The next argument put forward by the advocates of the treaty idea is that the bill of rights taken to Ottawa — whether it was No. 3 or No. 4 — was made the basis of negotiations there. Rev. Father Ritchot in his letter quoted in a previous paragraph says: — "That list (No. 4) was the only basis of our negotiations." In this, unfortunately for Rev. F\ither Ritchot again, his statements are absolutely at variance with those of the late Right Hon. Sir John A. Macdonald, whose evidence on this point is printed on page loi of appendix 6 of the Journals of the House of Commons of Canada of 1874 — being tne report of the select committee on the causes of the v^. IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I 11.25 1^121 125 IE ^ ^ Photographic Sciences Corporation 33 VVIST MAM STRUT WIMTM.N.Y MSt9 (71*) •73-4S03 yiy^ <^^ ^ ..^■..,...^..,^^i..,,,,,;y^rfj^.^^,-,,^-^»^ rl i L|. ij j j ^ g| j |g( gg gg j |<> J^^^^ 86 difficulties in the North- West Territory in 1869-70. Sir John deposed as follows: — Sir John A. Macdonald's Evidencr. "Sir George Cartier and I had been appointed, I think, by Order in Council, to represent the Government in dealing with these delegates. Judge Black and Father Ritchot met Sir George and myself at Sir George's house. Mr. Scott was absent from some acci- ;'.ental cause. They presented themselves as del^ates appointed ut a meeting of the people at Winnipeg. They presented a reso- lution or resolutions passed at that meetmg. Judge Black took me aside and stated that they had received and brought with them an authority from Riel, as Chief of the Provisional Government, to act on behalf of that Provisional Government, and also a certain claim, or a Bill of Rights, pre- pared by that Government. He asked me what was to be done with the authority and the "Bill of Rights." I told him they had better not be produced, as the Governor General could not recognize the legal existence of the Pro 'isional Government, and would not treat with them as such. I stated, however, that the claims asserted in the last mentioned Bill of Rights could be pressed by the delegates, and would be considered on their own merits. I understood from Sir George that he made a similar com- munication to Father Ritchot. Conversations between Father Ritchot, Sir (ieorge and myself were conducted by Sir George, in consequence of Father Ritchot's want of knowledge of English and mine of French. After Judge Black and I n 'umed to the room, we spoke plainly of the matter, and it was understood that the discussion was between the delegates of the Convention and the Canadian (rovernment, excluding any other capacity in which they appeared. We avoided as much ns possible, speaking of the Provisional Government. Judge Black desired to be spoken of as coming from the Convention, and not from the Provisional Government. The conversation took place both in l-rench and English. I could understand Father Ritchot at times when he spoke slowly. I arrived at my understanding from what I understood of his con- versation myself, and the explanations I received from Sir Creorge when I had difficulty in comprehending. Father Ritchot under- stood that we did not recognize them as representatives of the Provisional ( Government ; Tut I understood from Sir George that Father Ritchot was continually anxious to obtain some such recognition, while Sir George was avoiding any ruch recognition." i I ^•■?'SW»■"*^1« ---^'^sp*"-/- * g j W!JP' »«R;r«<<>wir- ) >•> { f ^. f Tuy f ^w Wwj j.ij W V '! - % ' ! !' jy^ f' * '\ ' ' ' ■ ' 'T'*; ' *' '^T ^ '^ > '^,?^^ **"* letter in reply to Mr. Taylor, to which reference has before been made, " I know perfectly well that the general impression was that this bill of rights was the one given to the delegates to be used at Ottawa. Lord DuflTerin himself was under that impres- sion." In a despatch of December lo, 1874, Lord DuflTerin expressed his views on this question forcibly enough. " An at- tempt," he said, " has been made to show that these delegate^ really held their appointment from Riel, and are to be considered as commissioned by his government. This, however, was not so; they were selected and the terms they were instructed to demand were settled before the election of Riel to the presidency." It might be gathered from the statement in the same letter — that the second bill of rights, though appended by Donald A. Smith to his report, was not handed to the delegates — that it could not have been the report which the Government at Ottawa considered. Lord DuflTerin says it was the one considered. The late Arch- bishop himself was at one time a pretty good authority to the same effect. In his evidence on page 20 of Appendix 6 of the House of Commons Journals, 1874, he stated as follows : «' When I reached St. Paul I received intelligence of the Con- vention at Fort (iarry," (the Convention of Forty) "and I tele- graphed to Mr. Howe asking if they had heard of the Bill of Rights. He replied by telegram dated 25th Feb., 1870, as follows : To the Right Rev. Bishop Tache : <' Bill of rights not yet received here ; will telegraph and write you when I get it." (Signed) Jos. Howe." " I then telegraphed the Bill of Rights to Mr. Howe. I rt~ ceived in reply the telegram of 35th Feb., 1870, as follows : Ottawa, Feb. 25, 1870. To Bishop tache, St. Paul : Proposition in the main satisfactory, but let the delegates come here to settle details." (Signed) Joseph Howe." This statement of the late Archbishop proves several vr ry im- porUnt facts. First, the bill of righu.of ''the settlers of Red ■m ii>» milkitnllif^ltr-'-- TP*? "**'*"' "' H River," passed by the •* Convention of Forty," was sent to the Government at Ottawa. Second, it was sent by the late Archbishop of St. Boniface himself. Third, it was in the main approved. Fourth, the delegates were invited to Ottawa to settle " the de- tails" only. Fifth, there was nothing in any of its propositions either directly or remotely referring to separate schools or to the Quebec system of distributing school monies. In fine, the list of rights of the Convention of Forty (Bill of Ri^ts No. 3) was in the hands of the Government, having been telegraphed by Archbishop Tache. The delegates were asWed to go to Ottawa to settle the details of Bill No. ». In the natural order of things Bill No. 2 then would form the basis of negoti- ations, if negotiations were conducted on any settled basis. The despatch from the Governor-General to Earl Granville shows that the ilelegates took Bill No. 3 with them, but the evidence of Sir John A. Macdonald is that it was not accepted as a basis or recognized as an authorative document in any way whatever. Bill No. 4 still maintains its most mysterious character. Even if it had been taken to Ottawa — and the evidence on that point is nearly all the other way — -it could not have been made the basis of negotiations hecause,like No. 3, it would have bsen an emanation from the Provisional Government. The next point necessary to notice in discussing this supposed treaty arrangement is, that the delegates from Winnipeg were not empowered to finally approve of the Manitoba Act or any other proposed arrangement- The only powers given them by the Con- vention of Forty are contained in the following resolution : — *' Resolved unanimously, — that as the Canadian Commissioners have invited a delegation from this country to Canada, to confer with the Canadian Government as to the affairs of this country ; and as a cordial reception has been promised to said delegates, be it therefore>resolved that the invitation be accepted, and that the same hi: signiffed to the Comminioners." Their letter of instruction from the Provisional Government -was as follows : — Government House, Winnipeg, Assiniboia. To Alfred Scott, Esq., Sir, — Enclosed with this letter you will receive your commis •ion and .ilso a copy of the conditions and terms upon which the people of this country will consent to enter into tht- Confederation of Canada. ^ # i'-!r» *< yyyf . tf * * r?ff '* ^y* '"'^^^ ''?fy^ iff t wis^ « 'f **i y '' r ' ' '' - * ' "y^ K if'*i': 'ift^'f' • ■<■■'*■*' l y s^i, I »! » ■ « a »iMij tt») >,j tir i['i«* ^ ■<»<* i « ^*h J* iMwii^ li* I ^'JiJ I I i fti iiwyii^f^JM ^ 90 You will please proceed with convenient speed to the City of Ottawa, Canada, and on arriving there, you will, in company vrith the Rev. J. N. Ritchot and John Black, Esquire, put yourself im- mediately in communication with the Dominion Government on the subject of your commission. You will please observe that, with regard to the articles num- bered 1-2-3-4-5-6-7-15-17-19 and 20, you are left at liberty m concert with your fellow commissioners to exercise your discre- tion, but bear in mind, that as you carry with you the full confi- dence of this people, it is expected that in the exercise of this liberty you will do your utmost to secure their rights and privi- leges, which have hitherto been ignored. With reference to the remaining articles, I am directed to in- form you that they are peremptory. I have further to inform you that you are not empowered to conclude finally any arrangements with the Canadian Government, qut that any conclusions arrived at between you and the said Government must first be ratified by the Provisional Government before Assiniboia will become a province of the Confederation. I have the honor to be, Sir, Your obedient servant, Thos, Bunn, Sec. of State. March 22nd,' 1870. Not only were they not empowered by the Provisional Govern- ment to conclude finally any arrangements with the Canadian (\r /ernment, but they were most expressly forbidden to do so Any arrangement that they may have made cannot be binding upon any portion of Manitoba. How the whole matter was regarded by the Canadian Govern- ment and the House of Commons will be evidenced by the fol- lowing extracts from the debate on the proposed Manitoba Act on May 2nd 1870, as reported in the Ottawa Times of the fourth of the same month and in the Imperial correspondence before referred to. Sir Francis Hincks having stated that he had been in consultation with the delegates as to the terms of the bill, the following occurred : — •« Mh Mackenzie — Then they saw the bill before we did. Hon. Sir Francis Hincks — They have not seen it yet." And this : — " Mr. Godin asked if the constitution (Manitoba Act) was to be submitted to the people before being passed. Hon. Sir George E. Cartier — No." The delegates had no power to approve of this so called treaty. 9« The people possessed any power that existed, but it was not in- tended to consult them in the matter. Mr. Ewart's last argument in support of his treaty is that on Rev. Father Ritchot's return from Ottawa he explained the Mani- toba Act at length to the Legislative Assembly or Council of the Provisional Government, and they agreed by resolution to enter Confederation on the terms therein contained. " The Rev. Mr. Ritchot:" he says, " reached Fjrt Garry on the 17th June, and on the 24th a special session of the Legislative Assembly was held to hear his report. He had brought with him a copy of the Mani toba Act, which he explained at length to the members," a.id the members enthusiastically accepted it. (Mr. Ewart's book, p. 380. ) Mr. Ewart will admit that this is a matter on which Rev. Father Ritchot ought to be able to give the best evidence. If he will turn to page 81 of Appendix No. 6 of the House of Com- mons Journals of 1874, before referred to, he will find that Rev. Father Ritchot's evidence does not at all bear out the statement that the Manitoba Act was explained at length to the Legislative Assembly. The Reverend Father says: — " I went to Fort Garry to their ordinary hall, and there explained to them a kew of the PROVISIONS of the Manitoba Act, and especially insisted on the question of anmesty, and recalled as much as possible all that had been told me on that subject." As Rev. Father Ritchot explained only " a few of the provisions " and it is not known which he did explain, it can hardly be contended that the As- sembly knew anything about the provision with regard to separ- ate schools, or accepted it in any way, or that they knew enough about the Act to indorse it in whole or in part as a treaty arrangement. Besides this, Mr. Ewart fails to notice that a military expedi- tion was sent to Manitoba on the heels of the Manitoba Act, the so-called treaty with the settlers of Red River. On this Mr. Taylor in his letter in reply to the late Archbishop Tache before referred to said : — " The word " treaty" when applied to the Manitoba Act, is a misnomer. Your Grace is well aware that while we endeavored to enter into a treaty with the Federal Government in 1870 — trying faithfully to get the very best terms for Rupert's Land and the Northwest Territories our delegates were not loyal to our cause. The Ottawa authorities ignored our lust requests, passed an act for the formation of a province em- bracing an area of only 9,500,000 square miles ; provided a con- I • i 5» A 1 ■^'iifit ".'"..'J'^.'"^. *MA'A. ■* *> i^.i ^ ' ; T fy. ' ,; If* i^ 6v" 9« stitution for that province ; appointed Hon. Adams G. Archibald its first governor, then ordered Col. Wolseley and his expedition to proceed to the newly formed province, and at the point of the bayonet forced, the present constitution upon us, viz : The Mani- toba Act, which has not been faithfully interpreted." Summary op Mr. Ewart's Treaty Argument. Mr. Ewart thus can be said to have gone about this far in es- tablishing his claim that separate schools were guaranteed to the people of led River by treaty : — (i.) Bill of Rights No. i formulated by the twenty-four dele, gates of the people in December 1869 reached the Government at Ottawa. But it did not ask for separate schools. (3.) Bill of Rights No. 2 adopted by the Convention of Forty, the details of which the d^egates were invited to Ottawa to settle, and which Lord Duffer n says was the basis of n^otiations, did not ask for separate schools. (,(.) B«ll of Rights No. 3 given by the Provisional Government to the delegates on the day they left for Ottawa asked no guaran- tee whatever as to schools. (4.) Bill of Rights No. 4 is so mysterious in its origin and the evidence against its authenticity is so strong, that there will be no general verdict that it ever went to Ottawa at all. It is the only Bill which is said to have contained a denuind for separate schools. If a bill containing such a demand ever reached Ottawa, the demand did not emanate from the people at large, or from the Convention of Forty which sent the delegates to Ottawa. (5.) In any case no bill emanating from the Provisional Gov- ernment was taken as the basis of negotiations. This is clear from the evidence of Sir John A. Macdonald. (6.) The delegates were received as representatives of the people of the North-West, and Bill No. a, according to Lord Dufferin, was the one considered. There was nothing in that bill about separate schools. (7.) When the bill which afterwards became the Manitoba Act was put before the House of Commons Sir Francis Hincks for the Government gave the assurance that it had not up to that time been seen by the (^ legates, This would not have been the case if the Government regarded it as in any sense a treaty. As this statement was made on May and, it it in order to know f'i'gJJf5'5?iS^i *^Wm^' vt^-*itfi'^^^*mvm-!>;!*^''m ■•'•'Tt* ' '^»"««f^' 9$ of the Lord in that anitoba Hincks >t up to ,ve been a treaty, to know how Rev. Father Rttchot made his note as to schools opposite section 19 of the dnd bill jn Apri! 39th. (8.) Parliament did not pass the act until Sir George Cartier, in reply to Mr. Godin, assured the House of Commons that the consent of the people of Manitoba to the measure would not be asked. This is irrecoricilable with the treaty idea. (9.) The delegates had no power, either from the people or from the Provisional Government to consent to the terms of the Act Their ratification, if given, could have no more weight than a ratification by the Rajah of Jeypore, or a Chicago Alder- man. (io<) The Rev. Father Ritchot states that he only explained a few clauses to the Legislative Assembly on his return from Ottawa. That being the case, the Act was never properly before that body for acceptance. (11.) Even if it had been, its acceptance by that body would bind no one. Even Mr. Ewart admits that the Provisional Gov- ernment was illegal. On page 313 of his book he says : — " that the establishment of self-government, without the sanction of Her Majesty was undoubtedly illegal." (i3.) And finally, the despatch of a military force under a distinguished commander to force a *' treaty " upon a community is somewhat unusual to say the least, and throws such an atmos- phere of ludricousness about Mr. Ewart's eighty pages of treaty theory, that further serious discussion would seem to be un- necessary. But, it will be said, some of the utterances of the Judicial Committee would indicate that they were of the opinion that the Manitoba Act was a Parliamentxury compact. This is no doubt the fact. But the matter was never seriously discussed before the Judicial Committee, and hardly any of the facts in this chap- ter referred to were brought to their notice. In order to inter- pret the statute it was not necessary to go behind it, and anything the Judicial Committee said in favor of the treaty idea, — I say it with all deference — was not considered and was therefore what lawyers call obiter dictum, and of no effect. Let us hope that the treaty theory has forever been disposed of. Let us recognize that in discussing the school question we are to be moved by no considerations appealing to the honor of :^. ...v? m 1 •t S«V-i# ' « . I. ■••T^'ims^tttKHKf^'''t^-''~^''^'''-^''^ r^::^" '< ^"-',^ -r>-^'T^-'--^^:'ty^-*'^'-y".' 94 the Canadian people, which was never staked upon any assurance that the Roman Catholic church would be allowed forever and forever special privileges to inculcate their dogmas in the public schools of Manitoba. Having done this, we will be in a suitable frame of mind to discuss the question in its true, rather than in its false aspects. ,^r .^((►«w^'» ■»--^'«<-i*'»r<"*^«i^^ ^■^T'w'y^'^' -t's^^ ' ™ ■ ^i^B,'** V 'T^' TTjiT" 95 OHAFTBRXm, Na 3. The Lkgal Argument. The Roman Cathouc Appeal WAS Heard vt a Committee op Politicians at Ottawa Who Did Not Sit as a Judicial Body. The Decision OP THE Privy Council did not Necessitate the Passage op the Remedial Order. But, we ar told, if the conscientious convictions of the Roman Catholic do not entitle him to the special privilege of teaching his own doctrines in the public schools, the decision of the Judic- ial Committee in the referred case of Brophy and others against the Attorney General of Manitoba, decided in 1894, most certainly requires that he should be given that privilege. This is the ar- gument put forward on behalf of the Canadian GoverninenL The manifest answer is that if the Judicial Committee of the Privy Council so decided, why was it necessary for a committee of the Dominion Government consisting of Sir Mackenzie Bowell, Sir Adolphe Caron, Hon. Mr. Foster, Hon. Mr. Patterson, Hon. Mr. Haggart, Hon. Mr. Ouimet, Sir Charies Hibbert Tupper, Hon. • Mr. Ives, Hon. Mr. Daly, Hon. Mr. Angers, Hon. Mr. Dickey and Hon. Mr. Montague to sit in solemn conclave on February 6th and March 4th, 5th, 6th and 7th, listening to long and weighty arguments by Mr. McCarthy and Mr. Ewart on this ^ry question. What the Judicial Committee did or did not decide, however, need not remain as a matter of inference or argument merely. The various members of the . committee expressed themselves so clearly and the judgment itself is so unambigious that the attempt to place the responsibility for the remedial order upon the should ers of the Privy Council can only be regarded with amazement. As before stated it was not necessary to the decision given by the Judicial Committee to determine what particular rights or privileges, if any, of the Roman Catholic minority were affected by the Acts of 1890, and they purposely refrained from doing so. When the Roman Catholic minority appealed to the Govemor-General-in Council for remedial legislation on the ground that their rights and privileges had been aftected by the legislation of 1890 the. Governor-General before entertaining the appeal sought the advice of the courts to ascertain, not what relief should be granted, but whether the appeal was one which could be heard under the terms of the constitution. It was decided that the appeal came 4 i -'k • < V ' - y .. wv i'' ' * ! *% i i*| '» . '' ^ « l.j l ii l^il1»l \ r*» >K»W'>*.-'e; ~~"^^^Tr-l^^^'(?f-'" -"T--,^ Council in a political and not in a judicial capacity, and would afterwards be considered by Parliament in the same manner, it of course follows that it would be purely discretionary with both bodies to afTord relief or not as they might see fit. The following extracts show this with regard to the Govemor-General-in-Council :— TA« Lord Chancdhir : — " That would nat seem " requisite for the due ex- ecution" if he thought that there had been an infringement, but that it was so unsubstantial that in substance they had all the rights which were intended to be preserved to them." p. 259. Lord iVatsoH : — ' 'What is given to the Governor is a discretion to do what he thinks fit on appeal." p. 192. Lord IVatsoH : — "The Governor might be of opinion to-day or this year that it was not desirable in the interests of (he community that certain pre- vious privileges given by Parliament should be repealed ; but ten years hence he might be of a different opinion." p. 182. Lord liaison: — ''I suppose we are bound to give him advice in this .Appeal. He has asked nothing else but advice throughout. He has not asked for a pcditical decision which shall fetter him in any way. Mr. Blakt:—"\i could not he. The law which creates the Tribunal for the purpose of giving advice expressly states that in their political capacity they are not hound by tnst advice." p. 39. The following extracts will show the discretionary powers possessed by Parliament in the same matter : — Lord MacHa^Aftn:—'* And the Dominion Parliament cannot interfere, I suppose unless it is asked to do so and they are not bound even then." p. 213. Lord IVtUsoH X — " I apprehend thnt the Appeal to the Governor is an Appeal to the Governor's discretion. It is a political administrative Appeal and not a judicial Appeal in any proper seni.s of the term, and in the same way after he has decided the same latitude of discretion is given to the Dominion Farlia- raent. They may legi!«late or not as they think fit." p. 193. Lord fVatsoH : — " The power given of Appeal to the Government, and upon request by the Governor to the legislature of Canada, seems to be wholly dis- cretionary in both. Mr. Ewoft :— No doubt. Lord fVatson : — Both in the Governor and in the Legislature. Mr. EvMH:—\t*," p. 180. Nothing could be clearer than that the Dominion Government is in no way fettered by the derision of the Privy Council in the late appeal. Both of the Roi in Catholic counsel, the Hon. Edward Blake, Q. C, and Mr. Ewart, Q. C„ frankly admitted* on the argument that the object of the appeal to the Privy Coun- cil was to ascertain if the proposed appeal by the minority to the Governorin-Council was one which that tribunal had jurisdiction to hear. Mr. Blake expressly conceded that the appeal, if heard at all, would be heard by '■ a political and non-judicial body," and added that no decision which the Privy Council might give could possibly bind the (lovernment at Ottawa. Mr. Ewart also admitted in answer to Lord Watson that '* the power given of . / ** . .-f^jittv^i-s '',*ji r-*'" 'ff-*' ■rvi:*+t'i*'""'-''r'"''^ "}" •'^W g f ^ pW b^ lOO CHAPTER XIV. No. 4 — The Gospel of Despair as Preached bv Dr. Grant, Confederation Precedents io not Apply and History is all the Other Way. Many of the conclusions reached in the preceding chapters are quite in accord with '' e views of Dr. Grant. As to the in- efficiency of the schools, he said in his first letter to The Globe : — " I have very little doubt that many of the l^oman Catholic schools in Manitoba, prior to 1 890, were about as poor as they could be, looked at from an intellectual or citizens point of view." As to the resulting illiteracy the same letter contained the following : — " The proofs of that are writ large in the present comparatively uneducated condition of the people, as well as their inability to speak English. The opposition to the proposal that trustees of schools and municipal councillors should be able to read and write was significant." He has also realized, to some extent at least, the practical difficulties which must beset any dual system of education in a Province where settlement is sparse and the burdens to be carried by the taxpayer are correspond- ingly great. Nor does he seem to attach the slightest importance to any of the three arguments in favor of the restoration of separate schools dealt with in the last few chapters. In his concluding letter to The Globe he says with regard to the alleged treaty right to separate schools : — " The argument that the Province made "a treaty" with the Dominion, and that the Province for all time is bound by that Bill of Rights No. ■• thf pnrcntajiK of which is so obscure that few now venture to defend its legitimacy, simply suggests to men of common sense that the cause must be poor which has to be defended by such an argument." As to the claim that the decision of the Privy Council necessitated the passage of the remedial order, he expressed himself as follows in an interview reported in a Winnipeg paper at the outset of his investigations : — '• In closing, Principal Grant asked the reporter what was the chief argument upon which the supporters of the old system relied. The reporter explained that the main argu- ment was that the decision of the Privy C'ouncil was a mandate and must be obeyed. Principal Grant laughed at t!iis, and said they must be badly off for an argument if they used this." p'»'*^i y ' [ l fc «»w^ « t,m*, f ^ f »i i i '^J si/i* «*>*s««t^*J;oth confesses defeat and preaches despair, l^t him call it "loyal recognition of facts," or adopt any phrase that may k ■m I • < » t lea suggest itself, yet it must be clear that despair is the basis of the compromise idea. Dr. Grant, as I have pointed out, scouts the suggestion that the ^oman Catholics are entitled to separate, schools by treaty, and '* lau§^ed " when liis interviewer referred to the contention that the remedial order is to be regarded as a mandate. What then are the facts to which we owe this <* loyal recognition ?" The mam, and seemingly the only fact is that the Roman Catholic hierarchy must have what ever they want Why docs Dr. Grant parade before us the failure of " strong willed statesmen like Geo. Brown, Alex. Mackenzie, Oliver Mowat, William McDougall and others " who dreamed of a system of common schools under which Protestant and Roman Catholic children should sit side by side on the same benches," unless it be further to impress upon us his gospel of despair? Why did George Brown, Alexander Mackenzie and others who were forced to concede separate schools to the Roman Catholic church take such a course ? Was it because they saw anything in the system meriting their approval ? On the contrary their desire w;is that Protestants and Roman Catholics should be educated side by side, that'there should be one great system of education for Canada and that of a national and unsectarian character. But the hierarchy stood in the way, and rather than yield the hope of a United Canada, these strong willed statesmen" complied with their demands. Unlike Dr. Grant, however, they confessed de- feat and grounded their action on despair. They deeply re- gretted the necessity compelling them but did not seek to disguise the humiliating outcome of their struggle with the hier- archy by terming it a *' loyal recognition of facts." Why cannot Dr. Grant take the same manly course ? Dr. Grant's False Analogies. Then, again, where is the analogy between Manitoba's case and the struggles of 1 863- 7 ? We are nc t forming Confederation now. We are not even seeking to add Manitoba as a Province. All that was finally completed in 1867 and 1870. We are simply dealing with a detail of administration. We say that we favor a national system of schools where all our children will have the advantage of being educated together, of learning to understand one another, of sympathizing with one another, and of entertaining national aspirations in common. We are forming a system which I03 is fair to all alike, end discriminates in favor of no sect or com- munity, which does not hold the different ntees of our Dominion asunder, thereby begetting ignorance and arousing , suspicion. We are forming — rather we have adopted — a system of education which squares with all modern idsas of yrhat is intelligent, just, and beneficial to the community with which our interests are most closely bound up, and we do not propose to renounce our convictions, our principles, our desires, for the purpose of con- ceding special privileges to the Roman Catholic hierarchy, or any other ecclesiastical organization, even if it does add vote getting and other attributes of the earth earthy to its proper recognized functions. With Dr. Grant we scout the idea that the Roman Catholics have any constitutional right to separate schools. With him we may be permitted to " laugh " at the contention that the decision of the Privy Council is a mandate which required the passage of the remed al order. Having gone that far the people of Manitoba refuse to grant a special privilege to the Roman Catholic church. To them Anglicanism is as good as Roman Catholicism, and Presbyterian ism and Methodism are as good as either. They do not see eye to eyfe With Dr. Grant. They re- fuse what Dr. Grant calls *« loyal recognition of, facts " unless to recognize those facts is consistent with their ideas of fair dealing and honorable conduct. The Facts ok Historv. •< Why," says Dr. Grant, "should we continue to shut our eyes to the plainest facts of history, our own history included ? West- ern Christianity has been, and is, divided into the two great Con- fessions, and they stand over against each other to this day. That is the outstanding fact of the last three centuries." Granted, but where does the argument lead? What a-d does it give to the separate 'school «idea? Does the histoiy of the Un.ted States afford any comfort to the advocates of separate schools ? What about Meixco, Central America and the South American repub lies? What about the Provinces of the Dominion of Canada? May it not be replied to Dr. Grant that one " outstanding fact " in the history of western Christianity, is that the separate school is being pushed to the wall despite the gospel of despair, anu that the verdict on all sides is in favor of the complete separation of church and state. .<. \ . . m»^j n, J t ;i ■» '"■ ' ■ " ' ,'j>:-V > g ' i g , '* "\ g' i> i » ! J*,""^"' ^" "". ' " ■ ;» '■■» " -■ > ««■ - 104 If ■ I. If- 1- i I Growing Independence, of the Catholic Laymen. An all important fact in this connection is that many Roman Catholics are of this sane opinion. To repeat the quotation from Mr. Gladstone : — " All other Christian bodies are content with freedom in their own religious domain : Orientals, Luther- ans, Calvinists, Presbyterians, Episcopalians, Nonconformists, one and all in the present day, contentedly and thankfully accept the benefits of civil order ; never pretend that the state is not its own master ; make no religious claims to temporal posses- sions or advantages ; and consequently, never are in perilous collision with the state. Nay more, even so, I believe, it is with the mass of Roman Catholics individually." Manitoba will not cease to look for support from many Roman Catholics individu- ally in the fight which has been undertake. Many of them have, like O'Connell, long since perceived the folly of taking their politics from Rome, of being guided in their temporal and municipal aiTairs by the dictates of " a small assemblage of foreign gentlemen in Italy, perhaps not one of whom ever set foot in this country." All that a foreign hierarchy can do will not conceal from them the fact that a public school training is necessary to prepare their children for the struggles of every day life. Hence it is that, to quote Prof. Charles J. Little, of the Northwestern University ; — " In New York diocese, with its re- ported 800,000 Catholic population, there are only 38,383 child- ren in the parochial s hools. In that of Syracuse there only 4,401 to a repor^ed Catholic population of 100,000. In the diocese of Boston there are 27,500 to a Catholic population of 510,000; in Newr Orleans, 8,093 ^^ ^ Catholic population of 300,000 ; and even in that of Baltimore, but 16,000 in a Catho- lic population of 320,000, while the diocese of Albany has only 11,19a in a. reported population of 200,000." Hence it is that in Ontario, despite the Separate Schools, two thirds of the Roman ('atholic children are to be found receiving their educa- tion in the Public Schools. That the Roman Catholic layman has resolved to remain no longer a slave to the hierarchy in educational matters has been clearly shown of late in various parts of Canada. As Dr. Grant himself says: — «*Who insisted two years ago, on getting good teachers into the separate schools 105 of Kingston but the Roman Catholic laity, with the results that, at this year's entrance examination to the collegiate institute, the second, third and fourth places were taken by pupils from those schools? Who are now insisting in Ottawa on getting good teachers into the separate schools but the Roman Catholic laity ? They will get their way, too, no matter what the Archbishop or the Christian Brothers may think of their attitude. Who are pressing for reforms in the Roman Catholic schools of Quebec now but distinguished Roman Catholic laymen, school inspectors and others well acquainted with the actual state of affairs?" French Schools Which Have Adopted the Public School System. If left alone by Dr. Grant and other advocates of a back- boneless policy on the school question the people of Manitoba do not entertain the slightest fears as to the successful working of the School Act. That the success already attained has been very considerable will be shown by the following list, taken from the' report of Mr. A. L. Young, inspector of French public school, of the French schools which have accepted the public school system ; — Namb of District. Post Office. t. St. Jean Baptiste North St. Jean Baptiste. 2. Deux Petites Pointes Letellier 3. St. Charles .St. Churle*. 4. St. Francois Xavier East St. Francois Xavier. 5. St. Eustache St. Euslache. 6. Fairlianks Baie St. Paul. 7. St. Leon Village St . Leon. 8. St. Leon East Manitou. 9. Theobald Somerset. 10. Decorby Fort Kllice. 11. St. Alphonse South Mnriapohs. 13. St. Laurent No. 1 St. Laurent. 13. St. I«aurent No. 2 St. Laurent. 14. St. Boniface West St. Vital. 15. Kinlou)^)i Storbuck. 16. Mariineau Water Hen River, Indian Reserve. 17. St. Raymond tliroux 18. St. Vital East St. Boniface 19. Glengarry Ingleside-- Scotch Catholics. ao. Fannystelle Fannystelle. 21. Bernicr St. Marks. 22. Camper Minnewnkan— Mixed. 23. St. Antoine Sle. Agalhe. 24. 6t. llyacinthe La Salle— Mixed. ^$^tm ' ■•*i^'1f'¥'H#fPWPWS!*5r^'^i*l^ "v^'*- - io6 Maffkm Deleau " Routledge i(ouUc«]|{e. " St. Urbain St. Alphonse (school not yet built). Canadavitle Dauphin Road(school not yet built). Hamelin Ste. Row du Lac. St. Felix Deloraine. St. Francois Xavier West S.. Francois Xavier. Huns Valley Huns Valley (school building). Gascon Clarkleigh. Courchene Oak L4ike (organization not complete). Pike Lake St. Alphonse. A Remarkable Showing. The following statement shows the year when each school adopted the public school system : — ■am i I:' I Date receiving griint as Public sch^ I, I Teacher of the School District Municipality of I of Number .... j in the Municipality of To Wit : I in the Province of Manitoba, do j solemnly declare. [a] Use which- i. (a) That the Trustees of the said School ever cUuse is ac- have directed that the Religious Exercises pre- Md sSfki outthe *^"bed by the Advisory Board be used in said othei. School, and that the said Religious Exercises, and none other, have accordingly been used in said School. I. (a) That the Trustees of said School have not . directed that any Religious Exercises be used in said School, and accordingly none have been used therein. lit a. That the record for the attendance of pupils, and the other information herein furnished, 8 cor- rect and true to the best of my knowledge and _ belief, and I make this solemn declaration con- ation may 1>e re- scientiously believing it to be true, and knowing ceived by any that it is of the same force and effect as if made Judge, Notary under oath and by virtue of "The Canada Evi- PubTic, lusticeof dence Act, 1893," the I'eace, rolice r^ , j l /• or Stipcndary Declared before me at \ Magistrate, Ke- in the . . . . of I corder, Mayoror this day of \ Teacher Commissioner in » r» . fl«. I B. R., who must A. U. IS9.. show alter his / signature his offi- cial designation. , '.'"'' ^ ','' '^ (b) A Justice of the Peace. No school is entitled to receive the government grant unless this affidavit is duly sworn out and returned to the department of education. The officials of the education department state that the law in this respect is rigidly adhered to and that no grant is given where the necessary affidavit is withheld. It is difficult to see what further could be done to ensure that the law in this respect is fully obeyed. According 10 Dr. Grant, however, •' the religious exet'cises are practically the same as under the old denominational sy«^em." The following is his account of what takes place in the French schools which have come under the public school system : — "This is managed by means of the rule quoted in a former letter, which allows the trustees to fix an hour earlier than 4 p. m. for closing, and by a rule which permits schools to be used for Other purposes than teaching outside the regular hours. This school opens at 9, the regular hour, hut teachers and scholars assemble a little sooner and it is opened with prayer. Even if the hour should be 9, the teacher can " make it" 8:45 as easily as a cap- tain of a ! hip can make it eight bells, or as the House of Com- mons can Tiake 5:30 into 6 o'clock when it is desirable to do so. The schooi closes at 12, and immediately thereafter the teacher kneels, and he and the pupils join in the Lord's prayer. He then invokes St. Joseph three times, the pupils at each invoca- tion crying reverently " priez pour nous" (pray for us), after which they disperse to their homes. The closing in the after- noon is fixed by the trustees at 3:30, and at that hour catechism and sacred history are taken up, and the children having pet- ,.,^4.-rt .^Mt^^-t'^mAl^ ^%j(00^ntt] fjiti^i nmt.mM'* u$ haps learned the lessons at home, are drilled in those branches of sacred learning." The Mennonites, he says, accomplish the same thing in another way, as follows : — "The religious difficulty, it seems to me, is also evaded, partly under the law and partly outside of its spirit. The law says that religious exercises must be conducted according to the regulations of the Advisory Board, and that the time for them shall be just before the closing hour in the afternoon. Everywhere else th's law is interpreted as meaning that the teachers are restricted to the exercises provided, and that only from five to ten minutes should be occupied with them. But that is not the Mennonite interpretation. The De- partment of Education has adopted a regulation which, in de- claring the length of the school day to be six hours, goes on to say, "unless the trustees by resolution prescribe a shorter period." Under this general resolution the Mennonites get in as much time as they like for religious exercises, without lengthening the school day. They get in religious instruction at other times, too, rather ingeniously. No text-books can be used except those which have been authorized. But, it is argued, that regu- lation applies only to the branches enjoined to be taught, and the Department has authorized no text-books for instruction in German. Until it does so, there is no violation of the law in uking the excellent German translation of the Bible as a text- book for teaching the language, and in so doing " note and com- ment" cannot possibly be avoided. In a word, the Mennonite Public Schools are to all intents and purposes denominational." It is difficult to treat some of the above statements seriously. No doubt " even if the hour should be 9 the teacher can "make it" 8:45 as easily as a captain of a ship can make it e'ght bells, or as the House of Commons can make 5:30 into 6 o'clock when it is desirable to do so." But what about the affidavit ? The flippant way in which the insinuation is made, reflecting as it does most seriously upon the honor of the teachers in the Roman Catholic public sjhools would indicate that Dr. Grant has not considered the gravity of the offence with which he has charged them. The whole thing sounds suspiciously like some old wo- man's tale picked up by Dr. (rrant during his lightning inves ligation of the school question. The same remarks will apply to the statement that the Mennonite teachers reconcile their con- tdtncct to the prescribed oath by using their Bible ai a read «- J ■li-a 114 \J and not ostensibly for religious purposes. If their German Bible is used in such a way that " note and comment" cannot be pos- siblyavoided" and the schools are denominational ui consequence, it is impossible to believe that the " extl-eme Protestantism and Quakerism of the Mennonites" as Dr. Grant calls it, would be a party to a proceeding so flagrant and indefensible. The evasion of the religious difliculty "partly under the law and partly outside of its spirit" would seem, then, to amount to this, that in some F'rcnch and Mennonite public schools religious exercises take place outside of the school hours. This appears to be the full extent of the outrage. This leads a Winnipeg paper to remark :— "We have made inquiry, and we find that neither the commis- sioner who visited the Mennonites, the department of education and its officials, including the inspectors, have ever been parties in French or German schools to any evasion of the law. It would be as unreasonable to deny the use of the school house after hours for religious teaching as it would be to forbid the denomination to which Principal Grant belongs holding services on Sundays in scores and hundreds of public school houses throughout Manitoba." . If necessary it would be an easy task to point out a very great number of mistakes made by Dr. Grant in addition to those already enumerated. For instance, of the Mennonite schools he says :- " The number of public schools increased but slowly. In 1886 they numbered 23. Tiiis was the highest point touched. In 1 89 1 there were only 9, hut the number has since steadily increased till it is 22, with prospects of a continuous increase." This is all wrong. The official figures showing the districts which received grants in the diflerent years is as follows: 1885 • «5 1886 15 1887 16 1888 • «5 1889 , . , » .15 1890 9 1891 .10 1892 •13 •893 «7 1894 19 1895 32* i r i 1 »»5 •Including three new districts. The highest point touched was in 1894 and 1895 and not in 1886. The fact that Principal Grant placed the highest point in 1887, a year before the Greenway Government came into power, would indicate that his informant in this instance sought to score a point against that stdministration. But if, as is generally understood. Dr. Grant only drove through one Mennonite reserve and did not visit the other at all, it cannot he expected that his observa- tions are entitled to much reliance. The same may he said of his remarks on the French public schools. In one of his recent letters he seemed to reahze this. "It is impossible, too," he said "for a private person like myself to make a thorough inves- tigation, even had he the time at his disposal. It Arould need three months instead of the three weeks, which is all that I can spare." And yet in his very first letter, before he had been anything like three weeks in the Province, we found him declar- ing that " unfortunately neither the Provincial nor the Federal Government was possessed of the wisdom required at the different times.'' The whole people of Manitoba who have repeatedly endorsed the action of the present Govern- ment after years of study of every phase of the school question were not "possessed of the w sdom required at the different times," and it only arrived with the advent of Dr. Grant. It is difficult to arrive at the precise theory of the Grant letters. The dissertations on the peculiarities of the Trapp st monks, the social, political and religious life of the Mennonites, the off-hand easygoing disposition of the French half-lireed, and so on, are interesting even if they are not true to life. His estimate of the Icelanders is not so interesting, and is in some important respects, entirely untrue. But the question after all is, what does he advise ? He sees th's himself and answers as follows : — -'Coming now to the main question of this communication, it is quite evi- dent that it would be an impertinence for an outsider to state in detail the changes that should be made in the law or in the administration of the law, in order to remove the grievances that exist ; but it may not be out of place to indicate a method by which the people of Manitoba might arrive at just conclusions on the subject." The reader will like to know where the impertin ence exists, if it was not impertinent on Dr. Grant's part to charge the country with lack of wisdom on the whole question, it I "^1 ^ ^ 4 tt6 would'hardly be an impertinence for him to suggest a remedy. The proper remedy, then, seems to be as follows: — "If, for in- stance, the government asked four or five of the best school in- spectors, including those for the Mennonites, for the French, and for Winnipeg city, to meet half a dozen other wise men, including the President of the Advisory Board, Father Cherrier, Principal King, and a representative of the Winnipeg R. C, schools, such a conference might be trusted to draw up resolutions which, at any rate, would be helpful and which might be accepted by reasonable men off all parties, and so put an end to the present agitation on which the demagogues alone thrive. This is indeed an edifying proposition. The President of the Advisory Board was the practical plaintiff in the case of Logan vs. The City of Winnipeg in which the restoration ofseparate schools was sought. Father Cherrier is, next to Archbishop Langevin, the most influ- ential opponent of the Governmenc on the school question. Then it is further proposed to add "a representative of the Winnipeg R. C. schools." It is proposed that they with Principal King and one or two others should confer with four or five of the best school inspectors and pass resolutions which would settle the school question. In other words the Government is asked to abrogate its functions and take its policy on the school question from a committee nominated in the first instance by Dr. Grant. The proposition is so opposed to all constitutional precedent and 80 ridiculous from every point of view that one is tempted to rank it with vhat Dr. Grant calls the " comical side " of his dis- course which includes the story of "Hall Caine's Gubblum, Tom's rusty throat, and John's big toe, and lang Geordie's broken nose." In conclusion Dr. Grant informs us that in the course of his investigation he took care to put himself " as much as possible in the attitude of Socrates, who professed to know nothing but to be simply an enquirer. I must have succeeded at least to a certain extent in maintaining this attitude, to judge by the remark of a gentleman who, in speaking to a friend of the conversation he had with me, said : " Is it not astonishing hov: little Principal Grant knows of the subject ?." Indeed, it is astonishing, but as Socrates said himself after his search for' the wise man "O Athen- ians, the impression made on me was this : The persons of most repute seemed to me nearly the most deficient of all," 4. "7 CHAPTER XVI. Conclusion — The Remedial Order Folly — What it Means — The "Grievance" is Technical — Duty of the Ottawa Government. In their reply to the remedial order the Manitoba Government urged upon the Dominion (lovernment the advisability of appoint- ing a commission to fullv inquire into all the facts bearing upon the school question bclore any further action should be taken. The words of the reply in this connection were : — " We believe that when the remedial order was made, there was not then available to Your Excellency in council full and accurate infor- mation as to the working of our former '^ mi ot schools. We also believe that there was lacking the means of forming a correct judgment as to the effect upon the province of the changes ind' Gated in the order. "Being impressed with this view, we respectfully submit that it is not yet too late to make a full and deliberate investigation of the whole subject. Should such a course be adopted we shall cheerfully assist in offering the most complete information avail- able. An investigation of such a kind would furnish a rubstantiaj basis of fact upon which conclusions could be formed with a reasonable degree of certainty. " It is urged most strongly that upon so important a matter, in- volving a,") it does, the religious feelings and convictions of differ ent classes of the people of Canada and the educational interests of a pro\ 'nc^ which is expected to become one of the most im- portant in the Dominion, no hasty action should be taken, but that on the contrary !ie greatest care and deliberation should be exercised and a full and thorough investigation made." A more reasonable proposition could not be made. .\s ha.<> been pointed out liy Mr. I.aurier the (juestion at issue is largely a question of fact, and the facts camiot be arrived at without a full investigation by a properly appointed commission. The Globe long ago took this pos tion, and its lead has been followed by many of the best journals in (lanada. Dr. Grant takes a similar view, and it is impossible to conceive how it can be dis sented from by anyoni- who is willing to regard so great a (}uestion reasonably and dispassionately. .1 #■' it8 The Remedial Order Folly. The folly of the course which has been actually pursued must be most obvious. The remedial order commands the immediate restoration to the Roman Catholics of : — (a.) " The right to build, maintain, equip, manage, conduct, and support Roman Catholic schools in the manner provided for by the said statutes which were repealed by the two Acts of 1890 aforesaid. (b.) The fight to share proportionately in any grant made out of the public funds for the purposes of education. (c.) The right of exemption of such Roman Catholics as con- tribute to Roman Catholic schools froni all payment or con- tribution to the support of any other schools." Nothing could be wider. It is a summary order to Mani- tobans to restore the old system of education with all its wretched features. There is no reservation of any kind what- ever. If it is carried, there will be nothing to prevent the Arch- bishop from filling the schools with teachers chosen without ex- amination from the ranks of the priests and sisters ; nothing to prevent the installation again of priests as inspectors of the schools; no bar to the reintroduction of crucifixes and flam- boyant pictures of the Pope keeping the door of Heaven and Luther taking the path to hell ; no curb to check them from teaching their children, our future Roman Catholic citizens, that their Protestant fellow citizens are doomed to damnation ; no improvement on the miserable travesty upon education which was carried on under the Roman Catholic section ; no guarantee that the state will be relieved from a dead load of illiteracy with its concomitant amount of crime ; no stop to the system of establishing schools in populous districts to obtain the largest possible legislative grants, and of neglecting entirely the districts where population is sparse and the grant limited ; no hind- rance to the scheme of employing the public money to support a large immber of priests and .sisters of charity as teachers and mspectors, and of placing both the power to tax and the distri- bution of public moneys under the control of the Archbishop ; nothing to save this great and progressive Province destined to become one of the most important of the l)ominit)n, from the blighting effects of all the bad features of the old separate school I ! 119 system. And we have been imperatively commanded to put on these cast off garments in the interests of a class who have no moral nor constitutional right to what th<_y claim, by a Govern- ment which, under the decision of the Privy Council, possessed full discretion to refuse the passage of a remedial order of any kind. Nkkd Of A Commission. Before the final step is taken, and this crime against Provincial automny has gone its full length, Manitol)a has asked that an in- vestigation be made, and has promised her cordial assistance in furnishing all the information desired. The answer of the Do- minion Government press is that no investigation will be held, but that at a session of parliament to take place next January meas- ures will be passed to compel this fair province to submit again to an educational system which would disgrace any intelligent people. It is because th's commission seems likely to be refused that an effort has been made in these pages to discover a few of the bad features of the old system which this Province is called upon to restore. Much more evidence of equal importance could be furnished if a commission were appointed. There are those who will continue to assert that nothing is gained by ex- posing all the defects of the old system, because, like anything else, it is open to improvement. To all such weak nonsense the remedial order is a complete answer. It directs th^ restor >tion of the old state of things with no guarantee of imp ovcuent. We can assume nothing more than that if such a thing is done, wret( hed teaching, resulting illiteracy, and all the other bad features of the old separate s .hools will flourish as before. It is most important too, that the evils of the old system should be comprehended because like the statistics of all foreign countries they show that any compromise by which the priests are en- aliled to control the education of Roman Catholics cannot but, as in Ottawa recently, lead to bad results. It is not too late, however, for the Government at Ottawa to retrace its steps i)y recalling the remedial order and providing for an investigation of facts by a competent commission. The most that could be said against such a course is that it would cause some delay. Put what is tiie disadvantage of a slight de- lay, or any delay, as against tht evils whii h must tlow from a a hasty settlement of one of the most important (jucstiotis which I i I20 ( ( ever presented itself to Canadian statesmen for solution ? No intelligent Canadian could honestly object to a postponement of the matter pending investigation. The good sense of the Do- minion would support such a course with general acclaim. Un- less the Dominion Government has determined to coerce Mani- toba at the dictation of Quebec, for the sole purpose of con- trolling the Roman Catholic vote, it must retrace its steps and appoint a commission. The ministers at Ottawa will find that they are living in a fools' castle if they imagine that a remedial order based upon ignorance of the very facts with which it deals can ever be made effectual by any known method of legislation. The Roman Catholic people are indulging in a vain hope if they imagine that permanent benefit will come to them from abusing the power which they possess by forcing the Dominion ministers to deal precipitately with Manitoba on this question. The "Grievance" is Technical. But, we are told, it has been held that the Roman Catholics have a " grievance," and a grievance must be promptly remedied The sentiment is adm'rable, but let it be remembered that there are such things as technical grievances as well as those which are moral. The Roman Catholics have no moral right to separate schools, and therefore no moral grievance. They have no con- stitutional or legal right, and therefore no constitutionul or legal grievance. Whatever grievance they experience is technical in its nature. An illustration will make this clear, and will show the difference between a technical and a moral grievance. If It had been provided by the school acts of 1871 that a Roman Catholic should in no case pay more than half the school tax to be paid by a Protestant under the same circumstances, a repeal of such a provision by the acts of 1890 would have furnished the Roman Catholic minority with a "grievance." It would be a technit al grievance, however. It would not be a moral griev- ance, but, if anything, immoral. This word " grievance " in connection with the s. hool (luestion is clearly a misnomer. It implies the idea that a wrong has been done while all that we really know is that a changed condition has taken place. If the acts of 1890 had been passed in 1871, establishing a national system of schools, there would have been nothing of which the Roman X'athdlic minority could complain. This was admitted 121 by Mr. Blake, counsel for the Roman Catholics before the Judicial Committee of the Privy Council in the last appeal. The following passage is taken from page 107 of the argument : — Lord MacNaghten— " If an act, similar to the act of 1 890, had been passed in 1871, you would have had no privileges at all." Mr. Blake— '• Granted, my lord." Clearly then, there is no moral or natural grievance to remedy. The whole contention comes to this, that because Manitoba was good enou^^h to grant special privileges to the Roman Catholics she is not to be allowed to take them away. The Province was under no obligation to grant privileges of any kind, but it would nevertheless be a monstrously immoral thing for her to put an end to an arrangement which she made of her own accord and on her own responsibility ! Conclusion. The position in which the members of the Ottawa Government are placed is simple enough. As has been so often pointed out, they are free agents, untrammelled by the decision of the Judicial Committee. They are sitting not as judges, but as politicians — or as statesmen if that word is preferable- -and can pass or re- fuse to pass a remedial order just as they see fit. On the one side the Roinn Catholics say that they are entitled to separate schools because by passing an act in 1871 Manitoba fell into a trap which had been laid for her by the Manitoba Act, and can never change the system then created, without causing a " griev- ance " to the Roman Catholic minority. On the other hand nearly the whole people of the Province without distinction of creed, or politics assert that a greater and more real grievance- would be thrust upon them by restoring the separate s< hnol system. From one side Mr. Ewart points out that " almost every step in the constitutional history of Canada has been accompanied by assurances given to Roman C'atholics," and instances the capitulations of Quebec and Montreal (1759 and i 760) The Treaty of Paris, (1763), The Quebec Act, (1774), The Constitutional Act, ( I 791 ), The Union Act, (1840), The Confcucratioii Act, (1867) and the Manitolja Act. Hy the other side this is admit- ted, and it is charged that the hierarchy took advantage of every distressing crisis in our history to exact further concessions for .3 'i V ■ -i ■ I ,-3 a ''^..'it^ . I I 133 their church as the price of Quebec's assistance. They assert that too many concessions to Quebec have nearly ended in creating a foreign nation on the banks of the St. Lawrence, and that it is time to call a halt, and remember that there are other people possessing rights in Canada besides the priests and those in their charge. The question is one which calls for a great deal of serious consideration and a full investigation of many and various facts of great importance. It must be raised above the level of political demands and party pressure and considered with all the care that is possible to sober and enlightened states- manship. If this is done, the remedial order will never Le en- forced, and whether an investigation is directed or not, anyone having the slightest confidence in Canadian institutions must feel convinced that Manitoba will never be compelled to tear down her national school system to replace it with the discarded and discredited arrangement which was obliterated by the Acts of 1 890. i ■■, 1 '■ ■ Jf f APPENDIX A. (See l*age lo.) PROGRAMME OF STUDIES FOR CATHOLIC SCHOOLS. FIRST DIVISION. Prayers and the first two lessons of 1. Religious Instruction Butlers Catechism. 2. Useful Knowledge : Questions on senses and time. 3. Becomingness : Cleanliness, goud countenance, due regard to parents and masters. 4. Vocal Music : Easy Songs. 5. Spelling : On the chart, hook and l)y heart. 6. Reading : On Chart and in Primer. 7. Writing : Letters and figures on slates. 8. Calculation : Oral and written numeration. Arabic no- tation I to 1000, Mental addition and subtraction i to 20. SECOND DIVISION. 1. Religious Instruction ; Catechism, Apostles Creed. 2. Useful Knowledge : Questions on Buildings, Furniture, Ciarments and Colours. 3. Becomingness: Reverence in the House of Cod, (lood demeanor. Benevolence and Politeness towards companions and strangers. Good nature towards animals. • • . 4. Vocal Music : Songs and Hymns. 5. Spelling and Defining: Words of the I'irst Book. 6. Reading : First Book. 7. Writing : Sentences on slates and boards. 8. Calculation : Roman figures I to C, numeration complete Table of Multiplication to 6, easy mental oNcrciscs on the first four rules. 9. Histo/y : History of Old Testament to the vocation of Abraham. THIRD DIVISION. 1. Religious Instruction : Catechism -The Sacraments. 2. Useful .Knowledge ; Questions on canlinal poiiits of compass, currency and measure in use. 3. Becomingness : Respect to the old age and to the digni- taries. How to designate persons and things. How to behave in society and on the streets. 4. Vocal Music : Chiir.h C!hants. 4 it I 1 \ ■ F ] } ' 1 5. Spelling and Defining: Words of the Second Book. - 6. Reading : Second Book. 7. Writing : On paper and on Copy Book, No's, i and 2. 8. Calculation : Talkie of Multiplication, Decimal fractions. The four simple rules with mental exercises. 9. History : Old Testament from the vocation of Abraham. 10. Grammar ; From the beginning to verbs, with correspond- ing exercises. 11. Composition: Letters to parents. 12. Geography: (Geographical definitions. \ k >.i •m.. FOURTH DIVISION. Is 1. Religious Instruction. Catechism from the Command- ments to the end of the catechism. 2. Useful Knowledge : Questions on water, cloud dew, rain, hail, and snow. 3. Kecomingness: Habits of order, politeness at table and manner of saluting. 4. Vocal Music : Plain Chant, 5. Spelling and Defining : Words of the Third Book, 6. Reading : Third Book and Latin. 7. Writing : On paper and Copy Books No's. 3 and 4. 8. Calculation : Fractions and compound rules. 9. History : Old Testament from the establishment of the monarchy and the New Testament. 10. Grammar : To the Participles with corresponding exercises. 11. Com{)osition : Narration on easy and usual subjects. Letters to friends. 12. Geography : America, especially the Dominion of Canada. FIFTH DIVISION. 1. Religious Instruction : The whole Catechism reviewed. 2. Useful Knowledge : Questions on the Earth, the Sun, the Moon, the Stars, the VVind, Lightning and Thunder. 3. Becomingness : Politeness in private and usual conversa- tion and how to answer. 4. Vocal Music : Hymns and Psalms. 5. Spelling and Defining : The words of the Fourth Book. 6. Reading : The Fourth Book, Latin and manuscripts. 7. Writing : On paper and Copy Book's No's. 5 and 6. 8. Calculation : Invoices, Bills and Accounts and review of the four simple and compound rules of decimal and other fractions. 9. History : History of Canada from the discovery to the Treaty of Paris. 10. Grammar : Syntax and punctuation, with corresponding exercises. 1 1 . Composition : Narration on a given sketch and letters to benefactors. 12. Geography: Europe. 13. Drawing: Outlines of maps on slate. SIXTH DIVISION. 1. Religious Instruction : First portion of Catechism of Per- severence. 2. Useful Knowledge : Elements of Physic and Geometry. 3. Becomingness : In writing and correspondence. 4. Vocal Music: Anthems. 5. Spelling and Defining: The words of the Fifth Book and their synomymes. 6. Reading : Fifth Book, Latin and reading instruction and amusing in Manuscript 7. Writing : On paper and the rest of the copy books. 8. Calculation : Ratio and proportion, percentage, interest, rules of commerce and book keeping, single entry. 9. History : History of Canada from the Treaty of Paris. 10. Grammar: Syntax with corresponding exercises. 11. Composition: On given subjects, analysis of discourses. 12. Geography: Asia, Africa and Oceania. 13. Drawing: Outlines of maps on paper. 14. Agriculture : Products. ' . ' onversa- • SEVENTH DIVISION. 1. Religious Instruction : Catechism of Perseverance con- tinued. 2. Useful Knowledge : Elements of Botany and Chemistry, and notions of animal kingdom. 3. Becomingness : Order of precedence, forms of address to persons of rank. 4. Vocal Music : Various Singing. 5. Spelling and Defining: The terms of versification. 6. Reading : Instruction and answering, poetry and elocution. 7. Writing: Exercises on commercial forms. t •i ! 8. Calculation : Arithmetic, Algebra and Book-keeping, double entry. 9. History : History of England and France. 10. Grammar; Logical Analysis. 11. Composition : On subject selected by the pupil aiid busi- ness letters. 12. Geography: Notions on Geology and especially of the Canadian Provinces. 13. Drawing: Geometrical figures. 14. Agriculture: The soil and its preparation. \ i I 4'i ''' . i'" \. it APPENDIX B. (p 14) Full Sets ok Examination Packks sict i-.v thi. Catholic and Protkstant Sections. Roman The folloA'ing are two full sets of examination papers for ran- didates for first class teachers' certificates. The first is the paper set by the Roman Catholic section in August, 1 881, and the second is that set by the Protestant seition in August, 1882. The questions contained in the paper of the Roman Catholic sec- tion were the same in 1880, with the exception of grammar, and many of them were used over again in 1882. A comparison of the two sets of papers will show the high standard required by the Protebtant section of the Board of Education, even in 1882, and the fir>.ical nature of the first class teachers' examinations as condu::ted by the Roman Catholic section : — (a.) Roman Catholic Section. FIRST CLASS. USEFUL KNOWLEDCE. How are hail and snow formed ? How do plants nourish themselves ? What are the two substances which enter into the composition of water ? ARITHMETIC. What is the difference between the true discount and bank discount of $2,000 for 6 months at 3%? Simplify ; 1 5 W6-4 7/12^ I + 2_2. " ^ -7 5/13 ■ 2 AI.C'rEHRA. Ciive the rule of signs in Algebraic Multiplication. Find the value of x in the following equation : X x+ >^x+ >^x+ - =42. 6 HOOK KKKPINC.. A merchant sold for $1,200; he received the half in casii s^lfe a%. I t and a note for the rest at 3 months : how will he enter this trans- action in his books, keeping them by double entry ? DRAWINCi. How do you erect a perpendicular in the middle of a line and at the end ? AGRICULTURE. Explain the practical drainage. How do you cultivate turnips ? CATECHISM. What feasts have their solemnity transferred to Sunday, in this diocese ? How is L jnt kept according to the last Indulgence ? becomin(;ness. t What are the titles of Civil and Ecclesiastical Dignitaries ? How should we conduct ourselves in a visit to Bishops or Governors ? EDUCATION. What arc the principal means a teacher should employ to have command over his pupils ? In what cases must corporal punishment be resorted to ? HISTORY. What were the principal causes of the troubles of 1837 in Canada ? When did the union of Upper and Lower Canada take place, and in what did it consist ? Relate the conquest of England by William of Normandy. GEOGRAPHY. What are the products peculiar to each of *he Provinces of Canada ? What are the principal, mines of Canada ? GRAMMAR. Of what number are the nouns and verbs with which the dis- tributive |)ronouns agree ? What is the relation of each, every either ? When is an ellipsis not allowable ? When aie means and amends to b« treated as singular ? When as plural ? What is |)ut,rtnatn)n ? What arc the chief points used in •writing ? and what is the use of the semi colon? dis- lilar ? 1(1 in Of what does Analysis treat ? Distinguish lietwcen a phrase and a clause. Analyse the following sentence : "Surely thou who readest so much in the Rihle, can'st U-W nie what ht-camc of Elijah." Of what does Prosody treat ? What is accent, emphasis and pause ? How many kinds of verse ? What are feet and how many kinds ? Scan the following : " I.et saints IjlIow with swccl aoc-oid, Unite with tliosc aJMive, In solemn lays, tu prai>e their King, And sing his dy'ng love.'" COMPOSITION. What are the advantages of Education ? (k.) Protkstant Section. first class. EUCUI). 1. .^ny two sides of a triangle aro greater than the third side. The difference between any two sides of a triangle is less than the third side. 2. The opposite sides and angles of a i^irallelogram are e ^ual to one another and the diagonal bisects it ; that is divides it into two eipial parts. Define a rhon;'.)us, an obloi.g, a scalene triangle. Til. diagonals of a parallelogram bise.t each other. What changes can be made in tlu- shape and dimensions of a parallelogram without altering the area thereof? 3. To describe a parallelogram e(|tial to a given triangle, and having an angle ecjual to a g.veti angle. 4. If a straight line be divided into two eijual parts, and also into two tiiicciual parts, the rectangle contained, by the uneijual parts, together with the stpiare on the line between the points of section is ecjual to the s(iuare on half the line. Construct a rectangle e(|ual to the diffentuc !)etv'een two given S(|uares. 5. To divide a given straight line into two parts, so that the rectangle contained by the whole and one of the parts may l)e equal to the stjuare on the other part. If one side of a triangle be bi.set ted. the sinn ofthe sipiares on the other two sides is double of the S(|iiare on half the side bi sected and of the S(iu.ire ol tlu- line drawn Iroin the ^»oint of bi- section to the opposte angle of the triangle. 1: &"■ t'^.- ^;,^ i'-^ !';■ 6. If any two points he taken in the circumference of a circle, the straight line which joins them shall fall within the circle. How would you answer the assertion that this proposition is self-evident ? Through one of the points of intersection of two equal circles draw the longest double chord. 7. The angles in the same segment of a circle are equal to one another. About the triangle A B C describe a circle, from the points I) and C let fall perpendiculars on the opposite sides of the triangle meeting the circumference in E and F respectively, prove that the arc A I^ is equal to the arc A F. S. To describe a circle about a given e([uilateral and equi- n uIp- '^.exagon. )oes Kuclid's definition of proportional cjuantities include in- t imiensurable (juantities ? I )enne and explain. 9. If a straight line be drawn parallel to the base of a triangle to cut tiie sides or the sides proclurcd, it will cut them propor- tionally ; and conversely. Is this converse universally true ? 10. Similar triangles are to one another in the duplicate ratio of their homologous sides. Bisect a triangle by a line drawn parallel to one of its sides. Af.C'.EBRA. t. Investigate a rule for liiuling the (1. C. M. of two alge- braical ex|)ressions, ex{)Iaining when and why a factor can be uilroduLed or suppressed. ,.•,., ,. ,. »r i-\ a.ixa2X2xx4 hmd the d. C . M. of • ^ ^ \ a4-t-a3x -ax3 X4. 2. ImmcI the sum and product of the roots of the equation — \j + [)\ + (\ ^---- o. When will the rool.s be real and different, real and equal, or im|)ossible ? l'"i)nn the equation wlvvse r > )ts arc 1> I M and!' I M I'M I'M ]. A triangular jjiece of ground contains iio square feet and two of the sides arc ill and ^5 feet respectively. Fuid the remaining side. II -. prove - *' -^- b (I t I) d f 1),^ f (1.^ I'lnil the square root of jj-l- i^l f* 5. Find the Harmonical mean between two quantities. The sum of three numbers in Harmonical Progression is 33 and their continued product is 972. Find the numbers. 6. Prove that the Arithmetical, Geometrical and Harmonical Means between a and b are in order of magnitude, the arith- metical mean being the greatest. Shew that • . P±LPLf.P ={pq-p+, p — 2 2 •i)-r(pture ? 5. \> hich is the chief lyrical age of our Literature? Name some of onr chief lyrsts. 6. Describe and mention an instance ot eni li of the follow- ing : — Ballad, Metrical Romance, Sonnet, Ode. I'.pic, Mono- graph. '^'*^p ^ 1 1. m if-. r I' if < 7. Name some of the novelists and historians of the 18th century with their chief works. 8. Compare Gray and Pope as poets. THYSIOLOGY. 1. Describe the bones of the human arm. 2. G'we an account of blood corpuscles. 3. How is the blood propelled through the body and describe the mechanism of the organ which accomplishes this end ? 4. Describe the lungs of a mammal and shew their use in the system. 5. What are the chief varieties of food-stuffs? 6. Explain the use in the human organism of the gastric juice, of saliva ; of bile and pancrer.tic juice. 7. Explain shortly the process of digestion. '8. To what extent are animals warm, and how do you account for it ? CHEMISTRY. 1. Name the four elements spoken of by the ancients, and show to what extent they were elements. 2. Shew the distinction between chemical and mechanical union 3. i>cscribe the physical qualities of the elements of common salt, and give the combining equivalents and specific gravities of these elements. 4. Give tlie manufacture and uses of sulphuric acid. 5. What is an alkali? What is the color of the flame of pot- ash and soda respectively ? 6. Give the i)hysical (jualities of phosphorous, and describe and explain the phenomenon of burning phosphorus in the limited quantity of air. 7. What are the sources of supply, mode of manufacture, physical (inalitics, and uses of Iodine ? 8. Name the leading ores of copper and its chief combinations. How would you detect copper in a mixture ? STATICS. 1. Define the terms Statics, Volume, Density, Moment. 2. ^Vhat elements of a force are necessary to ascertain its- effects ? 3. Find the resultant of two forces of V. lbs. each, acting on a hotly so as to make an angle of 120^. What angle will the resultant make with each of the forces ? W' Min Its- g on a ill the 4. A force of 8 lbs acts on a body. The resultant is 10 1!)S. The angle made by the given force and the resultant is 30 ° . — What is the other force and what angle does it make with the given force ? HYDROSTATICS. 1. State the two laws upon which the mathematical theory of Hydrostatics depends. 2. Describe Nicholson's Hydrometer and method of use. 3. How is a Barometer made ? Explain its principle. 4. Why is the human body not en 'd by the pressure of the atmosphere ? PHYSICS. 1. Distinguish Molecule from Atom. 2. Name che states of aggregation of matter. 3. What is meant by Conservation of Energy. 4. What is a Spectrum ? Why does a Prism divide a ray of light ? 5. How may positive and negative Electricity be easily de- veloped and distinguished ? 6. What is meant by Electrical Induction ? BOTANY. 1 . Distinguish the stem from the root of a plant. 2. Describe a cotyledon, and show how the vegetable king- dom is divided on the basis of (Cotyledons. 3. What is meant by the " veining " of leaves, and explain the leading kinds of venation. 4. Explain the following terms applied to the shapes of leaves: Spathulate, sagittnte, obovate, acicular and cuneate. 5. Describe the different parts of a stamen. 6. What are epiphytes and parasites, and give examples ? 7. Give examples of plants that are sensitive to the touch. 8. Enumerate the varieties of underground ste. is. g. How are fruits divided. COMPOSITION. 1. Define the fnllowini?, giving where you can, illustrative quo- tations or .statements : I'^pigram, antithesis, irony, redundancy, tautology, paraphrase. 2. Point out any defects in construction or style that you may observe in the following, and re write theui, wlien necessary, in corrcctcii form : • :, . •! ' i: I (&) " Particularly as to the affairs of this world, integrity hath many advantages over all the fine and artificial ways of dis- simulation and deceit ; it is much the plainer and easier, much the safer and more secure way of dealing with the world ; it has less of troul)le and difficulty, of entanglement and prosperity, of danger and hazard in it." (b) '■ We came to our journey's end, at last, vith no small difficulty, after much fatigue, through deep roads and bad weather." 3. Write an article, suitable for a newspaper or magazine on any one of the following : — "The Egyptian Question." "The Commercial Relations of the Old and New Worlds." «' Immigration to the North-West." HISTORY. 1. Give an account of the origin of the Greek race. Dercribe briefly the manners, customs and Government of Greece in the Heroic Age. 2. Explain the nature of the Peloponnesian war. Mention the chief men who figured in it. Describe the circumstances under which Greece became a Roman Province, giving the date. 3. When was the city of Rome built ? Describe the grievances of the Plebeians in Rome and their efforts to gain their rights. 4. (live a full account of any two of the following battles : Heraclea, Trebea, Cannae, Actium. Name the principal Roman Prose writers. 5. Sketch the i:hief events in British History up to the time of the English Conquest. 6. Give some account of Dunstan and his administration. Write brief notes on Haeda's life. 7. Name the sovereigns of the Tudor Period, giving their dates. Mention the various authors who flourished under the Tudors and their chief works. G'.ve an account of the Star Chamber. 8. Dc^scribe the character of Oliver Cromwell. Discuss his foreign policy and his rule at home. 9. Describe the character and administration of Sir Robert Walpole. When did he live ? 10. What events led to the Crimean War .^ Give a brief account of the principle battles fought and the persons who figured in them. 11. Name the principal discov rers and explorers who appear in eariy Canadian History. Giv a full account of two of them. I'j. When was the " Union of the Canadas" effected? Give th'j terms of union. ,i k integrity ys of dis- tr, much i ; it has perity, of vith no and bad azine on Worlds." DeFcribe ce in the ;ntion the es under te. rievances rights. battles : 1 Roman time of Istration. lir dates. 'I'udors Limljcr. lass his JRoberl brief Is who i ippear I them. Give BOOK-KEEPING. Single Entry. 1. What are the two principal Books used in single entry called ? 2. Describe their uses. 3. What are the two chief auxiliary l;ooks called ? 4. Describe their uses. 5. From what book do you post to the ledger and what ad- vantages are derived from posting ? 6. In what book must be recorded every transaction that you wish to bring into the ledger ? . DouiiLE Enthv. 7. What is double entry ? 8. Wh'irein does it differ from single entry ? g. What test of the ledger is taken when the posting is com- pleted ? Describe it, 10. Explain what the Dr. side of profit and loss account shows when the books have been closed, and what the Cr. 11, Explain what the Dr. and what the Cr. of balance account shows after the books have been balanced. 12, Journalise the following ; 13. I commenced business with the following effects : Cash on hand 500 00 Mdse. per Inventory 2,000 00 Sundry notes which I hold against other parties 500 00 J. B. Bennett owes me on acct 1 00 00 — 3)ioo 00 I owe as follows : On notes in favor of other parties 400 co H. King on acct 50 00 — 450 00 14, Bo't of Young & Co. goods amt'g as per invoice to 1,000 00 Gave in part payment my order on Webb iS: Co. for 200 00 H. H. Smith's note in my favor for. . . . 300 00 My note at 60 days for l)alance, with in- terest included 500 00 15. Sold Hooper iv: Co. 500 sacks Hour at $3.00 1,500 00 Rec'd in payment my note favor of Young & Co., due in 30 days 5I0 00 ,'^^'' ■M. ii rl Casv for balance, including discount, on my note not yet due 995 co The disct. on my note being 16. Accepted A. Grant's draft on me in favor of T. Black at 30 days. . . 17. Remitted Turner & Co. a draft which 1 had purchased for cash, — face of draft Premium paid 5 00 200 00 500 00 2 00 rii M. l §1: I 5 oo !00 OO 500 00 2 00 APPENDIX C. (Page 44) The Religious Exercises in the Public Schools. «• Until further notice, the Religious Exercises in the Public Schools shall be : — (a.) The reading, without note or comment, of the following selections from the Authorized English Version of the Bible or the Douay Version of the Bible, (b.) The use of the following forms of prayer. ' SCRIPTURE READINGS. Part I.— Historicai.. 1. The Creation Gen. i, i— 19 2. The Creation — continued ... Gen. i, 20 — 31 3. The ?"all of Man ( Jen. iii, 4. The Deluge Gen. viii, —22 5. The Covenant with Noah Gen. ix, i — ; 7 6. The Trial of Abraham Gen. xxii, i — 18 7. Isaac blesses Jacob Gen. xxvii, i — 29 8. Esau's Blessing .Gen. xxvii, 30—45 9. Jacob's Vision Gen. xxviii, 10 — 22 10. Jacob's Return to Bethel (i«n. xxxv, i —15 11. Joseph and his Brethren Gen. xxxvii, i — 22 12. Joseph Sold into Egypt Gtn. xxxvii, 23—36 13. Pharaoh's Dreams Gen. xli. 1 — 24 14. Joseph's interpretations Gen. xli. 25-43 15. Jacob's Sons' Visit Gen. xiii, 1—20 16. Jacolt's Sons' Return from Egypt (Jen. xlii, 21—38 17. The Second Visit to Egypt Gen. xliii, 1—14 18. Joseph and his Brethren (Jen. xliii, 15 — 34 19. Joseph and his Brethren — continued Gen. xliv, i 13 20. Joseph and his Brethren — continued (Jen. xliv, 14 — 34 21. Joseph discovers Hii'\self to his Brethren Gen. xlv, 22. Jacob and his Houseiiold go into Egypt (Jen. xlvi, i — 6, 28-34 23. Jacob's interview with Pharaoh (Jen. xlvii, i — 12 24. Death of Jacol) (Jen. xlviii, i— 21 25. Burial of Jacob ( Jen. 1, i -26 26. Moses at the Burning Bush Exod. iii, i 20 27. Grievous Oppres.-,! n of the Hebrews Exod. •., 28. The Passover P!xod. xii, t -20 29. The Israelites Escape througli the Red .Sea Kxod. xiv, 10-31 30. The Song of Deliverance Kxod. xv, 1—22 31. Giving of Manna Exod. xvi, 2—35 % M. 32. The Water from the Rock Exod. xvii, 33. The Ten Commanflments Exod. xx, i — 17 34. The Covenant with Isrenl Kxod. xxiv, 35. The Tabernacle Exod. xl, 17—36 36. Spica sent into Canaan Num. xiii, 17 — 33 37. The People rebel at the Report of the Spies Num. xiv, i — 30 38. The Song of Mo.ses Deut. xxxii, I — 14 39. The Death of Moses Deut. xxxiv, 40. Joshua Succeeds Moses Josh, i, I —17 41. The Covenant with Joshua Josh, xxiv, i — 28 42. The Call of Samuel I Samuel iii, 43. The Israelites desire a Kintr Saml viii, i — 20 44. Samuel anoints Saul Saml. ix, 21 — 27, xi, i — 1 1 45. Samuel anoints David Saml. xvi, 46. David and Goliath Saml. xvii, i — 27 47. David overcomes Goliath Saml. .xvii, 28 — 54 48. David and Jonathan Saml. xviii, i — 16 49. David instructed as to the building of the Temple . .1 Chron. xvii, 1 — 17 50. David's Advice to Solomon I Chron. xxviii, i — 20 51. David's Preparation for building the Temple I Chron. xxix,'i — 19 52. Solomon's Wise Choice I Kings iii, i — 15 53. Preparations for building the Temple I Kings v, <^4. Solomon's Prayer at the Dedication ot the Temple .... II Chron. vi, i — 21 55. Solomon's Prayer — continued II Chron. vi, 22 — 42 56. Elijah I Kings xvii, 57. Elijah and the Prophets of Baal I Kings xviii, i — 21 58. Discomfiture of the Prophets of Baal. .1 Kings xviii, 22 — 46 59. Elijah in the Wilderness I Kings xix, i — 13 60. Elijah and Elisha II Kings ii, i — 15 6r. Naaman the Leper II Kings v, i — 19 62. The Fall of Israel II Kings xvii 6 — 24 63. Public Worship of God Restored .... II Chron. xxix, 20 — 36 64. Deliverance under Hezekiah .II Kings xix, r — 19 65. Deliverance under Hezekiah-continued.II Kings xix, 20 — 36 66. Rejoicing of the Israelites at the Restoration of Divine Worship II Chron. xxx, 67. Jerusalem taken by Nebuchadnezzar. .II Chron. xxxvi, 5 — 21 68. The Golden Image Dan. iii, i — 18 69. The Fiery Furnace Dan. iii, 19 — 30 70. Daniel in the Lions' Den Dan. vi, 71. The Temple Rebuilt Ezra i, i — 6 and iii, \ 17 -30 11.— LIST OF RIGHTS. ^ Adopted Feb. 3rd. 1869, by the convention chosen by the people of Red River Settlement after the meeting with Hon. Donald A. Smith. (See Begg's Creation of Manitoba p. 255.) 1. That in view of the present exceptional position of the Northwest, duties upon goods imported into the country shall continue as at present (except in the case of spirituous liquors) for three years, and for such further time as may elapse, until there be uninterrupted railroad communication between Red River settlement and St. Paul, and also steam communication between Red River settlement and Lake Superior. 2. As long as this country remains a territory in the Dominion of Canada, there shall be no direct taxation, except such as may be imposed by the local legislature, for municipal or other local purposes. 3. That during the time this country shall remain in the posi- tion of a ' rritory, in the Dominion of Canada, all military, civil, and other public expenses, in connection with the general gov- ernment of the country, or that have hitherto been borne by the public funds of the settlement, beyond the receipt of the above mentioned duties, shall be met by the Dominion of Canada. 4. That while the burden of public expense in this territory is borne by Canada, the country be governed by a Lieutenant- Governor from Canada, and a Legislature, three members of whom being heads of departments of the Government, shall he nominated by the Governor General of Canada. 5. That after the expiration of this exceptional period, the country shall be governed, as regards its local affiiirs, as the Provinces of Ontario and Quebec arc luw governed, by a Legis- lature by the people, and a Ministry responsible to it, under a Lieutenant-Governor, appointed by the Governor-General of Canada. 6. That there shall be no interference liy tlie Domitrc-n Par- liament in the local affairs of this terr.tory, other than is allowed in the provinces, and that this territory shall have and enjoy in all respects, the same privileges, advant.i..cs and aids in mceling the public expenses of this territory as the provinces have and enjoy. 7. That, while the Northwest remains a territory, the Legisla- ture have a right to pass all laws loral to the territory, over the veto of the Lieutenant (lovernor by a two third vote. 8. A homestead and preemption law. ' . (i f h I 9. That while the Northwest remains a territory, the sum of $25,000 a year be appropriated for schools, roads and bridges. 10. That all public buildings be at the expense of the Domin- ion treasury. 11. That there shall be guranteed uninterrupted steam com- munication to Lake Superior, within five years ; and also the es- tablishment, by rail, of a connection with the American railway as soon as it reaches the international line. 12. That the military force required in this country be com- posed of natives of the country during four years. [Lost by a vote of 16 yeas to 23 nays, and consequently struck out of the list.] 13. That the English and French languages be common in the r,egislature and Courts, and that all public documents and acts of the Legislature be published in both languages. 14. That the Judge of the Supreme Court speak the '^rench pnd English languages. 15. That treaties be concluded between the Dominion and the sever?' Indian tribes of the country as soon as possible. 1 6. That, until the population of the country entitles us to more, we have three representatives in the Canadian Parliament, one in the Senate, and two in the Legislative Assembly. 17. That all the properties, rights and privileges as hitherto enjoyed by us be respected, and that the recognition and arrangement o[ local customs, usages and privileges be made under the control of the Local Legislature. 18. That the Local Legislature of this territory have full con- trol of all the lands inside a circumference having upper Fort (larry as a centre, and that the radius of this circumference be the number of miles that the American I'ne is distant from Fort (iarry. 19. That every man in the country (except uncivilized and un- .settlcd Indians) wlio has attained the age of 21 years, and every Mritish subject, a stranger to this conntry who has resided three years in this country and is a householder, shall have a right to vote at the election of a member to scive in the Legislature of the country, and in the Dominion Parliament ; and every foreign subject, other th;ui a Hritish subje* t, who has resided the same length of time m the country, and is a householder, shall have the same right to vote on condition of his taking the oath of allegiance, it being understood that this article lie subject to amendment exclusively by the Local Legislature. 20. That the Northwest territory shall never beheld liable for any portion ol the X3oo,ooo paid to the Hudson's Hay Company Ind un- every three tght to lure of joreigii same have lath of ct to [le for lipany or for any portion of the pul)lic debt of Canada, as it stands at the time of our entering the confederation ; and if, thereafter, we be called upon to assume our share of public debt, we con- sent only, on condition that we first be allowed the amount for which we shall be held liable. III.— LIST OF THE TERMS And conditions which accompanied the commission to Rev. Father Ritchot, J. Black, Esq., Alfred Scott, Esq., given by the Provisional Government. 1. See Begg's "Creation of Manitoba" published 1871, P. 325- 2. This is verbatim the official copy found in the papers of Thomas Bunn, secretary of Riel's government. 3. In the same " Bunn papers " is a cojiy in l-'rench, which differs only in dropping the name " Province of Assiniboia " and substituting " the province." 4. In the same " Bunn papers " is a verbatim copy of this French copy, printed by the Provisional government, and signed " Maison du gouvernement," March .i^rd, 1870, the very day Messrs. Ritchot and ScQtt started for Ottawa. 1. That the territories heretofore known as Riipcrt's I.uid and Northwest, shall not enter into the confederation of the Dominion, except as a province, to be styled anil known as the Province of Assiniboia, and with all the rights ami privileges common to the different provinces of the Dominion. 2. That we have two representatives in the Senate and four in the House of Commons of C'anada, until such time as an in- crease of population entitles the province to a greater represen- tation. 3. That the Province of .Assiniboia shall not be held liable at any time for any portion of the ])ul)lic debt of the Dominion contracted before the date the said province shall have entered the confederation, unless the said province shall havi- first received from th»' Domimon the full aniouiil for whuh the said province is to be held liable. 4. That the sum of eighty thousand doll.irs Ik- paid .iniHially by the Dominion Ciovernment to the Local Legislature of the Province. 5. That all properties, rights anil privileges enjoyed by the people of this provim e up to the date of our enteruig into the confederation be respected, and that the arrangement and t (mi firmation of all customs, usages and privileges be left exclusively to the Local Legislature. .jm 6. That during the term of five years, the Province of Assini- hoia shall not be subjected to any direct taxation, except such as may be imposed by the Local Legislature for municipal or local purposes, , 7. That a sum of money equal to eighty cents per head of the population of this province be paid annually by the Canadinn Government to the Local Legislature of the said province, until such time as the said population shall have increased to six hundred thousand. 8. That the Local Legislature shall have the right to deter- mine the (jualifications of members to represent this province in the Parliament of Canada, and in the Local Legislature. 9. That in this Province, with the exception of uncivilized and unsettled Inaians, every male native citizen who has attained the age of twenty-one years; and every foreigner, being a loritish subject who has attained the same, and has resided three years in the Province, and is a hoaseiiolder ; and every foreigner, other than a British subject, who has resided here during the same period, being a householder and having taken the cath of allegi- ance, shall be entitled to vote at the election of members for the Local r^cgislature and for Canadian Parliament. It being under- stood that this article be subject to amendment exclusively by the Local Legislature. 10. That the bargain of the Hudson's Hay Company in the respect to the transfer of the government of this country co the Dominion t)f C^anada be annulled so far as it interferes nith the rights of the peo|)le of Assiniboia, and so far as it would affect our future relations with Canada. 11. That the Local Legislature of the Province of Assiniboia shall have full control over all the public lands of the Province, and the right to annul all arts or arrangemn, and for such further time as may elapse until then' be uninter- rupted railroad conununication between W n)ni|)cg and St, Paul, and also steam communication between Winnipeg and Lake Superior. « lake III the ^mk' IV.— KIEL'S FICTITIOUS BILL OF RIGHTS. First published by Archbishop Tache in the Daily Free Press of December 27th, 1889. I. That the territory of the Northwest enter into the Con- federation of the Dominion of Canada as a province, with all the privileges common with all the different provinces in the Dominion. * That this province be governed : 1. By a I, ieutenant Governor, appointed by the Governor- General of Canada. 2. By a Senate. 3. By a Legislature chosen by the people with a responsible mmistry. 2nd. That, until such time as the increase of the population in this country entitle us to a greater number, we have two representatives in the Senate and four in the Commons of Canada. 3. That in entering the Confederation the Province of the Northwest be completely free from the public debt of Canada ; and if called upon lo assume a part of the said del)t of Canada, that it be only after having received from Canada the sam^; amount for which the said Province of the Northwest should be held responsible. 4. That ihe annual sum of $80,000 be allotted by the Do- minion of Canada to the Legislature of the Province of the Northwest. 5. That all properties, rights and privileges enjoyed by us up to this day be respected, and that the rctognition and settlement of customs, usages and privileges be left exclusively to the de- cision of the Local Legislature. 6. 'I'hat this country be submitted to no direct taxation except such as may be imposed by the Local I legislature for municipal or other local purposes. 7. 'I'hat the schools be sei)aratc, and that the public money for schools be; distribiilod among the (lifferent religious denomin- ations in proportion to their rcsi)ei:tive populations, according to the system of the Province of Quebec. 8. That the determination of the (jualifications of members for the parliament of the province or for the parliament of ("^nada lie left to the Local Legislature. I). That in this provitu c. with the exception of the Indians, who arc neither civilized nor settled, every man having attained 1)0- the )Mcy min- the age ot 2 1 years, and every foreigner being a Hritish subject, after having resided three years in this country, and being possessed of a house, be entitled to vote at the elections for the members of the Local Legislature and of the Canadian Parlia- ment, and that every foreigner other than a British subject, having resided here during the same neriod, and being proprietor of a house, be likewise entitled to vote on condition of taking the oath of allegiance. It is understood that this article is sul)ject to amendment, by the Local Legislature exclusively. 10. That the bargain of the Hudson Bay Company with respect to the transfer of government of this country to tht- Dominion of Canada, never have in any case an effect preju- dicial to the rights of Northwest. 11. That ttie Local Legislature of this Province have full control over all the lands of the Northwest. 12. That a commission of engineers appointed by Canada explore the various districts of the Noahwebv, and lay before the Local Legislature within the space of five yea.'s a report of thu mineral wealth of the country. 13. That treaties be concluded between Canada and the different Indian tribes of the Northwest, at the recjuest and with the co-operation of the Local [legislature. 14. That an uninterrupted steam communication from Lake Superior to tort (larry be guaranteed to be completed within the space of five years, as well as the construction of a railroai connecting the American railway as soon as the latter reaches the international boundary. 15. That all public buildings and constructions be at the cost of the Canadian Ivxchcquer. 16. That both the English and French languages be common in the Legislature and in the ( Courts ; and that all public docu ments as well as the acts of the Leizislature be published in both languages. 17. That the Lieutenant (lovernor to be appointed for the province of the Northwest be familiar with both the English and Trench languages. 18. 'I'hat the judge of the Supreme Court speak the Lnglish and French languages. " M 19. That all debts contracted by the Provisional government of the territory of the Northwest, now called Assiniboia, in con- sequence of the illegal and inconsiderate measures adopted by Canadian officials to bring about a civil war in our midst, be paid out of the Dominion treasury, and that none of the Provisional government, or any of those acting under them, be in any way held liable or responsible with regard to the movement or any of the actions which led to the present negotiations. Note.— Archbishop Tache explains in a letter, in the Free Press, Jan. 15th, 1890, that the sheet on which clause 20 was written had been lo.st sight of. — G. B. The above appendix is taken bodily from transaction 38 of the Historical and Scientific Society of Manitoba, entitled " Two Provisional Governments in Manitoba," by Rev. Professor Bryce, L.r.,.1)., read before the society Jan. 9th, 1890. \ 1- vt; |i ment con- id by paid ional ' way ny of Free 3 was if the Two iryce, 1. 2. 3- 4- 6. 7- 8. 9- lO. II. 12. 13- 14. IS- 16. 17- f 18. f 19. 1 '■ 20. 21. 22. 23- 24. 25- 26. 27. 28. 30- 31- 32 33- 34 35' 36 Part 2.— The Gospels. Christ the Word John i, i — 18 The Birth of Christ Announced I.uke ii, 8 20 The Visit of the Magi Matth ii, i — 12 The Song of Simeon I uke ii, 25—40 Jesus in the Temple Luke ii, 41—52 The Baptism of Jesus Christ Matth. iil, 1 — 17 'I'he Temptation of om Lord ' Luke i •, i — 15 Testimony of John the Baptist John i, 19 — 34 The First Disciples John i, 35-51 Jesus at Nazareth Luke iv, 16-32 At Capernaum Matth. iv, 13-25 Sermon on the Mount Matth. v, i — 12 Sermon on the Mount — continued... Matth. v, 13-20, 33 — 37 Sermon on the Mount — continued Matlh. v, 38—48 Sermon on the Mount— continued Matth. vi, i — 18 Sermon on the Mount — continued Matth. vi, 19 — 34 Sermon on the Mount - continued Matth. vii, • — 14 Sermon on the Mount — continued Matth. vii, 15 — 29 The Miraculous Draught of Fishes. Luke v, i — 15 The HeaHng of the Paralytic Luke v, 16—26 The Twelve Apostles sent forth . Motth. ix, 36 — 38, x, 1- 11 The Centurion's Servant — The Widow's Son Luke vii, i — 17 The Declaration Concerning John Matth. \i, 2 — 19 The Feast in Simeon's House Luke vii, 36 — 50 Privileges and Responsibility Matth. ix, 20-31 The Sabbath Luke vi, 1 — 11 Parable of ^he Sower Mark iv, i — 20 Parable of the Tares, etc Matth. xiii, 24 — 35 Parable of the Tares explained, with 'other Parables. . . . Matt!., xiii. 36 52 Children brought to Jesus -Conditions of Discipleship Mark x, 13—30 Tribute to Ctvsar — The Widow's Offering Matth. xxii, 15 22, Mark xii, 41 44 ('hrist Confessed Matili. xvi, 13 — 28 Christ Feeding I'lve Thousand .Mark vi, 30 -41 Christ Walking on the Sea Matth. mv, 22 — 33 The Transfiguration .Matil". x\ii, i 13 The Creal Sujiper Luke xiv, 7 — 24 37. The Lost Sheep and Lost Piece of Silver Luke XV, I — 10 38. The Two Sons Luke xv, 1 1 — 32 39. The Pharisee and the Publican Luke xviii, 9 — 17 40. Blind Bartimeus— Zaccheus the Publican Luke xviii, 35 — 43, xix, i — 10 41. The Good Samaritan Luke x, 25 — 37 42. The Good Shepherd John x, i — 18 43. Christ one with the Father John x, 22 — 42 44. Humility John xiii, r — 1 7 45. The Death of Lazarus John xi, 30—48 46. The Triumphal Entry into Jerusalem. .Mark xi, i — 11 Matth. xxi, 9 — 16 47. Parable of the Ten Virgins Matth. xxv. 1 — 13 48. Parable of the Talents Matth. xxv, 14 — 30 49. The Judgment Matth. xxv, 31 — 46 50. Christ Comforts the Disciples John xiv, i — 14 51. The Holy Spirit Promised John xiv, 15 — 31 52. Christ the True Vine John xv, 1 — 17 53. Last Saying,s of Jesus John xvi, t — 15, 26 — 33 54. The Prayer of Christ John xvii, i — 26 55. The. Box of Precious Ointment Matth. xxvi, i — 13 56. The l^ast Supper Matth. xxvi, 1 7 — 29 57. The Agony in the Garden — Betrayal of Jesus Matth. xxvi, 30 — 56 58. Christ before Caiai)has and Peter's Denial Matth. xxvi, 57 — 75 59. Christ before Pilate Matth. xxvii, i — 25 60. The Crucifixion Matth. xxvii, 26 — 43 61. 'I'he Crucifixion -continued Luke xxiii, 39 56 62. The Resurrection Mark xvi, i — 7, John xx, 3—18 63. The Journey to Emmaus ... Luke xxiv, 13-35 64. Jesus appears to His Disry, over the veto of the Executive, by a two- third vote. 3. No act of the Dominion Parliament (local to this Territory) to be binding on the people until sanctioned by their represen- tatives. 4. All sheriffs, magistrates, constables, etc., etc., to be elected by the peopi?: — a free homestead pre-emption law. 5. A portion of the pub''c lands to be appropriated to the benefit of schools, the building of roads, bridges and parish buildmgs, 6. A guarantee to connect Winnipeg by rail with the nearest line of railroad — the land grant for such road or roads to be subject to the Legislature of the Territory. 7. For four years the public expenses of the Territory, civil, military and municipal, to be paid out of the Dominion Treasury. 8. The military to be composed of the people now existing in the Territory. 9. The French and English language to be common in the Legislature and Council, and all public documents and acts of Legislature to be published in both languages. 10. That the Judge of the Superior Court speak French and English. 11. Treaties to be concluded and ratified between the Gov- ernment ap.d several tribes of Indians of thi'. Territory, calculat- ed to insure peace in the future. r2. That all privileges, customs and usages existing at the time of the trancfor be respected. 13. That these rights be guaranteed by Mr. McDougall before he bc^ admitted into this Territory. 14. If he have not the power himself to grant them, he must gLt an aci of Parliament passed expressly securing us these rights ;. and until such act be obtained, he must stay outside the 'I'crritory 15. That we have a full and fair representation in the Domin- ion Parliament. I St, 1869. i local to the lird vote. lis Territory) ir represen- to be elected iated to the ; and parish h the nearest roads to be jrritory, civil, ion Treasury. »w existing in •mmon in the :s and acts of c French and reen the Gov- tory, calculat- ng at the time :)ougaU before hem, he must s these rights -, ! outside the in the Domin-