CIHM ICIVIH Microfiche Collection de Series microfiches (Monographs) (monographies) H Canadiwi Institute for Historical Microroproductions / Institut Canadian da microraproductions historiquaa 1996 Technical and Bibliographic Notes / Notes technique et bibliographiques The Institute tias attempted to obtain the best original copy available for fiiming. Features ol this copy which may be bibliographically unique, which may alter any of the images in the reproduction, or which may significantly change the usual method of filming are checl THK KINGSTON SCHOOL BOARD JOHN WATSON, LL.D., Professor of Moral Philosopfiy in the Queen's UnivEijity, Kingston, Canada. AND A SYNOPSIS OF THE DISCUSSION OF THIS ADDRESS BY THE MEMBERS PRESENT. ^U/ jV-i^ THK UNIVICKSITY ANU THIC SCHOOLS. IN liis Convocation Address President Loudon brought before his hearers the important subject of reform in our schools and universities. It seems to me unfortunate— though not unin- telligible — that he should have introduced, in connexion with it, a topic that, in my opinion, should be kept apart, viz., whether the Government should give financial aid to Toronto University, and should not give such aid to Queen's. This latter topic I purposely refrain from discussing. It is a question of great prac- tical importance, but it should be kept distinct from the other. I shall therefore attempt to deal with the question as to the re- lations of the University and the Schools solely from the educa- tional point of view. No one who has given attention to the subject can be unaware that the people of Ontario have a very confused, and to my mind very inadequate, idea of the scope, the methods and the aim of education ; and the first thing required is to make as clear as possible to ourselves what we wish to ac- complish, if we are to lift ourselves to the level of the best edu- cated nations of the world. The problem is of very great com- plexity. We have to provide the best education for those who enter the higher professions — among whom should be included the teachers in our Universities, High Schools and Public Schools, as well as our clergymen, lawyers, doctors and scientific special- ists ; we have to provide for the education of those who direct our industries, trade and commerce ; and we have to provide lor the education of the mass of our people, who are employed in agriculture, n the counting-house, the bank, the workshop and the store. In a country such as this it is impossible, and I do not think it is desirable, to have a great variety of schools. We lust always remember that a really national system of edu- cation must be so constructed that the children of the poor as well as the rich should have the opportunity of an " open career." It is therefore, as I think, essential that the Public Schools should be in close connexion with the High Schools, the High Schools with the University, and the University with the 3^4 TlIK rM\KKSnV AND Till: SCHOOLS professional training needed for our clergy, lawyers, doctors, teachers, civil and mininR engineers, chemists and oilieis. These higlier careers should be open to all, and our educational system should be, as far as possible, adapted to the production of the best type of each. We must alsu bear in mind that, in a demo- cratic country, our youth of both sexes have to be educated with a view to making them, not merely efiicient in their special vo. cation, but intelligent ind patriotic citizens. It is therefore of great importance that the national education should not be of a cramping and limiting character. Every citizen should be able to understand, in some degie' ^t least— and the more 'horoughly the better — the importance and significance of the vai nii« func- tions discharged in the community by his fellow-citizens. There Is evidently some radical defect in a system of education which causes the literary m?- to despise scientific or industrial pursuits, and the scientific -ir business man lo undervalue humane letters. Another thing we have to bear in mini is, that the future career of a boy is not written on his forehead : whet he is best fitted for, and what are his sp»cial aptitudes, no one can tell— and least of all the boy himself— until he has been tried. It is ..atural for the professional man to desire that his son should follow in his own steps ; it is natural for the shop-keeper to expect his son to take to trade ; and it is natural for the artizan to assume that his son will be a workman. But we all know how disastrously in some cases such pri-pos«sssions operate. Sometimes the father insists on forcing lis son to attempt the training required for one of the professions, even after it has become obvious that the boy is unfitted for such pursuits ; sometimes a young man's career is spoiled by an injudicious father, who cannot be made to see that the boy was meant by nature to be an artist or a scholar, not a shopkeeper; and sometimes social prejudice or straitened means tends to make a poor artizan of a boy who might have I :en an able clergyman or lawyer. We must, then, be careful, in constructing our educational system, not to divide the community into those who are from the first intended to enter a profession, those who are meant to be engaged in indus- try or commerce, and those who are intended to be artizans. No doubt the social forces will continue to operate along these lines ; but it should rather be our aim to moderate these tendencies 900504 Tin; I'NIVKKsnV AND Mil-; SCHOOLS. jj5 than to rncouraRe them ; that is, we should leRanl every boy as capable of any career, even the highest, until he has been provev, the training which will best ht a boy for any of these professions ; (or, as I have said, it is not always possible, nor does it seem desir- able, that the precise career of our youth shoulil be pre-deter- mined. We must, in framing or modifying our system of ediica- tion, bi-ar in mind that our aim must be to produce, not a single type of citizen, but all types. We must seek to produce the highest type of clergyman, lawyer, doctor, scieniitic specialist ; nd business man. Hence, we must not ask merely how industry and commerce may be best developed, any more than how scholars and scientific specialists may be best developed : our question mu be, how all the most perfect types should be produced. This seems sufficiently obvious, and yet we find so eminent a statesman as Lord Ruseberry approaching the question solely from the side of British commerce and industry. In his anxiety to maintain the pre-eminence of England in these departments, he IS led to attack the educational methods of Oxford and Cam- bridge, and to suggest that Greek, and perhap., Latin, should form no part of their curriculum : that they should devote them- selves entirely to srSnte, and especially to science as applied to the industrial arts. And in support of his view he points to Ger- many as a country that has orospored by supplying technical instruction. Lord Roscberrys argument seems to proceed on the assump- tion that the st'e aim of education is to secure the highest com- mercial and inijustrial success. That such success is a worthy object fi ambition no one will be disposed to question. Nor perhaps, need w-i question the truth of his charge against Oxford and Cambridge, that they have not sufficiently provided for the development of science, and esp cially of applied science. But .!■"• Illl. INIVEKSin AND THK SCHOOLS. •iirely both uf these Ihin^a may be admitted, witho't concedmg that the I'liiverHlties should devote less attention to the humane sciences. 1 he defects of Oxford iind Cambridge arc not due to the ImportKnce lliey attach to literature, history and philosophy, but t(i their wunt of due attention to the Hcientilic investigation of principles and of their applicitions. Nor would these defects be remedied by abandoning the ideal of pure science, and paying heed only tn its special applications. All the best advocates of applied science recognize that, unless provision is made for the disinterested study of scientific principles, the inevitable result must be that there will be no principles to apply. Lord Uose- berry's appeal ti) Germany seems especially unfortunate ; for Germany is precisely the i:■ it is, the only Kmpire foi which her cili- «en« would be wiiliiiR to light would be the Kmpire of Trade, and Trade is independent of national hmils. Though what I have to say will to some seem like truisms, perhaps I may be permitted to state i ietly why exclusive devf tion to industrial and commercial pursuits, and the limitation of education by that object, evBii if it could attain its eml (which I deny), is not an ideal that a civilized nation can admit to be adequhtr;. I do not think Lord Koseberry would deny that the religious life of a people is something worthy of preservation. Hy 're- ligion ' I do not ir-an a particular set of ideas about the world and ourselves, bi .hat profound conviction of interests beyond those of one's special trade or profession,— that iutensc belief in the nobility of the higher life and in the possibility of its realiza- tion, which is the support and the nipiration of a nation. Hut religio-, in a reflective age, murt exist not merely as a vague feeling, but as a principle which an be established by a rational process. There must, in other rds, be a philosophy or science of religion ; and, if so, a class of men devoted to the pursuit of that science. If this class is not to be trained by our Univer- sities, hc.v is it to be produced? But if the 'ucation of this class is one of the functions of a Canadian /ersity, it \"ill hardly be denied that a very thorough trail. „ is needed, if Canada is to take its place beside the highly trained scholars of England, Germany and the United States. Now, the require- ments of the highest type of theological scholar may be readily outlined. It is characteristic of all the humane studies, as they are now conceived, that they are above all historical in their method. Therefore the education of a theological scholar of the first rank must consist in a first-hand study of the history of re- ligion, and especially of the Christian religion. Now, the Chris- tian religion, as we know, is mainly a development from the Jewish religion, on the one hand, and from Greek philosophy, on the other hand ; while, in its media;val form, it was largely influ- enced by Roman institutions and ideas, and, in its modern form, by contemporary philosophy. The theological scholar, of the type I have in view, must therefore have a competent knowledge 32S THF, CNIVrCRSITV AND THE SCHOOLS. of Hebrew, Greek and Latin, as well as of Ancient and Modern Philosophy. But this is not enough. The theological scholars of France, and especially of Germany, have a long way the start of us: they have been occupied with the history of Christianity, and with the process by which theological conceptions have been evolved, for over a century ; and therefore our theological scholar must have an easy fan.iliarity with French and German. It is also indispensable that he should have a good acquaintance with the results of the great scientific movement of the nineteenth century ; and, though he cannot be, nor is it advisable that he should be, a specialist in any of the natural sciences, it is advis- able that he should have a competent knowledge of at least one of them,— pf haps, above all, of the science of Biology, which has the closest bearing upon his special problem. Now, I think it is a sound principle to maintain that every boy who enters the Public School, must be presumed to be a potential scholar of the type I have indicated, until his uiifitness fo. it, or his greater fitness for some other vocation, has been es- tablished by trial. .Assuming that he is to get his education in the Public School, the High School and the University, these must be so constructed as not only to make it possible for him, but to encourage him, to undergo the training necessary to fit him for being a theological scholar. His education must be of a very wide and thorough character, and no time must be wasted. To teach him Applied Science would be a most unpractical procedure. Nothing is ' practical ' that does not secure the end in view. He must be provided with the organa required for the end we have in view, and Applied Science will not further that end. Our present educational system is not well adapted to the production of the theological scholar. And the reason is that it has not been designed with that erj. Our present system is a compromise, which is the result of no definite conception at all : it has come from the clash and conflict of different ideals of education, from an inadequate conception of the education re- quired for teachers, and from the impact of use and wont. President Loudon is perfectly right in his criticism "four present educational system, so far as the training of the future theological scholar is concerned. It fritters away his time on trivial subjects, deadens his interest by mechanical methods, teaches him nothing THE UNIVE') to 12.— English. Mathematics. Science. Drawing French. HIGH SCHOOL. 13 lo 13— English. Malbematica. Science. Drawing. French Latin. 13 to 14.— ' '■ '■ " ■' German. Latin, 14 to 18.— " " " " •' German.,, Greek. Latin. JUNIOH LEAVING EX.VMINATION. .- Leaving Examinatioii. who has not, at least one year previously, passed the yimior Leaving Exaniitiatiun. The plan of Hip"^ School and Public School education, which I have endeavoured to outline, is the result of the best thought I have been able to give to the subject, and is framed in full view of what has been said by leading exponents of the two rival systems of fixed and optional subjects of study. I am quite prepared to hear it denounced by some as unprogressive and reactionary. It will be said that I am not alive to the needs of the modern world, and to the value of so-called 'modern' studies. May I venture to suggest that every new experiment in education is not necessarily a step in advance. The mobility of mind and decreased sense of individual responsibility, which are to some extent inevitable under the conditions of our modern life, bring with them a distinct danger to the higher life of the community. It is much easier to make rash experients than to recover the ground we have lost. But when we have entered upon a wrong path, surely it is common sense to retrace our steps and start on better lines. It is unprofitable to throw blame for the present condition of education upon one party or another ; we are all responsible for it. There is a general feeling, both in Canada and the United States, that something is wrong with their edu- cational systems. The danger is that, in the attempt to provide a remedy we may only make things worse. Such a panacea I believe to be the movement for more, and ever more, specializa- tion. It is like dram-drinking, or sensational oratory, which }}(• THE UNIVERSITY AND THE SCHOOLS. have an increasing tendency to vitiate the taste. I propose that we should stop these hazardous experiments and take advanlace of the proved results of the elaborate experiments in education made by older nations. Ensland and Germany, as we must ad- mit, have produced scholars and scientific men of the first rank • we have not, and under our present system I do not believe we ever shall. Let us therefore exercise a wise humility, and frankly admit that, bems a young and inexperienced people, we are very apt to make mistakes. Let us confess our educational sins and short- commgs, and try what repentance will do for us. To my mind the first false step was taken-I think it was in 1875 or 1876- v.nen options were introduced into the High School curriculum and naturally came to be accepted by the Universities at ma- tricuUtion. I feel certain we shall never approach the level of the German Gymnasium, or the Tnglish Public or Grammar School, until we start our Secondary Education not later than the age of 12, and insist upon an all-round education. In the Universities we make the radical mistake of allowing options at Matriculation before a broad basis of education has been laid in the High Schools. This is what comes of copying a foreign country in a superficial way, and ignoring the spirit which ani- mates It. The German Universities," it is argued, "allow great freedom in the choice of subjects ; therefore Canadian Lniversities should do the same." This sounds well, but it is really fallacious. The first three years' work in a Canadian University is no higher than the last three years' work in a Ger- man High School. This means that the German I .versities m their ordinary courses, are doing what we should call post' graduate work; and of course post-graduate work should be highly specialized. When we have raised our High School edu- cation to the level of Germany, we may wisely allow a fair mea- sure of freedom in the choice of subjects, because we shall then have laid a solid foundation for special studies ; until we have done so the present optional system can only produce half-du- cated and narrow-minded men. Another pernicious fallacy shelters itself behind the German R>algw,„as,um or ReaUchuU. These schools, we are told either omit Greek or make it optional, and devote their main attention THE UNINERSITY AND THE SCIIOOI,, to Modern Languages and Science ; therefore we, who are a ' progressive ' people, should foll.-w this ' modern ' movement. This argument overlooks the fact that in Germany the classical schools laiffely predominate, and therefore the vast majority of students who enter the University, whether they intend to be clergymen, lawyers, doctors, teachers or civil servants, have studied Gieek, and studied it thoroughly, in the High School. But we have a single system of High Schools ; and if Greek is expelled from them, where are our future scholars to bL trained ? I fonsee that, if the present system continues, the Universities will be forced to give an elementary training in the subjects not acquired by their students in the High Schools, or we shall be compelled to establish more schools of the type of Upper Canada College. I say that this will be the result, fc" I will not believe that the people of Canada can much longer remain blind to the wound inflicted upon scholarship and science by the mistakes of their educational leaders. To the institution of more schools, after the model of the Enghsh Public or Grammar School, I have no objection : they would probably apply a better disci- pline and training to the sons of our wealthier citizens— often the most pernicious, because the idlest, element in the com- munity — than the ordinary schools afford, but, from the nature of the case, such schools would not remedy the defects of our pre- sent system, but would rather tend to accentuate them by aban- doning our High Schools to the tender mercies of those ' bold, bad men,' the advocates of optional studies in our High Schools. What we need is an education of the highest kind, open to all ; an education which will do the best that can be done for clever boys, however poor their parents may be. We must therefore, as I think, look mainly to the ordinary channels for improve- ment in our methods of education. Canada is still in the mak- ing, and, in our zeal for the progress of industry and commerce — a laudable zeal for which I have the greatest sympathy — we must not allow ourselves to fall behind or neglect the just claims of science and scholarship. If we do, the whole community will suffer. Hence, even if it were wise of Germany or England to permit High School pupils to elect their subjects of study, it would be unwise for us. There is no immediate danger of the higher studies falling into the background in these old countries, nX TIIIC UNIVKKSITV AND IIIK S IIUOLS. have no. ye. been p,/ced upon a Vo^ VoX . 'a " Ko" '" least many year, to com. no option, .hould be allowed lotLll who are prepar ng for the church. law. medicine. eachi.,l or "h" engmeermg p.ofe«io.i,. The proper time for op ion, i,7f,e h! pup.l ha, passed the revised Junior Leaving Examina in„ Ti present craving for options i, mainly an excuse foHa.i^ T with its other defects, it tends to destroy rhfgher of d" J which ., msensibly developed in a boy who ha, tn Tn . f u*^ naturally feels to be disagreeable or irCe e^e .^1 y wt^ , ! wh.ms and fancies ore encouraged by i„judicio. pi: Z" '' he Germans, a. Lord Roseberry assure, us. are learning o beat the English in the market, of the world it i, narf Iv h.. .u have been forced for over a century to undergo the H^h V ^^ traning which wi,e men like Wilhelm von Hum o d" 1 e f ^e" of the German Gymnasium, devised for them The successful operation of the educational system I have heTwo'rk Som "='"=^" "'^ "' «"«"< -'" en'thu.L „ "f HiVh S.. ,^r*P"P'« "*""° think that the defect, of our High School education arise from the fact that many of our Sctr "T?""" "-P-f""-"' education t. 'he Hgh Schools. That IS not .he charge I should bring against he preseiu system. It i, true that the limited numbfr of „be =cJ:^::"Zi^r^-rxrrKi^ ^t::'r,^-i--lf^;s;:ri= ::i:d'.r::L:;::r:::rr:^7r::rr°r-^ School teaching, we must have better teachers, better text-book 18. to the educational level at present barely reached after three THK UNIVERSITY AND THE SCHOOLS. 33, Z'cllUll "?r""y' ,»' '•>• -K* of ai ; then, ,„d „o. .ill .hcn, can Unada ho.d up ,1, I.e.d among the nation, a. a really "d^ ca,ed people. Until that ..me come.. .0 ..Ik .be, .^.."^ri'du at. work, except ,„ one or two special .ubject,. i. or"!. ",d a'e work"""' ""' ''"'"'""" '"""" '" "'"'"tory po" gr'.d uate work, our young men are too old before thev are read v.„ tS^T r' *"""-«'•""'' '-«y are fVc'd "beg.: tl.e.r M,. .„rk w. hou. ,,. I„ y„een', we have been able to do^ little g. i„..e posf.gradua.e work, p.r.ly becau« a f,u, ,.,-1 k graduaowork .a hampered by the wa.,t of that ,c,>ntmc^ d scholarly preparation which the ^leat Enelish and h!. r ^ -■- ".". -"fi'lently coun't n o^:""po ■ ^an 'yeaT:: come, our amb,tio„s youth will be forced to co.nple.e .Mr edu cat.on,n England or Gcrn,a„y. or in such Unive f.i T, 'b " John Hopkms. A, things now are, these Knights-er n ofecu cation deserve the hiphest praise for their energy and self-saC" hce If our young men and women are to be educated l,;,^! a. home, our whole educational system must be eco true t some such way as that I have tried to indicate. Ths would greatly improve, not merely our High School,, but ou Pub Ic Schools and our Universities ; and, in course nf .,m- ". ■ . u hoMthatthe Whole toueofpubiic^irw3d\°:;:-^ ■;;.': ;: er level. If I have seemed lo speak disparagingly of the oreaen. condM.on of education in Canada, it is no. because I undervdue what has been done, or because I have formed a ow opin on of the energy and ability of our youth ; on .he conl^L a ,er an experience ,u teaching of nearly thirty years. I a" co„ inced ... no „a„on „. the world has better material for the J^^^du" "n o scholars and scientific men. Carlyle. in the middle of one of hs savage indictments of hisage, suddenly pulls himself up and ma.izing. To which he answers : -U h her 1 H,„„ lh,s ragt and sorrow ! " I. i, i„ ^ gi^i,,, "" ' "'"" oil not. I ht pe. 340 Tllli UNIVERSITY AND Till- S(:||(K,|.s. f ■ .. ' " '"^'"^"■''- Were it no my (irm hi.li.f ilm c-..i»»mf..,„„„i«,.e„. ,,„„,,,„„„> ,,,,„,;::„;;:; nronnl"'"' ',"7'"'' '"' "'•■•^""'J '0 •■"'■; 'h^t Ih. sysle,,, which I propose co.,M „„, co„,. i,„„ „,„,„„„„ „, „„„ / "j^' ' en or h.Wn yc»r, h„f„re we co„l,| c.„„e wi.l.h, „p"° ,„! we .houM clearly ,ee what we ,ire ..in.inR at, a,„l work ,tca IN, owar. , „s acc,„„„l,,h,„e„t, ,f the Uvo^^.i^r, ,,;: „ ^ "pon .he necessity of abolishing „p,i„n, i„ ,„e Ma.ric.l ..i on 1! -•nat,on. the V.is ^r fmne operati o„U ^ I "; the chanRe conl.l net be rna.le at oriCL^ It wn„l it,. Kive in.inwuion that, say, in U.^ZL ,^.7 t^TI'° uan.s n>ns, pass an exa,„in„io, ,11 the ,,1 cN ?, v: ■'""",■" " * " - • «™™»" • , " DISCUSSION OF DR. WATSONS HAPKR. Prof. Dyde taid tlial he wat »o entirely in aKnemoit with the views expresaeil by Prof. Watson in his A.ldreu that he pre- ferred to make way for those who rni([hl differ from them. Prof. Shorit pointey %d^ matriculated in 189a, as compared with 56 in 1867, DtSCUSSION. From 1891 to 1896 the percentage of those studying Latin rose from 38 to 63 ; in German from 10 to 18 ; and in French from 42 to 55 ; while tlie percentage of those talcing Greelc re- maind almost constant from 1877 to 1896. The mere unifica- tion of the two examinations was not however the main cause for this marked increase. To understand the cause we must look at the change which Toronto University made in its matric- ulation requirements at the quinquennial revision of its curricu- lum in 1890. At this revision she car.ied the system of options a step further. English subjects, Mathematics and Latin are compulsory as before ; but instead of two choices as in 1885, four were allowed, viz., between (a) Greek, (6) French and Ger- man, (c) French and Science and (rf) German and Science. The two latter were granted in deference to public opinion, and in response to the wishes of teachers of science and modern langu- ages. As soon as the classical teachers of the province realized that Greek was doomed to suffer by the manifold option system of the High Schools, they became prostrated by a prolonged at- tack of hysteria. A classical association was formed, annual meetings were held, and when the next quinquennial revision occurred in 1805, the Senate of Toronto University in order to satisfy conflicting interests agreed to add a modern language to the subjects compulsory at matriculation, and reduced the c ptions to two, viz., (a) Greek, and (6) the second modern language with Science. We shall see later what effect this change had upon the study of Greek. In 1896 the Hon. Mr. Ross made a change in the curriculum of the higher public schools, which, in my opinion, was the most vilal one made since 1871. He authorized the establishment of what is known as "continuation classes" in 170 towns and villages ill Ontario. In these classes the subjects of study are somewhat the same as in the first form of the high schools. In fact the public schools, in which this work ii done, becomes a small high school for the locality. They receive legislative grants ranging from $100 to $25, according to the quantity and In 1894 Lalin was made compulsory upon all candidates for II class certifi- cates. In 1896 matriculation and teachers' examinations divided into Part I and Part 11 to lessen the "pressure" upon pupils and teachers. DISCUSSION. 7 quality of the work done. Mr. Ross might have safely extended their usefulness by placing an all round graduate in arts in charge of them. They would then approach in character to the celebrated parish schools of Scotland. There is many a "lad of pairts" to be found in a Canadian " Drumtochty," and the village " Dom- sie," B.A., should be able to discover him and prepare him for college. The "open career" should not be limited to the favoured pupils in our 130 high schools. In looking over the records of the past thirty years one sees ample evidence of progress in primary, secondary and University education. Grounds, buildings, libraries, apparatus, have all im- proved. Teachers undoubtedly possess higher scholarship and greater professional skill than ever before. Two features stand out prominently as characteristic of the period. In the first place one sees the universities acting directly upon the high schools through the matriculation requirements, but especially through the graduates who are teachers. With equal clearness one sees the high school teachers and ex-pupils of the high schools reacting upon the universities, and profoundly modifying, not alone matriculation, but the pass and honour courser, which are founded upon the matriculation. Hence, we are prepared to find in igoo, when another quinquennial revision of matriculation subjects occurred, that Toronto University again changed its options. The compulsory modern language of 1895 was aban- doned, and the options were again extended— no less than six being permitted, viz., any two of (a) Greek, (6) French, (c) Ger- man, and (rf) Science. The well meant attempt of 1895 to se- cure more votaries for Greek had signally failed. The second feature is more characteristic of the second half of the period. It is this. The teachers' examinations have largely determined the selection of particular options at matric- ulation. To get a teachers' certificate a candidate was compelled to take science. He might also since 1885 take a modern lan- guage. Consequently, when he came to matriculate, as many of them did, he simply "got up" the balance of the work required. In this way the requirements for teachers' certificates have always directed the stream of matriculants into one main chan- nel. The evidence in support of this viow h overwhelming. In 1897, it was decided to limit specialists certificates in High Schools to grad- uates in Arts. Percentages of these studying Latin, French, German, increasing. 8 DISCUSSION. Last July sig passed the Ontario '<:partmental matriculation and of this number 316 took tht :..,uern language and science option. Coming to Dr. Watson's paper, it is, in brief an earnest plea for a higher ideal of scholarship than has hitherto prevailed in Ontario, and a plea that the avenues to the realiMtion of this higher ideal should be opened wide to every boy and girl in On- tario. The Universities turn out our young men and women handicapped in the race for scholarship. Our system of options blocks the way. Our examinations, stimuLting, paralyzing, dominating all our school work — at once a blessing and a curse, render the best teaching impossible. How is the ideal sketched in Dr. Watson's paper to be real- ized ? Not by taking one huge stride, but by a succession of well considered steps. 1. The Education Department should raise the standard of matriculation for all who intend to become teachers in our High Schools, or principles of Public Schools with "continuation classes." This step can be taken without the co-operation of the Universities. If it receives the approval of the Ontario Teachers' Association the .Minister of Education would soon pass the nec- essary reguluiion. The increased matriculation requirements should be announced two or three years ahead. They can be defended on the ground that a higher standard of scholarship should be aimed at, and on the ground that qualified teachers are now so numerous that they cannot procure situations. 2. The Universities should raise the standard of matriculation m Arts and Science. In Science the present requirements are discreditable. It is idle for any University to profess to do the highest kind of research work with its post-graduate students now-a-days unless they have some familiarity with class- ics, French and German. A knowledge of French and German, IS as essential to a research worker in science as a microscope or a chemical balance, and it is the fault of the Universities, and the Universities alone, if every matriculant does not possess an elementary knowledge of classics, moderns and science. The High Schools have been doing all the necessary teaching for such a higher matriculation for over fifteen years. When the matriculation has been raised it will be easy to raise the stand- ard for teachers certificates. DisrtissiON. g 3. We must try to create a public opinion in favor of a high standard of scholarships for its own sake — not for its vulgar dis- play at examinations. I think it was Schiller who said "Against stupidity the Gods fight in vain." But Demos is not half so stupid as some of his would be leaders. The good natured giant needs some one to voice his scholarly t.spiration and Dr. Watson has done it. TORONTO UNIVBRBITV MATHItULATtON. i88a Classics, Mathematics. English, Motierns optional. 1885. Latin, Greek or Moderns. Enghsh. Mathematics, Science optional tSao. Latin, Etiglish, Mathematics. (,i) Greek, (4) Pr-nch and German, (r) French and Science. (1/) German and Science. ,. j''^^- H''"' English, Mathematics. One Modern, (,i) Greek, (i) the other Modern and Science 1900. I-atin, Eniilish, Mathematics, and Greek, French, German, Science anyt wo, giving SIX options. Professor Martin, of the Royal Military College, a member of the Kingston School Board, spoke to the following effect ;— "It is a matter of great regret upon my part not to have had the time at my disposal, since receiving the printed copy of Dr. Watson's paper upon the Universities and Schools, to give it that consideration which, I am sure, it deserves. I am, however, im- pressed with the idea that the discussion which he has given does not involve such details of our educational system as will proba- bly interest the great mass of the public who have the power to move towards a change for the better. I do not think Dr. Wat- son should expect the gt:neral public to have definite ideas upon the aims and methods of Education, for the individuals compris- ing the public have professions of their own to follow, and I think they expect direction upon educational matters to proceed from those whom the public support for that purpose— that is, the members of the staff of the Universities, High Schools and Public Schools of the Province. They are in the position to view the effect of the methods adopted, and upon them should fall the responsibility of any well recognized defect. I regret that Dr. Watson did not include in his paper a discussion, in more detail, of the subjects used in our public schools to develope the minds of children as they proceed along the pathway which should lead in the direction of the highest pinnacle of scholarship to which the University aspires to assist. For an explanation of the well recog- nized fact that our educational system is at fault we have to look to the early attempts made, in all good faith, in our Public Schools to nourish the scholar in embryo. I claim that the subjects in- DISCUSSION. eluded in the curriculum of the Public Schools are not adjuiled to the mental development of the pupili in attendance. I refer especially to grammar, arithmetical problems, history and geog- raphy. The subject of grammar, as dealt with by the usual text- book, is one that could be considerably modified and shortened to the comprehension of the pupil. The arithmetical problems of the Public School arithmetic are too often " Tricks to shew the stretch of human brain Mere curious pleasure or ingenious pain, and are not what they should be at that time of development- simple, direct applications of the mechanical operations which should be done with facility and accuracy. The History in our schools is so curtailed that it cannot interest the pupil, even if he were sufficiently developed to understand the philosophy of it. The Geography is simply too extensive in its scope and too far away as it were to be of any value in the mental development. These subjects are deserving of considerable attention as the enemies of our attempt at educating our embryo scholars. Let our school readers contain stories well adapted to give the pupils a taste for a literature which they will better appreciate at a later and more opportune time. Our aim should be to cater to the appetite of the pupil and give it what will nourish and at the same time be relished. I claim that the beginning of a foreign language will do this as soon as the child can talk, whether it be Latin, French or German. I think optional subjects, until a pupil has passed out of the High School, are undesirable. The general culture of the pupils to that stage of their development should be uniformly encour- aged, and the sympathy which an understanding of the usefulness of each subject has will help to eliminate the jealousy which sometimes shows itself in one who has been narrowlv following a special line of thought to the exclusion of all others. These roads all lead in time to the same elevation, viz., scholarship. Our Public Schools and High Schools are very detrimentally affected by that dreadful orleal, the " written examination." It first makes its appearance in passing from the Public School to the High School, and its distressing influence penetrates into our Public Schools to the extent of about three years. Instead of the pupil quietly indulging in the subjects which are best suited niscussioN. « to his mental growth, he is spurred on for the last three years, (which should be the most important in the Public School) under great nervous strain, to make the leap that will land him up into the High School. Should he decide not to take this dreadful leap, he gets very little opportunity to develop in thf Public School, and the chances are that he will drop out entirely, thinking he has finished his education so far as opportunities at his disposal permit. The necessity for a more gradual and con- tinuous rise from the Kindergarten to the University is admitted, and with a view to that need being realized it seems to me es- sential to abolish all sorts of written examination tests, and resort to personal examination of the candidate for promotion. This examination should be conducted by the master in charge of the class in which the pupil is, together with the master in charge of the class to which he may be promoted, the latter de- ciding his fitness for such promotion. Should this be adopted, I venture to say that the appearance of the pupil in the highest form of the Public School would be sufficient proof oi his attain- ments to guarantee his admission after one year's work to the High School, where he could be dealt with in a manner similar to that in the Public Schools. His appearance in the highest forms of the High School would justify his acceptance, after one year's work approved by his masters, by a University, Law School, Medical School, Theological College, Science School, Normal School, &c., when he may proceed to study especially for the profession of his choice. He will, by this time have sufficiently developed to make a choice, and it is here where I should advo- cate options, being permitted for the first time I rather take exception to a comparision being made between the proportion of scholars reahzed here in Canada and those found in the Old Country. Scholarship is a function of a man's surroundings, and we in Canada have no such historical environ- ments and inspiring localities as they of the Old Country have. Were our University men able to travel abroad and find occupa- tion in a centre like London, Paris or Berlin, perhaps we would think more flatteringly of our training here. But, alas ! we must have bread and sometimes butter, before we can go far afield, and so our imaginations are not fired by ambitions, and our devel- opment is thus quietly tapered off to fit in with the prejudices DlSCt'<5SION. of our few companion! and friendi. After all the world ii the great University to whi:h we muit look for our finishing touches ; and should we not leain tlie lessons therein taught, our punish- ment will be great indeel. A degree f^'^m a University certainly does give us a pres- tige in the world, and the expectations of our companions, who have been perhaps less fortunate in not going up for the examin- ation for entrance to the High School and thus missed the University, inspire us to an effort to do those things for which we are no more fitted than the man in the street. It gives us a healthy pride in ourselves, and a sense of shame com.'ta over us when we find that though we can write a few letters after our name and get the recognition of our far-famed Alma Mater, yet we cannot cope with the man who has picked up his education in the streets of the world without the polishing process of a University. In this sense a University career with all its present shortcomings is a valuable vantage ground from which to begin. Let us not allow the public to lose confidence in the training of our Schools ; for the Professors and Teachers are responsible for this technical deficiency, and a combined action should at once see to it that things are immediately represented to the Minister of Education, who will always be found ready to give to the people »',iat we all know and feel they need and require. I hope Dr. Watson will give us the pleasure of listening to further detailed thought upon this great subject. Such exponents of Education as Dr. Watson and President Loudon giving the same directions as to changes should be a power irresistible in the Province to make the changes at once. Mr. W. S. Ellis, M.A., Principal of the Kingston Collegiate Institute, spoke substantially as follows : — To me the reorgani- zation of studies and the adjustment of work between the public school, the high school and the university appears to be a much larger and more complex problem than the mere question of what is most suitable for matriculation. We who are in touch with the public know something of the discontent and dissatisfac- tion with the existing conditions in educational matters, and I think any successful attempt to deal with college requirements in the high schools must come as part of a general reformation of the curriculum. DISf'ITSSION. '3 In my opinion the time hai fully come when the hifh ichooli of the province must take their place ai educational initilutioni with course! fairly complete in themselves, and must cease to be merely preparatory schools for the universiliis or for depart- mental examinations. Their aim should be mainly to give an education to the fcreat mass of the youth of the country ; and matriculation and teachers' certiHcate work, instead of being the main object of the existence of these schools, must take a secon- dary place to the general education. Half a century ago our predecessors inherited or imported their course of study for the public scliouU largely from the Irish national schools of that day, and the course for the grammar schools seems to have been of a somewhat omposile nature ; but for at least thirty years there was no thought of these schools doing other than preparing pupils for entrance into the professions, sometimes directly, some- times through the university. Half a century's progr-.-ss of a growing, progressing, restless people means great advances in industry, modes of living, domestic and national improvement, with their consequent demands for educational advancemftnt. Unfortunately those who should have controlled this school work effectively have failed to do so, but have stuck on a bit here, lopped off a bit yonder, and twisted and confused portions else- where, until to-day we have, so far as either educational or prac- tical results are concerned, a haphazard, systemless course of study in public schools without proper sequence, proper grading or adjustment to the mental developme it of the pupils. While the course for the high schools is not so bad, it is faulty enough to prevent efficient educational service to the public. It is this service to the public, which the schools must adapt themselves to render, if secondary education is to continue to have any vigorous existence with us, and if primary education is to per- form the part which civilization tcijuires from it. It is surely one most desirable thing that children should continue at school as long as circumstances will permit of their doing, and a second .hing equally desirable that their time and energies while at school should be advanteously employed. Mental development, which is one aim of school work, means increased intelligence, and it is this growing intelligence of the people at large which makes for national prosperity, morality and mvixm^ M DISCUSSION. tlia advancement of what ia beat in life and in aociely There have been among all p«n|)les at all timea men of ability who were leadeta, but there ha> never been an exception to the rule that it ii the hlKh itate of intelligence of the people in general that makea for prngrett, for endurance and for moral worth. Hence the necessity that we should by every reasonable nieiins induce, — not compel, — the attendance to the greatest possible extent of the children at schools, and that the most efficient means for their education sI'Ould be adopted while they are attending. If this contention is right, and I think it is oi I would not advance it, the conclusion follows that money invested by the community in schools and education, is not a capital expenditure without return, as most people seem to imagine, but is an investment in an asset which is intended to yield, and without any doubt will yield, both to those who are getting the education and to the nation that furnishes it a profitable return financially as well as intellectually in the coming years. I hold strongly to the opinion that "the education of the children of the state is the first and most important duty of the state and that the efficient carrying on of this duty should be the first charge upon the property held within the state," — an opinion that I believe is easily capable of defence on the grounds of national progress, national morality and national safety. Similarly I hold to the position, and ! ih'. ' it equally defensible, that the state has a right to demand from every citizen within her bounds the development to the greatest extent of the powers and capacities with which he has been en. dowed ; and conversely every youth has the right to the means for cultivating to the highest degree his capabilities for improve, ment. This Is not a fantastic idealism, but is a necessary adjunct of progress and civilization. We are told at times by the man on the street, — who knows of course all about education, as he does about everything else — -that scholars in high schools and colleges should pay for their own education, and that it is an im- position for the general tax-payer to have to put up money for these institutions. The answer seems easy. Does the educated and scientific farmer, artizan, teacher or preacher appropriate to himself the entire proceeds of his skilled work ? Does not the com- munity as a whole profit by the results of his labors ? A friend and former student of mine went the other day, at a large salary, DISCUSSION. to tike charge of the exploritlon tnd development of the mlninn induitriei of ■ ne'>;hboring province. li the five or six Ihouiand dollart a year paid him by that province the only proAt that li to accrue from hit ikill and knowledge, or it it not rather true that while he will draw Ihii money the people of the province expect to make hundred! of dollart under hit direction, for every one that comet to him individually ? The education and proper ilevelopment of every child it a matter of peraonal moment to every citizen, etpecially to in democratic countriet ; hence the necesiity for careful tuperviiion and proper lupport oftchoolt that they may meet the legitimate demands of the timet and circum- stancet in which they exiit. It will not do to fall back upon the schools of our fathert and attert that they turned out tirong men, so their metliodt, and their studies are good enough for us. The vigorout life of the early dayt in this country had probably much more to do with the making of the strong men than had the schools. More recently systematic study of education, and greater knowledge of mental development have provided for the present generation the means for very important school improve- ments if we choose to profit by the advances made. I presume that however we may differ as to the value of the actual kindergarten exercises, no one disputes that the principle of that system is the correct one for young children. Yet we take the children out of those classes, where all lias been active, !■ .'ght, cheerful, alert and set them at a desk to begin their first book, say at six years of age, then for twelve siraiglit years, if they continue at school, the order is, "Eyes front " and grind constantly for ex- amination. The life in the school and the life beyond the school have ceased to bear relation to each other. Surely it cannot be good that the activities of childhood are suppressed, that the natural channels of acquiring information are shut out, and purely artificial standards of excellence set up. It seems desirable therefore that the principles upon which the work of the Kindergarten Class is arranged should prevail in at least a portion of the school curriculum of succeeding years. In my opinion the subjects that lead to waste of energy and waste of time in the schools are chiefly grammar, especially the endless, tedious analysis and parsing ; arithmetic in the unsys- tematized manner in which examination requirements compel DISCUSSION. M tlie teaching of it ; history that deals with minute unimportant events, or even with great happenings whose surroundings anr' importance children cannot understand ; the geography which consists of the learning of countries and capitals, islands and capes, boundaries and governments; foreign langu-^ges as far as the greater part of the - 'leced prose exercises are concerned. Now a few lines about the constructive side of the curri- culuri. I think we should begin right at the kindergarten and b;ii'd up a course of study, consistiug of four departments, which would form a central core of all primary and secondary school work, and which should be continuous from the lowest class of the public school through all grades to the highest form of the high school. These four departments would be English, mathematics, science and manual training. Pedagogically con- sidered these would make up a fairly symmetrical and complete educative course, affording the means for mental and physical development and training, the imparting of desirable informa- tion, and the acquisition of the knowledge which any well in- formed person should be possessed of. .' detail, these depart- ments vir Id be made up of English, — a general course in read- ing with the teacher selections from good authors and pieces of current literature, with exercises in composition, and just enough grammar at the proper stage to make the boy or girl acquainted with the few inflections of English speech. In this reading course, and as part of it should come the only history that the child would get until at least the fourth book class, and it should be made up of historical incidents, short biographies, picturesque narratives, voyages and explorations. About the close of the public school period a short sketch of Canadian history might be taken up, because of the interesting local associations ; and surely the British history for high school pupils should relate to events of recent times. A glib knowledge of the heptarchy is not all important to a boy who is ignorant entirely of the Australian federation or the American revolution. So with geography, that which relates to man, his development, and the conditions of his living, such as products for trade and commer- cial routes, affords all the education that can be obtained from the subject, and covers all that should be attempted. In mathe- matics, arithmetic and geometry should go together from the niscrssiox. '7 beginning. The aim in arithmetic should be to give pupils fa- cility in the use of the simple rules as applied to whole numbers and fractions, with practice in common commercial operations, such as any tradesman might have to employ. Some experience with children has convinced me f' u ■■ vl.ie of simple geometri- cal exercises derived from con i j (.xamiiicL,, r o a means of mind training. This would connei i i ■•.me iiateli with the manual training work in paper cuttin, r.n.l drriwir^. What I have designated science would be, in tany yeai^, that which is some- times called nature study ; and the object of introducing it is to cultivate the children's powers of observation, their ability to reason from noted facts, and t- ep up some connection be- tween the school life and the activo occupations they gave up when they entered the school. The subject of manual training has been so much discussed of late that little need be said about it. In my opinion it deserves a place on any educational pro- gramme that makes pretension either to be modern or complete. This curriculum followed on into the high school and widened out a little within these departments, so that the mathe- matics would become generalized in algebra and geometry, and the nature study branch off into geography, botany, physics and chemistry would make up the general course for the student whose education would end some place in the primary or second- ary schools ; and it should be compulsory upon all scholars. Those who desired to specialize, as for matriculation, for teachers' cer- tificates, for commercial employments, or mechanical occupa- tions, would take up their specialties at proper times, but as off- shoots of the central sy.tem. For instance, it is perfectly well known that some boys and girls are intended to go to college from the time they first enter the schools for these the extra subjects would be the required languages and they should be commenced at convenient times in the course. A necessary part of any scheme of adjustment among the educational institutions, indeed necessary for the good of the great mass of pupils, is the abolition of the present Entrance Ex- amination. I have already referred to the desirability of keeping boys and girls at school as long as possible. Now any break in the continuity of the school course, any dropping of a number of subjects at once and taking up of others, anything which stamps ,8 DISCUSSION. with finality a particular period of school life is to be carefully avoided. If we could get away from the crippling departmental regulations and have a little freedom in our educational work there should be nothing impossble or even difficult in arranging for promotion from Public School to High School, within the town or city municipality, in much the same way that promotion now takes place from form to form in either school. Further, to avoid the break already spoken of, it would be both possible and desirable to start in the senior classes of the public school some subjects now relegated entirely to the high school, so that as many studies as possible might be just carried on from the other classes after admission to the high schools. In many places it would be quite possible, for instance, to begin a language at least a year before scholars left the public school, and for those not going to the university the mathematics and science would form a connecting link. The principal object may perhaps be attained in various ways. But the fact is that some 60,000 children in this province of Ontario annually drop out of school at an age of 13 ori4 years, and if we can make a course of study that will, without sacrificing education, keep even a fraction of these pupils at school for a year or two longer, the stake is worth trying for. Whether this would cause the admission of pupils to high school at an earlier age than now is quite immaterial, so long as the courses in both schols are educative, rational and practical enough to appeal to those who should take advantage of them. One of our present difficulties arises from the complicated and troublesome system of options. I am in doubt if there is an institute in this province that has a time table which permits of all possible options being taken. Anyway they are a real diffi- culty and, I think, hinder rather than help education. The ques- tion most generally asked by the student is not " Which course is best for me ?" but " What can I get through on easiest ?" A phase of school work that leads to this result needs no discussion. I advocate a choice between courses of study, but no choice between subjects in a course. A student going up to the uni- versity should have no choice as to what he would be examined on ; options should begin after matriculation, not before. There might, it seems to me, profitably be two standards for admission, to be used in this way. The candidate has to pass on five de- DISCUSSION. partments, Classics, Moderns, English, Matliematics and Science; on, say, tliree of these, the lower standard might be accepted, but on two related ones the higher mark should be demanded from him. This would ensure a broad training without barring out the student who found extraordinary difficulty with one or even two departments. As I have mentioned, it is early known that some pupils will in all likelihood go to college ; for these the subjects in addition to the general course would be languages, and these might be begun in many cases in the public schools. Similorly the boy or girl who will probably have to leave school at 15 or 16 years of age should have attention and help in the subjects, if any, in addition to the four departments spcken of, which may fit him best for his proposed occupation. With regard to matriculation, I believe that the high schools are ready to respond to any reasonable demands that the univer. sities may make. At the same time it will be necessary that the universities live up to their demands. There is no sense in up- braiding the schools for poor work while the colleges are going out of their way to devise easy methods and special examinations to permit ill-prepared, immature students to enter their classes, — students who, when admitted, force the professors to do the most menial high school work, — grinding for examinations. To me the ideal method seems to be the preparation of students for matriculation by the high schools, then that a dozen or so of the best equipped, best staffed institutes should take these matricu- lants and give them a year's work, similar to the first year in college, only better done, then the universities could do really their proper work. I have no hope however of any such reform as this so long as the present competition for students exists, but it does seem to me pertinent to ask what ground any university has upon which to base an appeal for a larger grant of public funds so long as it is duplicating the work of the high schools of the country which are supported by public money. In my opinion the particular subjects required for matricu- lation are not of great moment. The quality of the work is all important however. It will probably come about in a few years that some schools will drop out of the race and will confine them- selves to doing non-college work, this will be more and more the case if a four language course is demanded for matriculation. *° DISCrSSION. Some smaller schools will not be able to carry all the studies, and tins IS one condition that must be anticipated if such a change as Ur. \Vatson proposes comes about. The universities, however shou d require such work as the middle class and better schools can do and not set ,is a maximum the limit that can be reache Parentsll'^.rVver tcelaT I T'' ess than four in this small school who are tak ■ ' «- T or ::,iirwhare;er ";:;;/ '"-^ ''""''"''■ ^^^ "^ " "-"y .heir ciaL :^..Jz!::-;- ^s^ii^ft^^;; id "'^ '- Thre'rat "::zr '"t"""' •■'^ --- r:„re :°t:<; pupil in every subiect a„H 1 ^ standmg of each ^hnrt ,1, f"''J^<='' «'"i so one examination is necessary Fn snort, the unp easant Dart nf h;„i, i; u i "c^-casaiy. m ■f the Principri of thl sXuett ^ tye^Sh" t: 7"''^ crammn,g for examinations. In some scio s 2 to^d .h" are examinations every week Tl,<.n . ' *^"^ the Principal may be wm7„Tt rJi ^ 'T","" '''"^""^ "''' the Board'may object OfMlhtV'"' °" ""'' """ ^"'^ not say whether a >v W , . ° ^"P^''^"". and can- Princip'a. t'w"o7if;r .:::'/;/:/; -'° '^■c.ate to the such and such an'exanTil't '"' '"'='' =* P"P" '° P^^ with^-::-i:c:ii,^^^j^-;rr--T"'^^ p:^ctc^¥^P"---e^ roren^oftj an'dt^Tth L^^^^^S ht%^"- ''"^ ^ " DISCUSSION. girl ill the Institute now, and I cannot get he: there, forsooth for two years yet, because she has not ground up the customary History, Geography, Physiology, &c. I still keep up the Latin lessons, though it is not convenient to give them so frequently But in two years, that is, when she comes up for the Entrance hxamination, she will know as much Latin as my ordinary matriculant. Here is actual proof of what you are getting at theoretically, the only difference being that this pupil is beginning with Latin and going on to French and German, instead of the the other way about. Prof. Watson, in summing up the discussion, pointed out the remarkab.e unanimity of the meeting. All agreed (i) that the present optional system in the High Schools was a mistake (21 that the subjects taMght in the Public Schools were too many and the method of teaching them mechanical. It was signifi- cant that an eminent mathematician like Prof. Martin con- demned the style of teaching arithmetic. Mr. Ellis rightly insis- ted upon a "cent.al core" of education, and, though he was an advocate for a rational method of technical education, he was not less alive to the supreme importance of giving an all-round education to those who were to enter the University, and to the necessity of giving a more thorough education to Public School teachers. It was also held by men of experience, like Prof Martin, Mr. Ellis and Mr. Mitchell, that the Entrance Examina- tion should be abolished. As a cautious man, he was not himself prepared to say definitely that the Entrance Examination was the source of the evil. If the proper studies are prescribed, good teach- ers can work under any system, and examinations had their good side. That was the great point : more vital teaching. Objection had been made to determining the stages of education by the age of the pupil. All that he meant by saying that the pupil should enter the High School at the age of u was that the Public School education should permit of a boy or girl of average ability begining higher work at that age. This was importr..;i because education could not be hurried, and six years as a rule was required to overtake what was necessary in the case of pupils preparing for the higher professions. The people of Ontario were not, he thought, sufiaciently alive to the importance of vital DISCUSSION. draw attention to one featureof h ^"''^''■, "" ''^eged to which Prof Shortt h^H ! , ?/ ^' '"'"'"^ "^ education, to pupil, were n'oX'/toTlMhe'tr'""'^ " "'^" '^'""^ the future scholar a'nd 'cient fie Ja„ Hisr"" T""'".^' '°' WithMrJlis-demaLL T 'P'"'"^' «'"0''Phere. of pupils vvi:'Teat'^2:''j:^,VcZi\f :;r"^ ir '"^ .-^''-"^ sympathy, and a car^f,,! r.L- 7 • ^ "^ "'^^ '" ^"^'re had^thatiVv JastdU:^^^^ and university s.udlnT; ut ■■«1"'^e'"ents for teachers the defectsof our nr«''„f T '" '"g"^^ "f f"ture success that t..at the Jatn^re'-n^^ro"; IZ!:^:^ ^^^ ^^ .-. as well as of University teachin^l'^L-LSlSttSel: