.."^..

r^%

IMAGE EVALUATION
TEST TARGET (MT-3)

£.<?

1.0

I.I

■^ Ik 122

I4£

12.0

1.8

1
I

1.25 III 1.4

1.6

6" -

►

Pho1iogi"dphic

Sciences

Corporaiion

23 WIST MAIN STRKT

WnSTH.N.Y. 14SS0

(716)S72-4S03

CIHM/ICMH

Microfiche

Series.

CIHIVI/ICMH
Collection de
microfiches.

Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductions historiques

Technical and Bibliographic Notes/Notes techniques et bibliographiques

The
toi

The Institute has attempted to obtain the best
original copy available for filming. Features of this
copy which may be bibliogrbphicall/ unique,
which may alter any of the images In the
reproduction, or which may significantly change
the usual method of filming, are checked below.

Coloured covers/
Couverture de couieur

□ Covers damaged/
Couverture endommagde

□ Covers restored and/or laminated/
Couverture restaurie et/ou pellicul6e

D
D
D
D
D

Cover title missing/

Le titre de couverture manque

Coloured maps/

Cartes g^ographiques en couieur

Colou:.ad ink (i.e. other than blue or black)/
Encre de couieur (i.e. autre que bleue ou noire)

Coloured plates and/or illustrations/
Planches et/ou illustrations en couieur

Bound with other material/
Reiid avec d'autres documents

Tight binding may cause shadows or distortion
along interior margin/

La reliure serrde ^eut causer de I'ombre ou de la
distortion le long de la marge IntArSeure

Blank leaves added during restoration may
appear within the text. Whenever possible, those
have been omitted from filming/
II se peut que certaines pages blanches ajouttes
lors d'une restauration apporaissent dans le texte,
mais, lorsque cela 6tait possible, ces pages n'ont
pas 6t6 filmies.

Additional comments;/
Commentaires supplAmentaires:

L'Institut a microfiimi le meiileur exemplaire
qu'il iui a 6t6 possible de se procurer, les details
de cet exemplaire qui sont peut-Atre uniques du
point de vue bibilographique, qui peuvent modifier
une image reproduite, ou qui peuvent exiger une
modification dans la methods normale de fiimage
sont indiquds ci-dessous.

I I Coloured pages/

Pages de couieur

Pages damaged/
Pages endommag^es

Pages restored and/oi

Pages restaur^es et/ou peilicui^es

Pages discoloured, stained or f :ixe(
Pages ddcoiordes, tachet6es ou piqu^es

Pages detached/
Pages ddtachdes

Showthrough/
Transparence

Quality of prir

Quality in^gale de I'impression

Includes supplementary materii
Comprend du materiel suppl^mentaire

Only edition available/
Seule Edition disponible

I I Pages damaged/

I — I Pages restored and/or laminated/

I — I Pages discoloured, stained or f :ixed/

I I Pages detached/

r^ Showthrough/

I I Quality of print varies/

I I Includes supplementary material/

r~~1 Only edition available/

Th«
pos

Ofl

filn

Ori
be(
t!ie

SiO!

oth
firs
sioi
or I

Th<
she
Ti^
wh

Ma
difi
enl
be(
rigl
req
me

Pages wholly or partially obscured by errata
slips, tissues, etc., have been refllmed to
ensure the best possible, image/
Les pages totalement ou partiellement
obscurcies par un feuillet d'errata, une pelure,
etc., ont 6t6 fiim^es A nouveau de fagon d
obtenir la meliieure Image possible.

10X

This item Is filmed at the reduction ratio checked below/

Ce document est fllmA au taux de rMuction indlquA cl-dessoM^

14X

18X

22X

26X

30X

12X

16X

20X

24X

2SX

32X

The copy filmed here has been reproduced thanks
to the generosity off:

University of Toronto
ARCHIVES

L'oxemplaire ffiimi fut reproduit grAce A la
g6n6rosit6 de:

University of Toronto
ARCHIVES

The images appearing here are the best quality
possible considering the condition and legibility
of the original copy and in keeping with the
filming contract specifications.

Les images suivantes ont 6t6 reproduites avec le
plus grand soin. compte tenu de la condition et
de la nettet6 de I'exemplaire filmd, et en
conformity avec les conditions du contrat de
ffilmage.

Original copies in printed paper covers are filmed
beginning Wkth the front cover and ending on
the last page with a printed or illustrated impres-
sion, or the back cover when appropriate. All
other original copies are filmed beginning on the
first page with a printed or illustrated impres-
sion, and ending on the last page with a printed
or illustrated impression.

The last recorded frame on each microfiche
shall contain the symbol — ^> (meaning "CON-
TINUED"), or the symbol V (meaning "END"),
whichever applies.

Maps, plates, charts, etc., may be filmed at
difffferent reduction ratios. Those too large to be
entirely included in one exposure are filmed
beginning in the upper left hand corner, left to
right and top to bottom, as many frames as
required. The following diagrams illustrate the
method:

Les exemplaires originaux dont la couverture en
papier est imprim6e sont fiimds en commenpant
par le premier plat et en terminant soit par la
dernidre page qui comporte une empreinte
d'impression ou d'illustration, soit par le second
plat, salon le cas. Tous les autres exemplaires
originaux sont film6s en commenpant par la
premidre page qui comporte une empreinte
d'impression ou d'illustration et en terminant par
la dernidre page qui comporte une telle
empreinte.

Un des symboles suivants apparattra sur la
dernidre image de chaque microfiche, selon le
cas: le symboie — ► signiff ie "A SUIVRE ", le
symbole y signifie "FIN ".

Les cartes, planches, tableaux, etc., peuvent dtre
film6s d des taux de reduction difffdrents.
Lorsque le document est trop grand pour dtre
reproduit en un seul cliche, 11 est film6 d partir
de I'angle sup6rieur gauche, de gauche d droite,
et de haut en bas, en prenant le nombre
d'images ndcessaire. Les diagrammee suivants
illustrent la m^thode.

' ■*..,.

ir- i

r9epo

CGNVOGATION ADDRESS

^niversiti? of Uoronto,

OCTOBER 1st, 1900.

BT THE PRBSIDBHT,

JAMES LOUDON, LL.D.

I 'I

. TORONTO:
THE FUBLISRimS' 8YNPI0ATE, LiUitkd.

' \

mrmmm^mtmumm

S'f

Si ^^^\^, *■l*%i^,

■ inl*-^ X.t. tCi^^

Convocation Address.

IN my Convocation address last year I dealt with the question of
technical education, and judging from the number of inquiries and
references which the address elicited, both at home and abroad, I am led
to the conclusion that the discussion was timely, and that it contributed
in some measure to the removal of misconceptions. This year again I
propose to discuss an academic topic, and one of a severely technical
character.

I am sometimes asked why I do not choose more popular subjects for
my Convocation addresses. My answer is that, though there are many
inviting themes in the broad fields of literature and science, not to
mention politics, still I feel that my position as head of the teaching side
of the University demands that first and foremost I should contribute
my quota to the solution of those difficult academic problems, connected
with the University or the general system of education in Ont?rio, which
from time to time are bound to present themselves. I feel, indeed, that
academics is my business, and that it should receive my first attention.

I am sure that the title of this address must have excited curiosity in
some minds, mingled with a species of incredulity. I am liable to be
asked, "Are you not aware that our educational system is the best in the
world, that it has received medals and diplomas at the World's Fair, and
that it excites the envy and emulation of the nations?" These are
things which we are too prone to repeat, and which are believed by too
many. They are pleasant but unprofitable doctrines. There is really no
system so dead as a perfect system. Some systems are worse than ours,
some are better, and even the best existing is capable of improvement.

Apropos of this I am iempted to relate an incident which occurred in
the experience of a friend of mine, a distinguished Parisian savant. Some
thirty years ago my friend was conversing with a gentleman (whom we
shall call Mr. B.) regarding the education of boys, and outlined to him,
with considv^rable enthusiasm, what he thought to be an ideal course of
training. Mr. B. replied half in jest, " Well, if I ever have boys to edu-
cate, I shall follow your advice." Many years passed by, and Mr. B.
became a prominent official in the French service in Egypt. One day

I
Ji ■

my friend received a letter f'-om him saying that he had not forgotten
the pedagogical theories heard so many years ago, and asking at the
same time for the address of an institution which carried out the princi-
ples then laid down. My friend was forced to reply that, although he
held to his theories more firmly than ever, yet as a matter of fact no
such institution existed anywhere in Europe. Fortunately for the boy,
the matter was ended by his being sent to a German gymnasium at
Frankfort. Like my friend, I too have in mind an ideal system which
doubtless I shall never see fully realized, but towards the attainment of
which I should like to contribute in some measure by my advocacy.

It is not my purpose to propound new theories as to the objects of
education in general. It is not my intention to discuss the educational
value of this or that branch of learning, either in the abstract or in regard
to the future career of the student, and still less am I inclined to discuss
pedagogical methods. My remarks will centre round what I consider
to be the most important question confronting High School and University
teachers here and now, viz., " How shall the youth of our land obtain a
libei'al education without unnecessary waste of time and effort .'' " The
term " liberal education " requires a word of definition. Under the vary-
ing systems of different civilized countries there is a remarkable unani-
mity as to its meaning. Speaking generally, to be liberally educated
implies a knowledge of one's own language and literature and of two or
three foreign languages and literatures, a knowledge of mathematics,
history, and at least some acquaintance with physical or natural science.
Such a scheme may be too broad or too narrow. Some radical persons
will maintain that it is nearly all wrong, but at any rate it is the scheme
on which the civilized world has settled, and how best to obtain or impart
this education is the practical question before us. Under our system the
work is done by the High School and the University. The High School
imparts the rudiments and the Arts course of the University continues
and completes the instruction begun in the High School. The Bachelor's
degree represents the sum total.

Now, is this work being done in Ontario with due regard to economy
of time and effort ? The average age of our Arts graduates is between
23 and 24 years. If we pass in review the acquirements of the average
graduate, and consider that it has requ^'red in all 17 or 18 years of school
and university training to reacn what is often a very mediocre degree
of attainment, we have at once ground for suspicion. But if we examine
v/hat is accomplished in some other countries, notably in Germany, in
the same time, we become at once convinced that there is something
radically wrong. The Canadian youth of 19 (I am speaking of average
age) is barely beginning his college course : the German youth of like
age has completed his liberal education. His attainments, even put at
the very lowest, are equal to those of our pass graduate, while his know-
ledge of some subjects would put him into the honour lists under our
system. He is a good " all round " scholar. He has passed the
Abiturientm-Examen, which closes his career at the gymnasium or real-

schule. He is then in fact qualified and permitted to undertake what
we should call post-graduate study. As far as a liberal education is
concerned, he has had the same course of training as the professor with
whom he undertakes professional study or research work. In this con-
nection, it is worth ren.arking, by the way, how different is the force of
the term " leaving-exam'nation " (modelled on Abiturienten-Examen) as
sometimes used here, and as used in Germany. With us it marks the
entrance to undergraduate work : in Germany it marks the entrance to
research or post-graduate work.

Why is it then that pur young men lag years behind the young men
of Germany in attainment "i Are they not industrious, and are their
teachers not painstaking ? I have no hesitation in answering both these
questions in the affirmative. Both our children and our teachers are
burdened to the limits of physical endurance. The German boy prob-
ably plays less, and his school hours are slightly longer, but taking
school work and home work together, there is little or no difference in
the amount of effort expended by the student. After careful comparison
of our system with that of Germany and other countries as well, I have
come to the conclusion that the loss of time with us results largely, I
might say mainly, from a clumsy and unnatural arrangement of the
whole course of study. The course of study as a whole is chargeable
both with sirs of omission and commission ; it has left undone those
things which it ought to have done, and it has done those things which
it ought not to have done, and I might almost add that, so far as facility
for the acquisition of a liberal education is concerned, there is no health
in it.

Let us examine for a little the course of training of one of our
graduates. He enters the Public School at say 6 years of age. He is
taught to read, write and cipher, and just here enters a sin of commis-
sion. He is overtaxed with work in departments of study for which his
immature mind is totally unfitted. I refer especially to grammar and
arithmetic. The sum total of effort lost through untimely pushing in
these subjects alone is enormous. After the lapse of some years the boy
is ready for the High School, and passes into it after a stiff examination.
His education is pretty well out of joint. The chances are that he is an
indifferent reader, not very sure of his orthography, fair in writing, able
to analyse and parse in a mechanical way, but not understandingly, very
strong in arithmetic, if he be tested on the type of problem on which he
has been drilled, and with a certain amount of useless baggage in his-
tory, geography, physiology and temperance, etc., but without having
been taught the first word of a foreign language. If he remains in the
Public School for two years more before entering the High School, as
he may do, he continues his English studies, is pushed further on in
mathematics, and adds botany and bookkeeping to his acquirements.
He is still, except in very rare cases, without the rudiments of a foreign
language.

In the High School he begins a struggle to overtake what has been

omitted from his previous training. In view of his intended course at
the University, he must at once begin either two or three foreign lan-
guages. Now, language-study is a matter in which time is a very
essential element. But the boy's time is Ir'-nited. He is getting up in
years, and must be rapidly crammed for matriculation. Moreover, the
best period for acquiring the elements of foreign languages has already
passed by, while the boy was striving in the Public School to learn the
impossible. If the High School pupil were free to devote his whole time
to languages, he wo aid still be at a disadvantage, owing to the shortness
of the High School course but the languages form only a portion of his
work. He must prepare his Part I. of the Junior Leaving, and hence,
geography, arithmetic, grammarand history, monopolize his attention, to
the further detriment of his languages. He arrives at the University at
the average age of between 19 and 20 years, with his education relatively
as much out of joint as it was on his entrance to the High School. At
the University his main effort is spent in striving to remedy the defects
of his early language training, and he finally graduates some three or
four years later than is the case in Germany, with a much less thorough
and permanent knowledge of his foreign languages.

Now let us see how our German friends plan the education of a boy
who is intended to be liberally educated. He enters the gymnasium or
realschule at about 10 or 11 years of age, and he completes the course at
18 or 19. Th work is divided into six forms or classes, numbered
inversely as compared with ours, and running from VI. (the lowest) to I.
(the highest). In the gymnasium, classics is given prominence, in the
realschule, modern languages and mathematics occupy the first place :
the other subjects of study are in general as with us. In order to con-
trast the division of the boy's whole school time with what prevails here,

1 shall have to give you a few figures. His school week is on the aver-
age divided into about 30 periods. In the Leipzig Gymnasium, for
example, Latin has in the lowest form 9 periods, and 7 and 8 in the two
highest, and in other classes proportionately ; Greek has 7 periods in the
three highest forms ; French runs through four forms out of the six, with

2 hours weekly in each form ; English 2 hours weekly in the two highest
forms. This is in marked contrast to our system, and we obtain a con-
trast of another charact«.r when we observe the time given to German
(the boy's mother tongue) and mathematics. The periods in German in
this institution run 4, 3, 3, 2, 2, 3 ; arithmetic runs through the three
lowes; forms only, with an average time of 3.3 periods each week ; it is
then dropped, and mathematics continues through the higher forms, with
an average time of about 4 periods weekly, and yet the German mathe-
matician is inferior to none. In the Realgymnasium at Chemnitz the
average number of periods per week devoted to Latin throughout the
course is 6.3 ; to French 4.4 in five forms ; and to English 3 in three forms.
In the Leipzig Realschule the average number of periods per week
devoted to French throughout five out of the six classes is 5.4 ; to English
4 periods in the three upper forms ; to German 5.5 throughout. Here
also arithmetic drops to 2 periods weekly at the middle of the course.

«!'

Under such ? grouping of his work, we cannot wonder that the German
becomes a thorough scholar in three or four foreign languages at an age
when a Canadian youth is still struggling with the elements. Nor does
it appear that the German youth is deficient in the branches on which
we lay so much stress, for the simple reason that his training in them is
judiciously timed and proportioned.

It will thus appear that our system differs from that of Germany (and
the same is true of Oiher countries) in two fundamental respects, (i)
language study is unduly deferred with us, and (2) various other branches
are unduly fostered. How have these conditions arisen .'' The post-
ponement of language study in our system is evidently due to the fact
that the High School course begins where the Public School ends, and
liberal education becomes the victim of what looks like a very symmetrical
and plausible course upon paper. There is practically no means in our
system by which the boy may begin his languages at an advantageous
age, and moreover, as the standard of the Public School rises, the evil
becomes intensified through still further postponement.

Let me give you an example of the questions which a boy must
answer before he is permitted to study languages in a High School.
They are selected from the High School entrance examination papers of
1899.

Define and illustrate ''n sentences the following : —
(a) compound, complex, assertive, interrogative and imperative
sentences,

(d) principal and dependent clauses,

Show, by writing ska// or wi// with the first, second and third persons
singular and plural of the verh g-o, how you would indicate : —
(a) simple futurity,

(d) promise or determination.

Draw an outline map of South America, indicating with names the
chief islands, rivers, mountain ranges, and the political subdivisions.

The cost of a quantity of silk at $3.25 per yard, and tweed at $2.50
per yard was $409.75, the whole cost of the tweed being 25 cents more
than that of the silk. Find the number of yards of each kind of cloth.

A merchant engages a lawyer to collect his accounts, agreeing to pay
him 2^ per cent, of the sum collected. If | of the accounts prove worth-
leso and the la^vycr receives $75.60 for collecting the balance, find the
total amount of the merchant's accounts.

What led to the passing of the Constitutional Act of 1791. State its
chief clauses, and point out its defects.

Write explanatory notes on the following : —
' (a) Secularization of the Clergy Reserves,
- (d) The British North America Act, '

[c) The North- West Rebeliion, 1885.

State the duties of each of the following, and explain how each is
appointed : — County Treasurer, Sheriff, Registrar, Warden of the

County, Mayor, Assessor, Premier of the Dominion, Lieutenant-Gover-
nor, Governor-General.

What is a tragedy ? Why did Burns not write one ? What was the
deep tragedy that he enacted ?

Why may Burns be regarded as an " intrinsically nobler, gentler, and
perhaps greater soul " than Napoleon ?

{a) Give the general classes under which you would arrange the
bones of the human frame.

(d) Of what substances are bones formed? Which of these sub-
stances predominates in the different stages of life ?

(a) Trace the food through all the changes wrought upon it in the
mouth, the stomach, the duodenum and the small intestines.

(&) Name the juices mixed with it in each stage of these changes
and the organs which produce them.

I do not offer an explanation as to why we have been saddled with
conditions so inflexible, but I characterize them as an evil, and I empha-
size the point. So long as it is impossible for the boy to begin his lan-
guages until he has reached the standard now required for High School
entrance, just so long will he be terribly hampered and delayed in the
attainment of a liberal education. So strongly was the Senate of the
University impressed with this disability that two years ago it considered
a project for instituting an elementary examination in languages, a grade
lower than matriculation, for the purpose of stimulating language study.
The project was eventually abandoned, as it was felt that any further
increase of the examination evil would prove to be a remedy worse than
the disease.

Let us look at the second of the hindrances, the undue fostering of
certain other branches of study. We shall find the causes in the scope and
object of the High School course. Ostensibly the High School curriculum
is framed to afford a liberal course of secondary education, but the High
School, as now constituted, is chiefly an institution for the preparation
of Public School teachers in their non-professional work. This is the
determining principle. We are sometimes reminded that intending
matriculants form but a fraction of the aggregate attendance, and that
they consequently have no rights. But is the manufacture of such
enormous numbers of Public School teachers v^^ise or right from any point
of view ; or, if so, is the course of study such as to produce the best
quality of Public School teachers ? To both of these questions I give a
decided negative. The evils attendant on the over-production of teachers
have become patent to everybody, and need not be dwelt on. The
quality of the teachers in the Province at large leaves much to be desired.
I shall refer to this point again under another head, but I should like to
say just here that the standard of efficiency might be considerably
improved by liberalizing the course of non-professional studies.

I have referred at considerable length to the postponement of languages
and the want of proportion in the course of study, because I regard these

a
a

c
c

r
r
1

as the chief impediments in the way of obtaining a liberal education, and
also because these hindrances have not hitherto received the attention
which they demand at the hands of those who are interested in seeing
our educational system, as a whole, brought up to the level of that of
other countries.

I now pass on to discuss briefly a third impediment, which has of late
received much attention, and regarding which wiser counsels are begin-
ning to prevail. I refer to the examination incubus. Even with the
lightening which has taken place, we may still, I think, challenge the
world in respect of examinations. At the Departmental Examinations
in 1899, 32,160 candidates were examined, exclusive of those in the Art
Schools, etc. The total number of examination papers issued was
706,500. Of these candidates 11,483 took the examinations leading to
the teachers' certificate in 1899, and the number was about the same in
1900, while the whole number of Public School teachers in the Province
was at the latest estimate 8,465. These figures are astounding, but they
refer only to a part of the written examinations which meet the student
at every turn from the kindergarten to the university. There are written
weekly examinations, monthly examinations, promotion examinations,
and what not. I hold that examinations are a necessity to be reduced
to a minimum, and that they should not be multiplied and magnified as has
been the case under our system. There is no doubt in my mind that
teaching done with he examination immediately in view is inferior teach-
ing, and when we ado to this the incentives to cram arising from frequent
tests which bring the High Schools into competition with one another,
we find that we are face to face with a serious hindrance to effective
teaching.

Looking more particularly at the examinations affecting the High
School course, I am glad to note that the examination for Form I. has been
discontinued. This is a step in the right direction, but it is not enough.
Hosts of candidates every year pass the non-professional tests for teachers
who never become teachers, and who have no intention of entering the
teaching profession. This is unnecessary, and it is hurtful on the general
grounds already given. But it appears almost absurd when we remember
that the examinations are held years before the candidate begins his
career as a teacher. One general result of this practice is still further to
distort the High School course, notably in the subjects of grammar, arith-
metic and history, in which a high standard is exacted at an age much
too early for the proper comprehension of these subjects.

The teachers* examinations are in the wrong place. The non-profes-
sional and professional tests should go together, and should be applied
at the same time. In short it is my belief that the Provincial Normal
Schools should not only teach pedagogy, but should also review and
examine on a large part at least, if not all, of the subjects which the in-
tending teacher is to teach. I need hardly refer to the County Model
Schools, which have demonstrated their uselessness, and cannot disappear
too soon from our system. In other words, then, let the teaching

function which the Normal School originally possessed in Ontario, be
revived. This would he in line with the practice in Germany. The
German system does not send out its certified teacher with mere reminis-
cences of what he has acquired years ago, as is done here. In the
Lehrer- Seminar (Normal School) even though the candidate has com-
pleted the greater part of his course in the gymnasium or realschule, he
is instructed not only in the strictly pedagogical work, and sciences there-
to relating, as here, but also in mathematics, the German language and
literature, history, geography, physics and chemistry, natural science,
drawing and caligraphy, vocal and instrumental music, gymnastics and
drill, religion, and sometimes Latin and modern languages.

Such a method, if adopted here, would have more than one advantage.
It would raise immensely the standard of the profession as a profession,
it would give us an efficient body of Public School teachers, of which the
country is sorely in need, and it would reduce the examination evil to a
minimum, since the only remaining examination would be that required
for matriculation into the universities and professional schools. The
promotion examinations from form to form, in the High School, I would
propose to leave entirely in the hands of the teachers, and pupils should
be admitted to the High School ou the recommendation of its teaching
staff.

Let us now proceed to consider in detail the direct bearing of what
has been said on the universities and professions. Students who are
seeking a liberal education may be roughly divided into three classes, (i)
those who have no professional career in view ; (2) those who are looking
forward to one of the so-called learned professions, or to a higher tech-
nical career, and (3) those who are intending to engage in research
work leading to a higher degree than the B.A.

The effect of the present system upon the first of these classes, though
serious enough in itself, is less harmful than upon the other two classes.
To the student who has in view solely the attainment of a liberal educa-
tion, time is a less important element. In his case, the attainment
of his object is simply delayed by so many years, and made propor-
tionately expensive, but without other result, except Ihat the process is
needlessly tedious, and the standard of scholarship lower than could be
reached by the same effort under improved conditions.

With the second class, the matter is quite different. The intending
professional man feels that he cannot afford the loss of two or three
years cut out of the most vigorous part of his life. He cannot fairly be
expected to spend 13 or 14 yqars in preparation for entrance on an Arts
course, 4 years in obtaining his Arts degree, and 3 or 4 years more in the
study of his profession, which he finally reaches at the age of 26 or 27, or
even 28. True, a certain number of young men make the sacrifice of
time entailed by taking the Arts course, and in my opinion they decide
wisely. But the vast majority decide otherwise. They begin the study
of their profession with the minimum preparation exacted in the various
professional schools. The professional schools are hampered by the

/■■

slender attainments of their students, and would gladly raise the stand-
ard of entrance to that of the B.A. degree, but this is practically impos-
sible, and it will remain impossible just so long as the present conditions
prevail. If, on the other hand, the preparatory course were reformed by
the removal of the defects which I have indicated, it would be easy
enough to insist on the higher standard, and indeed I have little doubt
that, could intending professional students shorten their preparatory
course by even two years, many of ihem would of their own accord elect
to enter theii profession through the gateway of the B.A. degree. The
intending technical student requires also a liberal education of a some-
what more limited character, and, under improved conditions, he also
would at an early age be enabled to acquire that knowledge of foreign
modern languages which is absolutely essential to his success, and v.'hich
he now must obtain later under great disadvantages. With regard to
the importance of French and German to the technical student. Principal
Galbraith of the School of Practical Science tells mo that, had he to
choose between a knowledge of French and German on the one hand
and Chemistry and Physics on the other, as a preparation for entering
a higher technical course, he would unhesitatingly decide in favour of
the languages.

Coming next to the third class, the research student, let us see how
the reform would afifect him. With this class of student rests the hope
of future advancement in knowledge and the eventual raising of our
whole standard of learning as a nation. And yet research work is with
us in its very infancy. The vast majority of our young men never
undertake it ; they hardly realize what it means. They never get
beyond the stage of mere learners, they do not become students. Here
again a .ast improvement might be made under reformed conditions.
The average German youth is in a position to begin research work at 19
or 20. If that were possible here, I make no doubt that research wouiu
receive an immense impetus, and that through it a new and stronger life
would begin for higher learning in our midst.

There is still another question coming under the general head of
economy of time. How would High School reforms affect the University
Arts course ? Could it be shortened ? It has sometimes been proposed,
even under present conditions, to make it a three years' course. This .
proposition has been made just because of the needlessly advanced age
at which our B.A. degree is obtained. Such a reduction, with its attend-
ant evils (the increased pressure on the student and the lowering of the
standard), would be a doubtful experiment unless reform were effected
lower down. If the advocates of a three years' course can secure the
necessary modifications in what precedes, a proper proportion in the
preparatory subjects, and the introduction of language study say two
years earlier than at present, I see no reason why the Arts course might
not be rearranged and shortened by a year, without impairing the
standard.

The remedy of defects is to some extent implied in the mention of
them, but, lest I should be misunderstood as indulging in criticism of a

purely destructive character, let me summarize here, at the risk of repeat-
ing myself in part, the chief reforms in our system which seem to me
urgent and feasible.

I. The courses of study.

Let the work of the Public School be better adapted to the end in view,
and to the stage of mental development of the child. This implies a
good deal less grammar and arithmetic, especially in the early part of
the course, a great deal more attention to reading and spelling, and in
general, less prominence to subjects which are of little educational value.
Let us by all means ensure that the pupil, on leaving the Public School,
shall read with intelligence and ease, spell correctly, write well, and per-
form simple arithmetical operations with accuracy.

For the High School, I propose, first of all, some arrangement by which
the pupil may begin his languages at a reasonably early age. There is no^
reason why the pupil should not enter the High School as soon as he is
well grounded in the essentials I have mentioned above. It seems in
some quarters to have become accep^-^'H as axiomatic that the only path to
the High School lies through the completion of the present Public School
course, with all its encumbrance of non-essentials.

This is one of the fundamental mistakes of our system. I do not pro-
pose to limit the sphere of the Public School, or to abridge its curriculum,
but I maintain that the work of the High School will be in great measure
ineffective so long as it df necessity begins where the present Public
School curriculum leaves off. Nor will matters be improved by the in-
troduction of language teaching into the Public Schools. At best, the
languages would be optional, and the efficient teaching of them could not
be secured. Further, I propose for the High Schools a change in the
allotment of time and attention to the various subjects so as to provide
for a really liberal education. This change could easily be secured, if the
non-professional training of teachers were transferred in large part to the
Normal School, where it properly belongs.

For the University I propose a remodelling of the present course and
the shortening of it by one year, conditional, however, upon the changes
which I have outlined above.
, 2. Examinations.

In general let the examination evil be reduced throughout the whole
system. Let us have more teaching and less examining, and this applies
perhaps nowhere with more force than to the work being done in the
Public Schools. Let the non-professional examinations for teachers be
applied when they have completed their whole course of training, thus
removing from the High Schools one of the greatest impediments to
effective teaching. - , ^ -c^ ■ r.-V^-

- 3. The training of teachers.

This is a most essential matter. The most obvious reform under this
head is the abolition of the County Model School. It has been and is a
mere makeshift. Let the Normal Schools be developed along new
lines, or rather let their old teaching function be restored. Make these
schools thoroughly efficient by increasing and strengthening their teach-

.: /

ing stafifs, and if necessary let new Normal Schools be established. Our
Public Schools are below the proper standard of efficiency. There is one
way and only one way of improving them, and that is by improving the
teacher. How to eliminate the transient or "stepping-stone" teacher,
and how to secure a body of mature, scholarly and earnest Public School
teachers is one of the most serious problems of our educational future.
I feel sure that what I propose would be a long step towards the solu-
tion of this problem, and would result in an immense improvement in our
Public Schools, an improvement which nobody desires more earnestly
than myself.

At the risk of unduly prolonging my remarks, I shall refer to one
question more of university reform of quite special urgency, viz., financial
reform. In my programme of reform under this head thf^re are three
items. The first is money, the second is money, and the third is more
money. I do not need to refer to ways and means of economizing and
administering what we have. Our cramped resources have left us little
to learn in this respect: the great problem is how to increase our
revenues.

The beginning of our necessities dates approximately from the passing
of the Federation Act in 1887. Our total expenditure in 1887 was
$70,149 ; our expenditure last year was $135,720.87. This sum includes
scholarships, etc. (the proceeds of special gifts to the University), but
does not include expenditure on the Medical Faculty. The increase has
resulted in part from the additional requirements arising out of federa-
tion and in part from general expansion.

The passing of the Federation Act marked an epoch of hope in uni-
versity finances : subsequent years have been years of disappointment.
The financial problem was thought then to have been solved : it still
awaits its solution. The increased necessities of the UniveBsity were
not unforeseen at the time of federation. I myself was requested in 1885
to prepare an estimate of the increased annual revenue requisite to
properly finance the federation scheme. I reckoned the sum total at
$40,000 annually, to be immediately available. It was the intention of
the government then in power ^o provide liberally for the University, and
while absent in Germany in 1887, I was informed on high authority that
at least $30,000 would be forthcoming. This sum was to be the outcome
. of the transaction respecting the old Upper Canada College block. As
you know, these expectations were never realized, and the scheme in
question has resulted most disastrously to the University from a financial
point of view. Meanwhile, we have been in financial straits, the string-
ency increasing year by year. Almost our only resource has been the
increase of fees, undesirable in itself, and which has now reached its
limit. The Government has been applied to more than once, and although
a sum of $7,000 annually has been granted in extinction of outstanding
claims, no other assistance has been afforded. Last year we renewed
our application without success. <,

Meantime a new factor in the case has arisen. A demand is put for-
ward on behalf of Queen's University for Government aid, and even

priority of claim is asserted. Now let me say, that should the Govern-
ment resolve to ignore the claims of its own child, the provincial Uni-
versity, and to provide for an adoptive child, it can be done on one of
two grounds. Either the adoption must be complete, and the new mem-
ber of\he family must be subject to full parental control, or else money
must be given into the hands of others, without such control, to be
expended for its nurture and upbringing. In other words. Queen's
University must either be provincialized, so that we shall have two pro-
vincial universities instead of one, or else the money of the people must
be handed over to an independent corporation to be administered as it
sees fit.

I can hardly think that the latter of these contingencies is possible, so
repugnant is it to our political institutions, but if possible, and if carried
into effect, the Government may well ask itself how it proposes to adjust
the corresponding claims from various quarters which will inevitably be
made. If on the other hand, it is proposed to provincialize. Queen's
University and the others whose claims will follow, we shall have two or
three or more provincial universities instead of one. It is devoutly to
be hoped that the Government and Legislature will not embark upon a
policy so extravagant and so surely fatal to higher education. The
resources of the province do not warrant it. A first-class university
under modern conditions is an expensive affair, and Ontario is barely
able to maintain one such institution, with due regard to efficiency, not
to speak of several.

I am hopeful as regards the situation. The Government is fully seized
of the question, and I think we may confidently look to the friends of
the provincial University and to our 10,000 alumni not only to accelerate
the day of our financial liberation by their influence and the dissemination
of information regarding the great work we are doing, but also, if neces-
sary, to guard the integrity of our provincial non-sectarian system of
higher education from aggression from any quarter.

There is a point on which I wish, in conclusion, to make myself
perfectly clear. The nature of my topic has led me to show you the
dark side of the picture. I have been pointing out defects, and suggesting
improvements. It has not been the purpose of my address to call atten-
tion to all that is good in our school and university system. And so I
should like to say just here that I am not unmindful of the self-denying
labour:) of our teachers in school and university. I do not belittle the
results obtained. We have, in spite of the defects pointed out, been
enabled to set up a standard of learning that is on the whole gratifying,
and, in a country s6 new as Canada, even surprising. What I have said
of university standards applies rather in general to the attainments of
the ordinary Bachelor of Arts than to those of our best honour students,
in the case of whom we have obtained results of which any country may
be proud. But to be perfectly candid I must say that these good results
have been obtained under adverse conditions, and I am hopeful that in
process of time, with a better understanding of educational problems, and
with improved finances, we may approach much more nearly to the ideal
which we have set before us, and towards which we are striving.

■,\'