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Les cartes, pla.uhes, tableaux, etc., peuvent dtre filmfo A des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul clich6. il est film6 i partir de Tangle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images nicessaire. Les diagrammes suivants illustrent la mdthode. n 32 X 1 2 3 1 2 3 4 5 6 £:& i ONTARIO EDUCATION REPORT, T^Y)R 1870. WITH AN KXI'OSITION OF Tllf: I'KOVI.SIONS OF TIIK SCHOOL LAAV IMPROVEMENT ACT OF 1871, n.U-STKATKI. I!Y KXAMPLES OK UKCKNT SCHOOL I.K.-ISLATION IN V Col'NTiUKS OK ARiors EUROPE A.NT> AMERICA, FOH 1870 Coionto PRINTED HY HUNTER, 1H71. ROSE .t COMPANY ONTAlilO EDUCATION REPORT, FOR 1870. WITH AN EXPCSITION OF THE PROVISIONS OF THE SCHOOL LAV IMPBOVE]\IEi\T ACT OF 1871, aLUSTRATED BY EXAMPLE8 OF UECENT SCHOOL LEGISLATION IN VARIOUS couNTuiEs or ECTKOPE A.ND AMERICA, BEING A REPRINT OF THE FIRST PART OF THE GENERAL REPORT OF THE CHIEF SUPERINTENDENT OF ONTAiao ^^^""^ FOR 1870. ' f' lOo^TTZ^^ (^^ y ^'^-/^-^^y^- r/(^A^*j/ Cotonto : FEINTED BY HUNTER, ROSE A COMPANY, 1871. ^'i Imi n. m. IV. VI. VII. vin IX. XI. XII. XIII XIV. XV. XVI. XVI] XVI] XIX. XX. I] CONTETSTTS : PART I.— GENERAL REPORT. Mas. Introduotory I. Tablb a. — Reoeipto »nd Expenditures of Comin > n Sohool Moaeya S Tablk B.— School population: Pupils attending the Common Schools and in diflForent branches of instraction a Tablb C— Common Sohool Teaahari ; their Raligious Persuasions; Rank, Salaries 4 Tablk D.— Schools; School Houses ; School Visits; Sohool Lectures; Time of keeping the Schools open • Tablb E.— Text books, M»p» and Apparatus used in the Schools. The Bible and Prayers a Table F.— Roman Catholic Separate Schools.... n n. HI. IV. V. VI. VII. vin IX. X. XI. XII. XIII XIV. XV. XVI. Table O.— Grammar Schools; Receipts; Expenditure; Pupils. Tablb H.— Number of Pupib in the various branches ; Miscellaneous. Table I.— Meteorological Stations ; Observations at the Grammar School SUtions 11 10 10 Tablb K — Normal and Model Schools. 16 XVII. XVIIL XIX. XX. SI 21 Tablk L.— Other Educational Institutions U Table M.— The Public Libraries Supplied by the Department and all other Libraries .... 17 Table N.— Maps, Globes and various other Sohool apparatus supplied by the Depwtment 18 Table 0. — Superannuated Teachers on Table P.— Educational Summary for the year 1 869 21 Table Q. —General Statistical Abstract of the progress of Education in Ontario from 1842 to 1869 The Educational Museum Report of the Inspector of Grammar Schools Extracts from Reports of Local Superinteudents of Common Schools 22 Exposition of, and General Remarks on, the School Law Improvement Act, of 1871 : Preliminary observations m Objections to Improve our School System answered 20 Illustrations of Educational progress in other countries 21 The Educational Sjrstem of Prussia oi The New School Law of Austria 22 The French System of Education ^ 23 The Swiss System of Education 24 Schools and School Law of England 26 The New School Law of England g^ ■The Scotch System of Education The Irish System of Education Comparison of the diflFerent European Systems 29 American Systems of Education m Necessity for the recent changes in the School Law of Ontario 39 The various features of the New School Law oi The recent important changes in the School Law of Ontario 31 I. The System of Free Schools m (I). Free Schools in various countries m II. Compulsory Attendance at School ' jm (1). Origin of the Compulsory System in Germany and Scotland— Example .^4 '4 28 !▼ CONTENTS. TAOB. (2). EnRlish advocate* of Compulsory Rilucition — fts nocossity.— Examplea M {^). CoinpuUory K.lncation involve! im impruvumcnt in its quality anil amount 88 (4). Amurican ailvooatui of (^onipuliiory Eilucation — Illustration 89 III. Hij^herstamlaril of Qualiticition for Toachors 40 (I). I'rofosaional Boards of Examinnrs for Taacbers in various 8tatm 40 (2). New .Systum of examination of Teachers in Ontario 41 (3). Objections to this System answered 42 IV. A Fixed Lei^al status for the pmission of Teaehiug 44 (I). Fixing the minimum Salaries of Teachers 46 (2), Experience in Teaching required from Inspcutors and Examiners 48 (3). Duty of Ttachers to provide for the support of those worn-out in the Profession 47 (4). Objections by a certain class of Teachers to contribute to the Fund 48 (5). The Old Teachers keep down the general scale of Remuneration 49 (6). On what principle should the .Superannuated Fund be supported SO (7). Should the Teachers sustain this Fund f 80 (8). Official Regulations in regard to the Superannuation Fund 81 V. Comprehensive Course of .Study for the Public Schools 52 (1). Education directed towards the pursuits and occupations of a People 62 (2). The new subjects of Agriculture, Commercial Instruction, Mechanics' Drawing, Practical Science and Natural History 53 (3). The way in which this Instruction should bo given 64 (4). Necessity for teaching Practical Science in the Schools.— Examples 66 (5). The Study of Natural History in the Schools 86 (6). The Value of Drawing intheSchools 66 (7). Provision for Teaching Vooal Music in our Schools 57 (8). Facilities fur giving a Prajticil Commarcial Education intheSchools 68 VI. Providing adequate School Accommodation 65 (1). Proceedings in Other Countries in regard to School Accommodation 60 VII. Superseding School Section Divisions, and establishing Township Boards of Education. . . 62 (1). Township Boards in various American States 62 VIII. Authorizing the Establishment of Industrial Schools 64 IX. Separate Course of Study for High Schools 64 X. Collegiate Institutes, or Local Colleges 66 (1). The Study of Latin in Collegiate Institutes 66 (2). Opinions in favour of English versus Latin 66 (3). Conclusions and Recommendations of the English Commissionera 67 XL Support equally of the High and Public Schools by Municipal Councila 67 XIL The New Principle of "Payment by Results" 68 XIII. More thorough and systematic Inspection of Schools 69 (1). Examples and Warnings of other Countries 69 (2). Spirit in which Inspection should be performed 71 (3) The great value of Inspection to Public Schools 79 XIV. Miscellaneous Provisiona of the New School Act 7S ConclnsioD 74 I CE FAOI. 38 S8 39 40 40 41 43 44 48 .... 48 47 48 49 80 80 81 82 52 tical 53 84 .... 88 86 86 87 88 .... 86 60 on... 6<2 62 64 64 68 66 66 ... . 67 67 68 69 69 71 ... 79 73 74 H PAUT I. GENERAL EEPOET OF THE CHIEF SUrERINTENDENT OF EDUCATION FOR ONTARIO. 1870. May ANNUAL REPORT or THI U0rmal, Pohl, i^xmrnm mrth €mmn ScIjmIs IN ONTARIO, FOR THE YEAR 1870. PABT I -GENERAL EEFOBT. To Jits Excellency the Honourable William Pearce Howland, C B,, Lieutenant-Governor of the Province of Ontario : May it Please Your Excellency, As required by law, I herewith present my Report on the condition of the Normal Model, Grammar and Common Schools of the Province of Ontario for the year 1870 I am happy to be able to state, that although the increase of the School Fund bv local effort in 1869 was «38,093 («28,622 of which was applied to increase the salaries of teachers)— yet the mcrease of the Fund for 1870 by the same local effort is 8116 938 of which $47 515 (only «29,000 in 1869) have been expended in increasing the salaries of teachers. The increase of pupils in the schools have been 10,088.— The whole number Taffes ^° " 442,518. I wUl now give a summary view from the Statistical I.— Table A.— Receipts and Expenditure of Common School Moneys. Seceipts. 1. TheainountapportionedfromtheLegislativeGrantwa8$179,252— increase«8 109 The amount apportioned for the purchase of maps, apparatus, prize and library books was $14,406— mcreafie, $1,327 (as against a decrease of $650 in 1869) 2. The amount from Municipal School Assessment was $385,284— increase, $12 541 ^anJkS'ta(^T^lo^ ^?''''^' School Assessment was $95I,099-increase, $6o',265; J)nly $35 300 in 1869). The amount of Trustees' Rate Bills for School fees was $44,905- decrease $804, showing the steady decline of rate bills, and increase of Free Schools 4. I ne ^.TTKiiinr from (J'f>'''»v Wj."«»r»"- ' — '-— ___.i .i ,. . _. , , purposes was $369,416-increase, $35,499, (as against a decrease of $914 in 1869) «1 Ji S llwTX 1.*" ^T^n" ^'^°''^ I^"'T^''« ''"^ **»« >'««'• 1870 amounted to fn Aif 41 1 fi q1^ r °^»l!'«n« "f'lol^rs-'ncrea^e over the total receipts of the preced- mg year, $116,938, (as against $38,000 fncreosf in 1869). Expenditures. 1. For salaries of teache\s, $1,222,681— increase, 847,515, ($28,600 in 1869). 2. For maps, globes, prize books and libraries, $33,891 — increase, $4,265, (as against a decrease of $1,500 in 1869). 3. For sites and building of school-houses, $207,500 — increase $16,129, ($5,000 in 1869). ^ 4. For rents and repairs of school-houses, $61,860 — increase $7,851, (as against a decrease of $600 in 1869). 5. For school books, stationery, fuel, and other expenses, $186,127 — increase $11,402 6. Total expenditure for all Common School purposes, $1,712,060 — increase, $87,164 (only $36,000 in 1869). 7. Balances of school moneys not paid at the end of the year when the returns were made, $232,303— increase, $29,774. II.— Table B. — School Population, Pupils Attending Common Schools, . Different Branches of Instruction. The statute requires the returns of school population to include children between the ages 5 and 16 ; but it confers the equal right of attendinu the schools upon all residents in each School Division between the ages of 5 and 21 years. 1. School population (including only children between the ages of 5 and 16 years), 483,966— increase, 13,566. 2. Pupils between the ages of 5 and 16 years attending the schools, 420,488 — in- crea-se, 1 1,304. Number of pupils of other ages attending the schools, 22,030— decrease, 1,216. Total number of pupils attending the .schools, 44"J,518 — increase, 10,088. 3. The number o{ boys attending the schools, 233,381 — increase, 3,696. The number ot girls attending the schools, 209,137 — increase, 6392. 4. The number reported indiffeni pupila, 3,546 — increase, 121. 5. The table is referred to for the reported periods of attendance of pupils, and the number in each of the several subjects taught in the schools. 6. The number reported as not attending any school, is 31,265 — decrease, 3,395. The decrease under this head tlie preceding year was 2,392. The ratio of decrease is gra- tifving ; but I hope it will rapidly advance, and that this ominous and humiliating item will soon disappear altogether through the Christian and patriotic exertions of the people at large, aided by the new amendments in the School Law on the subject of compulsory education. ^^. ,. III.— Table C— Religious Denominations, Certificates, Annual Salaries of Teachers. 1. Number of Teachers, Male and Female. — In the 4,566 schools reported, 5,165 teach- ers have been employed — increase. 111 ; of whom 2,753 are male teachers — decrease, 22 ; and 2.412 are female teachers — increase, 133. 2. Religious Persuasions of Teachers. — Under this head tliere is little variation. The teachers are reported to be of the following persuasions: — Ciiurch of England, 869 — in- crease, 43; Churchof Rome, 592 — increase, 26; Presbyterians (of different classes), 1,589, — increase, IG; Methodists (of different classes), 1,509 — increase, 39; baptists (of dif- ferent classes), -282 — decrease, 25 ; Congregationalists, 76 — increase, 13; Lutherans, 21 — increase, 3 ; Quakers, 14 — decrease, 3 ; Christians and Disciples, 47 — decrease, 1 ; re- ported as Protestants, 117 — increase, 12 ; Unitarians, 4 — decrease, 4 ; other persuasions, 14; not reported, 31 — decrease, 8. N.B. — Of the 592 teachers of the Church of Rome, 356 are employed in the Public Comraon Schools, aiid 236 are teachers of Separate Schools. 3. Teachers' Certificates. — Total number of certificated or licensed teachers reported is 5,061 —increase, 141 ; Normal School Provincial Certificates, 1st class, 319 — increase, 60 ; 2nd class, 349 — increase, 7 ; (no 3rd class Normal School Certificates are given) ; County Board Certificates of the old Standard, 1st class, 1,961 — increase, 142 ; 2nd class, 2,102 — B69). , (as against , (15,000 in 18 against a )ase $11,402 se, $87,164 eturns were !HOOLS, . between the 11 residents 1 16 years), 20,488— in- — decrease, 88. 'he number Is, and the ase, 3,395. ease is gra- iating item ' the people compulsory XARIKS OF ,165 teach- crease, 22 ; tion. The 1, 869— in- ses), 1,589, sts (of dif- srans, 21 — ase, 1 ; re- ersuasions, the Public reported is crease, 60 ; ) ; County 38, 2,102— ;. decrease, 15 ; 3rd class, 330 — decrease, 53 ; not reported as classified, 104 — decrease, 30 ; certificates annulled, 11. 4. Number of schools in which the teacher was changed during the year, 667 — in- crease, 8. 5. Numlver of schools which have more than one teacher, 322 — increase, 18. 6. Jmiual. Salaries of Teachers. — The highest salary paid to a male teacher in a County, $600— th(3 lowest, $100 (!) ; in a Citi/, the higiiest, $1,000— the lowest, $250 ; in a Town, the highest, $1,000— the lowest, $225 ; in an Incorporated Villaye, the highest, $1,000— the lowest, $264. The average salary of male teachers in Counties was $260 — of female teifchers, $187 ; in Cities, of male teachers, $597 — of female teachers, $231 ; in Towns, of male teachers, $482 — of female teachers, $226 ; in incorporated villages, of male teachers, $422 — of female teachers, $190. While the increase in the number of schools reported is 41, and the increase in the number of teachers employed is 111, the increase in the number of pupils is 11,304, and the increase in aggregate sum paid teachers is $17,515 ; there is no increase in the largest salaries paid teachers, except in towns and villages. Amongst the worst enemies to the efficiency and progress of Public School education, are those trustees and parents whose aim is to get what they mis-call a cheap teacher, and who seek to haggle down the teacher's remuneration to as near .starvation pf>int as possible, though, in reality, they are intellectually starving their own children; ; wasting their time by employing an inferior teacher. Business men find it to their interest to employ good clerks, as one good clerk is worth two poor ones ; and in order to obtain and retain good clerks they pay them good salaries. Experience has long shown the soundness of this business rule and practice in the employment of teachers ; yet how many trustees and parents, in school matters, abandon a rule on which not only the meichant, but the sen- sible farmer acts in employing labourers, preferring to give high wages for good labourers, than to give lower wages to poor labourers. IV. — Table D. — School Sections, School-houses and Titles, School Visits, School Lectukes, School Examinations and Recitations, Time of keeping OPEN THE schools. 1. The whole number of School Sections reported, 4,639 — increase, 41, chiefly in new townships. The number of schools reported as kept openis 4,566 — increase, 42, these mostly in new townships. 2. Free Sclwols. — The number of schools supported entirely by rate on property under this.thelast year of the old regime, and which may be attended, as a matter of right, by all residents between the ages of 5 and 21 years without payment of fees, is 4,244 — in- crease, 113, The number of schools partly free — that is, with a rate bill of twenty-five cents or less per month — is 322 — decrease, 71. I may repeat here, that whether the schools are free or not depends upon the local votes of the ratepayers at their annual meet- ings in School Sections, and in the election of I'rustees in cities, towns and incorporated villages ; but a general wish has been expressed that all the Common Schools should be made free by law. I rejoice to be able to state that after twenty years had elapsed since the question of Free Schools was first left as a subject of discussion and voting at the annual school meetings, the voice of the country which had been so fully and so re- peatedly expressed on it, has at length had an utterance in the Legislature, and that, from this present year, (1871), the Public Schools of the Province of Ontario have been declared free to all residents between the ages of 5 and 2 1 years. 3. The number of sclwul-tiouses built during the year in counties was 176, of which 59 were of brick, 24 of stone, 70 frame, and 13 log, in new townships. Only one .school- house in a city iS' reported as having been built during the year ; 1 in towns, and none in incorporated villages. These built have been all of brick. 4. The whole number of school-houses reported is 4,590, of which 870 are brick, 428 done, l,M8 frame, 1,406 %-drcroRse of the last, G3. 5. Titles to School Sites. — Freelwld, 4,150— increase, 72; Leased, 312 — decrease, 34; Rented, 102— increase, 7 ; not reported, 26. 6. Sclml VisiUi.- By Local Superintendents, 10,448— increase, 260 ; by Clergymen, 6,724— increase, 277; by Municipal Councillors, 1,631— increase, 84; by Magistrates, 1,705 6 290-decSfe if" Wi;:i^^n^"K^ Superintendents, 2,764_decrease 16 ; by other persons delivered r/ottrsintSs.n* School Lectures, 3 054-decreaso'73^ TheCZ «ju.V.uhat^ver; Lo d SW ^"t the C. at least one lecti.re on eXSt on n ^!nK ^ v. T c ^'^ ''''*" ,^'^'"*^^^ number of Schoo Sec bn repor"ei ,v^^^^^ ^''''"" '!^^'' ^'' '^^'S^' -"^ th« table shows the count es in which thi< nc„u,f^f i <. i. oDserved. Ihe statistical weather, and the proposed chan'e n tS£ f f ^ has occurred. The state of the instance's, have inlerC w th the disclaL of tht dutv .^.r""*^"^^"^'"^^' >" ««"" the failure in 1,512 School Sec ion. Si, .• p " '• ^"^ '* "=*" '"^'"''^^ly account for is becoming eWry yermore Zer.l nL^ t '^^ • one lecture lyear in each Schoof sSin ^ P"^^'i • ^* T"^*^ ^" ^'"g^'a'-' indeed, if progress, could nit be made IS.S f "'' subject of educational requirement or L?rve hatthenlberrvLrtnS^^^ ^\ ''' ^"^«^«'-. gratifying to to the requirementrof the law "'' ^^ '^' '"'' ^"'^^^ Superintendents was equal aiS^O ;rdTortll tS EW ^-S' "s^^-^'i- tT^^Ses ofp^I^yS the State of NerSanTMassZ^f J^ the average time of keeping them open in tionment of he School TunSthoo^^^^^ chiefly from our making the Lppor- according to the average attendance and the tST? w' "''''^'''^ 'l P°P»Jation, but according to the workine in such schools ^''^'"^ "P'" '""'^ schools-that is was T^OoSLS^^fr-tstS^^^^ "T?f, •?' ^"^^^'^ «^'^-l Examination, the School Law and Slatiins of ?87n . I ^^.^ ''^f^'^f system inaugurated by of their schools. They seek occa'-ionr/o J^l^fK^I h '"'' f"^^"*^ ,^0.' Public examinations nations, together witrtesto7e*div ,ThVt"""l«s o progress caused by such exam! minations will doubtless uiTderZnLlT'^ J'' School education ; and such exa- I r ; by Tru»- ;hool Visits, jpy to state 3t in Public it is to ele- ei-sonal pre- iucate their ler persons, he lectures 'Ut the lat/i g the year, e ; and the There are, )f the law, statistical ate of the y, in some iccount for IS subjects indeed, if irement or tifying to was equal ools open, is nearly insylvania m open in ;he appor- ition, but s — that is minations than two ! quarterly of pupils, Sections, irated by ihold the he law is ainations tidustry ; ttendant h exarot 5s on the iChers, as iuch exa- nmand a »e pupils nd I am eart, im- n for all )f school )s in the ive such t%> exercises, as well as school examinations, can be made, the more rapid and successful will school progress become. 11. Sclwol Prizes and Merit Cards. — The number of schools in which prizes are re- ported as having been distributed to reward and encourage meritorious pupils, is 1,345 — decrease, 12 — though there has been an increase in the aggregate amount of prize books applied for and sent out to the schools. In every instance, as far as I san learn, where the distribution of prizes has not proved both satisfactory and beneficial, the failure may be traced to the want of inteUigence or fairness, or both, in the awarding of them. In some cases it may be ascribed to the same causes which caused the violation of the law in not holding public examinations of schools — the want of competence and industry in teachers — their not attending to and recording the individual conduct and progress of each pupil, and, therefore, the absence of data essential to an impartial and intelligent judgment as to the merits of pupils. In other cases, there has been a desire to givt; something to every pupil without reference to either conduct or progress, in order that none may complain, thus defeating the very object of prizes, and rejecting the principle on which tlie true sys- tem of prizes is established, and on which the Divine Government itself is based, namely, rewarding every one according to his works. I may here repeat again what I have already remarked on this subject, that the hackneyed objection as to the distribution of prizes ex- citing feelings of dissatisfaction, envy and hatred in the minds of those who do not obtain them, is an objection against all competition, and is therefore contrary to every-day prac- tice in all the relations of life. If the distribution of prizes is decided fairly according to merit there can be no just ground for dissatisfaction ; and facilities are now provided and their employment prescribed, with a view to determine the merit of punctuality, of good conduct, of diligence, oi proficiency on the part of each pupil during each terra of the year — a four-fold motive to exertion and emulation in every thing that constitutes a good pupil and a good school. But the indifferent and flagging teacher does not wish such a pressure to be brought to bear upon his every-day teaching and attention to everything essential to an efficient school ; nor does he desire the test of a periodical examination of his pupils by an examining committee to be applied to his teaching and management of the school. The objection that the distribution of prizes to deserving pupils excites the envy and hatred of the undeserving, is a convenient pretext to protect and permit incompetence and indifierence on the part of the teacher. But the existence of such alleged dissatisfaction is no reason for refusing rewards to punctuality, to good conduct, to diligence, to proficiency on the part of pupils. There is often gi-eat dissatisfaction on the part of unsuccessful candidates and their friends in the results of Municipal and Parliamentary elections, and the distribution of prizes by Agri- cultural and Horticultural Associations ; but this is no argument against the value of free and elective institutions ; nor does it prevent the people generally from honouring with their suft'rages those on whose merits they place most value, even though they may some- times err in their judgment. Nor do the managers of Agricultural and Horticultural Societies withhold prizes from the most successful cultivators of grains and vegetables, and fruits and flowers, because of dissatisfaction among the envious of the less diligent and less skilful farmers and gardeners. It is the very order of Providence, and a maxim of Revelation, that the hand of the diligent maketh rich, while idleness tendeth to poverty ; that to him that hath (that is, improves what he hath) shall be given, and the neglecter shall be sent empty away. Providence does not reverse its order of administration, because some persons are discon- tented and envious at the success of the faithful diligence and skill of others. Nor does Providence appeal alone to the transcendental motives of duty, gratitude, immortality, but presents also the motives of the life that now is, as well as of that which is to come. I prefer the order of Providence, and the principles on which our civil institutions and all our associations for public and social improvements are conducted, to the dead- level notions of stationary teachers, and the envious murraurings of negligent pupils and their misguided friends. An explanation of this feature of our school system will be iU' best justification, and evince its great importance. I therefore present it again as foFows : — A comprehensive catalogue of carefully-selected and beautii'ul prize books has beoa 8 prepared and furnished hy the Department to Trustees and Municipalities applying for them ; and, besides furnishing the books at cost price, the Department adds one hundred per cent, to wliatever amounts may be provided by Trustees and Municipal Councils to procure these prize bool^s for the encouragement of children in their schools. A series of merit cards, with appropriate illustrations and mottoes, has been prepared by the Depart- ment, and IS supplied to Trustees and Teaclieis at a very small charge-half the cost— and these merit cards are to be awarded daily, or more generally weekly, to pupils merit- ing them. One class of cards is ht pimduality ; another for good covduct ; a third for dUi- gence ; a fourth for perfect mitationn. There are goneially three or four prizes under each of these heads ; and the pupil or pupils who get the largest number of merit cards under each head, will, at the end of tiie quarter or half year, be entitled to the prize books awarded. Thus an influence is exerted upon < very part of a pupil's conduct, and durinjr every diiy of Ins school career. If ho cannot am as fast as another pupil, he can be as punctml, as dihyeut, and maintain as good amdud ; and to acquire distinction, and an en- tertaining and beautiful book, tor pundualit!/, diligence, good amduct, or pcrfed recitations or exercises, mu.st be a just ground of satisfaction, not only to the pupil, but also to his or her parents and frieiids. There are two peculiarities of this system of merit cards worthy of special notice. The one is, that it does not rest upon the comparative success of single examinations at the end of the term, or half year or year, but on the daily conduct and diligence of each pupil during the whole period, and that irrespective of what may be done or not done by any other pupil. The ill-feeling by rivalship at a single examination is avoided, and each pupil is judged and rewarded according to his merits, as exhibited in his every day school life. The second peculiarity is, that the standard of merit is founded on the Holy Scriptures, as the mottoes on each card are all taken from the sacred volume and the illustrations on each card consist of a portrait of a character illustrative of the principle of the motto, and as worthy of imitation. The prize book system, and especially in connection with that of merit cards, has a most salutary influence upon the school dis- ciplme, upon both teachers and pupils, besides diff-using a large amount of eutertainine and useful reading. ° V.- -Table K— Prayers, Reading of the Scriptures in Schools, Text Books, Maps Apparatus. ' 1. Prayers and Reading of the Scriptures.~Oi the 4,566 schools reported, the daily exfircises were opened and closed with prayers in 3,246 of them— increase, 119 : and the Bible was read in 3,097— increase, 95. No child can be compelled to be present at religious Btruction, reading or exercise, against the wish of his parents or guardians, expressed in writing. The religious instruction, reading and exercises, are, like religion itself, a voluntary matter with trustees, teachers, parents and guardians. The Council of Public Instruction provides facilities, even forms of prayer, and makes recommendations on the subject, but does not assume authority to enforce or comp«/ compliance with those provisions and recom- mendations. In some instances the reading and prayers are according to the Roman Catholic Church ; but, generally, those exercises are Protestant. The fact that in 3,246 schools, out of 4,566, religious exercises of some kind are voluntarily practised, indicates the preva.ent religious principles and feelings of the people ; although the absence of such religious exercises in a school does not, by any means, indicate the absence of religious principles or feelings in the neighbourhbod of such school. There are many religious persons who think the day school, like the farm fields, the place of secular work, the religious exercises of the workers being performed, in the one case as in the other, in the household, and not in the field of labour. But as Christian principles and morals are the foundation of all that is most noble in man, and the great fulcrum- and lev(r of public freedom and prosperity in a country, it is gratifying to see general and avowed recognition of them ill the public schools. 2. Text Books.— Jr. a pr-ovious annual report I explained fully the steps which had been t^en and the measures adopted, not only to secure a uniform series of text books for the schools, but a uniform series of excellent Canadian text books, and the complete success of those measures. Table E shows that those text books are now all but universally used i and also the number of schools in which each of the text books on the various subjects of instruction is used. 3. Majm, Globes, and other Apparatus. — The maps and globes, and most of the other apparatus used in the schools, are now manufactured in Caiiampared witli that at the Public Schools in tli ^" "^^"'^^ Oomp'osition. in Greek Grammar 579-incrmt^V6 Vw'tf '' f ' '^ "'^I'fr^^' 468-decrease, 30 Lucian 17a^,.„1L . o!"^';^^'';.^*^ ' ?" Written Exercises, 413— increase, 1 ; Reading H, increase 464 Tntnl ir> p^./vJo'i-o""'- ''"""""""'""***'' ""• ■"''«' «n ^^otiftrff, 3,525— e.lSncrLe S inSe hf.^Wr ^""^^^^ in the higher rules of Arithmetic, books III anf IV 8^5 increll 6«^ of Algebra, 2,201-i„crease, 353 ; in Euclid 150 : in Mensuration an,l Wr^ ' f.k '"• trigonometry or Logarithms, 651-increa3e increase 41 Tn M«i ^"'^^f : •"& 717~increase, 288 ; in Ancient Geo^anhy 1 409- Sc eSe' lli in xt""" .%^-^''''^% 6,631-increase. 951. Total in £ff 5 981- ncrease' 267 ■ Z c1 Sn m"'T'i l;275--increase, 205 ; in Physical Scienf , l.'gJL creair62L'Writin" 6. QQ *"'•'' ^■'^^^-^^'T^'^^f. 50 J i" Civil Government, 1 44-in- tionTl,636i!^inTr" e°9?' ?n nJrr'oio^^- ^" ^^^^-keeping and Commercial Transal 133 ; i^ GymSks 43 ' iSl fi?^^"^^^'"' ?7' '" ^"'^^^ ^^"«'«' 490-decrease, in which the eS used~60 Tr^ V" « ^k '*f •^^""; 434-decrease, 404; School^ 88^-sameT. IsTq « 1 'i j"^'**^' ?' ^'^^'^"'^ '» ^hich there are daily prayers Ss 17n« T'^' * ' °"°"»' »' '^'«"' "I TeaAars empljyed i iS 11 — in- Bal- IX. — Table I. — Meteorological Observations. Of late yeirs tlie practical value of the science of Meteorology lias been recognized by all civilized governments, and systems of simultaneous observations have been widely established, the results of which must tend to elucidate the laws which control the atmos- pheric phenomena. The recent establishment of the storm signal office at Washington, and its extension to this Province, show the great importance of Meteorological observa- tions. Tlie daily weather reports, and the " probabilities" founded on the observations, have been most valuable, instructive and interesting. The system of "drum signals" established on the English coast by the late Admi:a' Fitzroy, though not appreciated at first, have become a necessity, and, under the good Providence ofGod, have been the means of averting great destruction of life and property. The same Admiral, when head of the MeteoroLgical Office in England, thus referred to the importance of returns of temperature, and the especial need o| observations in British America :— " Tables of the mean temperature of the air in the year, and in the different months and seasons of the year, at-above one thousand stations on the globe, have recently been computed by Pro- fessor Dov«^, and published under the auspices of the Royal Academy of Sciences at Berlin. This work, which is a true model of the method in which a great body of Meteorolo^cal facts, collected by different observers and at different times, should be brought together and co-ordinated, has conduced, as is well known, to conclusions of very considerable importance in their bearing on climatology, and on the general laws of the distribution of heat on the surface of the globe." In regard to land stations, Professor Dove's tables have shewn that data are still pressingly required from the British North American Possessions intemiediate between the stations ot the Arctic expedition% and those of the United States; and that the deficiency extends across the whole North American continent in those latitudes, from the AMantic to the Pacific. The Grammar School System secures the continuous residence of a class of men, at different points, who are well qualified by education to perform the work of observation, and the law authorizes the establishment and maintenance of a limited number of stations, selected by the Council of Public Instruction, with the approval of His Excellency the Lieutenant Governor, at which daily observations are taken of barometric pressure, tem- perature of the air, tension of vapour, humidity of the air, direction and velocity of the wind, amount of cloudiness, rain, snow, Auroras, and other meteoric phenomena. The observations are taken at 7 a.m., 1 p.m., and 9 p.m. The instruments used have been subjected to the proper tests. Full abstracts of the daily records are sent to the Education Office monthly, in adflition to a weekly report of certain observations, which is prepared for publication in any local newspaper the observer may select. Abstracts of the results for each month are regularly published in the Journal of Education, and the observers' reports, after strict examination, are arranged and preserved for further inves- tigations. In my report of 1867, the results of most of the observations were presented in the form of synchronous curves, but ar the expense proved an objection, a synopsis is now- given in figures. For the same reason the important notes of the observers are omitted. I have pleasure in adding that the observer i^% npon the whole, dischprging their duties with fidelity, and that through their exertions the materials for ir.vestigating the chmatology of the Province are rapidly accumulating. X. — Table K.— Normal and Model Schools. The recent County exan:inations throughout the Province have demonstrated the great value and usefulness of the Normal School. Every one of its students who were examined has acquitted himself well. The recent appointments of Dr. Carlyle and Mr. Kirkland to Masterships in the Normal School vill contribute still more to its efficiency and value. As the .■^uccps.^or of Dr. Sangster, the Pvev. Dr. Davies, the new Principal, will h§ able effectually to sustain the high reputation which the Institution has acquired throughout the country. The whole system has been of late years brought to a degree of thoroughness and practical efficiency, even in its minutest details,' that I have not wit- nessed in any other establishments of the kind. The standard of admission to the ' i| IS Normal School has been raised much above that of former years and tl,*.r^fnr« fl,« tZ Zbrr'''f '•^"/^'''^•^ '^''''y' '" ^"^'"«) '"^« been made ncr^ailf sJvte^^ ye? /Inr^P r ."' *^"' '"''"'««'«" J""ng t''e present session (August, 1871) have been' S (larger than for some years), and the failures in examination have been 3 mnnh li proportionally than at the commencement of p.evious sess ons TlDward, nf"^^ .f *l, admitted have b, en teachers. The establishm^ent of ht t H rnastersh p ^ th a vie^t'o Table K contains three abstracts, the first of which gives the cross number of anr.U cations the number that had been teachers before enterini the NorS sZd attlZce cation^Jr^'^tl'n^r' *^^"u ^''^ ^-^f ^^^^^^^ *» ^^^^ formal School (out of 6,736 appli- S^theN^rmal School rJn^^ ^ townships. They are not constituted, as are most requisite for tParbin- Th ? ™P' and America, to impart the preliminary education requisite tor teaching. That preparatory education is supposed to have been attiined in of NomaTISolf ' Tbi'!"^ '""^'' '"T"'"'^ *" j"^*^^^ *^^ establishment and operations the h gh appreciation of tiie value of their service., by the country Of conr e n-^^n ..?; tLiouble^h: iS' ''f ^r 1 "^^^ ^^'^ «-- -d «es ; SuVtra "n ng"; rul Th! MnJ^ *«7 i"^/ natural endowments, and often give to them all their ifficLcy The Model Schools (one for boys and the other for giris), formeSy Sted S S 18 pnpils each, will, when the enlargement of the buildings is completed, admit of 100 addi- tional pupils each. The pupils admitted are now required to pay two dollars per month, while the Public Schools of the city are free. These Schools are appendages to the Normal School, and are each under the immediate charge of teachers wlio have been trained in the Normal School, and are overseen and inspected by the Principal and Masters of the Normal School. The teachers-in-training in the Normal School, divided into classes, spend some time each week in tlie Model Schools, where they first observe how a Model School for teaching Public School subjects is organized and managed ; how the pupils are classified, and how the several subjects are taught ; and they at length teach themselves, as assistants, under the observation and instruction of the regularly trained teachers of the school, who also make notes, and report from day to day the attention, aptitude, power of explaining, governing, commanding attention, &c. The Principal of the Normal School includes in his instructions a series of lectures on school government, teaching, &c. ; and Dr. Hodgins, the Deputy Superintendent of Education, (a member of the Bar) delivers a short course of lectures to the Normal School students on the School Law, and their duties and modes of proceeding respecting it. XI. — Table L.— Other Educational Institutions. ' As the Public and High Schools are only a part of our educational agencies, the Private Schools, Academies and Colleges must be considered in order to form a correct idea of the state and progress of education in this Province. Table L contains an abstract of the in- formation collected respecting these institutions. As the information is obtained and given voluntarily, it can only be regarded as an approximation to accuracy, and, of course, very much below the real facts. According to the information obtained, there are 16 Col- leges (several of them possessing eminent powers), with 1,930 students; 284 Academics and Private Schools — increase 5 — with 6,562 pupils — increase, 170; which were kept open 11 months, and employed 373 teachers — increase, 21. Total students and pupils, 8,492— increase, 470. XII. — Table M.— Free Pttblic Libraries. 1. This Table contains three statements ; first, of the Municipalities which have been supplied with libraries or additions during the year, and the value and number of volumes to each ; second, the Counties to which libraries have been supplied during the past and former years, and the value and number of volumes, and also of other public libraries ; third, tlie number and subjects of volumes which have been furnished, as libraries and prize books, to tho several counties each year since the commencement, in 1853, of this branch of the school system. 2. (Statement .Vo. 1.^ The amount expended in establishing and increasing the li- braries is $3,395 — decrease,$l,260 — of which one-half has been provided from local sources. The number of volumes supplied is 5,024 — decrease, 1,404, which is more than made up by the increase of 60.000 in the number of books or prizes sent out. 3. (Statement No. 2.) The value of Public Free Libraries furnished to the end of 1870 was 1135,525 — increase, $3,395. The number of Libraries, exclusive of subdivisions, 1,146 — increase '39. The number of volumes in these libraries was 239,062 — increase, 5,024. Sunday Sclwol Libraries reported, 2,433 — increase, 160. The number of volumes in these libraries was 345,855 — increase, 10,870. Other Public Libraries reported, 389 — increase, 4. The number of volumes in these libraries was 174,441 — increase, 404. I'he total number of Public Libraries in Ontario is 3,968 — increase, 203. The total of the number of volumes in these libraries is 759,358 — increase during the year, 16,298 volumes. 4. (Statement Ko. 3.^ This important statement contains t imber and classif . ^- tion of public libraries and prize books which have been sent out from the Depository of lue Department from 1853 to 1870 inclusive. The total number of volumes for Fublic Free Libraries sent out, 242,672. The classification of these books is as follows : — History, 14 any one work on hand, so as to prevent the accumulation of stock ami fonKl.T'^^ teal and other U,mm, m .heets, 5,880. NamVr of vlTi K ,?j"/,'c°/?,?- was*jad,043, one-half ot which has been provided from local smifpp/flv>r« u- u (5 America and Cavmhr, 3,593; oi Orent Bnlwm and /il/S Ss • «f 4" / ^ "^ f*^'* 2,548 ; of Classi udScrivtural yl/««, 9 fits ^ ^'«'««'S ^,686 ; of Single Hemispheres, J*„ „/ i . ,i ocnpmai Maps, J,b2b omr maps and c/mrls 5 444 • nlnh^<, i qao sets of apparatus, 411; single articles of schoo apparatus uiw mfuttJlZa' i ' smsm sheets, 154,212; volumes of Prize Books 503 449 ii^st<»-ical aiid other Les- Thi ^'«?f P?^'' "'^ following explanation of this branch of the Department — fra pr an pri th< mi an( an( ca« fai wo poi 80 ap] the no pat pul f 0f( Ta 1851 18511 ISSIJ 1854 1855 1856 1857 1851; 185E 186C 1861 1862 186a 1864 1865 186C 1867 186« 186S 187C 15 ■' frames, geometrical powers, Ac, *c. All this has been done by employing cnmpetitiva private Bkill and enterprise. The Depaitnient lias furnished the maxiufacturers with copies and models, purchasing certain quantities of the articles when manufactured, at stipulated prices, then permitting and encouraging' them to manufacture and liispose of thfse articles theniselves to any private parties desinnjg them, as the Department supplies them only to municipal and school authorities. In this way new domestic manufactures are introduced, and mechanical and artistical skill and enterprise are encouraged, and many aids to school and domestic instruction, heretofore unknown amongst us, or oidy attainable in particular cases with difficulty, and at great expense, are now easily and cheaply accessible to private families, as well as to municipal f""\ school authorities all over the country. It is also worthy of remark, that this important branch of the Education Department is self-sup- porting. All the expenses of it are reckoned in the cost of the articles and books procured, so that it iloes not cost either the public revenue or school fund a penny beyond what is apportioned to the Municipalities and School Sections providing a like sum or sums for the purchase of books, maps, globes, and various articles of school apparatus. I know of no other instance, in either the United States or in Europe, of a branch of a Public De- partment of this kind conferring so great a benefit upon the public, and without adding to public expenie. ° The following Tables will also be found of much interest in connection with this part of our School System. Table Shewing the Value of Articles sent out from the Education Depository During the Years 1851 to 1870, Inclusive. YEAR. 1861 1862 1863 1854 1855 1866 1857 1868 1859 1860 1861 1862 1863 1864 1865 1866, 1867 1868 1869 1870 Articles on which the 100 per cent, has been apportioned from the Legislative Urant, Public School Library Books. Dollars. 51,376 9,947 7,205 16,200 3,982 6,806 6,289 4,084 3,273 4,022 1,931 2,400 4,375 3,404 4,420 4,655 3,396 Maps, Apparatus and Prize Books. Dollars. 4,655 9,320 18,118 11,810 ll,9ft5 16,832 16,251 16,194 15,887 17,260 20,224 27,114 28,270 25,923 24,475 28,810 Articles sold at Cata- logue prices without any aiiportionment from tne Legiulativu Grant. Dollars. 1,414 2,981 4,233 5,514 4,389 5,726 6,452 6,972 6,679 5,416 4,894 4,844 3,461 4,454 3,818 4,172 7,419 4,793 t»,678 6,175 Total value of Li- brary, Prize and School Bo(jks, Map* and Apparatus despatched. DoUars. 1.414 2,981 4,233 66,890 18,991 22,251 40,770 22.764 24,389 27,537 2.9,229 24,311 23,370 23,646 26,442 46,661 39,093 35,136 34,808 38,381 16 Book /iMix>BTs inio Ontario and QcKt o. The following Statistical TaMit ka» been compiled from the Trade and Navigation Rnturns" for the years specified, shu\tf h*^ ffi" grotjis value of books (not ma(p«i or school apparatu!)) imported into Oatario aiut i.juuUa • YEAR. Value uf Bonkii en- tered at Ports in the Province of (juebeo. Value of UookR en- Total value of Booki tered at PortR in the|imix)rted into the two Province of Ontario. Province*. Proportion imported for the Education Department uf On- tario. 1830 (101,880 120,700 141.176 168,700 171,452 194.:«« 208,6;J6 224,400 171,255 139,057 156.604 185,612 183,987 '*l,652 '3,;«)8 i ^9,^.m 222,559 «»,837 •224,582 278,914 220,371 •141,700 171.732 159,268 254,280 307,808 3.18,792 427,992 309,172 191,942 184,304 2.52,504 344,621 249 '2M •243,680 292,432 300,444 412,980 479,260 63.3,148 6.36,628 6;«,572 ;W3,197 32;<,361 408,108 6;lO,233 4:U221 8.Si 1,288 22 764 1861 1862 l8^•^ 1864 44,060 25,624 10,208 16,028 10.692 1&56 1886 1867 1868 1869 5,800 8.84« l^ 4.08S 4,668 9,623 I860 1861 1862 1863 276,673 461,;{25 127 233 220 541 iof 1864 1864-6 200.304 247,749 273,616 •254,048 373,758 :«i,i7i 389,690 470„308 607,452 478,6,30 6,52.672 671,642 1886-(J 1866-7 14,749 20,743 1887-8 12,374 1868-9 11,874 1869-1870 13,019 r XIV.— Table 0.-»-Superannuated and Worn-out Teachers of Public Schools.+ 1. This table shows the age and service of each pensioner, and the amount which he receives. The system, according to which aid is given to worn-out Public School teachers, is as follows: — In 1853 the Legislature appropriated $2,000, which it afterwards in- creased to $4,000 per annum, in aid of superannuated or worn-out Public School teacliers. The allowance cannot exceed $'- annually for each year the recipient has taught fldiool in Ontario. Each recipient must pay a subscription to the Fund of $4 for the current year, and $5 for each year since 1854, if he has not paid his $4 .any year ; nor can any teacher share in the fund unless he pays annually at that rate, commencing at the time of his beginning to teach, or with 1854 (when the system w.is established) if 'te began to teach before that time. When a teacher omits his annual subscription, he must pay at the rate of $5 for that year in order to be entitled to share in the fund when worn out. When the fund is not sufficient (as it never has been since the first year of its administra- tion) to pay each pensioner the full amount permitted by law, it is then divided among the claimants according to the number of ye ^rs each one has taught.' To secure equality, each claimant is paid in full the first year, les" >y ■; amount of his subscriptions required by law to be paid. 2. It appears from the Table that 256 ha,v. 125 have died, have not been heard from, or bit from the fund before or during the year 187P. it e been returned to them. 3. The average age of each pensioner in 1870 wt- 08 years ; the average length of time of service in Ontario was 21 years. No time is allowed applicants except that which has been spent in teaching a Public School in Ontario ; though their having taught School many years in England, Ireland, Scotland, or the British Provinces, has induced * Estimate, t Note.— I have fully discuased the provisions of the new law on this subject in a subae- (fnent part of my report. dmill -d to receive aid, of whom 'Hiw] iMcliing, or have withdrawn :Oi...a of their subscriptions having If 17 $84 3,296 1,288 22,764 44,U60 25,024 10,208 10,028 10.692 6,:{08 8,846 7,782 7.800 4,086 4,668 9,522 14,749 20,743 12,374 11,874 13,019 r ' the Connrl, in «ome in«tance«, to admit applicants to the list of worn-o.it Public School teachers aJtor teaching only » few years in tfm Province, which would not have been done had the candidate tought, altogether, only a few years of his life ♦!,« ni'nli ^T^'* '" ^*"''°t" contained the names of the parties on whose testimony the apphca on in regard to each case was wanted, together wfth the county of each nen sioner's residence. That part of the table U been omitted in my bst repoL to Wthe S^n'reffe *^' '^"""'^ "^^ ""°^'' '' ^''''"^'^ ^" *'>« Deifartment'for rS6renco!'^i5 XV.— I'AiiLK P.— Educational Summauy for 1870. This table ex:a'.its, in a single page, the number of Educational Institutions of every kind, as far us I h.v. .„,en able to obtain returns, the number of students and pupiTaJ tending them, aiid the amount expended in their support. The whole number of hese .nstitutions m 1870 was 4 970-increase, 47; the whole number of stuS s and S attending them was 459,1 Gl-mcrease, 11,001 ; the total amount expended for aU eW tiona purposes was J3. 73,7 1 1- ncrease. $113,927. The total amount «w» for iZct tional purposes was $2.414,056— increase, $140,152. XVI-TABLK Q.-GENERAL STATISTICAL ABSTRACT OF THE ProORRSS OF EoUCAnOK IN Ontario, from 1842 to 18G9 Inclusive. It is only by comparing the number and character of Educational Institutions at f^'ZiSt' ?.' •""'"^^'^ "/Pu"P^'' ""^'^'^•"g '^«™' '^''d the sums of money provM^^^^ and expended for their support, that we can form a correct idea of the education^ uroCTesa of a country The statistfcs for such comparisons should bo kept cZtan fy Se S of teaching, as in the accommodations and facilities of instniotion- also StLnn^r^.f our Educational Institutions, in attendance upon the^a^dn the p^^^^nZr^^^^ support. But It 18 onlv by analyzing and comparing the statistics conLned b "Tab e O that a correct and fu) pression can be formed of what has been accompSiededuca In- to ^sJoth^IlbT^f^P tf 'ZT^r'- . Take a few items as examK From ^^^^^^^ !^,i.l P number of Public Schools has been increased from 2,800 to 4 403 ^d tha sTnS? of K£ thS"1,*^T ^''^ '"''^'^ *^ ^21,860. The amount provided for Z support-, ot Public Schools has been increased since 1848 from 8344 276 to ^1 999 flsi be u (.. the amour, p-ovided lor the purchase, erection, repa^^of Lhool-houses ete Jf -• « ■^'>" w^^'u^^u^^P""*' earUer than 1850, but which at that time amounted to onlJ '^^ul^^lnimTll^^^^^^ e489,380-making theTgZgatt^Ut ?SzeTSsl";SlKef ^' '''''' ''-'-' ^^P-^« (of domestfc^tSrt' XVII. The Educational Museum. ?n<.«u^?^"'^il"°''^ important than that an establishment designed especially to be the i"i,i -^f *^' P'^PH?* ^Se-to provide for them teachersf aJlraC 1 Lries and eveij possible agency of instriiction-should, in all its parts and apSag^s bTsuY^ desired in "ta«rA 'lltiT- "^^"f ^«a. and are so cunducteu as to leave nothing 'to be desired m regard to their character and efficiency, the accompanying aeencies for the agreeable and substantial improvement of all classes^f students" p?pl 3 for th« useful entertainment of numerous visitors from various parts of the county, a^ weU aS 18 many from abroad, have been rendered as attractive and complete as the limited means- furnished would permit. Such are the objects of the Educational Museum. The Educational Museum is founded after the example of what has been done by the- Imperial Government as part of the system of popular education — regarding the indirect as scarcely secondary to the direct means of forming the taste and character of the people.. It consists of a collection of school apparatus for Public and High Schools, of models of agi-icultural and other implements, of specimens of the natural history of the country,, casts of antique and modern statues and busts, &c., selected from the principal museums in Europe, including tlie busts of several of the most celebrated characters in English and French history ; also, copies of some of the works of the great masters in Dutch, Flemish, Spanish, and especially of the Italian schools of painting. These objects of art are labelled for the information of those who are not familiar with the originals, but a descriptive historical catalogue of them is in course of preparation. In the evidence given before the Select Committee of tho British House of Commons, it is justly stated that " the object of a National Gallery is to improve tlie public taste, and afford a more refined description of enjoyment to the mass of the people ;" and the opinion is at the same time strongly expressed that as " people of taste going to Italy constantly bring home beautiful copies of beautiful originals," it is desired, e^-en in England, that those who have not the ojjportunity f" means of tr.t elling abroad, should be enabled to see, in the form of an accurate cC|.y, some of the works of Raffiiule and other great masters ; an object no less desirable in Canada than in England., What has been thus far done in this branch of public instruction is in part the result of a small annual sum which, by the liberality of the Legislature, has been placed at tho disposal of the Chief Superintendent of Education, out of the Ontario Educational Grants, for the purpose of improving school architecture and appliances, and to promote art, science and literature, by the means of models, objects and publications, collected in a Museum connected with the Department. The more extensive Educational Museum at South Kensington, London, established at great expense by the Committee of Her Majesty's Privy Council of Education, appears, from successive reports, to be exerting a very salutary influence, while the School of Art connected - ith it is imparting instruction to hundreds in drawing, painting, modelling, &c. A largo portion of the contents of our museum has been procured with a view to the School of Art, which has not yet been establislicd, though the preparations for it are com- pbted. But the Museum has been found a valuable auxiliary to the schools ; the number of visitors from all parts of the country, as well as from abroad, has greatly increased during the year, thougli considerable before ; many have repeated their visits again and again ; and I believe the influence of the Museum quite corresponds Avith what is said of that of the Educational Museum of London. The means employed for improving tlie Museum during the last two years were detailed in my last Annual Report ; and the additions, made at a comparatively small expense, are of great variety and value. XVIII.— Report ok the Inspector of Graimmar (now High) Schools. I beg to direct special at!;ention to the practical and excellent Report of the Inspector of Grammar (now High) Scho,ols, which will be found in Appendix A. The Report of the Inspector (the Roy. J. G. D. Mackenzie, M. A.) this year, as in former years, is alike kind and faithful, and is replete with practical remarks and suggestions; it points out clearly tho defects of many, both High and Public Schools, and shows clearly in the interests of higher English, as well as of sound classical education, the necessity of the revisal of tho system, as cunteniplated by tho principal provisions of the High School Bill, which were adopted this year by the Legislative Assembly. I am glad that, under the new Act, the principle of apportioning the High School Fund, according to results of teaching, and not merely according to numbers, will be carried out. XIX.— Extracts from Rp,pnuTR of Local Superintendents of Common Schools, In most school reports both in Great Britain and the neighbouring States, a large space is devoted to extracts from local reports, as illustrating the practical working of the system, the inner and practical life of the people in their social relations and development 19 said of —the intelligent and noble struggles of some new settlements to educate their children IhMren "'^ ^^''''' °^'"'°' '^^ settlements in regard to the educatio7of S S^i::a^^£:s:^:^'''- ^-^ ^'^ — ' am^gotheJs^^ .r.,.Ah.^^fi? an^,?<^Vt?im a came o/7iaf^warrfnm.-That the inefficiency and stationary condition of the schools in many places does not arise from any complained of defects^ the School Law or system, but in most instances from the apathy and minded seffishne^ of^the parties concerned-in a few instances from the newness\nd poverty of the seS 2. Spirii and Enterprise of Old and New Townships conirasted.—That, on the contrary the gratityuig advancement of the schools in other places does not depend "pontbeaS wealth of the settlement, but upon the spirit of theieople. Some of the olS settlemen?S of the Province m the River and Lake Townships of the County of Welland and o^ ti!! River St Lawrence, are far behind the greater part of the newer townships *^' 6. Eastern and Western parts of Ontario eommrerf.— That, as a eeneral rule thpF^sfo™ section of Ontar o, East of Kingston-the (S>unty of Lik^SSpted-are ftr S advanced and far ess progressive than the Western part of the Province, exceSsome old townships on the liivers Niagara and Detroit, and on Lake Erie. This wm bVstrikindr «een on reference to the libraiy map published in my report of a prevlmis year ^'^ 4. Best Teachers the Cheapest.— Tb^t the best made shoes, and waggons and fences and farm tools are the most serviceable and cheapest in the long run,IoTe best teSm and school-houses and furniture, are by far the cheapest, as well as the most profitaWe fS all parties and all the interests of education and knowled«^e proniaoie :or M} tr.- '^ ""^ " ^^i^K ^f«<'^^«— That the most serious obstacles to the education of children in many parts of the country are bad school-house accommodation and the employment of incompetent and miscalled "cheap" teachers : the only remedy fS which is requiring proper school-house accommodation, doing away with the lowest claL of tiachers alTn S n.'"/ """™r '^''y' '^\'^ ^^'''^ ^"1 «^'"^« *he employment and coS ance in the profession of competent teachers. This is what the country: as a whole owes to Itself, as wel as to the helpless and injured youthful members of it. ^ ' (.. topipeldive hxarninations and Pm«.— That competitive examinations of schools illlf T \ p. P"^' . '^ powerful element for improving the schools, and animating teachers and pupils to exertion. In all the local reports, there is scarce ^a Wntn- voice as to the salutary influence of distributing prizes as an encoLgemeiit *and reward L"TenS?iS '" ^ 't^''^'- ^^^*r «' *'-- ^-^--^ - -^"1 a doubt TL tUeir beneficial influence has been expressed, have been where the prizes have been distri iLs or sucL^^TfinT^ manner-by the teacher alone, or upon the ?ingS gSundScIvS: ness or succe.^ at final examinations, and not embracing rewards also for vunct'ialitu amd SM;eSS' i^ei Snf r^r^'''-'' '°^ ^^ ^^^^^'^"^ classes of merKalHtroS asiuiptnLcl locitations. The testimony is unanimous and unqualified as to the very bene- •i 7TinHV«c «f / V I rr\v: 1 •'' ""'\''"« "istriouuon ot prizes is not an appeal to the high Snfto endt ' ft ' *?' ^T' "^""^T '^ ««lfi«h»ess, as if the Bible does not from begfnl Wnnc, f •'. ■ ' f *^°"'^'y' ^y^^ of discriminating between pupils and rewarding the merito- nous excites jealousy and hatred in the minds of the undistinguished anTunrfwardS-Si objection according to the principle of which, punctual, well "conductTdEnt and sue cessful men in life ought not to be rewarded bv anv re«;..f, nrnntice '.^^ "e— '--'^^^^ t"he nrinoS'1^'' ^ "7 ""^ '"'''^^'''' ^''^ *^« ^^"^'^ sliould'enVy the" ^^^^ ^S^h^r^ rthThTe ll? .^«^Y.^"T.' ^'" t ""^ I^Tlation is, that the haid of the diligent maS 20 XX.— GENERAL REMARKS ON THE SCHOOL LAW IMPROVEMENT ACT OF 1871. Preliminary Observations. So many and important have been the changes recently made in the law affecting our System of Public Instruction, that it may be well, aa a preliminary to a discussion of those changes, briefly to refer to a few facts relating to the history and progress of our School System. ■„, . t^ In 1844, when I had the honour to take charge of the Education Department, our municipal system (on which our then elementary School Law was engrafted), was in its infancy. The principle of local self government was new, and much opposition was ex- perienced in giving effect to the School Law then in operation. The theory of local taxa- tion for the support of schools was in some places vigorously opposed, and in others regarded as a doubtful experiment. Even as late as 1850, some municipalities refused to accept the improved law enacted that year, or act under its provisions, and thus deprived tiieir constituents of the great boon of popular education. It is only six years since the last disability, caused by such refusal, was removed,— thus uniting the entire Province in a cordial acceptance of the School Law. The following brief statistical references will illustrate the growth and prosperity of •ur School System : — In 1844, there were but 2,610 Public Schools, in 1870, there were 4,566. In that year, (1844), the school population was 183,539— of which 96,756 children attended the Public Schools, while 86,783 (or neariy as many more) were reported as not in attendance at any school whatever. In 1870, the school population was 483,966- of which 420,488 children were in at- tendance in our schools, and 63,478 reported as not in attendance— not one-seventh, in- stead of nearly one half of the children of School age, as in 1844. In 1844, the whole sum available for the support of the Public Schools was about $280,000— of Avhich, approx- imately, $190,000 were raised by local taxation.* In 1870, the whole sum available for Public Schools was $1,712,060— of which $1,336,383 were raised by local taxation and fees— an increase of more than seven hundred per cent over 1844 ! Such are the three main facts illustrative of the progress of our Public School System during the last quarter of a century. Those who are familiar with our educational history during that period will remember the fierce opposition which some of what are now re-, garded as the essential features of our School Law encountered ; but yet, under the Divine blessing, our schools and School System have, nevertheless, so steadily progressed and 1 ; cspered, that there are few Canadians who do not now refer Avith unmixed pride and < adsfaction to the vastly improved condition of our Public Schools under the operation of ihe present law, as revised in 1850.t On no one point have we greater cause for thankfulness and congratulation, than in the fact of the unanimity and cordiality with which our School System is supported by all classes of the community, by men of all shades of political feeling, and, with a single exception (and that in part only), of all religions persuasions in the Province. Objections to Improve our School System answered. It is a singular and gratifying (yet in some respect it has proved an embarr^sing) fact that the chief difficulty experienced in promoting the improvement of our School System has arisen from the somewhat over-sensitiveness of the friends of our Schools, lest the proposed changes should disturb the foundations of a system which they had learned to regard with so mucli favour and affection. This solicitude arose partly from a mistaken • xTp^j, -j^ igKo (ji,-, j^rst. vear in which we have positive information on this subject), we find th»t the total suin expended in this frovince for pubUo elementary education, was i|4l«,4V2; of which #326,472 were raised bv local rates and fees. _. ,... ati i.__i«_- ius- + Note.— No cue is more sensible than T am of the numerous defects of our School system, and for this reason I have laboured all the more assiduously to have these defects removed by pur recent School legis- lation. Aa I have stattd further on, I have even had to combat the views of those fnenda of the system who 'er, classical, and the passage to the University lies through it. But Greek or GrefS?^ '^^'f "'^ l^^ '^'' composition is reduced to a transWon into iTtin or Greek once a weelE:, and this translation is little more than a grammatical exercise ro^nl V "'''^'^;.'TP''?'*r ^" ^'"'''^ '' '^""'^^ «« f^^ a« the «ss!y, and iT h beyoni « rr^ in the S,W '.s^'^'Ti ^'p'^'S^'- '^f ^ ^ ^" *^'^ '•'^^^'' G>™sium is 30 frSsi « JX ; "),"'« J^fh'jr 48. The Gymnasium leads to the Uni versity,-the School of Indus SlvLl • ^^^y*^?'?^^- The Univeroity is like other German UniverS. The "stStbtlsTlSl"'^!' *W'^-"^'''^ ^"?""^'^' ^^ ^ "^*^«"*^' *"d "«t a cantonal, in! <'fn;i ? 7 • • f^ school for trammg civil engineers, for teaching the applied sciences and for training teachers of technical instniction. The fees are low ; the staff ofWet "rou.'ht1w«',wH'?*-''r^' distinguished scientific men in Geiman; haveTea « of 7,mVh nnf n? •.' ^""''^ Government. The work done for education in the Canton ot Zunch, out of Its own revenues, is summed up by Mr. Arnold in one sentence • 'A "^^'l''T\'^'t P°P"P"*° of Leicestershire! maintains a university a veSrinai; school a school of agriculture, two great classical schools, two great j-ra7 schools a noJ^ ma school tor training primary and secondary teacli.rs,' fifty-seven e on lary s hods "^^S:^^t^^r^^-y^<^ools, and manj of these are aLng t Schools and the School Law in England, Tlie passage of the new School Law for England forms a memorable era in her his- tory, and marks one of those great social strides which nations, understroifg pressure sometimes take.* n this matter England has shown how strongly conservative" have been her national instincts. As already indicated, the first report on which her recent scE legislation was based was prepared by the last of a series of most influential Commissi which were appomted by Her Majesty, at successive periods, to enquire inJotirSate of education m the various parts of England, Scotland, Ireland the vinous com ries on the continent of Europe, the United States and this Province. The reports of these Com missions would fill fi-om sixty to eighty ordinary octavo volumes tS? e^Le a L^sTf facts elicited by questions, letters and circulars and a variety of detailed informatbn from ?S'°"''f'- "h'<^^ have throw: - flood of light on the stlte of PuMc EdZtfon"n S iS, of P f ' f 1 ''.^'f 'r' n""'''^ ^^ ^™'^^"«« «^rvice not only in the school leg1- n!w «f ,^"8^/'"^' ?»' elsewhere t For an analysis of tho English Act of 1870 we f re if EdilLV.St;s :'""*'"' '" '^'" ^""^ ''^''' '^'^'' ^"^°^^ ^''''' Commissioner " A great advance has been made in the system of Public Education in England during. " speedily " ^ ^ diHereut epithet some 200 years hence unless she mends her ways right port to the English iKH.ple in ^tumtr staiuKjlf fTom th^m!*"^ "" opportunity of sending such . re- the past year, one which gives promise that before long the pi md boast of America — that education is offered as a free gift by the State to the child of every citizen — will also be that of the Mother country. The preliminary step was taken in 18G9, when the Government took upon itself the supervision of the Endowed Schools of the kingdom. These Endowed Schools, many of them of great antiquity, were founded by benevolent people, generally for specific purposes. In many cases the value of the foundation haa greatly increased, owing to the rise of real estate ; and also abuses have sprung up, to correct which, and to render available for general educational purposes, so far as may be practicable, those moneys devoted to education, Avas the object of the Bill A few of the larger Schools, such as Eton, Harrow, Rugby, M'hich have been notably well man- aged, were excepted from the provisions of the law. With these express exceptions, it includes all Endowed Schools. The New School Law for England.* " The central authority rests in the Council of Education, and the whole of England is cut up into certain districts for School purposes, which are under the charge of In- spectors. For instance, Yorkshire has two Inspectors, who go to cvrry Element- ary School and report upon each to the Vice-President of the Council of Education. If there is any improvement to suggest, that is done ; or, if a teacher should be removed, that is reported and acted upon. If children pass a certain examination an extra grant is made to the School. There are certain standards from one to seven inclusive, and the higher the standard which a class reaches, the greater tlie grant from the Educa- tional Fund for that School. The payment is dependent upon the results, and the teacher is therefore earnest in pushing on his work. In regard to truancy, they -will, whenever we get the law well in working order, alter that word ' may ' to ' shall.' Within one year provision has to be made for the education of every child in England and Wales ; and this, it is anticipated, will require that the present number of School- houses shall be doubled. The School Boards are authorized to provide funds for those additional buildings, by issuing bonds running for thirty years at 4 per cent. The dis- cussion in Parliament which resulted in the present Act, was long and earnest, and the advance indicated by this Bill, which is confined in its action to England and Wales, will be fully appreciated only by those who followed the course of the debate, or were familiar with tiie previous state of Public Education in Great Britain. The question of compulsory attendance was very earnestly discussed, and was finally left to separate School Boards, who have a certain discretionary power of enforcing attendance ; but the advocates of compulsion do not propose to be content until its ultimate adoption. The question of religious education in Schools was also very warmly debated, and re- sulted, as will be seen in the following summary of the Act, in making them wholly unsectarian. The object of the Law is to secure the establishment in every School dis- trict of Public Schools sufficient for the elementary instnictiou of all the children resident therein whose education is not otherwise provided for. School districts are either municipal boroughs, or parishes included in them. An Elementary School, in the meaning of the Act, is a School in which elementary instruction is the principal part of the education given, and in which the ordinary payments of each scholar do not ex- ceed nine pence a week. In estimating the educational requirements of any district, one-sixth of the total population are to be counted as of school age.t These, less the number in Schools charging more than nine pence a week, are they for whom the Public Schools must provide. In calculating the accommodation afforded by existing Schools, eight square feet of flooring is to be allowed for each child. •Note.— The first educational eifort put forth in England was private. In 1808 the "British and Foreign School Society" was established. The Church of England " National Society" was formed in 1811 ; the " Home and Colonial School Society" followed in 1836 ; the " Wesleyan Education Committee" waa formed lu 1840 ; the ' ' Cungregatioual Board of KUuuatlou" iu 1842 ; the " Lioudou Bagged School Union" in 3844 ; the " UathoUc Poor School Committe" in 1847 ; and the " Church Education Society" in 1853. The first move made by the Gkivemment in favour of education was in 1832. In 1839 and 1846 it further extended its oi>eration8, and has continued to do so until it has at last absorbed the whole work into its own hands. T This. is » very low estimate. In this Province the lu-oportion is a little over one-fourth. This is also the estimate elsewhere. "I -'d( 27 to /)r:;?n///M» 0/ /*e Pvhltc SchooL-To be considered a Public School, every Elementary hchool must be conducted m accordance with the following regulations, a copy of which must be co!.8picuously posted in the School-room :-]. It Hhall not be recniired as a con- dition of any child being admitted into or continuing in the School, that he shall attend or abstain from attending any Sunday School or any place of religious worship, or that he shall attend any religious observance or any instruction hi religious subjects in the School or elsewhere troin which observance or instruction he may be withdrawn by his ' parent or that he «hall, it withdrawn by his parent, attend the School on any day ex- ^ clusively set apart fpr religious okTioN. The general principles on which the systems of Schools in the several American States are founded are known to the public. The details vary in each State, and we shall, therefore, only refer to them in illustration of the modifications recently made in our owa law, where necessary. Within the last few years the United States Government ha? established a Bureau of Education at Washington, with a view to collect yearly information in regard to Education in the various States, and to stimulate Public Education, and to as- simulate the School Laws throughout the Union. Since the war, the fixed policy of the American Government has been to make the entire Republic a homogeneous whole educa- tionally, politically and socially. NECE.SSITY FOR THE RECENT CHANGES IN THE SCHOOL LaW OF ONTARIO. We will now proceed, in the light of the educational facts and illustrations which we have given from other countries, to discuss the recent improvements which have been effected in our own law. The population of this Province, according to the recent census, is 1,020,842 The number of children of school age is 483,9GC, or a little over one-fourth of the whole. The number of Elementary Schools is not much below 5,000, and are maintained at an annual cost of nearly $1,800,000, or one dollar per head of the population. Such being the magnitude to which our Educational System has grown, every man will feel how imperative it is upon us to see that that system is as thorougli and complete in all of it« details as possible ; and that in no respect should it be allowed to fall below the standard now reached by the other educating countries o which we have referred. So long as our system of Schools was in its infancy, and might bo fairly regarded n-i yet an experiment, so long might we confine our efforts to mere elementary organization and be content with very moderate results. Experience has shown, however, that without great care and constant effort the tendency of all systems of education, and ours aniong the rest, is to a state of equilibrium, or to a uniform dead level of passable respect- ability. This is the stage in its history, as elsewhere, at which our system has arrived, and at which, as we have explained, many of its friends are disposed to leave it. But those who have carefully studied the subject in all its bearings, and have looked more closely into the educational history, the progress and failures of other countries, know full well that our School System would fall behind that of other countries and become stationary, unless it embodies within itself from time to time the true elements of progress, and pro- Tides fully and on a sufficient scale for the educational wants of the youth of the country. ni Theso wantH ns indicated cl«owhew, involved i..ovi«on being made, at this staee of our educational hwtoiy for the following among other mattera, vu :~ ^ I. The estublishmcnt of a National System of Free Schools II. Declanhg the necessity for, as well as the right by law of, every child to atteii.1 Schoo thus recognizing the nrinciple of "Compulsory Education " III. I ho hxing of a higher standard of qualification for Teachers. a. ; T"^ "•" profession of teaching a fix.-d legal status, and providing for the re- lirement and support l)y it of its worn-out members. I'rovmin„ lor tne re- V. Prescribing a more systenuvtical and comprehensive, yet practical course of 8tii,Iir for each class of pupils in our Schools,-incl«ding the introdiictioHf the new sullc L S Agricu ture. Commercial Instruction, Mechanics, Drawing, Vocal iMusic Ld Natural Hi^ tory into the course of study for the Se'iools. i>«atural His- .11 fl^'^'i Requiring that aderiuate School accommodation bo provided by Trustees for all the children of school ago in tlieir localities. ^ irusiees tor Vnr ^3 ^-^'^'tx *'»'• the establishment of Township Boards of Education T J";^A"^^°"^"'» '•'" establishment of Industrial Schools. Pnwr V'^"Tl"1*'"r ^y 'J '''■"'■'^ '^"^"'^^l '""^ '» tJ»o course of study, between th« Public ami High Schools ; and prescribing a programme of studies for High Schools X Providing for the establishment of Collegiate Institutes or Local CoSs fJ^£^^^1^4£::''''^'''' "^ "^^^^ «^S^^ «^"-J« «^-% with VUT ^"^ P^^cipje of « Payments by results" to High Schools. <4^hnnlr a more thorough and systematic inspection of Public and Hidi «vi 'r^'^'^'-S^'"''"'^'''*-^ *"^ ^ "^^'^ complete supervision of the entiTe system, and a harmony in its several parts. f » "u oi me entir« PnSI* J^'ft-rr"' Provisions : Pecuniary and Personal Responsibility of Tnistee^. —Powers of Arbitrators— Ai)pe,ils -Vacations, etc. ^ xrasieef The Recent Important CirANOEs in the School Law of Ontario. nnntp^f f ! ^"*1^"^ '"**" S'' immediate discussion of theso improvements in our law we quote, as a preliminary, the foUowmg str king remarks of the li^v rUnrUa v; \ (President of the Education Section of'the Socfal sSce Coni^^^sfo?* EngSd li& on he inherent nght of eveiy child to education, and the dufy of ?Iio paTent and Jf the^ State in gmng facilities for the enjoyment of that right ^ ''® As to the nght of the child, and the duty of the parent, Mr. Kingsley says — « bv f hi ™^ ^ •^'"i '" ? ^'"^ ''?'*^' ''.^^'''* principles I believe should never be lost"si.d.t of by those who wish to educate the nation. I hold, that whatever natural ri-'hts a human ^!!!!^1 "T '''^f/5'7'''^^ ^^'^ ^™ ^' 1"« bi'-t^^' o»e right he inSl itlly b ™s namely- 35 Massa- on ' the Education of Neglected Children, after showing that out of 2,700,000 children in Fnc ;M50%Vt!fotTi;J;£t^^^^^^^ «"^' -V one JSlLtff ::g.:S:^?ls^,^t^e^^^^ cmnpulsory m Great Bntain-that is, con.pulsory on the parents. ancU^mnuhVry on U employers of chi dren ; in other words, the State must enforce by leXnactments h! attendance of c uldren at school. But, let me observe, there are t>vo kirns of comoulsion the one d.rext, the other indirect. The one, the direct kind of comSorfeZuion S "the law m Prussia, in North and South Germany in severi,! of t)>^ C.l.F •^''"'f »"> >8 ;; n several of the Cantons of Switzerland." Brthi"s kfnd of e'gl ^c;^ S^'^^eTtr^^ you with meekness and fear ;') insisted, in his ad Jress to t' m.m ei ZoS,;: of Germany in 1524, on the duty-the religious duty-of seeing that eaShProtest^Sild be taught to ' understand and practise the doctrinelnd duties of its region 'Ever sne « of he rC 'iT^"'''? '" ^trr/' '',^''}t' '^^''''^ ^y ^"^^t'»«"t or no, as the ' busbess of the Church to see its youth did so.' This duty, universally adopted by all the Protes ant princes of Gerrnany, among others by the Princes Hoiienzolleni (or reSn ' House; m Prussia, was gradually extended in such amanner, that 'compulsory ?ducaiS„'"m prising, in addition to the knowledge of the Scrip ures, and trepeculii^^^^^^^ two denomuiations of religion, Protestant and Roman CathoHc reE wSt arith metic, and history, had become universal in Prussia by the en.l of the la °t'crturv And and the North of ..ermany by the battle of Waterloo f this compulsory educftionZt been regularly enforced in all parts of Germany, more or less, b^E enLtmrnif It hZ now become so entirely one with the national feeling, that, ^ere thf ^710 be abrollt^ ;; ac ^liis moment, the nation itself, it is generally believed, would uphom It of its oSe to comp2:rf.l^a^io^nt^^^^^^^ ^"^^^ ^^"^'^ Commissioner says, in regard ;; ; wWch is sometimes quoted as an argument; agaLstS" i™ iTha" tL scSd^ ^' ' 80 deep a root in the social habits of the general peoule thatLrP^ til i ''^'^^f ? «' to-morrow no one doubts that the schools^3d Sfi'ue "as S a ' heTaXo:' Ninety-eight per cent, of the population of Prussia are stated to be able To read and «Xse"paS:c;nn:;r:ff:dto'p;"^^^^ "Elementary Schools is eompulsor^ for^ll ch?ldrrutifth'age''„"rrtt^^^^ "actendance at school, or instruction under properly Qualified tPnXrrKo. ^ " 3^ "pulsory since the yearl835. Public education ?s Sdl"tt rea^'Sie h IbLTpXt !" T^ ,^y°",^^*y^^'"' ^'^ ^^f«"'"g *o 'l^« history of " Compulsory " Education, b»ts : The fi.st direct compulsory law relating to education in this kingdom, that I hay. 86 " met with in my studies, was passed by James IV., of Scotland, in 1494. He ordained that " all sons of freeholders and barons should go to School under penalty, and that their eldest ' sons, who were to have the estates, should, after their preliminary education, attend thre* 'years at a School of Law, in order that they might administer, discreetly and wisely, ' Justices' justice to the poor folk of the realm. It is a pity this compulsory law does not ' still exist for eldest sons ! You see in it the idea that education should be adapted to ' the work of life. This main idea of fitting a man for his work was vigorously supported ' by our old reforn.ers. John Knox held firmly by it, especially in his scheme for secondary ' education, which, unfortunately for Scotland, was never adopted, though his plan for ' primary education was. In the former he announced that no brys should leave School ' till they had devoted a proper time to " that study which they intend chiefly to pursue ' for the profit of the commonwealth." This is the old conception of the object of educ*- ' tion, and reajtpears at the present day under the modern garb of " Technical Education." ■ Ail the reformers urged its necessity, especially Luther and Melancthon. Most European States have held fast to the idea with more or less of development, but it has vanished utterly from our English Schools. Goethe brings out the idea finely in the travels of Wilhelm Meister in .'he pedagogic province, where he left his boy for education. Every boy in that Province was especially trained according to his aptitudes, in whatever direc- tion these manifested tbemsplves, Wilhelm Meister, after a twelve months' absence, re- visits the Province He comt? I'pon a cloud of dust produced by a troop of wild horses under a course of tvaining by ...ounted boys. One of these was his son, for horse-break- ing v.'a.s made his main education, as he was found most fitted for it. Only to soften his mind under such a system, he was alsr. ciirefuUy instructed in Italian literature. So it was with all the boys is this educational province. Some were masons or carpenters, som« artists or musicians, all being tr-atcd according to their main aptitudes, though each had a collateral study to supplement the mental deficiency which experience showed to arise in such a courser" training. E'ery pupil in the pedagogic province learned reverence (Ehrpercht), ttui that of three kinds— reverence for that above him, reverence for that around him, and reverence for vhat beneath him. In this quaint allegory of the pedagogic " province, you will find tho s.cret of the prosperity of Prussia, a State at the back of " Europe, and which only got its civilization long after the Christian communities of Europe " had organized themselves." English Advocates of Compulsoby Education— Its necessity.— Examples. The Rev. Canon Kingsley, in an address before a recent Social Science Congress in England, thus eloquently answers the question : " Ought Primary Education to be CmnpuLiory tr Voluntary ?" H'i replies: — " We shall hear, I trust, much said about the relative merits of the voluntary and " and the compulsory systems in education. We cannot hear too much on both sides. " Shall we have compulsory education or not ?— is, to my mind, the first qu- stion of the "day. * * * The State, I hold, has a right to compel the ignorant to learn; " but it has also the right to compel the stingy to pay toward that learning. When, there- " fore, the National Education League was started at Binnington, I, for one, joined it, aa " the only method of obtaining what twenty-seven years' experience as a parish clergyinan . " had shown me to be necessary — compulsory attendance. No one is more alive than I am " to the services which diff'erent denominations and religious bodies have rendered to edu- " cation ; to the services of the British and Foreign School Society ; of the National " Society, and especially of that venerable body, always foremost in all benevolent works, " the Society of Friends. He who does not feel that England owes a huge debt to these " splendid results of what is called the 'voluntary principle' (in giving), must be deeply " ignorant of her history for the last eighty years. But, over and above what these good " people have done, does not much, too much, remain which they cannot do ? for the simple " reason that those who need education most care for it least ; and that those who are " unawakened to the value of religion are certain to be still less awakened to the value of " learnii'g I Striking example of failure in the English ' voluntary ' (as distinguished " from the ' compulsory ') system of education. This defect seems to me to be inseparable S7 " from the voluntary (as distinguished from the compulsory) system of education, how- " ever zealously and ably carried out. # # # Even if, as is usually the case, th« " great majority avail themselves of the Schools rationally and thankfully enough, yet " there is always a minority who cannot be made to attend regularly without threats, fines, " exclusion from charities, and so forth. * * # And some who do not come toi " School at all ; children not generally of the very poor and miserable, but mostly of able- " bodied, reckless, profligate persons who are perfectly able to pay fo"- tlieir children's " schooling a sum probably double of what would be charged : but who prefer exercising " the indefeasible rights of free born Britons in spending their money in beer and fin? " clothes. * * * How any voluntary system is to touch these free born Britons I " have not yet discovered. * .* * So much for the agricultural districts. In the " towns the broad fact is, that in every large town there are cliildren to be counted by " hundreds, often by thousands, who go to no school at all, and who cannot by any exist- " ing methods, be got to school. Let me, to give an example, call your attention to tha " ca.se of one town, Birmingham. There is no reason to suppose that the denominational " system has not been worked as earnestly and ably in Birmingham as elsewhere. * * * " But it was found last year ( 1868) that 21,000 children out of 4.-),000 (or nearly half tho " children in Birmingham), were growing up in ignorance and idleness, * * * although " it was found that there was school accommodation already for more than 31,000 children. " * * * The Birmingham Education Society, finding that many of these children "were kept from school simply. by the poverty of their parents, devised Free School " orders, by which these children would be admitted gratuitously to various schools of I' all denominations ; and succeeded thereby in getting some 5,000 out of the 21,(00 to " ichool for awhile. But the voluntary subscriptions, even in so rich a town as Birmingham, " were so insufficient that they had, aftei a few months, to cease paying for 25 per cent. " of the poor children attending the day schools ; thus throwing, to their extreme regret, " large numbers of these unfortunate children on the streets. No wonder, after so patent " and terrible a failure of the voluntary system, if the society went a step further, and " organised— as the only hope— a National Education League, the main objects of which " »ve (as chiefly embodied in the new law) -.—To compel local authorities to find nchooling for " every child in England and Wales ; to pay for such schooling out of locnl rates ; to providt " that the scJwols so prepared for, shall be unsectarian and free, without payment ; and lastly, " to compel by law the attendance of children not otherwise educated." 2. Another striking instance of the powerlessness of voluntary charity to match itself with a want, almost national in its magnitude, is thus illustrated by Dr Pankhurst, in certain remarks which he made at the Social Science Congress of 1869. He also illus- trates another fa..>t, that provision by the nation for certain charitable and worthy objects does not m any way dry up the sources or springs of individual efforts and benevolence. He says : The presence in England of a million and a quarter of young people who, in spite " of the statesmanship, philanthropy, and Christianity of the land, grow up uneducated, " become a misery to themselves and a danger and cost to the community, renders it per- " fectly clear, and has made it to be admitted upon all hands that education is a thing of " universal interest. The great principle of National Education rests upon that. Now, " if education is of universal interest, two consequences follow : first, it must be of univer- " sal provision ; secondly, of universal diffusion. It is at the point of diffusion that the " question of compulsion comes in ; and there is one great principle .set forth in English " history which in my opinion answers all arguments addressed to ihe question ofcompul- " sion. About the time of Queen Elizabeth, we had to do for a great brancli of human " necessity, what we are now going to do with the question of education. We had to "transfer the work of giving food and clothing to our destitute poor, from the office of " charity to the office of law. On what principle was that done 1 Simply this, you cannot « have law working efficiently in the community, unless it rests upon a moral basis. If it " had not been that the poor were fed and clothed by the good will and charity of mankind *' up to that time, it would have been a perfectly idle thing to pass a law to compel man to, " do it, because it would be, as it were, manufacturing a conviction about the matter ; but "when charity and benevolence had reached a certain point, then it was possible to compel 'ky:i as " wi!n f •^,^"%*'Jf t^'« ^\»'" kingdom, which wa^ being constantly done by a verr lar^. portion of ,t. What was the result i Did charitable work die o it of the land? ffi men cease to do good thngs for the destitute poor 1 No, they allowed he Hw o Sf. 3. Dr. Playfair thus argues the logical necessity for compulsory education :— u ",^" improved quality of education is a necessity for its enforced recention hv f^<, Bui v]^TV "* «"»",P»J«i«". timidly and hesitatingly iutloithTntrerLen English Education Act is nevertheless contained in it. Tlielogicof circumstances d ove Par o'Se iJ 'ffi •' 7°Sr'"'" f T™P"!«i"" ■' «»'! the same kfgic will oi^Je he LeS^^^ to make It efficient. Let us look at the facts which compelled the recu-^nition ofX nr n c.ple. the right of suffrage has for its corollary the dutv of in^uc ion yI cannot givepchtical power to a people and allow them to Remain ignorant. That would be a poht Wk'^U \'^' ""'' t1 ^" ""''^"•^^ted people are like a nation one o ro generaSn^ back in Its history. They cannot grasp the ideas of the age in which they livr and Z power ess to shake themselves free from the prejudices which the progress of h outfit hL proved to be dangerous errors. They are unable to do so, as they cannoUake nosses^s on of theinieritance o the intellectual wealth accumulated by their predecesls KeTrnot knowhow to read the books forming the testament by which it was bequea hed An ui^edu cated people, endowed with political power, is thei'efore, an aiSma?ly in the highest de: gree dangerous to a nation. Hence, when we bestowed on the peS Uirridit , f^ nL„t ' It became necessary that they should have efficient instruction aKrcoroDafv Secondfy J.*^. r'T'r^t'''^'* "}'^^ '^''^ ''''^'''^ "^tion except England his long had- education by local rates. A civic support of education has a|ain for its corollarv f nforc^ " instruction of the individual citizen. For if it be right that the St7fr«37 ^"*'"^°f '^ "community to educate all its citizens, it must be rigftVg t p^^^ th^t comZal* to extend the education to every citizen." He says furtiitr that* community Compulsory Education Involves an Improvement in its Quality and Amount. .. . " "'^"n^*'" ''Tf* ^1^"''*'® education unless you make it of a quality which vou um certain will be useful to the person receiving it. Compulsory education tJnfn T By tl e direct method every parent is bound to keep his children at school or be p nished £nl t/,^r*l ^^'' '"^''\'^ compulsion means that education shall be rJade the first tool with which labour can be begun, and, if that tool be not in the Lrssion of f h« ^ndida e for employment, the employer must not engage him Sie hidiS p Zhas ^l high authority of Adam Smith in its favour, but, it is unnecessary to in icate a tef 're.i be ^ween the two methods, for both may be good and necessary^ In tKct oHast S sion only the direct system is recognizp-d, though the others form the ba^s of ou Factorv Acts. Direct compulsion is most easily applied when it is least required tha is S public ee ing is entirely in its favour, and denouncesthe parent who SegctstreediicSo; of his child as much a brute as if he starved it by refusin- bread Bnf in fLio i have about half a million of these brutes to deal with Li?tKmml s^Sl^^^^^^^^^ adequate public censure of the magnitude of their crime against society." ^ The Commissioners appointed in Victoria, (Australia,) to report upon the "operation ^ tEpoit^f fsctt^"'"" "^ ''^' ^^"-> • • «P-W of coiilpulso; edS';^ "w.ll ^^'l'}^'^ *^"'-^ admitting the divided state of opinion in reference to this subject a. well as the senou., practical difficulties that beset it. we have resolved to subm?.VK recommenaation that a law rendering instruction imperative, shouM be Idopted h vt ;;m„unt importance of ea.ly provLi^i'^i^ig ma^^; m^r moJ; SS ifc ''X^::fS:.^^''^ ''- ^^-'°" of sound^instrnction ^o:^'^^^ 39 Ameuican Advocates of Compulsory Education. — Illustrations. 1. In Massachusetts the law at present prescribes compulsory attent'ance at School for every child between the ages of eight and fourteen for three months in the year. Th« Board of Education for the State have recommended to th(! Legislature that in future thu compulsory attendance shall be for six, instead of three months in the year. The Super- intendent of Public Instruction in the State of Maine thu summarizes the arguments in favour of compulsory education :— " The ])Ower which compels the citizen to pay his annual tux for the support of •' Schools, should, in like manner, fill the Schools with all of thoi-e for whose benefit that " contribution was made. It is in the light of a solemn compact between th: citizen and " the State community. The private citizen contributes of his means, under tlie estab- " lished rule of tlie State, for the education of tlie youth, with a view to protection of " person and security to property ; the State, compelling such contributions, is under " reciprocal obligations to provide and secure the complete education for which the coa- " tribution has been made. This implies the exercise of State power, and involves com- " pulsory attendance as a duty to the tax-payer. The State builds prisons and penitea- " tiaries for the protection of society, and taxes society for the same. But does she stop " here, leaving him who has violateil law to be pursued by the community in a mass, to " be apprehended by a crowd, and borne by a throng to the place of incarceration 1 No I " — she pursues the criminal through legitimate instrumentalities, ferrets him out by th« " sharpest means of detection, and eventually secures that safety and j>rotection to societj " for which society has been taxed. Now, to prevent crime, to anticipate and shut it off " by proper compulsory efforts in the School-room, working with and moulding early " chiWhood and youth to the ' principles of morality and justice, and a sacred regard for " ' trnth, love of country, humanity, and a universal benevolence, sobriety, industry and " * frugality, chastity, moderation and temperance, and all other virtues which are the " ' ornaments of society,' the State not only has the right to inaugurate such methods aa " may be deemed best, but is under strict obligations to do so by all the means in " her power." 2. The Commissioner of Schools in Rhode Island, in deploring the fact that 10,000 child- ren in that small State do not attend school, "but are learning the vices and corruption which " idleness, neglect and profligacy most surely gender, and, under the influence of bad asso- " cijites, and adepts in crime, are candidates for the Reform School and the prison," asks : — " Can the State afford the loss of so many of its children from its schools of learning to be " educated in aclwols of crime ? Can it take the responsibility even of allowing one-fifth of " its youthful population to grow up in a condition which will endanger its civil riglits, as " well as materia! prosperity and its social and moral character ? The public sentiment of " the people asks protection from midnight plunder, arson and murder. Crime and ignor- •* ance masked by day go hand in hand by night *o perform deeds of wickedness and shame. " Shall society patiently suffer the wrong and its repetition ? * * * The Publi* " School can do its part, but not the whole work, and, in order that it may do its legitimat* " part, the child must be placed and held within its influence." 3. The Report of Dr. Eraser (now Bishop of Manchester), on the " Common School Systems of the United States and Canada " contains a good deal of information on this subject. He says : — " From many sections of the community, and especially from those who would be " called the educationists, the cry is rising both loud and vehement, that greater "stringency is required in the law, and that compulsory attent'ancj is the proper correla- " tive of ' Free Schools.' For, it is argued, if the State taxes me, who perhaps have no " children, towards the support of the Schools, * for the security of society,' I have a right " to claim from the State, for the security of the same society, that the Schools which I '■ am taxed to maintain shall be atti-ndud by those for whose benefit they were designed." "I cannot close," says the Superintendent of the Schools in Providence, Rhode leland, " without repeating what I have said in all my former reports, that our Schaols " ar« suffering more from the evils of truancy than from all other causes combined. 40 . "harvest. Short- LKedmLS no W ^^ "'' '? ^o^ing yoars a most terrible " it, and in retrieving tb, miseries that I'lloii;' in ta tailu" ""'""'' '" '"""■*'"« m—HIGHER [STANDAED OF QUALIFICATION -FORj TEACHERS. .n the nt.™t;r"SnrcSSL?S,lZr''^'" f" f"™'"!" ~""'"» '»»» Ss^Krs^inzi'iiSESH^"^^^^^^ Trustees themselves, or soL officTal LlnsInVh/i k ^\*™""»g ^^f'^^^ «ften the .uperseded by professionaTrd^'lrd t a h^ers of t^f ^^^^^^^^^^^^ gradually has gamed ground that, as in the professions of Divinity S l^dfle r.vS'/"" "^'^ ^TuS^ ottras^^ ^^^^^-^ "^ ar^^^re;s^t-\ter. Professional Boards of Examiners in Various States the N„; JseloTBS^f 1,Vn „:r„m .tnS clS* ^^ " ^'""u ''^ n the State, and unlimited aa to til?to maduS'a of Nor S Ih? V' f?"^ '""yhor. ing. »ho eome before lhem/a% rewmmffl aS JLd l™.! 1 k ,t """'•' J^" "'"■"l- •• «=holar.hi ,, 3„e JS .™ enTin""^^^^^^^ ;;W, „ amended F.hruar/iollse'^^ "£ etf S^KSSatttf^J '■ p-petnal vaUdi., in ever, crt;^ tSZV^^^ n? fe tfS C^^' 41 were ficates shall only be granted upon public examination, of which due notice shall b» " given, in such branches an^ upon such terms and by such examiners as the Stat* buperintendent and the Principal of the Normal University may prescribe. Tlie fee for " a State Certificate shall be $5. Said certificate may be revoked by the State Suporin- " tendent upon proof of immoral or unprofessional conduct. "Applicants for State Teacher's Diploma are required to furnish .satisfactory evidence " Ist^Ot good moral character. 2nd— Of having taugiit with decided sm cisa at least three years, one of which shall have been in the State. 3rd- To pass a very thorough examina- ' tion in orthography, penmanship, reading, mental and written arithmetic, English Gram- mar, modern geography, history of the United States, algebra, elements of plane goe- metry, and theory and art of education. 4th— To pass a satisfactory examination in the elemeiitary principles of anatomy and physiology, botany, zoology and chemistry. 0th.— lo pass a satisfactory examination in the School Laws of Illinois, especially as re- lating to the duties and legal rights of teachers." « D *• ^" ^^••'^'ornia. " the granting of State Certificates to teachers is entrusted to a State iioard ot Examination, composed of the Superintendent of Public Instruction, and four .. poiepfonal teachers, with power to grant certificates for one, two, four or six years, or tor hte. At the meeting of the State Teachers Institute this year, composed of about SIX hundred of the leading teachers of the State, it was unanimously resolved : ' That inasmuch as the various County Boards of Examination are composed of ' 'many persons of many different degrees of qualification, or no degree in some instances, ^^ ^ and therefore form no standard, or data, from which the Scate Board can judge of their J , ^ ,\ the granting of State Certificates on county examim t ions, or on no examinations. " ' should be discontinued.' " „ ^„^" ^'^S*'"'^ *<^ *h'8 subject, the State Superintendent thus remarks : " The time is ^^ rapidly approaching when teaching must be recognized as a profession ; when a diploma « e"^ aJSormal School, or a certificate of examination by a legally authorized associatioa ^^ of teachers, or a State Board of Examination, shall be a license to teach school untU revoked by those who issued it. Educational conventions in every part of our country ^ express a general desire :'or a distinct and definite recognition of the occupation of teach- ^^ ing by forms equivalent to those now existing in law, medicine, and theology. It is ^^ true there are many who make teaching a temporary occupation, a stepping-stone to other pureuits, and there is no objection to this, when they are duly qualified for the noblest of hunan duties ; but there is a large class, becoming larger every year, who desire to make it the occupation of a life -an occupation which calls for a range of ac- quirenaents and a height of qualification fully equal to that of the liberal professions." 6. In other States the old system continues, while in some the teachers are subjected to periodical examinations without reference to their experience or ability. 7. In Prussia, two means are used to secure the efliciency of teachers : In the first place, " Every teacher must pass a very stringent examination (before a professional board) „ I" V 8""J«cts which he proposes to teac*', and he is only allowed to teach those in which ^^ he has passed, and only to classes of the precise standing for which his knowledge indi- cates him to be fit ; and secondly, every teacher is required to pass a year at some "•chool, watching the work, and learning how it is done." New System of Examination of Teachers in Ontario. T>. ui*" ^^*^^''*°' ^" o""" •^w" Province, certificates were issued by County Boards of Fubho Instruction. Each Board consisted of a number of members, most of whom, and in some instances all of whom, have had no experience as teachers ; each Board ap- pointed the time as well as place of its own meeting, prepared its own examination paper* for three classes of teachers, and has then given certificates according to its discretion, both as to olafis and duration. Under the new Act, each Board of Examiners consists of not more than five member-s who have had experience in teaehing, and is under the direc- tion ot a County Inspector, who must be a First Class Teacher of the highest grade ; and the meeting ot each Board is appointed to be held the same day in every County and city of the Provmca The examination papers for all three classes of teachers are prepared, *nd the value of each question, and the time allowed for examinations in each subject, 4$ i Publif ^nstm'ct'io'rTli'i''' "^ ^'if''"^ *'^"^."^"' ""'i^'' '^e sanction of the Council of papers for each County arc «ent nXi rp,.) t fl?! P . ^ t ^'''°"''- ^'"^ examination broii.n except in the VU^eo'tl/e canlir.t^f ""^^' Inspector, which seal is not hour uppointea. The Ets of tl.e aZ. « ♦["'' "^^"'"'""tion on the .lay and at th, ccrtificLles are dec!, ill u^on l^ ea h CountTfio'Jrd o'f T"' •""' ^"^'"1'^ '""^ ^'''''•^ '=''^» questions for First Class r,tiT..nL«\- ^^'■''"""'''' ' but the answers to th« toronto, to beSed u'n by fe Counc r^rp'^^ f*' .""' ^^•^^'''"*" department al Committee of Examiner LeLln^hrH I'" W.c Ins ruction on the Keport of it. proper to remark "re that wK hV.? . p ' T'""'""^' ^'"^ examination papers. It i. Certificates" arnoV L mitted bv he ,- w^ *'*''' < " '^'''"^ ^^'''' ^^"""^^ ^^"^<^ duce test raonials of havinrr fa.,n.l,t ...„ '"' '*5'*'<;""'i ^^a^s Certihcate, who does not pro- shorter pe-iod Xr E.?/ Sed ?t^^ ''' ™Y '^'^ ^"^'^le St . mendation of the County InspeSor Certificate, on the special recom- be of^Sjh^JcwSlE'FirT'S ?r^p' '^'^^^ ™»«'> '"^''e value, and should latter was limited to a County Scou 1 L ' l.^r'I^'u^*'^^ ""'^•^'- f''™^'- ^cts. as th. granted it; but the fonnei fs aif^llt / r'"^ «^ ^^^ I^-^rd that ivery part of the ProWnce Each k ^v T^'^""^' good behaviour), and is available in County Board of Examiner; h^.\ff^ Inspector, and the other members of each a Second Class CerSaf.fn ' *^^'^f«'"^' b«fn impressed with the duty of not grantine ^ccessful teache?o?lee yea^r^ srS^To^K T.^'^'^^ ^''''' *^'^ '^ ^ "" i- conviction in their own miSHhat slKinS " * '' '^.'^f ,^^«ve specified), and a clear the Public School Pro™mo' Si! if '^""^'^f « '«, 1"f ^'^^d to teach all the subjects of law, and conformityTftr objectl'LVbddes' oT'tAcLlfVf "">? ^^'"^ «^ *^« common justice to every ratenaver in tC P^. f. ^u ^^?bool System, but as an act of and every man in the cm.nfrv'^o^f V ^'^^^vmce. The Schools are made free by law • Schools ;^and every tara^XVr.'"'^ t^' P-^^P^^^^ *« support^he pS; the Public School7inaiE sub ectsTtE^P^^^ '''' ^^"^^''" ^^"'^^t^d in IS deprived of this right if a teachpir.nl ^"J'''^ '^^^'^ol Programme of studies ; and he jects,\s far as reqSd W^e^^ Second Class Provincial Certifirat It Z fT' ^^-u ^"""'^ ^"^'"'^^ g*"^"* many or fe^r favour, but simX Spon tZlZTd nf T T. 7 '''" f '^' ^ '"''^ Certificate as a personal the co'untiy w£cV?he law^ oniokte; L? 'r"^r '^' P"^''^ educational service to demand. contemplates, and which every ratepayer has a right to Objections Answered. Slandarfwhfd, i'. aCS !!l'l.Z t "".''"V^J'""?"? "1"* l>«v» been mad. K, the Wsh expressed bS that manv sZ I n"!"' '^°'' ^"T Certificate, to te»;he,s, and K tei,hsrs. When iatr L I T ?l T '° ''? ?'°*'' ''" ™"' °f '»8«lly quaJiB™ •ingllschool SouiCt th?lan?,1 .rrf'*'/?''"'"' "'" ' ''»™ P™'*-! tl.it noti ...Ijet withent W^er^rthe'SldSof'^'X SrSlf it K' T"",'*' '«",'"'• P.n.r, are the Torehodinga of certain l..^.^:!':S' ll-'Z^^lT^^Z »ent and un^tiafactorar^t^' the^T^^^t? .^^^^''^r.^^ 13 tions j all ftdmitted that Avhatovor good these County Boards, aa thon constitutod, had dono in the inrjincy of our School Hyateiii, they had, in the miijority of instances, long outlived their usefulness, either in elevatiiij,' the qualificationii of teachers, or in promoting the efficiency or permanence of the teaclier's pi'ofession, and that some change was necessary. ;j. It was, furthermore, alleged, that undue partiality had been shown in granting Provincial Certificates to students of the Normal School, wlio were no better (lualifiod than many First Class County Board Teachers, and that these wer.- (jnito as worthy of a Provincial Certificate as First Class Normal School Teachers. Though I knew the impu- tation and statement to be utteily unfounded, I concurred in the principle involved in it : namely, that all^ those teachers throughout the land who are e(|ually well (|ualitied with Normal School Teachers who have received First and Second Class I'l'ovincial CertiHcates, are entitled to Certificates of tlie same cla.ss, and should have the earliest and all possible facilities to obtain them. Accordingly I recommended to the Council of Public In.struc- tion the ai)pointment of a Committee of Examiners, composed of most able and experi enced teachers, and wholly unconnected with the Normal School. I first proposed that one and the same set of examination papers for First aiul Second Class Certificates for Normal School Teachers and other teachers throughout the Province, with the same values of answers to questions ; but it was objected, that, as the sessional examination of Normal School Teachers would take place several weeks earlier than the examination of teachers in the various Counties, the papers v ')uld become known. My answer was, that I thought this could be pievented by proper precautions, but that if, in some instances, any of the questions should become known to candidates, it would be to the comparative disadvanta <- a > m 44 haa b6«(n siiddonly raimed answer is, that the standanl For Provinc TpnrHr . . '•*«''"3';i"''''he«l tnuchers. Mj the name (with s„me mi iLtL) ^t^at w^.1 h hffl '" "••*.'^'7\ '•'^i«<"<» 'it all, but i. Certificates to Normal Hc\S ^^^^ J^'^JZ,^^!!: ^T''"^ '" «'''"« ^^''^""^'^ Class County CertiHcates is the si . e «« Hl.f l ,**t'""lfird ot examinations for Third School. The simple fact th fh '!'"■'•' '"''""'^ *^^"' "'''"'^■«''« ^o the Normal "«hams" and " "re s " I am sure Z ITTlr' "'" "°^^ ^'^^^^ r^oHHes, and no grammes for the examinatior,, even t^^e F^'lmfe 7% '^'% ^"•'''"•'"/"^ ^''^ P'^^^" will say that they are in any res, ect ton hi.I f ■ • '""i' ^'"'' P'"»v'"C''tJ OrtiHcates, for the support of whicVa"! aZs of f "*' n"" '''r«'-t'ficates of teachers of Schools chiefly depending for tl e I AZ If L.-rH? '""' ^r'*' ''"'' '^» ^^''"•^'' ^''^X »" than three years, a suffic on number of til ''^''•11' i. '"'^ ^ '^"^ Persi.ade,! that in les. these progrLm^s, to su,n"yTthe PuwJ s7 T'" h^^' ^^K^J'^'ly qualified, under temporary Urufieates at' I fej^in^a^^ trache^s." answer no'; so"" f^^' !l! ?'1 ""T'"""' .^''"""'8 "P ""^"y ««l>«"ls for ^Tant of temporary cerUfiS;o^4^J:i^ authority to giv 80. yet he can do so on the recommeXtion nr w?H i ^''""^^ '"^ authorize him to do low-Examiners of the Co ntv Si ,?«„?[. ^'' ^)l'^T"^ "^ '^ '"^Jority of his fel- in their recent examinations tleJlv; h I' ^'l"""'.! ^^.' ^''"didates have faiUd *d, when the Examiners recommemuLnlar."'^^^^^^ "' l^"^"8 ''«''" absolutely W in addition, the County InsTcrrlS «''*"'^^ *" them' But, he may find qualified to t3 ^c if sd oo,s t^^^^ cfert.ficates to other applicants whom In this way, liot a sin-^le fiPhonrn. i k i ^ , ^'^^ ""^ht not otherwise be supplied. the regular^Urdar "ff quSa r ..'nK '"^ ^'l ^^''\ "^ ^ ^'^'^^y ^^^I'fi^d teache fand according to it in sXie^^mb^c?l*^^"*^^^^^ ^"^'^^'^ become qua ified that theirtificLtes Sl'n^^^^^^ bvS ftv 'r*''7'=^"°'^- ^' " '^"^ '^ ^e reLrked. terms of them, and are no aKTby'any fa furtS^^^^^ '''"''^'l^ '« *h* examinations— not even thos^rrfS^-^- "f"^'^'*'''* °^ •^hem at the recent Board has been authorized to cane fanrsS^^ei^^^^ '^ '^' ^''< -« »« a Third Class CertificaL under tlTenerilT'^'^^^ But it is manifest that many a First Class old Count fitrdCertiSe '"'''' '"°''' ""^ " "''"'^^'^ ^^^"« »^^*° eausethe^:nnXS;t&:tw;'^^^^^^^^^^ *" ^« -^ -d^. b. for office-holders, but for the oeonle .nV/»oi! , • . ^l' ^ government exists not youth and future geLrat'ons of the llnJ a" -A '""f "".' ^"'^ '^^ teach.is, but for the keep pace with thf prog S^ been too slothful not to all incompetent and indoS mS nffl ^1^ f ^^"^ '?'^*''y' ^^ey must, as should place to the more"! uilms' Slli"?? ' '""' ' ' '^'^J'"^ unenterprising citizens, giv. ^tionofagenerattTcSr^isS^^^^^^^ »CSi:;r-ov£-rff-:?i;;Si them, they could entirely remove this ol^ecti^S' tSt^^ IfS^t^^^^f^ IV.-A FIXED LEGAL STATUS FO^ THE PROFESSION OP TEACHING profeLt"oftlCX7=\'T'''^^ been the giving to th. one or twoUatesff LTaL r.an'^^^^^^ ^■••^^'"-' ^^'^' ^ believe, in but app^ointed iv m"™^:^ ^.^T,^;^^;^" i ""^ '"'^^""' ^"'^^^ Superintendents Je^ 45 way. tioneenng preBsure, and in the selection of tlie Iw-st qimlified men for that important work. i«n» K^ '. ^'«nn«ylvania, no one can bo appointe.l to the office of County Superinten- dent but ' « penm of lUerarj, and menli/ic aajuir,ments, and skill and e^erunce in teaching ' W th our oriner system of Townslnp SuperinteinlentH, there was not only no legal stand- ard oJ qualifications, but eipmencd tearhas u-ne pradicatly exdmUd fnmi 'the office, bocaust the salary at ached to it was insufficient for their support, and they had (as a gen;rai ule) uo other profession or employment by which to gain a livelihood. But now that th, sphere of the office is enlarged, so as to occupy the entire time of the Inspector, and secure to him a support : as the quahhcations of it are now duly defined, to be those of a First Class Teacher of the highest grade, it is open to the able and experienced teacher « the legitimate reward of his merits. «ai,uer, h Pnnnt !" Mv^"! ^"^^ >'T' i*"' "'^^ *'^^'* '" ^^^^ '"^"^'•' '^^ Services of several efficient County and City Superintendents were regarded as a sufficient evidence of their qualifica- tions ; but for all new candidates, experience in teaching is declared to be an essential qualification for the office, together with a knowledge of subjects taught in the schools. I believe all parties agree that in this respect the new Act contains the mainspring of an immense elevation in the position and usefulness of the teacher's profession Even in a recent annual association of teachers, the most restless and faultfinding of the number present could not otherwise than express satisfaction with the general provisions of th. new Act, and protested against one clause only, the most benevolent clause of the whole Act^the clause which requires each licensed male teacher to pay for the license for monopoly of teachuuj which such license gives to him against any unlicensed teacher) at the rate of two cToUars each half year towards the support of superannuated or worn out members of his own profession. Fixing the Minimum Salaries of Teacftft 1. I had hoped to have still further raised the status of .,,. Teaciiers' nrofession Ht f^..'"iitl .). '^r "f ^'^^ !*^ ^^i"^ the minimum salary to be paid to Teachers, in accord ance with he class of certificate which they held. The principle of fixing the minimum salanes of teachers was concurred in by three-fourths of the fJunty Conventions whidi ™ held m 1869. But I^he minorities in opposition to it were very large, and it was only car- ned upon the ground that libera aid might be exp-et^d to be given'to sections "„ new Legislatiire "' '■ ""»°>'""'" ^^^d, thougii small, was not concurred in by thi n.^f ■• ^ ^»"Jf ""l""^ the most fruitful sources of the change of teachers arises from the Tc^^ \ \ 1^ teacher" system Dr. Fiaser, Bishop ot' Manchester, in his report, thus forcibly states the case, and gives illustrations. He says (page 69) : "In almost al the "reports, the rapid changes of teachers are deplored as one of the ^eatest Tnd an es to the progress of the schools. The changes occur chiefly in the rural districts, and among the junior teachers of the city (and town) schools." Further on he says : " Indeed it^ the low range of salaries, acting powerfully as a motivp ,n.on the gpneral rectlcscpc'- f ;;the American temperament, which produces those rapid and continual cha'nges in "the teaching staff of the schools, the effects of which are so deeply and unanimously deplored It 18 thought a great thing to retain the same teacher in the same school for a whole year. A calculation is made, that 'at least one-fourth of the money expended on the c lools IS thus was ed.' The quietness and success that has marked a school year is al* tributed chiefly to the emplo:^ent of the same teachers who had taught for some time in the townslnp before. To find a body of teachers who intend to ' make teaching their business for se^veral years, excites surprise. And yet it is felt and acknowledged that ' a ^^ teacher is worth twice rs much the second term as during the first.' ' Frequent change of teachers 18 classed wuh their 'incompetence,' and the 'irregular attendance' of schol- ars as the three great hindrances' to the successful prosecution of the schools " .'■. ^' •••••••" t^mnir. tuui. teachers c.icmscives promote, to a large extent this pernicious system of change. Many of them enter the profession as a temporary expedi- ent, and take a school for a year or more. Such teachers have no motive to improve the schools, or to seek a re engagement. Their only object is to make a little money out of tnem, or use them to bridge over some scheme of advancement. 4e teachers of Public Schools ^ho a eohfnlr'^r "r.f?*'^'^^ *^°'' ^^''^^ years; all Certificates of qualification of the h^i3e''^^?^1l'^^^J^ ^'''' "^^^''^ ^''"^'"^''^ High Schools, who have tau-^ht the lame s^cTool ih} ' "'^"^ ?^^f^''' ""^ Grammar or tra.ismit to the Education Sirtne^^^^^^^^ ''"''^ ''''° '''^" ^'^P^'^ and cipline of Public Schoo s ; 3 al IGradu ^^^^^^^ T '^' O'S'-^^i^'^^tion and Dis- their degrees in any Uni^ersi^y in SBSn' have Proceded regularly to lege or school not less thaHJee years ai^t^o Si""'' """^ ''^^ ^^'^^^ *^"Sl't in a col- tion Department a satisfactorr Ssts on Tl e ol ^^^^^^^^ Schoo s, shall be considered legally Zified for tlSfffirnf °P ^""f ?''''P""^ ^^ P^^lic Schools, without any further examinatZl^L-^^?""*^ Inspector of Public Department, the certificatrreS Jj law "'"^' '" "'"^' '"'"' ^™°^ '^' ^^'"^^^-^^^ thos/oSSt^^s^t:^^ or High School, and m the British Dominions, and have t^rfn .TJfi ^ u' .'^'^''f '" '^"^ University .11 cardida.es for Degrees in Am?n hf ulS^^^^ ?« ^'f" ^'^T^^'^^^^ Tiously to the year 1864 uossossf^d all f^o !/„? f ui • • '-'"^'^^a Kingdom, who, pre- sities for admission to such egree an] 1 avf taSf '"^"""ff ' "^ '^^"f '''^'''^' U^ijer three years; and allteacherrff cLmlTp^^^^^^^^^^^ 'lot less than Provincial Certificates SquahficSoro? In " ®k^"^' ''^^ ^""^^ ^^tained First Class Tisions of the presenriaw,^Srbe coi'is^deT^d T/ "n"'" ''\t ^.^''tifi^ates under the pro- bers of a County or City Board of Examh rs wii ?S. Vu^'^'^ *° ^'. "PP°'"*'^d »«»- tainingfromtheEducationD"pStn^^rZ ;ir if-f T-^*"''^ ^n their ob- City Board, a certificate of tSfhaXclilV-^^^^^^^^^^^ ""^^ '^^ ^"""^^y Council or under its provisions ° complied with this regulation, and being eligible City iSSimftraSal^^^^ ^^.1?^*- ^''^^'^ *« -t as County or Education Department PP''"*^'*'"' ^^ ^"rnished with the requisite certificate from the o.ler"o 4?ll2l1: lorThltStl^^^^^ " "?' '"^^'r '' ^^^'^ Schools, must, in cate of his quatificatJon for th'e'oXe "^hl S t^^^^^^^ Education Department a ceriifi •atisfactory proof that he no..P«Z /ho i i ^^ ^^^^I'smitted to him on his furnishine Graduates aKeaSstSs of SdSc^^^^^^^^^ qualifications. In the case of UniveS ganization and DiscipE of PubHctw^^^^^ satisfactory Thesis is required on the Or^ foolscip^vrll'ron^sXSln'^^^^^ - '^-^Y P^ges of chaptered as numbered, viz:- ^' '™'''^'' *^" following topics, or subjects, itsusl^S^TStschloTS^^^^^^ and apparatus, &c. ''"""'"g^. and in and out-door arrangements ; school furniture r^st'erftlllTkTSr-;^ «tudy; school rules; school ^4^S^S^:^^S^-^tSii^ ^[ ^'^ -^« of tion ; how to interest the class saccesstul teacher ; how to secure atten- tions,' &?""*"''*^'^^ °' ^""'^ ^'y'^ of questioning ; correction of errors ; recapitula- ^isthenll"'"'" '''"""'^^' ™'^^*'''' ^"^^ P'^y-^ -l*-e of childhood; gymnastics and *ieri'-caS"' ''"'^'"'^' '^"^^'^^ -^ punishments; prizes; authorized system of 47 . WHnL^'Jf"' "^''''*"^' 'J'u'^ ^^'* *° "'*''« ^^^^ available ; school museums, or local col- lections-their value, and how to promote theit- formation and use Inspecto^rorSoo"' '^'"^ "^'^ "'^^"^ ^"^ ^"'"^ «^^""' trustees, Teachers, and DUTT OF TEACHERS TO PROVIDE FOR THE SUPPORT OF THOSE WORN-OUT' IN THB PROFESSION. 1. In 18i54 the Legislature inaugurated a benevolent scheme for the formation nf • fund, out ot which to pension the worn-out members of the profession of teacE * Tf provided that teachers should contribute four dollars per annZ to fWSnni °' .• ht'^The L^'-T?'^'^^^ ^'^^T^'^ supplement resr:ont"rSonst a b^l'T u^ grant. The Legislature performed its part generously, but the teachers excP'nnZH^Je isolated cases, failed to do theirs. This they themselves se m to E fe t ^ and in TsGD hey suggested to the Legislature that each person on entering the profesl'n of teach^n^' thrHlrf'mi '^^''' dol ars nto the Superannuated Teachers' Fund for Scer?iicatetfn tho dratt of Bil , as submitted by me to the Government in 1869, I modified this Dro^lal and provided that "no certificate of qualification should be vdid anTl^er ^ holder thereof should pay four dollars per annum into the fund for the support of s" ner annuated or worn out teachers, as provided by law." Tliis nroviso Pmhn3 !. -.^ui principle of the English, and c'omin'ion Civil Lrvi;e Aclt^^ncrrs TesS " TS to provide permanency m, and elevate the teachers' profession ; while tle'Sres of teach ers^n^their agreements with Trustees, would no douft, in most cases, be auliented in pt n,n^ifi;.f*""f"^i ^'"^ ^""'Ti^' f *''^^"^ *•''■""=•' *''*^ Ho"««' *'"« Section of the Act was acain SJ^tdS ts^i; Sr^^K^^lifilr Si:^t^ ? certificatJp^SJ! pay into the fund for the support of s^pe^ai^elrLro^t 1^^^^^^^^ annually ; and each Inspector of Schools is hereby authorized and requ re™ to deduct one half of such sum semi-annua ly from any payments made by him to any male teacher unXr his jurisdiction, and transmit the same to the Education Department PmvSi that any teacher retiring fmm the profession shall be entSdoeee-eblkli Chief Superintendent one haf of any sums thus paic in bv l.im tnThlft j a ? shall be entitled to receive back the full amount paid in by such teacher" wTthSteres at the rate of seven per centum per annum." Under the new Act, additional provisSn rthu« I^S' 'fV^K-Tu '^""^"^^^ ^'»« f""odied in the School Act Bi t' f a teaS leaves the profession, he is entitled to receive back one-half of the sum which he h^D'-d in towards the support of the worn-out members of it, which is even irthan TwTJvlt minister could obtain who should abandon his work The obiectorT to sS L ^ ment are chiefly those teachers who do not intend [o make tet^ he P™^^^^^^^^^^^ S 2ln T^v^vth^^• V^' 'T '^^"?' -«t^PPing-stone t? LZotherpursidt o prote^sion They wish to avail themselves of its license to make what monev thev clr, n»f It, ;X.thout paying anything in return, even in behalf of those wholpend theS^vSr of life rh IfCn • 7*!f «»bscriptions to this fund are paid through the County LsEors and Chie f Superinten dent, and are deposited forthwith in the bank to the cre^t oT the ?re^^^ t In Illmow the fee for a Teacher's State Certificate of qnallflcaUrtn i* $5. 48 nrer of the Province, as are all the fees of the Model Schoola *nrl fi,« «,« • , SupB»„„uali„„ Fund. ImongZ p^oS LSe'L%3„'^'7 ""''?'■'?"»"»,'» • it would be easy to establish, withoi^t extm^^^^^^^^ Upon this principle, Fund, to be raised by compulsory deducSns mtlp hv tS p' V^^^^^'^^l^s Superannuation aries and results only. As^ thL ^subject T a ver' ^mnnrf .^r''* "^t ^^^'^'^^'^ f^om sal- going into details, and will therefore^^^t down m7ideas a^to th?bn,^- ™'^ ^'.'^^^'i^ ^^ be developed. The Superannuation FundThou^d hlZTJA ? ^'' ?" "^^""^ '* "^""'^ from all teachers, assistant teacher^PUT^l tSls an?t„> ^^'^^^'^^ contributions nized by the Board of Education The contrTbut^o^rlju '""'?"'' ^'I^'^^y ^^''"'S' -— pe'r cent, made by the Board of EducaS S^^^^^^^^^ Z ^..^'^^^^^ ^^ the salaries and result payments to every schoo in recSfai^^^ varying according to sex and classification, should be ?tnlhL '**' of Pens.on, up to a given malimum. Pensions for teachers' widows should t T'^l ^^^ l'''"** principle. I deem it indispensible that a FnZlLZThl -a I ^ awarded on the same and that it should be man^ bj hf La^S of SLlT wb^^ machinery to make its collection Ld diftrStion an eSv mktTpr T ^^ Vr'."^''"^ by the opinion of the leading teachers rmyStn"ctKrttL ^^ 7" belief, fortified Fund would confer great advantages it woufd,nSri-;i-? r • ^^^aWishment of such a worn out by good s'ervice ; andT^^uldTffer TiScement ^rS f T 'T""'" tinue in their occupation, and devote the best veai^ of thSfp^n^tp I" *«^«hers to con- Jtmjht attract into the teache.' ranks raLlTorl'^^rf^X:^^^^ Objection by a certain class of Teachers to contribute to the Fund such t^lltr'rirSS: rclarclaTtrlr" 'T''"'' V^^ ^«*^^"«^-"* ^^ to the Fund and to the mode of co^SuSg to "t '' Tra^SL- ""^'^\? ''"^^ ^'''^''^ promoted by two small sections of the teachers of our pSl 4T ''? '^t'^^^^^'t '' ''•''"« intend to remain in the profession bntnmko ,,1 V: ^. Schools— those who do not and those who are peETo; ,e fi«f Ttti;/:^^^^^^^^ devoted members of the profession have without diti^' • i .' '"°''' thoughtful and their countenance to thisu^nwise and u^t agitS^^ consideration, mxw.ttingly given 5. As to the necessity for this Fund, we would sav f»,of »« i ^ , their lives to a profession so generally undeTpaid as the?; ^ T '°"?,f, *«*ch«rs devot. «ity for either friends (if therl be anv but X 1™ l ' ?i.^°"^ ,'^'" ^^^'^ ^^ * "ecea- themselves, to providi for the%uiet ^and colfbrt of th^^^ themselves) or the teacher, who, in less prosperous days, aL with scan^V rem^^^^^^^^ ""■ '\''' ^'■'*^'"'"' which they feel proud to follow. Even no w at Th. II ' -^^ *^' "^^^ ,'" *^^* ^^"^"g '^ the incrmed cost of living) it\ almost im^oiS. f f^ f ^'" '"^ ^'^?^''' (considering more than a few dollars a ye^ BuTbv St^^lf \^^ ^^/ ?"™ ^'"'^'^ ^o»ld realize Act. teachers can, on the payment of ^a sma fui^'T^'' a\^' P'''^!'^'""^ '^ *^« "«^ an allowance for life, after ErretirLer^irSe ororsl'^'^f '"'^^f y^^""' ^««"™ every year they may have taught schooT ForTnstance^Tf l «"' l 'u'' ^f"'' * ^'^^ ^""^ yearsinthe^^^ «d fu«>t.ve character to teaching, anj thu. bri^^rcrer tSToalhtrrK^^^^ 49 will, on his retirement, be entitled to an allowance nf ftlKn o «n«, A,.ri- ^. u ., The Old Teachers keep down the general scale of Remuneration ment m the art of teaching. It ha^ become a serious mattlr^fh Ir Crd 0^^^^^^^ ners to know what is to be done with such teachers. Thev are noor and h^vf „ f V quite inadequate for the maintenance of tlTfunA S asitetion h^ 1 f J .1 ^"^''?-' " <;onsidcr the foregoing facts. , when they • Note.— An Inspector writing on this subjflot says •— lKX,n"to'*.n':^lembe«'^f ^pSeS.'*"" ^ * """"^ «""«"* "-. "^ th.t it has already proved a gre»t 50 ll On what Principle should this Fund be Supported increased the fund of late years to $6 5no ^pp «««,;,„ Tlx ^^^ annum, and have even nothing. An isolated caseS aSd tliere o{lni^.L^ '^'^'?' ^ ? ^^^ ^"^^ ^one in his §4 a year, but the te^Ie^V^h^fJZt^^^f:'^'^^ °'' *b« f«nd does send Low salaried selfishness! a^daTeC^t^^^^^^^^^ ^.° theh: duty, in the matter, to follow, have operated to prSce S SlteS thfn^ T*"" "[^'"^ ^^'^ *^^<^ °^^ prosperous ; salaries have be?n S Jil^ fu- ^^^^ ^''^' however, the country is Jecolnised MnTanSTis ri'h^^^^^^ *««'^ 'V^fJ'fn Placed o? a faculties to elevate the teaching prSrto see th«^^^^^ ""^''^ ^ *^"' ^«"*^^^«* profession shall he provided 4 ^dTo^iraVa'ltnt^:^^^^^ ^^ *^^ Should the Teachers sustain the Superannuated Fund? an. J; S;rS r anTthtS Teeftof dtl?""" *? ^''^ ^"«««- " ^^^^ ^^ould themselves answered it but ?n a fo^ w^? ^- ^ "P?? '*• ^" f^*' ^^^ teachers have onerous, if not oppres^ A? a iSnfof t'Cp^ M-*'«V?S ^'' ^'^^ ^y '^'^ ^ ^e the Province of OnLrio he d i^ ISS^a serfefof .^^^^^^^^^^^^ ^^°^^ ^'^'^'^' A««o«ation of amendments to the School BUI then before t^"^^^^^^^^^ embodying certain the Teachers' Association w'il the JdWi^g on^^^^^^^^ compi!stm, against which teachers now object "Fa.t f ??^ the very p^n^iple of examination for a certificate oi qSficSoniS/3:^fvr.°.^'^^^^^ "** ^'^ *>' ^er first the provision of the law (again twWcnb«»m>„;"?® ^^ ^^".^"^ '» ®^«^ »^Pect is members actually in the proSsbn who hlv! £r^ T.^!"^ ^"''^ ''"^«^) *h»* °o »«« but shouldbecalleduponto^cSQ to a C/fn ^ then- means of support from it, ment from it 1 That thisTs fSt bv teachi« tn l^}'^ ^""^ *^'"; '"PP«^ «° tl^^^^ "^etire^ resolution, which was reSntiralrL ti nf ! v *.-^ 'Tnf,^^ ^"*™ ^^^ the following of the County of Cham J-^ *^''^ *^ ^' * Convention of Teachers for the West Bidinf -^-!^!!!i5!iZ!i^^ the clause "It cannot be reasonably denied that it ia m iSft to iX,;! « r *^* *^°°® *^« *"nd » intended, hofel-keeperj, auctioneerB, pe'dlars or diy gwdf merehwite 3 W tV""*"'* J!?*"' *«*=^'«"' « "J^n lawyew. the pfJtry |4 license of the teacher witK^oXr hv^t'. , k ■ w ''^ grumbfeni iust compare for a moment over the teacher's hardships sinkTnto insSca^ce when i? Kt '?^th^*i^y l?*'^ *^^A annum K^ at interest for his benefit in old age, and aShg ^th it M «X) a v«r^J^*K^t*'T^' '^^^n P»id, is invested It cannot, be denied that t?e V9iy Act wWchimr^i«*^/i- "^"^l^ tion and thus limiting the supply, has Ilre^ J^hid (Ti^^fJ^z A^'r?;?''' ^7 """l""'? the standard of qualifica- bi, an ww« ten times as great ii the lieentiimXd ^"^ '** ^"=* ''^'"'**^"0 ^ 'x^^ies of S^» IX cannot be deoinH flint ft.;- «.^t»i.: 5 •_ _ . i^a^ *aSS.^tt{^'ng*tV^^^ a"?e'C?a^"''^„^'««^ -^^ <>« "^ those Teacher men possessing a tolerably fair opinion of thprnsSv^ «„ 4 t^'PPO'ary expediency. They are generally smart in obtaining t£e most luc^i^tive ^Sons n XLe'o^ the «alKn '^" '^'i'"'*."' c1evenfe^\„dLc^ fw J!!" »r*1'"*«">'^«'> ^"'' «"<=•» : and they we ?he Iwt th^t sho.S^ te'^f**'^^*''- "^^ Superannuated them so good a turn, or malign th^ legislators who h"ve w?th thp^af^ l*"^* T^^ * profession that serves noble provision for the meritorious teacher in his old a^I IJ.H X.^****j '"*'•?' '"^ liberaUty made this t^S^t-^^P^^^ ??A*L*M ^» indu- clever m^n to Mt^ac^t^^f^.^l^iT?^? *» f/^- thJ pi^fessipa to a respectabiiiiv thai ';;ill inTuc c ev^m^n to X?t^ac\t7i.TV"4e -,- , - - they }!?«,»?-. ^teachVis X'mpV^T'TC doT.t"^'oose^^* " » "»" We-"c^mpaUoTthanX.r Lbeity to buy an hotel-keeper's license.^ an ^u^otX\i^^-.^^^^^^^^^^^'^)>^^^^^^^ at ^bjecJ.!;;j.%ll1^7t&ete^^^ of position o„t«de the profession, on thi. present agitation ,s impolitic and against thrb^°t Inter^S of the JSfTJi^"' "* ""* *" *'""^*' """^ »"»» *^» 51 in reference to the Superannuated Fund and thaf »« f^i ^ a x.l ^ Byerson for the introduction of Sid c We ^lie^l^? ^L^ *^'H 1 gratitude to Dr. •mendments in the New School Zt." ''^^e^g »* to b<» one of the most beneficial Official Regulations m regard to the Superanuation Fund ♦ «>dopt\'d b?tr ero/?uS S^^Z i ^So^^l-^-^ T-^-' Fu.d, such, may share in this F^d a<«cordSe to t^^lmZJ' °^ '^^'*l' *°^ ^"^"^^ « taught a Public School in OntS^^by dCsiW wTh f^5r?T«*^'^>^^^^^^^^ cation the preliminary subscriptionKKu^d^etui^e'd §^^^^^^ «f Edi shall ^Ue\;7mX:r-ffl ^r "Z^olt^ZZ^'itth '^ ^ ^"'1^^^^' ^^^ ^« ted to it at the rate of five do^Ss Jer aSi^'fo? «^ . *^ ^"f,^' "?"'* ^*^« *=«'^trib"- to toach, up to the time otZ^t^LZZtliSlTfot'lS'' T ^^^° h*^g^ havetlS: JSblSSJSShS^S S?tLE?/T *f/-'^. -J- shall not have been wora out in therrk^lTSbuJthtS'Teihfr"'^'^ ''='°'^'' ''^ "^« «^^^ "'>^ accorSn^g to\rXTbldTL':nT£Sonf ^^^^^^^ ^f f*^ certificates and proofsj should bfsigned ly any tIcS "r^^SSed as'l'S^nt o'ntrFutd" "^"^ accore« for"" ''''""TsXt'ed'''''^"""*'^^/-^^'? *,, '^i"^* 7. That since he commenced tewuL in the t^vii^.i''^*^ .^ ""^ . Rlacea: ««" "^wmng m the rrovmce, he has been engaged as a teacher m the foUow- >mth» last certificate is from the ing places : to th"; S3' A'." S?* ' ™- sd,«,i to o„i^. !„ ii. („u p.rtrf rf y^ «.d h- ^uiw »i:>':,2^"'- W "^^s--. SA w «1£S tX4, „ . REMAnirs IT...* • ,. (Sign name in full) 'x^iMj^eylS^^'^^^i,,^^^^-^^ »- fi"-' "P-«ve.y particular, and be accompanied will. i- Of tteh"7?£rh*\';*5irt wt^^ • pension. ^ *""" *"'-'' "PP'''^"* »«« been engaged in teaclSng in Ontario, and for which be-adte thatprSonitngel™""^' '"^'"^"« *» ^''^^ P«-ribed form, that the applicant is unable topui^o: Bt I ' >u . (^ ) Communications and subflcrijttiona in connection with this Fund, are to be sent to ihe Cliief Superintendent of Education. v.— COMPREHENSIVE COURSE OF STUDY FOR THE PUBLIC SCHOOLS. r . 1. In dealing with this most important question, and in laying dowi^ a few general rules in regard to it, the following weighty words of the Bishop of Manchester, ia his l^mirable report on the " School Systems of the United States and Canada," are highly rtggestive : — "The mistake that is commonly made in America, is one, I fear, that is taking some "root in England — a confusion of thought between the processes that convey knowledge, «*atid the processes that develop mental power, and a tendency to confine the work of ttie *' ^hool too exclusively to the former. It is, perhaps, the enevitable tendency of an age "of material prosperity and utilitarian ideas. Of course, the processes of education are "earried on through media that convey information too, and a well educated man, if not " necessarily is, at any rate, almost necessarily becomes a well informed man. But in my "sense of things, the work of e' ication has been successfully accomplished when a scholar " has learnt just three things — what he really does know, what he does not know, aud how " knowledge is in each case acquired ; in other words, education is the development and " training of faculties, rather than to use a favourite American word, the " presentation" " to the mind of facts. What wsw Aristotle's conception of the man whom he caJls— "'thoroughly educated 1' Not, I take it, a man of encuclopsedic information, but a man " of perfectly trained and well-balanced mind, able to apply to liny subject that may oc- " cupy his attention, its proper methods, and to draw from it its legitimate conclusions. " Hence the proper functions of a sound system of education are to quicken the observa- " tfon, strengthen the memory, discipline the reason, cultivate the taste ; and that is the "best system which gives to each faculty of our complex nature its just and proportionate *' development." 2. In the programme of studies, and limit table, adopted after due consideration, for our Schools in Ontario, the subjects essential to a good Public School education are prescribed and classified, as also the iiumber of hours per week of teaching each sub- ject ; but the mode or modes of teaching and illustrating the several subjects specified in order, is left to the independent exercise of the genius and talents of each teacher. In preparing this programme, the Reports of the latest Royal Commissioners of England on Popular Education, and the opinions of the most experienod educationists, have been consulted. It will be seen from the number and order of the subjects, and the time pre- scribed per week for teaching each of them, that the first years of Common School studies are almost entirely devoted to teaching the three primary and fundamental subjects of a good education— reading, writing and arithm3tic, including only such other subjects and to such a degree, as to relieve the pupils from the tedium of the more severe and less at- tractive studies, and to develope their faculties of observation and taste for knowledge, as suggested by the largest experience of the most advanced educators. The subjects of the programme are limited in both number and range to what is considered essential, and to what experience has proved can be thoroughly mastered by pupils of ordinary capacity and diligence within thirteen years of age. The thorough teaching of a few subjects, within practical limits, will do more for intellectual development, and for the purposes of practical life, than the skimming over a wide range of topics. The subjects of Natural Science required by the thirteenth section of the new School Act to be taught in the schools and provided in the programme, are such, and are prescribed to such an extent only, as is absolutely necessary for the advancement of the country, — ^in agriculture, the mechao- ical arts, and manufactures, apart from science and literature. And when the cheap and excellent text-books prescribed are examined in connexion with the subjects specified, it will be found that nothing]has been introduced which is impracticable, or for mere show, but everything for practical use, and that which admits of easy accomplishments. Education directed towards thb Pursuits and Occupations of a Pex>flel On this subject, Dr. Plaj'fair gives the following striking illtistration. He goes on to say ; — ^« " The great advantage of directing education towards the pursuits and occupations ** of the people, instead of wasting it ou dismal verbalism, is that, while it elevates the fndl* ** vidnal, it at the same time gives security for the future prosperity of the nation. Theiitf "are instances of nations rich in natural resources of industry, yet poor from the want 6t " knowledge, how to apply them ; and there are opposite examples of nations utterly devoict " of industrial advantages, but constituted of an educated people who use their science astt "compensation for their lack of raw mcteriaL Spain is an example of the first class, tmd " Holumd of the second. Spain, indeed, is wonderfully instructive, and her story is well " told by fiuckle, for yon see ner rise in glory or fall in shame, just as there are conditions' "of intellectual activity or torpor among her inhabitants. Sometimes animated with life, " Spain seeks a high position among nations ; at other times she is in a death-like torpor. " She is an apt illustration of that sentence : ' He that wandcreth out of the way of under- "standing, shall remain in the congregation of the dead.' The Jews brought into Spain "their habits of industry, and later, the Moors introduced the" experience and science of " their time; and they took root even in a country devastated by wars between Christians " and Mahommedans. But Spain committed two great national crimes — the expulsion of " the Jews at one time, and of the residue of the Moors &t another. The last crime of " 1609, by which 1,000,000 of Moriscoes were thrust forth from the kingdom, was avenged " by suddenly depriving Spain of the accumulated industrial experience and science of cfen- " tunes. After that act, education was only allowed so far as it did not interfere with "ecclesiastical fears, and the country fell into a state of abject misery and dejection. A " century after, the Duke de St. Simon, then French ambassuuor at Madrid, declared that " science in Spain is a crime, and ignorance a virtue. During the next century, there was "aperiodof thr'ie generations when foreign science and experience were imported by the " Spanish kings, and the country began to rise again to some condition of education and, "prosperity. But in the last half-century it has relapsed, ecclesiastical power having again " assumed iti old sway, and Spain has returned to a position of obscurity, from which, let " us hope, shi may emerge by her late revolution. For this nation has everything in the " richest profusion to make it great and prosperous. Washed both by the Atlantic and " Mediterranean, with noble harbours, she might command an extensive commerce both " with Europe and America. Few countries have such riches in the natural resources of " industry. A rich soil and almost tropical luxuriance of vegetation might make her a " great food-exporting nation. Iron and coal, copper, quicksilver and lead abound in pro- " fusion, but these do not create industries, unless the people possess knowledge to apply " them. When that knowledge prevailed, Spain was indeed among the most advanced of " industrial nations. Not only her metallurgic industries, but her cotton, woollen and silk "manufactures were unequalled; her shipbuilding also was the admiration of other nations. " But all have decayed because science withers among an uneducated people, and without " science nations cannot thrive. Turn to Holland, once a mere province of Spain. She " has nothing but a maritime position to give her any natural advantage. Not so bad, " indeed, as Voltaire's statement, that she is a land formed from the sand brought up on " the sounding-leads of English sailors, though she is actually created from the debris of " Swiss and German mountains brought down by the Bhine. Hence within her lands are " no sources of mineral wealth j but she has compensated for its absence by an admirable " education of her people. For my own country, I have no ambition higher than to get " schools approaching in excellence to those of Holland. And so this mud-produced "country, fenced round by dykes to prevent the ocean from sweeping it away, is thriving^' "prosperous and happy, while her old mistress — Spain — is degraded and miserable, unable " in all Europe until lately to find a King who would undertake to govern her ignorant "people." The new subjects of Agriculture, Commercial Instruction, Mechanics, Drawing, Practical Sciences and Natural HisroRY. 1. I may remark that one great object of the new School Act was to make our Public Schools more directly and effectively subservient to the interests of agriculture, manufao- t^Bies and mechanics. ' 2. In my first special report on "a system of Public Elementary Education for Ujk />4 and MoS'SholVut? ll^l'tn '"'' ^T ^?" ^"ccessfulljr acted upon in our Nomal l^tl^StM aSSot Xh^aX-n^SSte^^^^ ^ml purpose of preparing teachers to teach the subject indicated in the PubUc^l The way in which this Instruction should be Given. •■ the SSce of ie ™i^, theiwturd phenomena around, nntU they a™ smothered hy »e Ignorance ol the parent. He u a young Lmn»u< roanUng over the fields in search " of flowers. He is a youn^ conchologiat or mineralogist gathering shells or pebbles on ^' the sea shore. He is an ornithologist, and goes bird nesting ; an icthyologist, and catches " fish. Glorious education in nature, all this, if the teacher knew how to direct and utilize " it. The present system is truly ignoble, for it sends the working man into the world in *' gross ignorance of everything that he has to do in it. The utilitarian system is noble in " so far as it treats him as an intelligent being who ought to understand the nature of his " occupation, and the principles involved in it. If you bring up a ploughman in utter " igr.oranca of everything relating to the food of plants, of every mechanical principle of "farm implements, of thej^weather to which he is exposed, of the sun that shines upon him, " and makes the plants to grow, of the rain which, while it drenches him, refreshes the " coops around, is that ignorance conducive to his functions as an intelligent being ? All " 10,000 inhabitants to erect such schools." Necessity for Teaching Practical Science in the Schools— Examples. 1. What Dr. Lyon Playfair has remarked, in an opening address to the Educational Section of the Social Science Congress held last year at Newcastle, in regard to English Elementary Schools and the teaching of practical science in them, applies largely to Canada: " The educational principle of Continental nations is to link on primary schools to " secondary improvement schools. The links are always composed of higher subjects, the " three R's being in all cases the basis of instruction ; elementary science, and even some " of its applications, is uniformly encouraged and generally enforced. But as we have on " schools corresponding to the secondary improvement schools for the working classes, we " suppose we can do without, used as links. No armour-plate of knowledge is given to " our future artizan but a mere veneer of the three R's, so thin as to nib off completely " in three or four years of the wear and tear of life. Under our present system of ele- •' of these they learn not one fact. Yet we are surprised at the"consequences of their *' ignorance. A thousand men perish yearly in our coal mines, but no school master tells " the poor miner the nature of the explosive gas which scorches him, or of the after damp " which chokes him. Boilers and steam-engines blowup so continually that a Committee " of the House of Commons is now engaged in trying to diminish their alarming fre- " quency, but the poor stokers who are scalded to death, or blown to pieces, were never " instructed in the nature and properties of them. In Great Britain alone more than one hun- " dred thousand people perish annually, and at least five times as many sicken grievously, " out of pure ignorance of the laws of health, which are never taught them at school. ' 2. In regard to the study of Natural Science in the Schools, the Royal Commissioners appointed to enquire into systems of Schools, say ; — "We think it established that the study of Natural Science develops better than any " other studies the observing faculties, disciplines the intellect by teaching induction as ** well as deduction, supplies a useful balance to the studies of language and mathematics, ** and provides much instruction of great value for the occupations of after life." The Study of Natural History in the Schools. 1. In further illustration of this subject, I beg to add a few words by Professor Agassiz, formerly a distinguished teacher in Switzerland, laiierly a more distinguished professor in the United States. In an address at an educational meeting in Boston " on the desirability of introducing the study of natural history into our Schools, and of using that instruction as a means of developing the faculties of children and leading them to a knowledge of the Creator," Plpofessor A^ssiz observes : 56 18 one of the most effiit means fo. trd^veWment oS^^^^ ^^ f^*"'* " on these grounds, it is highly imDortant tW TE«n k f h"™*" ^"Ities, and that, •• duced into our Schools asS aXSe To .^f.^^^ of education should be intro! " nature is to the communftnt laJ^i n^ed odv fiSl^^"*.?*''' ™P"'**'^* *^« «*"dy °f " em times, man has learned to cSrolth7forJnfi1 ^ t^e manner m which, in mod- « which ou; earth prodS The "mli^ncnrth^^^^^^^^^ ^ '''''^ ?"' *^« °'*t*"'^ ;; to us. And I Z refer o no b S???vwLce t * ^^^^^^ '^'^^5? manifested " knowledge in our darwho\c^Sire7tha?^^^^^^^ '^' most extensive hu.uan " throughout the world rererrhis dfvoTon JJ'th- . ^^f *? °^^'''' ^^^ ''^^^^^^e " I trust that the time when it will h«lf,?J^^i^°"J*^ ^""S ^^"^ ^^ »" education ! And " potent teachers ff oiporCitf fs f«qu^^^^^^^^^^ u'.t n -^"".f t? ^«""« *° i"«°™- " the pupUs, by not attending KL to th«Jr Jo 5 ''^ 'V'^^^^'lg ^^^ l»»ghest capacities of « fifteen ye^^fagefaX am a teachS still .nd?i,„ ^ V'^u ^f * ''**=^«^ «"«« I ^a« " I do love to teach : and theS L nSn^ «n T ^ ^?^ ^ '^*" "^ * ^^^'^her all my life. " of my fellow bSr 4 tlfn ,-t!i, • ,^ ^° pleasant to me as to develope the faculties " with them ; and there ielol ci^ TobvS ^ W T '' t;?»ght^ without books than « always resort to books when fwl^,i^ I u' ** ^ ^°°'*^'' ^^^ »* " that teachers « Whei we would stoSfnltural Wli^'^1^^^^ ^T?" ^° t^eir schook- " minerals, crystals. meHe woulZtZTlan^^^ ^f ^** "f **>v' specimens-stones, " and not to the books descn^binH^it i#i,^ ' ^^'"fg^ to the plants themselves « animals." descnbmg them. When we would study animals, let us observe « that nl'sSmS^ofLtrJ^Tn^^^^^^^^^^^ „t 'T.T ^^^^ --*«"* -grets. « have taught me the litt^Ssed and w^nll.£ 5 v.v?"™^ ^J.'*'''^' '" ^^"' ^^ 1<^*' «» t<^ " me with a 8alutati6n whicW^nno? iS "ti^hbours that are continually meeting " when, in all Scott4 t^wis anrXrS^looEr ' ^^ i^'^T-^ ''""' ^ ^'1 " possess such capabUities.'' ^ ' «<=hoolmastors will be strictly required to The Value of Drawing in our Schools. felt t^!,Ta'S?nlTf^rrn7tS in mo' ir'f ^7 P^S^^^ ^ <>- Schools), the following law on thei-b^tf ' ^^S'^^^t"^^ ^^ Massachusetts passed "bral^cSoneSnfS'Je'bfLrsT.^^^^ " as to include Drawing among the "Schools. ^ *^^ *'^ '^'^ ^''=*'«'^ "I'^ed to be taught in the I^bUc "inhawi^lS:: J3rLke^7o7siS'r^ ™«^« ^^^'^ *^» thousand "Mechanical Di^^bHo pTreoSsCrr Xf^ v^""'"^/'^^ instruction in Industrial or "schools, under the2^tior5S£Ll'Sattoe>' '^' "*'" ^ ^^ ^ «--°^ 2. On this enactment, the Secretary of the Board of Massachusetts remarks : nus isone of the most impprta^Ua^a of the Session of 1870, and is destined, I 57 "doubt not, to produce lanting and beneficial results. It will not, therefore, be out of place, to give a brief arrount of the steps which led to its enactment. # * # .*!, V"J*^P°'!?*' *° » P£*'t>0" presented to the Legislature, in June, 1869, by several of the leading citizens of Boston, a Resolve was passed dii^cting the Board of Education to consider the expediency of making provision by law for giving free instruction to- men, women, and children m mechanical drawing, either (in existfng schools, or those u , \i ^V .^ ''*'*''^ l^.'" ,*^?' P"T>ose, in all the towns in the Commonwealth having more « 'Co Irt ' * thousand mhabitants, and report a definite plan therefor to the next general II Tu " u^® ?°"^ cordially entered upon the task thus committed to them. * * * # The Petition and Resolves were referred to a Special Committee, with instructions to- make such enquiries as they deemed advisable, and report their conclusions for the consideration of the whole Board. This resulted in the issuing of a circular, asking for theopinions of gentlemen connected with the various mechanical and manufactunnjr ,,i?^"?*™s of the Cominonwealth, of others familiar with the workings of our system of Public Instruction, and especially of gentlemen eminent for their skill and experience in this particular department of instruction. II j" T!*® communications received were presented to the Board, accompanied by a brief and able report. The report presented met with tin unanimous approval of tlie Board, and It was voted to recommend to the Legislature the following action, to wit : III* "That a law be passed requiring: 'First, that elementary and freehand drawing be u I *w^ i/o-^ ^^^ Fm'*^'*' ^'i''^"^^ ^'^ ^^^^ g''"^® in *he Commonwealth ; and. Second, that aU Lities and Towns having more than ten thousand inliabitants be required to make provision for giving annually, free instruction in industrial or mechanical drawing to men, women, and children in such manner as the Board of Education shall prescribe.' 11*1, "/^«'T<=<'™'"en<^ati?n8 were favourably received by the Legislature, and embodied in the foregoing Act, and in an Order of the House of Representatives to print in pamphlet lormtwo thousand copies of such of the communications above named as the Board should designate. ^^ " These are papers of rare value, treating of the subject of drawing in its relation ta ^general education, to our vanous mechanical and manufacturing industries, to high culture in art, and indicating the most approved methods of teaching it, both in the Public Schools, and m special classes." 3. The English Commissioners in their report thus summarise the opmions of those gentlemen examined by them in regard to the subject of Drawing. They say : „ , ," ^.- Stanton remarks that ' whether we regard it as a means of refinement, or as an education for the eye, teaching it to appreciate form, or as strengthening habits of accurate observation, or again as of direct utility for many professions and trades, it is equally admirable.' Dr. Hodgson stated it as his opinion that ' drawing should be u c X ^,, ,^ T'^^ ^''"^'^ ^ ®''"" ^ ^^ ''«"* to school, and added that it was already taught II * .^ ,r- 1?^* ■*^!?®*''^y ^ '^^^^ i" *^^ Liverpool Institute.' From Mr. Samuelson's letter to the Vice-President of the Committee of CouncQ on Education, drawing appears to be always regarded as a most important subject of instruction in the technical schools on the continent ; and the beanng of this on the excellence ascribed to the foreign artizans and superintendents of labour cannot be mistaken." Provision for Tkaching Vocal Music in our Schools. , ., }■ \?9^^ ™".8ic being now required to be taught in our Schools, we insert; the foUowinc stnking Illustration of Its value and importance as a softening and humanizing influence as a subject of instruction, from the report of the Secretary of the Board of Education in Oonnecticut^for this year. It will be seen how successfully he combats the statement so o.ter. puv fortri tnafe iustruetiou m vocai music is of no praclicai use to large num'oera of children, because of their inability to sing. He Bays : " Music is taught in our best Schools and should be in aU. In many instances it has- . *^w° Ti ^^^^^ ^ *" °"^ ®^ ^^'^ '^"^^ studies. It is the testimony of multitudes- AS « « l< i< « « « « « « « << >'»«» House being invariably separated by a high an. I tight board' fence ; the front grounds being planted' witfi •hade trees and shrubs. For a smaU school, an area of eight rods front by ten rods deep niay be sufficient, the school-house bemg set back four rods from the front. ° ^ " *"' "" '*^"™'» ,M'E^'"'*T*'*'**"?f'*.T"i'»'^''?*y*,'^*'''''*'' "^"y^^ require space for 5,000 cubic feet of air, would be equal to a cube of the following dimensions in feet, viz. : 25 x 20 x 10, which is eauivalent to 25 feet long by 20 vide and 10 lect higii. ^>"»~» • « This anxna 60 Tcniences for privatT^purooses^^^ ^^*^^' *^^™ ^ * ''«"' andpro^rcon- «>ad; ifshade^ree»?„7arsCbs^ - oP- - ^hf s&t or the W i iSSVhVve^r^^^^^ "-P«"^Jy i^^ to see whether (should he discover Ssnm in anv7t^^^ ^^' ^""^''^^^ "*"«'«• teustees to it, before wTthho L" S l'^2nl SotH^^ ^ "^^ 1*1* *"-^"*^''° '^^ *^« cdy before his next half-yearly visit) :_ *'*'*'°' '"^^ * view to its rem- sectiinift: "^ho^ltw^ mi" "" '^' *^' ''^''^ ''''''''' "^ P^^^^bed by the fifteenth ir^ their school divmm/lieiZoUect^^^^ y'"''' ^«*^««0 ond section of the Schoff Act of 1871 ' ^' ' "' ^'"'^'^' ^^'^l^i^ed by the see- the aieil'^pairo^^nTE^^T SSStI ^^ '^ "^T «^"^™ ^^«* ^^^ «-«h pupU, and constn^ctL & thelcZu^^^^^^^ each child have been allow^ed'i^ the is Provide^f aiso Xthri^^^^^^ * "^" ""' ''^''' °»««°« <>{ procuring water sexes on the premisl ' P'^P'" ''""^^^lences for private purposes of both V--^%^^^!'l^^e%l'S^^^^ *« the School-house and its ap- clause of the m««/AS section fee cZ^S2t^%"^^Tfi''''r' *"^ '^' '""^^^ gulation 9 of the "Duties o/ rmL " it i^S^I^ ®.^''l^" ' ^"^ *« ^^""^'^^^ i" "- Master to give strict atZtion^fTl «? **l^ ^^ ^^^ Eegulation, the duty of the the cleanliLs of"he ScSll'^heTaU IZrTV"^ temperature,* as well as to yard and out-buildings conneS with the iw T''"*"^ '"??• ^^'^ ^'''^ **»« »«« o^ the a neat and proper condition Sd he shaU W/r*' ^?J^»in«»re their being keptin about the premises. He L a^s^required to le 11?^"''^^! ^°V7 ^^°' ^^ cleanliness out-buildings are kept in order and that the l.^n!l\ ' ^^'^j' '^'^?' P"^^««' ^"^ other proper times ; and that all deLIL oAurl • ^^^°"^-l>o"se and premises are locked at aU file premises. P*^''*" **^ sweepings, from rooms or yards, are removed from PKOCEEDI.GS XX OTHKB COU.XRIKS IN KKGAKO TO SCHOOL ACCOMMODAXXOX. »ot in^atSSKitd?;;^^^^^^^^^^ altogether.-If the school be ventilated, supplied wTth o^e^ and^cJnteiriL i^^^^^^^^^ Properly lighted, drained and made in the ScLlho'ul' otoCnd^o SntT t™ ?f •= T ^"^'lf^ *« ^^^ ^'^-g- their School-houses would be condeSSS W^^^^^^^ *^*'' H'^"S notified that or new ones built, have gone to woTwith ^^n!i^ln^^^ 5^^^ unless soon repaired districts, houses which L orLSs Ind ^^0^ ' f^l^o^^have, in each of these steady filing causedthe old rfiThtbll^^^^^^^ -«-- -d coJdl:i:^\llf,^:^^^ lt'\^,1 ^^^:^P^^^s of which are ''as JiL^SXTSlIn^^ section] shaU « one teX.*^'''"'' ^*"°^ ^^^ P"P^^« «^ "'^'^^r* '^ !>«««« with comfortable sittings, with ft, «i .«, BoJa n^'^^l^-^^'^tZ'Z^'^^^^^^' -'"-' l^o- - tl'^reuoon or fter- 61 " For a district having from fifty to eighty pupils, a house with comfortable sittings ** and a good class-room, with one teacher and an assistant * " For a district having from eighty to one hundred pupils, a house with comfortable ** sittings and two good class-rooms, with one teacher and two assistants, or a house " having two apartments, one for an elementary and one for an advanced department ** with two teachers : Or if one commodious building cannot be secured, two houses may " be provided in different parts of the district, with a teacher in each, one being devoted " to the younger children, and the other to the more advanced. " For a district having from one hundred to one hundred and fifty pupils, a house **. with two adequate apartments, one for an elementary and one for an advanced depart- *< ment, and a good classroom accessible to both; with two teachers, and, if necessary, *' an assistant ; or if the district be long and narrow, three houses may be provided, two ** for elementary departments, and one for an advanced department, the former being " located towards the extremes of the district, and the latter at or near the centre. " For a district having from one hundred and fifty to two hundred pupils, a house " with three apartments, one for an elementary, one for an advanced, and one for a Higli " School, and at least one good class-room common to the two lattei, with three teachers, " and, if necessary, an assistant ; or if necessary, schools maybe provided for the differeoc '* departments in different parts of the district. " And generally, for any district having two hundred pupils and upwards,, a house *' or houses with sufficient accommodation for different grades of elementary and advanced *' schools, so that in districts having six hundred pupils and upwards, the ratio of pupils " in the elementary, advanced and High School departments, shall be respectively about *' eight, three, and one." 4. In Nova Scotia, the Board of School Examiners appointed for each district by the Governor in Council, is authorized by law " To declare upon the Inspector's report, or " upon other reliable information, the School-house, or houses or buildings used as such, ''unfit for school purposes, and shall forward such declaration to the trustees of the section, "and the Board shall thereafter wituhold all Provincial aid from any such section, if meas- " ures are not adopted whereby a suitable house or houses may be provided, according to *' the ability of the section." From the regulations of the Council of Public Instruction on this subject, we make the following extracts : — " As to the size rnd commodiousness of " the building, provision should be made for one-quarter of the population of the section ; " and whatever that number may be, the School-house should be of such capacity as to fur- " mously admitted to be the best (see plans). By this plan the teacher is enabled to have " his eye upon every pupil, and every pupil to have his eye upon the teacher. According '* to this method, and allowing for the length either 6 or 8 feet for entrance hall, 4 to 6 " feet for teacher's platform, 4 to 5 feet between the platform and desks, and 2 feet 6 or 9 *' inches (according to the size of pupils) for each desk and seat together, and allowing 2 " feet for the aisles, from 3 feet 6 inches to 4 feet, in graded schools, for each desk, and at " least two feet for divisions between rows of desks, the following divisions will furnish ac- ** commodation for the number of scholars prefixed : — "Plans, «No, ms. I 24 scholai-s, 26 x 21 clear, 6 feet hall, 3 rows of desks. 30 " 39 X 21 " " " " 36 " 32x21 " " " " "No. 2, 46 " 35x26 •** rows of graded desks in centre. " No 3. 56 scholars, 40 x 27 clear, with class-room 8 feet hall, with single desks at sides, and threo • NOTB. - The School law in Nova Scotia is identical with our Regulations on this subject— that for . . . fifty pupils there thall be an assistant teacher. Referring to this provision, Dr. Fraser, (Bishop of MandiL ter,) in his Report says :— " It is generallv agreed in America that 50 scholars is the maximum number that can safely be committed to one teacher, tnough in carefully graded schools teachers are frequently fooad im «harge of more." 62 « nZt^^^^ ? ?'* ^ ^"^'^ *° *^^ '^°&^ f^"- e^^T additional row of desks. Where the " PW of 5iZl r*'''* to upwanls of fifty, there should be a class-ro^m atSS ^ J^lans of School-houses have been issued by the Council of ViMio T^^+JT.^T- j "SsSsT"^'^*^ "' *'^ ^^* ^™ " «^P^^^* - *« be a\"ull^t^d?rS^tf 5. In Prince Edward Island the law declares that, " Every School-house hereafter tn Ka !^*^r^ "'? "" such, within any district now or hereafter estab ished undTS Ac^ *«d not already contracted to be buUt, shall not be less in clear area than four hS:^ ^ n u' '"'"' '°.^l^'A* °^ P^'* *^"^ ^^'^ f««* <=I^"r between the flSr Jd S^ or be built nearer to the highway than ten yards." ceuing, l«„;.^" /'' ^^''^^i* (Australia) no School receives aid from the Central Board unless the fol lowing (among other conditions) be complied with viz -—"That in +>.« «11 V T ;; buUdmgs the School-room contain not?ess thareigTt squaJetet'b 'ea.rcl^^^ attendance, and that the walls be not less than ten feet in heiSt to t^e eaves tha^fn all cases the School-r^m be sufficiently warmed, ventilated aSl d Led ; JSt 'thet S proper and separate offices for both sexes ; that there be a play-ground atta^hS orTth«^ vided with the amount of school-furniture and apparatus, viz. : desks forms blaSJa^ " maps, books, &c necessary for the efficient conduct of such School" ' ^^^''^^^'^^^^ « l.n.L . Australia " grants in aid are aUowed towards the cost of building School « mZV ^^r'^^* "°* exceeding two hundred pounds for each School. The^Snditions « tL trSawTtW tJI^hn^ '""t- rf.*''^^^ ^''' '^''' * ^^«'^'-*-'^ must Lmade by « S.tSr ^ *1\°^ ^"'■-T'''*'^ the grant is conceded shall be used for Public School purposes, and no other, without our written assent • tfiat tV,B or .a otTii \ f V ;; than 600 square feet ; that the building shautlSSL^lti^cL^^^^^^^^^ "^good material; and that it shaU be properly furnished w^th the usud applSs fS « «rritPP''T*^ S""^ "^"^ specmcations for the building of Disti-ict School-houses are sun « Sffitn^ro': rtr t^r^^*^™^ but adUurefrom the plansl^ XZ" tl,« ifinffif ^.T'Jk" % P'T ''^ la::d from one to twelve acres, is attached to each School for Si ! ? f 1^ *^'^^'' ^"?- *^' P"P"'- ^° 1867, the number of Schools possessing such a piece of land for working was 2,016. In Norwav thn S^Tinni n-Jfl^- * I "^ addition to salaiy, furnish the teafher with a dweilifhousCt th td et^^^^^^^^ at least two cows, and lay out a small garden. »"u euougn to pastme VII.--SUPEESEDING SCHOOL SECTION DIVISIONS, AND ESTABLISHT^rr TOWNSHIP BOAEDS OF EDUCATION ^."^^^^^HING Ever since 1850, there has been a provision in the School Acts for flin «QfoW;oi, of Township Boards, as contained in the thirty-second seS^rfhir\.ncri!i'oT"^ Act ; but by the unfortunate wording of thatSotno'su h S^a^ c'^'^T,t'tfabttd without a majority of votes in every single School section of the townshif It hi occurred that out of twenty School Sections in a township, the maiorftv of^Vhi r-l pajrers m mneteenpf them voted for the establishment of a ToSTpVar^^^^^^^^ majority m one section voted against it, and thus defeated the wX? nfTjf.'- * the School Act has remained a dead letter for twenty vears and nn fnJr «.!!! I Ssln't ''' '' '''' \^ '''''' ^^^^'^ ^ '^'^^ niajorityVfTe' CoJnty ScLrConve" tions, on two occasions, have voted to do so It ia tbflrefi.,.^ r,,.^^ "^-iiuui v^onven- fn^to^rrrcirrSiraii?;^^^ and yilla|es, doing awa^r with the inconvenience of separate Shll secSn d SnsTd rates, an3 leaving parents to send their children to the newest School Township Boards in various American States. 1. AfterlongtryingtheSchoolsection8ystem,Massachusetts,PennsyIvahia,Ohio,Iowa, 63 Wisconsin and other States, have adopted the Township Board system, and pronounce it immensely superior to the School section system. In the State of New York a com- promise system 18 authorized by the School law; that is, one or more districtsVschooI sections) can "either severally or jointly resolve themselves into Union Free School distncts with Boards of Education, having authority to grade and classify the Schools under their charge. From the report of the Superintendent of Public Instruction for 1870 we learn that there are now 250 such united districts in the State : of them he «Ytt' • Having had frequent occasion to examine the provisions of this law (». e. the Union Free School Act ) and bemg somewhat familiar with its workings, I am of the opmion that it is the best School system yet devised for all localities where the number _ot scholars, as m villages, is sufficient to admit of a thorough classification." Dr ^raser, in his Keport to the English Commissioners, says :— « In the State of New York. Union Schools [or united sections] appear to be the most popular and flourishing of a 1 the rural Schools." In this Province, the townpship council, if the experiment ^ouW not prove satisfactory, can at any time, repeal its own by-law establishing such •11 ^' ^The Secretary to the State Board of Education in Connecticut, thus graphically Illustrates the comparative effects of the adoption of the Township over the School Sec- tion system in that State. In order to understand the facts as stated, we have found it necessary to change the words "town" to tmnsMp, and "district" to School SecHm, where tney occur. ' « ^JIV'X^^HT^^ l"" I'-^^'T ^'^"""^^ Township-wise, is growing. More Townships united their School Sections last year than in any former one. Once united they stay so. At least there is no instance where a Township has taken this step and after grading any of its Schools, gone back to the School Section plan. Let public sentiment advance as It has done for five years, and the School Section system will soon be abandoned.— Nearly all the fnction in the Free School plan comes from the difficulty in getting the new eng. -to gear with the rusty cog-wheels of the old and worn out machme. They make poo: partners as v?ould the locomotive and the " one-horse shay." The people are fast learning the economy and efficiency of the Township system. ' They see that it favours the wise expenditure of the public money, gains better and more permanent teachers, longer schools, and helps the poorer and outlying School Sections. The Town- ship system too lessens the frequency of tax assessments and coUoctions. Many a house ^^ IS going to decay because the funds requisite for such purposes would necessitate a Sec- tion tax. The expense of the assessment and coUection of such a tax makes too large .c * n o ^ i.*^*^.^- ^° "***** "^^ *^® Sections the amounts thus provided were ve?y smaU. b'^^mall that it would have been wiser and more economical for the Township to pay thv bills. * * * Fiwts on this subject are better than theories, I have, therefore, requested one of the School visitors of Branford, to describe the effects of the change m tha,t Township. His published letter shows what they did, how they did it, what they gained by it, and why they voted almost unanimously 'not to go back.' It will be seen that prior to the union there was much ill-feeling in regard toSchool mat- ters, that the discipline was deplorable, average attendance low, and the teachera changed generally eveiy term ; under the new system the people are better satisfied.— bchool Committee and Teachers more permanent. Schools graded, terms lengthened, the motion made at the last annual meeting to reduce the School year from forty to thirty weeks, not receiving a smgle vote. The average attendance has improved twenty-five per cent. Scholarship wonderfuUy improved— one hundred per cent better than it waa " four years ago. • I' S^! ^^^ ^'^J^^^ ^j^°°' ^<* °°*^^ ^<"' *"« enlightened views on education, deprecat- ing the District or School Section system, says :— " I consider the law authorizing Town- ships to divide themselves into fSchool Sections] the mostunfmiunatc on tlie mbject of Common Schools ever enacted m the State [of Massachusetts]. In this opinion, ex- Uovernor Boutwell and the eminent educationist of thft name Stat« "qv.cv"' »"d hop?- " that the day will speedily be seen when every township in its municipal capacity wiH manage its schools and equalize the expenses of education." 64 VIII.-AUTHORIZING THE ESTABLISHMENT OT^INDUSTRIAL^CHOOLs" interested in the condition of the " street arabs' cf S S V^ '^"hes of many section of the Act authorizing the ■^orelnJntt^^^^^^^^^ IX.-SEPARATE COUE^.L OF STUDY FOR THE HIGH SCHOOLS. line in thr:our ol^fud^" btt^L^^^^^^^^^ 'Z ^H ^ t'T'^T' ^^ * ^'^^y ^^^-^ prognimme of studie fo^' S SchSs ^n Sh '^?'^' f J *" Pf "^"^^ * «^P"*t« inxietyofTnisteesandmLtSf aSritvo^ had been found that, in the into the Grammar SchoX in the SS f «"C}rammar Schools to crowd children Schools, they had SX merged thi GTrn^P.^ •^''^^,^ *°^"»"«^« the grant to their nominal addition in most LTof only a ifttie CL'^n^^ r ' ?''"??'^ l'^''^' ^'^ tl^« School sections of the new Act is to nut\n .L f fi • ^ ^""^t' ^''^ **^J«'=' ^^ *h« H'*gl» tee^bTeSr-^ --"^^^ bnfe%^:2 ?^rme1orstSy^«LSSut'pS theyU?trh\:e'£etn%tToSrv'''^^^^^^^^ °^^-^': ^^'^^ the position which Schools, but they were made the sZZ'nf^^Z- '\^ "^"^"^^1^ ^'^'^^^ *« h« Classical whoUy doing, or professSrto do CoZ"" ""^ ^ ''^^^f%^theT than Classical Schools, made and viewedTa 3 of aristocrSr^lS . ^''' '^'^T <=l««s««-thus bein^ School work, and beingTgSdS S^^^^^^^^^ ^3^"^ "P^!^ the ground of CommoS Schools, rather than sufplStarv to thim 1??^^ f- i ^"^t? ^°tag?nist to, the Common It has, therefore, been CnTeS^lfdiSoSfto .^^^^^^^^ them in the public interests, from local sources. To get support^eS^„S to e4f Jr,^! considerable support for them mar School Boards have had to seVkZafimnH^ ' vu !,,*^*.? two-thirds of the Gram- their localities ; but th7s amalXatiS^ft^^ *^' ^^^^^^'^ ^'^''^^ boards of not by any means accomplTfe ofe p^^^^^^^^^ NelX? ^Tr"*'^"^ ""'^ ^''' expedient to interfere with this amaleaSn ?nln v il w *^T' '* ^^^ ""^^ ^«*° ^^^^^ed tees as formerly to unite or when nS f^H^S^" i ^.^^^' ^"* ^''^^^^ the Boards of Trus- sity for the unin See It^ exiS^^^^^^ The neces- that High Schools shall be proS for by lAoTrtfl Legislature has in effect declared should fe remembered, howS^jrtSttheeLSi.?.f^^^^^^^ ?"^^^° Schools. It States shows, that consoSSajK^^^^^ f '^^ ^° *h« neighbouring of Management, and that Srd elected cSb^^^^^^^^ "?'' ^"*^ *T"« "'^der one Board more to the efficient support and elevatiS. of tL .l«? ?^rr' H <=o'itributed eyen Public Schools. elevation ot the classical School than to that of the especyyVrtiffilTtW fhaK SV1* ^ f "^'^ ""^^^ *h« «- Act, it ia cal Schools, and forSL Veil LfL^r^ ®??^'' ^ ^^" ^ Elementary Classi- High SchoC'^roy&^hdl brmade^^^^ f,o V " ' « provided in the Act that in each higher branchesof an CSfi^ ""±!7„:!f^!°g **> '^th "nale and female pupUs the .he Public schools. It t'^iZ^Z^^ "aS^^Ut t ^feS^lfSiJ S 65 it is the High Schools for the study of classics, as well as for higher English must first b« grounded in he elements of a sound educational their own native Ian" i-eas^o^^^^^ Zl 7 '^'" Y'l'h^i''''^ Parliamentary Commission on EdSo^ n'LglaS bit •trangely overlooked hitherto, as little hoys six and seven years of a-e have £ nut to the study of ancien and foreign languages, and left to grow up to manhood w ho" feveJ FnS .T ^f "'^"y *r^'^' '^''' "'^'^^^ *"»«'»«' °r the essenUal eTeits of a p ac ^00! English education. This anomaly is provided against by the new Act in tlie future edu cation of Canadian youth, at least so far as the Public High SchooS a e concerned and IdmiSntle SS sf "l^^'T l-as prescribed, that " t1ie subjects of exiSi^^^^^ ^/^r! f \i ^ , r^o ?'*'?°f '^'^^^ ^^ ^^'^ «a™« as those prescribed forth- first four classes of the Public Schools." It will be seen from the explanatory remarks nrece<"fin" the programme, that some subjects of the fourth class of tie PubuSTo prrra Ze are omit ed in regard to pupil candidates for the dasncal course of the Sh Sc'^.ool ^ha examination for admission to the High School must be on paper, and tKunina ion n^ pers with the answers are to be preserved for the examinaUon . the ffif^rSiol InX tor, that he may not depend wholly on the individual examination of p^p L a to wl" C the regu at^ions liave been duly observed in the examination and admisS of p'lpS Public S the nVtSooft/'"'' though pupils are eligible for promotio'n t^l the fAu fi .r V^ bchool, after passing a satisfactory examination in the subiert. of the first four classes of the former, omitt^.ng Natural Historv, S eSrV and Bot.nv S It 18 quite at the option of the parents or guardians of pupils,' vhethrt^^^e^;^^^^^^^ High School or not before they complete t,he whole p^ograi^mrof stu LV n hfSbliJ Schools when they can enter an advanced class in the Hi|h School ' 5. Ihe fundamental principle of our system of Public Instruction is that everr Touth before proceeding to the subjects of a higher English or of a claasicaleducaMon shall first be grounded in the elementary subjects of a Public School education No rdidate a a therefore, ehgible for admission to the High Schools except those who have mainflted 6. The objects and duties of the High Schools are two fold ■ X.-COLLEGIATE INSTITUTES, OR LOCAL COLLEGES. Univ,rsity With thia view . provUofS i "dace , S Z HSkh'Xrtlo.t 66 maintain, in order to bo recognized as such, will be a great and substantial b )o.. t^ th. The Study of Latin in Collegiate Institutes. .n ,T^T?^}^-^ "^"^ ''^""'"' "1^'*=^ J"'*'*y ^^« provision in the new School Act reouirinir Sd Lat are fb^fT ^"^"'^rt^" ^f ^^iate Institutes of at least sixty tysX"ef and Latin, are the following which we have quoted, with the recommendations o' S Enghsh Royal Commissions on the subject. In their Eeport of iSTh^y "ay !- "All the masters examined by us appear to be agreed that nothing teaches Fn-rllah rarnniar so easily or so well as Latin gramn,ar. and next to tharSSrplacS .:^':^l.^^«*l'^'-^^lg"gP'"'"^'-,«»ch .. French. The preSmfis £ t "ILZ ■ "'"r"^'' '"'' "^ai 11. j^urther, it has entered so U-c^elv into £ndi i that the nu^auing ot a very large proportion of our words is first d^HcovUl k nfof i-nil Latin AiKt to a no less degree has it entered into English litent. «i ' bo t tr? ma J of In order to give for.;, and .right to their opinions, the fommiaion™ state that — The following is an analysis of the opinions of thase three classes of witnes«,s - "chieV^r.bnlHn'.tSl""'''' ™ '""'°" "■"'"'°"'» '" "S»«"ng Mn «. their ^oTerpSit^" -"^r',' pS^f s ■s;i--eratsr';h'e.^ s-s «x.,>fi'^*'l~'!'^''^'"^ was not the same unanimity among those whose acauaintanc« Cfthl-^l^LTr^nXeSl'^S"^'""' ':" '^^^f' '^P'P^^^. Opinions in favour of English versus Latin. The Commissioners say :-" Great weight is undoubtedly due to these latter onininn. •nd to the arguments used in support of them The beautv of VruAil i ! fP'"'*'"*' power to cultivate and refine theTearners ; tTe fact\'r Uch^^Kem^^^^^^^^^ were carefully instructed m their respective languages • the examnle of f^l!=? *"^";'^^° themselves, who certainly studied th^r own greaTSe'r these and o:'- ZZ ments, were urged upon us with great force ' ' ™''*'^ ^^^''' "Professor Seeley went still further than the other three He was snonkin., M.ftr. S^^u^Vt rSrn^^"!— ?^ f ?' ■"'^ «^J^l"deLafm altogether. But he meahs hv 'to boys as a lan^a.P h-Trr/i?' ?'• ' ^"^'"*^'' ^" «*>'«' ' «"ght not to be taught :S »if ^^^ te^^ St =;jsr\irS3'^r to teach them to use it more freely, more skilfully, more precisely, anrtf admirrand « n jfc is nobly used by great authors. The merely grammatical ,!!^;"^ iiould thorefoif- e passed over lightly, the antiquarian part might be omitted altogfiraor, the prir n.u stress should be laid on composition.' * Precision, accuracy, "'.(.!(' 'obHity,' h: woui; avowedly make secondary, and aim rather at 'brilliancy and " ' t l«ganco. ' It may U viraitted that Professor Seeley has rightly defined the true pur- "posi: of teaching EngliBh literature ; but as Mr. Derwent Coleridge points out with much "force, ' to teach English as a study is a far more rare and difficult accomplishment than \, i 1;° **'*''" ^^f}'^ > ^"^ ^^^^^ ^^^ <^"« ™an who can take a play of Shakespeare, «»r " Par»- " di.- e Lost," as a class book, there are ten who can carry boys very respectably through " ' Caesar and Virgil v'hether regard be had to the language or the subject matter.' ' A " ' practical view,' he continues, ' must be taken of the question. The English classics ^^•mu;;t be read, and will help of themselves to educate the reader; but a scholarly "acqua.ntaiicr v ith tiae English language, of the humblest kind, can be most quickly, as " ' well m most thoroughly, gained through the medium of Latin.' * * " In particular, Mr. Goldwin Smith urged the necessity of maintaining such a con- •nexion, as in his judgment a powerful argument in favour of basing education aenerallr " upon Latin. * * * * # ^ ' r n/r "^^^ ^^^* ^J^^^ °^ dealing with Latin is probably not far from that suggested by • Mr. i^earon. If boys were not allowed to begin Latin till the elements of an English J education were thoroughly secured, if it were then kept within such limits as not to ^ encroach on other subjects, but give them aid, it would probably have its full educa- ' !;onal. value at the time, and prepare the way for a higher grade of education afterwards, '' 2 i a higher grade were intended." * . # « # Conclusions and Kecommendations of the English Commissioners. "The conclusions to which we were brought by a review of the opinions put before us m regard to the subjects of instruction are strongly confirmed by the experience of 'tho'^e countries that have been most successful in the management of education. Every- ^1 where we find the classics still regarded as the best instrument now to be obtained for ' the highest education, and when the classics are neglected, the education seems to be 'lowered in character. But we see also that two important modifications must be made "in this general statement. , "-^"f ^®' '^^'** ^^'^ *^™® Siven to classics must be so far curtailed, if necessary, as to ^ admit of other important studies by their side. France curtails the study of Greek for " this purpose ; Prussia the practice of composition ; but neither gives up the classics in ^|her highest education, nor Latin even in what ranks much below the highest. The "Scotch parents, who can choose at their own discretion, still make Latin the staple of "instruction, while they are not content with Latin only. Even Zurich, with a decided "^amng to industrial education, has a large proportion of scholars in classical schools. 2 But all these countries appear to stand above us in the teaching of every subject except "the classics, and England is quite alone in lequiring no systematic study of the mother " tongue. " The other modification of the general rule in favour of classics is that room must "be made for Schools of an altogether different typ-. There are minds fitted to be |- V , 'loped by other studies than thu of the most perfect known languages. There are ".> abions for which classical studies do not give the proper prep:iraUon. Schools like "1'..' i.easchulen of Prussia, or the Schools of Industry of Switzerland, have become a ■' positive need of modern times." XL -SUPPORT EQUALLY OF THE HIGH ANDJ^PUBLIC SCHOOLS BT MUNICIPAL COUNCILS. The School Law of 1871 at length embodies a principle for whicli I had contended for Teai«. ^ In submitting the first draft of Bill in 18.5 4, for the improvement of our Grartx- \ '..»■ ocnools, I sought to get inserted in it a recognition of the principle— which has at length been conceded— thai it was the duty of the County or other M;inicipal Councils, to provide by rate upon property for the support of the Grammar School equally with the 68 r r^rrr « V. i ?,'^P^"«"''«.h'« fl'?^" how Utterly impossible it was to maintain a good Grammar School without Municipal aid, in addition to the Legislative grant. The history ?i nf ? r"""' Schools since 1854 has (with some honourabfe exceptions) been a cS icle of failures owing chiefly to want of means to employ a sufficient number of teachm ?n M-l^n-'T *h«,,^^«'r « thrusting into them of a number of ill-qualified chiC nokS th. -f P' «f thereby increasing the Government grant. The obvious fact was over! looked that if one School resorted to this improper means of swelling its average attend- S ;j?rr r' 7"^^ '^V^' ''''^'- '^'^'"^ "> '^' '''' f"^ "»"*'^'-« the quality d Sorated and the ratio of apportionment to each school was largely reduced. This was the cmo 3n!:'"f Z""^-''^' '^'' ^f *"• 'l^^' "^ "^'^°«'«' ^'hich did not resort to this questfona^f; vprX tt. '"""^' t' """^ ^°?'^' ^V""'''"'''^ g'^"*' ''"t which were made to suffer se- ItTst^ate^nf H in "■•"? ^TP'''''°"- . ""Pf'"^ ^^' "''*^^*' ^"^^ ^ continuance of this unfortun- ate state of things has been entirely removed, and the Councils are now authorized and reqmred by law to provide all necessary means for carrying on our High Schools7n a stat. of efficiency. I have no doubt that the High School sections of the Act S baigurate a S i^tPrAr' '" '^ higher English and commercial, as well as elementaTcb^ sical education of the country, in regard to both sexes of our youthful population. XII.— THE NEW PRIxNCIPLE OF " PAYMENT BY RESULTS." tn rEi/I?"!^ ^^Z ""^ ^f ^^^' introduced a new principle into the mode of paymenti disSbute tL Hi.h^T'l'V^^'^'H^"*;''P.^^^^^'^«(^ i» the case of Public SchoS ) 2 ibnnl T • *^'gh ^^hool Fund on the basis of average attendance of the pupils at tha school. This was found to work in uriously to the best class of schools. For instance a very infemr school with an average attendance, say. of fifty, wouW be entitled to Sve precisely the same apportionment as another school with the same attendancf but which migh be greatly supenor,-if not the very best school in the Province. To remedy this detec and remove this injustice, a new principle of payment was introduced intoThe Act- yiz : the payment, (as it is technically termed in England) " b,, remUs," or, as in the words of the Act itsell, according to " proficiency in the various branches of study." This pTnci pie has been for years strictly applied to Elementary Schools in England, and it is now extended to o her classes of schools. The thoroughness of the systeni of insDecUon adopted there has enabled the school authorities to do so. We shall not belbeTtp^es ent to go further than the High Schools with the application of this principle bufwe trust that by and by if it be found to work well in the Higli Schools we shal be able to apply It to the Public Schools as well. ° ouioois, we snali be able Tn fl,?iIf'^'"'''V^^'!f' l'""'^ "paynientby results," to the schools, is the system adopted. Lv« .. T ''P°'; ""^ the Board of Education for that country publislied this year, the Board says . Ihe system of 'payment by results,' now in use, appears to be working well and ;; to give general satisfaction. The fact, tiiat at each emamination, each school 'I fo;ceU recorded as having gained a certain percentage of a possible maximum, affords a means "^erTr'T-^T""/^^*''"'"' schools which, if not conclusive as to their relative ^^ merits, is sufficiently so to cause considerable emulation amongst teachers. Indeed, the wi.li to obtain a high percentage, materially increases the stimulus afforded by the 're- sult payments. •' " "^ The three-fold principle upon which High Schools are hereafter to be aided, is declared by the new law to be as follows : ^ «+i A^^^^^ High School conducted according, to law [and the regulations,] shall be enti- " tied to an apporfonment * * * according— First— "To the average attendance of pupils. Second— "Their proficiency in the various branches of study. «.' .' uT e'^i''" \^^P^^^ "^ ^^^"^ ''^•^h such High School i,, kept open as compared irith otner High Schools. ^ - w^?.'' *'u. "^'^ f the additional Inspector of High Schools, the Department will be enabled to obtain the information required, which will enable it to give effect to the new and equitable system of apportionment. 61 XIII.— MORE THOROUGH AND SYSTEMATIC INSPECTION OF THE SCHOOLS. It has been well said by Dr. Eraser, the present Bishop of Manchester, that inspedim is the salt of elementary education. He goes on to insist upon its application to the higher Bchools of England, and says : " The publicity with which ' all material facts' relating to •ach school ' are annually made known to the State,' through the machinery of the Board of Education, is considered in Massachusetts to be the secret of the immense progress that has taken place in education in that commonwealth in the last 30 years." Examples and Warnings of other Countries. 1. In all educating countries, the thorough inspection of schools is regarded as essential to their eflSciency and improvement ; and this cannot be done except by men who are com- petent to teach the schools themselves. The want of practical and thorough inspection has undoubtedly been a serious impedime^lt to any improvement in the schools in many parts of the Province ; nor can any improvement be expected in the schools generally without an improved system of inspection. It is an anomaly in our school system, on which I have remarked more than once, that while a legal standard of qualification is prescribed for teachers of schools, no standard of qualification whatever had been prescribed for the Superintendents of teachers and schools. In the efforts which have hitherto been directed to organize the machinery of the School System, and to provide the apparatus necessary to render it effective, the people of the country have most nobly co-operated and done their part in bringing the whole system into efficient operation. But as long as the inspection of the schools was in the hands of men who were not paid or expected to devote their studies and time to the duties of their office, and who, for the most part, were not practi- cal teachers, and who formed their standard of good schools, and good teaching from what existed twenty or thirty years ago, and not from what the best schools have been made, and the improved methods of school organization, teaching and discipline which have been introduced during the present age, we could not expect any considerable improvement in the internal state and character of the schools, except from the improved character of the teacheru, and in instances where regularly trained teachers, or teachers who have kept with the progress of the times, have been employed ; and even they have been able to do little in comparison with what they might have done, had their hands been strengthened and their hearts encouraged by the example, counsel and influence of thoroughly competent Inspectors. 2. As to the felt necessity of a better system of School Inspection in Ontario, we have the testimony of the present Bishop of Minchester, who, in 1865, visited the Prov- ince, and made his Report to the English Commissioners upon our schools. He remarks : — " Thorough inspection of schools, such as we are accustomed to in England, is a great " desideratum both in the States and Canada (page 8). * * * Something like our " English mode of inspection of schools, bif a bodi/ of perfectly independent and competent " gentlemen, would be a great and valuable addition to the school system both of the United " States and Canada. * * * In fact, the great desideratum of the Common School " system, both in Massachusetts and generally in the States, is adequate, thorough, impar- " Hal, independent inspection of schools. In New York and Pennsylvania, a system of sup- " ervision by counties or wide districts has been intmduced, and is at work with tolerable "success ; but even here, the Superintendents (or Cw imissioners, as they are called in " New York) appear, from their reports, to be nio-- > .jr less hampered by local prejudices " and jealousies, and their salary is in part provided by tiie district which is the sphere of "their labours. They are elected, too, in Pennsylvania, by the 'school directors' of " the several townships ; in New Yoil; by the electors of the assembly districts, by ballot. " A similar organization is strongly recc « .Tiended by the Ohio State Commission. * * * " The agent of the Massachusetts Board •/ Educ i^ion, in a lecture, says : — ' My observa- "tions, on visiting thousands of schools throughr.it Massachusetts, and many in twelve " other States, have clearly proved to my mind tUo wisdom of maintaining a Superinlen- " dent in all our cities and large townships, wk) shall devote his VjhM time to the ca^' and " improvement of the schools.' " (Page 25. ) In discussing the defects in the ' Adnoinistratiou /-■-^■i 70 "•H u of Schools m the United States, Dr. Fraser says : " The sHpreme contr-. ./ i « 5r«? TK* -^ *" * •' ^""^' "'' 'r^^ administrators, with no ahoh i ,,uarm>*., o^ eomv4. «f3 Jh""'Pf "'T"' «f County Superintendents and r,...4«s.oner3 is S found to be nugatory and ineffective. L.-al requirements ar. constantly ignored or « tnrnf S r 1** ^"""P""^^ authenticated and independent officer, lil>x tier Majesty's Inspec' tor of Schools among ourselves, armed with visitorial powers, and with means pr "or classe, m schools, and to estimate the whole school accordingly." ' ' 4. The English Commissioners, in their report of 1868, say :— « nil '«^f '"'"i ^^.t ^'*■• ""'''''■' f^ "'^ f " ■'" '"'" ""''^'""^ '/"'^ '"■'^ «« ^^"' it- On the Continent al Schools that in any degree claim a public character, and sometimes even priva- schools, are required to submit to such a review of their work. I„ this country in i ;;tion^A«. yen ihe^most powerful Inslraucnl in the iMprotrment of ./m.'' ^ li^; „ ., . . -I'lspection IS necessary to prevent ^■ ,iste, to secure efficiencv prepare the way for improvement. The regulations fo:- e.xamination should be governed by two principles. One is that the examin:,r.„n should not be competitive but a fair "come to with In f '1!*^/"^^ Proper dd.genoe may, toward the end of his school course, come to with a quiet mind and without a paii^ful effort." Count sL^;!!!n?" ""^t^"'! ^'^'' thoroughly tried the system, of both Township and County buperintendeuts. The State Commissioner of School, in Ohio says : " Our system of township supervision of schools has proved ,. hmont.hU f..i!„J:, s ,„')'• =!-vm ^ m St nece,tri 3Vl ."^'T'l ^'"'''^- ^,"y '^'^'"' °*' supervision for the countiy schools M^TThl r^^'""^ ^''' "'* '""'^'^ P'"^'^'"" ^^' ^'^« employment ot competent S^^per- thtanl'fhJT '"'"•''/«".9'''« «^« 9^^'<"^ to the work." The value of local supervision, through the agency of coinpcfent County Superintendents, has been tested in other 71 IS States. Pennsylvania adopted tho systom in 1854, New York in 1856, Illinois, Wiscon- sin, Maryland, West Virginia, California, and stsveral other States subsequently ; and th« testimony from each of them is, that it has proved a most valuable feature of their S( *\ool System. The Superinteml. ,jt ofl'ublic instruction in Pennsylvania says : "County bup- " erintendents were first elected in this State in 1854, and it is not claiming too much for "the office to say that it has vitalized the whole system. To it, more than to any other " agency, or to all other agencies combined, we ovvi; our educational progress of late years." I may observe that more than four-fifths of the County School Conventions held in the levei il counties of this Province two years since, desired duly qualified County Superin- tendents in place of Township Superintendents. fi. The travelling agent of the Board of Education for the State of Massachusetts uses the following forcible language in regard to this matter : — " It has been said, and with gi-eat truthfulness, that ' the most important branch of " administration, as connected witli education, relates to school inspection.' It is asserted " by some careful observers, that the Dutch schoolmasters are decided' superior to ihe " Prussian, notwithstanding the numerous Normal Schools of Prussia, ana the two or three "only in Holland; and this superiority is attributed eiitmly to a better system of inspection. " This is the basis on which the wlwlr fabric of their popular instruction, rests. The absence "of ^uch a thorough supervision of scIujoIs as is maintained in Holland with such ad- " mirable results, is the weakest part of our system. " What is needi'd for all our schools, ami what is essential to their highest efficiency, " is a constant, thorou.^h, intellit;;ent, impartial and independent supervision. Comparative- " ly few I '>ns possess the var ■ d qualifications so indispensable to success in this delicate "and important work. So imp rtant was it regarded hy the distinguished author of the " Dutch system of inspection, tli.L. after a long life devoted to educational labour, he said, " 'Take care how you choose youi' I Jispectors ; they are men whom you ought to look for " 'lantern in hand.' " A school," says FAerett, ' is n a clock, which you can wind up, and then leave " it to go of itself Nor can other iiacn jts be f hus neglected. Our railroads and factories " require some directing, controlling, and con? tly supervising mind for their highest effi- " ciency, and do not our schools need the sai. To meet this great want, eleven of the " fifteen cities of our State, and numerou'^ larj^. towns, have availed themselves of tho " provision of the Statute, and elected School Superintei lents who devote their whole time "and energies to this work of super\ ision. I have visited all, or nearly all, these towns "and cities, and s oral of them frequently, and can bear my decided testimony to the " great benefit that has resulted to their schools in consetjuence." Spirit in which Inspection should be Pekfokmed. Ihe regulations in regard to inspection, which have been adopted by the Council of Public fubtruction, are sufficiently explicit as to the general details of inspection, and the mode in which it should be conducted. 1 will, therefore, only repeat here what I wrote on this subjei t in 1846 and 1850, when our present system of education was inaug- ura ed. I said : " To perforni the duty of Inspector with any degree of efficiency, the Inspector should be w uainted with the best modes of teaching every department of an English school, and be able to explain and exempliiy them. It is, of course, the Inspector's duty to wit- ness the Uiodes of teaching adopted by the teacher, but he should do something more. He should, some part of the time, bo an actor as well as spectato To do o he must keep pace with the progress ot he science of teaching. Ever mim who has to do with school-i, ought to make liiraselt master of the best modes of conducting them in all the details of arrangement, instruction, and discipline. A man ( ommits a wrong against teachers, against children, ^in-t- the interests of school office of Inspect' r without being qualified and able to fulfil all its functions. In respect to the manner of performing the visitorial part of the Inspector's duties, I repeat the auggestioni. which I made in luy circular to local Superintendents of Schools, iu Decem- ber, 1846. hey are as follows : 71 " Your own inspection of tlio Bcliofiln must lie (•liiefly relied upon as the hasis of your judgment, and the source of your information, as to the character and methods of school instruction, discipline, management, acconimodationn, &c. : and on this Riiliject, we oughl not to content ourselves with exterior and general facts. * * * But i is not of less importance to know the interior regime of the schools— the aptitude, tiie zeal, the deport- ment of the teachers— their relations with the pupils, the trustees and the nei};hl)ourhood — the progress and attainments of the pupils, and, in a word, the whole moral and social character and results of the instruction given, as far as can bo ascertained. Such infor- mation cannot be acquired from reports and statistical tables ; it can only be obtained by special visits, and by personal conversation and observati< n— by an examination of the several classes, in their diHVrent branches of study ; so as. lu enable you to ascertain the degree and eflSciencyof the instruction imparted." The great value of iNsi'EfmoN to Pubi.io Schools. " The importance of the question of Public School inspection" (remarks the English J&urnal of Educaihn) "is much broader and deeper than at fiist sight appears. The history of that lali'iious transition which has occurred, first, from contented ignorance to discon- tent with ignorance, and th(m to strivings after intelligence, and atl.mpts at education, fructifying in a very general effort to make schools efficient, discloses to the practical observer, one gangrenous obstacle attaching to the whole progress of the movement, viz., a morbid desiie to screen and palliate defects. We believe far less hindra"ce to educa tion has arisen from the badness of schools, than from the folly of cloaking their badness. This jealousy of criticism has been exhibited greatly in proportion to the reputation of the school. It has always been found that an Inspector may, with much less chance of evoking the wrath of the managers, denounce a bad school in wholesale terms than he can insinuate a blemish, or hint a blot, in one which " has a name." It may be said thai this is very natural, as no one likes the criticism of that Avhich has obtained him credit, and ministered to his amour propre ; but natural as this may be, it is not the less injurious to the progress of education. The very best school is capable of improvement ; and as the real value of a school is generally overrated, and its defects are more easily veiled than those of any other object of equal importance, it is greatly to be lamented that this intolerance of criticism should pit itself against the obvious means of improvement which ■killed inspection affords. We repeat, that if it stops short of a full and faithful ex- posure of every fault and defect in the matter and methods of instruction, it betrays its trust, and falls short of its imperative duty. So far from there being ground for com- plaint of the censoriousness of Inspectors of Schools, whether localor governmental, proofs abound that they far oftener sin in being too mealy-mouthed, and in winking at defects they deem it ungracious or impolitic to expose. Education is by no means in need of such delicate handling. It is far from being a flame easily extinguished by the breath of censorship. On the contrary, nothing tends more directly to feed and nourish it ; and Inspectors who have the manliness to set their faces against shams and rote sys- tems, and to ' develop' errors, as well as 'aims,' in their right light, are deserving of th« hearty thanks and support of every man who wishes education to be a reality, and a thorough mind-training in the duties and subjects essential for practical life. There ar« two ways of inspecting schools ; one is to praise the teachers and please the managers ; the other is to benefit the scholars and improve the schools. It will but seldom happen that those two courses can coincide. The Inspector must usually take his choice between them, and according to it is he worthy or unworthy of his office. We are no advocates of undue harshness, or a spirit of fault finding. He who takes, pleasure in blaming, or who fails to apply just censure in kindly or Christian terms, is just as wrong as h« who, from false lenience or truckling vility, praises where he ought to blame, or 'winks at faults he trembles to chastise.' " We firmly believe that the progre.=.s of sound teaching is just now more entirely in the hands, and contingent on the faithfulness and courage of Inspectors of Schools, than any other human agency. None, so well as professional and experienced examiners, can detect glosses, extinguish effete systems, substitute right ones, or invert the pyramid now tottering on its apex. Those who, chafing under the wholesome correction of their own 78 sia of your I of school , we ought nut of less ;he (loport- htxmrhood and Mucial Such infor- btaiiied by lion of the certaiu tho the English ['he history 3 to dincon- cducation, 16 practical sment, viz., e to educa eir badness, putation of s chance of Tis than he )e said thai him credit, 8 injurious nt ; and as isily veiled [^d that this Tient which faithful ex- betrays its id for cora- :ernin»*ntal, winking at means in shed by the ind nourish id rote sys- ing of the ality, and a There are managers ; [om happen ice between 1 advocates blaming, or rong as he 3, or 'winks entirely in ihouls, than miners, can rrainid now [■ their own an ling fiistea.! of the disease, are tV^ ll ob uictives t. h ' """'P' "'" '"''"'^ '^'' f'''-^«'''=^ .eligiouH instruction." obaiuctives to the cuu.o ot sound secular and availit XIV.-MISCELLANEOUS PKOVISIONS OF THE NEW SCHOOL ACT. foUow^ng;!''" »i-ell-eous provisions of tho new School Act, we may enumerate the CoundltSI^^r^t^^rJ'^S'';;^^^ to tho County their school section. ^ ^ ' * '^ Township Council, in forming or altering in regard K, .alary, ic abolish™ arbttratio,,, between Trustees and Teacher, 8. Section 30 remedies several defects nnrl cnr.».iA„ • • Law. It facilitates the recovery of Ssi'Pfw T'r"1 '" "^« School •tores to the outgoing Trustee (afLTel^tnf^^^^^^ ""^ ''^''"'^^ collectors; ro- whichtheSchoofLawofslo&^dl^^^^ each year) all the puwe,; of Trustees to engage teachers *c The IZn if ' 'T T''^ ''"^''""^y with the other to teachers who are not leilvnimlitd t,uV P^^ '"'•"•" g^^^^g orders takes in tlie school aies >?'s ^7 Note -T^^^^^ Township Council to correct mis- School Inspectors to equalize TverV vearthe;c'i!,^\'''*^^^^^ ^^'^ ^''"^ ^^^^ section further directs the InsSi^^^^^^ ''^""^^ «<^'^tions., The his jurisdiction, whetl.er a sfooHs kept^oCiS TZZ" T^ ''Y/T'''' '''^'^^^ is.-lst. Not to allow a section to suffer a E nfL i • ^^'^ ''^J^^ °^ *•''« provision •hould fail, from error or caXs,L«nr^f I ' ^'''^"^ '" '=^''' the Trustee's report determine 'the amoun ? r wSTru^^^^^ ''''^ -S*-' ^"^P^^^^''- 2nd.^ To can be sued should they fail to ke^e^ XiK IS J^e' ^h!!:':?,^ ^^^^^ '^^^ themf wSl51 S^^ t S:iSldn^irr^ A.t:t^^- endmentsto ^ govern trustees, collectors, and other scTooTofc' ^""' ""^'^ '^'''' ^"^hority, shall 11. Public Schaol Trustees e3lv w th tl 2 «° the regulations provided by law. •onally responsible (section 46) fo?tl eir ^fe.T^r'f'''^^ "''^ now made per- when calleS upon b^ competenttth Hty o tl ""?" ^''^T?' *T' ^ ^^'^^ uP- school property- which may have come into their 'tnds TbI ''^'""^. r"*"^' «^ act security from everv person to wJiom t"'ev -. . , ^, ''''*' ''''" ^^^^'^^