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/ 
 
 SPEECH 
 
 BY THE 
 
 Hon. G. W. Ross, 
 
 L.L..D. 
 
 Minister of Education, 
 
 ON 
 
 The Policy of the Education Department 
 
 Dclit:crril in ihe Legislaticf Asacitthl]!, March Jffh, 1S97. 
 
 "A systerq of pubhc instruction almost IDEAL in [\\e perfection of its 
 details aqd the uqity which biqds tog-^ther iri oqe great whole all tl^e 
 schools from tl^e Kindergarten to tt^e University." — (Award of Jurors at 
 I World's Fair, C^\lcago, 1893.) 
 
 Coioiito ; 
 
 Warwick Bro's & Ri-ttkr, Pi inters, etc., 68 and 70 Front Street West. 
 
 1897. 
 
 i uc 
 
^1 
 
•/y 
 
 SPEECH 
 
 bV THE 
 
 Hon. G. W. Ross, 
 
 Minister of Education, 
 
 ON 
 
 The Policyof the Education Department 
 
 Ihi.itred n, th, Lujisiafi,-, Assrwhh,, March /,fh, 1S'J7, 
 
 -A sy.terri of public instruction almost ideal m tlie perfection of its 
 de ails and the uqity which bir,ds together in one qreat whole all t^^e 
 schools rom the K,nde,-garten to ti.e Ur.ivers,ty;'-(Award of Jurors at 
 Worlds Fciir, Cnicago 1893.) 
 
 Toronto : 
 
 W.vKW.cK Bko's & K.TTKH. Fri„terB, etc.. 68 and 70 Front Stre.t West 
 
 1897. 
 
 )^ 
 
■4 
 
POLICY 
 
 OK THK 
 
 Education Department. 
 
 s 
 
 Delivered by the Hon. G. vy. f^oss. .Hinister of ncku-. 
 LtgLsuU.lve Assembly of Ontario. ,narch Atli 
 
 itlnn, in the 
 
 S97. 
 
 of t!. .^ "" T'T "' ''" "''"""" "' ^'" <»PP-'tiun on ..uostions 
 
 the Eclucat.on A part.nont. He said : " I do not consider it necessury to 
 ^cuss tU. suhje,.t of School Exn,„inutions as an aoadonnc ,,.^2^ 
 E^erylHHlyadnuts the utility of exanunations for two purposes (1) asa 
 gu. e to t e student w^h respect to the thoroughness of his 'work ini^: 
 nuhl 7 n^^'T^ ''" acquiren.ents. and (2) as a guarantee to the 
 public of scholarship. The value of examinations depends very larc^ely 
 on the judgment of examiners. No doubt they are liable to abuse They 
 
 tTaJ'at:t ; r' "''";''"" co.uprehensive-a test of memory nu>re 
 than a test of judginent. To such contingencies all examinations are liable, 
 and yet, ,n every University and College in the world, a,)d under every 
 known organized system of education, they are considered an indispensable 
 
 be broader nnnded and teachers and professors should pay more attention 
 to the ms ruction of their pupils and students, regardless of the con 
 sequence of the examination, is to s.ate what everybody admits is the Z 
 uutj ot an educator. 
 
 th!VV^r' '" ' '^'"""''" '^^^ '^"^ ''■ '''' '^"thorities with regard to 
 the abolition of exam.natioos either in Public or High Schools or for 
 co^ ducted as at pi-esent or some other test, examinations we muBt have to 
 
 o S th^^^^^^ ''^ '"^"'^' ^"' ""^"^^^^^^' ^^ ^- - ^hey are capable 
 oi seiving that purpose. 
 
Ni'MnKU OK Examinations. 
 
 Tlioio is IK) tiuili ill the .statiiiu'iit tliitt tlic Kducation Di'p.irtiiu'iit Iuib. 
 incri'iist'd thi^ fx.iiniiifitioiis of fitluT pupils or tt'.iclicrs . 
 
 Ill I s7r>, (lie last ytar uf Dr. ItycisonV adiiiinistration tho following 
 oxiimiimtioiis wuii- aiithiirizid liy the Kilucatimi DcpHrtnioiit : 
 
 (1) (^>iiaihily f.xaiiiiiiitiuiis for I'lililic School pupils. 
 
 (2) Hfilf-yoarly Kiitiaiu-L' exaniinatioiis tn ni;4li ScIk'mI.s and (^»llogiH^t^ 
 InHf.itutf.s. 
 
 (.'{) Two Inlennt'diHtu oxaniinations for High Schools. 
 
 (I) .\n t xaiuinafion for tcaclu'is' oi'ititifatcs in Ki'iiiott- Townships. 
 
 (.'») .Am examination fiir .Assistant I'uliiir School toachi-rs. 
 
 (<>) .\ii examination for Alonitois. 
 
 (7) A separate exaininatioii foi- District ceiliiicates. 
 
 (H) Four examii.atioiis for Third Cla.ss Provincial Normal School 
 cortilicales (2 professional and 2 non-|»rofessional.) 
 
 (9) Fciir examinations for Stcniid Class Normal .School certificates (2 
 profcH.sioiial i nd 2 non-professional.) 
 
 (10) l''onr examinations for First Class Xormal School certificatCR 
 (2 profes.sional and 2 non-jirofessional.) 
 
 (II) All examination for lliuh School Assistants. 
 (12) Two cxaminat ions for County Model Schools. 
 
 The examinations now in force over the .same field are : 
 
 (1) Two examinations (one each half-year) for Piil)lic School pupil.s. 
 
 (2) One Piihlit! School Leaving examination, (to he combined with Ist 
 Form in l>sl)8). 
 
 (0) One Kntrance examination. 
 
 (4) One exam nation of each liiL,di School Form counted as four. 
 
 ('i) One County iModel School examination instead of two. 
 
 (()) Two Normal School i xaininations for Second Class certificates. 
 
 (7) Two Normal Colietci; examinations (including Specialists') l;o be 
 reduced to one at the end of this year (1S!I7>, or a total of \',i. 
 
 By the regulations of 180(», provision is made for tho farther reduction 
 of the.so examinatiims to eleven by combining the Pul)lic School Leaving 
 with tho First Form examination and by drojiping the December exam- 
 ination of the Normal College. There still remain three examinations of 
 a Hjiecial character, viz : 
 
 (1) The District examination for French-English teachers ; (2) Theexam- 
 
 t ^ 
 
be 
 
 I 
 
 iimtitiii for AssiHt-iiit KiiKk-rysirtuors : lunl i3) The exiimiimtinii for Kiiuk-r- 
 ^iiitun I)in'i'tors. Thtsi' i'.\aiiii)iiitioiis Wfiv not lU'coHsarv in l>i'- liyt'iKon's 
 tiiiio. as tlu" si'liools towliich tlu-y ri-Iatu won; not ostalilislieil till it'i'ontly. 
 If, as is alli"4i'(l, t-xaininations iiro injurious to our Silioul system, surely 
 credit should he j^iven for tlieii' reduction from 'J7 to 11, the lowt'st 
 number possibK- if they ■Hc to lie retained at all. 
 
 CVU'KSK CAN 1!E ( "o.M I'l.KTKn WlTMol T ExAMINATUtN. 
 
 IJesulos it shoidil be reiueud)eied, (I) That evi'ry Pulilic Sehool ]iu|iil 
 oan eomj)leto the full eourse of study prescribed for Public Schools with- 
 out taking any Departmental examination whatsoever. i'J> That a pu|)il 
 whn has once j)a.«sed the Entiance examination to tlie Hij^h School cim 
 complete the whole course of study for llit^h Schools without interference 
 by any Departmental examination. ■ That is to say, a pujiil may remain in 
 school from tlii' time he enters as a Kindei'ojarten pupil at foUi' years of 
 age until he has completed the Ilitfli Sclmo] Coiu'se of Study, at which 
 time he would probably be fiom 10 to IH years of aLfe. without any exam- 
 ination except the Mntranci' examination. {'A, By coudjininij; the exanuna- 
 tion for matriculation into the I'lnversity with the Departmental exam- 
 inations, the High Schools have been relieved of as many examinations 
 practically as there are I'niversities in the I'rovince. When I assumed 
 office, t'very I'niversity had its own Matriculation examination, and every 
 High School was re([uired to prepare ]»upils for the rniveisity of their 
 choice : this examination was usually held in .May. Now tliere is Itut one 
 University Mati'iculation examination for all the I niversities of Ontario ; 
 it is held at the same time as the Departmental examinations and the 
 stiiiiding obtainctl by eandiilates is acce|»ted liy the Department as the 
 non-professional test for Sec<jnd (.'lass teachers. 
 
 TilK EXA.MINATION oF Ti:a<HEHS. 
 
 The simplitication of teachers' examinations is e(|ually significant. For 
 instatice in 1875 there were 17 different standards of (pudification 
 re<|uii-ed in the case of Puldic School teachers In liSlt7 there are i>idy 
 four st^andards, viz.. first. Second, Third and District. In the same year 
 there were 7 standards for High School teachers, viz., University 
 Degree, Inspector's Certificates, a First Class certificate of three grades 
 and a Second Class certificate of two grades. Now there are but three 
 standards, viz., a Degree in Arts simply, a Degree with Honors (S|ieeialists' 
 standing) and an .Vssistant's certificate. Taking the Public and High 
 ScIiudIs together, six grades of certificates have been substituted for the 24 
 glades recognized in 187 . 
 

 Thk Centkamzin*! ok Tkachkhs' Ckktikicates 
 
 It is not true Mint the F]iluc)iti(»ii IV[mrtinunt fully controls the issiu' of 
 toachors' ctirtiticjitoM. Unilcr Dr. llyiirHoii, tlu^ (^>l^u;il of riil»lii" Instruc- 
 tion issuuil I'rovinciiil ctMtiticHttt.s to First, Second imd Tiiiid O.-vsh 
 toHchors. County IJounls Imd power t<» issue First, Second and 'I'iii.'d 
 ChvHH certificates, limited however, to the jurisdiction of tlieir rcHpective 
 Counties. Tiie Kducation Departnient now issutrs certiHcates only to the 
 First and Seiiond ^jrades, the Comity Hoard still retainint^ the |)ower of 
 issuin;,' 'i'liird Class celt ilicates. In IHIX; there were awanled hy County 
 Boards 1,.')4!> certiHcates and hy the Educati<m Department MO cortiticatcs. 
 The Comity Hoards ajtpointed hy the County Council, as they have dont> 
 for half a century, control the majority of tho.se who enter tlie teaching 
 profussion. Triu', thi- examination (jonducted l)y (\>unty Hoards is 
 limited to tlie professional attainments of tlie candidate, hut as tlie Hoard 
 hJVH the power to reject any candidate whose scholarship ajjpears to be 
 defecrtive, it still has substantial control with reyard to the (pialitications 
 of Tliird Class teachers. Hesides the policy of i^onductin^' all the examin- 
 ations of the Province tliroiii^h the Education Department was accepted 
 by the comitry before I assumed otKce in 188.'5. For instance, in 1871. 
 that is 2(1 years -.v^n, the i)apers for 1st, 2nd and 8rd Class certiticates Avoro 
 Hent out to the Comity Hoards by the old (.^oimcil of Pul)lic Instruction. The 
 answer pajiers of candid ites for 1st Class certificates wt're read under the 
 direction of the ('ouncil and those for 2nd and .'ird class ceititicates by the 
 County Hoard of Examiners. In 1877, the Education Department 
 assumed the reading of 2nd ('lass papers and in 1881 of 3rd Class pj'jiers. 
 Except, therefore, as to minor details, the examination.s of the Education 
 L)ei»artmeiit are now conducted as they were Iti years agi>. 
 
 PoWKH OF FiXAMINKUS. 
 
 It is said that the Ministi r of Education, by appointing examiners to 
 read the answer ])apers of candidates at the Departmental examinations, 
 exercises an undue inlluence over the profession. It is not true, however, 
 that the examiners are ajipointed l)y the Minister of Education. By the 
 Education Department Act 1896, an Educational Council compo.sed of 11 
 I)er.sons was constituted for the purpo.se of conducting the Departmental 
 examinations. The .selectitm i>f the examiners is made by this Council 
 from lists sent in by the Minister of Education ; these lists cont.!iin at 
 least twice the number of persons required as examiners. From this list 
 the Educational Council makes its choice without any interference on the 
 part of the Minister of Education, and in order that there might be no 
 appearance of interference on his pai't, the list submitted in 1896-9t 
 oontained more than twice the number of persons apj>oiuteU. 
 
 \i 
 
'I'lif ••xiiiniiuT.s whi. prcparo the oxiiiiiiimtion pupcrK nro Holocted by the 
 Council withniit any n'f.'iTiirc t.. flic Minist.-r ,,f Kdimitiun. Miiy it also 
 \tv olisiTvod that till. MimiiIkts ot thf Council aiv nun of tlu- hiuh.-Ht 
 Htniuliii},' and not liki-ly t(. l.i- intlut-iu'ed hy any political or nnproper 
 luotivu «.r to listen to any suj,'j,'i.stioii to that oflVit. The followiu),' arotho 
 nainesof tlu- MoniLi'is of the ("ouncil for 1897: .laiues I.oudon, M.A., 
 LL.1>.. J'ri'sidfnt, 'i'ori.nto liiiveisity ; The Iloiu.ralili' .1. Ma<lennan, 
 H.A., liL.l).. .lustiie of Appeal; I'li.fessor N. liurwush. M.A.. Lli.D., 
 Chaneellor. Victoria Tniveisity ; Pn.tessor William Claik. M.A., D.t'.L.. 
 F.U.S.l"., ,.f Trinity Iniversity ; Pn.fesM.r A. I'. Knight. M.A..M.n., 
 QiU'en's; PiufeHsor A. C. McKay, iM.A., McM,i>tcr ; IVotessor W. .1. 
 Alexandif. M.A.. I'li.D. T(U'onto ; I'lofessoi Alfred Maker, M.A.. 
 Toronto; Principal I P. Teefy, M.A., LL.D.. SI Michael's ClleRe ; 
 Alexander Stei'lr, li. A , and .lolin Dcarness, Inspector Pulilic Schools. 
 
 Tk.\( lIKltS AS KXAMINKI.S 
 
 is there any ohjeotion to tin- appointuu'iit if teachc • is examiners^ 
 Why si. .1 i 1 tlu'y not he allowi'd to oronouniH' upon the .,u.diHcations of 
 those who seek adiuis.-.ion to their |irofvSsion as the lawyers and doctors 
 pionouncu u|)on rhost' who si-ek admission to theii' ]irofe> on ' Before I 
 entered upon my duties, the examination of teachers was laryely iii the 
 haiuls of Medical students, I'niversity underjiruduati's, Law students, 
 (^lergyuu'M, antl of [lersons who had retiivd many years hcfore from tho 
 teaching profession. Even County I'mai'ds having charge of tlu' local 
 examinations were similarly constituted, and although in so'ue respects 
 they dischaigod their <luties faithfully, stil! I considered it was unfair to 
 the teaching profession to Ki' I'xcludcd from the privileges accorded to all 
 other professions. 
 
 Ckntuam/i.no TKNnK.N(ii:s ?]i.skw iii;i!i:. 
 
 1 have already shown that tho so-called centralizing policy of the E<luca- 
 tion Di'partment is not of my doing. That, was begun under Dr. Kyerson 
 in 1H71 and fidly completed in ISSI. I may ri'iuark farthei' that, whether 
 right or wrong, the policy of the Education Department of Ontario, with 
 regard to examinations, has been adoi>ted by every Province of the 
 Dominion of Canada. It is, tlu'refore, not necessarily an incident of the 
 political relation of the Department to the country. In all the other Pro- 
 vinces the heads of the Department have no political attiliations whatsoever, 
 and yet, no doubt acting from the best n.-tives, as l believe we have done, 
 they conduct all examinations as we do ; in fact, their regulations are 
 almost a verbatim copy of ours. If the Department of Education is 
 wrong, therefoi-e, in taking the control of the examinations of Public and 
 
8 
 
 High Sclionls ;iiiil of tuiicliers. it is in Liood (;iiiii]);iny. and if you I'liDose, in 
 noii-politicjil c(jinp;iny. The best nion in I'lincu Kdwunl Ishmd, Nova Scotiii, 
 Now Hrunswiok. <,)uubuc, Manitohfi iuid FJritish ('olumhiii snppdrt thin 
 policy in tiioir respuctivu Pi'ovinoes. and I Ixdiovo thi; host nion in Ontario 
 support it iti the Provinco of Ontario. Thon if wo turn to the Uuito<l 
 States whoro docontrali/ation might naturally l)e expucted to control all 
 tho niovouionts of (lovornniont, wo find that in Hftoon Statos \niifonn 
 exaniination (piostions are I'oipiirod l)y law to l)o proparod oitlior hy tho 
 State Snpoiintondont. tho State Boaid of Kdncation or tho State IJoardof 
 Examiners, in most of the States tho same authoiitiosaro empowered to 
 fix uniform dates foi' examinations ;.nd to prt^scribo ndos and ri'gulations 
 for conducting tho same. In a very large numltoi' of StatoH 
 which iia\e not yet gone so far, there is a system of special 
 St;iite certificates granted liy the State Hoard wliich are valid in any 
 portion of the State. In nearly all of the Statos, the ("onrso >>f Study is 
 presciibed by tin- Conti'al authorities and the ]»orcentagt.' which candi- 
 dates are recpiii'od to make, similarly tixod. In tlu; State of Now York 
 there is a standing Pxiartl of }v\aminors paid amnial salaries ranging from 
 $800 to 81', 500, by whom the e.xaminatioiis of teachers are conducted. 
 Instead of one examination a year, as wu liavt^ in Ontario, examinations 
 ai'o lu'M six time's |)i'r year : the expi'iist; of these I'xaminations is borne 
 by the State insteail of l)y the candidates as in the Piovinee of ( >ntario. 
 In England, Scotland and Ireland, certificates are awaided on examinations 
 directed by the Department of Kdncation : and in (iermany atid France 
 the Central authorities have a j)')teHt voice in det.'rminiiig (he standard of 
 till' (pialifiitations of toaelu'rs. 
 
 Cost ok K.\ aminaiions. 
 
 'riien it is said the examinations of thi; Departmeni are very expensive. 
 Indeed some go so far as to say that tlu' examinations should be conducted 
 without any charge, whatsoever, to the candidates. I see no n;ason for 
 dispensing with t!.vamination toes in the case of candidates who take the 
 examination for jirofossional advancement. Hon. gentlemen are 
 no doubt aware that in tiie whole list of de|)artmental examinations there 
 is but one examination recpiirod as a test of scholarship which has no j»ro- 
 fessioiial value, namely, tho Entrance to High Schools, For that oxaun- 
 nation there is no fee, unless required i)y tho local authorities. The 
 Public School Leaving examination is not obligatory except as part of the 
 examination for a teacher's certificate. All the examinations then of the 
 Education Department, except the P]ntrance, have a financial value and 
 should be paid for by tho person to Ih; benefited. Why should not 
 teachers pay the cost of their examinations ;is well as doctors, lawyers, 
 
9 
 
 tleiitists, find all other caiulidutos for pnifessiDiial riu'Di^'iiitimi ;' In 1877, 
 8,288 teachers were exatiiined l)y County Boards of Exauiiiier.s and by the 
 Department at a cost to the taxpayers of 820,002. In 18')(). the cost of 
 tlie exainiiiations fell entirely upon the slioulders of those who were seek- 
 ing i)r()fessioiial advancement by that means. 
 
 A comparison of of the cust of the examinations of tiie p]ducation 
 Dejiartment with examinations conducted l)y other bodies will show how 
 eciinomically this work is done, — 
 
 Tlie Civil Service cxauii nation l^Do. . . cost ^S-'^. 4.". per candidate. 
 
 ColK'Ue of Physicians ai:d Surgeons . . . .18'.)o. ... " 8G.03 " 
 
 Law Society Is!)*) " 8(i.77 
 
 Ci.iversity IBJtr.-'Xi. "85.41 
 
 Education Dept. and County I'xiards. . ..187ti. ... " 8:5.80 
 
 Education Department IHrXi. ... •• 8;5.12 " 
 
 The .average time allowed foi- caiulidates and the average number of 
 sul>jects allowed in the case of Law, ^Fedicine and .Arts is but sligiitly in 
 excess of the time allowed and the nuud)er of [lapers assigned to candi- 
 (hites l)y the Education Depaitmeiit. and yet the examinations cost lu'arly 
 twice as nuicli. 'I'he time allowed foi' the Civil Service examination 
 was but one hour on an average to each |)aper as against two and a half 
 re(piired by the r)e|)ai'tnient. the nuuiliei- of sul)iects to v:w]i candidate 
 was from o to (•> as against ana\erage of finm 7 to 8 of departmental 
 candidates. Comjiared witli the Civil Service examination, then the 
 exauunation conducted liy tlu' Education Dei)ai-tment for the pi'ople of 
 Ontario at a cost ni' 8;C 12 per candidate would have cost the country, if 
 conducted un.ler the old regime at Ottawa, 85.71. or nearly double. 
 
 Cost ^>y 'i'r.XT IJooks. 
 
 I wdl not undeitake to discuss the cost of text books at this stage of 
 tlu' deliate. I)ut will content myself with one oi' two com]>ai'ative state- 
 ments which ju'ove conclusively that tlu' supply of tt'Xt books cainiot be 
 regaided as a serious bin<Jen u])on tlie people of this Province. Li 
 Toronto by the action of the IJoard of Trustees tlu> cost (.f sujjplying text 
 bo(,ks is a charge u|)oii the ratepayers. In 18".((i. there were enrolle.l in 
 Toronto 28.!»,",H pujiils. Tiiese were supj)lied with text books at a cost of 
 84,017.48, or less than 18e. per pupil. In the State of Massachusetts, 
 where the pujuls are supplied with free text books, prepared under regula- 
 tions less stringent than those aufhori/.ed by tlie Education Department 
 of Ontario, the text books cost on an average 8L<i2 per pui)il. \n 
 estunate made by my Department four years ago places the average cost 
 per pu))il for rhe whole Province, at ;«c. .Vs to the quality an<l the 
 
10 
 
 i-hiinictur (»f tlio text Ixxiks thuiiisclvt'.s, the iiwurd of the Jurors at the 
 World'.s Fair in IHlKi <)u<,'ht to set Jill (lotil)ts at rest. 
 
 Auk thi: I'riu.ic Schools Nkoi.ectkd? 
 
 It is siiid tliiit uiider the present system of juhniiiistering the School 
 Law, greater attention is jiaid td higlier education tlian to the interests of 
 pupils attending tlie Pid>lic Scliools. Can tliis complaint be established 
 by reference tn the statistics of our schools or l)y the approju-iations made 
 from time to time by the Legislature. It is true that the attendance at 
 the Pul)lic Schonls has beiMi almost stationary, while the attendance at 
 High Schools has more than douliled in the last twenty years. Why has 
 the attendance at the High Schonls doul)ied '. Is it not really on account 
 of the ethcieney of the Pidtlic Schools^ For thirty years pu])ils were 
 admitted to (he High School by t'.xamination. and ])resu\nably all who 
 were ((ualilied to pass were so admitted. If the attendance is greater now 
 is it not l)ecaiise the Public Schools have (pialitied a greater nnnd)er for 
 admi.ssion and have done so because of their increased eHiciency / For 
 instance, in 1877, the; teac hers of Ontario sent uji for Kutrance to the High 
 Schools only 7,.'W."5 pupils, of whom ;i,S;{(i jiassed the examination. In 181K5 
 they sent up Ki.d'.K;, of whom 1(),L*40 ]);issed, or nearly three tinu's as 
 many as pa.ssi'd in .1877. W hat more conclusive evidence couhl be submitted 
 of the growing etHciency of the Public Si;hools '^ It may be said that the 
 teachers art! young and ine.\]ierienci'd. that their methods are mechanical 
 and that there is a great deal of what hy.sterical {)eople call " cram," but 
 in the face of the above statements there is no room for two opinions with 
 regard to the advancement of our Pui)lic Scho(tls. 
 
 ('r.\SSl|-|( ATION OK Pri'ii.s. 
 
 Tf Honorable gentlemen would examine the tables in my Rej)ort which 
 show the classification of jiupils the\ would timl fuither ])roof of this 
 statement. For instance, in lH8li there were in the Fourth Form of our 
 Public Schools, 71.740 pupils, and in 18'.tr> there were 1)0,181 pui)ils, an 
 increase of 25 |ii>i' cent, in l.'i years in the number of pupils qualified to 
 do Fourth Form work. In the same year there were in the Fifth Form 
 1(),.S.')7 jjujiils and in ]8'.tr), 17,i*."i<i pupils, m' an increase of 7(* i)ercent., 
 while the increa.se in the total eiu'olment of pupils in the same period of 
 time was less than '.i per cent. Surely these increases mean .something. 
 
 Ql AI.1K1(ATI(»NS OK TKArHKRS. 
 
 The advance made in the standing of teachers, while not as satisfactory 
 AS one could desire, is not without encoe.ragement. In 1882 there were 
 eni{»h>yed in the Public Schools of the Province, 24(> Fii'st Class teachers ; 
 
11 
 
 in 1895 there were einpliiyed 276, or an increase of ten per cent. In IHSJ 
 there were employed 2,1(59 Second Class teachers ; in 1895 tiiere wore 
 enipldyed 3,'2i\'t or an increase of 50 per cent. In 1882 there were 
 emj)loyed .'{.471 Third Class teachers ; in 1895, 4.412 or an inorca.se of 27 
 percent. During the .same jteriod of time, the teaching force of the 
 Province rose from (),857 lo 8,913, or an increase of ;}0 [ler cent. The 
 higher grades of teacliers, it will be .seen, have increa.scd in a greater rati.i 
 than the growtii of the ]trofe.ssioii. Of those who received a .Xorni.il 
 School training, there were in 1882. 1.87.'}, and in 189.~». ■'{,2i)l, an increase 
 in 13 years of 70 per cent. Can Hon. geiitlemtMi op})osite show ,i more 
 gratifying increase in any otlier Province of tlie Doniinioii. where it is 
 said the non-political system of eiliication exists I 
 
 Is Till; i'uoFKssioN Hkino DkuH.MiKI) ? 
 
 I liave noticed in tlie Picss. that I ;iin charged with degrading 
 the teaciiing jirofessioii. This I'ould only 1h' done l)y lowering the 
 standards of admission to the profession, or l>y making the profession less 
 honorahle in pnlilic estimation. No one who has studii'd tin.' curriculum for 
 admission to tlie profession w ill s.iy tliat itsstandards ha\H' hi'eu lowered. 
 Not only is tlu'coursi- of study more comprehensive than it has I'ver lieen 
 in <)ntai'io. liut the examination is more thorough .'Uid greater accuiac\ of 
 scholiirship insisted upon than in former \cirs. Ti'ai-hers of ])ul)lic 
 schools are not to hi' judged hy the staiuhuds which we apply to graduates 
 of a rnixi'isity, and icasoiialile allowance should he made for their inex- 
 perience and immaturity. Rut those who have any donht as to their attain- 
 ments ha\(' only to sit down and attempt to answer the papers on which 
 they have obtained their stamling, or to master the course of study through 
 which tluy have passi^d ,ind tlu'y will have some idea of what is re(|uired 
 even of a Third ('lass Ti^aehi-r. Twenty years ago, women were aduiilled 
 to the profes.-,ion at sixteen years of age. now t-ighti'en yeai's of agL' is the 
 minimum for l'ul)lie Schools, and twi'iity-one for High Schools. Twenty 
 years ago tlu'ie were only 1.084 teacheis in ( hitario who were trained in a 
 Normal Scho(j| ; in 189") we hail .'i.2()l Xoiiual I rained teachers. Twenty 
 years ago (i.4<i8 teachers in the ]*ro\ ince enti'ied u|ion their dutiiss 
 without any Model School training. What is meant hy discrediting 
 the intellectnid and literary standing of the teachers of the Province ? Is 
 there any other body of men and wnmeii in this country to be compared 
 with them in moral standing or in personal and educational accomplish- 
 ments generally .'' Or can anything more haiinfid be im.'igined than the 
 effect upon the children attendim.' our Public Schools of di.scredif ing their 
 attiiinments. Once let the impression go abro.ad that our teachers are un- 
 lettered, incapable, immature and incompetent and you produce a c ndi- 
 tion of things which will take years of patient labor to overcome. 
 
'I'l- A<;iii' i{s' Institi tks. 
 
 Ohjcctiiiii h.i.s lii'ui takrii to Hu- Jipi)i)iiitiiieiit of h director of 'IViichoi's' 
 Instituics hecausi; tliu pn-suiico ol' -u«li an ollicor of tlio Dejiai'tiiifiit at 
 teaehei's' inuotiiiys nii'/lit provuiit toaclicis fium .speaking as froelyon ques- 
 tions of ediioatioiial jjolicy astlioy niiyht desire;. As tlie director of Insti- 
 tutes is uiia})li; to attend more than half tlienieetiuifs annually lield, the hond- 
 uye imposed U])on them cannot l)e vei'^ severe even if the ol)jeLtion were well 
 founded. The Teacheis' Fnstitutesare entirely controlled by acounnitteeof 
 the te.ichers tlieinselves. and they are at perfect liberty to di.scuss any .school 
 <1uetion they like : and Ihave yet to hear tliat the director has either over- 
 awed their di.scnssions or interfered uith their deliberations in any resjiect. 
 Tn the United States, where freedom ofsjjeeeh is unlimited, the Kducatioii 
 Department of many of the States has a eoips of directors who.se business 
 it is to conduct in.stitutes and address tlie teachers as we do in Ontario, 
 and ;ilthou<,di [ am a careful I'eader of the American Journals of Education 
 I have not sei'U it stated anywhere that the good otiices of the Education 
 Department have been mi.sconstrued, as 1 fear they have been in this case. 
 As an evidenc(M)f the imjxirtance attached ti.i Institute work. 1 mayniention 
 that the Education Department of New York State employs 10 director's 
 at a cost of i*:')'},222. xMassachn.setts em])lo_\ s 5 directors, and other States 
 are eipially active in their ett'orts to promote a professional laprit di; corj)s, 
 and to imjirove the liter.ary ;in( 
 
 I social standing of their teachers. 
 
 'rK.XillKKs' S.VLAIUKS. 
 
 'I'lu' marvel is that witli the moderate salaries paid' to teachers we are 
 ilile to obtain so much talent and .so much etlicient labor as we now 
 l)tain. I'erliaps tlie gieatest reproach to the School Sjstem of Ontario is 
 the inade(piate remuneration of the teacher. For instance, the average 
 salary of male teachers in the United States is 84(5.80 per month, and of 
 female teachers 8-i!t.4l ; in the Province of Ontaiio the average salary of 
 male teachers is SiU a month, and of female teachers a little less than 8J5 
 a month, in the St.ates bonlering on Ontario, commonly called the 
 Ni.rth Atlantic Division, the average salary for males is 8'il a month, and 
 f(U' female teachers Si;} ;i month. In England and Wales the a\er.'ige 
 salary for a <'ertiticated master is £121 lis. 7d., and for a certificated mi.stress 
 £81 ."is. Md., with, in many cases, a house, fuel and light free. In Scot- 
 land, noted fnr its edncation.il advancement, the average .s.alary of a master 
 is t'loO Is. Cd., ,ind of a mistress £(5f' l!>s. 7d. If men and women are to 
 make teaching a profession in the true sense of the word, greater induce- 
 ments nuist be oHeii!<l than the people of Ontario now seem to think 
 n .essary. 
 
13 
 
 Orn Hkmi Stankakhs. 
 
 Tint while it in;iy l)e iuipussihlo from any iic'.ion of iIh' Dojiartmont to 
 secure' for the teacher siu'li roniiinoratioii as would place him in the same 
 rank as other i)rofessions, it would be very unfair to say that the Kdueation 
 D>;itartnu'iit has not endeavouix-d to improve the condition of the teaching 
 ]n-ofession. By raising the stauilards for aihnission to the profession. 
 he lias the assurance that tlio incapal)le and incompetent will not he 
 allowed to com])ete with him eitlirr for tlie ]\onors or the i'ur>lume;it ^ of 
 hi-i profession. By securing for liim t)ett,er facilities for his pi'ofosional 
 ecpiipment, he is guarded against failure, and is enabled to conmiand hy 
 his success the respect of those whf)m he serves -certaiidy no mean 
 advantage. By emph)ying him in all Deraitmental work for winch lie is 
 (pialitied by experience, his usefulness as a public olHcer is acknowledged. 
 To say that his lil)erty as a citizen is interfered with by the Dejiartmont. 
 is to say what no one believes, and is as good an instance of what is 
 mythical a3 the al)ode of the Cilreat Indian Spirit. 
 
 TiiK .Vdvanci: in Hkmii'.h EiutAriov. 
 
 By tlie criticisms made witli rt'g.nd to higher (.'duiat ion. om- would think 
 the Education Department has l)een guilty of some great ti'imr in the 
 efforts it has made to improve our High Schools. !t surely caiuiot l)e 
 possible tliat we have become so .saturated witli the socialism of the age as 
 to believe that a nation can be produced on elemeidaiw education [>ure 
 and simple. Such an assumption woidd l)e contrary to all history and to 
 all expeiience. As I have alreidy said in this House more than oiut, if 
 we are to have eihcient elementary schools we nnist encounige genei'ously 
 the High Schools where the tcachor.s of the Province are tiviined, JU.d 
 from wliich our Universities get their sui)ply of student-;. High S hools 
 are not maintained for ])urpose:sof higher education alone. It is a mistake 
 to .sav that their chief use is t> prepare students for tin: I'niversit . That 
 is one purpose they serve, l)ut for every student prep.ired for (he 
 University last ye.ar, our High Sc]io(j1s prepared more than six pei-.sons 
 for the teaching pri)feH-!io;i, o' t > b3 ecio" ';, oi7 pjr-i >:n nri'-ricula^jd from 
 our High Scho.)ls last ye ir. a!ul '},'J.SS ob'aiiied teichei's' ci'rtiticate.s, or 
 more th.in (> to 1 ; and of the others who left the High School as having 
 c(uii[)letcd their course, 1, 1.1!^' returned to the farm, 1,'JI>1 to luisiness and 
 BO.S were destined for .some learned profession. The High S,diool, there- 
 fore, ia its woi'k touches all the spvingi of our na^iou d life I'ublic 
 Schools, Separate Schools and Private Schools. Tt reaches the pulpil, the 
 bar, the sin-gery, the hospital, the farm, the counting house. Even the 
 Legislature has been eiu'iched by the training whi^ h its members have 
 received at some High School of the Province. Let me suitmit one or tv o 
 evidences of the efficiency of our High Schools. Take the foHowing as i". j 
 
n 
 
 most striking : In 187<') tin- I'iifli Sclnmls nf Outuiii) si'iit up only 7G 
 candidatew to tlie exaniiuiition for tirst-clasH ctatiticiituH, iinil of thosu 11 
 passucl, uii avorni^o of about one candidatL' to 10 Fligli Sclioc^ls. 
 In 18!K> our Hiyli Schools si;nt u\t G4I5 candidatoH to tliu ex- 
 amination for tirst-flass ocrtiticateH, and of these 312 ))a,ssed, or neai'ly 
 thirty times as many. In 187<> our Higli'Scliools pa sed 124 candidates for 
 second-class certificates, or a tritle over one candidate to eacli High Sel.o<jl. 
 In l<S!tf) our High ScIkjoIs j)assed 1,72;") candidates for second-class 
 oeiiiticates, or fourteen times as many to each High School. In 187l» the 
 work of mati'iculation was ie[)resented by 1 20 successful candidates, again 
 an average of alioiit one candidate per school ; in 18fl() the work of matricu- 
 lation was I'epresented by 527 successful candidates, or over four to each 
 High School. Tliis I considei- a most creditable showing for the teachers 
 of the High Schools of Ontario. 
 
 Hi«iH School Coiksks uk Stuhv. 
 
 It is sometimes said that our whole School System, and particularly our 
 High School System, is subordinate to the University and has no other 
 object in vii'w than to direct students towards a I'niversity career. Now, 
 while a I'niversity career is a thing to Ik- sought for and not dc -pised, it 
 is but fair to .sa\' that our High School course, as well as our University 
 course of study, has l)roa<lened very much in the last twenty years. To 
 suggest anj'thing else would l)ea reproach to all the Universities of Ontario. 
 Not only has the High School coarse l)roadened with respect to the stuily 
 of English Composition and Literatiu'e, but Scientific studies, so imporbuit 
 in the industrial (leveloi)ment of the country, have beengi'catly enlarged. In 
 the last ten years every </ollegiate Institute has been fitted up with chemical 
 and physical laboratories that would do credit to a University. Some of 
 them are even l)etter than the lal)oratories in some of our Canadian Uni- 
 versities at the present day, and as a result we have the following condition 
 of things, viz., in 1882 there were 2,880 pu])ils taking a course of Physics 
 in our High Schools, and in 18'.>(> 9,887, or more than three times as 
 many. In 1882 2,522 pupils were taking a couise in Chemistry, and in 
 1895 •",(571. In 1882 Botany was not studied in our High Schools ; in 
 J895 11,941 pujjils were studying Botany. And when we come to con- 
 sider the more ])ractical subjects, the results are ecjually satisfactory. For 
 instance, in l.'^82 '<,441 pupils took the course in Drawing ; in 18 )6 this 
 course was taken by 14,59!^ jjupils. In 1882 f),642 pupils studied Book- 
 keeping and Connnercial Transa tions ; in 1895 the same subjects w»>re 
 taken by 14, 1G4 .pils. In the last four yeai-s 12,242 High School pupils 
 took the examinations prescribed for the Connnercial coui-se. Can it be 
 shown that in any other province the work of higher education is conducted 
 in a way better ciilculated to improve the intellectual outfit of the people ? 
 
15 
 
 FiNANCi\L Am TO Hkjh Schools. 
 
 But it is sivid tli.it tlio ( iovonimcnt isncouniges Higli Schools to the neglect 
 of the Kleiiieiitary Schools. Is it uiiy fjuilt of the Dei»urtiiieiit if the people 
 of Oiitnrio, in their .'inxiety to provide higher etliicatioii for their chil- 
 dren, invest their money in High Schools and employ teachers at advanced 
 salaries, that the (Joveniment should respond to that sentinmnt generously ? 
 Is it not a fact that no High School can he estal)lished without the approval 
 of the County Council first had and obtained, and that every movement 
 for a High Sciiool must therefore come from the peo|)le. Should the 
 Education Department restrain the <lesirf of the people for the education 
 of their sons and daughters '. Is it not a i'emaikal)le fact, in spite of what 
 is said by oiu' critics, that not •■>. single High School in Ontario has i)een 
 abolished since Confederation ? Are they wiser than the High School 
 trustees who manage the High Schools, or the jieople who pay the taxes 
 for their maintenance '. So far from tlu' (Joveinment aiding High Schools 
 in pro[)ortion to their growth., the fact is, that it has actecl with scant 
 liberality towards them, liaving regard to the number established and the 
 work they are doing. For five years the grant to High ScIkmiIs has not been 
 increased by a single dollar, while in the same time, the grants to Public 
 Schools have Ix-en increased by 840,()4(>. For twenty years the attendance 
 at Tublic Schools has been almost at a standstill, tlu^ increase being only 
 three per cent., while tlu> attendance at High Schools has increased 
 nearly threefold, or from '.t.'i'itt to 24,(i(12 ])Upils, the increase in the la.st 
 thirteen years being over 100 jier cent. In I88li the grant per pupil to 
 High Schools averaged 8().H1, last year the grant per pupil was only !?4.0r). 
 Is this supporting higher education beyond the evident demands of the 
 people '( Is this Legislature to assume the educational censorshi[» of the 
 people of Ontario and to say to them, you may tax yourselves as liberally 
 as you please for the element^iry education of your children, and we will 
 meet you as far as we cjin, but if you wish to secure for your children a 
 higher education, then this Legislature will grant you no farther assistance. 
 Such a policy might do ftu' .\byssinia or Patagonia but not for the Province 
 of Oiitjirio. • 
 
 COMI'AHISON OF (iR.\NTS. 
 
 Without waiting to discuss the relative value of elementary and higher 
 education, let us appeal to the Public Accounts and see what tin; actual 
 increases to Public and High Schools resijcctively have been since 187L 
 My first statement will be the actual amount in hard cash paid directly 
 t<i the ratepayers for School purposes. In 1871, the year before the 
 Government assumed oflice, the grants for Elementary School purfxises 
 (including Public, Separate and Poor Schools), was $178,975 ; in the 
 
16 
 
 Estiinitos for this ye;ir the vote for Kle'ii-jntiirv Schools (imrlmliii;,' Piililic, 
 Sepiimti', Poor, Kiiuleryiirt.cii, Ni}j;ht Schools, I'ulilic School Lciivin^' jukI 
 C'oiitiiiuitiou (Uiissus) is $'51li,!HS, or au incri^iisu of 74 per cent., while the 
 increase of pui»ils since 1^71 wjis only it per cent, in 1K7] the i^'iunt paid 
 to Hi<,'h Schools and Colle,L,'iate Instituti's was 8()l>,*),S(i ; the vote foi' this 
 year is 8114, laO. or an incivase of 4t per ci'nt., while in the sanit; jieriod 
 of time the i)n[)i!s increased 221> jii'r cent. This docs not look uiiich like 
 discrimination ayainst I'nhlic Schools. If, howevi-r, we inclnded in the 
 givuits t(» I'liltlic Schools all the moneys which '.,'0 diicctiy for the iK'\clop- 
 nienfof our School System, such as the cost of inspiiction, the mainten- 
 ance of Normal and Model Schools, Teachers' Institutes and e.\amiiia- 
 tions, we find that in IS7J the I'llcMuentai'y ."^chools were henetited to the 
 extent uf !?i'08,.S'.>2, and in 1-'.I7 it is proposed to p:iy them !?147.!'7H, an 
 increase of llo perci'nt. With rt"j;avd to lligii ^^chools. a similar state- 
 ment would shou- that in I.S71 they weri^ aided to the extent of S7:','. 8(}, 
 uiul in 18117 it is proposed to ^)ay them Si 14, 4r)(), an increase of r»7 per 
 cent, less than half the increase to Fiddic Schools. ( )ur treatuu/ut of 
 the Poor Schools is worthy <if nofice. in ISTl the Poor Si'hool ^raut was 
 $5,'.)'.K) ; this year it is pro|)osed to make it J;!;")' 1,000. Taking; all the 
 grants made by the PJducation Ucpartment for all School ]iuip<ises 
 whatsoever, such as the items already mentioned and in addition the 
 maiulenauce of our M useiun, Pu!)lic lalirai'les. tlu' School of Science and 
 sundry liter.ary inst itutions, the yiviiit in I -71 was ,S:j;55,()r)'.), and the 
 Estimates for 18!t7. S^7.'-l-7, showin;-C an incivase of 114 percent. 
 
 Tin-; (!kowtii or tiik I'mvkksity. 
 
 My statenuuit would lie incom|ile1i.^ without a brief reference to the 
 developurjut of I iiiversity t';lut:aiion in the last twenty years or nuu'e. V 
 system of Educati n that does not stimulate su(Hciei\tly to lead to the 
 University is weak and ineffective, 'i'he varied piomotions which lie alont^ 
 a pu])irs w"ay are all tests of h s tilness tor undert.aking the lu'avier work 
 of University training. The list of matrieid.iuis for a rniversily is 
 practically therefore a list of the snrvisal of the littest for a University 
 career. The Pegister of the University shows that in 871 there were"_'45 
 students enrolled ; in 1881, .'}t7 ; in IH'I, 072, and in 181)7, '■>57, besides 
 2!)3 i.i Medicine and lOO in Scimce, or a total of J, 350. 
 
 TKCMlNK'Ar- EnUCATlON. 
 
 The efforts of the Education Department to promote the education of 
 the artisan class is fre(piently overlooked. 'I his course consists of free- 
 hand ilrawing, nmdel drawing, })erspective, geometry, miichine drawing, 
 building ccjiistruction, modelling in clay, woodcarving, wood-engraving, 
 
17 
 
 etc. The following tiible shows tho growth of technical eduoition since 
 1883: 
 
 1883. 18fl6. 
 
 No. of Art Schools Jind Technical Classes I «;8 
 
 Certificates awarded in Primary Courses 124 4 35H. 
 
 Advanced Course yj oyo. 
 
 Mechanical Course j^ 40 
 
 Modelling and Wood-carving Q 142 
 
 There have been issued in all since 1883, 45,898 certificates of proficiency 
 in the Primary Course, of which 2,2!»!» were teachei-s' certificates ; in the 
 Advanced C.uise l',8;i0 j)roficiency certificates and IW) teachers' certifi- 
 cjites ; in the Mechanical course, 1,011 proficiency certificates and 30 
 teachers' certiHcates. r<.v these classes the Government gives an annuar 
 grant in i>roportion to the number of jjupils in attendance. 
 
 PfliLK- LinUAKIES. 
 
 The growth of Public Libraries is an inji)ortant feature of the work of 
 the last ff.urteen years, an<l the extent to which Libraries have l)een used 
 by the people of ()ntari<. is a very gratifying sign of increased intellectual 
 activity as a result of their advanced education, as the following statement 
 .shows : 
 
 1883. 1896. 
 
 Pul)lic Libraries reported 9,3 3J9 
 
 No. of Members and Readers 13,672 93 436 
 
 No. of Reading Rooms 59 jgy 
 
 No. of News])apers and Periodicals 1,540 5,(i01 
 
 No. of Volumes in Libraries I.n4,093 G.'i8 696 
 
 No. of Volumes issued 251,920 1,917!:^65 
 
 It is important to notice that there is a growing disposition to read useful 
 
 and instructive literature, as the following table shows : 
 
 1890. 1896. 
 
 No. of Volumes issued in History 26,093 92 840 
 
 I' " Biography 23,401 39,863 
 
 " Voyages and Travels 67.465 125,175 
 
 " Science 39,063 80,025 
 
 " Literature 56,104 151,229- 
 
 *' Kcligioiia Literature 18,814 36,082 
 
 " Poetry 1|,623 22,790 
 
 Fiction 526, 631 933, 86ft 
 
 I [ " Tales and E-ss^iys ... 1 1 9, 251 385,00 1 
 
 " Works of Reference 32,720 60,504- 
 
 2 '^"^'^ 921,165 1,917^65 
 
\8 
 
 While tlioi'o JH Ml) objection to tlie roadiiif^ of the works of the grent 
 uiftsturs of fiction, such us Scott, Dickens tuul Thackeray, it is verv 
 gratifying to notice that the percentage of Fiction read during 189(5 is 
 48 per cent, us compared with 57 Jier cent, in 1890. In 1880, the amount 
 of fiction read was 80 per cent, of tlie whoU' reading. From a state- 
 ment furnished by Mi'. James liain, Librarian of tlie Toronto Public 
 Libiary, I found that the ninnberof vols, of fiction taken from the li!>rary 
 in 1885 was ((4. 5 per cent, of the whole issue of works, and in 189(», only 
 4<i.8. He also states that there was no change in the classification of the 
 lil)rary during that time. The increased attention paitl to the study of 
 History and Science and Literature may be very rea.sonably credited to 
 the increased interest aroused in these subjects by the improved cour.so 
 of study and methods of training now prevailing in our High Schools and 
 l/'niversities. In considering the I'esidts to which I have called attention, 
 it is well to remeud)er that liiere has ))een no change in the classification 
 of lior)ks in the meantime. 
 
 School of I'isai tic ai, Sciknck. 
 
 Besides the 'I'eclinical Instruction given in tlu' evening classes, liberal 
 provision has been made for advanced instructi'ii to mechanics and 
 jirtisans in the School of I'ractical Science. The cour.se of stuily includes 
 instruction in Mngineering in all its dei)artments, such as Civil Engineer- 
 ing, Mechanical Engineering, Electrical and Mining Engineering. I here 
 is also a full course in Land Surveying, Architecture, Mineralogy and 
 (Jeology and Assaying. Short courses have been established for mining 
 prospectors tlu! class of 1S97 nun\l)ering .'54. Special courses are pro- 
 vided for those who desire to take up only one department of the work 
 carried on in the school. The e(pii]»ment enables students to get a 
 practical knowledge of the machinery used in connection with the subjects 
 of their course, and in this age where the steam engi'.e a^id electrical 
 motor play such an important part in the industries of the country, the 
 value of such training is hard to over-estimate. Already many of the 
 graduates of the School of Science have di.stingui.shed themselves as 
 engineers in large public works, and no one recpiiring a thorough cour.se 
 in practical mechanics need now go abroad for an education. About 
 $240,000 have been expended upon the building and its equipment, and 
 as an evidence of its growth 1 may .state that in 1882 the total expendi- 
 ture for .salaries and contingencies was only $4,888, while the estimates 
 for 1897 call for an expenditure of .^21,750. So great has been the 
 demand for the technical education thus ait'orded that in 15 years it has 
 been found necessary to increase the stafi'from year to year. In 1882 the 
 w<jrk of the sch(j(d was carried on by two j)rofe.ssors — one in Civil Engi- 
 
J 
 
 ^1 
 
 19 
 
 niiering and one in Chenustry. In 1897 there are 3 prr)fess()rH, 5 lectiirerH. 
 f) fellows and an engineer. In 1882 the attendance numbered 33 ; in 
 1807 it was 175. 
 
 The fiRowTM of Thban Poitlation. 
 
 The complaint is made that the .syHtem of instruction directed by the 
 Education Department tends to the transfer of the rin-al juipulation of 
 the Province to the cities and towns. That the rural population has in 
 recent years gravitated towards the cities and towns is beyond rpiestion, 
 except,in the case of the Province of New Brunswick. The following 
 table t^ikerj fiom the Statistical Abstract, published by the Census Depart- 
 ment, 1894, page 14(t, shows the relative urban and rural })opulation 
 according to the census of 1871 and 1891 ; 
 
 Urban population. 1871. 1891. 
 
 ( )ntario 19.4 33.2 
 
 Quebec 19.B 29.2 
 
 Nova Scotia 14. 21.2 
 
 New F?runswick 24.3 19.4 
 
 British Columbia 8.9 42.5 
 
 Prince Edward Island 11.5 13. 
 
 The urban population of the whole of Canada in 1871 was 18.8 per 
 cent, of the whole popidation, and in 1891 it was 28.7 of the |)opulation. 
 The rural population of the whole of Canada in 1871 was 81.2 per cent. 
 f)f the whole population and in 1891 it was 71.3 of the })opulati(m. 
 
 The Province of New Brunswick seems to be the only Province of the 
 Dominion where the x-ural population has increased since 1871. That this 
 increase is owing to the School System of the F'rovince of New Brunswick 
 has not, as far as I know, been urged by any one, nor can I discover in 
 the equipment of its schools nor in the courses of study pursued by its 
 pu{)ils, any reason for l)elieving that the education received by its school 
 p(iI)ulation has had such an eflect. 
 
 England. CiKRMANv and France. 
 
 From 1851 to 1881 the })opulation of England increased 45 per cent., 
 all of which was urban in its character, the rural population all the while 
 being stationary. From a statement made by the Hon. David A. Wells, 
 the eminent American statistician, it appears that the value of the agri- 
 cultural lands in England has decreased within the same time £138,000,000 
 sterling, and that the area of cultivated land has decreased by 1,000,000 
 acres. In Germany, from 1880 to 1885, the whole population increased 
 at the rate of half a million per year, whereas the rural poj)ulation 
 
20 
 
 looroiiHoil ir»(>,0()(). During tlio huiiio tiiiio tho niiiil popiiliition of Kiniico 
 UucroiiHLMl 4.*)(),0()0. Tho uutlinrity (|iit>ti5il )il)i)vi) says tlmt in Kriiiioti utni 
 <)()nu(iny fuiiiis iiiv ilosertuil buciiuso thuyilo nut piy the cost of tilliiyo. 
 
 Unitkk Statk.s. 
 
 In 1H(»() tin; urliiin iinpulut inn nf tin; Tnittxl Stati-s wfis 1(». 1 of tlui 
 wlioli! |)i»|)ul;ilii>n, or r),(»7 (),()'>((. In LS'.HJ t.jiu inl);in popnljition was 'J!(. 1 
 of thu total population, ny lH,2l!r»,(J()i>. Tlio uriian p<ipulation increased 
 nearly foui-fold wliili" the ruial population <li(l not quite double itself. 
 IJcitween J-HOand !H tO the rural pojiulation incnsiscd 14 jier cent, and 
 the url)an population (d per cent. 
 
 In Michifjjm there were 7.41!t ftjwcr farmers in IH'.)() than in 1 3H0 
 aithou^li the population of the State increased 4')7J'I<>. In the North 
 Atlantic States, viz., Maine, New Hanipshirt;, N'erniont, Massachusetts, 
 Ilhode Island, Connecticut. New York, New Jersey, I'ennsylvania, tlie 
 value of the faini lands and liuildin},'s decreased '.(.4 per cent, between 
 1880 and IHIKI. in tlu; same period, the decrease in funn lands ;ind 
 building's in Ontario was l.',V,\. 
 
 OoNci.tsiu.Ns TO lit: Drawn. 
 
 From the foregoing statistics, it is eviilent that if the School Sy.stem of 
 Ontario is the cause of the increase of the urban ])o])ulation as compared 
 writh the rural, the Schools Systems of other countries are eipially at 
 fault. It may be that in Ontario we have not devoted sufheient attention 
 to technical education and to such a diversified course of study as would 
 relate the school work as closely as should be done to the occupations of 
 tho jKiople ; and yet in dlermany. where the School System has been 
 organized with sj)ecial reference to the occupations of the j)eople, there 
 ajjpears to bi> an abnormal growth of the urij.in population, As an 
 instance of this diversified system of instruction, it may be .said that in 
 18!) I (Jermany had 9 technical High Schools, .'51 Middle Schools of 
 Agriculture, 15 School of Mining, 15 Schools of Architecture and build- 
 ings, {) Academies of Forestry and 'J3 Schools of .\rt Industries as well as 
 numerous smaller private Agricultural Colleges and Trade Schools. 
 (Statesman's Year Book IHiXi). 
 
 In the I'liitetl Kingdom of (Jreat Britain and Ireland there was spent 
 in 1895 71!', 155 pounds sterling for the ])roinotion of Science and Art. 
 In 1894, the number of Science Schools was 2,(i()2 with an attendance of 
 183, 120 j)upils. The number of Art Schools and cla.sses was l,7iJ8 with 
 an attendance of 1. '30,324 pujiils. 
 
A»iUi(.'L'i;n K/M. Kin'CATioN in tiik I'mtki) Status 
 
 In iivory Stiito <»f tlu; AinuiicHii llt;|>\il»li(!, jirovisimi li.is Im-ii iiuulu fur 
 ii)Htructi(iii ill Aj^riciiltiiiiil Scifiu!*; ami tlic IMcclmiiical Arts. 'riiiTi! aro in 
 hU V>A in.HtitntioiiH of this kind, with an attiMidaMctf, in IH'.C}, of l(;,«i()2 
 [jupils, liondiictt'd by a statJ" of l,()l() Profu.ssois and IiiHtiuctoi-s, and 
 owning liiiildin^'s witli thoir iMjuipmunt valnt;d at |^17,r>.'{7,''»2l and 
 cost in{, for I'unnin;,' txponsos ^f), !»()!, 714. 77. Sonii; of llu'su institutions 
 conduct coinsus in tliu Mmrhanioal aits in addition to Af^iiiMilturu, l)Ut two- 
 thirds of tho expenditure at least is on account of the Agriculture ('ourso 
 of Study. 
 
 Notwitlistandint; the {generous provision thus made by the I'nited 
 States for Agriculture, the I'rban po|)ulation is increasing more than four 
 tiiiiios as fast as the Rural population. Strang*) to say even many of tlio 
 students wlm I'teiid the Agricultural Colleges and who receive specific 
 instruction iii hat subject and whose return to the farm, of all others, 
 might reasonably be expected, do not after graduation continue in the 
 profession for which they were specially educated. Air. W. S. Harwood, 
 in an article in the North American Ueview, informs us that in order to 
 ascertain how many of the students wh(» graduated from the Agricultural 
 Colleges of the United States returned to the farm, he .sent a circul-ir 
 letter to these (Jfjlleges asking for the tot^al number of students who 
 graduated since the Colleges were established and the percentage who 
 went l>ack to the farm after graduation. The replies cover 2(i States and 
 aro to the t tt'ect that out of .'J,U78 graduates only 01 percent, or littlo 
 more than half returned to the farm. Not only did the School System of 
 the United States fail generally to keep the flural population on the farm 
 but the education of its Agricultural Colleges was eipially unsuccessful. 
 
 A(;ki<;ui.ti;kk .not Tauoht in <n;u Schools. 
 
 But it is said that the Course of Study should have an Agricultural 
 trend, and it is the want of this that works .so much mischief. In reply, 
 allow ine to say that the farmers of Ontario above all things want their 
 children to have as good an eiliuvition as the children of any otherclass of 
 the community. A knowledge of the three K's, with such related subjects 
 as constitute any well accredited school curriculum, is the foundation of 
 all education, without which neither Agriculture nor any other specialty 
 can be effectively taught. As a matter of fact, therofore, during the 
 limited school cour.se, if these subjects are well taught, all is done that 
 most teachers can do with a [iroper regard to efficiency. To attempt less 
 would be to weaken the educational value of our Course of Study. To 
 attempt moi'e is not without danger to the success of all. In order, how- 
 
22 
 
 ever, to give elasticity to our Course of Study, proviHions were made in 
 the Regulations of 1891 that Agriculture should be taught in any Rural 
 School when so directed by the trustees, and although five years have 
 elapsed since that Regulation was approved, so far as I know, not a single 
 Rural School has availed itself of the privilege thus afforded. For over 
 ten years High School trustees had the privilege of ordering that Agricul- 
 tural Chemistry should be taught in the High Schools, and so far as 1 
 know, not a single Hoard of High School Trustees has directed instruc 
 tion to be given on that subject If these two circunistpnces are indica- 
 tions of public opinion with regard to the study of Agriculture, then there 
 is but little demand for its introduction eitiuT into Public or High 
 Schools. 
 
 It may be said again, that the High Schools create a distaste for an 
 agricultural life. Is this the fault of the Course of Study? The 
 same thing hap[iens, as I have already shown, in the United States, where 
 the student is s[)ecially engaged in the study of farming in the Agricul- 
 tural Colleges. That our High Schools have not altogether failed in this 
 res[)ect is evident from the fa,.:t previoiisly stated that in 1895, 1,112 
 puj)ilH left the High Schools to renew the pursuit of Agriculture. Since 
 1872, 15,r)!)8 High School pujiils, in all, retiuned to the farm after having 
 completed their High School Course of Sttidy. 
 
 Why no Bovs Leave the Farm ? 
 
 If we do not ai)pear to find in o>ir School System sufficient reason for 
 the large transfer of population from the farms t') the cities and towns, 
 which we know to have taken jdace. may we not enquire what other 
 influences could have j)roduced the change. Let me enumerate a few :— 
 
 (1) There has been a great reduction in the j)rofits of farming, and as 
 labor and ca{>ital always seek the best market, the effect upon the rural 
 ])opulation unist necessjirily be injurious. 
 
 (2) Improved machinery has rendered human labor less necessary than 
 before, no doubt di.si[)lacing several thf)usands who would be emjdoyed 
 under former conditions. 
 
 (3) The ((pening up of the country by means of railways has increased 
 the attractiveness of urban life to farmers' sons and daughters, and, on 
 that account, farm life has become somewhat more irksome. 
 
 (4) The social habits of the people and the glamour thrown around the 
 enjoyments of urban life have had an effect on the rural population. 
 
 (5) The abnormal growth of many of our manufacturing industries 
 attracted many young men and women from the farm. In 1878 did we 
 not invite the people of Canada to rush to our cities and towns and to 
 
23 
 
 unilmrk in all sorts of industrhil pursuits / Did we not promise them pro- 
 tection against foreign goods and such control of the home market as 
 would enal)le them in a very few years to accumulate wealth l)ey<md the 
 dreams of avarice :* Was not our tariff, in many resjiects, so adjusted as 
 to decrease the jjrotits of the farm, whil'e it ministered to the interests 
 of the manufacturer '. And now, the critics, in looking over the 
 deserted waste whicli an unreasonal)le j)rotective ])olicy produced, instead 
 of cahnly accepting the responsibility of mortgaged farms and a depressed 
 rural population, attempt with perverse ingenuity, to tix the responsibility 
 on the School System of the country. 
 
 School System Dhpoi-ulatino thk ('ountky. 
 
 It is said, again, that our School System is de|)opulating the country. 
 Does any per.son believe this is true >. Whoever heard of a Canadian 
 expatriating himself because uf our defective School Sy.stem ? If it l)e 
 true, as I fear it is, that there are thousands of Canadian farmers to l)e 
 found on the prairies of the West, does not that prove that the School 
 System did not create in them a dista.ste for farming because they follow 
 in a foreign country the vocation for which they were trained here '. The 
 same argument will apply to Canadians employed in the factories of the 
 United Stjites. The elucati.n they received in Ontario did not untit 
 them f<n' industrial {iursuits elsewhere, otherwise on leaving the country 
 they would have changed their vocation. And as to the i)rofessional men 
 who leave Canada for the United States, we kn')W that the success which 
 they have achieved has been due, not tn the defective chai'acter of our 
 School .sy.steui, but to its excellence. What an illustration of the defective 
 early training is offere<l liy the case of Dr. Paton, President of Princeton 
 University, and of Dr. Osier who has obtained a tirst place at Jolms 
 Hopkins. 
 
 By asimila argument might we not say that those v. ho come to Canada 
 from the British Islands and from Euroiie exjiatriated themselves because 
 of the defective school systems under which they were trained. Of the 
 thousands, Scotch, English, Irish, Cjerman and Welsh who have made 
 Ontario their home, how many of them left the land of their birth because 
 of its educational disadvantages I 
 
 Akk Wk Ovi:k-ki)I (ATKn ^ 
 
 But it is .said the peojile are being over-educated, and that instead of 
 l)eing contented in the sj)here in whicli they are born, the laboring classes 
 are n<it satisfied with the rewards of humlile though honest labor. It is 
 ditlicult for me to understand how a people can l)e over-educated. I 
 think all of us will agree that, f^ven in a technical sense, there are n(ft 
 
T 
 
 24 
 
 iimiiy over-educated i)eo{>Ie in OnUiv'u) to-day. Admitting that the pro- 
 fcsHi(;ns are crowded, whose business is it to limit the number who shjJl 
 enter the professions ? In olden tiines there were guilds for regulating 
 the various callings in the nation, but guilds were supposed U) have 
 perished with the civilization of the 19th century. Is it propo.sed U) 
 revive them at the beginning of the 20th ? But then educaticm induces 
 jjcople to aspire beyond their st^iti(m in life. Wh(j has any right to fix a 
 man's station in life ? Vassalage perished in England with the Plan- 
 tiigenets. Is it proposed to restore it so that he that is born a farmer 
 shall be a farmer still, and he that is born a laborer shall be a laborer still 
 and he that is born a blacksmith shall be a blacksmith still '! What is 
 meant by tliis declaration of social superiority which we sometimes hear 
 when the education of the masses is discussed ? What makes one man 
 better than another in this free country ? Is it not character, energy and 
 education ? Who tlien has any right to say to the humljlest citizen of 
 Ontjirio, whether he comes from the farm of the backwoodsman or from 
 the workshop of the humblest laborer, that he has not a right to aspire to 
 any jKxsitijn to which manhood aud character are the (pialifications. 
 Count over the number of influential men in all the professions, in all the 
 puljjits and in all the Parliaments of Canada and it will be found that the 
 majority of them have made for themselves an honorable name because 
 their country was magnanimous enough to i)rovide them with a li})en»l 
 education. 
 
 And shall we stay our hand ? Shall the magnificent record which oui- 
 sons have made for themselves in this Province or in other parts of the 
 world to which they have gone for the purpose of improving their posi- 
 tion, be disregarded, and shall we in the zenith of our prosperity and 
 intellectual vigor pour ccmtempt upon the causes which have led to rtur 
 pre-eminence ? The sons (jf Scf)tland have in every land and in every 
 clime won for theiu'selves a distinguished place because for three centuries 
 the School Systeu". of Scotland gave to them an educ4iti(ni more thorough 
 and comprehensive than could bo found in any other part of the Con- 
 tinent of Europe. It may have wanted, in some respects, in the refine- 
 mtMits of modern systijms. It may be rugged as the land in which it was 
 obtained, but it gave to its po.ssessor an intellectual vigor and strength of 
 character which enabled him to out-distance his competitors in almost 
 every depai-tment oi activity, and which more than anything else has been 
 the glory of that land of peerless literature and romance. Shall we, rich 
 as we are in resources, favored as we are by climate and geographiwil 
 position, reject the lessons of history and lower the sUindanls of Canadian 
 eduwktion 'i Already in comi)etition with the world, we have .acfpiired no 
 onlinaiy distinctiim. Instead of chirping at trifles, which only the cynical 
 
25 
 
 would criticise, instead of impugning motives which none l)ut the sus- 
 picious wouhl imagine, should we not ruthor unite our forces and 
 strengthen the foundation of our system so that the records of the past 
 would he a prelude to the still greater achievements of a united people 
 and a friendly Parliament ' 
 
 APPKNDIX. 
 
 StatemetU of Cost of Departmental Emmi nations, ISHl.r,, h„ the Cluef 
 Accountant of the Erlncation Departnu^nt. 
 
 1895 
 
 Salaries, Printer. Asst. Printer, Secy, to Comiuittee 
 
 and (/lerk, etc § 2 ;{5<» 25 
 
 Sub-examiners, services and expenses, including 
 
 Com. Exams., extra clerical assistance, etc J (;,«»)! 5.3 
 
 Sub-examiners, Entrance and P. S. Leaving Pajjcrs . !M) ()() 
 Board of Exam., Chairman and 15 meml)ers, service 
 
 and expenses ^ ;^4,. g^^ 
 
 Appeal Examiners ^ -jU^ jjj 
 
 Kindergarten Exams., services and expenses 215 10 
 
 Nor. Sell. Exam., .services and expenses 7,s<i 35 
 
 Nor. Coll. Exam., services and expenses t^l^j 95 
 
 Bracebridge Mod. Sch. Exam., services and expenses. 72 55 
 
 Specimens, etc., for Micro.scopical Exam 12J 25 
 
 Warwick tt !{.. Uowsell it H., y)riiiting, etc !)7i) 54 
 
 Queen's Printer, printing paper, envelopes, etc 1,25!) <W 
 
 Postage stamps (proprn-ti<m) I!)ii (X) 
 
 Sundries for printer, type, etc., power, pressmen, etc. 210 05 
 
 Examination sundries, bags, rent of tables, etc 1 11 02 
 
 Sundries, exfjress charges, frei-^ht, etc <)7 93 
 
 Advertising 177 00 
 
 Proportion, salaries •{ c>(»r- ,xr^ 
 
 Total expenditure, IHU:") , #20, 970 16 
 
 Total fees received, 1895 827,892 50 
 
 Less refunds 5J5 oq 
 
 Net receipt from feea $27,377 50 
 
 3 
 
26 
 
 1806. 
 
 Total expenditure, 1SU6 §2!> 550 ()(> 
 
 Pr(){M»rti()ii, Hiilaries -^ ;jgg qq 
 
 (Iraiul total, IS'JO ^_'{o ly^r^ ()() 
 
 Total feuH rocuived, JHOH >?.*{4,(1()1 58 
 
 Loss rtifuiKls (j,-,() (j^) 
 
 Net receipts fhmfee.f $;U,()()2 58 
 
 Fkancis .]. Taylor, 
 
 Chk'f Ck-rk and Acx:t.. 
 HiDUCATION DkPA RTM KN T, 
 
 2:M Jamiary, 1897. 
 
 WORLD'S EXIOSJTION AWARDS. 
 
 The medals and di})k.inaH awarded t.. the oxhihitors in the Educational 
 (^o.nt ot Ontario at the World's Colun.hian Exposition, C'hica.ro 1893 
 shew how the school systen. of Ontario Htoo.i in competition with the other 
 systems of the world. 
 
 /. I'nohonal Governnvnt of Ontario. 
 
 The special awards made to the Provincial (Jovernment for the (Jeneral 
 E(hicational Kxhibit from Ontario is expressed in the followin.r tern.s • 
 " f^or a system of I>,d)lic Instruction almost ideal in the {.erfectlon of its 
 detads, and the unity which hinds together in one great whole all the 
 schools from the Kindergarten to the rniveiNity." 
 
 ~^. The Minister of Education, Hon. <i. W. Rom, LL.JJ, 
 
 The special award made to the Minister of Education for the Exhibit 
 of School Apparatus a,ul Text Books, is expressed in the following tern.s ■ 
 
 Ihe Apparatus for scientilic teaching in the Elementary and Hi-di 
 bchools IS of good size, substantial construction, an.l well selected, and 
 fitted for use ni the illustration of elementary science. The Text-Books 
 are samples of those in use in the Elementary and High Schools written 
 by pronnnent teachers in the Province and of well tested merit." 
 
 3. Education Department of Ontario. 
 1. E:r.hiJut : Education Diagrams, Charts and Statistics. 
 
 Award :— Foi' completeness and statistical value. 
 S. Exhibit :— Educational Exhibit. 
 
37 
 
 Ayvm/ : - 1st for an excollent sjsten, of Kindorf/arten and Primary 
 work, prepared for the Pnl.lic Schools. 2nd for an exceller.t system of 
 primary, secondary and superior instruction afforded all students 
 throughout the Province. 
 
 S Ixhllnf,- Roumu Catholic Separate Schools :-School work and 
 |.hotograf)h.s of School houses. 
 
 y . ■'''"''"■'' •' '''"'■ «'^'"«''^' excellence of School work as represented l.v 
 Npeoimens and Pictures. 
 
 4. Krhihif. r-Systen. of Provincial Training of Teachers. 
 
 . -I'"'";^ •;-F'"' >' ^-^^'-.V superior systen. of Co.n.ty Model Scho-.ls, 
 I 'ovnuMal Model Schools, ("ounty Teachers' Institutes ar.d the School .,f 
 ' ed;^.ogy, and fo,' excellent results aheady attained. 
 
 5. Kxhihit :-School Apparatus and Text Hooks 
 
 ^""7^ ^-The Cheu.ical and Physical Apparatus .specially prepared 
 
 ...• Normal and H,gh Schools, is of a hi.h order, it is eisy of'^nLn^mla- 
 
 t.on exact „, operation, con.prehensive, artistic an.l skilfully ,nade. Text 
 
 B.K^s show careful and Judicious selection and gradir.g, good printing and 
 
 ^•"'idmg, and a good method of placement in Public Schools 
 
 in!;.^::"' '-'"''"' " '""^"" - '-' '-' '^ ■'-' ^-'-"-• 
 
 ~ ,f TTu '~^'''' '''^''^"' *"'''"^^' ''"'* P^'^^^fi^'^I nature of the specimens 
 ' . l:ah,bit :- -Schools for Deaf and Dun.h, Blind and Feeble-minded 
 Award :-Marke.l by careful, thoughtful and skilful attention to the 
 nee<ls of those defective cla.sse.s. 
 
 Diploma of Honombh Mention to Ih: S. I'. Ma,,, Toronto, I>in:rfor 
 of Ontario Educational Court. 
 
 (^rant^-d under a resolution of the Congress of the United States 
 conferred upon those who assisted in the production and perfection of 
 exhibits. ' 
 
 '•That he, by de.signing the artistic arrangement of the Educational 
 d.s,.lay, assisted ,n the production and perfection of the exhibit of the 
 Province of Ontirio, Canada. " 
 
■LT'-HTJ