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Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre film6s d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul cliche, il est film6 d partir de Tangle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. 1 2 3 1 2 3 4 5 6 G THE SCHOOLS OF GREATER BRITAIN. SKETCHES OF THE EDUCATIONAL SYSTEMS OF THE COLOxNIES AND INDIA. liY JOHN RUSSELL, F.E.I.S.. F.R.Hisr.S.. ("The Schoolmaster," "School News'Ai-er," En.) LONDON AND GLASGOW: WILLIAM COLLINS, SONS, \' CO., Limited. (igg^.) ^irj , The firficfci 0)1 thi: Schools of Gicttr liriUtiii appeared origimtUij in thv eoimnnn of the Scnot.i.MAsTFU. Thcii have „ow bun revised and extended. PREFACE. The contonts of this book were suggested bv the Indian and Colonial Exhibition at South Kensington, which opened in May of the last year. Many of the Colonies had takeu special pains to include their educational work among their objects for exhibition, and a great variety of the handiwork of the pupils had been collected for the purpose. Models and photographs of educa- tional institutions were furnished in abundance, while voluminous information, in the form of pamphlets and reports, lay ready for inspection. These documents, however, were not likely to secure the careful attention which they deserved. As the facts which they contained are of the utmost interest to the educational world, I set myself to condense them in a pojiular form, and to pi-esent their pith for the information of professional educationists and others who are concerned in the welfare of the schools, 1 placed myself in connnunication with the various representa- tives of the Colonies, and 1 have now to acknowledge the courtesy and the eagerness with which my applications for information were received. The Crown Agent for the Colonies and the various Agents-General, as well as their secretaries, have furnished me ■with documents in the most liberal manner, and at personal inter- views have still further laid me under ii deep debt of gratitude. The Librai'ian at the Colonial Oflice assisted me greatly in my searches after parliamentary enactments and separate reports which could not be obtained elsewhere. Among others to whom I have to return my thanks for personal service on the days of inquiry are the Hon. Messrs. Ross (Ontario) and Ouimet (Quebec) ; Dr. Passmore May ; Messrs. Mullan and Ira Cornwall (New Brunswick), Dimock (Nova Scotia), Clark (Manitoba), 4 Preface. Hardt (Now South Wales), Thomson (Victoria), Gupte (India), etc., etc. I have to acknowledge, also, the valuable aid which I have received from the numerous documents prepared in connectioji with the various Courts of the Exhibition, and to .such books as Her Majestijs Colonies, which will be found a very valuable epitome of general information regarding the countries which are included in Greater Britain. No small pai*t of interest in the following pages will arise from the facts and figures connected with the subject of Free Education. It will be seen how the different Colonies have faced this question, and in what manner they have provided the moans for the full equipment of their public schools. It is incumbent on me, as the residt of this inquiry, to urge upon teacher.s not to ejnigrate if they are to seek work in Colonial Schools. The market is well stocked already in all parts of the Empire, and there is practically only one colony (Queensland) still open to receive outsiders. Even there the chances of employment are few, and application should be made in the first instance iri the Agent-General in London. The articles in their original form appeared in the columns of tlie ScHOOiiMASTER. The work has been thoroughly revised and considerably extended since then, the facts having in every instance been brought down to the present date, so far as infor- mation could possibly be obtained. JOHN RUSSELL. De Cre-spicny Park, London, S.E. CONTENTS. UOMIXIOX Ul' CANADA. I. Historical Skettii, •J. I'rovince of Ontario, - PAdK I 3. Quehec, 35 4. ), NewBrunswiok, 51 "». ., Nova Scotia, Gl C ,, Prince Edward Island, 70 t ■ ,, Manitoba, - 73 b. „ British Columbia, 86 AUSTRALASIA. 9 IVeliniinary, 91 10. New Soutii Wales, 97 1 II- N'ictoria, I-. South Au.stralia, IQ ! 13. Western ,, 35 ! ^*" Queensland, 16. Tasmania, - 17. Fur, - 18. Hom;-K().nci, SOUTH AFRICA. 19. Cape Colony', 20. Natal. 1 1.'* (35 143 14() l()-.» 173 17(1 I7S 21. India, 170 103 194 APPENDIX. 1. Tlie British Empire — Area and Population, - - - 209 2. Educational Statistics in Eng- land and Wales, - "- 210 3. Expenditure from Education Cii rants, - - . - 211 8. Government Grants in Eng- land and Wales, - - - 217 9. Standard Requirements in England and Wales, - - 218 10. Standard Requirements in Manitoba, Standard Ontaric, School Board Statistics : i 4. London - - - . "l" ! '^' S**''*''*"''! Requirements in 5. Birmingham, - - - 214 G. Glasgow, - . . . 215 7. Salaries of Officials, - - 21G .'20 - 222 12. Standard Requirements in Cape of Good Hope, - - 223 13. Training in Victoria, - 224 PUBLIC SCHOOLS OF ONTARIO. T H E SCHOOLS OF GREATER BRITAIN. THR DOMINION OF CANADA. pAUi I.— HISTOltlCAL SKCTCII. In dealing witli the sdiools of Greater Biitain, it is only right tliat we shonkl turn in the tirst jilace to our next-door iieigbbours. It is across the Atlantic, therefore, that we ask our readers to afconi]tany us in the tirst jdace. and to note with what rapid strides tiie work of education has been progressing in the Canadian dominion. As it is no ])art of our programme to deal with the general products of the Colonies, it is equally needless to enter into any minute geographical details. It is impossible, however, altogether to ignore the historical facts which are connected with the extension of school work on the American continent, if we are to realise the energetic measures which have produced the existing state of affairs. The Dominion of Canada covers an area of 3,500,000 square miles, and is territorially about equal in extent to the continent of Europe. Eeaching from the Atlantic to the Pacitic • Ocean, the western half has a southern frontier which, if extended across the Atlantic Ocean, would strike the latitude of Paris, while the southernmost jtoint of the eastern section of the coiintry is in the latitude of Rome. Canada is thus the physical equivalent on the continent of North America of the great emj)ires and kingdoms of Germany, France, Italy, Kussia in Europe, Sweden and Norway, Belgium, and the British Islands. Nineteen years ago Her Majesty's possessions in North A'»t;nca entered upon a corporate existence. The change that has since taken place in the general development and the prosperity of Canada is now accepted by Canadians as a remarkable proof of the sagacity of the imperial and colonial statesmen who directed the movement. The confederation grew out of the natural desire of the people of the disconnected j)rovinces to unite for their mutual benefit. To the petition for the ])rivilege of confederating, the British Parliament responded, in 1867, by passing the "British 8 The Schools of Greater Biitain. North Ainoriniii Act." piovidiiit* for tlio voluntary union of tho various proviiiorH in Ny the Hudson's liny Company, with power to create new provinces and achnit them into the union when sufficiently populated. The Act came into operation on the Ist of July, 18G7 — tiie provinces of Nova Scotia and New Brunswick luiitiny with lTpp(>rand Lower Canada, or, as they are now known, Ontario and Quebec. This union of the inland and maritime provinces gave to Canada an importnnce siic* had never before jtossessed. In 187(>, the ProNince of Manitoba was created, having been carved out of that portion of the territory lying on both sides of the Red River of the Nortli, embracing the city of Winnipeg and the old Red River settlements of the Hudson's Bay Company. In 1871, the large and prosperous Province of British Columbia was added, comprising all that region lying between the Rocky Mountains and tlie Pacific, including the numerous large islands fringing the coast, aiul extending from the United States to and beyond the southern limit of Alaska ; and in 1873 Prince Edward Island joined the confederation. The population of the Dominion approximates 5,000,000, which is augmenting at a rapid rate. About one-half are of English, Scotch, and Irish extraction; one-fourth are of French descent; GeiTnuny is well represented ; and every nation in Europe has contributed its quota to swell the population. Of Indians there is an estimated population of 100,000. About one-third of these live in the older provinces, and have been long since gathered into settlements under the care of oflScers of the Indian Department, in some cases having industrial schools and other organisations to aid them in their progress toward a higher civilisation. It is only necessary to glance at the progress of Indian industry in the Exhibition in order to learn how marked that progress has been. Each province enjoys local self-government, having a pro- vincial legislature elected by the people, and a Lieutenant- Governor appointed by the Federal Government. There is also a vei'y perfect system of municipal government throughout the Dominion. Both the counties and townships have local govern- ments or councils, which regulate their local taxation for roads, taxes for schools and other purposes, so that every man directly votes for the taxes which he pays. This system of responsibility, from the municipalities up to the general Government, causes everywhere a feeling of contentment atd satisfaction. One of the objects of the early French settlera was the conver- sion of the Indians to the Christian faith. With instruction in religious matters was combined instruction in secular matters. Various educational institutions were established in the province of Quebec during the latter part of the seventeenth century and in the eighteenth century, but even as late as 1824 a report stated that " not above one-fourth of the entire population could read, The Dominion of Canada. and not iil)ov<« oiit'-t«'ntli of then could writf, oven iinporfoctly." Consequently, in thiit year an Act called the " Fal)ri(|ii(' Act" wuh pahHed, providing for the eHtahlinhnicnt l>y the cure and chuii-h- WHi'dcnf! of each parLsh, of u Hchool for every hundred families. This f(»ruied the ha-sis of the present school Hyst«'ni of tin- province, which is placed under the control of a Superintendent of Puhlie InstructidU, assisted hy a Council of twenty-tivjf ineni- lieiH, which is divided into two committeeH for the ,chooU are absolutely free, and are supported partly by a local tax and partly by a grant from the Provincial Treasury. In addition, there are grammar schools in all parts of the country, -managed like tiie liublic schools, at which, as well as the many excfdlent private fechools, pu])il8 receive a good classical and modern education. Above these again are the high schools, collegiate institutes, and universities, the latter liberally endowed with scholarships, where the cost of attendance is comparatively so small as to place the facilities for education they otter within the reach of all. ! I Part II.— THE PROVINCE OF ONTARIO. In dealing with the educational details of the Dominion we turn to Ontai'io, as a matter of coui'se, in the first place. It is in every way the most important section, and on the present occa- sion is represented with a completeness which befits the occasion. Its Education Department, under the direction of the Hon. Geo. W. Ross, LL.B., M.P.P., Minister of Education, controls the Provincial Normal and Model Schools; County Model Schools; Public, Separate and High Schools, and Collegiate Institutes ; also, Upper Canada College, School of Practical Science, Univer- sity College, Toronto University, Educational Museum, and Art Schools, Mechanics' Institutes, and all other institutions receiving Government aid for educational purposes in the Pi'ovince of Ontario. The fruits of these educational institutions are summar- ised and illustrated in an excellent display, which has been pre- pared under the supervision of Dr. S. Passmore May, the superintendent of mechanics' institutes and art schools. To the Hon. Mr. Eoss and to Dr. May alike we have to return our sincere thanks for the voluminous information which has been placed at our disposal, and for the personal courtsey which has been displayed at our intei'views in the educational section. The educational progress of the province of Ontario (formerly Upper Canada) was at first of very slow growth. In 1798 an unsuccessful attempt was made to endow out of the public lands, granted for that purpose by George III. to the extent of 800,000 acres, a grammar school in each of the four districts into which the province was then divided, and a central university at York (now Toronto). The sales of these lands were so slow, and the price per acre obtained for theni was so small, that the revenue derived from this source barely defrayed the cost of management, and both schemes were abandoned. In 1807 the first legislative enactment was passed, establishing a classical and mathematical school in each of the eight districts into which Upper Canada was then divided. A grant out of the public revenue of ^80 sterling a year was made to each of these schools. In 1816 — nine yeara after the establishment of the grammar schools — the legislature of Upper Canada passed the first common, or elementary, school laAv for that province. It appropriated £5,000 sterling per annum for the support of the schools to be established, and pro- vided for the management of these schools by trustees elected by the inhabitants in the localities concerned. 1 '■4 I i "1 The Dominion of Canada. 11 EMO. lion we It is in nt occa- iccasion. jn. Geo. rols the Schools ; ititutes ; Univer- and Art •eceiving vince of suinmar- leen pve- [ay, the To the r sincere •laced at as been formerly 1798 an ic lands, 800,000 to which at York and the revenue agement, ^islative eraatical lada was sterling ne yeai-s sislature school ling per and pro- ected by Immediately after the union of the two Canadas, that is, in 1841, a Bill was introduced by Solicitor-General Day into the united Parliament, and passed, establishing common schools in each of the two provinces, and authorising the establishment of " Roman Catholic Separate Schools " in Upper Canada (in cases where the teacher of the ptiblic school was a Protestant and vice versa) ; and " Dissentient Schools " in Lowe»' Canada (in cases where the teacher of the public school was a Roman Catholic and vice versa). In 1842 it was considered desirable to supersede this Act by one more aj^plicable to the circumstances and wants of each province. A school bill for each province was accordingly passed by the legislature. The "Separate" and "Dissentient" school provisions were, however, retained in each case. The progress of education in Canada owes much to the vigorous action of the Rev. E. Ryerson, who was appointed Chief Superin- tendent of Education in 1844. To 2)romote a better system of public elementaiy schools he devoted a year to the examination and com|>arison of the methods of education in Europe and America, and embodies' the results in a " Report on the System of Public Elementary Instruction in Upper Canada." This valuable report, presented to the House of Assembly in 1846, sketches in an able manner the system of education which Dr. Ryerson subsequently so successfully established in the province. The plan may be said to be ji combination of the best elements of the systems of several countries. Thus the province is, in a great degree, indebted to New York for the machinery of its schools ; to Massachusetts for the principle of local taxation upon which the schools are supported ; to Ireland (originally) for the series of text-books; and to Germany for the system of normal school training. All are, however, so modified and blended together to suit the wants and circumstances of the country that they are no longer foreign, but are incorporated as part and parcel of the Ontario system ot public instruction. The administration of the Educational System of Ontario is provided for by statute, as follows : — " 1 . There shall be a De- partment of Education, which shall consist of the Executive Council, or a committee thereof appointed by the Lieutenant- Governor; and one of the said Executive Council, to be nomi- nated by the Lieutenant-Governor, shall hold the office of 'Minister of Education.'" " 2. The office of Minister of Eduesr tion may be held by a member of the Executive Council holding no other office ; and notwithstanding any salary attached thereto, he shall be cajmble of being elected, and sitting and voting as a member of the Legislative Assembly ; or such office may be held in connection with any other office held by a member of the Executive Council ; and any of the powers and duties of the said office may be assigned for a limited period, or otherwise, to any other of the members of the Executive Council holding any other departmental office, by name or otherwise." -w 1,1 '\ I I :l i ,> ill 12 T/ie Schools of Greater Britain. Classification of Schools. The educational institutions in Ontario are as follows : — I. Elementary Schools, which are described as (1) Kinder- frartens; (2) Public Schools, including Roman Catholic separate Schools. II. The Training of Teachers. — (1) County Model Schools; (2) Provincial Normal and Model Schools; (3) High School Training Institutes; (4) County Teachers' Institutes; (5) Teachers' Heading Course ; (6) Ontario Teachers* Association. III. Classical Schools. — (1) County High Schools; (2) Collegiate Institutes ; (3) Upper Canada C!ollege. IV. The University. — (1) University College; (2) The Univer- sity of Toi-onto. V. T'echnical Schools. — (1) School of Practical Science; (2) The School of Agriculture. VI. Schools for Special Classes. — (1) Institution for the Deaf and Dumb ; (2) Institution for the Blind. VII. Institutions partly aided by Government. — (1) The Canadian Institute; (2) Institute Canadian; (3) Mechanics' Institutes; (4) Ontario Society of Artists; (5) Local Art Schools; (6) Literary and Scientific Society, Ottawa ; (7) Hamilton Asso- ciation ; (8) The Entomological Society of Ontario. VIII. Universities, Colleges, and Schools not under Provincial Control. — These include five universities (at Coburg, Kingston, Toronto, Ottawa, and London), six theological colleges (for Pres- byterians, Episcopalians, Baptists, and Roman Catholics), four classical and literary colleges, thirteen ladies' colleges and coi»- •vents, eight medical colleges, and twelve business colleges. The Province of Ontario possesses a system of municipal or local self-government which is uniform throughout the province. The organisation comprises (1) the minor municipal corporations, consisting of townships, being rural districts of an area of eight or ten squai'e miles, with a population of from three to six thousand; (2) villages with a population of over seven hundred and fifty ; and (3) towns with a population of over two thousand. Such of these as are comprised within a larger district, termed a county, constitute (4) the county municipality, which is under the govern- ment of a council composed of the heads of the different minor municipalities in such counties as have already been constituted in the province ; (5) cities are established from the growth of towns, when their population exceeds ten thousand, and their municipal jurisdiction is akin to that of counties and towns combined. In each minor municipality, such as a township, local School Corporations for the township, or for a section thereof, at the option of the ratepayers, are estal)lished, and these are managed 1» -% ^w The Dominion of Canada. 13 Kinder- separate Schools ; h School Teachers' I/'ollegiate } Univer- ; (2) The the Deaf (1) The [echanics' ; Schools; ton Asso- 'rovincini Kingston, for Pres- os), four and cou- licipal or province, •orations, eight or housand ; nd fifty ; Such of I county, govern- it minor astituted rowth of nd their towns 1 School at the managed by trustees elected by the ratepayers, who are liable for the sup- port of the public schools in their respective localities, and are practically the owners of them. The trustees appoint the teachers, who must possess the qualification required by the Department. They arrange and pay the salary ; purchase the school site (which may be acquired compulsorily) ; build the school-house, and estimate (within certain restrictions) for collection by the Town- ship Council the rates for all funds which, in their judgment, are required for public school purposes. They are undei- obligations to provide adequate school accommodation, as defined by the regulations of the Education Department, for two-thirds of the actual resident children of school age within the school division ; to emi>loy the required number of qualified teachers; to permit the children of all residents, between the ages of five and twenty- one, to attend school /ree of charge. They are bound to keep the schools open the whole year, except during vacations, and to send to the Inspectors and the Department the returns and reports required by the law and regulations. They are also empowered to dismiss refractory pupils ; and, where practicable, to remove them to an industrial school, Tliey are required to visit from time to time the school under their charge, to see they are con- ducted according to law, and that no unauthorised text-book is used. School IxsriicTinN. It is needless to say that much of the success or failure of any public school system dejjends upon the mode of inspection. It has been our continual contention that the ranks of the inspectors should be tilled by those only who have practical experience in school work. The jiatronage system which has so long prevailed in Great Britain has been most mischievous in its influence on the elementary schools. Men with absolutely no fitness for the work have been pitchforked into their places because their fathers had been consuls, judges, or favourites of the party in power. These men have sown misery in their districts for many a year, and the lives of hundreds, if not thousands, of teachers have been one con- tinued burden, while the work of education has been retarded in the vain effort to satisfy these inexperienced and crotchet-loving busybodies. It is otherwise in Ontario. The county, city, and town councils, in appointing inspectors, are limited to such teachers as possess certificates of eligibility, granted by the De- ])artment, and to two classes only, viz.: (1) Holders of First-class Provincial Certificates, Grade A ; and (2) Graduates in Arts, with first-class honours, of any of the universities in the province, who furnish evidence of having taught successfully for five years, of which three at least must have been spent in a public school. The duties are to inspect every school at least once in each term ; to spend half a day in each school ; to satisfy himself as to the pro- gress made by the pupils from time to time ; to examine into the T I I '! 1 l' :! Mil, ii r'l! 14 The Schools of Greate7' Briiain. methods of instruction pursued by the teacher; to teach a few model lessons himself; to ascertain the nature of the discipline exercised by the teacher ; to examine the registers, also the apparatus, seats, and desks, and all the internal and external equipments of the school-house; to report to the trustees in regard to such mattei-s as require their attention; to give such advice as may be deemed necessary; to see that no unauthorised text-books are used in the school; to withhold the school grant in certain cases; to apportion the school grants according to the average school attendance of pupils; to decide complaints on certain con- ditions; to gmnt, on examination, temjjorary certificates; to sus- pend a certificate if necessary; to visit the County Model School at least twice in each term; and to report on the state of the schools to the Department, and generally to see that the laws and regtilations ai*e observed ; make the apportionment of the legisla- tive and county grants equivalent to each school; to act as chair- man of the Examining Board of his district; investigate, continu, or set aside the rural school elections; to call meetings of rate- payers; decide disputes; to suspend teachers' certificates, for cause. This implies that their powers are great, but the whole outline of duty gives an evidence of intelligent confidence which is not mis- placed in the hands of the practical men who are selected for the appointment. There is an appeal from their decisions to the County Boai'd of Examiners, who are called upon to investigate all appeals against the action of any insjjector in their jurisdiction who suspends a teacher's certificate. Such an appeal with such an investigation is likely to be more satisfactory in eveiy way than the hole-and-corner method which prevails in Whitehall, where a clerk on a stool in a back room up two or three stairs in the Edu- cation Oflice had until lately the settlement of a teacher's fate when the suspension of his certificate was under consideration. Each County Board of Examiners consists of the examiners aj)pointed by the county council, and the iiisj)ector or inspectors of the county and the inspectors of any city or town within the limits of the county, and two other examiners. They must pos- sess the qualifications prescribed by the regulations, viz., they must have had three years' experience as teachers in a public or high school, and hold a first-class provincial certificate, or a degree in arts from any chartered university in the province of Ontario, oi' a certificate as head master of a high school. Teachers' Certificates. Practical men are selected also for the purpose of granting certificates to teachers, and the Department on the other side of the water has set a good example to the red-tapers among our- selves by the instructions which are issued to the examiners. The questions in each subject are to be framed not with reference to any high standard for competitive examination, but solely to show whether the candidate is qualified or not for the position, i The Dominion of Canada. 15 I a few scipline Iso the ixternal I regard ivice as ct-books certain average ain con- to sus- [ School J of the aws and s le"isla- as chair- con tinu, of rate- or canse. lutline of not uiis- 1 for the 3 to the vestigate i-isdiction I such an vay than where a the EfUi- ler's fate [deration. Ixaniiners aspectora lithin the tiust pos- iz., they [public or a degree I Ontario, granting ■r side of long our- caminers. Ireference 1 solely to 1 position, liaving regard to his proficiency or deficiency in answering ques- tions framed for this purpose in the prescribed subjects. All examiners are enjoined, therefore, to be careful, when judging the answers, not to do so by such a standard as should govern in competitive examinations intended to test the respective merits of the different candidates for some special honour, but as a means of determining whether a fair average knowledge is possessed by the candidate. The examination for a third-chiss certificate includes reading, spelling, grammar, conij)Osition, literature, history (Canadian and English), geography (Canada and the British Empire more pai-ticularly), arithmetic and mensuration, algebra to simple equations of three quantities, Euclid I., writing, book-keei)ing, and drawing. There is a further option between Latin, French, or German, and science as rejtresented by physics and botany. For a second class certificate, algebra is required to quadratics (University pass), Euclid to the end of Book III., with easy deductions ; chemistiy ; a higher degree of knowledge of the common subjects ; and, in the case of Latin, etc., a level of attain- ment equal to the matriculation examination for the University of Toronto. For a first-class certificate still further scholarship must be proved. These are what are called " non-professional examinations," and a further test is applied before the candidate is qualified for work as a teacher. The conditions upon which County Board of Examiners can grant third-class certificates are : that (1) the candidates must furnish satisfactory proof of good moral character ; (2) must be of the age of eighteen years, if males, and seventeen years, if females; (15) must have passed the prescribed non-professional examina- tions ; and (4) must subsequently have attended for one term at the county model school, and have obtained from its principal, and the County Board of Examiners, a certificate of qualification, after having passed the professional examination. All candidates for second-class certificates are obliged to attend one of the provincial normal schools, so as to prepare for the pro- fessional examination. These certificates are granted ujjon certain conditions only: (1) that the candidate must have passed the non-professional examination in literature and science ; (2) must have taught successfully for at least one year in a public school in the province ; and (3) must have attended, for one .session, a provincial normal school, and have obtained from the principal of such school, and from the examiners appointed by the Minister of Education, a certificate of his fitness to teach on a second-class certificate. In addition to the examination above referred to, the candidates are examined in the following subjects, which con- stitute the professional examination for that class : — Principles and theory of education ; school organisation ; discipline and government ; English literature and language ; mental arithmetic ; reading and elocution ; practical chemistry; hygiene; physics; practical botany ; zoology ; music and drawing ; drill (nudea ! I I Hi'! i !i 'l :i 11 i M ! ! ! H i :!! i III! ! ! I i !ii 16 7716 Schools of Greater Britain. only) and calisthenics ; method of teaching and practical teaching in the model school. First-class certificates are gmnted only upon the following conditions: — That the candidate (1) must be tlie holder of a first-class non-professional certificate; (2) must have passed the professional examination for a second-class certifi- cate ; and (3) must have attended a training institute for one session, and passed the prescribed examination thereat. Should any teacher with requisites 1 and 2 have taught for two years in a public or a high school, he need not attend the institute, but must pass the examination. Religious Instruction. In regard to religious iiistruction the rules of Ontario are simple. Every public and high school must be opened with the Lord's Prayer, and closed with the reading of the Scriptures and the Lord's Prayer, or the prayer sanctioned by tlie Department of Education. The portions of Scripture used shall be taken from f.elections authorised for that purpose by the Department of Education, and su-e to be read without comment or explanation. Where a teacher claims to have conscientious scru])les ugainst oj)ening and closing the school in the way we have indicated, he must notify the trustees to that eflect in writing. No pupil is required to take part in the exercises above veferx'ed to against the wibh of his parent or guardian, expressed in wiiting to the master of the school. When required by the trustees, the Ten Commandments shall be repeated at least once a week. The trustees are oidered to place a copy of the authorised Readings in each department of the public and high schools \inder their jurisdiction. The clergy of any denomination, or their authorised representatives, have the right to give religious instruction to the pupils of their own church in each schoolhouse at least onc6 a week, after the hour of closing of the school in the afternoon ; and if the clergy of more than one denomination apply to give religious instruction in the same schoolhouse, the school boaixl or trustees must decide on what day of the week the schoolhouse shall be at the dis]Jo»al of the clergyman of each denomination at the time above stated. It is lawful for the school board or trustees and clergymen of any denomination to agree upon any hour of the day at which a clergyman, or his authorised representative, may give religious instruction to the })upils of his own church, provided it be not during the regular houi-s of the school. The regulations prescribing the " Hours of Daily Teaching " provide that they shall not exceed six hours in duration ; but " a less number of houra of daily teaching may be determined upon in any public school at the option of the trustees." Arrangements may, therefore, be made by the trustees for closing the ordinary school work earlier than the usual hour, on certain days, so that time may be given for religious instruction. % 5 i A The Domitiion of Canada. 17 Each township is divided into school sections of from two to four square miles each. The trustees, who hold office for three years, are appointed by the ratepayers as a school cor|)oration, and it is worthy of note that only one goes out of office yearly. In this way there is less risk than among ourselves that a new school bourd will revolutionise the work of its predecessor. £50,000 is granted yearly by the Legislature and divided by the Minister of Education among t\w municipalities. They are required to raise, by rate, a sum at least equal to that apportioned to them. These two sums constitute the primary school fund of the municipality. On the requisition of the board of trustees, the municipal corporation imposes the additional rates which are necessary for the supjiort of the schools. A sum of about £4000 is granted annually in aid of schools in new and spai'sely scattered townships. This money is apportioned by the Department, and is in addition to the share coming to these poor schools from the school fund of the municipality and the local rates raised on the requisition of trustees. School Attendance. The school attendance is not by any means so high as could be desired, but, so fur as teachers are concerned, it must be re- membered that their work is not tested by the absurdity of per- centage and the payment by results. According to the latest returns, the pupils in Ontario under 5 years of agt? was 1115 ; from 5 to 21, 461,374; over '21, 420. The number between 7 and 13 who were reported as not attending school was 6230. The average daily attendance divided by the legal teaching days of the year was 221,861, or only 48 per cent. It is to be observed that in Ontario, as in J-Jritain, there is a wide disparity between the attendance of the children in rural and urban schools. The circumstances of [»ublic scliools situate in the cities and towns, and these in rural districts, diifer in this, that in the latter there are two classes of pupils — the elder, who chielly attend during the winter months, and the younger, in the warmer seasons. The average attendance accordingly shows this contrast : — Attendants in Cities ,, ,, 'J'owiis „ ,, liund Districts 60 per cent. 5G 44 »> The proportions in the Vfirious stl Towns ..... 123 Cities ..... ],')•) Females. £53 57 73 The progress which has been made since 1844 will from the following tabular statement, which includes th of the jiublic schools and Roman Catliolic separate Ontario for the last forty years : — 1844. 50(),or)5 (1842) 2,G10 183,539 9G,750 Population of Ontario - • 'Number of Schools . . . - School Population between the ages of 5 and 1() Kumber of Pupils attending School Number of Public School Teachers - - — Male ..... — Female ..... — Amount of Legislative Grant - • - £16,000 Amount of Municipal School Grant and Assessments 18,378 Trustees' Kate Bills, and other Ileceipts - 17,8(iS Total Income from all sources ... 47,24(> Paid Teachers' Salaries .... 41,371 Paid for Sites, Buildings, and lUpairs - - — Other Expenditures .... — Total Expenditure .... — Number of Schoolliouses reported J e+''°' E-k — The Ontario School Prograaime. The programme of studies prescribed for public schools is arranged for four classes, and includes reading, spelling, writing, arithmetic, drawing, geography, music, grammar and composi- tion, object lessons at all stages, and history which is begun in the third class. The complete programme will be found in the Appendix, page 222. Although a formal curnciilum is thus set forth, it is arranged that the programme of studies shall be followed by the teacher " as far as the circumstances of the school will permit ; " but any be evident e statistics schools of 1884 1,913,400 (18S0) 5,316 471,287 406,917 7,085 2,789 4,296 £53,417 535,144 209,489 798,044 459,205 193,420 3,548 056,173 2,954 2,390 The Dominion of Canada. 19 work, :35 ::n lis 118 120 (;2» 28-t 085 ihers in ;niales. £-.3 57 73 . cvulent statistics ihools of 188-i 1,913, 4G0 (1880) 5,316 471,"i87 406,917 7,085 2,789 4,206 £53,417 535,144 209,489 798,044 459,205 193,420 3,548 056,173 2,954 2,390 scLools is g, writing, composi- is begun iuntl in the is arranged the teacher ;" but any inotlifications cleractise(l, not only during recess, but during school hours. Accuracy and promptness should characterise every movement. In addition, the boys should be formed into com])anies and taught the usual squad and company drill, and the girls should be exercised in calisthenics. No course of Moral Instruction is prescribed. The teacher is ex- pected, however, by his i)ersonal example, as well as by the exercise of his authority and by instruction, to imbue every ])upil with respect for tho.se moral obligations which underlie a well-formed character. Resi)ect for those in authority and for the aged, courtesy, true manliness, reverence, truthfulness, honesty, etc., can best be inculcated as the occasion arises for referring to tliem. The religious exercises of the Kchool must bo conducted without haste, and with the utmost reverence and decorum. In rural schools the subject of Agriculture should occnpv a pro- minent place, such points being considered as— the nature of the soil ; how plants grow and what they feed upon ; how fVirma are beautified and cultivated ; the value of shade trees ; what trees to plant, and when to plant them ; the relation of agriculture to other pursuits ; the effect of climate on the pursuits of a people. Poetical selections on rural pursuits, talks on botany and natural history, should form part of the instruction of every Friday afternoon. Specimens op School Work. It remains to be said that there have been in the Canadian Education Court no less than 1273 articles in connection with the work of the public schools. These were arranged and classified by Dr. May, under whose guidance we made a careful survey of selected specimens which have been sent over as fair examples of the daily outcome of the normal and model schools, the public and r 20 The Schools of Greater Britain. Iiigli Hcliools, un*l tilt; collR<];iutn iuHtitittes. These indudn thn approved text-books, .speciinenH of Hciiool furniture imd fittings, pbotogniplis of forty-four schools and colleges (which show tib onc<* the architecture and the lil»crality of the Government in their erection), kindergarten material, globes, maps, and charts, portrait luists of distinguisheil Canadians, portraits of Indians, models and n|)paratus for teaching anatomy, physiology, zoology, botany, and physics, and last, but not least, the specimcMis of the pupils' work. The kindergarten work is excellent of its kind, and shows the results of the traitiing in the provincial model school, Toronto, and of the public schools of the same city. From 5.'il6 schools there has been sent a varied and excellent collection which rej)resent8 the ordinary work done by children from seven to fourteiju years of age in the following departments: — Wrillnf): Specimens of goner.al work of 41G,.'»8S pupils. Aritliinrlic : do. 4'2'2,07<) , and, althon;,'h showing considerable skill, are scarcely a fair e.Kampl(! of the improvement which can be made in a full session. Wo can speak favourably of the specimens which were placed before us by Dr. May. In all the departments of school work which wo have specified there are excellent examples of what can be accomplislied in the free institutions of a country which has not yet resorted to the degradation of its schools by the infliction of percentages or the illusory payment by the pass. ooks ill itai'io in jlements ider the e publia O'Brien iacher of it of the n cents, will be reehand it lines, simple mentary special round a large as a new percep- le ing been itroduces models are con- chiefly teachers is not ggestions dictation TiiK Training of Teaciieus in O.ntaiuo. The means of training young men nnd women as teachers are abundant and efl'ective in Ontario. The earliest form of training institution was the County Model Schools. The establishment of this very valuable portion of the educational system of the province dates as far Itack as the year 1843. By referring to the first School Act for Ui)per Canada, passed in that year, wo find that the r)7th section declares: — "That it shall and nuiy be lawful for the Court Wardens of any county in Upj)er Canada ... to raise and levy by county rate a sum not exceeding ,£200, and to appro- priate and expend the same for the maintenance of one or more ' County Model Schools,' within such county, and to constitute, by by-law or by-laws, to that edect, any Township, Town, or City School or Schools within the county, to bo for any term not less than one year, such County Model School or Schools, etc." The 66th section of the same Act declares: — "That in every such Township, Town, or City Model School, gratuitous instruction shall be given to teachers of Common Schools." The School Act of 1846 provided for the estal)lishment of District Model Schools in which " instruction shall be afforded to all teachers of Common Schools within the district." They were thus Normal Schools in miniature, for the persons under instruction were already teachers. In 1850, when the whole machinery of the school system was revised and reorganised, the Act provided for the establishment and maintenance of Township Model Schools in place of County ones. They were not very successful at the outset, for while it was easy to provide Model Schoolhouses it was not so simple a matter to find the model teachers to control them. As the status and qualifications of the superintendents, who were subsequently styled Inspectors, as organisers and practical judges of scholastic efficiency, improved, so also were the schools raised to a higher degree of excellence. At last the time came when the Model School system could be once again put into operation. In the iZZB 22 The Schools of Grvafcr Bvitaiu. year 1S77 tlin Sclionl Act directod, tlint ut UnihI one Hchool in etirli county hIiouM \w Hi't upiirt by tlio County Doiinl of Kxii- iiiinors. as a Cininty ^^o(l«•l School for tli(( ti-iiiiiiii;^ of (.Miulidatca for Tliiitl »'la.Hs 'rcu-licrH' ccrtilicatr's. Tlio (Joiinty (Jcmncil was ri;tj\iiit'lic school. 4. A sepaiate room for Model School purposes nnist he provided. 5. An assistant nnist Ito em- ployed to relieves the princiiial of his public school work at least half the day, while tli(! Model School is in .session. The course of study emhiaces the following: — I. Principles of JUdncation. — School organisation, management, discipline, methods of instruction, and practice in teaching. After proper instruction and examples in methods, each teacher-in-training is required to ajtply the methods extMupliHcd (re) by using his fellow-students as a class; {b) by teaching a class of pupils — say ten or twelve — before the principal or some other competent critic; (c) by teach- ing in tlu; several divisions of the school. II. Physioloyij ami lllljienc. — (a) Laws of health, temperance, cleanliness, hours of study, rest, recreation, and sleep, [b) Heating and ventilation of the school-room, (c) Functions of the brain, eye, stomach, heart, and lungs. III. Music. IV". School Law. V. lleview of Xon- proj'essional Woi'/c. There are at present fifty-two of these schools, and their condition mav be understood from the following statistics : — Nimiber of Studenta on Itoll, ... . . 1305 Males, 5-20 Feiuivles 765 Kumbor wlio withdrew during the term, ... 21 KuMiber who passed Final Exaniinatioa, .... 120.'? Males, ... 4(i7 Females, T.i6 Number that failed, 81 Number of Lectures on Education 14(»7 ,, iSchool Law, .... 500 „ Hygiene 93G Lessons tauglit by each Student, . . . 1559 Dejjartments used, 340 Assistants with the required qualifications, . 253 » » There are also the Provincial Normal and Model Schools, situated at Toronto and Ottawa, which are intended as training and practice schools for candidates for second-class certificates. There are two sessions in each year, and the average attendance at each school is 100 for each session. The course of study includes : — I. Education : 1. History of Education j 2. Science of I Tlic Dominion of Canada. i>3 hool ill )f Kxii- cil Wl»8 within or |)aid J grant; ions : — !VtO, iltul teiicluj!-. md-oliiss liretl lor •r iModel t 1)0 om- jit least ,ci\)lM of methods struction juired to iidents as twelve — by teach - loijij awl hours of iiatiou of ch, heart, of Xon- schools, following 1305 510 785 21 1203 407 73G 81 14()7 500 93G 1559 340 253 1 Schools, ^ training lertiticates. attendance of study Science of l')diir;uti(>ii ; ."{. Priiiciplos mid Pnictiei' of 'r«'iicliiiii,' ; 4. School nr^rtiiiisiition aiul Scliouj ManH;,'fiiit'nt. II. Kn^^lisli Liini^iin^o and l.itfratiir.'. Til. Ilvyiciio. IV. ( 'in'inislj y. V. IMiysios : I. Went; 2. M.u'ht ; ;5. Kl-rtiicity. VI. WnUin. VI I. Zoi.lony. VIII. I>niwiiiif. IX. Vocal Mnsic. X. Calistlicnics. XI. MilitMiy Diill. XII. .Mt'thod : How to teach tlit^ didcrcnt sultjccts «»n llic ])ioi;ianini<' for puhlic schools. XIII. Tiactico in Mod(d Sciioiils. At the; doso of each session out* of the lii.ijli school ins|H3ctois, and associates named hy thn department, conduct th(! I'rofessioiial Ivvamiiiation. 'I'ho model selioojs iiro adjuncts to tin- noiiiial .schools, iiiid are u.sed as practice .schools for the tpachers in tiainintj. The course of study is in harmony with that of tin; puhlic schools. After the studt^nts in the normal schools have oliserved tiie ujethods employed in the nuxUd scliools, and have, in tiie pr(;scnc(! of tlu? masters, handled classes formed anion;,' tlnansclves, they are detailed to ])erform similar work in the mod(l schools under the immediate direction and criticism of the rei,Milar teacheis. From the ntports emanatin<{ from the head teachers o '.,'ie.se schools, and from those of thidr assistants in the normal schtuds, the principals of the nornuvl schools frames their report as to the candidate's qualifications to receive a permanent certificate of the second class. Tin; following statistics are for the year iJ^IStj : — Namb or School. When K.stiit)- lUhud. Number of Teaclicrs. Number inl>(ir, 1885, wliicli wuh tlio lirst liulii mulor tl»« now r<'{j[ulii(i<)nH, i'ohuIUmI uh follows : — Assist ftiit lli^'li Scliool Mfistcrs, ..... *1'\ l'"iisti'liiss riil)li(! SfliodI 'rc'iclmrH, ..... 10 Still rui'tlicr, to l|> Min t.(^iu;iit'r.s np to )i i^ood profcHHioniil lovcl alYiM" tiioy Imvo rntcrod on the work of tlu'ir profoHsiou, tln^y !»r<< jj;iUlK'ro(l loyctlu'r, from tinio t.o finir, in wliiil. an^ known mh '* Tciirl iocs' Inslitnltsa." Ono of tluvso is formed in v\\v\\ coiintv or ins|)(>ctoral division, liiivinu; for its ol»j<'ct tlio rcadinju; of impcrs and tlu' discussiuij of nuittris tliat have a piactif'al bcarini; on tho ilniiy workin;^ of tlu^ sflidol-room. Tlio Minister of Mdneation apportions (o eaeh institute tlio sum of £r), and tlu^ Mnni<;ipal Couneil pays tlio sanio amount. 'I'liero \\xv a Pi'csident, Vioo- President, iind Secn'tary-Treasun'r. Those, to^t^tlier with u (!oni- mittee of i\lanti;;ement composed of live meudiers, iii'o olected ainiually. Kacli institute nu^'ts at least onee a. yeai* for the eleelion of oflieers, and the discission of such nuitters as may be suhmittod hy the (\)nimittee. The lOducation Department, aftc^r consultation with the Ins|)ect«)r, arnui^es the time and th(^ place of nu'ctiufij. A copy of tho programme of proceodinf Kducation. -./««. Payne. .'{. The Action of KxauiinatioiiH. — //. Latham. 4. >chool Management. — ./fw. Landau. 5. Teaclierfi' Manual and .Method of ( Uganisation. — li. liobinson. 0. Culture demanded by Motlcrn Ijfe. — K L. YuumanH. First Class Ttachers.— l. r«yeliology. — Sully. 2. (ireck Kducation. — Mahaffy. I^. Ui.story of redn^'o;;y. Jladmnn. 4. Mental I'hysiology. — Carpenter. 6. Education and Educators. — Kay. 6. The Schoolmaster. — Aitcham. There are local associations of the teachers, also, fr)r the purpose of comparing notes on professional subjects of difficulty. In January, 18G1, about 120 delegates frou» the teachers of the pro- vince met in Toronto to establish among Canadian teachcTs an asso- ciation somewhat similar to the N. U. E. T., or the Educational Institute of Scotland. Th(? obj(;cts of the association were : Ist, To secure the general adojjtion of the most approved systems of imparting instruction ; 2nd, To secure the improvement of the text-books, or adojttion of others more suitable to the wants of the connrumity ; .'rd, To enlarge the views of teachers and stimulate their exertions for the advancemimt and diffusion of knowledge ; 4th, To encourage the frequent interchange of ideas and kindly intercourse among the mendjers of the profession throughout the country. About ten yeais after its foi-mation, a union with the "Ontario Grammar School Masters' Association" took place. As the result of this union, the association resolved itself into three sections : The High School Section ; the Inspectors' Section ; and the Public School Teacher.s' section. The association has a president ; six vice-presidents ; a recording secretary ; a corres- ponding secretary ; five councillors ; and one delegate from each branch association. Each of the three sections has a standing committee, which brings before the annual meeting of the asso- ciation a written report on the bubject or subjects upon which it was api)ointed to deliberate. w i 26 T/ic Schools of Greater Britain. CLAssroAL Schools. In 1707 the loiTislatiiro of Upjfcr Canada nicMnoi-ialised (j!oorj^(! III., soliciting; a grant of land foi- \\w ondownu'iifc of a Gnunniar Sclioul in oaoli district and a Univcryity for the wliolo province. A favonrablo reply wiis rocoived, and in tlio despatcli to that ellect it was spocilied that tlio Grammar Schools to he estahlished wero to he free. Vai'ioiis recummondations were mad(^ from time to tinu! as to tho means of their support. In 1801) a temporary Act was pa.s.sed by tht^ provincial bgislaturo (made permanent in 1808) estal)lishing a classical and mathema- tical or ]>nl)lic .school in each of the eight districts into which Upper Canada was then divided, and granting tho sum of iilOO per school as tho yearly stipend of \\w nnistei", who was to he appointed by tin; governor on the nomination of the trustees. Tn 1819 annual examinations wei'o instituted ; a report was to bo sent to tli(^ governor ; and ten common school pupils had to be educated free of charge. If the number of pu')ils did not exceed ten, the teacher's allowance was reduced to .£;")(). In 1831 the House of Assembly reconunendeil an annual giant of .fi-ljlrOO for the support of eleven free grammar schools. In 1839 the district schools were converted into grammar schools ; and 250,000 acres of C'rown huids were set aside as a pei-manent endowment. On condition of the inhabitants raising an etpial sum, .£200 was granted for the ei-ection of the grammar school in each district ; also £100 to (>ach of four other grammar schools, situated at least six miles from the county town, and attended by sixty pupils. In 1871 furtlu>r legislation took place for the benefit of these schools. With a view to recognise the exi:;tence of a superior class of high schools, and to encourage their multiplication, the following important provision was inserted in the Act, viz. : — " Whereas it is ilosirable to encourage the establishment of superior classieal schools, it sliall be lawful for the Lientenant-Oovernor in Council to confer upon any liiizh school, in which not less than four masters are fully employed in teaoliing the subjects of tlic prescribed curriculum, and in which tlie daily average of male pupils studying the Latin or Greek language sliall not be k'^^s tlian .sixty, the name collegiate institute ; and towards the support of such collegiate institute it shall be lawful for the Lieiitenant-t^overnor in Council to authorise the payment of an adtlitional suni, at the rate of, and not exceeding, seven hundred and fifty dollars per annum, out of the Superior Eihication Fund, provided under the authority of the tenth section ot the Consolidated Grammar School Act, passed in the twenty-second year of He Majesty's reign, and chaptered sixty-three ; provided, that if in any year tlie average of pupils above described shall fall below sixty, or tiie number of masters be less than four, the additional grant shall cease for that year ; and if the said average shall continue to be less than .sixty, or the number of masters less than four, for two successive years, the institution shall forfeit the name und privileges of a collegiate institute, until restored by the Lieutenant-Governor in Council under the conditions provided by this section." In 1874: a clause was introduced into the " High Schools Act" requiring candidates lor heud-iuasterships to present evidence of The Dominion of Cmtada. 27 •iiilised loiit of or tlio ill tlio Schools (liitioiis upport. islaturo ithoma- 1 Avhich >f £100 ,s to l)e ;es. In IS to 1)0 il to lie t exceed 831 the t,-U)0 for 3 district 00 acres jut. On 200 was vlistrict ; Aiated at by sixty of these siiperior ition, the iz. : — f superior in Council lasters are uluni, and or Greek itute ; and ful for the additional dollars per authority passed in xty-three ; ribed shall additional continue to for two ileges of » in Council lools Act" ,'ideuce of their knowledije of the science and art of teacliini,', and of the management and .liscipline of schools. An allovvanco (»f .£10 a year was made to such schools as were aide to give their pupils a courses of elementary military instruction. In 1879 the municipal grant was made equal to the legislative grant. In 1885 the legislative grant was apportioned on (I) the basis of salaries pai(l to'^masters and assistants; (l*) on character and e(iuipments of school buildings and appendages ; (3) on average attendance. The.se schools, like the pid)lic schools, arc; open to [)Upils of both sexes who can pass an entiauce exandnation based on the fourth- class work of tiie public schools, «!xceptiiig music, business forms, and book-keeping. They an^ intended to furnish a higher English, or a classical coui-se with modern languages, so that the pupils may bc^ fitted to ])a.ss the matriculation examination of any of the universities of Ontario, to enter Imsiness, or to pass the teacher's non-professional exandnation. The following statistics will show their number and the rate at which they have been progressing in Ontario since 1851 : — 1854. 1884. Popidation 1)50, i")! I,913,4fi0 No. of Schools ........ (i4 lOG No. of Pupils attending Schools .... 4,287 12,.S37 No. of High Selirol Teachers m .358 Amount of LeL;isl;itivo (Iraiit . . . , . £4,.SSS £17,040 Amount of Municipal School (jrants and Assessments . ;i,r)00 44,1. 34 Other Receipts ........ 2,:i_>4 20,4J0 Total Income from all sources ..... 10,'.>12 81,504 Paid Masters' Salaries 8,700 50,555 Paid for Sites, Jiuildings, and Pvepairs 080 0,803 Other Expenditures ....... '-'8 13.723 Total Expenditures 9,408 77,180 No. otschooi-houses j ^\';;,';'J^;j5,..;.i^ ; ; ; 28 6 100 Higher Schools and Colleges. The High School Act, pa.ssed in 1885, contains the following provision in regard to Collegiate Institutes, viz. : — On the Keporb of the Minister of Education, and subject to the regulations of the Education Department, any High School having — (1) Suitable school buildings, out-buildings, grounds and appliances for physical training ; (2) Library, containing standard books of reference bearing on the subjects of the pi-ogramme ; (3) Laboratory, with all necessary chemicals, antl ai)paratus for teaching the Elements of Sciences ; (4) Four Masters at least, each of whom shall be specially qualil'ed to give instruction in one of the following de- partments : Classics, Mathematics, Natural Science and Modern Languages, including English ; (5) Such other assistants as will secure thorough instruction in all the subjects in the curriculum w I ' li lii 28 T/ie Schooh of Greater Britain. of stiulies for the time being sanctioned by the Education Depart- ment for Collegiate Institutea The educational system of Ontario inchides also the Universit}' of Toronto, with an annual income of £15,1300, of which £1,600 is deriv«'d from fees and £13,000 from endowments. The University of Toronto and University College constitute the Provincial University. The University was originally estab- lished by Royal Charter in 1827, under tlie title of King's College ; the I'resident being roqtiired to be a clergyman of the United t'hurch of England and Ireland, and the government was vested in the "College Council," composed of tlie Chancellur and the President, and of seven of the Professors, membeis of the Estal)- lished Church, but no religious test or qualitication was to be required of students, or adnussion to any degree in any Art or Faculty, excepting in Divinity. In consequence of a feeling of discontent engendered by its exclusive character, the Charter was amended in 1834, and it was provided tiiat in future the president need not be an incumbent of an ecclesiastical ollico, nor need any meniber of the Council, nor any Professor, be a member of the Church of England, and no religious test was required of students. The institution was inaugurated and the first students admitted in 1843, and the first Convocation was held in 1844. The functions of the University comprise the examinations of candidates for standing, scholarships and degrees in the several Faculties. It prescribes the curriculum of study, and appoints the examiners and conducts the respective examinations ; it also maintains a library and museum. The legislature of the Province, in, 1884, passed the following resolution on the subject of co-education, viz. : — " That inasmuch as the Senate of tlie Provincial University, hav- ing for several years admitted women to the University examina- tions and class lists, and inasmuch as a considerable iiumber of women have availed themselves of the privilege, but labour under the disadvantage of not having access to any institution which aflfords tuition necessaiy in the higher years in tlie course ; in the opinion of this House provision should be made for that purpose as early as practicable in connection with University College." This has since been done. The work of instruction is performed by University College through its Professors and Lecturers. This College and the University are maintained out of the common endowment of the Provincial University, which is administered by the Bursai''s Department, under the control of the Lieutenant- Governor in Council. Universi^-y College is governed by a Council composed of the President and Professors. The following chairs have been established in the College, namely : — Classical literature, logic and rhetoric, mathematics and natural philosophy, chemistry and experimental philosophy, history and English literature, miner- alogy and geology, metaphysics and ethics, meteorology and natural history, and lectureships on Oriental literature, in German and French. The course of instruction follows that prescribed by the curriculum of the University of Toronto, and involves four .™ ' The Dominion of Canada. 29 )epart- versit}' ,600 is istitntc yr i'Stllb- JoUege ; United 3 vested and the ! Estal)- s to V)e ' Art or ;eling of iter was resident leed any sr of the students. iiiitted in functions dates for Ities. It iners and a library )4, passed viz. : — • sity, hav- examina- lumber of our under on which ie ; in the purpose College." performed ers. This J common listered by ieutenant- a Council ing chairs literature, chemistry are, miner- ,ud natural Bivman and scribed by olves four academic yejira, each consisting of two terms. The students are recjuired to i)ass a matriculation examination before being recog- nised as regular students of the University, or entitled to its defrees. They are required to pass annual examinations in the Univeisity, so as to gain standing year by year, as well as for the jiarticular degrees. Students who are not matriculated may attend lectures in the diHerent departments. The junior matriculation examination is prescribed by the Univt^rsity Statutes. 'J'hero are nine professors and sixteen tutors or lecturers. Last year the students in arts were ."00. and in special subjects 01. 'J'echnical education, it is needless to say, is not neglected, and ample provision is niiide by means of tlus School of Practical Science, the Ontario School of Art, and the Agricidtural College. Both in science and art these institutions provide a liberal course of instruction by tlioroughly qualitied teachers, and the outcome of their studies was made manifest in the recent educational col- lection at South Kensington, In 1849 an Act was assented to, granting £5(iO ])er annum for the establishment and support of a school of art and design for Upper Canada. This fund was allowed to accumulate for several years, and, together with special grants, was expended in the purchase of a collection of objects of art, which gradually increased so much in size that it became necessary to erect new school buildings, and devote all the lecture- rooms, etc., of the original Normal school building to the purposes of the museum. 'J'lie original plan of having a school of art and design was not carried out until 1882. In the meantime the museum was thrown ojjcn free to the i)ublic every day except Sun- days, and students fiom the city having art tastes have the ))rivi- lege of co]>ying fi'om the paintings, statuary, etc. As an indirect aid to art tiie museum has been very valuable, and the students of the Ontario School of Art have access to its examples for the pur- ])oses of study. Art schools have been established in Hamilton, Kingston, London, and Ottawa ; in addition, about 100 branch art schools, for the study of industrial drawing, have l)eon estab- lished at mechanics' institutes, etc. All these institutions are liberally assisted by the Government. Drawing classes are also conducted during the summer holidays for the training of school teachers. In 1885 they were attended by 16,259 members, giving an average of 138 for each institute. Simultaneous examinations 'Axv. held throughout the whole province. The examination papers are sent from the Education Department, and the examinations conducted by presiding examiners appointed by the Minister of Education. At the close of the examinations the papers are returned to the department to be examined by a committee from different parts of the jn-ovince appointed for that purpose. Mechanics' institutes receive from the Government two dollars for every dollar expended up to the sum of four hundred dollars per annum. In 1885, 147 institutes were in existence, with an expen- ditine of £23,600, The sum of .£20 is allowed to each institute conducting drawing classes. Examinations are held at the end of t lipr tMTiitmini 11 lil i , .,::!• 1 M 1 iilli ! 1 30 T/ie Schools of Greater Britain. each term, nml lifty uiecliaiiics* institute.s lield t'Xiiininiitions in drawing on 1st Marcli, 188G. Tlie specimens of work which liave heen sent from tlieso institiites will be found in every way credit- able, and, considering tlio comparatively slioi-t time during which the schools of art have b(?en in o[)eration, their output, also, must be considered highly satisfactory. The Ontario Agricultural College and Experimental Farm, established in 1874, is situated near the City of Guelpli, in the centre of an extensive agricultural and noted stock-raising district. The Farm consists of 550 acres, about 4U0 of which an; clcareil. It is composed of almost every variety of soil, and consequently is well suited for the purpose of exjK'rimental farming. Its objects arc : — (1) To give ractice and theory of husbandry to young men of tlie i)rovince eng,igc'(l in, or intend- ing to engage in, agricultural or horticultural pursuits ; and (2) to conduct experiments tending to the solution of questions of material interest to the agriculturists of the province, and to publish the results from time to time. The Matriculation subjects are as follows : — Reading, Writing and Dictation, English Grammar, Arithmetic, — to the end of Simple Proj)ortion ; the outlines of General Geography, and the Geography of Canada. The Tuition Fees are as follows : — Residents in Ontario, with one year's apprenticeship, &\ a vi'ar; without the ap})renticeship, .£G. Non-resident, with one year's api)renticeship, j^lO; without apprenticeshii>, £20 for the tirst y«!ar, and £10 for the second. Tlie charge for board, etc., is 10s. Gd. per week, washing extra. All regular students are required to work in the outsiile depart- ments — farm, live stock, garden, car])enter shop, and exjierinients, during the afternoon of every alternate day; and for one hour in the morning in the live stock department. This labour is paid fur at a rate per hour, tixed by the Farm Superintendent, and tho payments are credited on board accounts. The Deaf axd Dumb. Ontario has done wisely in regard to the di af and dumb. lu 18GG the Rev. Dr. Ryerson, Chief Superintendent of Education, was directed by the Government to make an educational tour in foreign countries, during which he was to collect infoiination, etc., respecting schools for the deaf and dumb and the blind, as the Government contemplated establishing such schools in both Upper and Lower Canada, and an a]>propriation of £1G,000 had been voted by Parliament in 1854 lor the erection of schools for the educating conjointly of mutes and the blind. Four years later, on the 20th of October, IcTC, the Ontario Institution for the Education and Instruction of the Deaf and Dumb was opened at Belleville. During the first year 107 pupils were admitted, of which number 62 had not attended any school for the deaf and dumb. The institution is open to all deaf mutes from seven to twenty yeai-s of age, who are not deficient in intellect and are free from contagious The Dominion of Canada. 31 ons in ;h liave credit- ; which .;X u, niuat V-' Farm, . i'*. in thi) Llistrict. ch'iirt'il. cntly is objects theory iuteiul- aud (2) itions of -V. uiul to subjects ram mar, tliues of •io, with iticeship, without J second. * ig extra. J depart- erimeuts, 1 hour in 1 s paid for T and tho umb. In 'Alucation, 1 tour in ition, etc., d, as the otli Upper had been Is for the s later, on Education Belleville. ;h number nnb. The ty years of contagious disease. The period of instruction, exce[)t in special cases, is limited to seven years. No charge is made for tuition and instruc- tion, but parents who are able to do so are charged .£10 a year, while non-provincial pupils are admitted for £2.) a year. Tiie courso of instruction is both scholastic and industrial. In the former the work is, on the whole, analogous to that done in the public schools of the ])rovince, due allowance being made fordili'er- ence, not so much in tlie mental capacity of the pupils as in the difficulty of teaching the subjects. The modes of instruction em- jiloyed are the manual alj)habet, signs, writing, and articulation or visible sjjeech. In fact, the system may be termed the "combined system," and it has been found to be most practical and productive of useful results. The pupils are ui-ged to use " articulation" instead of " signs," whenever it is possible to do so, and the greatest ])ains are taken to train them to express their thoughts in written words, accuratidy used and spelt. The yearly examination of the pujiils is undertaken l>y exp(!rienced masters from the Normal School. From the reports laid before Parliament it is pleasing to loarn that the intiu-ests of these " children of silence" are so faithfully and earnestly ministered to. In the Industrial Department both classes are provided with instruction and work. The boys are instructed in cabinet-making, cirpenter- ing, shoemaking, and tailoring ; while the girls are taught to .sew, to make dresses, to do fancy work, and are trained in household duties. Since the institution was opened in 1870 not fewer than 700 have enjoyed its benefits. The Blind. The blind also have received due attention at the hands of the Government. An institution for their benefit was (established at Brautford, in the year 1872, for the education and training of ths blind youths of the province, between the ages of seven and twenty-one yeai's, who are not disqualified through disease or mental incapacity. It is intended to be sujjplemeutarv to the public school system of the province, and admits those whose sight is so defective or impaired as to prevent them from receiving education by the ordinary methods. It is not necessary, there- fore, that a youth should be totally blind in order to be entitled to the benefits of the institution. The pupil is taught arithmetic, grammar, geograjjhy, reading, writing, and, at a more advanced stage, English literature and history. He is instructed in the use and form of common objects, in natural history and physiology, and sometimes popular chemistry is also taught. In many of these subjects pupils attain a high degree of proficiency. Reading is taught by the use of embossed type traced by the fingers; writing with the aid of a grooved card, which acts as a guide to the hand; geography by the agency of dissected maps; natural history by- handling models or stuffed specimens of birds, animals, or fishes. A system known as the Point Print Cypher, written with the pr 32 ■111 ■^'iiiiii m The Schools of Gi-catur Britain. iiSHiHtanco of a stylus iiiul u l)i-aHs guitle, is iiHed for cori'osponilence, for iniiHic! writinj,', and for copying books and docunionts. Con- currently with tills conrsi; the pupil is, wiioro his ability justifies it, introduwd to \\w. study of music, including lessons on either the pianoforte, organ, or violin, or on more than one of those instru- ments, if a special talent be exhibited. Where the voice is susceptible of successful cultivation, tlm pujul receives careful in- struction in vocal music. Advanced music pupils are also instructed thoroughly in harmony, counterpoint, and the theory of music. If a iiialt; pupil possesses a correct ear and other (puilitica- tions likely to fit him for the business of a pianoforte! tuner, he enters the tuning class and receives a regular coiu-se of instruction in that branch of trjiiniiig. On graduating froju the tuning class, the ])Mpil r(!ceives a complete outlit of tools valucMl at about JiO. With male pupils, whoso cirvumstances retpiire them to pursue an industrial calling, the willow shop, where chair and basket-making are taught under a compiitent trades instructor, is the usual resource. In four or five sessions an intelligent youth may graduate as a competent workman, (juite able to «'arn a comfortable living by his own industry. If his record is good, the willow shop graduate, on leaving, receives an outfit of tools, models, and matca'ial worth from £1(5 to £20. Of the female pupils, all are instructed in hand- sewing, hand-knitting, and the use, with all their respective attachments, of the sewing and knitting machine. In the sewing- room apt pujiiis readily (lualify themselves for undertaking almost any ordinary deiscri))tioii of needlework, and some for cutting out work. In the knitting branch the knitting machine atlbrds to many, after leaving the institution, a means of providing their own income. MiSCKLLANEOUS. In addition to those schools which are maintained at the public expense, there are other institutions which are not under pro- vincial control. These include five universities — (1) Victoria (Wesleyan), at Cobourg, with ten i)rofessors and 449 students ; (:J) Queen's (Presbyterian), at Kingston, with ten professors and 354 students ; (.5) Trinity College (Church of England), at Toronto, with six professors and 250 students, including eight women ; (4) llonuin Catholic College at Ottawa, with twenty-two professors and lecturers and 500 students, arranged as commercial (300), classical (170), and theological (30) ; and (5) Western University at London. Of theological colleges there are six, and of classical colleges there are three, with an aggregate attendance of above 500 pupils. Of ladies' colleges there are nineteen, and the photographs of some of these in the exhibition show that they are spacious and suitable buildings. The medical colleges and schools are eight in number, and are attended by about a thousand students. Quite recently it has been announced that " a business college " will be opened in Liverpool, but the idea is not a # Pi- rn. The Dominion of Canada. 33 )ntlence, I. Con- justities tluu" the ) instru- voico is refill in- iro 111 HO theory of iiualilicii- uner, lio striictioii ing cliiHH, bout £G. )ur8ue an ;t-inaking reisoiu'ce. late as a ing by liis uluate, oil rorth from in baiul- respective lie Hiiwing- ins almost itting out artbids to (ling tbeii- the public under pro- Victoria students ; essors and land), at ding eight wenty-two ommercial Western re six, and attendance leteen, and { that they )lleges and about a a business is not a new one, for the Dotniiiidu of C'luuida has already founded niMiiy such schools. There was a time in our own country when "the c(>miiH'r(;ial Hcademy '' was ii name not unknown, although too frefjuentiy a misnomer. In Ontario tlnise colleges are all conduct((d upon a similar l»asis, and pursue sonuiwhafc amilogouH cnur.ses, tliough thesi; an; possil'ly more varied in some collegf's than in others. The following d(!tails of subjects taught will give an idea of the work carried on : — Spelling, dictation, business arithuKitic, mental arithmetic, penmanship, business (;orres- pondencc!, business paper, commercial law, book-keeping, business iviii.ornial ,, ,, Universities, Totals, !G2,9()8 21,984 42,983 7,2.^3 1,539 38(> 1,013 I80,0(i:j 29,451 38,3(il 7,109 1,701) 284 1,125 238,126 258,099 School Fkks. The schools of Quebec are not free, but are maintained by a combination of the means of parents, localities, and the State. Parents must pay a fee of not more than Is. 8d. per month. The ordinary amount may be diminished (at the discretion of what, for convenience sake, we may call the managers) according to the The Dominion oj Canada, 37 nn'iiiiH of the piirontH, the ajjo of ilif cliildri'ii, and th • course of iiistniction, lull not \wm tliiiii l2^tl. |M>r niontli. Tli<> foes may 1)0 liij^hcM' in model hcIiooIh. Tlicy wvv not jMiyaldo exoopt for «aoh • hild of from Hcvon to fuintuen years of aj^r, !nit cliildntn botwcon ihc iiijoK of tivt) and HJxtfon yoarH havo a ii<,'lit to ii(,U>ud scliool upon payment of tli(! usual monthly fees. Kits cannot, ho exactoil (l)fi'om parents wlio an- paupers; (2) for insane, deaf, or du nib ohihli'en; (li) from persi is whose children are nnahle to attend school from serious and prolonged illness; nor (I) for chililren who are ultsent from the school municipal itv for tln-ir (iducation. From sevivn to fourteen the children are hound to attend, and if the fees are not j)aid, tla^y can Ikj rccovenjd by well-delined lei^al process. It is arian;j;t'/\ of (tf(iifi'r Ih itaiu i TIh' r«ill (lit> i|it:ililiils in mlililjoii l.o (lie loi't'^oin^, tho iioi|uinMnoiilM lu'ccs;;!) v (o outiltio (licm (<» loiicli ^ituiiiiiiir, tlio MMillVMS of I III' |>tll'(H of H|l(HVll, lll'il ll llll'l it< ill llll '\in Itl'tllU'llOH, ltooiJvrr|iiiii;.!;('ov;i!i|tliy. lln> uno ol' (lie i^IoIiom, iiiiour diiiwiii^, iJic olniKMils ol iinMisiir.'ilion lutil ('oiii|iosilioii. Vol [\\o (I'lU'lioi'H ol' Ai'iiiicnni's ImhiiIcm IIio <|nalili)'itl ioiiH ii' i^ninvl for |>:>n' (lioir .scIioIuvm Ioc (lie h.hmo ; imd lor nidi y;ni(lo ol' soholius. siu'li odior (Hiiililicalioiis ms iiimv Ih' riMpiinMl liy i,'M Mu\ i"«\i|in>vi'il liy (lio |jiiiiaiit. < Joscniur in rounoil. l>i|'lon»a.s aro :;iauli'il Ity ii Itoaiil ol' (>.\aiiiiuor.s naiiUMJ l>y tho (io\(>nuiion(. TluMH* aiv t!in>i' \m)tii/ Sr.'Khi'a flio l,:i\al ami .lanjiioH ('artiiT lor Koinan Calholii's. aiui (ho M'(Jill loi- i'rod'slanls, 'I'lio conrHo of stiiilii's. wliioh oMimiiIn ovor (hno vcars in (ho.so hoIiooIm, in suoh as is voiiuiroil to m.alily loaclioiN (o pass Iho oxaniinalionH, snl>joo( tilso (o (ho niios aiul ros;\ilatioiis ailoplod Ity l.ln« ('Oiinoil ol" rubliv Instnu'lion, iinil appiovod liy lii(> JiionliMiitnl, (lovcnioi- in t\MimMl. I'nloss (ho (oaohtM's ho duly oiM'dlitMd'd. "(ho inland'" I'loiii tlio lio\ovnn\on( may l>o wilhhold. Imi( (Inio is a vory w ido inai:j;in l»y >vhioh o(hots (han duly (lainod d'ailiors lan lu< omploy*'d, " I'lvory priost. ministiM-. ooolosiasdo. or piMson t'onniiii; p;ii(. of a toli^ioiis oonuuutn(y. ins(i(n(oil (or oiluoa(ional puiposos, and ovory poison of tho fomalo so\, Iumiij;' a n\iinhiM ol any rolii;;ious ooniniiini(y, shall bo in ovory o.iso o\omp( from undor^oinjn an oxaniination In^foiv tiio Hoard o\' I'Aamiiurs." Bot'ow' (ho oxaniination foi- oortilioatos (ho oandidato nuisl. pay a foo o\' t\vv> dollars to dofrax tho i-ost, and no par( of this sum is xvtuvuod if lio should tail. Tho (oaohor's oortilioat(>. diploma, or />»Yr(7. may l>o iVM>kod hy tho (."ommiKoo o\' I'uhlio Instiuotion " for aiw want of uood oonduot as (oailicr, o[' i;ood morals, oi" of intoniporato habits in tlio lioldor tlioroof " Suoli rovooation, liow- ovor. oau t^iko plioo i>nly altor a vory oaivfnl invostijfation, in which tho toaohor onjoys ovory opportunity of oloaring his ohar- actor from any ohargos whioh may bo l)rou>;ht against him. At tho ond o( two yoar •, if tho toaohor's oharaotor anil eoudujt iiro loportod as sa;ist"aotory, tho oortUicato is onoo more valid a8 before. SiiKV the formation of tiie normal schools liiplom.-.s have been granted to tho following numbers :-- Jacques C.irtic;!', 514 ; McOill, \,~bi ; Laval, l,"i>ll; with a total of 4,ii'_'U. 'I'lh' Potiinnon of iaiKnin. m Sa I, Ml I U.S. Ill M'^nnl l.o HiiliiiirH, wliilc hiiiim> linrliciH ircfivc mh iiiiiil! im .1' H>() II >'<"•"■. ''I"' r<>ll">wiii^ nil' IIm' iivciii^m- |iiiyiin'Ml.M : IIcimI iiiiml.crM in lilirH iiimI Iuwiih, C'JI*', willi ilwi'lliiii^, fiiol iiiiii lii^lil. Ilcml llliHtl'CHHI'K CI 'JO, ill IMlil'H Mini t.OWIIH, Wltll (I w«-l I i ii;^, f'lHtl iiiitl li^liL III ntiiiiliy |»li»orH, li»«ii(l iniiHlfiM l.'KtO, with (Ivvdllint^, 'im ill cilicH iiinl Iowiih, I'l |0. AMHiMliuit iiiiHlioHHcH ill cilicH midI Iuwiih, X'I". AHsiHliini iiiiihIimh ill loiiiiliv |iliici'H, i'H), wit.li (Iwflliii;^, fuel iiiiil li;^dil<. AHHiHiulll. MliHtlCMHCH III (•(lllllliy pIlKM'H, L"Ji(, WJlll iiH. In die Itomiin ('iilliolJt! hcIiooIh lliurn iii" Htni^rH lur (,|ic liiHt, ;i,iid wcond dti^ifn' ol (>lriii<il is faiiiiliariHcd with f.hrj knowlcd^'c of wordn and HiiiilcnccH, The followin;,' Hiix;,'cHtivc note deserves tlid attention of the iiiMliiM'ts who insist aiiion;^ oiiisf-lvcH that every year should see it.' ,-!!»' .ro projU'fess l>y evciy |>iij>il aecordinn' to iiijc : " 'rcaclH i . are ri-'|iieHted to .^ive ^reat .it feniioii to the Kiiltjeot ol" readiti^, >\y.\y fi.dly in the lower ;,'radeH. The [Miiijij ot'eacii ji,'ra(l(! Hhoiild r^ad tin ir t'xt hook (they uroonly refjiiirfMi to iiiaster one at a tiiim) with enf , and ho as t.o iindeistand ;.. ' ''•« an interest in what they rea 1. The work iiidicatc(l in eaf:li eoniiiin should h(! dono wliih^ the |)iii>il is niasteiinj^ the reiidi;r at the head of that coluitin. An iin;j;iad 'd Hchool with orif! teacher Hhou'd not have niorc! than four clasHes on oim^ siiiijeet. 'i'lie jiii|»ii8 of nnch a school should be taktni together in writiii;^', draw in^'. ;l>;r(f, ! 'ssons, aud music." It is to he noted that drawini; is oldiyatm y in all schools, bi't tho rcquirenients are kept, vithiii /•■asi ua 'i- oounds. In the two lower grades the ifiniireniLuts are " • rrai'.,dr. I'lies and curves, and their simpler condnnation.i ou 'A,\.\t':\ f'vui the black- board ;" while fur the higher grades the t..-,l is hr'.'teti to "drawing from flats." T'he following table shows veiv c'c^svl' taat there Las .-■.*■ - '.M Ml '•"t. ■ ■■.f.-i 40 The Schools of Greater Britain. been a comparatively great increase in the number of pupiU study- ing the various subjects of the curriculum : — Subjects. 1880-81. 1884-85. Writing .... ir)8,r).';4 2;^0,174 History .... 75,406 <).•{, (i()7 Geography .... 71,418 9(5,748 Aritlimetic .... 148,911 186,295 Book-kee[)iiit> 21, 'JO.} 43,.S76 Agricultiue .... •_>(!, 070 3n,L'03 Industrial Drawing 48,711 80,751 m^ The schools are open seven hours daily on the average, Saturday being a whole holiday. The woi'King year extends over forty-four weeks, but no grant is paid unless the school has been open at least eight nionth.s, and at least fifteen children must have been in attendance, periods of epidemics or infectious diseases excepted. In the Roman Catholic schools religious instruction is given l)y the teachers, twice a week, under the direction of the parish })riests ; in Protestant schools, according to re^dations sanctioned by the Protestant Committee of the Council of Public Instruction. Preparation for Businkss. The preparation for business life is not neglected in the pro- vince of Quebec, and the Roman Catholic Commercial Academy of Montreal may be taken as a fair example of what is attempted in that direction. The School Commissioners considered it their tluty, in response to an urgent want and to the legitimate expectations of the influential Catholic poi)ulation, to spare no necessary expense to place this institution on a footing second to none in the country. Spacious study-halls and class-rooms, school furniture of the latest and most improved patterns, convenient heating apparatus, (lie most perfect system of ventilation, etc., etc., have been abundantly jirovided and introduced. The object of the commercial academy is to prepare and qualify pupils who have diligently followed the course of instruction, to embrace with success any commercial or industrial pursuit. The un- usually large proportion of French-Canadian and English-speaking scholars: wlio have hitherto attended the school, greatly tends to make it a most desirable institution for acquiring a prompt and practical knowledge of the French and English languages, which are taught respectively by professors of acknowledged ability. Without in any way binding itself to provide with situations all pupils indiscriminately who have attended its classes, this insti- tution nevertheless considers it a pleasing duty to extend its patronage and favour, to the utmost extent in its power, to such pupils as prove themselves specially deserving. Its relations w'^h ]n The Dominion of Canada. 41 all I the principal connnercial houses of Montreal, and the cordial interest manifested by the numerous friends of the institution, usually render this an easy and agreeable task. The third or highest grade is called the " Business Class," and is intended to prepare clerks for the wholesale and retail business; commercial travellers ; book-keepers for stores, offices, manu- factories, railroad and steamboat companies, banks, and custom- house, etc. ; in a word, business men for commerce in general. The course of instruction embraces : — Book-keeping. — The manner of opening, conducting, and closing books for individuals or for societies; all kinds of commercial transactions according to the best systems of the great mercantile fii'ms, together with banking and custom-house business. Commercial Correspondence. — In French and English. Arithmetic (mental as well as written). — Percentage, simple and compound interest, partial payments, discount, banks, stocks, commission, brokerage, insurance, duties or customs, profit and loss, storage, partnership, equation of pay- ments, exchange, general average, taxes, etc. Commercial Law. Negotiable and non-negotiable paper, contracts, etc. Caliyraphy. — lu all its parts. Oral Lessons. — In commercial geography and business in general ; study of merchantable goods. Religion. — It is recjgnised also that since "manners make the man" in a va"it oy of ways in business, it is a good thing to include; polite- D'^ss in the course of instruction. " Good manners are made up of petty sacrifices," said Emerson in his " Social Aims," and it is well, therefore, to familiarise young people with tlie practice of the lictle graces which go far to ensure success in after life. Every year all pupils of the primary, intermediate', and com- mercial course indisci'iminately — at whatever time they may enter tlie school — are charged two dollars befoie having their names entered on the roll. The proceeds of this amount are devoted to the :,;•,." i^^enance of the chajjel, library, and museum of specimens. TliJbe ^.vc uollars are taken on account, and deducted from the tu'lion +c„o, which are as follows: — Primaiy course, £4; iuter- '.,ieJ;,it.v £6; comaiercial, £7, 12s.; and scientific and industrial vouroi . '■<, 16s. per annum. The balance is payable quarterly, in advan--i, -rs " Hows: — Primary course, £\; intermediate, £1, 8s.; commeroiai, £>i, 16s.; scientific and industrial, J6'2, 43. A reduc- tion of 10 {)er cent, is allowed to parents who settle their accounts within the first fifteen days of each quarter. A further reduction of 10 per cent, is also allowed to [)arents placing two or more children at the school. At the expiration of each quarter parents receive a report informing them of the conduct, application, and progress of their children. For adruigsion to the scientific and industrial course the foUow- )ng a.?'^ +'iie requirements; — French and English Literature. Arith- 'i.'',. Di , ;ual and vulgar fractions. Weights and measures of Canada anu uighbouiing countries. Metrical system. Proportion. E.\ traction of square and cube roots. Algebra: Equations as far as radicals and quadratics. Geometry: The first four books of ill m\ MM 'M A- 1 ".'*" '■-■• 42 T//e Schools of Greater Britain. Euclid, Davies, or Legendre. General notions on the construction of figures. Properties of the right-angled triangle. Evaluation of surfaces and specific gravity of solids. (Practical problems.) Physical and political geography, particularly of America and Europe. Well-executed linear drawing. General notions of natural history and the sciences. The examinations are both oral and written. The model for linear drawing will always be simple enough to allow its being executed in a short time. The precision of measures and the distinctness of the lines will sulHce to decide. The requisite knowledge of the sciences is very elementary ; but on the motion of the (^artb, the use of common metals, plants, animal species, etc., examples are required. A failure in geometry, arithnxftic, or algebi*a is sufiicient to justify a refusal of admission. Technical education is encouraged in Quebec, but the work has not made very g> - *, progress. It is, to a certain extent, included in the curriculum the eig''teen classical colleges, and in the three universities. Sch, .• ^■■\ the purpose of advancing scientific and artistic knowledge L.^v .?eu established also, under the direction of the Council of Arts uiin the Polytechnic School, Montreal. The work of charity, it need hardly be said, is not neglected in a country where religious denominations have so large a share in the man- agement of the schools. The Nazareth Institute provides for the blind at Montreal, and there are four institutions for the benefit of deaf mutes, for whose muintenunce the legislature provides £2600 yearly. Public liberality is enlisted in regard to the support of these institutions, as well as for reformatory and industrial schools, which are subsidised by grants of about £6000. :--| School Inspectors. The schools are inspected twice a year, but the inspectors are not necessarily employed in that kind of work only. There are at present thirty-four of these officers, of whom twenty-seven are Roman Catholics, and seven Protestants. No i)erson can be appointed school inspector unless he has attained the age of twenty-five years, and obtained a certificate or diploma as a teacher. He must have taught in school not less than five years, and not have been more than five years away from that kind of work. He must further be examined, by u committee of the denomination to which he belongs, as to his fitness for the duties of inspector. Each inspector is ex-ojjlcio a Justice of the Peace of the district for which he is appointed, and he is armed with ade- quate powers in the way of administration. There is only one grade of inspector, but the rate of payment varies from £60 to £240, the maximum allowed by law. It is to be noted, however, that as their time is not entirely occupied in the work of inspection they are at liberty to supplement their incomes only in such lite- rary work as in no way interferes with their school visitation. The " superior education income fund " is chargeable, in part, with the payment of the salaries of these officials. The fund was formed The Dominion of Canada. 4n out of the [)roceeds of tho estates tind property of the hite order of the Jesuits, and it is now under the control and management of the government. Each inspector has on tho average 127 schools to visit, the Roman Catholics being to the Protestants as 125 is to 135, The average cost of inspecting each school is .£1, Os. Eacii inspector has ahont 6000 scholars to examine, so that the numbers are by no means excessive. Pknsions. There is some provision in the way of retiring allowances by what is called the Pension Fund Act, and tiie latest report of the department declares that " this law continues to exercise the minds of the teachers," as may very well be su{)posed. It is expected that the full benefits of the Act will come into opo>ation in the course of the present yeui-. The legislature provides the sum of £200 yearly, and in addition to this grant the fund has been accu- r.iulating from 1880 to 1885 in the following nnmner : — im- £1,415 9,G.*M 5H) 140 48» 81 Hil .s,4r)S £1G,9S0 1 per cent, on conmion school grant, ...... 2 per cent, on teachers' salaries, ....... 1 per cent on Superior lOducation Knnd, ..... 2 per cent, on teachers' salftries not reported in common schools, . 2 per cent, on school iiis[)ectors' salaries, ..... 2 per cent, on the salaries of the professors of Jacques Cartier Normal Schools, ......... 2 per cent, on the salaries of the professors of McGill Normal School, ........... 2 per cent on the salaries of the professors of J.,aval Normal School Paid by teachers in years previous to 1880 Total The clause in the consolidated statutes on the subject of a super- annuation fund is as follows : — '* Out of the Legislation School Grant, there may be paid sums not exceeding £400 towards form- ing a sum for the support of superannuated or worn-out common school teachers in Lower Canada, under such regulations as may be adojjted from time to time J)y the Superintendent of Education, or by the Council of Public Instruction ; but no such teacher shall be entitled to shai'e in the said fund who does not contribute to such fund, at the rate of 16s. 8d. pei* annum, at least, for the period of his teaching school, or receiving aid from such fund, or does not furnish satisfactory proof of his inability, from age or loss of health in teaching, to pur.sne that profession any loiiger ; and no such allowance to any teacher shall exceed the rate of £1 5s. per annum for each year during which such teacher has taught a conmion school in Lower Canada." The sum spent by the Govern- Taent last year was £1600 among 190 teachers. The highest sum mid was about £20, and the smallest fell as low as £1, 3s. 4d. ! As to the amount of money spent yearly on education, it may be noted that the proportions are about the following : — By the State, £47,700; by the localities, £139,000; by the parents, 'I ■ *». I'll ■^ mi ' ■'■•■*l ', .:C: i : ■■ ♦■ 1 ■ li"-" ..i-'it 44 Thr Schools of Gnairr Ihitain. i'.'JS.AOO. 'rile I'oUowiiijj; tlrtuilH will hIiow \\w way in wliicli the total Slim lias Ihh'U tlividnl in C^iiobco : — • l.SHOSl. l8S4-8r.. £ £ SvijuMior education, .... IT). 700 ir.,7(M) Coininou hiOiooIh .... :il. |>oor ni\mi('ipivIil,ios . NOO 1 ,'JOO Norinal Hclioola ..... S.TdO 8,400 ln.sti(»i(<'H Cortlcivf nint.oMiind tlio blind L'.MK) '2.(i40 Tri/.c ImoUs ..... •1(10 !HK) 'IViVolicr.s' pcii.'^ionN .... l.tiOO i,(;oo Sohooi inspt'ilion .... r.,7--v. 5,870 ("ouiH'il of Pnltlio Instrnrtiion . .-fOO ;m)o Kovonuo from nun riajio liconcoa 1,1 :ii 1,7'20 I'ldtu-ational jonrnalK 'JOO 180 Montroal l\>lyt<'olnno ISohool . ion 100 Total (J8,r)o9 70,(J10 IlltJnKK WoHK IN MONI'UKAL. Tn ronnocti( 1. witli fho Hchool work ol" tlio |)rovinoo of Quobc^c, it will li« woU to j;ivo tsouio fiirtlirr iuvount of tlio nnnni(>r in wliicli ^lio rvotostiuit r>oard of (\nnuiisHionor.s itttonipt to carry on tl\o instruction beyond tho counso of the common school .syHtcm in iSlontrcal. To n\cot tho rcquiromonts of tiio!,(i who W(>ro willin"^ to continue tho attar, all sciiolars who, having; saccessiully completed the common .school course, desiie to continue tlu>ir education. Its oour.se of sl\idy is consi-qnently advanced, an«l coveis two y<'ars, comprisiui; mathematics, science, lit»>rature, and conunei-cial branches, and dilieiinij fit)m that of the hij;li .school ehietly in tin; (exclusion of the classics. The foUowimj; is tlu> curriculum of tho upper class, with the time devoted to each subject ; — SeiUKci". Hours per week. .SciuKcr. Hours per week l\oadi)\g . . 1 Aritlnnetic :j.4 Spoil inn . : 3i Monsur.ition «iramniar. Algebra to (yhiadratics ■ H Composition (ieonietry, lOnclid 11., lit. \\ Euiihsh Literature . . 1 French >> ticoi^rapliv . 1 tioneral E.xcroiscs . • i History o Botany o Writing . ■V Singing . . 1 Book-keeping . Mtclianieal Drawing . 2 NoTK. — Home work not to exceed two hours daily. lu the hope of further eucoumging the sons and daughters of the pooi-er classes to avail themselves of the beuetits of a higher l);^:; / 7'lic Doniiition of Canada. 45 ♦•(liiciif inn, Mm IJoiinl iiiHliliitcil " < !(»miiiiH,si(»iicTH' RclioIiii'MliipH." r.y iliJH schema tlu' ( '<»iiiiiiissi(iii('iH. once ii yc'ii', piomot.c iiiiu Um liijijii hcIiooIk from Imj^Im'hI. cIiinscs c of rliiiiiL,'c. AiliniHHi»»ii on llicsf) HC!lM»liiiMlii|»i JM hy cxHiiiitintinii ; lint, mh iIic nnnilxT of Ht;li(il;uslii|»s is n<»fc liinitiMl, ili(W'X)iininiiMon jh nob c>on)|»(>f,itiv(\ All \s lio iit.tnin thn rcqniHit*^ tuinilMT of nmikH niiiy win lot- UkiuihcIvch (lie piivilcfrf). 'rii(> I'oMi'il liMH hIko nifnln .sncji firninii^cnK'nl.M with Uio aut.lioiii i('H of M»!(till (Iniv(MMil V, an Mini, tho hiIioImim, if Mit-y so dcHirt', iiiiiy, in due time, ;j;o n|> to tlic univciHity, nlso U-*'is of clmcf^o. 'I'Imih, in Mh' »!ity of Moiitmil, Muto \h no I'roUvstjint lioy or <^miI of )irorni8(\ no nnittcr how lininlili> in lilc, or liowevor stniitt'iicfl in llicir circnnmtanncH tlio parents may lie, who may not ol»t(iin free, iind yet svitli lioiionr, an ediiciition (vpnil in all respeotM, lieciinfte gained at the name iiiHlitntionH, to thiit whieli is f^iven to the Honw and da»i;4lit(!rH of the wealthy. 'The hi^^di sehrxds for f^irJK and lioys provide a (;ompI(!te education in all WranclieH, «]ementary iind advanetid. In this rcspetit they dill'cr from most kcIiooIh of liio Hain(5 nume hotli in ('aiiada find the United Htates. The liiuh Kcliool for girls is dividiid into fonr depiirtmentH, viz.: — (1) A. preparatory dejKirtnieiit oxt(!n ■ ','6'?: i i%> : ■M 4tt The ScJiools of Greater Britain. school covers eight years, including tJio preliminary training in the preparatory high school. The work of this dei)artment, covering four years, is carried on in a detached schoolhouse, separation of young boys from their elders desii'al)le. being considered Feks in Montukal. Fees were oi-iginally a perquisite of the teacher. Previously to 18G9, teachers' emoluments were grossly inadequate and oven pre- carious. In that year it was resolved to adopt a more liberal scale of salaries and school fees became ])art of the ordinary revenue of the Board. In respect of fees, the Board has always been of opinion that education, for Avhich a small or modei'ate chai'ge is made, is more appreciated by the community, than that which is entirely free. Tn order to enforce this principle, b»it at the same time to ])lace education •within the reach of all, fee ; in the common schools were iixed at the nominal sum of lOd, per month for the first child, and r)d. ])er month for each additional child from the same family. The IBoard would have been glad to have maintained this scale, and regret that the inadequacy of their income to nioet expenditure has twice compelled them to raise it : — First, in 1880, when the fee in the whole-day classes was tixed at Is. 8cl. for the Hrst pujjil, and at 2s. lid. for two or more from the same family ; second, in 1882, when it was resolved to raise the charge to 2s. Id. per month per pupil, except that all children from the same family after vhe second should be admitted free. In both cases the fee in half-day (i)reparatory) classes was tixed at half the full fee. In the same way, and for the same reasons the fee of the senior school, originally tixed at 4s. ])er month, was increa.sed to 8s. in 1882. In thus increasing caj)itation fees, the Board took precautions that the cost of elementary education should not be too severe a tax upon the resources of a family, by admitting all after the second child free. It fuither determined that inability to pay even this moderate sum should not be the means of excluding children from school privileges. Accordingly, aj)plications for free admission to school on the plea of poverty, when recommended by reliable per- sons, are never refused. Thus the increase of common school fees, while it has tangibly augmented the revenue of the Board, has resulted also, for one or other of the above-mentioned reasons, in the tree education of above one-sixth of the pupils in attendance. With regard to the high schools, the jn-inciple to which the Board has steadfastly adhered is this : — That every Protestant child in the city has an equitable and legal claim to an expenditure on his (education of an equal share of the amount j)rovided by taxation for the maintenance of schools. Schools should be provided where, if fees be demanded at all, they should be so moderate as that none should be excluded by poverty. In the High School of Montreal, the Preparatory High School, The Dominion of Canada, 47 ;in(l the High School for Girls, f^es uro paid quarterly and vary in the different grades. In First Preparatory ("lasses the fee is £1 per term. In Second £1, 58. In tlie First Form and First Junior Class tlie fee is CI, 10s. per term. ,, Second „ Second ,, ,, £2 ,, „ Third ,, Third „ „ £2, (is. „ ,, Fonrth „ First Senior Class „ £2, 10s. „ ,, Fiftli „ Second ,, „ £2, 15s. „ ,, Sixth ,, Third ,, ,, £3 ,, When four or more children belonging to one family attend any of the above departments of the High School, three only are cliarged any fee. All ftember, 10th November, 1st February, 16th April. Any teaclujr i)ermitting a child to remain in school more than five (lavs without payment of the monthly fee, or eigiit days without payment of the quarterly fee, becomes responsible to the Board t'oi- it. This j)lan is certainly effective in the way of preventing arrears, and the difficulty of retaining or sending home the child for un])aid fees, wliich now troubles the bosom ot the School Board i'oi- London, has been resolutely foreseen and averted by the men of Montreal. -it i ■* m Roman Catholic Education. The Roman Catholics, as we have already indicated in connection with their Commercial Schools, are organised for educational pur- poses. The importance of the Catholic element in the whole population is shown from the fact that in the present year it is reckoned to be 76 per cent, of the total. The Board of Catholic School Commissioners of tne city of Montreal is a body corporate. It has a right, therefore, to possess property for educational purposes; and to u.se it according to the intentions of the donors ; but it can- not disposse.ss itself of any part of its property, without the express p(;rmissiou of the Su])erintendent of Education. The Montreal School Commissioners may ])ossess ])roperty to an unlimited amount. The board is com])osed of six commissioners, three of whom are named by the Government ; and three by the corporation of the city. Two commissioners retire eveiy year, and two others are named to take their places, one by the government, and one by the corporation. No commissioner can be renamed (such) during the foTu- years immediately following the expiration of his term of office, without his own consent. No person legally named a com- niissionei- can refuse to act as such, inider pain of a tine, of from five to ten dollars, for each refusal. Clergymen of any religious denomination ministering in the scholastic municipality, and any other persons residing therein are eligible as commissioners. No l)erson can be a school conunissioner and teacher in the same municipality. ■'-.-■■'■««. ''f'-: 'Oil 1 'Sfc 111 ■ ■ 't 2 \ ■' ,r"! 48 77/fc' Schools of Greater Brikxin. •■ ill *1 :-^- ■;! NuMiiEit OF Pui'iLs IN Catholic Schools. Annual Averaoks. fJirls. Boys. Total. :«^ ^Rogistored, ^ 1 Moiitlily attondiints, fc Daily attendants s ^Absentees, 4500 3589 3218 371 4987 4002 3050 406 9547 7051 (i874 777 •2 u. /"Of niojithly attondants is of the ^^1 nunibor registered, ^ 1 ^ Of daily attendants is of tlic num- g a ^ ber of monthly attendants. « 2 1 <^^f absentees is of tho niunber of « ^2 V daily attendants, P4 7871 8960 1034 8145 9000 1000 8014 8984 1010 Among the Catholic pi-imary schools of Montreal there are thirty controlled by the Board of Comissioners, viz.: — 12 schools for boys, 8 „ girls, 10 mixed schools. Six of these schools are directed by principals, and provided with a staff of teachers; 4 are managed by the Christian Brothers; 9 by nuns of different congregations, and 11 by other lady teachers, each having one or more assistants. The teaching staff of these 30 schools numbers 193. Besides the schools controlled by the Catholic Commissioners of Montreal, there is a number of independent institutions, some for elementary and some for superior education. The most important of these are under the direction of the religious congregations. Pupils' Fees. Number of pupils admitted free, „ pay pupils, . Total, IB 12 equal to 1976 6139 „ 8024 7651 10,000 Average annual receipts from pupils' fees, . . £405 Annual average for each pay pupil, . . . . 15 9 Annual average for each pay pupil (counting all the pupils) 12 8 Average nuniber of male teachers employed, . „ female „ . Total of averages, Total death rate among the pupils during 10 years, . 81 . 99 . 180 . 193 TJlc Dominion of Canaiia. 49 \\ Hulks to Prevknt thk Spuead of Diseases in the Schools. The Montrt'iil Board of Cath«)lic School Comiuissioner.s huH, with respect to the schools under its control, resolved: — I. To (;nforc« rigidly the regulations of the central lioiird of health. 2. Not to admit any child who has not been vaccinated. 3. Not to admit any pupil coming from a house in which measles, scarlet fever, small-pox, diphtheria, or any othei" contagious di.sease is to be found. I'o admit a pupil coming from a house such as is men- tioned in No. 3, only when he shall have proved by a doctor's certiticate that the ' t.- four is a list of the property exempt from taxation. Hebrews can have the value of their property carried to panel number one or to number two by making a written request to this etlect. As soon as the panels are made out, they are placed in the City Treasurer's office, and notice thereof is given in at least two French and two English city newspapers. During thirty days the panels are open to the public for inspection and correction, if necessary. The rates collected from property entered on panel number one are handed to the Catholic School Commissioners ; and, from that on i)anel number two are handed to the Protestant School Cunnnissioners. n :'M "'A .-n m\ ■ ,• '■'**■ .1 ? , 4 m-' 50 T/ic Schools of Greater Britain. The amount of th« rat/>s coUoctcd from piujperty entncil on panel tliH'o is (lividrd hctwoon tin* t\v<» ItoartlH of ConiniiHtiioiuTH in pro- portion to tliu Ciitbolic and ProteHtimt populiitionH of thu city. Si'KriMKNS OF WoilK. The sj)rciiiu'n8 of school work wliicli havo lu!ou on show at South Kensington idlnrd a clear idea of tho ijuality of tho work. The ratalo;;uo includcH no less tlian 164 coUcctiouH, which occupy lorty-threo pajj[CH to paiticidarise. Thoy urniHh details regardini,' (1) the Di^partincnt of Public InHtruction, including tho rejiorts, tho authorised text-books, and the journals which havo licen 8ul)sidised by the (Jovernnient ; (2) pliotographs and books con- nected with the universities ; (3) similar details of six classical colleges ; (4) photograjthH, books, and specimens of pupils' work in the normal schools ; (5) many hundred examples of the writing books, exercise books, examination papers, maps, drawing, and needhswork of more than seventy of the various kinds of schools in the province ; (0) simihir specimens from more than sixty schools in Montreal, <(tc. 'i'he Educational Commission has sub- mitted the following statement regarding the work, which it is alleged is not an atle(|Uiite representation of the state of education in the province of (.^)uebec : — " The short time whicli our superior educational institutions ami our elementary schools bad to {)repare for the great educational display has prevented many institutions iVom taking part. Several of our scholastic institutions, which could have j)repared excellent exhibits, finding themselves nn prepared, and fearing that they might compromise their well- deserved reputation by a hurriedly prepared exhibit, have abstained from taking any part in the present display. Such as it is, our exhibit ivpiesents the regidar work carried on in our elementary schools and in our institJitions of superior education ; and we venture to hope that, under the circimistances, these illustrations of the results of our educational system may meet with the approval of the specialists appointed to examine them." To this we may ouiselves add that in every way, so far as we liave examined the collection, it is a creditable specimen of child work in school. Its excellence lies in its variety, and in the fact, which must be evident to the educational expert, that the work is the genuine outcome of the ordinary efforts of the pupils. Paut IV. -NEW UKUxNSWlCK. Now Brunswick is proud of its school systnin, ami can bring into the li;,'lit ol" tiny not a few tcstiuionialH in its; favour. It has lii'Cii (lescrihed by th(! iVew Eiif/fnud Jonnial of Ktfvrntioti as " thf'oretically tho best in America." Mr. Klilon Mullen, the principal of its Nonnal College, is eiithiisiiistic in its praises, hav- inj^ ^Miued his (jxpericiiico as teacher and inH[)ector, besides the position of honour which he now occupies. The progress of its .school system cannot bo otherwise than interesting, thcireforf, as the record of an earn«!st effort to succeed. Veiy early in the history of the province, it was felt by tiie (lovcrnment and Legislature that the educatiiii of the jjeople was one of the duties of the State. In 1802, within a few months after its separation from Nova Scotia, the province of N(!W Brunswick resolved to inak(i a beginning. The sum of .£420 (Ol- ten pounds to each ])arish) was set apart for the jturposo of encouraging and assisting in the establishiriciit of schools in the (liflerent parishes of the respective counties. From this small beginning there lias been developed, by slow degrees, the }>i(;soiit public school system of New Brunswick, claimed by its own official spokesman as one of the most perfect, in its principles at least, to be found in any state or country. It was to be expected that, as the poj)ulation and the material wealth and resources of the province increased, greater attention would be given to popular education ; but the advancement made in respect to the latter has far outstripped tho growth of the former. The yearly exjienditure from the Provincial Treasury for the public school service has grown from small things to great. In place of providing simply for instruction " in the English language and writing and arithmetic," as did the Act of 180.5, the present school law and regulations require the schools to furnish instruction in all the varied branches of an ordinary education according to modern notions — to be imparted after the most approved methods, and to be placed erpially within the reach of the poorest and the richest in the land. Out of a totiil revenue of £120,000, indeed this enterprising province lays out nearly £33,000 yearly on its schools, a proportion which puts our own expenditure not a little in the shade. The whole system is under the direction of a Board of Educa- tion, composed of the lieutenant-governor, the members of the f > It-. 1-4 52 T/ie Schools of Greater Britain. Executive Council, nine in number, the president of the univeraity of New Brunswick, and the chief superintendent of education. Among the powers and duties of the Board are the following : — (1) To make regulations for the organisation, government, and discipline of schools, for the arrangement and order of school premises, and for the classification of schools and teachers, to appoint examiners of teachers, and to grant and cancel licences ; (2) To prescribe text-books for schools, plana for the construction of schoolhouses, and the course of instruction and study ; (3) To appoint an inspector for each district \ (4) To divide the province into school districts, and to regulate their boundaries ; (5) To maintain an efficient normal school. The duties of the chief superintendent are somewhat similar to those in other provinces of the Dominion, but his salary is only £320, with £80 for travelling expenses, £240 for an assistant, and £140 for a clerk. Free and Unsectarian. Not only are the public schools free, but the law requires them to be unsectarian. There is no provision for separate schools for any religious denomination. Thus a very lai-ge portion of the cliildren and youth are registered as pupils in the public schools, as will appear from the fact that, in the summer term of 1882 — one year after the decennial census — the proportion of the popu- lation of the province so registered was 1 in 6-09. This feature of management is regulated bv statute — " All schools conducted under the provisions of this Act shall be unsectarian." Previous to the passage of that Act, the non-sectarian character of the public schools, although generally recognised, was nowhere dis- tinctly stated. The " Parish Schools Act " (1858) directed thi- use of the Bible in parish schools, the Douay version to be read by Roman Catholic children, if required by their parents or guardians. One of the regulations in force at the present time empowers but does not requii'e the teachers to open and close the daily exercises of the school by reading a portion of Scripture and by offering the Lord's Prayer, or any other prayer, if permitted by the trustees ; but the attendance o^ all pupils during these exercises is not compulsory. liiiiii: m ' i;„lj! Course of Instruction. The course of instruction is arranged in thi'ee sections, — the fii'st for the primary departuK^nts, the second for the advanced section, and the third for the higher or grammar schools. In the first sec- tion there are four standards, which cover the infant and prepara- tory coui'se, and rise to about the same level as the second or third standard in this country. In the second section there are also four stages, which carrv on the work to the level of our sixth or seventh standards. In the third section the i)upil has the opportunity of il;iili; The Dominion of Cmiada. 53 •gaining enough knowledjre to pass the matriculation examination in the local university. The subjects of instruction include all the ordinary branches, with the mineral kingdom, plant life, animal life, and hygiene — to be taken in progressive courses suitable to the age of the jnipils. For schools in villages the course of in- struction is moditied to suit the alt^ <.d circumstances of the teach- ing staff ; while in the ungraded schools of the rural districts there is still further consideration for the ditiiculties of the case. The country teacher is not confronted witli an educational bill of fare which must be mastered with as much precision as by the town teacher, who is blessed with a large staff, and numbers which per- mit complete oi'ganisation. The whole of tlie work is arranged on a. reasonable basis, and while teachers are encouraged to carry on their pupils to the higher fields of knowledge, they are not made miserable in the midst of their daily duties by regulations on the lines of our own exacting Code. During the winter term of 1885 the number of pupils who received instruction in the difierent subjects of the course was as follows : — Oral Lessons on Health— including Temperance Lessons, • Physical Exercises, ..... Oral Lessons on Morals, . . - . - Sewing (optional), ..... Knitting (optional), ..... Heading, Spelling, and Recitation, including the Eight Standards, ...... Composition ...... Grammar and Analysis, including only Standards V., VI., VIL, Vin. of the Graded Course, and Standards III. and IV. of the Ungraded Course Histoiy, ....... Form, embracing otdy Standards I. and 11., Industrial Drawing, embracing the Standards from III. to VIII. , inclusive, ..... Print-script, embracing the rirst four Standards, - Writing, from Standards III. to VIII. inclusive, - Singing, lirst three Standards by Rote, From Standards IV. to Vlll. inclusive. Singing may be by Rote or by Note — by Rote, By Note, ....... Number and -Arithmetic (Number is confined to the first three Standards of the Graded Course, and to th ? first two of the Ungraded Cour.se), .... Book-keeping (optional), - . - . . Geometry, .-..-.- Mensuration, ...... Algebra, ....... Geography, ---.•.- Useful Knowledge Lessons, embracing instruction in Minerals, Plant Life, and Animal Life, Colour, ....... Familiar Objects, ...... Physics, Standards V. to VIII. inclusive, Physiology, ....... Latin (optional). ...... French (optional), ..•-•• 39, SS"? 37,479 41,099 2,390 1,413 00,646 53,111 23,337 19, 249 22,4'_'I 28,324 4.1,774 33,786 20,886 9,809 357 59,917 2,297 2,.190 914 2,799 49,790 4(i,945 27,272 31,081 6,251 886 644 673 I ■A H 54 The Schools of Gi-eater Britain. Teachers and Pupils. The schools at work in 1885 were 1508 in number, and the teachers engaged were as follows : — Males. Females. Total l.SO 132 2G2 1G8 518 686 150 464 614 1st class, 'Jnd „ Sril .. 448 414 1,562 The following table will serve to exhibit the progress and present status of the public schools in regard to number of pupils enrolled, the average number in daily attendance, and the per- centage of the enrolled pupils included in the average attendance at the schools. The figures presented in the following ta are those which belong to the summer term of every tenth year. Since the years are those immediately following the decennial census, the comparison between the school enrolment and tha entire jiopulation is as nearly fair and correct as possible. Yaiir. Population of New Hninawick by last cenaua. Number of puitiU enrolled. Average daily attendauoe. Percentage of enrolled pupiU daily present on an average, 1852 186-2 1872 1882 1884 193,800 252,047 285,594 321,233 333,182 18,591 28,229 39,837 52,657 07,087 Not reported. 14,855 20,077 29,077 31,215 52-rt2 50-32 50 -2-. 54-69 While the population increased to the extent of 65*7 per cent, in thirty years, the registered school attendance increased 183-7 per cent, in the same period. According to the latest return, the proportion of the whole population at school is 1 in 5 •84. Wit W- ■?! Salaries of Teac ri-.i3. The salaries of teachers are provided for from three sources — viz., the Provincial Treasury, the County School Fund, and Dis- trict Assessment. All other expenses of the schools are met Ijy means of district or local assessment, (a) Provincial Allowance. — Legally qualified teachers, employed in schools supported and conducted in conformity with the law, receive from the Provincial Treasury an annual sum dependent upon their class of license and the time they have been so employed within the school year. These allowances range from .£27 down to £12, lUs. for regular teachers employed the full number of teaching days. Class-room assistants, under certain conditions, I'eceive one-half as much as regular teachers. The amounts are paid direct to the teacher by draft from the chief superintendent, (b) Count]/ Assessment. — At the same time that other county and parish rates are assessed and levied each year, there is assessed and levied a sum sufficient to '.■^f:! The Dominion of Canada. 55 . 'HO, yield an amount equal to Is. 3d. for every inhabitant of the county according to the last preceding census, together with an amount not exceeding 10 per cent, to cover expenses and probable loss. This assessment is apportioned amongst the several parishes, towns, and cities in the county according to the relative taxable value of the property and income therein. There is allowed to the trustees of each district the sum of .£3 per half-year for each regular teacher employed by them, and the balance of the fund is apportioned to the trustees according to the average attendance of pupils at the school, as compared with the whole average number of pupils attending the schools of the county, and the length of time the school has been in operation within the half-year, (c) District Assessment. — On a fixed day in each year, the ratepayers of every district hold a " school meeting," at which the election of trustees takes place (one of the three going out of office yearly in rotation, but eligible for re-election), and the sum to be assessed upon the district for school purposes is determined. The sum to be levied is u^ade up of a poll-tax of one dollar upon every male inhabitant between the ages of twenty-one and sixty, clergymen excepted. In addition to the moneys raised and provided in this manner, special aid may be granted to poor districts, upon the recommenda- tion of the Inspector, to the extent of one-third more from the Provincial Treasury, according to the teachers' class of licence, and one-third more from the County Fund. In 1833 the male teachers received only .£16 a year, and the female half that amount ; but the trustees were required to see that the district provided an amount equal to the grant, or fur- nished good board and lodging, with such washing as might be needed under the rather contracted income. Every decade has witnessed an improvement, and, according to the last returns, the amounts paid on the average from all sources for the winter term were as follows : — Males. Females I. Grade, £102 £67 II. £63 £46 III. u £45 £37 From 1879 to 1884 the " ranking system," so called, or payment by results, was in operation. If schools were adjudged by the Inspector to be deserving of first rank the teachers received £8 more ; teachers whose schools wei-e ranked second were paid £5 more; and teachers whose schools were I'anked third were paid £2 more. Happily, however, these pittances are now merged into the regular payments, and the rank absurdity has been abolished in New Brunswick. J* V '*/_ •■'■ ,; ■',■)■; ' ^l SuPERioFw Schools. In addition to the common schools there are superior schools and grammar schools, which receive special grants from the Pro- vincial Treasury as follows : — An Act passed in 1884 provides for \, ' ' % 50 The Schools of Greater Britain. the establisliinent of superior schools in each county, one for every 6000 inhabitants (the hist 5000 to be counted as 6000), but not more than one in any parish as a rule; and also for one count}' grannnar school in each county. The teacher of a superior school, who must hold a licence of the first-class or grammar school class, receives a yearly grant of £50, provided the district pays him not less than the same amount or ratably according to the time em- ployed. The teacher of a county grammar school is entitled to a yearly allowance of £70, subject to certain conditions. All those schools participate in the county fund. - Superior schools are free to all ])upils residing within the parish where they are established, and county grammar schools are free to all pupils who are residents of the county. n If! m ;!'i ■ .'i;i \\* f * Training of Teachers. The work of training teachers is carried on at the Provincial Normal School. The work of the school is performed at the present time by a staff of six instructors — viz., the principal, who takes the subjects of |)rinci])les and practice of teaching, school management and language, with a salary of £240 ; an instnictor in mathematics, natural science, and industrial drawing (£220) ; an instructor in reading, vocal training, domestic economy, and hygiene ; an instructor in arithmetic, history, geography, and book-keeping (£90) ; an instructor in vocal music (£40) ; and the instructor of the French ilepartment, who takes nearly all the subjects except the ])rofessional work (£160). The four model departments, covering the first eight standards or grades of school work, are freely used for purposes of illustration and practice, and the teachers of these depaitments render assistance when required in supervising the j)ractice of the student-teachers. An allowance of 8s. a week (for not more than 12 weeks) was formerly made to each student-teacher toward the expense of boarding while in No dormitories or boarding have ever been connected with the institution. The allowance to student-teachers was changed to the payment of the cost of travelling expenses to Fredericton and home again, at the rate of 2^d. a mile "ach way. Latterly the ti'avelling allowance was reduced to l^.J. a mile each way. According to Mr. Mullen's latest report, the students were 379 in number, and their religious denomination was as follows :--Baptist, 63 : Church of England, 51 ; Congregational, 2 ; Free Christian Baptist, 43 ; Methodist, 78 ; Presbyterian, ^^ \ Boman Catholic. 72 ; other denominations, 4. attendance at the training school arrangements i< V'. School Inspsction. The ins])ection of schools in New Brunswick has varied greatly with the i)assing years. In 1852, the Legislature authorised the Board of Education to appoint fourteen inspectors, one for each county to visit the schools four times in the year, and to receive H The Dominion of Canada. 57 in payment 6s. per visit, with the ]>roviso that if the number of scliools in any county were not sufficient to give the inspector .£40 a year on this basis, he should in any case receive at least iliat amount. The schools at that time were not very numerous. Since then, the number of inspectors has varied more than once, and the nature and extent of their duties liave been repeatedly modified. From 1858 till 1872 there were four inspectors, with a salary of £200 a year, including travelling expenses. Under tlie new system of 1872, an insj)ector for each county was again appointed ; but when the " ranking system," already referred to, was introduced in 1879, the j)rovince was once moi'e divided into inspectoial districts, eight in number, with as many inspectors, at a salary of .£2-10 each — including travelling expenses. A further change was made in 1884, when the number of inspectors and districts was reduced to six. Inspectors must have the highest grade of teacher's certificate, and have tauglit for at least three years in the public schools, as a condition of their appointment. They examine the schools twice a year, and are I'equired to furnish the managers as well as the teachers with particulars regarding their duties. Their powers are comprehensive and adequate, but they are not mere percentage calculators ; and it is their business to co-operate with the teachers in a fi'iendly spii'it for the welfare of the schools. All text-books ai"e prescribed and authorised by the Board of Education, and no others are to be used, unless for the teacher's ]irivate study and improvement in the branches he has to teach. Although the schools are free, the parents must pay the cost of the necessaiy text- books. " If any parent, master, or guardian, aftev notice from the trustees that a child under the care of such person is unprovided with the necessary ])rescribed school books, shall refuse or neglect to furnish such child with the books required, the trustees shall, subject to the power to exempt indigent per- sons, furnish them at the ex))ense of the disti'ict, and the cost tliereof may be collected from the parents, master, or guardian by warrant of the trustees, as in the case of assessed rates." The schools must be planned to the satisfaction of the central authority, and must provide a cubic space of 150 feet for each scholar, while the height of the rooms must be from 12 to 16 feet. The benches are not to seat more than two i)upils, but single desks are preferred ; and specimens of those which are in use were to be seen in the Canadian Court. The site for each school must not be less than half an acre, but in country districts, where the land is comparatively cheap, it frequently extends to more than an acre. The school year is divided into a summer and a winter term, the holidays being ten days at Christmas and four weeks iu July. Teachers' Institutes. As in other parts of the Dominion, no small amount of interest is shown in the work of what are known as teachers* institutes. m Vv'?; h r^\^£ i: ^ m K'--- . . ' -I •? ; i^:.»' : t li -.-; i 1^ i m^[ ^ ■^ V * ■^■'' ,''. \: ! ■ * ■ ' A , i; \^^ 1: ' %■ , ■ if-: ■ /U? m - W' •■'■^^- : ■ i! ' * .rii : •' -"'"l' . rt' > Id h4- 111 : * :,.»!. •: r 68 T/ie Schools of Greater Britain. In 1867 the chief superintendent, under authority of the Board of Education, set on foot a well-organised system of associations for the several counties, and the Educational Institute for the pro- vince. These continue to hold yearly meetings, and have been the means of much benefit to the teachers who have participated in them. The Educational Institute is oi-ganically related to the school service by having for ex-officio members the chief super- intendent and the president of the Universities, both members of the Board of Education. The school inspectors also are ex-officio members both of the provincial and county institutes. At the last annual meeting, the chief superintendent presiding, 192 members were enrolled. The members' fees amounted to about £13, and there were collections, etc., to the extent of X6. The amount received from members at this meeting was suflB- cient to pay off the deticit, meet all expenses, and leave a consider- able balance for the coming year. Five sessions were held, at each of which one or more papers or reports were read and dis- cussed. The subjects of the paj)ers were as follows : — " The Func- tion of the Public School," by the Chief Superintendent of Educa- tion ; " How can young nien be induced to adopt teaching as ii profesision ? " by the Principal of the Normal School ; "How may local effort in su])i;ort of schools in country districts be best stimu- lated 1 " by one of the Inspectors of Schools ; " Moral Training in the Public Schools ;" " Examinations in their relation to educa- tional work." There were reports from committees on the follow- ing subjects, viz. : — On proposed amendments to the constitution of the Institute ; on a course of instruction for grammar schools ; on a course of instruction for superior schools ; on the reduction of the provincial allowance to teachers ; and on the retention of young men in the profession. All this is in the right direction, and keeps the Government in close connection with the teachers. It aims at the best attainable results in the school work, with a ready means of intercommunica- tion between the school-room and the officials at headquarters. It is with satisfaction, therefore, that we find the chief superintendent enlarging on this particular point in his latest repor^ . — " Is not the teaching the vital part of the system ? Does not the real value of the whole depend upon what is done in the schools ; the Board of Education, the inspectors, the trustees, the teachers, the normal school, the examiners, the school-houses, the text-books, the procuring and disbursing of money for school purposes, — all these are but the machinery and appliances for performing the work. After all, the question is : Is the work done well ?" That it is done well the same report conveys the idea in a single sen- tence: — "From small beginnings and slow but steady growth we have developed a school system which to-day, notwithstanding its imperfections, is training the minds and moulding the character of 70,000 children, and is justly the boast of a happy, a free, and a loyal people." The Dominion of Canada. 50 ScHOOli AcCOMMODATrON. Care has been taken tliat a sufficient nunilwr of scliool.s shall he provided for the wants of every district, as will Iw seen from the followina; provision of the " School Law of Niw Bruns- wick." The school accommodation to be provided by the district shall, as far as possible, be in accordance with the following arrange- ments : — For a district having fifty pupils or under, a house with comfortable .sit- tings, mth one teaciier. For a district having fioni fifty to eighty pupils, a house with comfortable sittings ami a good class-room, with one teacher and an assistant. For a district having from eighty to one hundred pupils, a house with comfortable sittings and two good class-rooms, with one teacher and two assistants ; or a house having two apartments, one for a primary and one for an advanced department, with two teachers ; or, if one commodious building cannot be secured, two houses may be provided in different parts of the district, with a teaciier in each, one being devoted to the younger children, and the other to the more advanced. For a dis- trict having from one hundred to one hundred and fifty pupils, a house with two adequate apartments, one for a primary and one for an advanced department, and a good class-room accessible to both, with two teachers, and if necessary, an assistant ; or if the district be long and narrow, three houses may be provided, two for primary department and one for an ad- vanced department, the former being located towards the extremes of the district, and the latter at or near the centre. For a district having from one hundred and fifty to two hundred pupils, a house with three apart- ments, one for a jirimary apartment, one for an advanced, and one for a high school, and at least one good class-room common to the two latter, with three teachers, and if necessary, an assistant ; or if necessary, schools may be provided for the different departments in different parts of the dis- trict. And generally, for any district having two hundred pupils and up- wards, a house or houses with suflficient accommodation for different grades of primary and advanced schools, so that in districts having six hundred pupils and upwards, the ratio of pupils in the primary, advanced, and high school departments shall be respectively about eight, three, and one. Cost of the System. The following is a summary of the provincial grants for Kchool service for the year ended 31st December, 1885 : — Schools— Common, ..... £1G,7»58 Superior, ..... i,40(; Grammar, . - . . . sy^j the Normal School Salaries, .... Travelling allowance to Student-Teachers, paid in 1885 Salary of Six Inspectors, .... Examination of Candidates for Teachers' Licence, in- cluding Examiners and Deputies - Travelling allowance — Chief Superintendent of Education for 1885, School District Libraries .... Salaries — Chief Superintendent, ... £.320 Assistant „ _ . . 240 Clerk „ - - - 140 £I8,7G2 924 it) I 1,44U 74 80 13 700 »'*B .th\ f. :'. V -^^ "* ,1 I VICTORIA SCHOOL, ST. JOHN. NEW BRUNSWICK. Part V.— NOVA SCOTIA. The act relating to Public Instruction in Nova Scotia contains minute provisions ro■"■ f.i Jtir '? ■ f'\roval of the school authorities, who must assure themselves of the suitability of the apartments. In this way the arrangement in the new Scotland is like that of " the auld countrie ' at home. ./ ft '.:, i * ' p- ()4 TJic Schools of Greater Bntain. CouuaE OF Study. TIio coiirso of Htudy for the coiiunon Hchools lias hoon sanctirtnocl by the Council of Public Tnstructioii us a guidr to the propei- adjustment und orderly Hecjience of HtudicH und iih a haHis of clussilication. Its primary aiiii is to improve the education im- parteil to tlie youth of the province ; not so much to make all schools alike by impressing on their operations a mechanical uniformity, as to make each school niore effective by giving to its work a definite and continuous character. The course by no means interfej'es with the freedom of local authorities, in the sense either of prohibiting other lawful studies of which given pupils may be cai)able, or of imposing penalties for failure to observe all its details where circumstances may render this im practicable. According to the educational authorities of Nova ►Scotia, the course is designetl : — I. To discourage and prevent over-jtressure, especially as regards the piemature and injudicious use of text-ljooks in elementary classes, and the assignment of ditficult home lessons to the pupils of such classes. Minor changes recently inti'oduced are designed to aid in more fully accomplishing this desirable object. 2. To foster educative modes of instruction. The teacher has a recognised position accorded hiui, ai)art from and above tiiat of a mere " hearer of lessons " learned and recited on the principle of a vicious and irrational verl»alism. 3. To provide, in addition to thorough instruction, in the fundamental or instrumentary branches, a reasonal)le oppor- tunity for becoming familiar with the literary, industrial, and scientific elements of education. As compared with the whole number of pupils attending school, the following are the percentages registered as studying each ot the subjects in the course : — Ter Cent. Eeading ...... Spelliiii; ...... General Geography .... Writing ...... Arithmetic ...... Grammar ...... Canadian History .... British History ..... Drawing Elements of Natural Science Algebra Geometry ...... Latin ....... Greek ....... According to the latest returns, there were in operation 19-1:2 schools in winter and 2065 in summer, with 81,472 pupils in the former class and 86,578 in the latter, the total number in attend- ance during any i)art of the year being 103,287. To carry on the schools, there were 1982 teachers in winter and 2127 iu summer. inter Terni. auramer 'I !)."» Itti Do !)4 3vS 3:i 8G 81 89 8() 4.-) 88 18 17 17 1/ .3() a» .-{ A 7 4 ;j 4 11 1 18 •i;{ The Dominion of Canada, 05 Thu proportion of the population iit hcIiooI whh iihout ono in i'oiii* over tli(^ whole year, wliilc tin* pciot'iitjiyt' of piipilH preuunt daily on un iivt'iiige tor th<; full term wus 04 per cent. County Aoadkmiks and Graded Schools, Tlio ByHteni of education in Nova Scotia is pro;i[reH«iv«! from the infant Hchool, through the various Hteps to the hif,di schools and academies, and thence to the colleyes and universities. Private .schools are almost unknown, and are not rerovinc«', through the academies, are the feeders of the uni- versities (three in number, of which one holds a royal charter, the only university so privileged in America), and no "coaching" or private stmly is required by the fairly studious academic or high school pupil to gain admittance for taking a full colh^giate course. The literary course at the free public academies and high schools is changed frequently, so as to suit the demands that may be requii-ed for matriculating into the colleges. The academic course at the piesent time is as follows : — FIRST VEAU. 1 Enf/llsh Lanijuage. — (a) 6th Reader, Part I., with sketches of the authors of passaj^es read and recitation of choice .selections. (I>) Dictation Exercises, with special reference to words liable to be iiii.> and G Text-books of Art Education. J' Physics. — (Winter Term.) Preaoibed Primer, with additional oral lessons and experiment i based on (Jage's "Elements of Physics." (Ginn, Heath & Co., Boston.) Botany. — (Summer Term) — The elements of structural Botany, as in Grpy's " How Plants Grow," taught orally, with systematic study of local Flora. (A minimum list of fifty common lants, for analysis and classification, is published in the ournal of Education.) *y. i.oyT»^'r^ ^fif^iitH. \ >VM h»^*»ftVW '.»^ >»»<^ hr.\>\v», •'»»>< ('.(»»• \»MI> .(l'H»»Hll>n I'l \^\ V« ^^^ ^W^t \v>m- , ,, i, *, yv'-^w •■*.•».. t\--jv ,',A,'\ \\st\\ "yv\'\-\\ •>Hrm\,>\> (,* n>v«t.-»| (lnnm.t|tHv * V^*s\\ H'yy >m t<\<'«<' >»^\\>i'» a(*\»» »>-Vvy*i'^. »>^s\ Vv«it>'>^A\'>*\ < '(\^^^^v\>^^^ \« o<^<\^^^^•♦\^^\^ w\th 1'.'>>K \>'H.I. 4 ^>^VW»\*>,- A>\*M>MV,'*\ \^^^>\M^^^^^« *35 Jf^vv-fc Vx\>A«,\\\ v;v*ww\AV (rM\>»vhrt or v>tto\. I'hrtilon Ml. * \V.v> . l"»y o( thtv»«^ n«jv« AtAViv ♦^■fk:\ sn^i i^o sxxv'.h'. .♦vj*»iomu\s tht^^v / fff I 'i''fftfHi'ff n/ I tttfni/>t <)/ Ml'ltHli) r .• , ^((M^ ( (((MM TItt' toHKiiltmllH)) mI IIiii t>i.|(Hi(|ii ifl \1iii/ii M''l^ nt l|(/> lliMiliI M Hi'lliiiil In Mi'ji' ImI Ii, I'll III Ik. iwiiMi)(i''f '"i '!"• I'/ll'i '/(»«// \\ I iliii'Milm I'h) iIiIh tiiilliii'l III'- I'lll'ivldjy i» i)ci'i"")|l V (i| liil(i^( ()( nil ll((i('M |'»^|"l(^(| 'Ml' >II(ImI|M n|(ll|l'l'|l| III iiIimI; iltl |-<|il . I ill I ) (i i|ii 1 1 / f I- l)l- f)l-i\ 'Hit' lit llii' IiimmI Iiii|iii) IiiiiI i nii'lii Itiiin in |i(/((i(|i (III- iiiiiii-\'ii'i'iii lit nil imImi'iiI lull. ! il Aw-. fie u\\ < 'mil iiC f^|lll^^ ( Cut Till' liiliil 1 1 |ii mill III I |ii( Ilii iii|i|i'.(l lit |ii»lil)/. H/-l(/(/»|« iiiii)h^^ llli' |iiimI v '•• •» MM nil IhMu • M * )iii I n>iuih\ I" \iiiii\'i\iiii-, i' 'il ,lhh , I illl'lll I'* |i|.|mIII HI" llHIIllv IlKI'l, <<(, '('('(, MMMl'HMNi' of. '^fl «'•' l.i'/M 111) iiii|i|iiiil III (iiliniilii, i'h'lJi'lU , nnHi-niiini>hti nil HiihhUttiH tm tift'iti\ l'i(i imil ii>|Miliii, I II Ml! , I'lliil, ( 'll(,>'.l|l', T/iInI 1-^^,1 h'\i\u, I fi,i |iiiiil|i' i(i-liiiiilii. I'lMM.fillll 'I'llK |ii||lM> 1(1(1 III lll». IIIKlKIHU y 'i| I ll< "ii / III '/III' l» l,ll'. ' III II I h IMtMll flllllllM llli I'iIki III |ll(l WM l> llll'l' II h 'I Ml \>'l','l ( 'ulllllliill iiiIiiiiiIm Nmoiiil Miliiiiil M|li li/,nm'ri in |iiii(i|it.lii'Mi m In in;/ l|i« \,t^/Ui-M\, x/l.u;*,) f^.t/in* i,*, ',t Aitf iiiiln iiliiiil III |Im> i'Ihhm ; ImI. (IllHN '.!iii! „ :ini „ ,Mnl«.R. S'M m:i;$v, un m:iio; £41 kf-/\ x% from lliin Hi(li) ot till) wuUw. It, wouM M-Mtu Vi iiA%': KKruck titn '-,^■4 I 'V ■'. fi--- 68 T/ie Schools of Greater Britain. official aiind also that some kind of apologetic explanation was necessary in the annual report, and therefore the following remarks were sent forth : — The conclusion would seem to be that a serious reduction of the present cost of our schools is incompatible with their effective maintenance. Diminution of expense inevitably means abridgment of facility. The few thousand dollars that might be saved by removing the regulative and unifying influence of periodic visitation and inspection, would not appreciably reduce the burden of poi)ular taxation, while it would render much of that taxation fruitless of result. It should be distinctly under- stood that, relatively considered, our system is not an expensive one. Its cost, equal to a little more than j£l, 4s. for each enrolled pupil, compares favourably with that of any similar system of recognised etficiency. It is exceeded in a niajority, if not in all the provinces of the Dominion, while it is more than doubled in Massachusetts and other states of the American Union. But whatever the cost of our system may be, relatively or absolutely, the results which it is accomplishing are to our people generally the best vindication of the burdens which it imposes. The Deaf, Dumb, and Blind. Nova Scotia enjoys the honourable distinction of being the first among the colonies of the empire practically to recognise, through its legislature, the claims of the deaf and dumb, having in 1857 voted the first appropriation of £240 for the support of the infant institution in Halifax. By the Act of the Provincial Legislature of 1884, any Nova Scotia deaf or deaf mute child of sound mind, between the ages of eight and eighteen, is entitled to admission on the order of the warden of the municipality to which the child's parents belong, and the sum of £24 per annum provided from the public funds for its support. The Provincial Act in relation to the Education of the Blind provides : — 1. The parents or guardian of any blind person between the age of ten and twenty-one years, who has a settlement within any county or district of the provinces incorporated, may apply to the warden of such municipality for an order for the admission of such person into the Halifax Asylum for the Blind, which order the said warden shall at once grant under his hand and the corporate seal of the municipality on being satisfied that such blind person is between the prescribed ages, and has a legal settlement in the municipality. 2. Such order shall entitle a blind person named thei'ein to be received into the Halifax Asylum, and to be educated and boarded therein during the school terms. Pupils under thirteen years of age when entering the school shall be entitled to remain seven years ; those entering betweeii the ages of thirteen and seventeen shall be entitled to remain five years, and those between the ages of seventeen and twenty-one years to remain tliree years. The Dommion of Canada. 69 3. For every blind person reoeived into the asylum, the board of managers of the Halifax Asylum for the Blind are entitled to receive from the Provincial Treasury at the rate of A' 12 per annum, ])ayable half-yearly, and also to receive at the same rate from the County School Fund of the municipality to which the said blind jjerson belongs. Results of the System. The progress of Nova Scotia towards its i)resent system of free unsectarian education has been varied and spasmodic. It was not till 1864 that the decisive step was taken to establish the system which now pi'evails. How far it is a good one for the country and the teacher can be realised by our professional readers from the summary which we have placed before them ; but as an indication of the local and official opinion of the progress which has been made during the last twenty years, we conclude with the following extract from a deliverance by the Superintendent of Education in the province : — " As to results, while boasting may not be expedient, there is no reason why we should feel either disappointed or ashamed. We have good schools, fairly comparable with those of any similarly situated country. Our teachcis as a body are the very flower of the youth of the land. On any hypothesis as to the ♦'tfect of the important political changes and commercial readjust- ments which the province has undergone during the period in question, Nova Scotia is, beyond dispute, better able to enjoy her riches or bear her poverty, as the case may be, with her free schools than she would be without them. The probable beai'ings of our system on the interests of morality and religion were earnestly discussed at the time of its introduction. Such inquiries must always command respect, and a people which does not give those great interests precedence over all others has lost the prime elements of national strength. I have no authority to say that anyone has changed his mind as to the correct theoretic basis on which the structure of education should repose, but it is certainly an assuring circumstance that nc score of years in the history of the province can comjiare with the last in the multi))lication of religious agencies and institutions, and I believe also in the general moral and religious progress of society. " m 'it 5| m t,T.- ' ■:'iK w ^M 'PM '1^1 $% Part VI.— PKINCE EDWARD ISLAND. , »' In Prince Edward there would seem to be the signs of satis- faction as to the educational progress of the province. The prominent features of improvement are thus summarised : — 1, A steady increase in the average school attendance. 2. The greater degree of regularity with which the schools are kept in openition throughout the year — the grand total days' teaching for the whole province being "2100 in excess of that for the previous school year. 3. The well-marked improvement on the i)art of candidates from the common schools at the Provincial Examinations. 4. The readiness and intelligence with which the teachei'S adapt them- selves to imj)rovements in the school curriculum. 5. A greater demand for efficient teachers, and a greater desire on the part of school trustees to retain the services of competent instructors when once employed. G. Av increase in the number of schools in opei'ation during the year. The number of schools is not large, being 435, employing 494 teachers — 271 men and 223 women — and, under the efficient supervision of two School Inspectors, combined with the decided advantage of the personal inspection of the advanced schools by the Chief Superintendent, it is not surprising that decided pro- gress should l)e made. The schools are ranked according to the result of examinations made on the Inspectors' and Superin- tendent's visits, and as the standard is raised or lowered so is the salary of the teacher increased or decreased. It can easily be understood by teachers, therefore, that Prince Edward Island is not the happy land where troubles are unknown. The range of instruction and the number of scholars in each sul)ject will be seen from the following statement for 188G : — Pupils enrolled, 21,98.3 Geography, - - 10,.321 Boys, 12,118 Dictation and Spelling, - 11,081 Girls, 9,8(55 English Composition, - 5,532 Average daily attendance, - 12,1()(; Book-keeping, - - 1.38 Primer and Book 1,- 5,428 Music, - - 3,911 Books II. and III., 6,652 Book IV., - 4,2S3 Latin, . ■ 449 Book v., - 3,603 Greek, . . 7 Book VI., - 1,673 French, . . 545 Writing, 16,852 Algebra, - - - 426 Arithmetic, 16,227 Geometry, • - 357 Grammar, - 10,488 Chemistry and Natural History, 8,123 Philosophy, - - -345 The number given in French in the above tabular statement, is The Dominion of Canada 71 tbut ut' students who take up this subject at an advanced stage in their school course. In addition to this nuuiber there are in the Primary Schools about 1500 pupils who read in the Series of French Books prescribed by the Board of Education. Altogether, therefore, there are in the Public Schools 2000 pupils studying the French language, 80 per cent, of whom are of French descent. Judging by the course of study for teachers and the papers set them at examinations, the standard is on a level with that of other parts of the Dominion. Out of 267 candidates who com- peted last year for entrance to the Provincial College and Normal School, 125 were successful, showing that this examination is a severe test, or that the candidates are very indifferently prepared for the competition. Five months' training is given in that institution, and an examination is held at the end of the term for the three grades of the teachers' licenses. No one can teach in the public schools without this normal training and the possession of a licence. Salaries are not placed at an exorbitant figure, considering the qualitications required of the higher classes. They are as follows : — If f ■ Highest. Lowest. Average. Male Teachers, Ist Class, £180 £.j.'5 £8(> Female ,, ,, 72 44 57 Male ,, 2nd Class, 90 45 56 Female ,, ,, 80 .S(J 44 Male ,, 3rd Class, 90 36 44 Female „ ,, GO 2() 34 In connection with this, it must be observed that if a tirst-class teacher has charge of a second-class school he is paid a salaiy commensurate with the grade of the school — that is, receives a second-class salary only. The salaries are made up by a .statutory grant, according to grade, and a local or supplementary amount voted by the inhabitants of the school district, which is collected by the secretary-treasurer ; and this " supplement " is increased by a like amount granted by the local Government. The total expenditure for education in P. E. I. last year was £29,120, of which the Government expended £21,900, and £7256 was voted by the school districts. m HIGH SCHOOL. HALIFAX, NOVA SCOTIA. ■1 Hl^"i' .'■^ 1 .'i' ■■ H-4 i pr I * ' PUBLIC SCHOOL. WINNIPEG. MANITOBA. ^:j ■m Part VII.— MANITOBA. The province of Manitoba, formerly known as the Red River Se^tlcirdnt, though more extensive than the British Isles, its area being 123,200 square miles, is, says the writer of the article on Canada, in " Her Majesty's Colonies," only one of many yet to bo developed. It is situated in the very centre of the North American continent, and its growth, together with that of its capital, Winnipeg — which stands on the site of Fort Garry, the scene of the Red River rebellion of 1869-70 — has been extremely rapid, especially since the establishment of railway communica- tion, first (in 1879) via Chicago, through United States territory, and subsequently (in the winter of 18S3) by the completion of the line from Port Arthur, at the head of Lake Superior, by which it was brought into immediate connection with the great canal system. The advantages accruing from this connecting link may be imagined from the fact that when Colonel Wolseley set out in 1870 to suppress Riel's rebellion, his troops were three months (May to August) on the march ; the same journey, from Port Arthur to Winnipeg, may now be accomplished in less than twenty -four hours. The consequence is that whereas, in 1871, the population of Manitoba was under 19,000, and of Winnipeg only 241, at the census of 1881 these numbers had increased to 65,9.54 and 7985 ; and last year the population of the province had grown to 125,000, of which Winnipeg claimed 30,000. The assessment of the city in 1878 was £670,000, whereas in 1884 it had risen to £7,600,000. No more remarkable instance can be found of the effects of railway communication in converting an obscure and inaccessible settlement into a lai'ge and flourishing and populous city, opening up to the reflective mind visions of many such creations in the future, in what are now the solitudes of the prairie, awaiting the advent of the pioneers of colonisation and civilisation. In an address upon Manitoba delivered by the Earl of Dutierin, during his term of oHice as Governor-General of Canada, his Lordship eloquently said : — " It was here that Canada, emerging from her woods and forests, first gazed upon her rolling prairies and unexplored North- West, and learnt, as by an unexpected revelation, that her historical territories of the Canadas, her eastern seaboards of New Brunswick, Labrador, and Nova Scotia, her Laurentian lakes and valleys, corn lands and })astures, though themselves more extensive than half-a-dozen European kingdoms, .'■f^ \ v«?^ *-.-.>r 'f.-V- .%: •^^: ■ '-i^.i ■J^".. u'.h :4'^ ;. w ^ ■ ' .''*". '^- f ■: •A3^' ['■■? -'•I "ii^ r ' 1^ 'i-*. "1 «.'. 74 T/ie Schools of Greater Britain. were but the vestibules and antechambers to that till then undreamt-of Dominion, whose illimitable dimensions alike con- found the arithmetic of the surveyor and the verification of the explorer. It was here that, counting her past achievements as but the preface and prelude to her future exertions and expanding destinies, she took a fresh departure, received the afflatus of a more imperial inspiration, and felt herself no longer a mere settler along the banks of a single river, but the owner of half a con- tinent, and in the magnitude of her possessions, in the wealth of her resources, in the sinews of her material might, the peer of any power on the earth." Captain Clark, the grain inspector for Manitoba, in a paper read at one of the recent Colonial Conferences, observed as fol- lows : — '* That the climate is extreme does not admit of doubt. So warm in summer that the thermometer will stand for days at ninety degrees in the shade; so cold in winter that it will go down to forty degrees, and, in isolated cases, to fifty degrees below zero. 'The average Britisher can understand ninety degrees in the shade, and endeavours to exist when such a temperature visits his island home, but he freezes in feeling to a miniature iceberg the moment he contemplates the lowest winter readings in the Canadian North-West. He cannot understand, and never will until he has proved it, that these thermometrical readings, which mean misery and death in the moist atmosphere of the British Isles, are consistent with rude health and tireless energy in the dry clear air of the prairie. Accustomed to a climate where clouds are the rule and sunshine the exception, he cannot realise a land where, with scarcely an excoption, every summer day from dawn to gloaming revels in unclouded light ; where winter, holding the earth for months in his frosty grip, floods its snowy covering with constant sunshine, and where the moon, ' walking in brightness,' sheds a lustre so clear that, almost unperceived, the glorious winter day glides into the more glorious winter night." A settler may obtain a grant of IGO acres of land free on even numbered sections, on condition of three years' residence and cultivation, and payment of an office fee amounting to 10 dollars (£2 sterling) ; and he may obtain the adjoining portions of sections by " pre-emption " or otherwise, at the rate of 2 dollars (8s.) or 2.50 dollars (10s.) per acre. The privilege of pre-emption will, however, cease after January 1st, 1887, unless extended during the present session of Parliament. Intending settlers should take notice that they are entitled to enter at the nearest Government lands office for a free grant of a quarter section on any even-numbered unoccupied land in Manitoba or the North- West, whether or not such section is near a railway or comes within the reserves of any of the Colonisation Companies. But section 8 and three-quarters of section 26, in each township, are excepted, being reserved for the Hudson's Bay Company, who are entitled to one-twentieth of the lauds of the " Fertile The Dominion of Canada. 75 Belt," estimated at 7,000,000 acres, under agreement with the Crown. Odd-numbered sections (except Nos. 1 1 and 29) for 24 miles ou each side of the Canadian Pacific Railway, may generally be regarded as the Company's lands, ai)portioned to them by the Government of Canada as part of the grant of 25,000,000 acres, made in aid of their great undertaking. Nos. 1 1 and 29 in each township are school lands — i.e., the proceeds of their sale are to be applied in support of education. Outside the railway V)elt the odd-numbered sections are ottered for sale by the Govei-nment at 2 dollars per acre. Though these lands are not under the control of the Board of Education or of the provincial uutliorities, but are held in trust for the province i»y the Dominion Government, it may not be out of place here to refer to them for the pur])ose of showing the resources of the province for the support of the schools. The total acreage held amounts nominally to two and a half million acres ; but after deducting the lands not available for settlement, there remains the princely endowment of about one and a half million of acres to be disposed of for the benefit of public education, besides one hundred and fifty thousand acres for the use of the University of Manitolja. The following diagram illustrates the arrangement of the sections in each township of si:^ miles square : — M N 31 32 33 34 35 II. B. Co.'s Lands. 36 30 School Lands. 28 27 25 w 19 20 21 22 23 24 18 17 16 15 14 13 7 H. B. Co.'s Laiuls. 9 10 School Lands. 12 i 6 6 4 3 2 1 By the provisioi s of the Manitoba School Act, the educational interests of the province are placed imder the direction aiid con- trol of the Board of Education, a body appointed by the Lieu- tenant-Governor in Council, and consisting of two sections, the Protestant, composed of twelve, and the Catholic, of nine mem- ;■■(■*■ .(I '-..-. ^,-^T. 'A- ■ : ' ''*■: '» ■ , % Ji- ',i. -^\->,r: -.;^ ./•.>^; " i ■' 'P^ • ; / 'j*i| .K<:-.--^S ijri^M t>^ Yif^JH :.s''l^^ '"»' "^Ira" M||,^| 'A ^ImPh & mm I'.. "• "\l''i ■-+■ 70 The Schools of Greater Britain. ''A "i M li^i' s* bers. Each section has exclusive control of the schools of its own denomination, the number under the direction of the Protestant section of the Board at the close of the school year now reported being 426, and the number under the direction of the Catholic sec- tion 53. There is the utmost harmony, however, between the two sections, and this fact is emphasised in a document prepared in the early part of the j)resent year : Memoire prepare par la section C'athoiif/ue du Bureau iV Education de la Province de Manitoba, en vue de I'Exposition Coloniale de Londres. The writer declares as follows : — Chacune de ces sections a Ic contrule absolu des ecoles de ses coreligion- naires, et Tune n'intervient jamais dans les affaires de I'autre. La plus <,Tande hannonie legne entre les deux sections, les(|uelle8 s'unissent en con- ference, sous le nom de Bureau general d'Education, lorsyu'il s'agit d'inte- rets generaux, n'ayant aucun caractere sectionel. To be on a level in the way of civility, the superintendent of the Protestant schools has written as follows in a document of a similar character : — " It is gratifying to all lovers of good citizen- ship, as well as of educational progress, to note that, from the organisation of this system of management in 1871, at which ])eriod the Protestant schools numbered IG and the Catholic 17, to the present, thei'e has been an almost entire absence of the fiic- tion and disagreement that have marked the progress of education in some of the sister provinces." The Legislature has wisely and liberally provided that in every portion of the province in which a settlement exists with ten or more resident children of school age (5 to 15 years, inclusive), within a radius of three miles from a given point, the formation of a school district may be applied for by live heads of families and granted by the Board, and a school-house erected from the proceeds of an issue of debentures by trustees subsequently elected by ratepayers ; and the current expenses of the school are then })rovided for from the following sources : — A provincial legislative grant of £2 for each month the school is kept in operation, but not exceeding £20 a year ; a grant from the municii)ality in which the school district is situated, of £4 for each month the school is kept in operation ; and the balance from a tax levied annually upon the lands included in the school district, within a radius of three miles from the school-house. The principles recognised and applied in these provisions are : — (1) That not the parent alone, but the whole province is intei^Ssted in, iuul should bear a poi'tion of the cost of, the education of the children (»f the settler. (2) That the large cost per capita incurred in the education of children in a sparsely settled country should not deter the provincial authorities from the attempt to prevent the [present youth from growing up in ignorance ; and (3) that, in accordance with the spirit of free institutions, the extent to which the provi- sions made for establishing schools shall be taken advantage of is left to the people themselves to decide, through the municipal councils elected annually by them, and the limit of the buideu The Dominion oj Canada. 77 •g tlioy are willing to Wear for the support of their schools, when established, is likewise (leteriniiiecl through the trustees chosen by them at their annual meetings. The following figures are therefore interesting us an inilicatioii of the efforts of the i)eoi»le of a province newly and partially settled, towards making immediate provision for the education of their children : — Protestant Schools. N.B. — The Scliool atjo i.H o to 15, both inclusive. Year. 1871 187*-' 187;i 1874 187."> 187t» 1877 1878 187!> 1880 1881 188-2 188.{ 1884 1885 .Sehool Population in Organised Districts. 2,714 4,483 "5,«i:H 7,000 9,(i4l 12,.34ti 14, l-2!t 15,851) Number Attending School. 810 1,0!>5 1,108 1,248 1,5<»5 1,()00 2,02: 2,08S 3,614 3,700 4,019 0,972 1U,8S1 11,703 l.S,074 Number of Schools. A Atte ^■erage ndance. 10 17 598 17 22 2(> 815 ;w 802 38 953 50 1,280 99 101 12S 2,400 INJ .3,285 271 5,004 359 0,,52O 42(i 7.847 Note. — The small proportion of the number attending school each year to the school population, is explained by the fact that a certain number of districts were organised yearly, but did not have a Hcliool-room open for the attendance of pupils till the year following. ^ m ' Vi'SPX Leuislativk Guant to Schools. The annual legislative grant for public schools is divided be- tween the Protestant and Catholic sections of the Board of Educa- tion in the proportion of the school poi)ulation in the organised Kchool districts under the control of each section of the Board, as shown by sworn census returns received annually from eac h school district. In 1885, the total grant for education was £11,000, of which the Protestants received £8711. The total expenditure on Protestant schools was £(U,180, or at the rate of £4:, 4s. 4d. per head of the population. The total grant for 188G was £12,700, showing a considerable increase. The progress of the City of Winnipeg during the last 16 years is worthy of special mention in this connection, its schools at the present time being acknowledged equal in equipment and efficiency to those of any city of its size on the continent. The photographic n 78 T//C Schools of Greater Britain. vi(iws of the nine Hclcctcd scIiooIh in Winnipeg, sent over to tlie Exliiliition, hIiow vi-ry clearly timt their urchitoctiinil outlincH are in every way croditable. 1 Average Daily Year. No. of riipiis Attiiulaiieo, TiaclnTs. KiiiolK'.l. I'rottistant 30 Schoola. 1871 I I8,H1 12 805 013 1 SS2 25 1484 not 1 ssa :)(• 1952 1385 I,SS4 4.S 2125 1710 18M5 45 2300 1904 The I'ullowin;; is a eoniparative statement of the amount of tho legislative jjrant for education in several provinces of the Domiiiioii : — Province. Year. Total School I'opulation. Total (^rant for Education. <• rant per Capita of School Population. Ontario ! New Brunswick ' Nova Scotia 15ritisb Cohinibia rrincc Edward Island Manitolia - 1884 1885 1885 1885 1884 1885 471,287 72,9(:7* 103,287* 4,275 22,552 19,580 £10:1,400 22,470 ;{9,838 14,2:10 21,0:17 11,000 £0 4 5 8 Oi 3 9 4 19 5 11 8 *Tlie8e tigures represent actual enrolment of pupils, not school population. It should be noted iu connection with the foregoing table that the total expenditure for education in Manitoba is abnormally large, owing to the j)ayinents on capital account included in it that are annually rendered necessary for the building and furnish- ing of new school houses. The rate per capita in this province is large for the same reason, and because of the small number of i)upil8 included in nianv of the school districts. ^M':. School Houses and their Equipment. Upon the formation of a school district, the building of a school house becomes a serious problem to the settlers included in it. They must either erect a bnildiug within their present means, necessarily more or less unsuitable to the want of a school, or incur a debt for a suitable building, extending for repayment over a term of years, thus securing the assistance of later arrivals who will enjoy the benefit of it. The latter alternative has generally been adopted, and the Legislature has given powers to school trustees to issue debentures for this purpose. These powers, however, can The Dominion of Canada. 79 now bo cx«'rcis|M'r Hiit'oguurds, to provide agniusb the iiuMirririg of a «U)l)t tliut iiiay render an oppreHuivu tax necfls- Hary for its ii'iMiyiiicnt. TIm'si' Hafegiiardn are (I) tho roooniineiKla- tioii of the Hii|ieriiiteii(leiit after diu; eii<|iiiry as to tliu aetiial cost necessary to erect a siiitahle Imildinj,', and the altility of tho rate- imyers to repay tho iieeeHsary loan, and (2) tho unthorisation of the h)an l»y tiie f jentenant-dlovernor-in-Council. The loans inaihi under these couditictnH up io tho Hist of Janu- ary, ISSG, aujoinit to .£SU,700, of whicli the eity of \Vinni|M' on i' 1o|> b1,«I of l>!«cK. HR is (In' i'i(«i' of olInT Hiniilm iIchKm TIm. Af/it/(<)?i. I?;/ ;unl'i' '<()»;/ ;'.n/ ol /ci' lUc Ki'pl pi'i li'cl ly IimcI mIich' (hi>\ mm-oI, mIi«mi Inl IS .ipi'n h\ .\ lothVK x)( iht' l,itl,r .•;(( climu in :\ ipri.in' ot ihfi t'onihi: Till' inni'* i>l liililino In) mio rlnlli'il (o cnnlilc |mi|>iIs (.» IhmIimi i» pn'i'i' of t liislii' ni'iimK l\.l 1,1 IikIiI 1i,\i>K« opi'ii \\ lii'llnM- o|iiMi Of I'loHi'il, Mn'ti'ino V10 n\\;\\\> .ovnrrs to .'.doh an IS plenty of I'oont Jof oMlislinMno o\t'it'i«"'» Knil s«oi'pini;. It. ii< minlo olMUo Im"<( h:\yA moo.I'», thoionuhlx kiln iltio.l itinl liiiildv poli«ln>il. Tivrnrns an" rm hi vJr ami icaiionh. Y the olijir.tolor ol iln' iMnniloln tonoluMn MMiiij; fnn.imuoutnl, im ollni nuMlilioulion m n ojitnlidnli* is oun sitloicd iiulosH il ho iiisl csiMMisliotl . ilio (iiornl nlnoMl i<»i» of Iho Iv Ml olultli-on IN !\u <^ssonli:(l olomont o\ llic (onolnM'M wor Tl ii> 111 trllo«'(u;)l ,\(loiis : 1 No pi'vson o;\c. I'O l!«« tiill\ cniplov cil ■■»» ;« to;n'Iior i'l ;>ny of tho I'ro tost.uU piiMio .oohools of M;nnlo>>,i imlivAs l\(> holilM ji oort illontc 4ir Iiooiino jjivuitoil iindov tho ,u)f hov\l.y ot (l\. I'lolcsl.uil. Nootnm of lUo llomtl of Miln •.•aii.>n. '.'. Any soln>ol l)o,u sl\;»ro of any ni^IiooI fnnd. ."'. Vho oottiiii'ati'H jiianloil l>y (Ito PiH^toslant Sct'tioti of lh«> Hoaiil of l',iluoatn>ii uliall l((< graihiafi'il hh fol V> ; tliinl olass, two ura.los. .\ an. I U. I'ln l-'iist >'lah«. two gv.nlo.-*. A ami U ; Hoi-onil olaws, two mradoH, A ami M'tilioatos arc ti'rnn'il pi'o fossional anil non prolo.'NMonal as tho oaso n\.i_\ bo, and aro obt.niiiiiltlo uh follows: *V<»i-/*»'0/V'.«.'iii>»Vrt/'.v. 1. Noi\ piofos.sional ooit.ilioafcoH may lio ol^tamoii by ptM'sons \>ossossinii satisf.n'tovy oxnlonoo of tooil moial oliar fti'ftM-. pri )f of 1 VMnij (Mi^liti on y<\'»v.'> of aijo m tno oi maloH, iinil himooii '\aminalion of |,oa>'lioi'M yoars of age' \n tlu' oaso ol li'nialo.^. anil passtnj; hold ;vumiaUy in .hily. ."v A non piofos.sionjvl ooitilioato in \alnl as a lioom^o to toaoh in a pnbhi- .><>'hool m tho pi-ovinoo. Ji.s follows : V\v»\ olas.s for ono j'i>Ar : third olass. i;iado A. for ouo yoar ; t.liird-ola88. giado U, for Jiny jvnoii. not txooodinu ono \oar. that tli<> .supoiiiitoiulotit in his disonMtioii, ,uooj;rapliy, hi. tory. iHH^kkoopuik:. ;il>:ol>ra. Kiiolid. I. \ 1,, slatios, hydrostatios, pliysios, pliy siiilo^y. hycuMio. i"ht'ini>tr\ . and botany. Last yoav tlu> ti;ii'li(M\s niiinl>oivd -.'U lu.ilos and 'Jt.> I'omaloa. who woiv v'l:issitii\i ass lollows ; 1. olass, . . . . . . 17 11. ., ... . . lis TTl. .. '200 lutonin I'tTtUioatos. . . . . . SI 4 7G VV/r /h>f;//f//(>ff of Civiiidil. HI 'riit> Mvnrnyo niiliiiy ol I !tM iiirnl Iimk'Ik im wmh l."Ml (mi malfM, tiHil t'MO lor (fiMHltH; nl" I I IohcIicih in Mh* rity <»f' Wiiini|i»'y, L'JVM I'tir imilf'H, mill JCI |0 lor r»>iMnli>fl . niid lor llio oMt»M' fliM IriciM. nlioii) 1'|':!(MmiiI I'MO r»'H|t»>f'l.ivf'|y Tlio nmiilMM ol Ir'nchiTH in ••liiiiyi' nC l,|i(< hiIkmiIh oI' IVIiiiiitiiltii, ijuiiiii; IHHri, Mim(. Iiml iiriiivtMl Noniiiil Hfliooj f.rMinint; wiih 2'^r» mm) oI II Joltil oC I |(i. Snini- III' tlii'Ki' (iii> j/rmliiMd'H ul Nniiiiiii MrlnillJH III Mll^llMlij. Mi'iiIIiiihI, fiml lln' MdHll'lll I'l'lvilU'I'H, Idll. Ull* niiijorily \vi'ii< (riiini'il in llii> \Vinni|ii>i/ N'irniiil Hnlionl. 'I'Iiih Hrlinol wiiM cMlnliliHlirij in Si'jiIi'ImIh'I , |f M|i|MiinlJn)Mil of II, Norniiil inF4liiii'l,i>r or |)rini'i|iiil wlm, witlionl, liiiildinirR, npitiirMtiiH, or II Hrliool o|" |iriii"l ii'i>, i>x<"«'|it. tlint. iiUniili'il hy (In- Winni|i»>!/ ' i*y hcIiiioIh liy riiiiHi'iil. ol itK IhiiiiiI of triiHl'-cH, (j[(ivi' inHlrmition in Mi'liiinl nryiiiiiHiiliiin iiihI nu'tliniJH o( (.••inliint^ 'iMiii^ Hi'KMionH or- (.(MiiiH III livi' iiionllm I'lK^i. 'I'lo liiMii'lK ol Uiiiiinj/ iinil«'r Uiin |ilini NVtiH loiinil In rnirli hiiiIi ii Hinnil |ii'o|iorriiin ol llir tiiii'liiiH of llir |iro\iiirt' lliiil. in April, |KX|. (jic vvorl< ol (,li(> kcIiooI whh nioililiiMl HO iiH III proviilo lor l.lii> liolilint; ol' Itiil, oni< iivo inonlliH' Mi'MHion iinniiiilly in W inni|ii';L(, lor lln> litiinint^ ol' lirrU, atnl mccoikI cltiMH t,»>ii(?lMl,«'i| l,o n, Hi'ii<>M ol' HJiorl. Ki'KMioiiH ol' II, nionlli I'lirli Him-o iiiiiftif/rn>, ami Iimh I'oiiml oxproHHion tliroiii(li tlir- in H|M'rtorn, (lio parontH, ami tlio trarlii-iH tliiniiHi-ivin. It cannot lii> i ini'iiMiHCH, tlii< ninipli> ami ,,ii'X|ifnHiv»' Hyatim of tniininj^ liitti( om-ii now iinirli ni'i-ilcil, ami, int timo pa,nHCH, will liccoino imliapi'iiHalilr .','< Ih i Hncci'HHliil jnoHnciition ol' tins work. 'X\w Itoaiil of Kilm-atioii, aliv ^ to tliia fact, liavc. nrfj;«',i| tlio con Hi(lipen to the yoiitfi of the codntry. Tlu* nMiiaining tiiree staiidaids iriolnde the snlijects reipiired for a high school, and arc provided for thu prcpaiation of students for m:- n^ 'I 'I., r. } 82 77^^ Schools of Greater Britain. matriculation in the University and of candidates for first and second-class teachers' certificates; the course embraces, in addition to this, jtrovisiou for a thorough training in the English language and literature for students of both sexes who may not contemplate entering upon a professional career. The outlines of the coui'se of study for each of these twelve standards has been adopted, and the iletails are being gradually filled in from the results of actual test and ex])erience in the schools of the city of Winnij)eg, the only jilace at ]»resent with schools of sufficient size to admit of each standard being taught by a separate teacher. A condensed programme is ])rovided for the use of schools in rural districts and in towns and cities in which not more than five teachers ai'e employed, the course, however, being identical with that for larger schools, but modified to suit the circumstances of classes composed of more than one grade, or, as in the case of rural schools, of all grades. COLLLG I ATE D K PA RT.M ENTS. Standai Is ten, eleven, and twelve of the public school programme constitute these departments. They were added in 1882 by the Board to the programme previously provided, in order to perfect the system of education for the province, by supplying through them the connecting link between the public schools and the col- leges constituting the University of Manitoba. Although the number of pupils taking a high school course, as prescribed for these departments, is always but a fraction of the school attend- ance in any of the provinces, the establishment and support of such schools by a government subvention is freely recognised and liberally given in all the sister provinces. The following state- ment will make this cleai* : — Ontario - Nova Scotia - New I^nuLswick riiiice Edward Isl, - No, of rul)lic Scliuols. :\'?,"^ 2,0(;r) i,(;i»3 423 No. of High Schools. Total ( 1 rant for Education. Grant for High Schools. £17,041 1,880 .188 300 10^ 18 14 21 £103,400 39,838 22,470 21,0.37 No special grant for the supjjort of collegiate departments has yet been authorised by the Legislature of Manitoba, beyond the ordinary subvention paid to them as public schools. This has been owing !)itl.\eito to the pressing demar.ds of primary education upon the funds at the disposal of the Board of Education — de- ma'ids that the rapid increase of settlement in the province in the future will render more pressing and imperative each year. T/ie DoDiinion of Canada. S3 Inoomk and Expenditure. Tlio following is a general stateno^nt showing receipts and ex- penditure of the legislativf' grant made to the Protestant section of the Board of Education, lor tlie year ending 31st January, 1886. The corresponding tigures for the Roman Catholic section have not been embodied in the " Memoire" to which we have already referred. Dr. tlie £1,372 To balance from yiiiiit, for 16S4, . ,, grant from Oovuriiineiit for lirst half of 18S5, . . . :i,fMO ,, grant from Government for the lialf year eniiing 31st Jan., ISfiti, 4,774 „ interest on depo.sits in the ^>avingH Bank (net;, .... „ refund for lare, etc., of oflices, . SO Cn. By payments to schools Ci .!'.;8 ., Cor insiicction of schools ,, for e.xaiijiiiation of 743 teachers, . •-'21 ,, Normal IScliool training of teaihers. :m ,, for care, etc., of Educa- tion Offices, 08 exi)enee of Sii|ierintenileiit's office : 1. Salary of Superintendent, 400 2. Salaries of iissistants, 270 3. Stationery, .... 34 4. Printing, .... 77 5. i'.'Ktage 52 6. Tr.i veiling expenses of mem- l)ers of tlie board, . 23 7. Incidentals. .... tiO By balance, '.KJd £lo,i;iO .tin.UiO y' in?toban energy is not equal to the task of securing regular attendance. On the margin of the j)i'airies the same evils that surround the schools of the home country are the cause of much lamentation. " The evil results of irregularity (says the superin- tendent, in his report for 1886) are the same, whatever the cause ; and in this province they are intensified by the disheartening eft'ect upon the teachers, many of Avhom are in charge of schools with an enrolment of less than twenty pupils. An average attendance of less than one-half the enrolment at these schools is peculiarly dis- couraging to those in charge, and justly excites in the minds of the ratepayers who have no children, but cheex'fuUy bear their shai-e of the burden of paying for them, that the ex})enditure is largely wasted by the indifference of the jiarents for whose direct advan- tage it is incurred. The need of a remedy for this is a pressing one. Some of the eastern provinces apportion the legislative grant according to the average attendance, but it can be easily under- stood that the influence of this arrangement ixpon the action of individual {)arents is very slight. From my own experience in the teaching and inspection of schools, I am led to the conclusion that teachers of the highest degree of etliciency always secure the best attendance, and that the a])portionment of the grant, or a portion of it, according to the certificate held by the teacher, would at once produce such a demand for the highest attainments V)y trustees in seeking for teachers as to stimulate those pre[)aring for the work to corresponding eflbrts on thtnr part to meet it, and ultimately result in a better aj)pi'eciation by parents of the advan- tages the hchool oilers to their children." ■■■■ ■■.i'K. \ hm $■. I If m 84 T/ie ScJiools of Greater Britain. The average attendance at the Protestant schools of the pro- vince during the Uist tive years has x'eached the following percentage of the enrolment :— 1881, 40-8 ; 1882, 47-1 ,; 1883, 46"7 ; 1884, .55*7 ; 1885, 60. Rural schools in the prairie sections of tlie country are generally closed during the winter months owing to the difficulty presented by the absence of roads and the danger of too great exposure in the cold weather to the small children. The average time these schools are in operation during the year is eight months. To remedy in some degree the disadvantages that many rural schools laboiir imder from this cause, the Boai'd has i)rovided that the summer vacation may be dispensed with, according to the following regulations : — The school year shall be flivitled into two terms — the first term com- mencing on the first Tuesday in February, the second term commencing on the third Tuesday in August. Holidays and vacations. Every Saturday in the year, together with the first Monday in February, Good Friday, the Queen's Birthday, Dominion Day, and one Friday in each school term, when spent in attending meetings of teachers' associations. There shall be two vacations during the year, viz. : — The winter vacation from the 'J4th (iay of December, inclusive, to the secoiid day of January, inclusive ; the summer vacation from the first oi July to the third Monday in August, both inclusive. The superintendent is hereby empowered, on the application of any board of school trustees in rural districts, to shorten the period of either vacation, change the time for taking the same, or disi)ense with it altogether, as may seem best suited to the circumstances of the school ; but every such application must include the reasons for making it, stated in full, and must be signed by all the trustees ; and no arrangements made upon such application shall supersede an agreement jjreviously made betweeii the trustees and any teacher, without such teacher's consent. Inspection. The schools are examined at least half-yearly by inspectors, who are at p/resent twelve in number, and are all clergymen. They receive salaries which vary from £10 to £121, according to the exteiit of their duties. Owing to sparseness of settlement, it is as yet scarcely possible to place a sufficient number of schools under the charge of each inspector, to enable him to devote his attention exclusively to this work. Since the Board is practically restricted in its choice of insi)ectors to the clergymen of the difterent denominations and others whose ordinarj^ avocations allow of their devoting a portion of their time to the ini])(H-tant work of local supervision, there is wanting in some cases that practical acquaintance with school work and knowledge of the art of teaching so desirable and necessary for the jierforniance of efficient inspection. It is the duty of each inspector — 1. To visit each school in 0{)eration in his inspectoial dixision at least half-yearly, and any schools not in operation, as he m.iy be directed by the su[)erin- tendent ; to visit ^rom time to time and report upon each visit to the trustees and to the superintendent, on the fonns provided him ■" i The Dominion of Canada. 85 for that purpose. 2. To make a general annual report to the superintendent before the first day of February in each year, upon the state of education in his division and the progress of the schools under his inspection. 3. To examine into and report upon any matter connected with the scliools of his inspectoral division that may from time to time be referred to him by the suj)erintendent. 4. To draw the immediate attention of the superintendent to any violation of the law or the regulations that he may observe in any school, 5. To spend at least two hours in the inspection of each school, such inspection to embrace : — (a.) In the case of a new school-house, the dimensions of the room, its lurniture and apparatus, and the observance of the regulations of the Board in the construction and equipment of the school-house, and the arrangement of the school grounds and outbuildings. (6.) In the case of all schools, the arrangements made for keeping the room jn'operly cleaned, repaired, and ventilated, and generally the efficiency of the means employed for preserving the health and promoting the comfort of the children, (c.) The examination of the records of the school, with the view of ascertaining that |)ro])er account is kept of the attendance and classification of the jiupils. (cZ.) The observation of the teacher's method of govern- ment and teaching, and such inquiry into his qualifications, character, and habits as he may deem necessary. (e.) The o.xamination of the classes in the branches of instruction de- signated as essential in the programme of studies, and in such other branches as be may find practicable during his visit. G. To give the teacher such advice, direction, or warning regarding his conduct of the school as he may find from his inspection to be iiecessaiy, and to advise with and direct the trustees on any matter connected with their duties that he may deem expedient. The University. This institution completes the provision made for the education of the youth of the jjrovince. Though the aid hitherto granted for its supjjort has been but small, and its functions limited to the examining of students and the conferring of degrees, its work in connection with the affiliated colleges of St. John, Manitoba, and St. Boniface (for the Anglican, Presbyterian, and Roman Catholic denominations respectively) has been successful, some of the prominent public and professional men of the ])rovince being of the number of its graduates. ),.;"i m . - ■. Part VIII.— BRITISH COLUJMBIA. f: Turn we still further to the West, towards the land of the prairie and the Rocky Mountains. In British Columbia the work of education is not neglected, althougli its population is scattered and the difficulties of the schools are many. It is not yet regarde " aa a matter of public belief that the school-house is as necessary an adjunct of the settlement as the roads or bridges, but the lil)erality of the Ciovernment gives a clear indication of the i)rovincial ideas on the sul)ject. Out of a total expenditure of £119,000 for last year, £10,164 was devoted to education, l)eing for education proper at the rate of £7, 5s. for every pupil in average attendance. In Victoria City it amounted to £8, lUs. for every pupil. The total expenditure was £11,672 (an increase of £1502 on the previous year), exclusive of the amount spent on constructing school-houses. These are considered rather as assets of the Government than direct expenditure for the maintenance of schools. The common schools in operation were 59 in number, with .seven which are described as graded, and a single high school. The pu))ils were 3470 in number, with 85 teachers. The average attendance is only 1808 for the whole province, or about 52 per cent., although in rare cases it has risen as high as 63. In the solitary high school there are 84 pupils (45 boys and 39 girls), with a daily aver- age of 56. The schools are not large, but the law requires at least ten to be in attendance as a condition of receiving public support. To extend the interest in the management of the schools, the law lately enlarged the number of trustees from three to six for each school, with the result that greatly increased zeal has been evident, and greater demands for new schools have been forth- coming in the way of the necessary petition. As the tide of emigration flows westward by the opening of the recently-con- structed railway from the Atlantic to the Pacific, these demands are likely to be more numerous. In the meantime, however, to keep alive the interest in the communities the educational franchise is in the hands, not merely of the ratepayers, but of their wives a.s such. The mothers of British Columbia are an important factor, therefore, in everything that concerns the schools. Teachers' Attainments. Tliere is no place of training for teachers in Columbia as yet, but there are hopes in that direction, and the ways of other parts of the Canadian Dominion are likely to be followed in the west. Teachers must obtain a certificate from the Eduontion Office, and this document has to be renewed from y^^ar to year by examination. A few exceptions are made ixx t)ie case of those who have the 1 The Doniinion of Canada. 87 highest grade of certificate, but the upward path is Ijy the way of examination at very frequent intervals. Temporary certificates are granted in the case of suituhle candidates to jjeruiit them to enter upon school-work till the next examination. The others are arranged as follows : — I. Class A and B for public or high schools. II. Class for any position in a public school, or assistant i high school. III. Class for schools where one teacher is employed, or assistant. II a an To obtain the highest grade of certificate the candidate must pass in ail the common branches, with book-keeping, algebra, Euclid I,-VI., natural philosophy, English literature, general history, practical mathematics, Latin (Ciesar, Horace, Virgil), and one of the following subjects : — (1) Greek (Xenophon, Homer's Iliad, 1-3); (2) French (Voltaire's Charles XI [. and Corneille, Le Cid); (3) Natural Science. A candidate nuist obtain 60 per cent, of the total number of marks attached td all the subjects of examination for that class and grade, 50 per ceni.. at least of those attached to each of the sub- jects of examination for second and third class certificates, and not less than 40 per cent, of the total number of marks attached to all the subjects of examination peculiar to that class and grade, pro- vided always that he obtain at least 40 per cent, of the marks attached to the Latin paj)er ; or he must be a graduate of some British university who has proceeded regularly to his degree, and must satisfy the examiners of his knowledge of the art of teaching, school discipline, and management. The duties of teachers are very minutely defined in a set of regu- lations, and among other rhings they are enjoined to classify the pupils according to their abilities. The highest morali*^y is to be inculcated ; but no religious dogma or creed must be taught. The Lord's Prayer may be read at the opening and closing of schools, but onl}' by the permission of the board of trustees. The school hours are from 9 to 12, and from 1 to 3.30 in summer, the winter attendance in the afternoon being cut half an hour shorter. The holidays include a fortnight at Christmas with the month of July. The wilds of the West are not evid»^ntly remarkable in the way of polished manners, but the teachers are strongly urged to assist in the fonn.itiou of something in the way of deportment. They are not to be troubled with the presence of babies or others who ai'e sent to school to suit their mothers' convenience, and simply to be out of the way at home. " Young children, not being of school age, .shall not be allowed to accompany teachers or pupils." They must receive visitors courteously, and afibrd them every iu- forxuatiou ; but the inroads on their time are not likely to be ex- cessive in a sparsely spread country like Coiunibia. They must try, also, to eradicate any ungainly manners on the part of the piipils in walking, sitting, or standing in their class places, to befit them for the pro[)er life in the wihlerness. To pi'omote a spirit of 't .t::V 1:^ 88 TJie Schools of Greater Britain. competition, there is a yeaily publication of a Roll of Honour List, containing the names of the pupils in the first rank for deportment, punctuality, regularity, and proficiency. For the benefit of tlio misdoei-, however, tlie rod is always in reserve. Tlie teacher, indeed, is ordered as follows ; — '' To practise such dis- cipline as may be exercised by a kind, firm, and judicious i)arent in his family, avoiding corporal punishment except when it shall be imperatively necessary ; and then a record of the ofience and the ))unishnient shall be made in the school register for the in- s]iectiou of trustees and visitors." The pupils, also, are enjoined to be models in the way of propriety. It is required of each and everyone " that he come to school clean and tidy in his person and clothes ; that he avoid idleness, profanity, falseliood, deceit, and ([uarrelling and fighting ; that he be kind and courteous to his fellows, obedient to his instructors, diligent in liis studies ; that he conform to the rules of the school, and that he be amenable to the teacher for any misconduct on the school premises, or in going to and returning from school." It will be evident, therefore, that if all these laws ai'e carefully obeyed by the pupils for whom they have been made that there cannot by any possibility be any bad boys in British Columbia, and that the educational paradise is located somewhere beyond the Kocky Mountains. Salaries. The salaries of teachers in Columbia would seem to be by no means inadequate. The average amount is £147, and the follow- ing table will show the rates for different grades during the vear 1885:— Males. Females. Total. Highest Salary. Lowest Salary. I.— Class A 6 2 8 £264 £120 >» »» B 17 5 22 240 II. A >> 8 10 168 '9 )9 B 4 VI 1() 180 III. A 1 7 8 144 J) " B 1 I 120 Temporary 12 8 20 180 4S 42 85 " Boarding schools" are a necessity of a scattered population like that of Columbia. It may be interesting to give the details of one of them at Cache Creek. The teacher received a s.>1ary of .£15 monthly, and the matron £10. The enrolments were eighteen boys and thirteen girls, with a total of thirty-one, but the average attendance in any one month never exceeded twenty, and the daily average was only fifteen. The expenditure in salaries was £320, the cost of each pupil on the roll and in average attendance being £10, 5s. and £20, 12s., respectively. The expense accouno included the following : — Butter, £35 ; labour, £65 ; furniture, A*6 ; groceries and flour, £116; beef, £85; vegetables, £19; wood, £7. TJie Dominion of Canada. H9 The following are fuir specimens of the kiiul of ie))orts for- warded to the centra' authority regarding the statistics of the dis- trict schools : — (rf) Salary, £10 per month. Enrolled boys, 11 ; girls, 14; total, 25; present at inspection, 11 ; average daily attoadanue, 14; (> pupils of last year have left, and there were a new pupils. Exi)enditure, il-G, 10s. ; cost of each pupil on enrolment and average, respectively, £5, Is. and £8, lOs. (A) Salary, £12 per month. No inspection. Enrolled boys, IG ; girls, 5 ; total, -I ; average daily attendance, 11. I^xpendituro, £15.'l, r2s. ; cost of each pupil on enrolment and average, £7, !Ss. an « ■;■ o 7 Photographic Sciences Corporation 23 WEST MAiW STSIirr-T WEBSTER, NY. MS80 (716) 872-4503 ^•v (V ^ o ■^ 6^ i^ ..^ 4^ ■%^ "9.^ 02 ^ I !l^ 'I The Schools of Greater Britain. tinental Italy, and Sicily. Queensland is only smaller by 736 square miles than the following countries taken in combination : — Sweden and Norway, Austria-Hungary, Italy (Continental portion) and Sicily. South Australia is larger by "2675 square miles than the following : — Spain, France, Germany, Austria- Hungary, Denmark, Holland. The area of Western Australia fxceeds by 4335 scjuare miles the combined areas of the last- named cou)itries, with the addition of three others, thus : — Spain, France, Germany, Austria-Hungary, Denmark, and Holland, as above, Portugal, Greece, Belgiuni. Tasmania is larger by 1405 square miles than Greece. New Zealand is smaller by only 955 square miles than Continental Italy and Sicily combined. The -irea of the Continent of Australia exceeds by 2786 square miles the areas of the following countries taken in combination : — Russia in Europe, including Poland and Finland, Sweden and Norway, Germany, Austria-Hungary, Turkey in Euroi)e, Greece. And the area of the Australian continent (3,075,030 square miles), combined with the areas of Tasmania and New Zealand, exceeds by 2830 square miles the sum of the areas of the last- named countries, with the addition of the areas of Switzerland and Italy. How far the population is scattered over this area will be realised from the following statement of the number of persons to the squai'e mile : — Estimated Population oa Hist December 1885. 1,04<),840 1,«)03,8G7 287,475 304,515 31,700 126,220 540,877 Colony. Victoria New South Wales Queensland - South Australia - Western Australia Tasmania - New Zealand Persons to the Square Mile. 10 002 2 812 •430 •337 •032 4-786 5199 These figures can be contrasted with the following preliminary and general statement regarding the educational activity beneath the Southern Cross. In eveiy one of the Australasian Colonies the State system of education is compulsory and undenomina- tional (or secular). Western Australia, however, grants some assistance to private denominational schools. Public instruction is free in Victoria, Queensland, and New Zealand ; but fees are charged in the other colonies, although they are partially or (entirely remitted in cases where the parents are unable to pay them. The prescribed school age varies in the different colonies. In Victoria it is from 6 to 15 years, in New South Wales from 6 to 14, in Queensland from 6 to 12, in South Australia from 7 to 1 3, in Tasmania from 7 to 14, and in New Zealand from 7 to 13 years. State Schools, Teachers, and Scholars. The follo'ving table shows the number of State schools, teachers, and scholars in each Australasian colony during the year 1884; Australasia. 03 also the proportion of scholars to popuhition. It is to be notfd, however, that in giving the nimiher of scholars the colonies have not adopted a uniform principle. The " net enrolment" (or num- ber of distinct children who attended for the whoU" or any portion of the year) is given for Victoria, New Sonth Wales, and South Australia; the " mean quarterly enrolment " for Queensland and New Zealand ; the number " on the rolls at the end of the year" for Western Australia : and the " gross enrolment" for Tasmania. CoLoxy. Number of Schools. Scholars { 1 Number of Teachers. Number. 1 Number per | KM) of tie population. Victoria, - New South Wales, - Queensland, South Australia, Western Australia - Total, - Tasmania, - New Zealand, - (jlranil Total, 1803 1912 4-J5 452 74 3643 3175 1161 1000 102 9081 362 2447 188,2.38 167,1.34 39,925 42,758 3,052 19-90 18-67 13-37 13-85 9-44 4666 191 987 441,107 14,846 97,-J38 17-78 1 1 -56 17-60 5844 11,890 55.?, 191 17-49 " -V,.' '■:■% ''■J-- School Attendance. In the following table a statement is given of the number of scholars enrolled and in average attendance at the State schools of each Australasian colony ; also the proportion of avenvge attend- ance to enrolment : — Colony Number of Scholars. Percentage of Average Attendance to Enrolment. Enrolled. In Average Attendance. 1. New Zealand, - 2. Western Australia, - 3. Queensland, 4. Victoria, - 5. South Australia, 6. New South Wales, - 7. Tasmania, 1 97,238 3,052 39,9-25 188.238 42,758 167,134 14,846 72,6.57 2. -241 27.883 120,701 25,048 95,215 7,297 74-72 73-43 69-78 64-12 58-58 56-96 49- 15 In consequence of the number of scholai-s enrolled not being returned on the same principle for all the colonies, the [)roportions of average attendance in the livst column of this table are not %^ ,.; :j > ■ 'i |. ; I. 11 1)4 77/!^ Scliools of Greater Britain. strictly com parable. The proportions for the three tirat-naiued colonies are, however, it is believed, fairly comparable between themselves, as also ai'e jjrobably those for the next three. Thus it appears that in New Zealand attendance at school is more regular than in Western Australia or Queensland ; and in Victoria it is much more regular than in South Australia or New South Wales. Cost of Public Instuuctiox. The following table shows the cost of public instruction in all the Australasian colonies during the year ended 31st Decembe)-, 1884, the amount paid by scholars being given separately from that contributed by the State. The expenditure on .school build- ings is included, but, except in the case of South Australia, it is believed that dejjartmental expenses are iu every case excluded : — Colon y. Amount contribiited by the State. Fees paid by Scholars. • Total. New South Wales, Victoria, Queensland, - South Australia, - Western Australia, Total, Tasmania, - New Zealand, Grand Total, - £ 774, .357 550,344 130,508 102, H3 0,470 £ 50,707 4,496 25,264 1,332 £ 831,124 563,840 1.39,.-)08 127,407 10,802 1,672,681 48,530 338,037 1,584,822 40,043 337.979 1,963,444 87,859 7,887 658 96,404 2,059,848 V..i The large amount paid by New South Wales, as compared with the other oolo'.ies, will be at once iioticed. Although the scholars under instruction in that colony were fewer by 21,104, or 11 per cent., than the number in Victoria, as shown in previous tables, the cost of instructing them is here shown to have been more by £267,284, or nearly 50 per cent. Excluding the fees received from scholars, the amount paid by the State per scholar in average attendance ranges fram £8, 2a Sd. in New South Wales, to €4, 4s. 6d. in Western Australia, the amount in Victoria being £4, 12s. 8d. The following are the tigures for the different colonies, which are arranged in order in accordance with the amount per scholar in each : — Auit. iiuid pel '^kili. Amt. paf Pop. South Australia • (is. 7(1. Tasmania • • - (is. 4(1. Western Australia - Gs. lOd. In Australia, taken as a whole, the cost j)er scholar in averag(^ iittendance is i'o, IGs. lid., and the cost i)er head of population i.s 12s. 9d. In Australia, with the addition of T G8 17 3. South Australia - SI 69 18 4. Queensland 80 m 19 5. New South Wales 78 G4 21 6. Western Australia 78 GO 21 7. Tasmania - 76 61 23 Victoria stands at the head of the list, being much in advance of all the other colonies, both as regards reading and writing. As -'' ■•^i l. ^1 96 The Schools of Greater Britain. the arningoiufnt va in accordance with the numbers able to read, South Australia is phiced beh)w Now Zeahind, and Tasmania below Wcstorn Australia; but the order in these cases would have been reverseil had the arrangement been in accordance with the niimbors able to write, as the jtroportion of such was greater iu South Aus- tralia than iu New Zeal-vad, and greater in Tasmania than in Western Australia. So far iiH the education of adults is concerned, it is not an easy matter to form a correct opinion as to the degree of illiteracy which prevails. In compiling their returns of ediication, most of the colonies have excluded the Aborigines, but several of them have not separated the Chinese, or distinguished their educational attainments so as to admit of their being accurately deducted fron» the remainder of the population ; and as the Chinese have been set down as illiterate if not able to read English, which few of them are able to do, the view which such colonies have given of the state of adult education within their borders is not so favourable as it should have been. Making due allowance for this omission, how- ever, it is believed that the following figures will show the state of things throughout Australasia at the date of the last census : — Proportions per 100 Adults (1.') years and Colony. upwards) Living who — Could Head. Could Write. Could not Read. 1. New Zealand 9(i 93 3 2. Victoria 96 92 3 3. South Australia - 90 91 3 4. Queensland 94 89 5 5. New South Wales 92 87 7 6. Western Australia 90 83 9 7. Tasmania - 88 81 11 I. ^ . ' . ' ! 'A Part X.-NEW SOUTH WALES. ■& In giving the details of the different parts of the Greater Britain of the South, we begin with New South Wales, as the "great mother" from whicli have sprung all the other dependencies of Australasia. Its educational record has been onward and upward, but the system which is now prevalent is prescribed by the Pulilio Instruction Act of 1880, modified by the regulations wliich are issued by his Excellency the Governor, with the advice of the Executive Council, Those which are now before us aic; dated 12th November, 1885, The Act of 1880 is not a long one, but it makes ample provision for the estiibiisliinent of a sound system of education. It repeals the Act of 18GG, and declares that " all tlif lands, moneys, securities, and personal properties, vested in, oi- held in trust for, or belonging to, the Council of Education, shall revert to and be held by the Crown, under the direction, control, and authority of the Minister for the time being." It affirms that all persons employed under the Department of Public In- struction shall be appointed and removed by the Governor, and all inspectors and teachers of schools so appointed shall be civil servants of the Crown. All lands acquired under the Act, or by grant, purchase, or bequest, for the purposes of public instruction, are held in trust for the maintenance of the several classes of schools which the Act specifies, and for no other, unless by fornial legal mandate. The Act specifies the schools to be — (1) Public, in which the main object shall be to afford the best primary education to all children without sectarian or class distinction ; (2) Superior Public, in towns and populous districts in which additional lessons in the higher branches of education may be ":iven ; (3) Evening, for the instruction of those whose primary education has been neglected ; (4) High, for boys and girls, the former to complete the public school curriculum, or to prepare for the university. It is enacted that the weekly fees in the public schools shall not exceed threepence for each child up to four of one family, and for four or any larger number of the same family, the total amount is not to exceed one shilling. The fees are to be paid to the teacher in charge of the school or other person appointed by the Minister, and are to be sent to the Consolidated Revenue Fund. Any arrears can be recovered in a summary way before any justice of the peace. The fees of the evening schools belong to the teacher, and can be recovei'ed in the same way :« those for the day school. It is lawful for any station-master on the Government railway to issue a free pass to any child to travel »8 I- I :j I ■J ; 'i 1- it T/ie Schools of Greater Britain^ ill suitable railway carriage or van to and from any of the public schools. In districts where, from the scattered state of the popu- lation and from other causes, it is not practicable to collect a sutticient number of children to form a permanent school, the Minister may ap])oint itinerant teachers under suitable regula- tions. Schools. During the past year, 1912 schools, embracing 2071 depart- ments, were in operation. Befoi'e the beginning of the last quarter of the year, however, thirty-seven schools had, on various grounds, been closed temporarily or permanently, and thus the number open during that tpiarter was 1875 schools or 2032 depai-tmonts. The whole school accommodation was equal to 151,166 places. The schools were organised in departments as follows : — 1367 were public mixed schools for boys and girls \ 42 were separate primary departments for boys and girls; 98 were separate infants' departments ; 63 were separate departments for boys only ; 63 were separate; (lejjartments for girls only; 237 were provisional mixed schools for boys and girls ; 111 were half-time mixed schools for boys and girls ; 40 were house-to-house schools under itinerant teachers ; 1 1 were evening j)ublic schools. Public, half-time, and provisional schools are classified according to the number of children attending them. There are ten cl 'sses of ))ublic schools, three of half-time, and three of provisional. The classification of the schools in operation in the last quarter of 1884 is shown below; — Schools. Departments 1. High Schools (unclassed) Public Schools and Half-time Schools : — 8 8 2. Ke(]uired average attendance. Class I. 600 or above 21 63 9) 11. 400 to GOO 22 65 }} 111. 300 to 400 19 51 %% IV. 200 to 300 33 69 %% V. 100 to 200 89 92 9> VI. 50 to 100 - 203 204 9) VII. 40 to 50 - 166 166 %% VIII. 30 to 40 - '-'90 290 99 IX. 20 to .30 - 486 486 9» X. Not exceeding 20 - 166 166 Unclassed Uu},'inatical or polt'inical thfol<)<,'y, and It'ssons in the history of Enyliiiid and in the liistury of Australia nuiHt form part of the secular instruction. The hours for secular instruction are four daily, and a jiortion of each day, not more than one hour, is to be set apait that the children of any religious persuasion may be instructed liy the clergyman or other religious teacher of that persuasion, but in all cases the ]>upils receiving such instruction are to be separated fiom the other pupils of the school. If two or more persuasions are anxious to give religious instruction it must be done on dilferent days, and if the clergyman fails to put in an aj)pearance the time is to be occu)>ietl with secular instruction. A public school may be established in any locality where after due inquiry the ^Minister is satistied that there are at least twenty children who will attend reijularly. Children mu.st attend school between the ages of six and four- teen for not less than seventy days in each half-year, and the penalty of neglectful parents is a fine of not more than five shil- lings for the iirst offence, and not more than twenty shillings for every succeeding otlence, with an alternative of seven days' im- prisonment. .'•■I :« % ..^•M; School Attendance. In addition to the 107,134 enrolled children who, during 1884 or some portion of it, received instruction in schools maintained under the Public Instruction Act, there were 1 332 whoattended other State-aided schools, namely : — The Sydney Grammar School, 398 ; the industrial schools, 4'J'J ; the or[>han schools — Protestants, 153 ; Roman Catholic, ii05 ; the school for the deaf and dumb and the blind, 77. Thus, of the total school jjojtulation of 250,628 between the ages of four and fifteen years, about two-thirds, or 108,466, were in attendance at State schools in 1884; and about one-third, or 82,102, received instruction in private schools and at home, or else remained altogether nnttiught. Of the children attending private schools, 24,780 are reported to have been enrolled in Roman Catholic Church schools throughout the colony. It was not pi'acticable to obtain a report of the number enrolled in schools belonging to the Church of England. In the absence of reliable returns as to the number of children attending all private schools and the number leceiving instiuction at home, it is impossible to ascertain even approximately the number of children who received no instruction whatever. The average attendance of those on the roll in 1884 wius G8-42 per cent., according to the quarterly return, but only 50 '90 for the year. The number whoattended for 140 days or nmre was 50 per cent., and it is not a matter for surprise, therefore, to find the last annual report declaring that, '* as regards the length of time dur- ing which the pupils are found enrolled in the year, there is still much room for improvement." Further, although 83,541 of the children on the rolls in 1884 were each in attendance not less fj^i ^ -.mM ;.;.. > 100 T/ie Sc/too/s of Greater Britain. ..i 1 ^'f Ifc: thiui 140 days in tho y^^lr, it should not he forgotten that even 110 days out of the 230 upon which tho schools are generally found open are, after all, but a very imperfect school attendance ; and from the slight increase in the perrcntage of a\erHge attend- ance, it would appear that a conHi£16(»0. As i-egards the working of the compulsory clauses of the Act, the principal officer remarks as follows ; — •' Experience has shown that in a large number of cases of prosecution for breach of the compulsory clauses of the Act, the same offenders have repeatedly to be dealt with. This is doul)tle.ss owing to the fact that the fines inflicted are so very small that it becomes much more easy to pay the tine once in a half-year than forego the earnings of their children or wards. Tn this way numbers of unfortunate children within the statute age are being deprived of even the most elementary edu- cation." School attendance officers act also as school payment officers, and part of their time was last year occupied in visiting parents and guardians in reference to school fees — in order to investigate the grounds of the a]>plications for free education, to incpiire into the ability or inability of parents to pay arrears, and in some cases to collect money. Where the school at which the money was due had toen closed, or where the parent had removed to an inconvenient distance from the school, the officer collected and remitted the money to the principal school attendance officer, or j)aid it to tho teachers concerned. The amount so collected d»ir- ing the year was £411, 9s. 6d. When the parent owing arrears resided near the school and was known to be able to pay, the officer reminded him of his indebtedness, and advised him to pay the teacher ; if, after due time and caution, he still neglected or refused to pay, the matter was taken into court, and of this there were forty-tive instances during the year. Payment was generally made to the teacher before the matter went so far, and in this way a large amount of school-fee arreai-s has been realised. When the parent was unable to pay arreai*s, the officer, after making himself fully acquainted with the surroundings of the case, recommended cancellation of the do> t. The arrears so cancelled during the year amounted to £649, 12s. 7d. Of the number of a[)plications for free education, 1 003 new certificates and r)32 renewals were granted and issued, afliecting 4587 Australasia. 101 c'hiKlreu. The increaHin;,' uutuber ot" rtpplioatiouH for exeuiptiou from i»ayinent of school ffcs tiiul for the cancf'Ilation uf debts arise fhietly from tlie very seiious etTects of the droughts that have of late years vi8iteil the colony, and e8|»ecially the interior parts of it It is fully expected that when more favourable seasons prevail, these indications of j^ovei-ty and distress will very sensibly decline, and perhaps wholly dis tp[)ear. Standauds of Proficiency. New Standards of Proficiency came into force at the beginning of last year. When compared with those formerly in use, they present certain marked points of diffm'ence. The number of sub- jects taught to the lower classes were reduced. Increased impor- tance was given to reading, writing, and arithmetic, and difleren- tial values were assigned to the several branches of instruction. Under the old standards all subjects were valued alike, — " Good" in object lessons carried the same number of marks as " Good " in i-eading, notwithstanding that the time and skill required to produce equal results in the two subjects dill'ered greatly. In the same way, success in teaching; arithmetic was estimated at no higher value than success in teaching outline diawing or singing by ear. The consequence was, that teachers were tempted to pre- pare pupils specially for the examinations in the more mechanical subjects, with a view to make up for deficiencies in the higher or more intellectual branches. Under the re\ised standards this temptation to " cram " tinds no encouragement The tirst of these standards is designed for the guidance of teachers of infants' schools ; the second, for the direction of teachers of ])rimary schools, and of separate boys' and girls' schools. Each of the standards determines — (a) The minimum j)ortions of each subject that pupils are retpiired to learn in the intervals specified. (6) The maximum time that piipils are permitted to remain in each class. Teachers are at liberty to go beyond the standard, and will receive additional marks for so doing, pi'ovided they reach the standard in each prescribed subject. Promotion may be made at a more rapid rate than the standard ])roscribes, if the attainments of pupils justify such a course. In the lower classes special importance is attached to reading, spelling, writing, and arithmetic, and the marks are so regulated that no teacher can obtain a good report for his class who does not give the greater portion of his time to the teaching of those subjects. Full marks cannot be given at examination for any subject unless the prescribed quantity has been taught In .schools having a teacher to each class higher proficiency is expected than in those where two or more classes are taught by one teacher. Singing is so arranged that from the outset teachers may adopt either the staff or the tonic sol-fa notation. The following are the requirements of the fifth or hi;ihest class : Uv 102 T/ie Schools of Greater Britain, — Firmt Hnlf-jfear of Enrol iiii'til. — CJIiiMit'u eiiiolhid oim hall' year luUHt have completed tht* t'ollowing oour.se : — It •* Reaitiinf.—ihw of the fiillowiiig honkx, or an authoriMed o(jiiivali)iit : — I. (A.S.S.) KeadbT v., totlic en.l of l^HSOii 114. 2. (l.N.B.) 4tli Hupplemuiit, to |)ai,'u 27>*>. Writinif, — (Jriiaiiiuntul, and thruu handH. JJiffathn.—Oii unrulud papur — Uitticidt paHsaxos. Arlthnii'tir.—Thn full course an treated in Hauddin Snutb's Manual, or any eipdvaltint. Minifuratioii. — Todliunttr's Mensuration for beginners, to page I'JO. rttmmiii | ^ pruHcrihed for the senior or junior public examina- JliJoru ' tions at the .syilnoy l.nivursity. Natural AViVh/v. — Fhy.sics or phjsiology. IMiysics -Balfour .SteH'..rt'« Lessons in Klementary Physics, rbysiology— Huxley's Lessons in Elementary I'hysiology. ^Mt/W. — Hooks I. and 11., with exercises. i4/»/eftra.— Todhunter's Algebra for Beginners, to Chai)ter IX. Latin (for boys). — Smith's " Principia Latina, " to Kxerciso 21 (Part I. ). Frnich (for girls).— Schneider's "First Year's French Course," to lOxercise S^t. Drmohiij. — (ieometrical drawing; Royal, Vere Foster's, or Collins' >*i('. — 8taif notation, major and minor modes, part singing, con- sonant and dissonant intervals, inversions. Scrivture Li'usoiify.—Aa in fourth class. t.■ 1 ^1 jimim 10(J The Schools of Greater Britain. appointment will be ratified, however, until his competency has been tested in that manner. Teachers are classified in grades which are known as A, B, and C, and this classification is liable to reduction or cancellation, for inefficiency, gross neglect of duty, or serious misconduct. Teachere must give not less than one month's notice of their intended resignation, which takes effect on the last day of the month indicated. They are prohibited from engaging in any occupation not having a distinctly educational character, unless the sanction of the Minister has been previously obtained. In schools containing female children, but no female teacher, it is the duty of the teacher's wife to teach needlework to the girls during at least four hours each week. In forming an estimate of the efticiency of schools, the competency and usefulness of the teachers' wives, and the time they devote to school duties, are always taken into consideration. For the first-class certificate the teacher must pass in reading (.500 marks), writing (500), arithmetic (1000), grammar (1000), geogi'aphy (800), art of teaching (700), sanitary science, for females only (500), drawing, the full D (500), vocal music (500), history of England and Australia (700), English literature (800). There are alternative groups for males as follows : — (T.) Algebra to binomial theorem, Euclid I. — VI., and trigonometry (1000 each). (II.) Latin — Virgil and Livy (2000); Greek — the Anabasis I., II. (1000) ; French grammar, translation of selected authors, and composition (1000) ; German grammar and selections from Schiller and Goethe (1000). In this group two languages must be taken, one being Latin. (HI.) Natural science, chemistry, geology, zoology, botany, i)hysiology, sanitaiy science (750 each). Any four of these sciences may be taken. (IV.) Euclid I. — VI., Algebra, and Latin. (V.) Euclid, algebra, and any two sciences in Group III. (VI.) Latin, including Horace, with any two of the following sciences — chemistry, physics, physiology, and geology. The alternative groups for female candidates are equally varied, but less extended in their demands. Teachers can only be promoted from one class to another by examination ; but in each class a teacher may be advanced with- out examination to a higher grade for good service. Those who are desirous of being promoted to more important schools must intimate their wishes to the inspector of the district in writing. A list of such teachers is kept in the Department of Public Instruc- tion ; and, except in special cases, promotions are made in accord- ance with the principle of classification and seniority. Pensions and retiring allowances are evidently given with a more liberal hand in New South Wales than at home. The late under-secretaiy, Mr. Wilkins, who had to quit oflice about a year ago on account of bad health, retired with £2400 ; Mr. Fisher, the late teacher of music in one of the training colleges, received £83-4 on withdrawing fi'om work, while to certain aged and infirm teachers of public and provincial schools there was last year allo- cMted the sum of .£3133. a -A 'A -. '■ f.iy it. *>* Australasia. 107 The following; are the emoluments of teachers of all ranks : — Kind of Teachers. Male. Female. •Si a i- i: S| 4> s b u a s n 8 C9 1 1 £ £ £ & a £ Teachers of I. A. in Ut class schoola, 400 plus 100 equal 500 300 plus 2t> equal 326 IB. ill 2n.J 330 100 43t) 252 M '20 „ 278 „ 1 1. A. in 3rd „ •:.V2 80 332 204 M 20 „ 230 „ 1 1. A. in 4tli „ 240 80 320 192 i> 26 ,, 213 „ 11. B. in 5th 228 80 308 II. B. in 6th 216 80 2!ltt „ 1 1 1. A. in 7th „ 180 50 230 „ III.B. in 8th „ lot) 50 206 III.U. in 9th 132 50 1S2 ni.C. in 10th „ lOS 20 128 Teachers iinclassed in ctiarge of 1st class Provisional Scliools, 90 , , • • Teacliera iinclassed in charge of 3nd class Provisional Schools, 75 , , • • Teachers unclassed in charge of 3rd class Provisional Schools, 60 • • • • First ^Vssistauts of Class I. in Ist class schools ..... 250 • • • * 68 ^^ • • Second Assistants of Class 11. in 1st class schools ..... 150 • • • ■ 120 , ^ • • Third Assistants of Class III. in 1st class schools, ..... 108 ,, • • ino , , • • Assistants of Class II. in 2nd class schools, ISO ^, 144 • • • • „ „ II in 3rd „ 150 .»• 114 • • • • III. in 4th „ 150 • • ,, 114 • • ,, Pupil-Teachers of Clas* I. . , 66 • • ,, 43 • • • • „ II. . 54 • • a • 36 • • • 1 .. HI.. 42 • • ,, 30 , , ,, •• i> IV. . . 36 • • , 24 , . ,, ,•■■•11 :i!»h' :yiv'\ (a) Workmistresses in 1st class schools, with not fower th.an 250 girls, £120 per annum. ('') ,. ., ., ,. ISO „ £100 „ (c) „ 2nd „ .. .. .. £00 „ (d „ 8rd ,, (2i days a week) .. £64 ,, («) „ 4th „ (2 days a week) .. £48 „ Evening school teachers' salaries : — In addition to school fees, a salary of £20, £26, £32, or £.38, according to the number of l)U|)ils in average attendance, is paid to evening school teachers. In schools ranking below Cla.ss IV. the salaries of unmarried teachers, and of married teachers not assisted by their wives, as required by regulation, are £12 per annum less than the rates already stated. As an example of the satisfactory manner in which teachers carry on their work in even the rural regions of New South Wales, we quote the following from a recent letter by a Victorian who had spent his holidays on a coursing expedition upon the New South Wales side of the Murray :--"I chanced ujjon a small coun- try school; and it may interest your readers to learn what little I saw and heard concerning it. The school building, which was adapted to an average attendance of 30, was about the size of one of our portable schools, but neater in appearance. On entering, I found that along the whole of one side was a corridor some 8 feet wide; which contained an excellent lavatory at the top end, near which is the door leading into the school. Upon the walls of this ''■:"^< 1 ■v4 F* ."JhI 0W •jp s f ■'■4 3' 3 108 77^^ Sc/ioo/s of Greater Britain. corridor were jjegs for hats, cloaks, etc. This passage apj)eared to me an adiuirable improvement, as it exchides draughts from the school, and provides for hanging wet wraps outside, the children, after performing their ablutions at the lavatory, entering dry and neat to their work. The schoolroom was a cheerful apartment, 30 X 20, with ample wall space for maps and diagrams, and fur- nished very neatly with cedar furniture. In the schoolmaster's i-esidence there were tive rooms — they were large rooms, and there was a tine wide passage. The school grounds, excellently fenced, contain two acres; but there are eight acres more in the school reierve to be fenced in at some future time. The teacher, besides his house rent-free, told me that he received £150 per annum fixed salary, which depends upon his status in the department, and not upon attendance or results. His daughter also receives .£16 jjer annum for teaching sewing for an hour daily, but she had to sutler no competition in order to obtain the jjosition, the teacher's female relative, if competent, being appointed to teach sewing as a matter of course. Practically, then, this teacher — the school is called the Black Jiange — had ,£1G(J per annum salary, a free house, and in addition had grass for a horse or cow. I only saw eight children at school, and believe that the average attendance never exceeds 20, though 1 understand the scliool is classed as one of 30. I did not wit- ness the instruction, as I ariived just at the hour of dismissal; but judging by the educational exhibits at the Albury Agricultural Show, I should fancy that, not having to teach programme, and also 'the class below' for results, the New South Wales rural schools can turn out mucli better mapping, sewing, etc., than is ordinarily to be seen in a very small Victorian country school." The moral to this brief sketch is evident : avoid payment by results if you desire to produce creditable work in any kind of elementary school. Till-: CUILDKEN OF THE StATE. There is no such thing as a workhouse for children in New South Wales, nor even an asylum or big school. The boarding out or family system is universal, the object of the Legislature being to bring to bear upon aJl destitute children the elevating influences of family life. The children of the State, as they are called, are placed in the care of people of good character as mem- bers of the family, and are regularly visited by ladies, who give their unpaid services, as well as by oflicials, to see that they are properly treated. The whole system is under the charge of a i9oard known as the State Children's Relief Department. The Hon. Arthur Renwick is the j)resident, and his annual report to Parlia- mtsnt for last year contains a highly interesting account of the work. Commenting on this report, a writer in the Globe points out that the operations of the State Children's Relief Department are based upon the principle that children, whether simply destitute or actually criminal, are not likely in the one case to grow up virtuous or iu the other to be reclaimed from vice, if they are sub- •; ''M% Aus/j'a/asia. 100 New jected to the conipanionship of paupers and criminals. Only such training as they are likely to receive in a well-condno.ted family can be relied upon to secure either result. It is obvious, however, that family training is not always to be had for the asking, and the success of the system must depend upon two conditions. There must be a suflicient number of honest and trustworthy people of a suitable class willing to take the children of the State under their tutelage, and extreme care must be used both in selecting homes and in supervising their inmates. It is highly probable that in a new country, whex-e labour is scarce, it will be much easier to tind homes than it is in England. Thus far, at any rate, no difficulty seems to have been experienced. The tirst danger to be provided against is that of making the guardianship of the children too remunerative. A woman has been heard to say that she was not going to work herself to death when she could have a State child to work for her, and no doubt, if the pay were high, it would be difficult, by any system of inspection, to provide that the children would not be taken for the sake of the money, and then half- starved or otherwise ill-treated or neglected. The allowance is, therefore, as small as will allow the children to be properly fed and clothed ; and in the case of those under a certain age the provision that they must regularly attend school goes far to secure that they shall not be taken for the benefit of their labour in the house or the field. In the public elementary schools the State children are ill no way distinguished from the other scholars, and, as a rule, it would appear that their peculiar position is known only to the teacher, who has to report upon them from time to time to the (rovernment. Rather over 1000 children were boarded out during the year to which the report applies, and very satisfactory accounts are given of their condition by foster-parents, teachers, unofficial visitors, and by themselves. The foster-parents often become so strongly attached to the children that they object to part with them when, from any cause, they are called upon to do so, and even offer to keep them without the Government allowance. On the kindness shown by these persons Mr. Renwick cites Captain Jekyll, of the Queensland Prison Department, who writes: — "I had no prejudice against your boarding-out system, but 1 must admit I was not prepared for such results as those I witnessed. I could not believe, unless I had seen them, that jteople living in such good homes would have undertaken to look after other jteoj^le's children. It has convinced me that there is more philanthropy in the world than I thought, and that the maternal instinct is in some women without bounds." So completely in some cases do the guardians adopt the children as their own that they are sent to school in their names. The testimony of the teachers is uniform as to the care which is taken of the childi'en by their foster-parents. One remarks that they have a "contented look which is not to be seen in children under the barrack system." As to the supervision of the children, it is on record that 6156 visits of inspection were • ? . ■■ f >>; i Fr. • i '■I 110 T/ic Schools of Greater Britain. made durini,' the year, 3278 by lady visitors, and 2878 by the Board's officials. This averages nearly live visits to every child, and its these are paid at all sorts of unlikely times, it may fairly be presumed that the favourable reports of the visitors are justified by the fiicts. The children who can write correspond directly with the dei)artment, and the pages of juvenile letters appended to the report strike the reader as genuine productions, though their ('X])ressions of satisfaction would hardly be taken as conchisive without the independent testimony by which they are confirmed. Here is the first on the list, which is, perhaps, as characteristic as any; it is candid at any rate: — I am now going to write you these few lines as you asked me to do. I am very happy and comfortable ; I would far sooner live here than in the asylum. I get plenty to eat and liave got a grand place. I have plenty of good clothes, but I cannot go to school, because my eyes are too sore ; but 1 get tauglit at home. Tliis is a better place than the last. I am in no trouble. I ran away once and would not do as I was told, and would not come home at night, but I don't mean to do it again. I am very sullen and )>a, and it has to be shown what sort of men and women they will make. There can be no doubt, however, that their prospects are much better than those of young people sent to situations from a workhou.se or district school. Mr. Renwick justly takes credit to his board for the fact that of 1G16 children whom it has placed out in families, it has only lost control of 14, and has absolutely lost sight of only four, who have absconded. Running away seems to be practically almost unknown. These facts ai'e, no doubt, the best proof that could be given of the care used in the selection of foster-parents. Considering the great difficulty which this must present, it is satisfactory that only half a dozen cases occurred during the year in which the removal of children was necessaiy, owing to their guardians' misconduct. The faults are stated to have been really grave in only two instances. In one of these the ••mother" turned out to be a drunkard, though her home was very comfortable ; in the other the children were neglected, and they were not only removed, but a fine of £5 was inflicted. Two or three cases are mentioned in which entire reformation of young criminals api)ears to have been eft'ected by the influence of the homes to which they have been sent. There was a boy, for ex- ample, who had come to be legarded by the police as having regularly entered upon a life of crime, but who turned out so well after his first hab' ^ear on one of the South Coast dairy farms, that his employer doubled his pocket money and sent the depart- ment double the money due to him as wages, to be placed to his credit in the savings bank. In other instances quoted, agricultural life, under the care of honest farmers, lias turned out to be an ex- ^^A- S. mi ■ Australasia. Ill collent refoniuitory discipline. The observation of this fact has led the department to seek for guardians among farnjers in i)re- ference to men of any other occu]>ation. As many as 254 have been entrusted with the care of State children, while 8hoi)keepers, who follow next in order, number only 31. Exjierience is con- sidered to liave shown that it is aV)solutely necessary to keep the l)oys from the vitiating influence of town life, and this is most effectually secured by locating them upon the large dairy farms of the colony. Cost of the System. The average cost per child of the year's enrolment is as follows : — For school promises, £1, 16s. 3d. ; maintenance of schools, £2, lis. 3^d. ; for administration, 8s. .3d.— total, £4, 12s. 7^d. According to the average attendance, the total cost is £8, 2s. 7 Ad. per pupil ; but, deductiiig the amount paid for fees, which in the year 1884 amounted to £56,760, the actual average cost to the State is £6, 18s. lO^d., cr, exclusive of school jiremises, £4, Is. 2^d. The following was the expenditure during the last financial vear : — I. School 1'remisks and Akcumkct's Expenses : For sites, new buildings, additions, repairs, and rent II. Maintenance of Schools, not including Administration, etc. : — 1. Ordinary Schools — Teachers' salaries and allowances 2. Ordinary Schools — Other maintenance expenses 3. High Schools— Teachers' salaries, etc. 4. High Schools — Other maintenance ex- penses 5. Kindergarten and Cookery Instruction - III. Administration Expenses : — 1. General Management .... 2. Chief Inspector's Branch, including Training Schools - - - - 3. Chief Examiner's Branch 4. School Attendance Branch IV. Retiring Allowances : — 1. To Mr. Wilkins, late Under-Secretary - 2. To Mr. Fisher, late Teacher of Music 3. To certain late Teachers of Public Schools 4. To certain late Teachers of Provisional Schools Expenditure. £.304, .S83 9 7 374,774 13 19,403 II 4 5,644 (? 6 547 15 049 1 4 11,035 3 7 35,064 17 5 2,302 16 13,984 11 5 2,400 834 3,036 15 10 06 5 £774,357 6 100 00 Por- ceiit- iifje of Total Kxpeli- iliture. .39-30 48-40 2-50 •73 •07 •08 1-43 4-54 -33 1-80 •31 •10 •40 -01 .1 m , f 5a i.!'. 112 The Schools of Greater Britain. ti A ' I! 'I '••'■' 0. .■■'■■■ 'S-: School Inspection. The inspectoral staft' at the close of 1885 consisted of a chief inspector, a dejjuty chief inspector, eight district inspectors, sixteen inspectors, and eight assistant inspectors. The duties are well defined by the regulations to which we have already referred. They are to enforce the provisions of the Act and the rules of the department, but their decisions are sulyect to appeal to the Minister. They are authorised to determine all questions of school management, and to take the te*aching of a class or of a school into their own hands for a time to show the teacher how defective methods may be improved. This implies, of course, that they are practical and experienced men, and not the mere nominees of patronage as in the mother coiiatry. Their reports must be forwarded to the Minister within six days of the inspec- tion. In their intercourse with teachers they are to be guided by feelings of respect for the teacher's office, and of sympathy with his labours. They are to exhibit every possible courtesy, treating teachers at all times with the consideration and kindness which the difficulties of their position demand. The inspector's remarks upon the state of a school visited by him must at the close of the examination be entered in the observation book of the school, which, as a record, is to be carefully preserved. Entries therin are not to be erased or altered. The Technical College. A Board of Technical Education was ap|)ointed on the Ist August, 1883. On 1st October following, the Technical College of the Sydney Mechanics' School of Arts, which had been sub- sidised by the Government for four yeai-s previously, was trans- fen'ed to the management of the Board ; and the large hall, the chemical laboi-atory, the Art room, and seven other apartments were leased from the Committee of the School of Arts. In order to provide accommodation for additional classes, a large block of buildings was rented, and permission was obtained by the Boanl to use other rooms. The cookery classes have been provided for by the rental of a room in the Royal Arcade. About 30,000 feet of floor space is now occupied by the operations of the Board, and it is anticipated that a considerable addition will shortly be required. The course of studies for the students and system of instruction adopted in the College accord with the practice of the City and Guilds of London Institiite, with such modifications as seemed necessary to meet local requirements and appliances. The number of individual students who received instruction at the technical college during at least one session of the year was 2128. The individual students enrolled numbered 598 in the first quarter, 927 in the second quarter, 1144 in the third quarter, and 1000 in the fourth quarter, giving an average for the year of 917 persons. The average attendances during the year was 642. Australasia. 113 Out of 1000 students who attended the classes of the technical college in the last quarter of the year, there were 87 oarpentei's, 70 teachers, 55 engineers, 37 stonemasons, ."31 architects' assistants, 28 plumbers, 25 chemists, 22 house-painters, 20 draftsmen, 18 bricklayers, 16 drapers, 15 coach-builders, 14 mariners, 11 ])rinters, 10 boiler-makers, 10 jewellers, and representatives from 75 other trades or professions carried on in the city. In a oom- )>etition at South Kensington, conducted by the examiners of the {Science and Art Department of Great Britain, one of the students of the college won a bronze medal for modelling, and anothei- a prize in the grade applicable to art-nuisters and teachers, whilst others gained distinction in drawing from the antique and modelled ornament. The total advance from the Parliamentary vote for technical education in 1885 was j£ 1 7,093, 3s. 4<1., which was expended by the Board as follows : — A])paratus (including probable cost of indents of articles not yet received from Europe), £3550, 7s. 7d. ; rent, £2797, 8s. 4d. ; allowances to teachers (exclusive of £1838, Is. received by them as fees from students), £4318, 53, 6d.; administration, etc., £1695, 14s. 5d. ; tittings and furniture, £1855, 16s. 8d, ; popular science lectures in country districts, £935, 28. ; popular .science lectures in Sydney, £334, 8s. ; advertising, etc., £641, lis. 8d. ; lighting, £280, 13s. ; general expenses, £232, 16s. 2d. ; examiners' fees, £128, 2s. ; library, £107, 10s. lid.; incidental expenses, £98, 2s. Id.; stationery, £45, 19s. 9d. ; prizes to students, £35, lis. 6d. ; repairs, £16, 16s.; rates, £10, 16s. 8d. ; insurance, £8, Is. 6d. The fees paid by students of the technical college amounted to £1838, Is., being an increase of £365, 2s. over the sum received during the previous year. Specimens of Work. Those who are interested in the results of the New South Wales school system, had an opportunity to examine the specimens which were on view at South Kensington. There were speoin^ens of the geometrical models for use in science and art classes, prepared by Mr. James Pringle, of Bathurst^ and various scales which illustrate the geological features of the colony. The specimens of work which had been done by the students of the Technical College, Sydney, were more than two hundi-ed in number, and embraced modelling, carpentry, masonry, naval architecture, plumber work, freehand and [)erspective draw- ing, decoration, etc. The public school exhibits included some beautiful specimens of needle and fancy work, copy-books, draw- ings, maps, and models. The schools which contributed to this part of the show were — Camden-park, Fort-street Model (Sydney), Glen Innes, Goonellebah, Jembaicumbene, Jerilderie, Molony, Mount Kembla, Waterloo, Whittingham, Wickham, and Windsor. The following are the statistics of these schools regarding their numbers on the roll and in average attendance, with the total u I •t'^■■ Il * 114 liii ■4 Vi T/te Schools of Greater Britain. jinmunt of sulurieH paid to the teachers. Thoy are fairly represen- tative of the hirger and the smaller aujoiiuts : — lloll. Avera^je Atteiulanco. Salaries Camden Park, . :a 40 £175 Fort-Htreet, 138r) 939 3.340 (lien Innes, i.'<;o 160 440 (jluonellebah, . (52 38 180 Jenibaicumbune, 80 57 288 •ferilderie, 50 40 lOS Molony, . 1<)I 146 882 Muunt Kembla, I'JO 75 216 Waterloo, r)'.»i» 3(54 lOiVi WhittinKhani, . :^:^ 30 180 Wickhain, KW iiM, ('oniiiouml proportion, ami iiitcri'Mt, imluMivo, talilt> kini^iloimi ; tiii! i-liiif organs of the lioily. X< I lilt wort I'ltr illrls. 'I'o juit work to^otlu-r, cutout, ftnd do all kindu of plain noodlcwork. Sinijiiiij (ii'lii n firnrfiriilili). — All notcH, dotted notes, and restN, from the S4enil>reve to tin- deniiseniiijuaver ; a general knowled;;o of major koyn up to three .sharps and throe Hats, and tiie names of the key note.H up to live Hliarps and live Hats; tin- const ruction of the (diromatic Hcale ; the time HI i^natn res ■il »• SI A- and their accents ; the ordinary Higns, tei niH, ami marks of expression and Hpeed ; modulation into the keyH of thu dumi nant ami suli-dotuiiiant. MelodicM uf moderate diliiculty, introducing examples of the aliove modulations, and songs written in two part hai' uumy. Itrairiiiij (irlurr pi iirtinihli). ~-'Y\\o.t prescribed for the Fifth CloflH ; figure and flower drawing, constructive >* for the Fifth Cla.ss. A'li''. - III tlu> Sixth ('l;i>.'<, I'Xi'iiiHOH ill .Vrifhiiii'tic Hhoiilil ili<:ltlili- flio calculation of tlio ari'iix of vi)jlit-.'iiii;lo>l trimiglcs and of ciicIch, uml tlifCuntciitH of recliiiigiilai' itiiil ofcylinilruMl sol 111.-., LckSSoiih on morals and innimerH suitablo for thf Hcvcral classes must In' given at least f'Drtniglitly. It is also ordained that col- lective K'ssons on the rules to l»e observed for the preservation of health, on the treatnient of the apparently drowned and of those bitten by snakes, should be given periodically. Snakes are among the evils of a colonial life beyond the .seas, and it is only a right thing, therefore, to familiarise the young colonist with the best means of getting over their attacks. Music and Drawing. Singing from notes is taught partly by visiting teachers and partly by members of the ordinary staff. Of the former there were twenty-seven last year, and of the latter eighty -seven; but tive of the visiting teachers were not employed for more than a part of their time. The number of children under instruction was some- what smaller than in the previous year, viz., 32,74(5 in 1884, and 33,r)66 in 1883. The expenditure on this subject was .£73(t7, 19s. 9d. It should be observed that no payments are made for instruction in singing unless given by a qualified (i.e., a licensed or certificated) teacher, and only children in classes above the second are included in the returns of attendance upon which [)aid teachers of singing are ai)pointed. It is, however, intended that the lower classes shall be taught wherever ])racticable, and with this view easy school songs and infant school songs have been added to the programme of instruction. Licences to teach music and certificates of competency are granted upon exammation. For a licence to teach, the candidate ^ra ylus/ra/us/a. 117 ■a va an(l re were five of )art of some- 34. iintl i:7:i07, iule for used or second teachers le lower is view to the iN reipiirotl — Ueail'nuj. — T(t read at ^iJ»llt fin exen-iw e<»!iHiHtin<{ of iliiitonic intervulH, eusy iiindiihitioiiH only heiii^ adiiiilU'd. Writ' iiiij. — To write a sli<»rt and hiiiiph- paHHa^e, couiposed of iiiiiiiniH, siin^ ill tlie preKeiice of tin- raiididate. Tluuri/ of MiiHic.—^oia,' lion in the varioiiH elefs, lime, .teeent., the niiijor and minor scah-s, the eoninion eliord and its inversions, Tlve months, which shall pass a satisfactory examination. licences to teach are ;,'ranled witlioiit examination to all teacliers who passed for the second or third class nnf the former then* were 10. of the latter 1)2, and the average attendance at the classes was "JO, sr>t, or ahout 400 more than iu the preceding year. The cost of teaching this sulyect was t*420y, L's. lOd. No special payment is ma(h* for teaching drawing to children in classes below the Foiirth, hut it is int«!n(ied that this Hulijcit .shall for th(! futur(! form jtart of the course of instruction in the lower classes in all schools, and jirovision for this has he<;n made in the ainend(;d programme recently issued. The elementary lessons to the clas.ses not taught hy the special teachers of drawing luust he given hy the members of the ordinary stall". Some doubt having been exprcissed as to the value of the in- struction in this subject as given in the State .scIkjoIs, the teacher's of drawing obtained permission to hold an exhibition in December last of the work of their pupils. The exhibition was held in the Town Hall, Melbourne, and upwards of 1200 si»ccimens of the children's work were shown. The Argus, connnenting on the ex- hibits, said : — "Much good work is evidently being done systema- tically and gradually ; and it is apparent that the object princiijally kept in view is to qualify learnei"S to turn the knowledge they acquire of the principles and practice of design to good account hereafter in those arts of life which involve the application of it to carving, modelling, engraving, pattern-making, embroidery, constructive and decorative architecture, and so forth. Taking it altogether, this juvenile exhibition is creditable alike to the pupila i IIS t'^f- vVr v.sv\ ,'/ (t frit/ft /n //,tftf \^h(i\i'iM i>| (l>i> iMiliuMM 'iilini'l 'ilnll. ultnutx «^Ul\i>i lu>>il <»M«n ol 11 Itool's « l»i>'4i< tn t't)(m> nOi'Utlmn'i' Amu iti<| ov «>mK\m»'''»'«»'<, t\\u\ «l(i> »t>t>\ l>i> n)»pointi«\tt iNV «u»«), !(«■»• |v>i o{ r|i> pi< tl\.- ( \< i> •!»(l*ii'.'(i 1;U\!\l»t l'\ lln'Ot, jmniili'il (llltl llli- •vol l\:»i ■\^^ (llonuiM*! liici.'il on '(h !»>i"if»m' ttlli'inlun I u<>{ I'vwxM iU-xw \\\\\ y\\y\\'. \\\ iinviiili tt>( inu ol (l»i'i MlliMMUtri'. fUn li »<»:»\'l\i\m |>rt \\ i>i>l> i>'»i'll i«l Hllii' «^vi;\» !> i'!t«l» i»r (li«' 'iiiIiJiiIm )I»i>v iHi- ;<)>J»0»nh'<< <«> <0!»rl\ l'l\.> pn .>! o(l\<>( (ivtrllrlM l i^du!, «l\i> ili«\o (lt i-l tiV^olwusj \> \\>>i .M mwsjiun (>\!U \i'..>nnr!M lui <' 100 l^iinli *\iv< <.v<«l\.M"< ,nV .ii \11 iwiii ^\ >«u('»i(ii"M\r»\ »\>M> ("l:*-*" <\<«( wnt li-i t I Iimm nMn Innn »SM w.s^K. tn\»ni iMip\l'< ('\1mIm( i« Iu( |<».i'Hi\ IMilidnv A^ill \\!<( NotU U\ 'Oi* u«'l(i>.i|» ^in (iNn \\!\« (^^*^^ tii\v»\ \\\ ^\ innnnhi's^ (o I I .!>M(\ jm|»ilM. MJuijinu wu-i ^'(;M^ <\> .'^'.\r4rN jN\\|\»K. mill .h,(\\\Usj «i«'i duujhl in I7(> bi'IihoIm i'l 'AVSX |^\»)mK All >i' uu1mi>i('< « *I> illt\« "II Wllirtl «\^t Itvos i> .lix.id.l in (ho oilicf nnlij»»oin «Mu\>iv»»Nsl u\ t!\o .■i>\)(si' oi ("no \\i»(n><'(\iin. Vho MUnx (n>i (^ (wiiuliiM «>(" mhnolu in opiM i«( ion, >x\(h(ho nniuUov o(' olwUhvn o\u>l \n ii\ outgo udonilunoi' \ ( 1 . M I 1 A^ iM'.'Vili' Ninui>.-i ii( » lulilii'n : ... , ^11 !• II 1 A((l>l»ll lx\«S ■• Struck ort j»t\»1 Att.o \ o,vr. \>v\ S^ n,H^^,s^ j 1 1 *^^s ■• Stni.K oiV.^n.l Al(<-n.^,^\uv« t.r!M>stotT«M to .Nj.hor s.hoois, mil'.' IIO.(i«i ill I.SJT I MS'.! l,T73 V" I (!>;«'.» I iis.7(i» I I.M7 l'>V.70l . I ft\/f if/il\hl li!) Till' I'lnnltlli'lil 'iImIi il •iliiM I' ill (III. yiKMH ilil (ihiKIlt I »i.'|n' I inn IllIM III lll> (lllt'lf, IIu'M'ImII', till llfl'iilMlt III llllllln-h wild »t(JM|i|('(l l>lM)i> lllilll nilK •ii'liMnI, fUllI nlliiMK hlltlM'M llil>M'|ii|i> ii|i|rMMt«l Mi'iM' lIlMII iHli'K nil ill'' (IKhi'llll mil 'I'll!' UMHill Mtl'|ifl WI>M< llllf«>M ll|i|>|ll M jlllMllll III mil Mill llM III' ll'l imI. Ii'i'I iiMi II'I'iI >.ii< m|||(.| IHiiIm hi'IiiiiiI iliiiidti IIm' V'Ht , I Ml!i, ni I 'I |>i'» imi( , lirnl III li'llili'll I W'll lldtt't Mlilll- MI'ImiiiIm , llhll I'.l'i, CI IV |iM ''lit , li'xl III li'iiili'il lliii'i' III lllilll' rill II |ii'ilii| I'lii'ilifM III III IIm'mi ^lli|llM'fl \Allllll| llino III!' M )MI|i|'l hlllll IMI il Ml' tlllllll"! I'l Ifi.KIlM, III I I |(i |ll I II III 111 lll'l'll' lllilll I MltlMi'l'Mll lOM, liiiil lll'l'll I'limlli'il l\vii>i>, mill il ill'' I'l'iij tiiiiiilii'i III (tIiiI'Imwi i'IKhIIi'iI 'liiiiiiji till' ^iiii Mri.H.lU III. (iilniiil ill (In- iiiiin' (n'l |iii|liiili, iililitiii II ti'iiill III M'.fi.lr.H iiM III* iHMiilii'l ol 'IikIiih I iinliviiliiiil I'liililti'ii lliiil iiltiil Ml.iilo iliiy Mill|lilllll'll) ill llii/lll Ml IiHIiIm ^*'ll>l W>,\U, llll'l (III' (i<' ID.IV Till' i>i mi iiiiMiii)/ liniii ii'|ii>iili>i| i>rimlfn<'ii). of llli> iiiMiiK Mi'liiiJiMM iti iiifilil mi'IihuIm i>i Mini II (/I'iiIm IIiiiii in Mi" I'liHi- III ilnv iii'liiiiilfi Till' iMi|iiit ii'M iii'il II nil i| 'ilmwi'il Mml, 'il I '14.^ Hi'liiiliilH lUi'm'iil nil Mil' .Idl hi'ii-iiilii'i . I'lMl, !//!», in Mi At'i |.i 1 I'i'lil , Inn) itUi'lnli'il iiiiK iiMiKl MImIi' mi linnl l|llr)rl^ Uii> V"'*' . ^'''^u ''' TIM* jii'i I'l-iil , liinl iiMi'liili'il IwoiiMii'i Mini" mi'IiukIh , nn'l II, ».i iWt |ii>i I "III , Iniil iilli'tnli i| lliii" III mill' 'III" "II"'). 'il Mi">t" ii'iiiMiii'il niimliiii'iit'i wiiiilil lii< (,lii> Miiiri" ii'i il' Vyi 'il' Ml' '1" I'll'/ iii'linliiiii InnI li""M niimlli'il Iwiin, iiinl il lli" '.ulnl nnmln'r "fif' ii>i|iii'i>i| ill Miiii |im|iiii li'iii. Ml' ("mill n: '/fiO, '//lii/li III llii> iiiiiiilini III iliMliiirl. iinliviilliiil 'liil'luii MkiI, iiM,<'rifli 'I iiii/lif. mi'IioiiIm iliiiiiiy lit" \i'iii 'I'll" "iiinlniii'l nt.iurin tnr ^ll^ll III Mnliniil (illiinliini ", Mi" nl'l 'il'l til' ni (.''I'l .ij/.iir< Mi>ii liiilMir i Mini I'lillilii'ii iiin iiiiil.iiiiliilly (" iii'^ I'lii'iv'! Ii'iin w;li'i'.l (i.l, nil I'liiliiT ii^i' lllilll llii'V loiiiK'ily W"i»', II, ih « lnirrK-'l, li'iW"V"r, lliitl (.lii< iiv«'rn(./n iit.t.i'inlMiii'" Inn; i«'i:"iil,ly mini" 11 utif.iHfn/t/iry inlvniii'i' 'I'lio |ini|Mii lion wliirli Mi" nvriti/j', (iM.cri'lun'" h"iir« I/; III" iiiiiiilirr oM Uii> lllilll il l.lin i"|»iirl fni \HHU \» .';1 f,t:i t,t-iii. , wlii'i) ItiK ^niHH Piiroliiiniil, JM iiMi'il loi tli" r(iin|i,iM»(ori, ami 'il f>"r roiil. wIh>ii lilt' iit'l I'tiroltiintil. in "iri|>l'»y"'l u. Kliil/r >ii iniiUA-.rr, vvliii'li will iitil. uMikt' Uir lyt^ of Ui" Inunir (iiliir;ut,io;ii«t, hh I'y miv iiioiiiiH HiiliHl'itrlory. 1 1, ii.|>|iiMirH llial, oul, of c.vi-ry 1000 rliiMr'-n iiltctiitiiiju; Hcliool fiOH w«in> ImyH, iitnl I'.rj W"f" ^itIm. Th'; [(fOjior l,ioii tif lioyH h[i«»wh a hIIkIiI' irMiiciiM", l.li" riiiinh«'r« for Mi*- Unt lliii't< yi'ii.H liiiviti)^ ln!«!ii iiniforriily TiOd l)oyH t.o i'.ii ^irln It may t'urtlicr Im* nuticoil that, unti«»r i\ti- n^o. of l,lii.'i,:r f .,•: (^irJM arc tiitf inorcj tiuiiieruuM. Tlii . Ih in !ic<;or(Janf:f^. Fifth-class teachers. — Teachers who are licensed to teach, and already in charge of fifth-class schools, or hold other assistantships than those specified, or act as relieving teachers. Minimum fixed salary for males, £88 per annum, rising by six annual increments of £8 to a maximum of £1.36 ; but teachers employed as "junior jissistants " receive no increment. The salaries of female teachers are one-fifth less than those of male teachei-s, but under no circumstances can a female teacher be paid the salary of a second-class until she has in regular course <, I ;,;;.* ■''■i:' :--:.rr. ' li.h .» »» 124 T/ie Schools of Greater Britain, attained the maximum salary of the third-class, or unless sho was receiving such salary at the passing of the Act. Pupil-teachers, Class I. — Salary, Males £50 ; Females £40 per annum. i> '''' »! )) 30 ; ,, -4 ,, M IV. ,. „ 20; , 16 Sewing Mistresses — Salary, £30 per annum. In addition to the tixed salary, a sum equal to one-half the amount of such salary is obtainable by way of results. In order to entitle the teachers of any school to this maximum : — (1) Every scholar who has attended such school during any part of the two weeks preceding the inspector's visit must be presented for examination, unless prevented from attending by one of the following causes : — (a) Removal from the district ; (6) Suffering from severe bodily accident or sickness, or being excluded on account of infectious disease in the home ; (c) Flooded state of the roads ; (d) Death of a near relative. (2) The inspector must be satisfied — (a) That all the scholai's below seven yeava of age in Class I. are under proper instruction and discii)line ; (6) That every other scholar has been satisfactorily instructed up to the stundai'd of the class with which he is presented by the teacher. N.B. — Scholars over seven years of age in Class I. who have been on the roll not less than six months must be presented with Class II. ; in other cases, scholars must be presented with the class with which they are taught, and on the roll of which their names and correct ages have been entered, (c) That the scholars are properly classitied and are instructed in accordance with Regula- tion I. (d) That the discipline and tone of the school are good. In determining this, regaid will be paid to the behaviour, neat- ness, and cleanliness of the children, and the neatness of their work. (3) The avereing observed as holidays, and no explanation thereof being furnished in the monthly return, pay is deducted, and no appeal against such deduction is ever entertained. The time of the teacher's arrival and of his departure must be entered by each member of the stafi' in the roll sheets provided for the puipose. If any teacher leaves the school premises during the day, the interval of his al)sence must be recorded in the same manner. Visiting teachers also enter the time they arrive at and leave the school. The absence of any member of the start" must be promptly reported and explained ; and whenever leave of absence on account of illness is required for a longer period than two days, a medical certificate, showing the nature of the illness or injury, and the probable extent of absence, must be forwarded. Wh(>n schools are ))rovi(led with residences, rent is charged to the liead teacher. The amount in each case is from time to time determined by the Minister on the report of an otticer of tlie department. The head teacher is required to occupy the resi- dence, or to place in it a person approved by the Minister, and is held responsible for the due [rt'otfetion of the property of the Minister upon the school site. All repairs to residences, ordi- narily called tenant's repairs, are effected by the head teacher, who, on leaving the school, is x'ecpiired to fui'nish an acknowledg- ment from his successor that he has received everything in proper order. In addition to their salaries, head teachei-s of day schools are paid allowances for maintenance expenses as follows : — For Six Months, beginning Ist October. Ist April. £8 £10 10 12 21 - 25 5:i 31) 45 53 5(> - 66 104 120 Under 20 scholar.'", 20-.W „ 100—125 ., 200—225 ,, 300—325 ,, 400—450 ,. 1000-1050 ,. There are intermediate sums for the intervening figures, and the amount is fixed by the average attendance. In consideration of these allowances, the head teacher is required to have the floora properly swe[)t and scrubbed ; to provide water for washing and drinking, with soap and towels ; to keep the chimneys and windows clean, and all locks, latches, and glass in windows in proper repair ; to provide pens, pencil, chalk, sewing materials, IP i •-I i:m T/ic Sc/ioo/s of Greater Britain. Hitd all Htationcry oxc(f|»t c()|>y-l)()()kH ; mul to provido fiioJ for wiirmiiig tli(! hcIiooIb. 'I'lu^ro wiih ii tiiiu? in StiotlunU when " coal- iiiouoy " was levied as a inoaiiH of lu'lpinj; in this way ; and in some of 54 190 3': 10 • * • Hcatlu'dto 210 120 244 103 25 Mortlakc - 280 178 433 144 35 14 VVangaratta 352 183 59G 90 33 3 S. Melbourne • 1989 1181 1768 618 124 ... /' ■> ii ^& Intermediate Education. The State has not, up to the present, provided any system of intermediate education beyond awardnig eleven exhibitions annually to scholars from the elementary schools on the results of a couiijetitive examination. The selected scholars proceed for two years to a grammar or other school approved by the Minister of Education, whence they go into Melbourne University to complete their studies. The exhibitions are tenable for six years, and are of the yearly value of J;.''»5. The private fcohools of the colony number 055, and the scholars attending theiii o^er 35,000. Some of these private schools are attached to religious denomina- tions, as many as 172, with 20,369 scholars, being connected with the Roman Catholic Church, Six are called colleges, or grammar schools, two of which are connected with the Church of England, two with the Roman Catholic, one with the Presbyterian, and one with the Wesleyan Church. The education given at them is reported as equal to that of the best grammar schools in England. Cadet Corps. The movement for establishing cadet corps in Victoria, as in New South Wales, has met with considerable support from the State schools, and special regulations dealing with them have been lustralasia. 131 H(1o|>t(tcl l»y tlio Dtifonct? Dopartim'iit, whoHo ofTicfU's now inspect tln'U). Tliti niovcinont wiis only bcijun towards the ckmo of 1(S84, but it ]iaH ](ro,<{i'(;HHiHl in ii Hatistactory niannt!!', and Ity tlio end of Anj^UKt, IHHf), t-adet corps had h(!on rutaldishod in connection with thirty-ei;^ht State schools. The nieinhers of those corps liave ojtportunitieH bi^fon; Utaving school of lie<;oniing versttd in the use of th(i rifle and in infantry field exercises ; and such of them on may henjafter join the militia or voliiuieer force will havo com- paratively little to l(!arn in ordctr to nltain to ellicitincy. 'I'ho indirect IxMittiit, too, resultinj^ to those sehoolboys who bolong to such an organisation cannot lait be very considerable. Apart from the ])hysicul pleasure and luialthful character of military •(xercises, the lads hIkiuM develop tlu; smartness, the (piicUeiuid attention, and the jn-onipt obedience which military discipline begets ; and, wlujn jtupii cImssch aiT li(>l(l, mikI frco scliolar.sliipH, t(>n;U>l(* i'oi" one yen, miv uwanU'(| to Hiioli as (lis(iii!j;uisli tliPinsclvcH. Tlie total rocoipts from all houhts for tlio year were X^'JS'J, of which tli(> sum of .i' 1000, inrlndiiiLj a special huildim; ;^iaiit of £2000, was from flu' (JovcninuMit ; and the «>xp('iiditiirt> amounted to jGr»13(). Thirty -six Sidiools of IHvsijjfu have been established at variouH places in Vietoii.i in eonnection with a IJoyal Commission for pi'omotinji; technological and industrial instinct ion. Th»* sul>j(!cts tauaiht ooinpris»> practical geometry; mechanical and architcK^tural drawing ; isoinetrical, pcrsp(>ctivo, and free hand drawing ; figure drawing ; ornanuMital drawing from models, ilat examph's, and from natui'e. Kach school receives two sliillings and sixpence from Ciovevnment for every pupil who att»>nds at least (>ight times in on- quarter, l)(>sidcs which fees varying from -s. to fts. per cpiartor for one h'sson a week an* ]>aid by pupils. The number of pupils on the rolls on the .'Ust I>cceml)er, ISSl, was ;?0'J."}, of whom I'll'.VJ, or mon* than three-fourths, had attended eight or moro times during tlHMjuarter ended with that day. An exhibi tion of the works of pupils is held yearly in Rlelbourne, and local exhibitions are held in other towns. I'here are free librai'ies, athenjPvims, or acicntific. literary, or mechanics' institutes in most of the towns of the colony. Sonu' of these institutions roceiv*- books on loan from the Melbourne Piiblic Library. Two hundred and lifty-seven furnished returns for 1SS4 to the Govemunent statist. Their statements show that thi>ir total receipts in that year amounted to £32,S."')4, of which £6193 was contributed by Government, and .£2G,()(»1 by private individuals ; that the number of volumes in all the institutions amounted to 323,770, and that during the year 2,114,4SS visits were paid to 165 of them which kei)t attendance-books. If visitors atteudermond. M,L.C., who has given nearly £25,000 towards its erection u.d ei''owment. The Univeraity Hall, built at a cost of about ;£40.<);H', i- ciiled the Wilson Hall, after Sir Samuel Wilson, who ':or),t;'h!ro«;d the ■ -.if; 134 The Schools of Greater Britain. vm ; ( S 3:"ii I £1 1 U 10 G 10 6 5 10 3 2 greater portion of the funds for its erection. Since the opening of the University, 2084 students matriculated, and 955 degrees were granted, of which 694 wei"e direct, and 261 ad eundem. The charges which are made for certificate and degrees are as follows: For matriculation and certificate thereof - - - For certificate of Civil Service examination For any other certificate of examination, with or without attendance on lectures For any degree of Bachelor For any higher degree For admission ad eundem graditm . . . . For admission ad eundem atatuw .... The matriculation examination of the Melbourne University is at present held three times a year, viz., at the beginning and end of the February term, and at the end of the October term ; but no person is admitted to tlie first of these unless he gives a guarantee of his intention to matriculate and to continue his studies at the University. The subjects of examination are fourteen in number, viz., Greek, Latin, algebra, geometry, English, history, French, German, arithmetic, geography, elementary chemistry, elementary pliysics, elementary physiology, and elementary botany. In the first eight of these, honour as well as pass j)apers are set, but the candidate must decide before entering for the examination which he intends to present himself for. The last four are called science subjects, any two, but not more, of which may be selected. To pass the matriculation course it is necessary, at one and the same examination, either to pass in six subjects, or obtaining honours in one sul)ject to pass in four others, or obtaining honours in two subjt'cts to pass in two others. During the year 1884, the total number of candidates at matricu- lation was 1109, viz., 812 males and 297 females, but of these, only 691 males and 262 females presented themselves for the ma- triculation. Of the males, 217, or 45'8 per cent., and of the females, 121, or 46'1 percent., passed that examination. Of those who passed. 55 males and 70 females obtained honours; viz., 31 males and 44 females in one subject, 13 males and 20 females in two subjects, 7 males and 3 females in three subjects, 3 males and 2 females in four subjects, and 1 male and 1 female in six subjects. A large majority of those who pass the matriculation (;xamina tion have no intention of puisuing a University career any farther, and therefore do net matriculate, to do which it is necessary to go through a formal ceremony, which involves making a declaration and signing the matriculalion book — the matriculation examination being, as a matter of course, passed beforehand. Although 438 persons passed the matriculation examination in 1884, only 173 matriculated, as against 128 in the previous year. From the date of its opening to the end of 1884, the total number who matriculated was 2084. In accordance with the privilege already referred to, nine of the persons who matriculated in 1884 were females. ',;[■ 'I Part XII.— SOUTH AUSTRALIA. two Very early in the history of South Australia the education of the people received legislative attention. The first Act relating to education was passed in 1847. This was superseded by iVct No. 20, of 1851, but the growing needs of the province called for further legislation, and in 1875 an Act was passed which abolished tli. ' Central Board of Education, established a Council of Educa- fi'' wioh a paid president, provided for the erection of model nchoc J and a training college, for the appointment of boards of advice, and foi an annual dedication of land for educational pui*- poses. Power was given to the council to make regulations ; attendance r'' children between the ages of seven and thirteen years was made compulsory ; fees to be charged were authoiised ; ind four ind j. half hours per diem of secular instruction were provided )"or, m ith permission to the teacher to read from the authoiiei or T?ouay version of the Holy Scriptures, prior to the opening of the school, attendance thereat not being made compul- sory ; and authority was given to establish valualile exhibitions and scholarships. In 1878 the council was dissolved, the admin- istration of the department being transferred to the " Minister Controlling E ■ u ition," assisted by an inspector-general of schools, with a staff of ' ■ j .,iors and teachers, and by the same enactment provision w 6 umiK for dcL^ning "efficient" schools, and generally for the D), ;r sat pfictoiy working of the compulsory clauses of the Act. TJ uuer li!>!d later Acts, the educational system of the pro- vince ^as unJ<-n^^"e r- nsiderable development. The public schotd must nave ai) atieuda,iice of at least twenty scholars. The fees are fixed at fourpence a week for children under five years of age, and sixpence for those above that age, but in cases of poverty these amounts may be remitted, and the amount is paid to the teacher by the State. Any arrears can be recovered by legal process. 7'he teacher is entitled to retain the fees if there be only one, but if more, the proportion for each of the staff is duly settled hv the authorities. The pupils may attend if under five years oi I'ge, bnt after seven the attendance is compulsory for not less thai'. L■.iilLy. The law has been careful even of the person of the teacher, and hab provided for the possibilities of lawlessness I'! I I .; ^' ;■. ■'. i F !t, %■■ ^ ' !■' f^' 1 ■K ■ " W' m. 1^ ^w. ■■>■" ':. fe ;!!'; if/^' -,.: ■*^" '. Bk'' ^t|/ •'■ t' ■ ^ '■ ■.. 1^ Wy. ^ j.^. ■■:%.. ^■. 136 The Schools of Greater Britain. among tlie rough colonials : " Any person who shall wilfully dis- turb an}' school, or who shall upbraid, insult, or abuse any teacher in th'j presence or hearing of the pupils assembled in school, shall forfeit and pay a jienalty of not less than ten shillings nor more than forty shillings." Dedicated Lands. It was also provided by the Act from which we have just quoted that the Government may reserve, dedicate, or grant, any waste lands of the Crown as sites for school buildings. It was emi)Owered also to grant by way of endowment for education 100,000 acres of waste lands, and from time to time to give for the purpose such further por'^'^n of this said waste land, not exceeding in any one year 20, O acres. These lauds are to be rented on leases of twenty-on. at the best rent to be obtained. Rent is paid into tht ..asury for the purposes of education. The total quantity of lunu Lhus dedicated to educa- tional purposes at the end of last year was 300,869 acres, of which 295,000 were leased. The revenue for the year amounted to £14,566, and the cost of managing this educational property was .£603. 'rS: ^ J. , '.V School Attendance. In the year 1885 the following were the mimbers in attendance under the compulsory powers : — Chililren within the prescribed ages •J4,053 Children attended 35 days in last quarter - - -JO, 492 Percentage to number of age 85-2 Did not attend 35 days . . . . 3,561 Percentage ----- . 14-8 Satisfactory reason for absence - 2,550 Percentage ----- - 10-6 Cases of neglect . - . . - 1,011 Percentage as to total of compulsory age - 4-2 The total number of children instructed was 44,106, with an average attendance of 27,005. In 1885 there were 233 public schools, and 239 of the kind which are denoted as " proviaional " — a total of 472, with a total of 49,664 under instruction during the year ; but, allowing for enrolments in more schools than one, this number must be reduced to 42,758. The average daily attendance was 27,005, or 63 per cent. Certificates entitling to free education were granted to 8119 children, with an average attendance of 5930. The fees of 67 others were reduced to threepence weekly. There were 46 evening schools open for an average of 61 nights, with 694 under instruction, and an average of 200 ; the fees received being £304, and the bonus paid by the Department, £235. Australasia. 137 The following are fair specimens of the school statistics, regarding the attendance, fees, and free scholars : — Fees paid No. School. ! RoU. Average. by Parents. £234 \ of Free Scholars. Adelaide, Groto St., Boys 551 272 >> >« Girls 509 2.S9 199^ 479 »> )• Infants - 350 183 115) „ Practisint; - 80 49 47 19 Balaklava 127 65 73 10 Borderlain 187 97 104 8 (jawler, Boys - - 290 169 175) „ (iirls - - 240 145 147 f lO-i ,, Infants 173 82 59 i Kangaroo - 22 9 12 — Norwood, Boys . 603 390 393 100 Woodside - 187 135 115 24 In addition to the public schools, there are many private boys* and girls' schools and young women's seminaries, which still further complete the educational system of the province, as a number of these are conducted by tfc,lented and scholarly teachers. Probably no other educational institution in the Australian colonies surpasses Whinham College in material appliances. It is situated in a select and central position, and occupies two and a half acres of land. If numbers be any criterion of success, Whinham College must stand in the first rank, but more conclu- sive evidence is the fact that it has sent a large number of it.s students to the Adelaide University. The Roman Catholics support a number of private schools and colleges, the dignitaries of that chui'ch refusing to sanction, where avoidable, the attend- ance of Roman Catholic children at the public schools. Teachers. The following table shows the number of teachers of all classes employed at the end of 1885 : — Head Teachers Assistants in charge of Departments Assistant Teachers „ (temporary) Pupil Teachers Monitors Sewing Mistresses P. T. ana S. M. combined S. M. and Monitor Provisional Teachers - Male. 195 33 57 15 98 398 Female. 51 3 88 9 163 51 102 7 9 140 623 Total. 246 3 121 9 220 06 102 7 9 238 1821 2" !i- The Schools of Greater Britain. I ii*" ■ i ;■■*•■■■" ^'' t if I ■■fcy Expenditure and Income. The expenditure on education in 1885, exclusive of buildings, amounted to £103,317, and the following are some of the details : — Management and Inspectors Training College salaries - „ ,, for students Salaries — Public schools, - „ „ „ fees ,, Provisional schools. Books and materials Fees and books for free scholars - Secondary Education Scholarships ., ,, Advanced school for girls School fees paid by parents „ ,, retained by teachers - £1,099 1,781 2,880 £59,489 9,407 50,082 - 15,234 722 2,(530 1,730 1,407 - 24,798 15,473 Retiring allowances, amcu.iu-.ng to j£1966, 9s. 6d., were paid ta twelve teachers?, being an average of £163, 17s. 5Ad. for each teacher. To meet the outlay the foli .viiii, revenue was received: — Kents of dedicated lands Fees of public schools Fees of advanced scliool Repayments in training colleges - Repayments in public schools Rents of school-houses Sales of school books and mateiial Sundries . • . . - Total £14,5()() 17 6 9,3_>9 19 6 J, 042 8 3 151 13 4 77 1 li 212 () I 708 13 (» 185 12 U £2G,874 12 (> The scholarships, exhibitions, and bursaries that are offered form a very important feature in connection with the educational .system. These are open to the pupils at public schools, and thus render accessible to the children of the poor, as well as to the children of the rich, the higliest advantages of education at the Adelaide University or at any approved European University. An illustration of this is given in the latest award of the highest honour offered by the Ei'ucatiou Department — the South Australian Scholarship. In 1878 the scholar won an exhibition at one of the model schools. This entitled him to free education at Prince Alfred College (the seminary selected by hira), and in 1884 he won the S. A. Scholarsliip, which secures to him an English university education. In addition to the S. A. Scholar- ship (which is worth £200 per annum for four years), the Education Department offers annually three University Scholar- ships (worth £50 per annum for three years), which entitle the holdera to education at the Adelaide University free of cost. Six exhibitions, for scholars at the public schools, of the value of £20 Australasia. 109 to £40 each, are also available annually, and entitle the holders to free education at any of the colleges which they may select. Bursaries of the value of £12, 12s. are also offered by the depart- ment to girls, so that it will be seen that substantial encourage- ment is given to the pupils of the public schools to win high educational distinctions. The System. The oVjject of the system in South Australia, according to the Inspector-General, " is to make the work of a child in a public school simple and sensible." This sensible simplicity is not sought through the elaborate machinery of a Code, but consists in a well- regulated plan of work in the ordinary subjects of instruction, which include geography, history, grammar, composition, object lessons, drill, and needlework. What is aimed at by the Depart- ment will be seen in another sentence of the Chief Inspector : — "I should like to feel that it is the ambition of all who are working in this department to make our schools ' model ' in the best sense of the word — models of good discipline without harshness, of good teaching without cram, and, most important of all, of good moral conduct based on sterling principle." The principles of morality, indeed, are inculcated as a regular part of the school work, and the religious teaching, as we have already said, must be strictly unsectarian. There are no extra subjects in the South Australian programme. Latin, Euclid, and algebra sometimes find a place in the curriculum when the master wishes to send in candidates for exhibitions tenable at the superior schools; but not a shilling extra is expended by the Department in the teaching of these branches. Put in a nutshell the elementary school system may be thus sum- mai'ised : — " If the course of instruction is carried out successfully the children in the piil)lic schools will be taught (a) the principles of morality; (6) to read and spell ordinary English; (c) to write in a ])lain hand a simple letter or statement; {d) to work such calcu- lations as may be met with in daily life. In addition they will have elementary notions of the different countries of the world with their products, and of the histur}'^ of England. The girls will have learneil to make common articles of clothing, and boys and girls alike will have been trained by drill and the daily discipline of the school to habits of obedience and order.' Such is the simple plan, the alpha and the omega of the common schools of the South. The training school system includes practical work, not merely in the small model school of the institution, but visits also to the six large schools of Adelaide. The students visit these one half day every week for six weeks, and conduct classes under the super- vision of the head teacher, while they have opportunities of care- fully observing the ordinary routine of the schools. The teachers of the colony are encouraged also to band themselves in local asso- ciations for professional purposes, and eleven of these were in existence last year. They aflFord an excellent means of communi- « -.■4- -..yifi 140 The Schools of Greater Britain, )M ^Wi. eating with the teachers on the j)art of the Inspectors, who ui-e only too happy to l)e pre.srising light sand and stiff' clay. Pure bred Berk- shire pigs and merino sheep are kept. Besides the carrying on of a system of practical or business farming, a series of experiments were commenced four years ago, which, when completed, will add considerably to the information at pi'esent possessed regarding agri- culture under the peculiar conditions of climate and soil experi- enced by farmere. Denominational Colleges. Highei* education is provided for by the denominational zeal which so often asserts itself in educational affairs. The Collegiate School of St. Peter has existed since 1847 as a Church of England Aiislraiasia. 141 Hchool. The l>uilclinoiiso for niiistei-s and about fifty hoys, head master's residence, staiidintr in ahoiit thirty acres of playground. The Hciiool )uis no en(h)\vn)ent except for schohtrships, but these amount to neaily ,£400 a year, and urise from various benofac- tions. The number of boys attending' the scliool is 21G. The hite Mr. DaCosta left to tlic ooUe^e a valuabh' estate, subject to certain life annuities, the estimated prospective value of which is uj)\vards of £100,000. Prince Alfred College occupies a tine position facinij the jtark lands that lie to the east of Adelaide. The site, about thirteen acres, was purcha.sed towards the close of ISdf) by .some gentlemen connected with the Wesleyan Methodist (Jhurch, and the founda- tion stone of the l>uilding was laid on November /)th, \M~. by the Duke of Edinburgh, who.se name it bears. There are spacious playing .nd ornamental grounds surrounding it, and large gym- na.sium, kitchen, etc., in the rear. The total cost has been close on £30,000. It was incorporated for educational purposes for all time by Act of Parliament in 1>S78 ; and its managing committee under that Act is annually appointed by the South Australian Wesleyan Conference. The range of studies includes all that is usually meant by the term "a liberal education" — English, classics, mathematics, modern languages, natural science, drawing, music, singing, gymnt sties. The religious teaching is undenomi- national, and exemption from it is i)rovided for. Many of the boys each year pass the examinations held at the Adelaitle Uni- versity. It also renders imi)ortant aid in the training of ministers for the Wesleyan and other churches. Several valuable scholai- ships have been founded, tenable either at the college or at the university. Latterly this college has been v(;ry prosperous. The pupils number over 400 ; the regular masters are fifteen, five of whom are graduates, besides six who attend to give instruction in special subjects. •^t The [Jnivei!Sity. There is one University, that of Adelaide, founded in 1875, with an annual grant from the Colonial Parliament. The Uiii- versity has chairs for classics, English (with mental and moral philosophy combined), mathematics, natural science, and another for law, with various lectureships. Female students are admitted and the University conducts examinations for admission to the South Australian Bar. It owes its foundation to the munificence of two leading colonists. Sir W. W. Hughes, chief proprietor of the Wallaroo and Moonta Mines, and Sir Thomas Elder, both of whom gave £20,000 for the purpose — the former on condition that there should be no religious instruction, and the latter with- out any such conditions. The Department of Education also oilers annually a scholarshii) of the value of £200 per annum, .m^A 142 The Schools of Greater Britain. u|U^:,;| I J- i.iS tenable for four years. This is culle(l the "South Australian" HcholarHhip, uiul the successful cnndiihito must iKiconie a student of an approved European university. J. H. Angas, Ksq , tl.P., has founded an important scholarship, the object of which is to encour- •A\fy. the training of scientific men, and especially civil engineers, with a vi(!w to their settlement in South Australia. This is known as the " Angas" scholarship, is of the annual value of .£200, and is tenable for three years. The scholar having i)as8ed tlirough such special studies as may be ])rescribed, is requirtid to proceed to the United Kingdom, and article iiimself to an approved civil engineer, or enter himself a student in an approved college or university, where he may j)rosecute such studies as shall qualify him to be a civil engineer, and upon his return to the colony (within five yeai's of gaining the scholarship) in possession of such degree, diploma, or certiticate, as a civil engineer, as the council shall approve, and upon writing to the satisfaction of the council, a report of his pro- ceedings and engineering works, he shall receive a further sum of £100 towards travelling expenses. The South Australian Com- mercial Travellers' Association scholarship entitles the son or daughter of a member of the association (being a matriculated student of the university) who may be nominated by the association, to the advantages of the luiiversity, without payment of fees. The trustees of the Gilchrist scholarslii[) offer annually a scholarship of the value of £100 per annum, tenable for three ye^ rs, which is open to natives of the Australian colonies or persons who have resided therein for five years immediately preceding the examina- tion, between the age of sixteen and twenty-two years. It will be seen, therefore, that by the munificence of generous and wealthy colonists. South Australia is able to boast of an institution by which she can give to her sons and daughters the benefits of ad- vanced education and admit them to the highest academic distinc- tions. The fact that since the establishment of the university 284 students Lave matriculated; and that there are now ninety under- graduates in various stages of their university studies, as well as a considerable number of students who are not woi'king for a degree, bears testimony to the willingness and desire of the public to avail themselves of these superior educational advantages. It is a not- able circumstance, too, that year by year the results of the education given in the public and private schools and colleges are being more largely tested by the matriculation examinations at the university — each year witnessing a large number of pupils from the lower seminaries who are desirous of attaining the honour of matriculation. m Paiit XIII.— WESTEl^N AUSTRALIA. Western Australia is of great dimensions, but ns yet the people jiic few ill nunil)(!r. Its iireii is over a million square miles, or about eight times that of tlio United Kingdom, while its popula- tion is only about 33,000, less than that of one of our smaller provincial towns. The peojde are located chiefly within 100 miles of the coast ; but it can be easily understood that their dis- tanws are far between. Its State expenditure for the last year was £2l»l,307, and of this amount £10,09G was devoted to education. According to the Act of 1871, a school only meant a place where elementary education was carried on, and the fees were not more than one shilling weekly. The educational ati'airs are administered by a central l)oard, consisting of five members, all of whom must be laymen, one of whom is appointed by the (lovernor, and acts as chairm vn ; while of the other four no two must belong to the same religious denomination. The district board consists of live members, chosen by the ratepayers who have been resident in the colony for at least six months. The (jualifi- cation for membership limits the age to a minimum of twenty-one years, and fin-ther stipulates that the candidate must be natural born, or a naturalised subject of Her Majesty, " who in no part of the British dominions hath been convicted of any treason or felony, unless he shall have obtained a free pardon thereof, or have undergone the sentence passed on him for such offence," otherwise he will not be qualified to serve as a member of any board in the colony. The provisions for religious education are almost identical with those for Great Britain, as they are expressed in our Acts and Codes. The school hours must not be less than live, four being devoted to secular instruction. The voluntary schools receive public aid if they are willing to give the necessary information regarding their statistics and course of instruction. They are described as "Assisted Schools," but no grant is given for the building pui'poses of such schools. No government school is sup- ported, and no school provided by voluntary efforts is aided by public funds when such two schools are within four miles of each other, unless the combined number of scholars attending the schools shall amount to forty. When the Act was introduced, it stipulated that " all teachers now in receipt of fixed salaries shall not be disturbed in the enjoyment thereof while employed in such schools," and " the teacher of any school who may have been in receipt of a fixed salary, and whose emoluments may be subse- quently paid for results, shall not foifeit any claim he may have for a retiring allowance." What a contrast was thus presented with the beggarly and shameful treatment of the teachei*s in the little Britain, in the way of pensions and certificate allowances ! ;-^ 144 The Schools of Greater Britain. \ > if ii :»^ Grants fOR Schools. The; Kdueiitioii Act was iimeiulo«l in 1877 to indicate the way in which Hchools are to Ik- HUpported l»y thf State. Out of th»* Education Grant tor each yrar there is to he apportioned a hiimi not exceedini^ £3, lOs. per head per annum, calculated on the total aggregate average daily attendance of all children between the ages of four and sixteen who have attended not less than four hours daily— a continuous attenilance of two hours for receiving education being reckoned as half a day. This sum is j ayal)l»> to the teachers. It is declared in the latest report that this capiUi- tion grant is sutlieient to niaintaiu schools in the more populous parts of the; colony, hiit not in the N., N.W,, and remote districts, where expenses are heavier than at Perth. To assisted or volun- tary schools there is to be paid £1, I5s. per head (calculated as above), only on condition that not less than twenty are in attisnd- ance. There is a further grant for books, maps, and other school appliances of not more than five shillings per head on the average attendance of children of the school age. School Statistics. The public schools in 1885 were 73 in number, with 16 which were "assisted" — of the latter 14 were Roman Catholic and 2 Church of England. The following are the statistics for the year: — •o Slumber of schools. . V \\]}\\C 74 Aasistol hi t \ scliol.ir.s, - )t .sor)2 1221 << n average, percentage, boys, - girls, - If * 1 M M 2241 7'> l.')82 1470 92() 79 6.54 6G7 There is also a high school for girls, under the direction of the Anglican bishop, and another conducted by the Sist(,rs of Mercy, both situated in Perth. There are 13 compulsory attendance officers; but if their work is to be estimated by their pay, it must be very light indeed. The salaries of these officers vary from £8 to £17 in the scattered districts, but in Perth there is one who receives as much as £50. There is one school inspector, and recently he has received an assistant, that he may have more time than at present to collect statistics and other useful information. The following are selected as fairly representative statistics of the schools : — Roll. Income. Stati. 1. Perth— boys. 197 £429 10 1 M., 1 A.,2P.T. >i girls, 203 .306 14 1 M., 1 A., 2 P.T. ., infants, - 195 2.37 11 1 M., 1 A., 1 P.T. o Freemantle — boy s, 172 394 3 1 M., 1 A, 2PT. girls. 109 223 17 I M., 1 A, IPT. 3. Country school— boys,- 33 90 12 1 M. 4. girls, • 95 161 1 M, 2P.T. 5. ,, mixed, 19 63 13 1 Mistress. The work is arranged in standards, and the level of require- ments is somewhat similar to that of recent codes at home. .T. .T. .T. T. T. PUBLIC STATE SCHOOL QUEENSLAND PUBLIC STATE SCHOOL. SOUTH AUSTRALIA. PUBLIC SCHOOL, SYDNEY, NEW SOUTH WALES. ivvKi \iv. gii:i Nsi.ANi). P W ^ ':4 -*■ Im'^i. luit noi loMNi. n| til,' \(iNlii(li;»n cnltMiioM ill (III' wiiy ul" <',in(\i(ioiiMl ciilci |trn;r. \h (.^Mh'i'IimIhiiiI. I( <'»»ii(iiiiiH mi nii'ii ul' (Mif>,'J'.M NnuMic iiiiU"-. mui liNo iiiul ;» linH (iiiiom (Iio ni/.c ol" (li»> Initoil KuvU'l*'"'. !'"< >•■* popiiliitioii ^ll'Jfi.ODO) is Ichh (liini oiw trntli ot'((|erM. It Iiiih olVeii ii|t|»e(irei| in the utivertisiiivj I'llunms of (lie Srhiut/ninstrr \\\ wuy <»!' iiivi(;i( imi to \\r\\ .|M!ili(ieil (eueluMs to liiitl u lieM ol' liilnMir widiiii ils liMii(.M. .111(1 net :i tew li;«\e iiiiNVX eied lo llie oiili. The ( Jov<.t)0() in (ln» jmst t\mr yours) in HHHiMtinu; (lie wm 1< ing ol;>sses iieeiislMinl i»( (lie |treMeii(. (iiiie .•issis(,s t) l;H'i;-«'r iimnlier ot eniis;riiiiis (Vein (Jreiit Itritain (lian nil the ivst ol Aiisiiiilasi;! piu (os>e(her. Ve( no(. ho very ninny yems ;ii;o il wj».s thvuiijht (hiU innoh ot' this tiorth oiihI «|uiirt.ei' of Aiiu trnlia \v;is iinsiul;il>le lor lMMoi>e;iii se(tlenienl. The |»resen( (own ot" Keekhanipton h:is heen hiiill )iis( within (h(> t.ropie of ( 'ti|irieorn ; .•ni>l whereMs jit no point does (.^>ui'ensliiii,| extend no nineh mh -KK) »nil«>s (o the so\itiiw;Utl ol' this tropie. Cape York, the nioHt northerly point ot the eolony. is more than «^(H) iiiileH wit.hin i(. and a sj;«H>d «lea! ol (he h>w lyiii^ land is tropieal in (he eharaeter ot it-s veij:»>(al\on, A shorl ilistanoe inland there ar«> lonjj; ranij;eH of iU(>iintains, t>tlen stretehiiiij down to the eoast, and atlaininL,' nii i^le\atuin at tilings ol' lUH)(> It. ; and \i is largely owina; In t.ln> pro\ iimty ot' this elevated t-oiuitry that the wint(s sharp iVosts at ni,u;lit. 'The sinniner may be rej;ardi'd as tlu' rainy st>ason, esp(>eially within the tropiv's. atid is naturally hot ; hut C^>iii>ensland possesses this ad ^ antaire over Southern Australia, (hat even in wi.i((>r tlio vei^etatien IS not altoiiOther arrt>stt>d ; \vhih> a northerly wind in summer will ivnder hoth Adelaid*' and Melhourne hotter than Hriahivne is. .\t HrisKuie tlie average tvuipemture is 7()^\ the maxiiiiuiu tempera turt^ in 1884 beins; lOlI . and the minimum 40"'', as eoiupared with lOftt^'. and M)'2' in Melbourne, and witli 110^' and [\'>^' in Ade- laide, The so^i bix'cziw in summer also t«'nd to keep the const with- out excessive heat ; and thouijh to the west iif the mountain ruuf^es a hisihor nuige of temjHM-atun* is «»xperieneed, it is not liotter than ill the westlonist« i\aving succeeded in obtaining sepanition from New SoutJi Wjiles. determiueil (says Mr. Price Fletcher, in u paper on the resources and institutions of the colony) to inauguriito u system .'lusffut/asia. I 17 'IM.o ol' Niiliniiitl lliliiniMoii, ri^liljy |ii'I Uiiih ( li'Min tilio iiioiioy il«ivnt,«Ml to Mliii-iiLioiinl |)iii |u)H)mI Iniii'ii wiih iiitronliii^ly ii|>|Miiiilni| to Hii|Ml, tJi«> *iiii<. I 'ihIi'I' llirir iliircl.inii iimUoiiiiI or |iiiiiiiiry HrliofilH hooii lir^iin lo iiiiill.i|ily ill tlin ImimI. A liiitfi< tniil.nil fu-linol, tnlil.lol llio Ni)tiiinl McIhimI, wiim ImiIIi. in Iti imIxiik-, vvlii^ir rciM^liriM wcm HultMi>i|Uiiil.y iliililinn of hi^IiokI iiiji* /.''.. iiiiovo livn M'oiil(| Im ^ol, t.o^rUirr, I.Ik'Io m. hcIiooI vvh i <>.Mliil»liHlit>il, II tiMK'lii'i- vviiH Hii|i|ilii< niil.ioniil hcIiooI'i of l.lm old rotinliy wil.li llio Holiliiry <l<)'n IiihI. I'rvv ynaiH of t.lin colonyn w|>aral.o »;xi iftiicf, Mliiall r*<(>H vvi'i'i' dfiiiandnd of oiicli wiiolai', acrordin^ t,(» l.lio «;laH.-i ho iiM.itndi'd III. ,>lioo|. TliiH tax was aitoJiKlnd in IK()i, tliroii^ji I lie oHoitH of Mr. (now Sir ('liarlnH) Lillcy, t.lio pirHtinl. < 'lint' .1 iiNtioo of l.lio f(»lony. 'I'lio LjiaclifiH, (»n t.lio aliolit.ion of l.lir; Imh, I'ocoivrd a *-oiii|>ilio original (,^iiim uHliiiid Act w*;io d into two cIiihmch namely, vr.stiul and non-voHtcd. Tlio vcKti'd h»iIiooIh wcro iin.s(><^l.ai'ian in tlmir (•liara<;t.«T liiit nt>ly w,cm\,\v, I'oi- (HiiyH tlio llrv. Win. I'ooio in a |ia|>i'r on " I'idnc^ation in Qucoiih- land") in tlio ordinary .ivIlaliiiH Hcriptnri! roadin;^ i'onnd a, |>liii;<-, and tlio (tid'oratinrnt of moral duti^H l)y Hiiil.al)l(; HttJcctioriH t'roin tlio Now 'ro.stainont I'onnod part of tiio t<-a(;li*;i'H work. VViiii*! thiH wjih tlono tiio inciihrntion of Xhv. |M;(;iiliai' IcnittH of any dtvnoinination waH ;.tri(;tly proliiliitnd. Tim IxiokH iih«m1 vh'.vc. tliow; |)iilili.sh<;d \>y tho Natiunal CoinniiHHiunoiH of Ir<:iaiid. Tho control of tht;so vtiHtod .suIiooIh was in tin; liandH of a ISoaril of Kducatiou appointftd Ity tliu Ciovornnmnt, and conKiHtinsj; of six incniborH, tlio cliairinan luiiiif; one of tho pulitiuul MinistcrH for tli« time l)einj(. TIiIh Ijourd liiul committed tu it the directing of all expenditure, the ap{)oinl/- nieut uf teachers, and the adminiHtration in eveiy way of the Kducation Act. From inouey voted bv the Parliament, it jxrovided for the erection of buildings and the payment of teachers, whose salaries were KUpplemented by school fees, i-anging from Od. to 148 T/ie Schools of Greater Britain. Is. Gil. per week. After the Act had been in force for some time the fees were abolished, and the teachers' stipends were augmented by increased payments from the revenue; and for the first time education was made free of cost in Queenshmd. The non-vested scliools wore established by, and under the direct control of, the Anglican and Roman Catholic churches, and for these, buildings were provided and teachers supplied by the re- ligious bodies to which the scliools belonged; but State aid was given in the shape of salaiies to the teachers, and grants of l)ooks — all other expenses being met by the religious denominations. In these schools any religious doctriu(* couhl be taught, either by the teachers or by the ministei-s of the church to which the school belonged. In common witii the vested, the non-vested schools were under Government ins[)ection ; but in the foimer this inspec- tion extended to both secular anil leligious, while in the latter it applied to the secular insti-uction only. Thus, side by side, we had the national and the denominational systems at work ; and this state of things continued up till 1875, when a fresh measure dealing with education was passed. This new Act abolished the old board, and created a Department of Public Instruction, to be worked under the control of one of the Ministers of the Crown. It provided for the withdrawal of all State aid to non-vested schools on the 31st Decemljer, 1880. Since that date non-vested schools have not received any helj) from the (government; and, except those sustained by the Roman Catholic C!hurch, such schools have ceased to exist. Conditions of SKinicK. Candidates in this country for api)ointment under the (.Jovern- ment of Queensland receive an eight-page ))amphlet of information which gives a skeleton view of the [trovisions of the State Edu- cation Act and the Regulation of the Department of Public Instruction. Unmarried candidates must not be c '■ thirty years of age; married men not to be over thirty-live years of age, with not more than five in the family in all. They must show that they ai"e in sound health at the date of theii- application; and married men must prove similarly regarding their wives and chil- dren. Certificates of good moral character are indisi)ensable. Applicants must prove that they have served their full time as pu[»il teachers ; have subsequently studied for two years at a train- ing college, recognised by the Privy Council ; have passed the Privy Council Certificate E.xamination foi- students of the second year, and have been successful teachers in responsible situations. In the case of female applicants the stipulation with regard to pupil teachership may be waived if the ap[>licant is otherwise eligible. Accepted applicants get free second-class passages to Brisbane by steamer, and reasonable travelling exi)enses to their destination are also allowed. All teachers on their first entrance into the service of the Department are appointed on probation at Australasia. 149 Govfi-n- rmatiou te KtUi- Public by years re, with ' that on; and ucl chil- ale. time as a traiii- ssetl tlio second nations, jgard to tUerwise isages to to theii- entrance bation at induced salaries, and they are not classified until they have proved themselves " to l)e comjtetent teachers." *' Probation " usually lasts until the school in which the j)robationer is employed has been in- spected for the first time after his or her appointment. " Reduced salaries" means from j£4 to <£8 a year less than the fixed classifica- tion salary. Teachers are classified in the first instance from hf. . ing been classified as teachers of the first or second class in the United Kingdom or elsewhere in the British Dominions, in which case the classification given is based upon their attainments, sis testified by the standards of the examinations which they have j)asse(l. The general ])ractice of the Queensland Department in classify- ing teachers under this Regulation is to place in Class II,, Division '1, students of the second year who passed in the first division, un- less tlieir teaching experience has been long and unusually success- ful, in which case they may be placed in Class II,, Division 1. Those who }\isserammar, reading, trauslatioii into English from any inodern German author, in prose or verse, translation from English into German prose. u. Natural Sciences. — (One branch only need be taken.) 1. Anhnal i'il KV ■fi 1 150 T/ie Schools of Greater Britain. and ret/ptahh Pln/siolof/i/. — A getieral knowledge of the subject. 2. Chew- Ittry. — A general knowledge of inorganic chemistry. 'A. PhyHics. — The laws of motion^ the forces of nature, light, heat, magnetism, and electricity. In t.lie case of a head teacher in the chai'ge of a boys' school or mixed school, the salary, if a residence is not provided by the Minister, is 8in)i>lemeuted by an allowance for house rent. Wives of teachers actincj as assistants under their husbands d<> not receive the full salary assigned to their classification (if any), unless they hold defined staff rank. Promotions from one class to another are made upon examination only. Teachers are not eligible for examination for admission into the first class unless they have been admitted to the second class, or produce evidence of having passed an examination entitling them to sach admission. Pro- motions from one division to another division of the same class are made as a reward for efficient service testified by one or more favourable reports of an ins))ector. No promotions are made so as to pass over an intermediate class or a division of a class. The Minister, at the end of every year, reviews the status of all classi- fied teachers who are eligible for promotion in classification witli- out examination. The Governor in Council may, in case of gross inefficiency, neglect of duty, or misconduct, reduce a teacher from a higher to a lower chtssification in the same class or from one class to another. Teachers and Salaries. The fixed salaries of teachers of each class and division are a.s follows, and the figures in actually at work last year :— Class I. — Division 1 Class II. — Division Class III. — Division 1 •t •A 1 2 3 •rackets will show the numbers Male,s. FEMALE.S. (3) - £204 - (1) £180 (O) 192 - (1) 108 (4) 180 - — 150 (3'J) - 1()8 - (8) 138 ('27) - i.-)t; ■ (1) 126 (47) 144 - (6) 114 (70. 126 - (36) 96 (44) - 114 - (63) 84 (41) - 102 - (67) 72 274 183 The salaries of pupil teachers are as follows :— Males. Females. Ist Class - (37) - £40 per annum - (72) - £20 per annuu" 2nd „ - ('20) - 45 - (62) - 25 „ 3rd „ ■ (16) - 55 ■ (43) - 35 „ 4th „ ■ (18) - 70 ■ (54) - 50 „ Capitatiox Grants. In addition to the fixed salaries at the rates already stated, capitation allowances are made to head teachers and to assistant Australasia. ir>i teachers with defined stati' rank, according to the average attend- ance of children in the school, at the following rates per annum, for boys' schools and mixed schools : — ■>>' ;males. 180 108 150 138 126 114 96 84 72 stated, ssistant l>i S "I" 4 S'^ „ 3 3 lo i Uaxk ox Staff. * "V a o H 2 2 5 £s 22 2 => 2 o a * <0 > ft" *" *- F*.^ U' „ "^ — < <^^ i<^ &._ i t) 1— « S. S. '^ If* OS £ >. S, s. a. s. s. N. Head Assistant, 1 10 () 6 6 6 •5 4 *J First Asaistjint, 10 1 4 2 1 1 1 Second Assistant, - 7 •,i 2 I I 1 Third Assistant, .. 7 3 2 I I 1 Fourth Assistant, - , , 7 3 •) I Fifth Assistant, . . ,, 7 3 Sixth Assistant, , ^ 7 ■,i *2 1 S(?Tenth Assistant, - , , , , , , , , 7 3 1 Eighth Assistant, - " . , •• ■• 6 I Female teachers in girls' schools or mixed schools receive two- thiids of the set rates ; teachers in infant schools one-half of the set rates. In cases where the average attendance falls permanently below thirty, the capitation allowance may be withheld by the Minister. All male head teachers were provided with residences, except twenty-six who received allowances for rent, varying from £G to £50 per annum. Allowances for high cost of living in outside districts, varying from £10 to £112 per annum, were made to sixty-four male teachers ; similar allowances, varying from £4 to £30 per annum, were made to forty-three female teachers. The capitation allowances of head teachers ranged from £18 to £215 per annum for males, and from £13 to £174 per annum for females. As^tistant teachers with staff rank received capitation allowances, varying from £9 to £1)0 in the case of males, and from £10 to £55 in the case of females. The emoluments of adult male teachers ranged from £35 to £498 ; and those of adult female teachers from £20 to £384 per annum. Drawing classes were conducted at Brisbane and Ipswich for the benefit of teachers and pupil-teachers ; the instructors of these classes received £100 and £30 per annum respectively. Married men are likely to be appointed at first to small mixed country schools of from thirty to sixty [tupils. It may happen that no school is vacant to which they may be sent as heail teacher immediately on landing, in wliich case they are required to assist temporarily in some of the town schools and learn the routine of the service. Such temporary service is paid for at classification salary rate, and is not likely to last longer than a few weeks. In small schools their wives are required to teach sewing according to the following regulation : — In mixed State schools, where there is no female assistant, the head teacher's wife (if any) is required to teach needlework to the girls for one hour \'r^- I. ••/-"'SI m m • » Jdj 152 The Schools of Greater Britain. i'fli . -M \ ■ ; on two school-days in each woek, which hours must be entered on the time-table. She is considered as a paid member of the school staff, and th<( teacher's salary is deemed to include remuneration foi- her sei-vices. The Minister may at his discretion withdraw one-half of the capitation allowance payable to the head teacher in respect of the girls attendinc; the school when his wife fails to perform her school duties without leave of absence first obtained. Apj)ointments held by teachers' wives will, unless otherwise ordered by the Minister, terminate on the removal of their husbands. Unmarried male te.achers and female teachers accepted for employment as assistants, are appointed at first at their (proba- tionary) classification rates of .salary only, without defined staff rank and accruing capitation allowance, to which, however, they will be aj)pointed as vacancies occur, when they have proved themselves to be capable disciplinarians and class teachers. Females accepted for employment as head mistresses may bo apjjointed as assistant teachers in large schools until a vacancy for a head mistress occurs, and under an}' circumstances may be i-equired to serve in that cajjacity for three months, to enable them to become acquainted with the system and routine of the service. As a.ssistants they are not likely to have less than £50 capitation allowance, in addition to their classification salary. They may be employed as teacher (1) of schools for gii'ls, or (2) of schools for girls and infants. All selected api)licants are required to enter into a written engagement to serve as teachers under the Department for three years. The Claims of Queensl.\nd, The following are given by the Government as some of the advantages of emigrating to Queensland and serving under the Department: — (1) A genial climate which, though hot and dry in parta and at times, is generally admitted to be healthy. (2) The emoluments offered are equal to, if not higher than, current rates ruling in the mother country for the same kind of work, and the ])rospects of proinotion are good in a young country whose pojiuia- tion is .so rapidly increasing as is that of Queensland. (3) There ai'e better openings for the children of teachers when of an age to go out in the world. (4) Many opportunities of easy and safe investments for savings, so as to secure high interests. (5) Great social and political freedom. (6) The advantage of serving under a government department instead of under local boards, managers, or committees. (7) Every classified teacher is a civil servant, appointed, transferred, promoted, or reduced in status only by the (irovernor in Council. During the past year 31 male teachers from the mother country, trained and classified under the Privy Council, were absorbed into the Department. Of these, 28 were sent out by the Agent- treneral, in jiursuance of instructions from the Department ; hts/ralas/a. '■i i:)3 21 of them were niai-ricd men, who were phiced in charge of State seliools, and the other 7 were single men, wlio were appointed sis asHi.stants in large schools. Similar action must go on as long sw the nnniher of male ex-pu))il teachers, trained under the Dej)art- . lont, is not sufficient to supply the vacant ussistantshi|)s as they occur, still less to provide married head teachers for the increasing number of schools. Numerous ap{)lications have been received fi'om teachers in the other colonies, notaldy Victoria ; hut the apj)licants generally ask a highei- rate of remuneration than the Queensland Department can otier to teachers of th(!ir standing, ])articularly as most of them are luimarried men, who are not eligiljle for the chaige of mixed State schools. School Curkiculum, It is ordained by law that the whole cost of instruction in the primary schools shall be defrayed by the State, and no fees shall be charged to any child attending the same. The subjects of in- struction in the primary schools are as follows : — Heading, writing, arithmetic, English grammar, geography, history, elementary mechanics, object lessons, drill and gymnastics, vocal music, and (in the case of girls) sewing and needlework. Teachers are allowed, with the sanction of the Minister first obtained, to give instruction in subjects not included in the fore- going list, and to charge fees for such instruction, at such rates as may be agreed upon. Such in.struction in extra subjects must be given before or after the regular school hours, and so as not to interrupt or interfere with tlie coui'se of in.struction prescribed by law, or the times apjiointed for giving religious instruction, or the forenoon and mid-day recesses. No books must be used in schools except such as are from time to time authorised by the Minister. Teachers receive notification of changes in, or additions to, the list of authorised .school books and reference books. The " Standard of Education " is defined to mean a competent knowledge of reading, writing, and arithmetic to the satisfaction of an inspector of schools ; and the limit has been fixed at the fourth standard of the Queensland programme of school work, which is as follows : — JieaiUmj. —To read the Third Heading Book ; to spell the words both orally and in writing ; to know and understand the meanings of the words and the matter ot the lessons ; to repeat from memory six of the pieces of poetry. Writing. — To write on paper from a copy, and on slates from dictation, witli the proper use of capitals. Arithmetic. — To know the tables of money, weights, and measures ; to read and write numbers both in Arabic and Roman numerals ; to work sums in the compound rules and reduction, including* bills of parcels, rectangular areas, and other practical problems : to perform mentally easy operations in these rules. Ohji'i-t Lessons. — To know the qualities of the materials of tlie more com- mon manufactured products, and to describe the processes ot their manu- facture. Laws of health, domestic economy (for girls). 154 The Schools of Greater Britain. Drill and GyinnasticH. — To know drill as far as pap;e thirty-five of the drill book, and to perform orderly class movement". Vocal Mime, — To know the more common seak'.s and keys in nui.sio ; to 8ol-fa a i>assage in ainiple, common, or triple time, and in the natural scale ; and to »ing suitable songs and rounds in parts (vStimpaon to p. 64). Needlework for Oirls. — The same as for tlie preceding class, and in addi- tion — stroking and stocking in gathers, button-holes, patching, darning, and plain marking in cross-stitch. >**^ ; J" :.'";- m t^•!l SCHOLAIISHIPS AND EXHIBITIONS. la addition to the ordinary instruction given to the pupils in the State schools, provision is liberally made for rewarding the diligent and painstaking among them, and those who may be desirous of entering upon a lengthened and higher course of study. Every year 120 State school scholarships are set apart for com- petition. Of these DO are for boys, and 3() for gii'ls. The scholar- ships, when gained, entitle the winners of theui to a free educa- tion, at any grammar school in the colony, for a period of three years. The only restrictions placed on the competition are as fol- lows : — The candidates must be under fourteen years of age on the 31st of December in the year of examination ; they nmst have been in fairly regular attendance at a State school, or other school under Government inspection (this throws the competition open to the pupils of Roman Catholic schools), for six months immediately prior to the examination ; and pupils in the school for a period of eighteen montbs. The examinations are held simultaneously throughout the colony, the subjects being the same as those pre- scribed for children who have reached the fourth class in a State school. When the examination is over, the papers are forwarded to the Education Office, and the inspectors examine them and decide on the merits of each. Last year it was found that for the 90 boys' scholarships no less than 103 attempted to gain them, but out of tlie 103 only 38 came uj) to the standard of the per- centage of marks determined upon. For the 30 girls' scholarships 30 entered, but only 8 succeeded in carrying oft' the prize. The number for winners is considerably less than in previous years, and possibly results from the examination papers being framed on a higher scale t'lan heretofore. Every year a competitive examination for three Exhibitions to Universities is held, for which the papers are prepared and examined by the Professors of the University of Sydney. These are open to all students under 19 years of age, and the winners in the contest obtain an annual simi of £100 for three years, on condition that the}- proceed to some university approved of by the Governor in Council, and that they continue as students of such university for the whole period of the grant. These prizes have been open for competition since 1878, and the men who Iiave gained them have in the majority of instances, if not in all, distinguished themselves at Sydney, Mel- bourne, Glasgow, Edinburgh, London, Cambridge, and Oxford. Australasia, \ 'w Indeed, thf list of the men, with tlicir doinjjH after they have entered upon their university work, is onf thiit the colony or any people might well be proud of. Out of the 21 successful competi- tors for those university examinations, no less than 12 were youths who had the fountlation of their education laid at the State sciiool, thence by a scholarship they passed to the grammar school, and from thence to the university, where they acquitted them- selves well, and did honour to the institutions in which they had been reared and trained. It is not without justification, therefore, that in the paper from which we have already quoted the author should write as follows : — Probably the best proof of the excellence of our system, and the efficiency with which it is worked, is the fact already stated, that our State school scholars more than hold their own when pitted against those whose education has been given at grammar and other schools, and who, when they enter upon the wider field of university life, take up, after hard contests, positions of honour, and carry oft' prizes of merit. It is not only in scholastic circles that we find these evidences of good results, but, as we look around, we find that the rising men in our professions, in our businesses, in our factories (and we hope soon to say, in our politics), are those who have been fitted for life's work and fight in the State schools so munificently provided for by our Parliament, and who have passed from these on to grammar schools amply endowed and liberally subsidised by the State. Queensland may well be j)roud of her immense territory, her rich resources, her magnificent clinuite, her varied products, and her progress in the past and greater probabilities for the future, — but there is nothing that she has cause to be prouder of than her educational institutions, the foundations of which were laid by wise and thoughtful men in the past, and the superstruc- ture of which is now being built up by men well qualified to be the successors of those who did such good work in the years gone by. Schools and Buildings. Primary schools are of two kinds — State schools, which are maintained wholly at the public expense ; and provisional schools, which are maintained partly at the public expense. Piovisionul schools are of three classes : — (1) Regular provisional schools, where the teacher teaches in one school only. In these the aver- age attendance must be not less than twelve children of school age. (2) Part-time provisional schools, where one teacher teaches in two or more schools, devoting a portion of his time to each. In these, the average attendance at any one place must not be less than six children of school age. The teacher of a circuit of part- time provisional schools is required to spend, at the principal points in his circuit, such part of each day, each week, each month, or each year, as the Minister may determine. (3) Special provi- sional schools for the instruction of neglected children. These p i i 'li mi JM 156 The Schools of Greater Britain. • ■? . ij" f ^ ' may l»e opened in the evenings or at s|)ecial times, and an average attendance of not less than twelve must be maintained at them. New State schools are not established except : — («) Where cen- tral, sufficient, and suitable sites have been secured not too near to any other school already established or about to be established b} the department ; {IS) where a permanent average daily attend- ance of not less than thirty children of school age is likely to be secured ; and (c) where a sum has been paid to the Minister, or placed to his credit in a bank, amounting to one-tifth of the esti- mated cost of erecting and furnishing such school buildings as are required, having regard to the number of children likely to attend the school. The department makes jtrovision for the ordinary maintenance and i'ei)airs of State schools, and for such additions or alterations as are rendered necessary by increased attendance. Im- provements and additions which are desiiable in order to complete the equipment or convenience of the school jjremises, and which were not constructed at the original establishment of the school, are not carried out until one-fifth of the cost has been locally con- tributed. All schools aie supplied by the Minister with the neces- sary apparatus and text-books for use in the school. The parents of the children must provide them with duplicate text-books and slates for home use, and with copy books and exercise books. Minor requisites, such as pens and pencils, must be provided at the parents' expense. Head teachers are authorised to furnish such articles to their pupils, and to rejjay themselves for the actual outlay fron> a fund to be derived from monthly, quarterly, or half- yearly contributions })aid in advance by their pupils. 'F^e time of every teacher is considered as wholly devoted to the discharge of his duties. Teachers cannot, therefore, engage in trade or other business without incurring the danger of losing their positions in the service. No teacher is allowed to take any part at meetings which are likely to create local ill-feeling. Head teachers provided with residences are required to keep the school buildings clean without cost to the Department. Teachers are authorised to administer corporal punishment in their schools ; but this j)ower, as in the case of New South Wales, is to be used seldom and with discretion. A head teacher may, with the approval of the Minister, delegate this power to an assistant. Every case in which corporal punishment is inflicted must be recorded in a register kept for that purpose. Children may be detained after school hours as a punishment for disobedience, mis- conduct, or failure to learn home lessons. If any charge is laid against a teacher before a magistrate, the Minister must be immediately informed of the facts of the case by the teacher. Teachers about to marry are required to give timely notice of their intention to the Department. They must not leave their school duties to vote at elections. They are prohibited also from seeking the interest of influential persons outside the Department to obtain promotion, transfer, or other advantage ; any infringe- ment of this rule is severely dealt with. They are required, also. oi- Australasia. \:u like tlieir brethren in other parts of Australia, to be familinr with the treatment of snake bites, and their attention is recjiU'sted to some definite directions for the art is to be during the mid-day recess. Assistant teachers, if required by the head teacher, must devote one half-hour of every school day to the instruction of the pupil teachers, subject to the direction of the head teacher. Where there are pupil teach«;i's, a time-table of ])upil teachers' lessons must be kept suspended in tlie school. A fee tit the rate of i,"5 per annum for the period of instruction is paid for every pupil teacher trained in a school, and who passes the annual examination. If the pupil teacher bus l»een trained by one teacher only, the whole amount of the fee is paid to such teacher ; if he has been trained by more than one, the fee is divided amongst them, in such proportions as may be fixed by the Minister. The Minister may grant permission to two or more head teachers in town schools to unite their classes of pupil teachers foi- the purposes of instruction ; or he may require such classes to be taught together, and prescribe the necessary arrangements. *''• also. Number of Teachers. Last year the number of teachers employed was 1152 — namely, 457 classified teachers, "JGG unclassified teachers, and 429 pupil teachers, as follows : — III state schools— Males - Females Classified. 274 18S Unclassified. 47 70 Pupil Teaclicrs. 142 28(5 In Provisional scliools — Males - Females Classitied. Uiicla-ENDJT(JRB. The gross exj)enditure of the Department on all services amounted to £177,489, 15s. lOd., and included payment for State education in primary and grammar schools ; for State school scholarships to grammar schools and exhibitions to uni- versities ; for the support of orphanages ; for the museum ; and Aiistra/asia. l.VJ for tt'ohnical inlucution. The totiil exiw-nditure on piiuiary (!(l\ioa- tion was £150,160. The coHt of (Icpartineiital aduiiiii.stratioii unctioii waH £8695, 2h. l!d., of which seven-eighths, or £7608, 4h. 5(1., may be fairly apportioned to State Hchools, and the rt'riuiinin^' tme-eighth, or £1086, 17h. Dd., to Provisional schools. 'I'lir t;.\|icnditiire on State schooLs, exclusive of administration and inspection, was .£131,331), 68. ; and on Provisional schools, .l'10,125, lis. lOd. ; and with ju'oportiouate cost of administra- tion and inspection, i'l 38,947, 10s. 5d. and £11,'J1L*, 9h. 7d. lespectively. The expenditure on State schools, excluding cost of administration, inspection, special instruetion, and buildings, was £92,473, 10s. 4d. The average cost per head of cliildreu enrolled ;ind in avei'age daily attendance in State schools during the last vfiir was £3, 12s. 4Ad. Taking the average attendance of pupils at 27,863, and the gross expenditure on primary education at £150,160, the average cost of education per pupil in State and Provisional schools for the year is found to be £5, 78. 8id. The value of the school property of the Bejjartmcnt, exclusive of the value of sitt;s granted by the fiovcjrnnient. is estimated at £205,000. The following are a few of the details ?.v Depart.ment- .Salaries of Olficers . £3,439 2 Contingencies . 9l!9 •> 3 Bv Inspkction— Salaries of OUioors . U,875 Contingencies and Travelling Ex- penses . 1,451 17 11 P.v Special Insiklcjion- 1 (rawing Musters (2) 130 Bv State Schools — Salaiies of Teachers an.l Pupil Teachers 67,818 10 11 Capitation . . " In lieu of Kesidence Instruction of Pupil Teachers Travelling Expenses ? 'ool Kequisites . Buildings, Kepairs, Furniture, etc. Di* o. Supervision — ilaries Travelling Expenses Bv Scholarships — Exhibitions to ^Uni- versities Exhibitions to Oram mar Schools Exhibitions —Travel- ling Expenses and Contingenc -s 17,986 2 1,033 3 1 1,050 1,097 19 1,696 1 1 1 36,455 12 6 1,342 16 503 10 S 1 700 1,303 19 6 iiv (jkammak Schools— lirisbane Euiluwnicnt £1,250 (» 1,000 4,411 6 8 116 6 6 Brisbane ((iirls) 1,183 Jpswich Endowment 1,000 Toowooniba Endow- ment . I,02 4 6 3,206 315 5 7 1,836 10 S 870 10 1,047 350 17 211 15 6 1()0 The Schools of Greater Brilaiu. i\- %'\ V i -it StATK OUIMIANACKS. A feature which will interest \\w eclucational philiinthropists of this coiuitiy will be foil ml in the orphanages which have been established by the Qneenslantl (Joverunient. There are now under the Department six institutions for the roceptiou and care o*' neglected chihlren — viz., the l)iaM)antina (Biisbane), Rock- hanipton, and Townsville Orphanages, the Infants' Home (Brisbane), and the J Jciiised Orphanages at Nudgee and Mackay. Th(* Government grant for their support in 1885 was £13,815, and the private contributions from parents, guardians, etc., paid into the consolidated revenue amounted to £111)5. The average number of the innuites of the six institutions was 523, and the sum spent on their maintenance was £0310, The sum of £1908 was paid for children who are boarded out at the rate of tenpence a day for boai'd, lodging, and clothing. TIk! amount voted b}' Parliament for the maintenance of the Brisbane Orphanage is expended under the sup(>rvision of the Department. T a^o others are managed by trustees, and the remaining two receive an allowance at the rate of tenpence per day for each child, and each servant em])loyed. The ranks of the orphan children aie recruited chiefly from n(glected children found wandering in the streets by the police, and whose liithers are probably in gaol ; from the childien of newly arrived immigrants, who have lost one or both parents ; and from orphan children who have no one to look after them. After the children reach the age of twelve, they may be hired out for service. Speaking on this branch of the subj(>ct, the Inspector of Orphanages reports : -The applications for this class of children are largely in excess of the nuudiers available, there being about six applicants for every child. This is to be accounted for by the scarcity of servants and the good name which the children bear amongst employers. Their conduct must be pronounced as good, and being young they are eager to learn. Complaints made against them are ftnv, and a word spoken in season generally has the tlesired etiect. JMost of these children have been boardeil out during their early years, and it speaks well for their foster-parents that the results ot their bringing tip have proved so benelicial. These children are invariably well itMl, and neaily always well treated. They are better dressed than the boarded-out children, their employers being, of course, much better off than the foster parents. There is a boy at Hedl)ank Plains who has charge of the place for weeks together. wIkmi his master is away and only the mistress at home ; he looks after the cattle and the farm, and can be trusted implicitly. There is iiuother one at Tingal[»a. who, besides milking and general farmwork, can wash, scrub, churn, hem shirts, etc. ; he has all his money paid into the bank, and never spends a penny. Of the girls, there are many who are Bimply invaluable to their mistresses, and who will be a credit to the colony by and. by. The age at which State children are now Ausfralasia. 101 discharged is sixteen years, a very trying period at which to launch them on the world. Two-thirds of tiie wages of the State orphanage chihlren are paid (juarterly in advance into the savings bank, the Under - Secretary for Public Instruction acting as trustee, the other third is supposed to be given to the child as pocket money. I do not think they always get it, and should prefer if the whole of the wages were paid into the bank, the inte- rest for which would mount up considerably before the child reaches eighteen years. The sleeping accommodation provided for these children is usually superior to that available for servants. The State child is treated more as one of the family, and hence fares better." Children also are boarded out at the I'ato of tenpence a day to ])rovide for all their wants. The system continues to grow in favour. For the future it is not inteiided to board out children in homes within a radius of t'vo miles of the centre of Brisbane. The attendance of these children at school is good, and iz rendered still more regular by means of a now form lately introduced, which the head teachers arc required to till in at the end of each month, showing the daily attendance, the appearance of the chil- dren, their conduct, etc. It is also the plan allowed in souk; oases " to adopt " the children of the orphanages. Although the child is adopted, and usually takes the name of its foster-parents, the department by no means ceases to take an active part in the child's welfare. The child has to be sent to school daily whilst within school age ; it is subject to inspection in the same manner as the State children ; and wages have to be paid when the child reaches twelve years. Si'KC'iMKNS oi' Work. It only remains to be said that the Queensland State schools have sent some excellent examples of their work to the Colonial Exhibition. These include about six hinidred specimens of maps, drawing, dictation, ornamental penmanship, and needlework. They are fairly selected as ordinary specimens of the daily work, and are well worth the examination of teachers. The following are statistics of some of the schools in the twelve towns which have entered the lists as contributors : - Koll. Average. Eniolunieiits Brisbane (Central), - - 2.'i8!t \22\ £4843 Bov/en (CJirls'), ik; 71 'M) Charter's Tower, - - 10t)-J .'>7« '20()0 fJlad.stone, - !4I '^\ 40,'5 Gympie, - .W.t •J74 m-l Ipswich, •JO.") Jor> 571 Mackay, 71 :h •211 Maryhoroiiirli, l.T)S 077 2227 liOckhani|it(m, ir)7(i 874 2()7r. Toowoonilia, - 7-2(1 •MVl ]•-'!»(■> Townsville, 7(>t> :}74 i;{.)9 Warwick, 3r.!> .•i.v.t i'i'.> I. I< %■ Part XV. NEW ZEALAND. i-r'fil :,;:.) •; , # 14^ i F;l The three islands of New Zealand, lying between .'^4"'2'> and 47 '19 degrees of south latitude, extend over a length of neaily 1 200 miles. The ai-ea of the north island is about 44,000 square miles, or rather less than that of Enghind. The area of the south is 55,000 KCjuare miles, or about the size of England and Wales. The three islands have an area almost equal to that of Great Britain and Ireland. New Zealand has been wise in its day an5 1,790 5,862 7,593 40,470 542 1,619 .30,108 16,996 33 1,000 15,288 339,847 Present Annual Income. Auckland Taranaki \Vani;anui Wellington Hawkes Hay .Marlborough Nelson North Canterbury South Canterbury Grev ... Westland ( )tago ... Southland £ s. d. 725 19 453 16 737 17 9 324 9 6 2,845 14 2 104 5 144 14 9 7,230 16 1 6,45>6 14 4 10 4 4 2,514 7 11 12,6117 9 6 Acres. 26,072 3,254 2,969 8,195 21,667 37 784 1,216 39 2,129 11,527 1.832 24,520 Total 46(»,04!> .34,21K) 8 104.247 M -V ustralasia. 16:] -'\m 2. — Si'MMAHY OF Tkimaky KorcvTioN Rfskfivksin Provincial Districts. rrovinoial Districts. Heserves Leased. Reserves Not Leased. Area. Present Annual Income. Area. Kstiniated Present Capital Value. Acn s. £ s. d. Acrc'H. .f s. d. A nek land 'Ji,:i!i(; I,r):« Y.\ 8 32.725 28, MS.'. 'r.iraiiaki 8,1 '-^ Vfl 4 , r,,4(i.3 18,715 Nelson 4.(i49 .'541 18 4 H!)7 l,.-.S5 10 Canterbury 44,001 i:],:{2.s 10 10 1,118 1,205 Westiantl 1,000 4 l.S,543 7,317 7 Otago 355,1.% l.j,211 17 5 2(;,.S52 43,204 Total 4U(i,04'l ;J4,2!)0 S 104,247 Note. — Tlie information from wliich tlie prcccdinL; tables have been com- piled was furnished by tlie School Comnii.ssioners Oi tiie several provincial districts, who alone are in possession of the requiKito j.artieulars. The 'School Commissioners of \Vellington Provincial District have not furnished any estimate of the present cai)ital value of the reserves ; the column under this heading in their return has the following entry :— " The Commissioners have no data upon which to estimate the present capital value of their reserves." Tlie total area available for i)riii)ary edncational pnrjwses i.s 564,896 acres, valued at £0:^7,151), and yielding a rental of £34,398. For secondary and univei-.sity education the land is valued at £548,913, with a rental of ,£28,760; and since the Com- missioners took charge of this ])ro|)erty about £130,000 ha.s l)een spent for the higher class schools and colleges. Tlie jn-iiiiary school buildings are now valued at £466,761 ; the furniture, at .£42,250; the teachers' dwellings, at £150,627; the sibs, at £163,747 ; the gardens and lands attached to the school-houses, etc., £24,799 ; giving a total of £848,184. The system of education is secular, entirely free, and {)artly lonipulsory. It is under a Minister of Education. There are thirteen Education Boards, which havt.' the general management of education in their districts; and for each school district there is a school committee, elected annually by householders and parents of children. There is rarely more than one school in each district. The cumulative-voting ])rinciple is apjilicable to the election of these committees. The Boards are elected by the school com- mittees. Each Board consists of nine members, and three retire annually. The Boards have the aj)pointnient of the head masters and assistant teachers, and most Boards have coustdted the com- mittees before a[>i)ointinents were made. The ])ower of the dis- missal of teachers virtually rests with the iJoards, and the '■i'; *' 164 The Schools of Greater Britain. advantage of that has been that the teacher's position has been more secure than it was befoi-e the new Education Act came into force. There is a moral in this fact which should not be overlooke.l among ourselves. The evils that flow from the present system of small School Board areas are notorious, and need no enumeration at our hands. If these areas were enlarged, in the way of Boards for counties or wide districts, the same benefits which have arisen in New Zealand would be the inevitable result in the home country. If'i.i Scheme of Instruction. At the beginning of the present year a new scheme of instruc- tion came into foi'ce, arranged in standards, and examined by an efficient body of inspectors. The examination reports must show the number of pupils presented in each standard or class, the number of " passes " in each standard, of failures in each class, of " exceptions " in each class, and of ])upils absent from each class, the " percentage of passes," the " percentage on class-subjects," the "additional marks," and the character of the work done in the highest and lowest classes. For the purposes of inspection and examination, but not neces- sarily for purposes of instruction, the pupils of every public school are divided into standard clas.ses as follows : — The preijaratory class must include all pupils below Class I., and may be called Class P. Class I, includes all the children preparing for or presented for Standard I., and may be called SI ; Class II. includes all the children preparing for or presented for Standard II., and may be called S2 ; and so on to Class VI. Class VII. includes all pupils that have passed the Sixth Standard, and may be called S7. If necessary. Class P may be divided, the lower part being called PI, and the next P2. E\ery pupil in the school must be considered to belong to one of the classes thus defined. It is to be noted that a fair allowance is made for irregular attendance. Against the name of any pupil who, during the three quarters preceding the quarter in which the examination takes place, has been })resent at the school less than half the num- ber of times of assembling of the school, the head teacher may write the number of the attendances of such pupil during the three quarters ; and, if such jjiq)!! do not pass for the standard for which he is presented, the pupil is not deemed to have failed, but is considered " excepted," and is included by the inspector in the number of "exceptions" i-eported. In order to obtain a 2)ass a pupil must be present in class dur- ing the examination in the class-subjects for a standard which he has not already passed, and must satisfy the inspector in all the pass-subjects for the same standard ; except that failure in one subject (imless very serious) may be overlooked if, in the judg- ment of the inspector, it is due to some individual peculiarity, and is not the result of the pupil's negligence or of ineffective teaching. ^ \ustralasia. 165 As soon as possible after tlie examination of a school the head teacher is furnished with the names of the piipils who have passed the several standards. He must record tlie passes in the admis- sion register, and issue to every pupil who has passed a standard a certificate of pass in that standard. Every ])upil removing from one public school to another is required on entering to exhibit his latest certificate to the head teacher, who must make a record of the certificate in the admission register, and must not 2>i'est'nt such pupil for examination for the standard to which such certificate relates. The following are the requirements for Standard VI. : — 1. Pass-Subjects. — Hcud'mfj. — A book containing extracts from general literature. Speltitu/ and Dictation suited to this stage. Writing. — The copying of tabulated matter, showing bold head-lines, and marking dis- tinctions such as in letterpress require varieties of type (e.g., the coj)ying of these printed standards, or of a catalogue showing division into groups). Arithmetic. — Vulgar and decimal fractions ; interest and other commercial rules, such as discount, stocks, partnership, and exchange, the metric system of weights and measures, and calculations with pound, florin, cent., and mil. ; square root, and simple cases of mensuration of surfaces ; mental arithmetic generally. Grammar and Composition. — Complete parsing (in- cluding syntax) of simple and compound sentences ; prefixes and affixes, and a few of the more important Latin and Greek roots, illustrated by a part of the reading book ; essay or letter ; analysis of easy complex sen- tences. Geography. — !Xames and positions of places of political, historical, and commercial importance in Asia, North America, and the British pos- sessions. Physical geography : atmospheric phenomena, winds, rain, ice ; climate as afi'ected by mountain, plain, and sea ; distribution of the animals and plants of greatest value to man. Draiving. — Freehand drawing from the flat, and from simple rectangular and circular models. Drawing to scale. Simple geometrical figures with rulers and instruments. Easy common objects. Plans and elevations of plane figures and rectangular solids in simple positions. Simple scales. TJiis will not be required before the Ist January, 1891. 2. Class Subjects. — Drawing. — As defined above, but not to be a class- subject after the 31st December, 1890. English Histori/. — The succession cf Houses and Sovereigns, and the leading events of each reign, from 148."» A.D. to the present (precise dates not re(]uired) ; also the elements of social economy — that is to say, very elementary knowledge of such subjects as government, law, citizenship, labour, capital, money, and banking. Ele- mentary Science. 3. Additional Subjects. — Recitation, — As for .Standard V. Singing. — As for Standard V. Needlework, Drill, and Extra Drawing. All the girls in any public school in which there is a mistress or assistant mistress must learn needlework, and, if the inspector is satisfied that the instruction in this subject is thoroughly .syste- matic and efiicient, he may judge all other work done by the girls more leniently than that done by the boys in such a degree as would be implied in reducing by 10 per cent, the minimum marks required for any examination pass. To .secure full approval, the needlework of the several classes must be according to the follow- ing programme : — Threading needles and hemming. (Illustration of work : Strips of calico or a plain pocket handkerchief.) The foregoing, and felling, and fixing a hem. (Illustration : A child's 16(i The Schools of Greater Britain. i. , o^-i^ \ ,. >4- ^ *;^ ■ ■'■ ,'^.$ i;',,. - '''II rV ■•' ' '^ % fi. ^'a n. ■ H :;j -. pinafore.) The foregoing, and stitcliing, sewing on strings, ami fixing all work up to this stage. (A ))illow-case, or woman's plain shift, without hands or gathers.) The foregoing, and button- holing, sewing on buttons, stroking, setting in gathers, plain darn- ing and fixing. (A plain day or night shirt.) The foregoing, and whipping, a tuck run, sewing on frill, and gathering. (A night- dress with frills.) Cutting out any plain garment and fixing it for a junior class ; darning stockings (tine and coarse) in worsted or cotton ; grafting ; darning fine linen or calico ; patching the same ; darning and patching fine diaper. If knitting is learnt it must be in the following order : — A strip of plain knitting ; knitted rauffatees, ribbed ; a plain-knitted child's sock j a long- ribbed stocking. Incomk and ExPKNOnUBE. the following grants to The General Assembly last year voted money for purposes in connection with the public schools : — 1. For boards at the rate of £3. 15s, for every child in average dailv attendance at the public schools, in accordance with the pro- visions of the Education Acts. 2. For supplementary grants to boards at the rate of 5s. for each child in average daily attend- ance. 3. For grants to boards at the rate of Is. 6d. for each child in average daily attendance, for the support of scholarships established by them in accordance with the provisions of the Education Act, These are the only payments from the consoli- dated revenue that the boards can make api)licable to scholarships. 4. For distribution amongst boax-ds of the sum of £4000 by way of subsidy, with the view to aid and encoui'age them to make sufficient provision for the thorough and efficient inspection of the jmblic schools. 5. For grants to boards for the training of teachers. The amount voted was £8000. 6. For special grants to boards for school buildings. 7. For aiding boards, in special cases, to acquire and impiove grounds for recreation purposes. The amount voted was £1200. 8. For enabling boards to replace school buildings that had been destroyed by fire. The amount voted was £500. The capitation grants are paid to the boards monthly, in strict accordance with the ascertained average daily attendance of the preceding thi'ee months, as shown by the sum- mary statements of the quarterly attendance furnished by the boards. The total income for the year was £419,247, and of this amount £306,572 was set aside for maintenance of schools, which includes teachers' salaries and allowances, grants to committees, training, and fire insurance. £59,008 was spent in buildings. The cost per scholar on the average daily attendance was £4, 2s. 7d., or reckoning the outlay on the buildings, £4, 18s. 8|d. The department also gives aid to normal schools — schools pro- viding for the training of teachers. Every district has a pupil- teacher system, and, valuable as this system is for the training of teachers, it has been rightly felt that there should be some train- ing college to which pupil teachers might go for the perfecting of Australasia. 167 their studies in teaching. There ure training colleges or normal schools at Auckland, at Wellington, at Christchurch, and at Dun- edin, and no doubt as other districts increase they may be able to establish similar institutions. The students in the normal schools at Auckland, Christchurch, and Dunedin have the opportunity of attending the univeraity college lectures. Those in Wellington have not had the same advantages in this respect, but the Wel- lington board has done what it could to make up for the want of university ter.ching. Classes in science have been formed, and steps have ber-n taken to render the teaching of the students as effective as possible. School Attendance. During the past year the schools were 1021 in number, with 102,407 children on the roll, 78,327 in strict average attendance, but with what is called a " working average " of 80,302, or a percentage of 80 for the year. The teachers enn)loyed during the year in the ordinary public schools were as follows : — 1. Teachers '1. Assistants :{. P. T.'s - 4. Sewing mistresses Males. 82.*^ 16G 169 1158 Females. 378 390 693 1461 Total. 1201 r)5() 802 2619 148 2767 Elementary Science - 22,107 Drawing - - 74,;187 Object liCssons 77,001 Music - 75,171 Needlework - 36,162 Domestic Economy - - 7,179 The following were the numbers of the pupils iu the various branches of instruction : — Keading - - . - 102,407 Writing - - - - 101,953 Arithmetic - - • 100,857 Grammar and Composition 44,631 Geography - - - 59,222 History .... 39,396 The average number of pupils to a teacher varied considerably in the different districts — ranging from 24*6 in Marlborough to 39*1 in Otago, As a rule, the more sparsely -peopled districts, in which there is of necessity a larger proportion of small schools, show lower averages than the others. It is satisfactory to note that the proportion of certificated teachers to the whole number employed in the schools is yearly increasing. 365 of the teachers in the public schools had attended, for longer or shorter periods, one or other of the four ti'aining colleges in the colony. Under the Act " school age " is confined to children from five to thirteen years, and the compulsory clauses may be brought into force against the parents and guardians of all children between the ages of seven and thirteen, provided they live within a distance of two miles from the school, as measured by the nearest 168 The Schools of Greater Britain. road, and even then tlie compulsory attendance is liuiited to one- half tiie period in each year during which the school is usually open. The compulsory chiuses can only be enforced in any school by a vote of the majority of the committee ol' that school. The Bible is not read in the schools in order that no children may be kept away on grounds of religion. Religious instruction is left to home influences and to Sunday school teaching. So careful is the Act that none shall be barred from receiving elementary education through religious scruples, that if a parent shall object to his child attending the histoiy lessons, the latter are allowed to absent themselves. ■m ^^ :~x % n Salaries. The avex'age salaries of the 2707 teachers amounted to £98, but, as this includes pupil teachers and sewing mistresses, it will be evident that the amount is to a certain extent misleading. llie sums paid to teachers were as follows : — Under Under Under Under Under £100 £200 £300 £400 £486 the maximum. 1.549 949 207 47 15 About 700 head teachers have free residences, with gardens and fuel. The following statistics, selected from the complete list of schools in New Zealand, show the actual sums paid to the head teachers of fourteen schools, which are fairly i-epresentative of the whole : — Average Head Head 1 Aveiagf, Head Head Altenilaiiue. Mastcib'. MiKirfsses. AtU'iulaiioe. Masters. MistresMes 1. 20 £1-20 £84 8 433 £324 £90 2. 29 130 100 9. 539 381 163 a 63 186 70 10. 665 406 183 4. 77 205 105 11. 732 342 235 6. 113 200 105 12. 883 451 130 6. 242 410 159 13. 925 437 266 7. 386 350 175 14. 1,018 425 265 The Inspectors present very voluminous reports to the Central Office, and their remarks are a blending of generous commenda- tion of all good work done, with clear exposition of faults that need to be corrected. They are paid sums which vary from £300 to £550, with allowances for expenses, which vary from £50 a year to £1 a day while on duty, Avith further grants for forage. The number of childi-en presented for examination was 51 "8 of the number on the roll and of these 76 per cent, were passed. School Librakiks. Early in March, 1886, a circular letter was sent to the head-teachers of more than a thousand public schools, impress- ing upon them the importance of having a library for every school, and inviting them to state what had been done, or was likely to be done, in this direction in their own .schools. To this Australasia. 109 •8 of the jress- very was this lettpv 137 replies were received. Twenty-four of these i-epliea made report of school libraries in operation, which serve for thirty-three schools. One hundred and thirteen replies were to the effect that school libraries are not yet established ; in twenty- one cases, however, efforts were being made, and in twenty-one others the writers promised to use their best efforts to secure the end desired. In two or three cases these efforts will be directed to the formation of public libraries, and the partial adaptation of them to the wants of children. One teacher re])orts that a school entertainment has furnished ' the nucleus of a fund, and that application is to be made to the Auckland Board for a subsidy. The report of that Board intimates that its practice is to grant a subsidy of one pound for every pound locally contributed to a school library, a practice allowed by " The Education Act, 1877," section 43 (C). Thirty-four teachers report either that neighbour- ing public librai'ies and Sunday school libraries supply sutiioient facilities for reading, oi; that it is difficult to raise money for school libraries in addition to the others. Several teachers regret the apparent impossibility of obtaining school libraries, and make leference to other moans employed by them to create a taste for reading, such as lending their renticing has lately been introduced with the happiest restilts. In Canterbuiy then- is an institution for the education and training of deaf mutes, which has now been in successfu' ojjeration for nearly four years. There are 36 scholars who come from all pai'ts of the colony. The method of instruction is that known as the "articulation method," by which deaf mutes are trained to the use of the organs of speech, and learn both to S[)eak in the ordi- nary sense of the word, and to understand, from the motion of the lips, the speech of others. The use of finger signs, or other means employed as substitutes for speech, is strictly excluded. The charge for board and education is £40 per annum, but in some instances children are admitted free, or at reduced rates. The institution is carried on at a cost to the Government of about £3159. TiiK Study of Agriculture. One of the most successful of the educational institutions i)i New Zealand is the Lincoln Agricultural College in Canterbury. The farm attached to the college consists of 500 acres of land of various quality — from rich swamp to comparatively thin light soil over- lying deep beds of shingle. Con.sequeutly, the course of instruc- tion embraces tanning on all sorts of land. A distinctive feature in this in.stitution not to be found in other Agricultural Colleges, such as that at Cirencester, is that the students take part in the daily work of the farm. They i)lough, milk, and hai'\est, and in this manner gain a thoroughly practical acquaintance with the every-dtiy round of fai in life, while at the same time they are •M lit* K •'■> mi. M ■'If . It 'V, 17:i TV/r Schools of Greater Britain, receiving instruction in agriculturul cheiniHtry, veterinary iiumU- cine, inathoinaticH, surveying, book-keeping, etc. Other colleges conducted on a Hiniilar plan are talked of for other parts of the colony, 8o marked has been the succeas of the Lincoln institution. Secondary Schools. The secondary schools which liavo been incorporated or endorsed are twenty-six in number. The accounts of income and expendi- ture for 1885, furnished by the governing bodies of these schools, show receipts to the extent of £62,.'}73, with outlay of £67,121. The recei|)ts include £19,650 for rents and X13,749 for ratet, of land, while the school fees amounted to .t 18,826. The expenses of management were .£2315, and the teachers' salaries £34,513. Judged by the amount of fees the two most successful institutions are the Grammar School at Auckland with a total of £2263, and the Otago High School with .L'2565. The salaries in these two schools were i'4233 and £7901 resj)ecti vely. Trade depression has told its t;ile upon the teachers, and these sums are less than tliey ought to have been. In consequence of the serious deprecia- tion in the value of wool and all descriptions of farm produce, its tenants, both agricultural and pastoral, have experienced the greatest dilliculty in jjaying their rents and instalments of pur- chase money, while a number are in arrear. Owing to these oircum stances the Board has been forced to make a considerable reduction in the salaries of the teaching staff. Tlie weakness of the system lies in three directions, and these may be summed uf) in a single sentence : — First, there has not been a proper gradation between the i)rimaiy and secondary schools ; secondly, there has been more attention paid to the literary ])art of education than to the scientific ; and, thirdly, technical instruction has hitherto been almost entirely ignored. The Central Education Department is of a very limited charac- ter. In New Zealand there are only the Secretaiy to the Educa- tion Department, tlie Inspector-General of Schools, three clerks, and three cadets. The native schools, being directly under the control of the Education Department, have an organising inspector, but the stall' which we have mentioned is all that the Central Gov- ernment has for the distribution of the large sums of money placed under its control, and to aid the Minister in dealing with univer- sity, secondary, and primary education, as well as native and industrial schools. It will be seen, therefore, that the administra- tion of education is left almost entirely to local management. New Zealand is fortunate in having for its Minister of Educa- tion so enlightened a statesman as Sir Robeiti Stout. Trained as a pupil teacher in the North of Scotland, he sought his fortune in tiie South, first as a schoolmaster, and afterwards in commercial enterprise. He has worked his way upwards, and now occupies a position which is at once honourable to himself and advantageous to the colony which is the scene of Ins effective labours. Part XVI.— TASMANIA. The total |iO|tulntion of Tasmania is al*out 130,000, ami at tlif date of the census Gt-62 }»er cent, of tlie population could read and write, 8-29 per cent, could read only, and *37-.3 per cent, were ignorant of either accomplishment. Education, however, holds .-i high place in the thoughts of the Government, and it is claimed even that the system in existence is highly approved through the (colonies, not a few of the sons of wealthy Australians being scut there to bo educated. The educational aflairs are under the control of the Chief Secretary, who acts as Minister. The numV)er of schools in operation during 1884-"» was 191 ; number of di.stinct children on the rolls during the year, 14,816 ; average number on rolls, 10,144 ; average daily attendance, 7897. Total exi)enditure, £21,279, Is. lOd. ; average cost per head of scholars in daily attendance, £2, 15s. lOd. ; average i-eceipts from school fees per head, ditto, £1, Is. 7 id. The average number of free scholars under instruction was 1067; and the amount paid by the Department for their instruction, £388, 15s. By the Education Act, all property formerly vested in the Board of Education is transferred to the Minister controlling the Depart- ment, and his successors. Provision Ls made for the establishment and maintenance of State schools, including ordinary schools, pro- visional, half-time, and night schools, and the Minister may also establish model schools, in which provision shall be made for the training of teachers. The system of instruction is nou-sectaiiau, but clergymen, or other religious teachers, are to be allowed to give religious instruction at the State schools to children of their own persuasion. Education is compulsory from seven to thirteen years of age, but exemption from attendance is allowed in the case of children of eleven years of age, who have been educated uj> to the compulsory standard. Children of school age, not coming under the exemption clauses, are required to attend school at least three days in each week. The rate of school fees, their remission in certain cases, and their apportionment among the teachers, are determined by regulation, and provision is made for the issue of free passes on the Government railways to school children. The Governor-in-Council may authorise the erection and repair of school-houses. He may make rules for regulating the terms ou which schools may be used for other than school purposes ; the system of instruction, including the determination of the com- i;4 The Schools of Greater Britain. %:y. |)ulsory stamliinl, the inspection of schools, the examination and flassilication of teachers, and their sahn-ies, and generally for carry- ing; tlie Act into cllect. 'I'lic CJovernor is eiupowered to constitute school districts, and to :")p'"iiit a Board of Advice, consisting of not more than seven m'Miiltnrs for each. 'Die I'oard of Advice is to exercise general supfiN ision over the schooh; in its district, and to r(^j)ort half-yearly to (he Minister on their condition. TIkj Board is empowered to spend upon tlufir care or improvement of schools such a sum as may he allott(Hl for the )>urpo.se hy tin Minister, to a])point special visitors, to suspend teaclicrs or close schools in cases of emergency, and to extend the compulsory distance beyond the radius of two miles. It is also to I'nforce the compulsory clauses. «•■-, t 1 * ^v ' \ A \ |j 4? ScilOLAPiSlIII'S. The Council of Eilucation is authorised to hold e.vaminations in iudtation of the Oxfonl and Cand)ridge annual local examinations, and to confer annually two Tasmanian scholarships and the degree of Associate of Arts. Eight scholarshi[)s, each of the value of .i!2()0 per annum, and tenaldo for four yeai's at a British university, iuc founth'd ; of which two are juinually compet'.'d for by male Associates of Arts of above sixteen and under twenty years of age, and who have resided in the Colony for at least the preceding five yeai's. Five exhibitions are annually bestowed upon l)oys or girls under fourteen years of age who have not during the previous six months \)een pupils of a Government school, and who have been resident in the Colony for two years immediately preceding the 1st dune. These exhibitions are of the value of £20 each, tenable for foin- years at such school as may be lianied by the parents and guardians, and approved by the Council. In ad'''tion to these rewards, the Board of Education bestows annually twelve exhibi- tions of the value of .£16, 1.3s. 4d. each, tenable for four years frt)m 1st Ju'y at a school to be opproved by the Board. Of these exhibitions six are for boys and six for girls. Candidates m\ist be between the ages of ten and twelv»% and nnist have attended one of the ]iublic schools at least twelve months prior to 1st June. Exhil)itioners as a nde generally go from the public schools to one of the superior establishments independent of Govei-nment. There are four of these having a recognised position : — Ilortou College, Eoss ; the High School, Hobart ; the Hutchius School, Hobart ; and the Church Grammar School, Launceston. With the approval of the Board of Education the exhibitions may be held at other schools. A Gilchrist Scholarship is ai.- i) awarded triennially to the candidate who passes highest at the Matriculation Examination of the University of Tiondon, which is conducted at Hobart. The value of the scliolarship is £100 per annum, tenable for three yeai's, at the University of Edinburgh, or the University College, London. AuRtralasia. 175 Sai,akies. Tho salaries paiil to toacluu.s of the public schools arc as under: — Certificated teacher, Hr.st class, division A, 1*150 jusr annum; division B, .£144 ]», .£120 jter annum; third class, division A, £108 per annum; division B, £90 per aniunn. The fourth class comj)rises prohationeis, wlio reccivo in the .\ division .£84 per annum ; in B division, ,£72 per annum. TIks above rates are for m;de teachers oidy, and are sul)jacht'i's receive tlu! school fees. In full-time .schools the fees are fixed at 9d. per week, 2s. 0;1. per month, or 6s. per quarter lor each child, a. leduction lieing made whcie there are sev(!ri',l children. Teachers ai'e not ]>recluded from receiving higher fees where the parent is in a position to all'oi'd and willing to pay them. Und(;r this system the income of the teacheis in .some of the larger public schools ranges from ,£400 to ,i;5oO per annum. .uiA Part X\'ir.— FIJI. ■\- Hi The colony of Fiji comprises tUe islands lying between the parallels of latitude of 15" south and 22° south of the equator, and between the meridian of longitude of 177° west and 175" east of the meridian of Greenwic'i. This area may be descri})ed as contained in n sfjuare, the sides of which are 440 geographical miles in length. It is distant from Sydney about 1900 miles, and from Auckland 1200 miles. It lies north-east of Tonga 300, and south-west of Samoa 500 miles. The French colony of New Caledonia lies to the westward about 500 miles. The number of islands has be n variously stated at from 200 to 250 ; but this must include iiiore uninhabited rocks and islets. The geogra])hical division of the colony into so many islands, and the small sciile of the maps upon which they are usually represented, have led many to the impression that the colony is very small in area and im[)ortance. " But " (to quote from a speech of Lieutenant-Governoi' Des Voeux to the Legislative Council, Fiji), " it will probably surprise many educated jjeople to be told that Viti Levu, one only of the eighty inhabited islands, is about as large as Jamaica, and considerably larger than Cyprus ; that a second (Vanua Levu) would contain Mauritius three times over, and Barbados ten times ; and that the aggregate area of the whole is greater than alf the British West India Islands, including Trinidad." The total area is slightly larger than the principality of Wales, which contains 4,734,486. The principal island, Viti Levu, may be compared in size to the collective areas of Kent, Sussex, Surrey, and Middlesex ; and Vanua Levu is only a little smaller th;i.; the county of Devon. To give an idea of the magnitude of the larger islands by comparison with other tropical possessions of the Crown, it may be said that Viti Levu alone is nearly as large as Jamaica, twice as large as Trinidad, and six times as large as Mauritius. The aggregate area of the whole group is greater than that of all the British West India Islands put together. Fiji is a Crown colony, the affairs of which are administered 1)V u Governor and Executive Council. The laws are prepared by m Legislative Council, of which the Governor is President, composed of the Chief Justice and tive other heads of depavtnienta as official members, and also of six unofficial members nominated by the Governor and a))pointed by the Queen for life. On tht institution of British authority in the Fiji Islands, the Fij/i. 177 Acts of the Parliament of New Soutli VVak's were, as far as applicable to the circumsiances of the colony, temporarily adopted as the laws of the colony of Fiji ; but in the Ordinance erecting a Supreme Court, it is [trovided tlia* the law of Eujj,land is to be taken wherever no other pi-ovision has i>een made by the local law, to be applied in a niatiner suitable to the circumstances of the colony. The fact of the colony on its creation being practically without any system of legislation has enabled the Crown to initiate laws aflfecting the great interests of the colony, which might not have been possible under other circumstances. The educational wants of the colony have been well provided for by an Ordinance of 1882, and an Amending Ordinance of 1885, under which the establishment and management of both common and high schools are provided for upon a similar ba.sis to that adopted in the Australian colonies. Couuiion schools have already been established in Suva and Levuka under the super- vision of experienced and certitied masters and mistresses, assisted by pupil teuohers. The inspector's latest re^jort shows that the attendance at Suva and Levuka is respectively regular, and that the educational results are fairly satisfactory. Thei'e is also a week-day school for Euroi)eau children at Namosi. For the nati^-''o the Wesleyan Mission have established day schools, at whir-n sofiie 42,000 children are being instructed. There is also estabiioLK_d at Yanawai, Vanua Levu, a native industrial school, educating some 100 boys belonging to the northern provinces. Tlie school is under European superintendence, assisted by seven (jase ni voli, or Fijian tutors. In addition to the usual scholastic subjects, the boys are here instructed in agricultural and pastoral pursuits ; in carpenter's work, particularly as to boatbuilding — iu this they quickly become fairly proficient. It is intended to establish a second school of this descrii)tion for the southern provinces. A site has already been selected in the province of Namosi, and within convenient distance of Suva. M mm/ Part XVIII— HONG KONG. n h r IMC Perhaps nothing (says the writer of " Her Majesty's Colonies ") lias been more conducive to the estrangenieiic of the criminal classes than the encouragement given by the Government to education in the colony. The Chinese are extremely alive to the advantages of a good education, and they eagerly seek admittance to the schools that the colony possesses. Last year there were 90 schools subject to supervision by the Government, attended by 5885 pupils, showing an increase of 51 schools and 3222 scholars under Government supervision in ten years time. In the same year there were also about lUO private schools not under Govern- ment supervision, attended by about 2000 pupils. The main educational centre of the Government is the Central School, which teaches concunently Chinese and English, its main object being to give to the Chinese a sound elementary middle-class education in the ordinary branches of study that are favoured in Western schools. Five other schools under direct Governmen^j management act as feeders to the Central School, and there are also twenty-four more, also under direct Government management, in which the education is Chinese only. They are attended by about 1000 pupils. In all the Governn)ent schools the education is entirely secular. A further encouiiigeraent is given to education by the grant in aid system, by which any school that is willing to 8ubn)it itself to Government inspection, and to conform with certain rules laid down for its guid.i^oe, may obtain a contribution from the Government in the form of fixed fees for each pupil who passes a reijuired standai'd and a personal fee to the teacher who instructs him. These schools may be denominational so far as they themselves ai'e concerned, but the Government will recognise their secular aspect only. Tlie total cost to the Government in the year 1885 was about ,£7000 for the education of 5882 children, being an average of live dollars seventy-one cents a-head, not including the cost of l)uildings, repairs, and of the inspectorate of schools. It is estimated that about one-third of the children of school-going age at the piesent time receive education, the great majority of those not educated being females. From an English standpoint, the .system of Government education would probably be condemned as reaching only the middle classes, whose educational require- ments should l)e met by })rivate enterprise, and missing the [toorer classes, whose nece«Hities are more imperative. It is, however, very well adapted to the views of the Chinese inhabi- tants, as a great element in }>opularising British rule, and inducing respectable Chinese to settle in the colony. Part XTX.— SOUTH AFKICA. those t, the ieriined ([uiie- the It is, nhabi- luciiig g C APE CM^ L () N Y. The 03'es of the jmMic were tunieil witli .soiiio keenness a few years uIation of the colony, includin<,' Gricpialand West, the Trans- keian Territories, and C4ri(pnilanu East, and the results give a total area of 213,636 square miles and a population of 1,252,347 j)ersons, of whom 340,000 are European or white, and the re- mainder coloured or native races. The heterogeneous population of the colony may be classed under three main sections : — The fii'.st, cojnprising the inhabitants of European origin, English, Dutch, French, German, and others ; the second, those of mixed race, who form the bulk of the domestic servants and day- labourers in the towns and villages; and the thii'd, the Aborigines, Kafirs, Fingoes, Basutos, and Bechuanas. So far back as 1837 the Secretary to the Cape Government wrote a memorandum on the state of the free schools, and gene- rally on the suVjject of education in the colony. He projiosed the appointment of a director-general of jtublic schools. Lord Glenelg .sanctioned the api)ointment of a .superintendent-general of educa- tion, and the establishment of twelve principal schools under teachers, whose salaries would range from I'loO to £300 ])or annum. In May, 1839, a memorandum was issued respecting the new system of primary and secondary schools alwut to be intro- duced,— the former being free, the fee in the latter Ijeing £i per annum, the teachers receiving fixed .salaries from the public treasury. The teachers were selected in 1840, by Dr. Imies, the Superintendent-General of Education, who proceeded to Scotland for the pin-pose. In addition to the elementary couif-e, instruc- tion in the classical and scientific dejiartments of a Government school was defined to include : — 1. Latin, Greek, and French. 2. Elements of Mathematics. 3. Application of mathematics to niensTU-ation, surveying, and pi-actical a.stronomy. 4. Physical geography and the outlines of geology. These schools were open to all, but were chiefly attended by children of the middle and higher classes. Other schools aVxiut the same time b(^gan to be aided to provide for the j)oorer children, chiefly of coloured race ; and these were usually known as church, clerk, or 'nission schools. 180 The Schools of Greater Britain. I- i ■< n p-jf", 1' :i!s This liberal and comprehensive system has, of course, undori^one some modifications to suit the altered circumstances of the colony; but the main features are still preserved. Tlie gt-owth of the aitled school system dates from June, 1841, when a memorandum was puMished of the conditions on which allowances would 1)0 granted from the Colonial Treasury in aid of the funds of mission and certain other schools, yiot on the establwhment. The system of 183!) contemplated Government established schools, wholly sup- ported from the public treasury, and providing elementary and superior instruction only at the princi|)al centres of ]ioi)ulation ; but concurrently aid was extended to elementaiy sclutols in -ther localities, where the people founded and maintained their own schools. By degrees, from 1859, what had been only a supple- ment to the original system began to supersede it, and the estab- lished schools were discontinued, local co-operatiou was invited, and the .system of grants in aid w'as specially encouraged and ex- tended. The public schools lead up to the colleges, in which the course of study is regulated by the requirement for degrees ia the Uni- versity of the Cape of Good Hope, whicli is an examining body, forming the copestone of the system of public education. Tlie Government co-operates with each section of the community in jjromoting education by means of grants in aid from the pul)lio revenue. The objects to which grants are a})propriated under the provisions of the Higher and Eleinentar} Education Acts are these :— (1) Grants in aid of the general exjienses of the university and bursaries. (2) Grants in aid of salaries of professors and lecturers in colleges which offer facilities to studejits to qualify themselves for degrees in the LTniversity of the Cajje of Good Ho|)e. {''^) The half salaries of principal and assistant teachers in the three grades of public schools. (4) The half salaries of super- intendents and teachers of district boarding schools among the agricultural and pastoral population, and of boarding departments in connection with the public schools. (5) Capitation allowances towards the maintenance of indigent scholars resident in district boai'ding schools, and aid towards the expenses of industrial depart- ments connected with these schools. (6) Aid towards the salaries of teachers of district mission schools under the direction of re- ligious bodies, with the view of assisting the managers to provide secular instruction for the children of the poorer class who are not reached through the agency of the public schools. (7) Aid towards the salaries of teachers of day schools among the Aborigines, Kafirs, Fingces, Basutos, etc. ; also of trade teachers in the native training and industrial institutions. (8) Capitation allowances for part maintenance of native boys and girls resident in industrial institutions, and receiving general industrial training besides ordin- ary school instruction. (9) Ctipitation allowances to native apprentices in the trade schools. (10) Assistance in equijvping schools with all necessary appliances — furniture, books, maps, blackboards, scientific apparatus, etc., sewing materials when a South Africa. 181 seamstress is employed to teach sewing and cutting out clothes, and tools for the native workshops. (11) The training of ele- mentary teachers. (12) Schools of art. Queen's Sciior.AnsiiiP.s. The Governor may appoint to the South African College a certain number of free pupils, not exceeding ten in tlrj whole at any time ; and every such free pupil, having obtained such a degree of scholarsliip as shall be approved by the senate, shall (upon payment of such fee as shall be fixed by the council to be [)aid to the treasurer), be authorised to enter any class which shall be opened at the time in the college, without ji.iynient of any fee in respect of any class belonging to the regular establishment of the college. Such free ]»upils are known by the name of Queen's scholars; and the mode of admission of Queen's scholax's is as follows : — (rt) Queen's scholars are appointed alternately to the (1) higher (B.A.) department, and (2) lower (Matriculation) depart- ment of the Soutli African College, and are distinguished as senior and junior Queen's scholars, respectively. (6) No one is accepted as a candidate for a Que(jn's scholar-shij^ in the higher department of the College, who has not passed the JMatriculation Examination of the University; and of the candidates, the senate choose those that are to lill vacancies according to tlndr standing in the Uni- versity class list, subject to the restriction that no one above eighteen years of age must be chosen, (c) Candidates for admission to Queen's scholarshij)S in the lower department of the college, are subjected by the senate to an examination of the same range and character as is req\iired to be }ia.ssed l)y all boys entering the college, including : — English, I^atin, arithmetic and ( lementary algebra, geography, political and ])bvsical. Sucli candle ati;s must be under sixteen years of age. {d) A Queen's scholarship is tenable for thi-ee years subject to the condition that the holder satisfies the senate by his regularity and good conduct. Teacheus' Certificates. The arrangements for holdini; the annual examinations of Teachers, Normal College students, and generally of candidates for emj)loyment as teachers in connection with the De[)artment of Public Education, are as follows : — I. — Eltmantar >i vi Tliird-Ckixs Ccrtifir.uli;. — 1. This certificate qualifies the holder for the eliarye of a public school of the thii'd (lass, or of an ordinary mission or native scliool. 'J. The examination includes : — (a) Tlie English language — Ucading, Dictation, Crainiuar and Composition. (6) The Dutch language ; translation and re-translation. (c) Aritlimetic — Vulgar and Dciinial Fractions, Practice, I'roportion, and Simple Interest. (d) Geography — Political and Physical. (e) History, Outlines of:— viz., HistoiY of ]-^ngland from lOtJO to 1()88 a.d , and Hist wy of the Cape Colony. (/) Lessons on Objects, and Si IkkiI Management. (;/) Penman- ship, and free-hand drawing, (h) Tlie Kalir Language. 3. Those who distinguish themselves in the examination will have the words "with Honours " marked on their certificates. -1. Candidates must be at least 182 I' The Schools of Greater Britain. V. -»? \s aixtoen years of age on Ist Auyust, and nnint produou satisfactory evidence of having practical experience in teacliing or inu.st natisfy one of tbc In- apectors ot Schools hy teaching' a class in liis [iresence. 5. Candidates who have obtained the School Honours Certificate are not required to undergo any furtiier examination in English, arithmetic, history, and geography, or in Dutch, if they have shown a competent kncnvledge of tliat language ■. but they are exaniineil in Heading, l'ennianislii[), Lessons on Objects, Sehoul Management, and Free hand Drawing, and must comply with the condi- tions of section 4. II. — MidiHi'-Clas^a Cir/ifiiyi/i'. — l, Tiiis certificate (jualifies the holder for the charye of a public school (Ijoys) of the second class or of a j)ublic school (girls) of the first class, or for an iissistant teachersliiu in a pul»lic schiiol (boys) of the first class. 2. Holders of tiiis cei'tificate irif/i Honours, pro- vided that they have goiie through a course of practical training, are, after three years of satisfactory service, accepted as qualified for the charge of a public school (l)oys) of the first cl.asa. 3. 'J'hose intending to be candidates must first pass the Matriculation Elxamination of the University, or must f)roduce satisfactory evidence of liaving passed a public examination of at east eijual range and ditliculty in the following subjects : — The English and Latin languages ; the Dutch language ; Elementary Mathematics ; History of Englan(l ; (jie(jgraphy ; (.)utlines of Chemistry, or Ceology, or Elementary Physics. 4. The examination is oral and written, and in eludes:— (1) Elocution; (2) Penmanship (specimens and writing from Dictation) ; (.3) Free-hand Drawing ; (4) Music ; (5) School Management (Theory and Practice), f). The oral examination, if necessary, extends to each of the su})ject3 recjuired for Matriculation, with the view chiefly ot testing the capacity of the candidate to teach that subject. 0. Candidate.^ must be at least eighteen years of age. 7. The candidates are expected te have studied thoroughly Fi(r/i'.s Lectures on Teacliuiij iuu\Gladmnn\'< School Method, and they will be required to teach a class in the presence of the examiner. For the exercises in Elocution, they are required to commit to memory portions of Shakespeare, Milton, and Wordsworth (not less than fifty lines from each author). ft *T 1 i r •. V "^'4/ Fees and (! rants in Aid. Grants iu aid of tlie salaries of the principal, vico-princi[)al, and assistant teachers of nnrlenominatioual public schools in towns or localities where the Government is satisfied that such schools are I'equired, are made on the following scale : — Schools, I. Class (higher) grade 5l> IL „ „ SI III- „ „ L)7 Head. ISL F. £200 £100 100 GO ()0 Assistant. M. F. £100 £60 60 50 30 Where drawing and music are included among the subjects of the ordinary school course, and are taught without additional fee, a grant not exceeding .£50 {)er annum is allowed in aid of v^e salary of a teacher of drawing and a teacher of music ; but no grant is paid unless the Government is satisfied with the qualifications of the teacher, the subjects and the mode of instruction, the number of pupils in regular attendance, and the progress of the pupils from time to time. Where it is desirable to [)rovide for the teaching of the Dutch language in the ordinary school course, the Government requires that the principal or one of the assistant teachers shall be competent to give, and shall give, instruction in South Africa. ina ant. F. 50 that hmgua^e. Where instruction in tlu^ Dutcli lanjj;uiinc is j^ivcu by a special teacher, not htini^ one of the rej^uhir stall', a jjfrant will he made in aid of tin salary of such teacher, not exceeilin^' in amount the grant allowed for an assistant in the school with which su(;h teacher is connected. It is to he noted in regard to the amounts which we have thus mentioned that the grant in all cases is to be supplemented l)y an equal amount from local sources. The school fees vary fron» Is. 6d. to 3s. 4d. monthly in the comitry districts; but they rise to as much as 2.'^s. 4d. monthly in Cape Town, and to 28s. in King William's Town. The (Jovern- inent Grants aie not delayed as in the Biitish Isles, but are paid quarterly in March, June, September, and December, and notices of changes ati'ecting the issue of the quarteily grants must icach the Education OtKce before the middle of the second nujuth of each quarter. The annual grants to a boarding-school for boys must n(»t exceed £100 towards the salary of the principal teacher, £50 towards the salary of the assistant teacher, and £0 capitation allowance to- wards the maintenance of each boy boarded and lodged and edu- cated in the institution, who.se home is situated not less than six miles from the undenominational public school of any town or village, and whose circumstiinces re(juire such assistance towards his education. The grants to a boarding school for girls must not exceed £50 towards the salary of the principal teacher, £30 towards the salary of the assistant teacher, £10 towards the indus- trial department, and £6 cajntation allowance towards the main- tenance of each girl. In 1885 these boardiufj schools weie 44 in nundier. As an illustration of the working of these schools we may quote the following: — King William's Town had 14 boys with a local expenditure of £672 and a grant of £5(5; Graaf Reinet had 23 girls, with a local outlay of £1110 and a grant of £50 ; Huguenot Seminary, Wellington, had 104 girls, with an outlay of £5254 and a grant of £150 ; Worcester had 23 girls, with an outlay of £1 1 98 and a grant of £50. The schools are managed by local connnittees, who must provide a guarantee to the satisfaction of the Government that for a ))eriod of three years their annual contribution to the teachers' salaries will be at least equal to the grant in aid, and that they will be regularly paid. Standards of Attainments. The subjects of instruction in a school of the first class include reading, writing, arithmetic, algebra, English comi)osition and grammar, political and physical geography, outlines of history, and the elements of natural science, in the primary course ; and the Greek and Latin languages, English literature, history, higher mathematics, and one at least of these specitic subjects — chemistry, geology, mineralogy, botany, animal physiology, principles of agri- culture, in the secondary or superior course. The second-class ■ill ! '. >.. : V ! . 1H4 77/^ Schools of Greater Britain. Bchool requirements are coiiHi(l(!ral»ly ciirfcailwl from these, while the third class are limited as a rule to the thnio II. 'h and outlines of history and geography, with lessons on natural objects. The classes are arranged in standards, and the requirements for eacJi will be found in the Aj>j)endix. Standard V, includes those who have passed well in Standard IV., and have further satisfied the inspector in (a) vulgar and d(!ciinal fractions, and also in the following .sul>jects : — (A) Outlines of history (England and Cape Colony) ; (c) pliysical geography; (f/) lessons on natural objects. Standard VI. comprehends tijo reading and writing of eith(U' English (ir Dutch, or both, writing commercial arithmetic, and any two of the following subjects :^ The elements of natural scimice, principles of agriculture (for boys only), (elements of chemistry, geology, mineralogy, botany, animal physiology, domestic |)ointments being also restricted to scholars who are too poor to pay. Mission Schools. Aid is granted to mis.sion schools in eligible districts or localities ju'eviously ai)i)rov<'d by the Government, us well within as out of towns and villages, in order to provide for the education of those ])ortions of the population who are wholly unable of thems-clves to found schools. The classilication of mission schools is as follows : — Class ].— Where there is a snii<'S of scho(»ls, infant, juvenile, and industrial, the annual allowance is i>7o. Class IJ.— Where the children form only one school, the annual allowance is £3U. Class III. — -To schools at out stations, the annual allowance is X15. No ])ortion of the Government grant must be appropriated otherwise than to tlie support of the teacher or teachers of the school, for the jx'rformaJice of their duty as teacheis. Befoi'e any new gi'ant, oi' renewal, or augmentation of any grant is made, the 8uj)erintendent-Geueral of Eilucation must be satisfied that proper arrangements are made for the maintenance and management of the school, and that the local income of the .school, with the grant in aid, can etHciently provide for the secular instruction of the children of the locality in which the school is placed. In 1885 the mission schools were 398 in number, with 44,338 scholars in att(!ndance. Perhajjs the most successful, and at all events the most widely known, of all the Native Inilustrial Institutions is that at Love- dale. It is in connection with the Free Church of Scotland, but it may nob be generally known how widespread and unsectarian its operations are. Its scholars belong to all denominations in the colony, and to heathen tribes beyond as far north as the Zambezi. Its doors stand wide open, and nothing shuts out any — white or coloured, boys or girls, full-grown men or little children — unless their own known bad character. English, Dutch, French, German, Katir, Zulu, Sesuto, Sechuana, and Zambezi do not exhaust the tongues spoken here. The instruction and training given is industrial, scholastic, and Christian, without being denominational or sectarian. It has risen to a high degree of educational efficiency, as the inspectors' reports bear testimony. Solid and workmanlike, in every way it will compare favourably with the outcome of British workshops at home. It is interesting to compare the picture of the rude hut in which the educational work was at tirst carried on with that of the new buildings on strictly European lines of architecture. The great depression of trade which has lately prevailed in South Africa has told its tale IMAGE EVALUATION TEST TARGET (MT-S) 1.0 I.I 1.25 Iff iia IIIIIM ^ m ||Z2 40 11 2.0 1.8 LA. mil 1.6 V] <^ /}. /a 'c='l ^^ /A ^^^ '/ Hiotographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, NY. 14580 (716) 872-4503 V iV %\ L1>^ \\ ^ 6^ <^ ^ ^ ^ MP 186 The Schools of Greater Britain. at Lovedale, as elsewhere ; but the j)romoter8 of the school are by- no means dislieartened by the temporary disturbance of its pro- gress. 8ince 1871 no less than £16,693 has been paid by natives as fees for instruction and maintenance at this institution. In 1885 the attendance included 126 native boys and young men, 37 apprentices, 29 European boarders aud day pupils, 79 girls in the school department, and 30 for work, with 79 in the station school — a total of 380 under instruction during some part of the year. The Aborigines. Provision is also made to encourage the instruction of the native youth at certain eligible stations in the border land. Grants of £100 for the first teacher, £40 for an assistant, and £10 for a female superintendent of needlework if the average attendance is not less than lOO, with proportionate sums for smaller numbers. To encourage native youth to become skilled workmen, an allowance of £15 per annum, maintenance money, is also made to males who, after one year's j»robation, shall have entered into a definite engagement with the authorities of the institution with which they are connected firt' a further period not exceeding four years, nor less than two years, as a)n)rentices to one of the following trades : — Carpentry, waggon-making, black- smith's work, tailoring, shoemaking, printing, and bookbinding. This amount is also allowed during the piobationary year. To encourage young native women to become habituated to and skilled in the performance of the duties of domestic civilised life, an allowance of £10 per annum, maintenance money, is made in the case of those who are willing to engage as apprentices to iiousehold work. It is incumbent on the authorities to provide suitable elementary education, either morning or evening, for all apprentices. The number of those who can be received as appren- tices being limited, it is desirable to bring other of the native youtn under the influences of the missionary's home as much as possible, by enabling them to reside. A further allowance of £10 to £12 per annum (the exact amount being determined by the locality) is made towards the maintenance of native boarders actually resident within the institution, and having, besides the ordinary school work, some industrial occupation, such as of field or garden labour, or special training for pupil teachers. To train native youths more effectually in the practical knowledge of trades, an annual allowance not exceeding £120 is given in aid of the salary of a qualified trade teacher in such of the departments of cai'pentry, waggon-making, smiths' work, and leather work as may, with the consent of the Government, be attached to a native industrial institution. An allowance not exeeding £30 is also given in aid of the outfit of tuols, fittings, and materials. The Aborigines' day schools in oi)eration last year were 179, with 12,652 scholars, aud the trade or boarding schools 23, with an attendance of 2916. Soutli Africa. 187 Farm Schools. To encourage the instruction of the children of farmers and others who i-eside so far from a public school that tliey cannot avail themselves of the instructioji therein provided, the Superin- tendent-General of Education is empowered, after inquiry into the attendances and attainments of such children, to pay grants in aid on the following scale : — For each child present on the day of inspection, and shown to have heea under regular instruction for the { revious twelve months (reasonable holidays, of course, being included) : — If under a certificated teacher, £2 ; if under an un- certificatetl teacher, £1. And for children who, after examination, liave passeil in the standards of elementary instruction, the following capitation grants in addition, viz. : — Foi- a pass in the Ist (lowest) standard, 5s. ; 2nd standard, 10s. ; 3rd standard, 15s. ; 4th standard, £1 ; 5th (highest) standard, £1, 5s. These grants are not paid unless the farm or homestead where the children reside is situated not less than six miles from a public school, and unless there are ascertained to be on such farm or homestead not less than five children under regular instruction. Grants payable on account of the attendance and attainments of the children resident on any one farm must not exceed in the aggregate £30 in one year. Whei-e there is a cluster of farms, and the farmers agree together to establish a school, if there are ten scholars or more in actual daily attendance, a grant of £30 per annum as half-salary of the teacher mav be obtained ; and when the dailv attendance increases, the grant may also increase up to £60 per annum, it being understood that the farmers themselves give a salary at least as much as the Government graixts, so that the teacher's full salary is not less than £120 per annum, with free house. The teacher in every case must be approved by the Superintendent- General of Education. During the tirst year from the promulgation of the new rules for giving aid towards the instruction of children on farm.s, only 34 schools were aided ; in these were 307 children, of whom 276 were present at inspection. From July to December, 1885, 69 private farm schools were aided. The grants amounted to £857, 6s. ; the number of scholars was 516, of whom 487 were actually examined by the inspectors. Of these children, 335 were instructed in English only, 35 in Dutch only, the rest in both languages. The services of the teachers of the public schools in the nearest towns have been most cheerfully rendered in visiting and examining these farm schools. This is, as one of the inspectors observes, a step in the right direction. When the teacher is a man of energy, and has won the confidence of the farmers, he can by his advice extend the number of schools ; and it will be his own fault if the more promising pupils are not drafted oli' to his own school to pursue their studies. • Jl :< i 4 188 The Schools of Greater Britain. Enuolmknt and Attendance. Thn munbor of schools in operation durinj,' sonio portion of the your tsndiul 30th June was 981) ; of these, 75 were new schools oj Killed during the year ; 85 schools were closed from one cause or another during a part of the year. The ainnual enrolment of scholars was 75,713 ; the highest quarterly enrolment was 54,934 ; the highest daily attendance; was 44,490 ; and the ordinary daily attendance was 39,034. The quarterly enrolment represents the working number on the books ; and the percentjigo of daily attendance to the number of scholars registered for the quarter in the respective schools is as follows : — Public Schools and District Boarding Schools • Mission Schools ...... Aborii^incs' Institutions .ind Schools All Schools — Public, Mission, and Aborigines • rcrcentage. 69 -20 7601 72 30 Results of Inspection. 748 schools were inspected ; on the rolls at the date of inspec- tion were the names of 45,572 children ; 34,971 children were present at the inspectors' visits, and after examination were classified as follows : — Below Standard I. Standard I. (lowest) Standard II. 17,4«0 4,y;u Standard III. - - - 4,081 Standard IV. - - - 1,.S78 Standard V. (highest Elmty.) 062 The number of scholars ascertained to be learning the higher subjects of instruction not included in the elementary standards, and other subjects of a special kind, is as follows : — No. learnin;;. No. learning. Freehand drawing 2,8(i<» Greek - - - 3.'i5 Infant lessons l!),.-.47 Algebra - - - 1,229 Object lessons 17,548 Geometry - - 867 Music •J4,7(5!) Higher mathematics - 131 Sewing (girls) 14,4:{7 Elements of pliysical science 1,798 Latin 1,G17 The teaching staff was composed of 23 professors and lecturers ; 254 male teachers, and 209 females in the public and district training schools ; and in the missionary schools, 247 males and 42G females. In the aboriginal schools there were 266 at work, and in the industrial schools, 88. The pupil teachers and pro- bationers were 162, and the normal students 27. It appears that 121 teachers report themselves as employed as clergymen or preachers, and 7 are allowed to draw extra allowances from the public revenufe as chaplains, postmasters, etc. South Africa. 189 Kxi'ENDfTl'RE. The following are tho itoins of State expenditure and the analysis of the proportionate ainoiintH spent on each : — Ttipmu (lOvcrnment Per. Expenditure. ccntage. 1. Administration (ofTico) £ 2,«1U s. 3 d. 7 2-81 o_ Inspection ..... 4,47!> 8 6 4(i7 ;{. University and Colloges ( HiHJior Kducation Act) 8,0«2 10 841 4. Public antl District Hoarding Schools and Farm Schools ..... 31,297 9 8 32 02 5. Ordinary Mission Schools 17,944 11 8 18-71 G. Aborigines' Institutions and Schools - 20,208 2107 7. Pupil Teachers and Mxamitiatioii of Teachers 4,307 5 1 4-49 8. Scliool Materials— Books, &c. - 3,191 7 3-33 1». Educational Museum and Art Schools 692 14 •72 10. (Jood Service Allowances to Teachers, or Merit Grants ..... Total .... 3.040 10 3- 17 95,914 13 1 100 OO From the returns furnished by the managers, it appears that the local expenditure for tho year was as follows : — Public Schools - ■ - - - £47,047 9 11 District Boarding Schools and Boarding Departments 22,493 15 3 Mission Schools ..... 18,«20 311 Aborigines' Institutions and Schools - 11,448 4 8 Total Local Expenditr'-e - Total State Expenditure - Grand total 99.009 13 9 95.914 13 1 £195,524 G 10 The actual cost of the day school instruction of each scholar in average daily attendance has been £3, Is, 4d. for the year; of this amount £1, 6s. 5d. is derived from Government grants, £1, 14s. lid. from local sources. In the three large divisions of schools, the respective cost has been as follows : — Total cost of each scholar in average daily attendance. Cost to Government of each scholar in aver- age daily attendance. 1. Public Schools 2. Mission Schools 3. Aborigines' Schools £8 G 8 1 14 8^ 1 1 hi £3 1 4 17 Oi 15 2^ The exceptional expenses for boarding schools and for training institutions with trade teaching are not included in the above. 190 The Schools of Greater Britain. If, liowever, these items be added (including the capitation allow- HUcoH for indigent boarders in the district boarding schools among the agricnlttiral popuhition and the allowances for natives under training in the workshops), the total cost of each scholar in aver- age daily attendance for elementary, superior, and industrial instruction, together with assistance for boarders, has boeti .£4, Gh. 4|d., of which amount the Government has paid £1, 15s. JJJd. Each student in tlie Colleges aided under the Higher Education Act has cost the Government £15, I'is. .'id. for the year. School Insi'ection. There are four Heputy Inspectors, jind eacli is required to furnish a monthly report of all inspections, with complete details. A summary of the report on each school is at once written out and .sent to the managei*. This tedious and unsatisfactory arrange- ment has been adopted owing to the expense of printing the detailed reports, which were useful both to the managers and to the teacher, and kept the inhabitants of each district acquainted with the state of all their st-hools. The spirit of reti'enchment has recently been abroad at the Ca{)e, and this is only one of many ways in which the economy has made itself manifest. The districts which are allocated to each inspector are large. The circuit su])erintended by Mr. Samuel, for example, is somewhat more ex- tensive than that of England and Wales. It contains nearly one hundred schools receiving direct aid from the Education Depart- ment. These are, of coiu'se, widely spread, and in .some instances are one hundred miles apart. During the last quarter alone moi(! than one thousand miles have been traversed by this single inspector. It is difficult, as the same inspector points out, to give a general idea of the actual state of education in a district where schools ransxe from first-class schools of the higher grades to humble Katir schools, with no other buiUlings than huts on mountain sides or in secluded glens. In the remoter districts the elementary teachers are frequently unacquainted with what im]>rovement8 are being made in the educational world, what new methods are being introduced, what new school-books are published, and f what is required by the Department of Education. If the district were not so large, a teachers' association might be started, but it is impossible to tix on any point at which the teachers could assemble except at great expense and inconvenience. A great want, too, is a periodical where educational news could be com- municated, all projected improvemei:ts discussed, and the teachers could ventilate their grievances. The only medium at present is the ordinary newspaper, which is very rarely used in this manner. Bi-LiNGUAL Difficulty. Wherever the people have one language, and the educational authorities insist upon another as the medium of communication, South Africa. 101 there is 8\]re to be hoiuo cause for complaint. In theii- lust unnual rej)ort the inHpectors were askeil to comment on this subject, and to suggest any means by which the ditticulty cotild be overcome. Speaking of the western part of Cape Colony, Mr. Rowan observes that Dutch is very extensively taught, and few, if any, ditiiculties arising from the two languages (Dutch and English) have been exjjericnced. In a few schools special Dutch teachers have been employed, but in all the others instruction in Dutch is given by the head teachers themselves or their assistants, or by both. The only , suthcient knowledge of Dutch will be insensibly acquired in the process. The truth is that niost Dutch people teach their children to read Dutch at home, and pay their money to have their children taught English. In the greater part of Mr. Brady's district in the south, little else but Cape Dutch is sj)oken by the people ; but this causes little difficulty if the teachers are efiicient and thoroughly familiar with Dutch and English. A great drawback to the efficiency of some of the smaller country schools is the presence of children who, foi some reason or other, are not allowed by their parents to learn English. Such children not only invariably fall behind the others in such subjects as geography, arithmetic, and grammar, but also do their Dutch reading and dictation worse than the children who take both languages in the ordinary course. Mr. Ely, in the east, is the least satisfied of all. When he entered on his work in 1871), he found only English books read in the native schools. It was supjjosed at that time that Govern- ment discouraged Kafir, and insisted upon all instruction being given through the medium of the English language. Such was the supposition, bi;t what was the ])ractice] As a fact English ■was read, but all the work of the school was carried on in Kafir. - ■:• i I l{)'2 The Schools of Greater Britain. The consequence whs timt the professed teiichin^ of EngliHli wuh a Hliuin. 1V>aelicrii and tatnght prided tliciiiHelveH on the fact tliat tlie lutttu' cuuld read Kn^liHh, when in reality they did not under- stand one word in ten which tliey rea«l. He at once applied him- self to the task of remedying this evil, and l»y refusing to give credit for English which was not intelligently reiul, and by allow- ing Katir dictation to count when the children failed in Knglisli dictation, he persuaded the teachers to see that it was to their own interest to take some trouble in the preparation of the English reading h^ssons, and to give the children regular exercises in translation from imo language into the other. Even now it is an uphill tight owing to what he calls the carel(>ssness of many of th(^ teachers, who, instead of giving the sense of a passage, are siitistied with a literal an«l often altsiu'd translation. They are in the habit of Katirisiiig English words for which, if they would take the trouble to think, Kalir equivalents could bo found. The consequence is that a Jargon is being introduced into the scIiooIh which is not Katir, and which a genuim; Katir would with ditliculty understand. Kafirising would seem to have a tendency to very peculiar English among th(! native teachers. On the further testimony of Mr. Ely, registtus and time-tables are distigured by mistakes like these :— "Reding," " riting," "georgraphy," "chrildren," "attand- anco," " Twesday," " t^iniing," " sining " (singing), " lessions," "bak," " withdrown," " adimitted," " addimited," "adimeded" (admitted). These are not mistakes of ignoranct;. he declares, but of downright carelessness. If the teachera who made them were to be told they could not spell, they would be very highly indignant indeed ! I'AKT XX. NATAL Provision lias l)oen lilicrally inadn for tlio proHont needs of this colony hy tho inainttinance of (>ov<>rnment jtuhlic bcIjooIh, and by a fiystoni of aid granted t»> Huch privato hcIiooIh tiH nuiy \w willing to Nulii(!ct tlicir pupils to olHcial uxaniination and ^JMU'ral Kn|K>r- viHion. Tlioro arn two liii^h hi^IiooIh — onn at D'Uiltan, and the otlmr at Pintcrniaritzlmij;. 'I'lmso un^ designud to liupply tho liigheHt education wliich may ho called for at j)roH(!nt. To meet tho nioro general tifinutid of i\u' community for elementary educa- tion, there an; four lucxlel priumry and Hoven primary Hchools, diHtributed througli the rhij'f towns of Natal, for the education of l)oth sexes. In aceipt of Gov(!rnment grants and subject to Gov((rnment supervision. The tests applied by the Council consist, in the case of the high schools, of an annu.\l examination l»y examiners appointed each year, or by entrance of jxipils for the Cambridge IJnivei-sity Local Examinations. For a(lvanced pupils a special examination is provided annually. The primary schools have an animal examination, in which tho pupils are classified according to the standards. On the annual primary Hcliool examinations depend the " payment by results," or capita- tion grants, which are paid solely to teachers, as an incentive to good work, over and above their fixed salaries or grants — none being payable when the school is found unsatisfactory in general discipline and organisation. An exhibition of £150 per annum, tenable for four yeare, is given annually ; the holder to proceed to a university of the United Kingdom for the term of the Exhibi- tion. Three bursaries, each £40, to the high schools, for three years, are open each year to competition among boys in the colony. The control of the Government schools is vested in a Board called the Council of Education. This consists of twelve members, five of whom are ex-oj/icio members of the Executive Council ; the remainder are nominated by the Governor in Council. There is also connected with this Department a Superintendent of Education. The amount voted by the Legislative Council in 1885 was £27,091 for education generally. The amount expended was £21,097. Certain trusts exist, originating in the setting apart of municipal property for the founding of collegiate endowments. With the funds from these sources the Council have in hand the erection of a central institution which is aimed to supply the higher wants of the colony. The fees paid by the pupils attend- ing the Government schools, amounting in 1885 to £3157, 6s. 2d., are paid into the Treasury as part of the general revenue. The fees at the primary schools range from Is. to 5s. per month, and these are remitted when occasion is shown, 607 pupils having i-eceived free education during the past year. -'.in !«lil Part XXL— INDIA. On the 3rtl of FcUniary, 1882, tbe Government of India uppuinted Mn education commission, with a view to inquiring into the working of the existing system of public instruction and to the further extension of that system on a popular basis. The system has been developed in accordance with the policy otitlined in the dispatches of 18r)4 and 1859, the former being the date at which the education of the whole people of India was definitely accepted as a state duty. As set forth in the dispatch of 1854, the state undertook (1) to give pecuniary assistance on the grant in aid system to etlicient schools and colleges; (2) to direct their efforts and allbrd them counsel and advice; (3) to encourage and reward the desii-e for learning in various ways, but chiefly by the establishment of uni- versities; (4) to take measures for providing a due suj^ply of teachers and for making the profession of teaching honourable and respected. The second great dispatch on education, that of 1859, reiterated and confirmed the provisions of the earlier dispatch, with the single excei)tion of the course to be adopted for promoting elementary education. It was noted that the native community failed to co- operate with tho government in promoting vernacular education, and strong doubts were expressed as to the suitability of the grant in aid system, as hitherto in force, for the sup])ly of vernacular education to the masses of the population. Such vernacular in- struction should, it was suggested, be provided by the direct instrumentality of the officers of government, on the basis of some one of the jilans already in operation for the improvement of in- digenous scliools or by any modification of those plans which might suit the circumstances of different provinces. The expediency of imposing a special rate on the land for the provision of elementary education was also commended to th ; careful consideration of the government. In short, these instruc- tions confirmed the principle of incorporating and improving the existing indigenous schools, rather than of inducing the people to set up new schools under tlie grant in aid systems then in force ; but they also sanctioned the establishment of new schools by direct departmental agency. Accordingly, the local governments con- sidered themselves free to adopt whichever system seemed to be best suited to local circumstances. India. 195 The Commissionrks' Inquiry. In the investigation wiiich lasted from tho 10th of FoV>nmry, 1882, to the IGth of March, 188;i, tho cominiHHion embraced every grade of instruction and all classes of Hchools tis well as tho particulars of administration, finance, and legislation. In the endeavour to collate the mass of information ootained, the commission divided the questions before it into six ]>rincipal branches, as follows: — (1) Indigenous and jnimary education; (2) secondary and collegiate education; (3) the internal administration of the education department, including tho system of inspection and examinations; (4) the external relations of the education nt of colleges and schools; (5) the education of special classes of \\w community requiring excep- tional treatment; (6) educational legislation. The report deals with nine ])rovinces of India, viz., Madras, liombay, Bengal, the North- VVe.stern Provinces and Oude, the Punjab, the Central Provinces, Assam, Coorg, and Haidarabad assigned districts, commonly called Bcrar. The area of the nine provinces specified, together with Ajmir, according to the educational census of 1881, is 81)7,608 square miles; the total male ])oi)uliiti()n is 104,43'2,2lJ'J, and the total female population 100,601,140. Speaking generally, it is stated that the governments of ]>oml»ay, the North- Western Provinces, the Punjab, Central Provinces, (Joorg, and tlie Haidarabad assigned districts have worked mainly on the dftj)artniontal system, i.e., the establishment of new schools by direct departmental agency. The total i>opulation of these provinces amotnits to more than 99,000,000, or not far short of one-half the whole population whose educational systems are under consideration of the commission. The i)rovinces in which jjriraary education has bt;en largely, if not exclusively, built upon the indigenous or aided schools are Madras, Bengal, and Assam, with a ])opulation nuuibering 105,500,000. In the report of the commission the phrase " public schools" includes de[»artmental aided, as well as unaided but in- spected, schools, while the phrase "departmental" is applied to schools supported by local fund committc^es and muiiicipalities, as well as those which are exclusively managed by the officers of the department. Primary Schools. The primai'y schools, comprising schools maintained by govern- ment, local, and municipal funds, aided schools, unaided but inspected schools, and primary classes in high and middle schools, and in colleges, numbered, for the nine provinces, 82, 1)10, attended by 2,061,541 pupils (as against 16,473 schools, attended by 607,320 pupils, in 1870-71). Thus it appears that r02 per cent, of the entire population in the nine provinces were under instruction, or if the school-going poj)ulation of both sexes be estimated at 15 per cent, of the whole population, then G'78 per cent, of them were in •k ;*r - ^i|:i ■'%! im The Schools of Greater Jiritaiti. primary Rchoola. Hut these fignrcH <1(> not tttko into account (Im priniury cIubm'h of hi^'hcr hcIiooIh in Itrnj^al and Ahhiiui, whioh wcro Kivin)( inHtruction to ubout 1(K),(I0() pupilH, nor yot ilin iittundancu in tho indigunoun (>Icniontiirv huIiooU oiitHiilo tho Htiito HyHttiin. AKHurninj]^ (MuyH the n-port) that alt'i;;ctlior tliero were Homo 'J,r)20,00U pupilH undttr iuHtruction in IKSi-8'2, thin cHtimato, which in tho moHt lihoral that wo aro justifioil in making, would givo only M-29 per cont of tho popuhition of Hcliool^'oing ago in tho primary kcIiooIs or claHHCH of India in tliat year. If, again, tlie male population he Hcparatiul from tho femah;, then tiicro wcr(> under primary inHtruction I5*48 per cent, of th(? mah' school-going |)opulation, and ".SI of I per cent, of tho female Hchool-going popu- lation ; whilo 12-55 of the nuilo children and 'HO of 1 per cent, of tho female were in tho primary hcIjooIh recogni.sod by tho state. Ah regards race or creed, tho pupils in the primary schools aid<-d or inHpect«Ml by the department wore distributed as follows : — B<»y8. l,ri4.S,r>0() 3(»:{.ssi 7,r>(W 31,L>84 3 !,«.»(• I <;iiis. lliiuldos Miiliometaiis .... Siklm ■ .... Parst-ea CliristiaiiH - ■ • - Dtlicrs .'■.4,H4'i 10,(183 l.4 left with training certificates of various grades was: — men, 1,5.01 ; women, 42. The exp(!nditnro on the schools wms : — for men, Ii"J8,636 rupees, and for women, 71, GUI rupees, or a totji! of 400,237 rupeen. (A rupee is Is. 8d.) From a table setting forth in d(!tnil the re- cent expenditure on primary education, j ippuiUH that the yearly cost was 7,909,1)40 rupees. Enolisii Considerable conflict of opinion previnls ..} to the pro])er place wiiich the study of Eiig'ish should occiniy m piimary schools or classes. Variations of practice depi nd 8truction and is taught from the lowest class, but in middle schools its study is discouraged until the boy has passed the third standard. In the ordinary village school of Bengal, English is very rarely taught. In Madras not only is English taught as a language from the lowest class of a middle school, but it is also studied in the ))rimary schools from the third class upwards ; in other words, before the pupil has entered on the upper primary standard. The demand for English instruction in the south of India is so strong that the large attendance in primary schools is said to be due in no small measure to the popular demand for English, In Bombay, on the other hand, the department has systematically resisted every attempt to introduce the study of English until a boy has com- pleted Standard IV. and reached the point where secondary edu- cation commences. Even then an English ciass is not attached to a purely primary school unle^ those who require it are prepared to pay for the extra cost. As the strictly primary course, accord- ing to the definition of the government of India, is then completed, boys who study English in a class attached to a primary school are classified as under secondary instruction. There are no primary '■■■■ ''^. ■'.Ha m 198 The Schools of Greater Britain, clMSseH attacked to uiidcUe schools in Bombay, and therefore it follows that in Bombay no pupils under primary instruction uro returned as studying English. The Bombay department not only believes "hat niany good vernacular schools are liable to be spoilccl by the introduction of English into the primary course, but it also argues that the presorvation of the vernacular in the course of all classes of schools is required, in order that the mental progress of the scholar may be reflected in his increased power to make use of his own language. It is urged in the report of the pi-ovincial committee for Bombay that the despatch of 1854 contemplated that tlie vernaculai's would be enriched by translations of Euio- pean books or by the compositions of men imbued with the spirit of European advancement, and that the only method of thus bringing European knowledge within the reach of the masses is to give to every pupil a th<»rough grounding in the vernacular, and to keep his attention upon it even up to the college course. In purauance of this policy, English is rigidly excluded from the primary school course. 'Ww extent to which English is at present taught to childion under piimary instruction in each of the large provinces of India will be seen in the table given below. But it must be noted that, owing to the peculiarities of the Bengal system already described, we are uual»le to show the number of pu))ils in the primary classes of secondary schools who are learn- ing English. The ligure.s given for Bengal are those of pui)ils in strictly primary schools. Nl'MUER OP PrIMAKV I'l'PII.S LeAUNINO ExOI.tSII IN EACH OK TUIC LaUOKU PlU>VINCK.S OK LsDIA. L'hovincks. Total number uf pupils iu nil iiiHtitutiuiis learning' Kiig- lish. ""■ 1 Number of pu- 1 pils in priiuiiry acliooU ur chut- \ ses luiirniiii; English. Madras Bombay Bengal .... North Western Provinces & Oude Punjab Central Provinces ()1.098 •2.*i,789 7r),t)77 18,449 11.074 5,446 35,1)91 1,025 I2,(i;)8 7,808 2,609 Female Education. At the date of the commissioners' report, the schools for girls in the nine provinces numbered 2697, and were attended by 127,066 pupils, or '85 of 1 per cent, of the female population of school age. The number of girls presented for prescribed examinations wa» as follows : — In collegiate institutions, 5 ; in secondary institu- tions, 678; in primary institutions, 18,991 ; in normal institutions, 128; total 19,802. Of these, 11,652, or 58-84 [ler cent, passed;^ 40 of these secured teachei-s' certiticates. India. li)l) The contributions from local and municipal funds for female education in all India for a year were 107, H89 rupees, the total oxpiindituw) being 847,971 rupees. With refeience to the work accomplinhed in this respect by other than public agenci((s, the commissioners observe : — From all information obtained, the commissioners are forced to the conclusion that female education is still in an extremely backward condition, and that it needs to l)e fostered in every legitimate way. Their opinions as to the kind of etibrt that will prove effectual are very clearly set forth in their recommendations upon this siibject, which are given hereafter. ■j'l Secondauy EonOATION, The secondary schools (middle and high) numbered 3916, attemled by 214,077 pupils, as follows: — 1363 government schools, with G2,52J) pupils; 1863 aided schools, with 111,018 pupils; and 690 unaided schools, with 40,534 pupils. Of these schools there were HI for girls, with an attendance of 2071. The number of secondary schools is not, however, us accurate a measure of the progress of female education as the test by the number of pupils. In Bombay, for example, the secondary schools for girls are so large that, although few in number, they contain more pupils than those of any other province. The numbers of girls returned as being in the secondary stage of instruction in every province of India are here given: — Madras, 389 ; Bombay, 555; Bengal, 211; North-Western Provinces and Oude, 68; Punjab, 8. The total expenditure for the secondary schools rejjorted was : — For the government schools, 1,893,441 rupees; for the aided schools, 1,706,576 rupees ; for the unaided, 427, 181 rupees; total, 4,027,198 rupees. These sums represented an average expeii.se for each pupil in the three classes of schools as follows : — For the first, 32 rupees 3 pice; for the second, 16 rupees 12 annas 1 pice; for the third, 12 rupees 8 annas 11 pice. The number of pupils from these schools who presented themselves for examination whs 25,200, of whom 11,716 met the requireuients. The total number of scholars learning English in the high and middle schools was 130,541. As regards race or creed the pupils in the secondary schools were distributed as follows: — Hindoos, 176,306; Mahometans, 23,279; Sikhs, 564; Parsees, 2722; native Christians, 5526; Europeans and Eurasians in schools for natives of India, 775; othera, 1547 ; total, 210,719. Superior Instruction. Provision for superior instruction is made in English arts colleges and in Oriental colleges. The former numbered 59, attended by 5399 students, of whom 2735 presented themselves at It 200 The Schools of Greater Britain. the higher univerBity examinations, and of these 1137 met the requirements. The expenditure on these colleges in 1881-82 amounted to 1,352,783 nipees. The average expense for each pnpil was, in departmental colleges, 354 rupees; in the aided colleges, 178 rupees; and in the unaided colleges 97 rupees. The total number of Oriental colleges in India was 11, having an attendance of 1806 students. The expenditure upon these colleges amounted to 137,794 rupees. The average expense for each student was, in the departmental colleges, 46 rupees ; in the aided colleges, 247 iiipees. General Summary. The number of colleges and schools, departmental aided and unaided but inspected, thus brought under review is 87,052, attended by 2,284,608 pupils; to these may be added 25,106 private uninspected schools, with an attendance of 359,370 pupils, giving a grand total of 112,218 institutions and 2,643,978 pupils. The pupils of the public schools and colleges were distributed according to race as follows : — Hindoos, 1,782,955 ; Mahometans, 399,711 ; Sikhs, 9674; Parsees, 8299; native Christians, 47,208; Europeans and Eurasians, 1831 ; others, 34,930. The total ex- penditure on account of these public institutions was 16,110,282 rupees. The departmental returns, including Ajrair and British Burmah, give a total of 116,048 schools, with 2,760,080 pupils. In considering the magnitude of the work that remains to be done, the commissioners observe that the most advanced province of India (viz., Bombay) still fails to reach 75 per cent, of its male children of the school-going age, and 98 per cent, of its female children of that age. The census returns are equally conclusive in this view. The male population of Ajmir and of the nine provinces with which the report of the commission deals exceeds 103,000,000, of whom 94,750,000 are illitei-ate; while of the female population numbering about 99,700,000, no less than 99,500,000 are returned as unable to read or write. Recommendations of Commissioners. The recommendations of the commission form a valuable com- mentary on every bi"anch of service under consideration. The following are the I'^commendations under the specified heads which are likely to be of most general interest to those whose business it is to foster elementary education in other countries : — Recommendations on Indigenous Education. — ^That all indigenous schools, whether high or low, be recognised and encouraged, if tliey serve any purpose of secular education whatsoever. liecomviendations on Primary Education. — (1) That primary education be regarded as the instruction of the masses through the vernacular in such subjects as will best fit them for their position in life, and be not necessarily regarded as a portion of instruction leading up to the university. India. 201 3. That while every branch of education can juhtly claim the fostering care of the state, it is desirable in the ])resent circum- stances of the country, to declare the elementary education of the masses, its provision, extension, and improvement, to be that part of the educational system to which the strenuous efforts of the state should now be directed in. a still larger measure than heretofore. 4. That an attempt be made to secure the fullest possible ])ro- vision for, and extension of, primary education by legislation suited to the circumstances of each province. 6. That examinations by inspecting officers be conducted as far as possible in situ, and all primary schools receiving aid be invariably inspected in situ. 7. That, as a general rule, aid to primary schools be regulated to a large extent according to results of exar?ination ; but an ex- ception may be made in the case of schools established in back- ward districts or under peculiar circumstances, which may be aided under special rules. 8. That school-houses and furniture be of the simplest and most economical kind. 9. That the standai-ds of primary examinations in each province be revised with a view to simplification and to the larijer intro- duction of practical subjects, such as native methods of arithmetic, accounts and mensuration, the elements of natural and j)hysical science, and their application to agriculture, health, and the industrial arts; but that no attempt be made to secure general uniformity throughout India. 10. That care be taken not to interfere with the freedom of managei's of aided schools in the choice of text-books. 11. That promotion from class to class be not necessarily made to depend on the results of one fixed standard of examinations, uniform thi'oughout the province. 12. That physical development be promoted by the encourage- ment of native games, gymnastics, school drill, and other exercises suited to the cii'cum stances of each class of school. 13. That all inspecting officers and teachers be directed to see that the teaching and discipline of every school are such as to exert a right influence on the manners, the conduct, and the character of the children, and that, for the guidance of the masters, a special manual be prepared. 14. That the supply of normal schools, whether government or aided, be so localised as to provide for the local requirements of all primary schools, whether government or aided, with the division under each inspector. 15. That the firat charges on provincial funds assigned for primary education be the cost of its direction and inspection, and the provision of adequate normal schools. 16. That pupils in municipal or local board schools be not entirely exempted from payment of fees merely on the ground that they are the children of mtepayers. ■' '-< f m '::m few '"■tuKj < ^i'l 'Am, 202 The Schools of Greater Britain. 17. That in all board scLools a certain proportion of pupilu be admissible as free students on the ground of poverty, and in the case of special schools, established for the benefit of poorer classes, a general or larger exemption from payment of fees be allowed under proper authority for special reasons. 18. That, subject to the exemption of a certain proportion of free students on account of poverty, fees, whether in money or kind, be levied in all aided schools, but the proceeds be left entirely at the disposal of the school managers. 19. That night schools be encouraged wherever practicable. 20. That aa much elasticity as possible be permitted, both as regards the hours of the day and the seasons of the year during which the attendance of scholars is required, especially in agri- cultural villages and in backward districts. 21. That primaiy education be extended in backward districts, especially in those inhabited mainly by aboriginal races, by the instrumentality of the department pending the creation of school boards, or by specially liberal grants in aid to those who aie willing to set up and maintain schools. 22. That all primary schools wholly maintained at the cost of the school boards, and all ininiary schools that are aided from the same fund, and are not registered as special schools, be understood to be open to all castes and classes of the community. 23. That such a proportion between special and other primary schools be maintained in each school district as to insure a pro- portionate provision for the education of all castes. 24. That assistance be given to schools and orphanages in which poor children are taught reading, writing, and counting, with or without manual work. 25. That primary education be declared to be that part of the whole system of public instruction which possesses an almost exclusive claim on local funds set apart for education, and a large claim on provincial revenues. 26. That the general control over primary school expenditure be vested in the school boards, whether municipal or local, which may now exist or may hereafter be created for self-government in each province, 27. That the first appointment of schoolmasters in municipal or local board schools be left to the town or district boards, with the proviso that the masters be certificated or approved by the department, and their subsequent promotion or removal be regulated by the boards, subject to the approval of the department. Iiecom7netidations on Female Education. — (1) That female edu- cation be treated as a legitimate charge alike on local, on municipal, and on provincial funds, and receive special encouragement. 2. That all female schools or orphanages, whether on a religious basis or not, be eligible for aid so far as they produce any secular results, such as a knowledge of reading or of writing. 3. That the conditions of aid to girls' schools be easier than to ; II India. 203 boys' schools, and the rates higher, more especially in the case of those established for poor or for low caste girls. 4. That the rules for grants be so framed as to allow for the fact that girls' schools generally contain a large proportion of beginners i).nd of those who cannot attend school for so many hours a day or with such regularity as boys. 5. That the standards of instruction for primaiy girls' schools be simpler than those for boys' schools, and be drawn up with special reference to the requirements of home life and to the occu- pations open to women. 6. That the greatest care be exercised in the selection of suitable text books for girls' schools, and that the preparation for such books be encouraged. 7. That, while fees be levied where practicable, no girls' school be debarred from a gi'ant on account of its not levying fees. 8. That special provision be made for girls' scholarships, to be awaixled after examination, and that, with a view to encouraging girls to remain longer at school, a certain proportion of them be reserved for girls not under twelve years of age. 9. That liberal aid be offered for the establishment in suitable localities of girls' schools in which English should be taught in addition to the vernacular. 10. That special aid be given where necessary to girls' schools that make provision for boarders. 11. That the department of public instruction be requested to arrange, in concert with nmnagers of girls' schools, for the revision of the code of rules for grants in aid, in accordance with the above recommendations. 12. That as mixed schools other than infant schools are not generally suited to the conditions of this country, the attendance of girls at boys' schools be not encouraged, except in places where girls' schools cannot be maintained. 13. That the establishment of infant schools or classes, under schoolmistresses, be liberally encouraged. 14. That female schools be not placed under the management of local boai'ds or of municipalities, unless they express a wish to take charge of them. 15. That the first appointment of schoolmistresses in girls' schools under the management of municipal or local boards be left to such boards, with the proviso that the mistress be either certificated or approved by the department, and that subsequent promotion or removal be regulated by the boards, subject to the approval of the department. 16. That rules be framed to promote the gradual supersession of male by female teachers in all girls' schools. 17. That liberal inducements be ottered to the wives of school- masters to qualify as teachers, and that in suitable cases widows be trained as schoolmistresses, care being taken to provide them with sutticient protection in the places where they are to be em- ployed as teachers. Hi m m :% 204 The Schools of Greater Britain. 18. That female inspecting agency be regarded as essential to the full development of female education, and be more largely employed than hitherto. Vernacular Education Society. The work of the Christian Vernacular Education Society for India had an excellent representation in the Colonial Exhibi- tion. The objects of this Society are: — (1) To establish in the great towns of India Christian vernacular training institutions, male and female, and to supply, as far as possible, in each of the native languages of India, school books and other educational works, prepared on Christian principles. Each training institu- tion to comprise a vernacular model school. (2) The principals and assistants of such institutions must be Christians of established character, competently instructed in the best systems of modern primary education. (3) The general funds are applicable to assist in the establishment of vernacular schools in India, supported by fees, local, or other resources. In the model schools a fee is re- quired from all pupils. Instruction in English may be given at the discretion of the local committees. The training masters are required to devote a certain portion of their time to the reading of standard native works, in order that they may obtain a general knowledge of the literature of the people amongst whom they are to labour. They must remain until they have passed the prescribed final examination in the ver- nacular. During their time of probation, which is never to exceed two years, except under very special circumstances, they receive a salary of £300 per annum. When they have passed their exami- nation, and are accepted by the committee as agents of the Society, their salary is raised to £350 per annum. When they have been in the service of the Society ten years, their salary is raised to £400 per annum. In the choice of students, preference is always given to Christians sent by missionaries, when approved of by the local committees; but, failing these, the local committees and the principals of the institutions are at liberty to select the best moral and intellectual youths they can secure. Bengal alone, with its population of sixty-eight millions, has ten millions of boys and girls of school-going age, who consequently ought to be at school; but, of these ten millions, only 1,100,000 boys and 50,000 girls are attending school, thus leaving nearly nine millions out of the ten in utter ignorance, and beyond the touch of any Christian, or even moral, influence whatever. Govern- ment educational returns show that there oxq about 50,000 primary schools in Bengal, each school averaging sixteen pupils. At about one-third of these 50,000 schools a decent elementary education is given in reading, spelling, writing, slate and mental arithmetic, itnd the rudiments of grammar and geography. The remaining two-thirds consist of schools where three or four of the elder boys are pushed on a little in reading, writing, and ordinary bazaar accoiintsi. whilst of the rest of the scholars not more than one in India. *205 in three has any kind of school-book, and drone away the school-hours in once a day repeating the alphabet from a borrowed book, iu shaping letters upon slips of palm-leaves or on the dusty earthen floor, and in repeating in a sing-song tone very easy portions of the multiplication table. One who has been in hundreds of these inferior primary schools, declares that the utter absence of moral teaching in their instruction, even when moral teaching was con- tained in the lesson read, was most distressing to witness. It is in a few of these 50,000 primary scliools of Bengal that the C.V.E.S. for the last twenty years has been doing what it could to improve the quality of the secular education, supplemented by the teaching of Christian truth. Considering the very limited means at its disposal, it has certainly done wonders. The following are the bye-laws for the regulations of the schools: — 1. That native Christian Inspectora be appointed to visit the indigenous schools, for the purpose of aiding the masters in giving instruction in secular subjects, and to teach the Bible and Christian school books in the i)lace of heathen books. 2. That the native Christian Inspectors be attached to circles of schools, no circle to include more than six schools ; and that he shall visit and give instruction, which shall be chiefly from the Bible, for at least three hours in every week in each school. 3. That the native Christian Inspectors be under the supervision of a neigh- bouring missionary or layman, to whom they shall submit their journals and reports. 4. That the native schoolmasters who accede to the above proposal shall receive a capitation fee for each pupil, and an additional grant for those who shall reach a fixed standard at an annual examination to be conducted by the local superinten- dent. 5. That the allowances to the native Christian Inspectors be regulated by the local committees. 6. That elementaiy ver- nacular schools be established in connection with the society's training institutions. 7. That these schools be conducted by native Christian teachers who have been trained in the institutions. 8. That these schools be under the superintendence of the princi- pals of the institutions, of missionaries, or of laymen in the neigh- bourhood. The exhibition of the books and models which represent the work of the society was indeed a good one. For the following details we are indebted to Mr. B. A. Gupt^, the Commis- sioner for this particular section of the Indian Court. The model of an indigenous school from the Bombay Residency, contributed by Mr. T. B. Kirkham, Educational Inspector, Poena, gives a clear idea of this humble style of educa- tional institution. The Brahman schoolmaster, sitting on a raised and cushioned seat, has in front of him eighteen boys of various castes and positions in life, placed in three rows. Those in the front row to the left are the most advanced pupils of the school, being able to read and write. They are presented as en- gaged in a writing lesson, each holding his reed pen, and having his separate inkstand on the right. The more careless boys of the '>t- }■■ 206 The Schools of Greater Britain. lot have spoiled their clothes with ink. The runwl or satchel, literally towel, contains writing paper, copy slips, penholder with i-ecd pens of sorts, a pair of scissors, a penknife, manuscript letters, mythological stories, accounts of exploits of the favourite heroes of India, books of Hindu hymns or popular songs, and a vernacular calendar called jmneliany. When the writing lesson is over, each boy has to take out the letters, stories, or accounts of the exploits of local heroes, and sit reading it. He has then to do his arith- metic till the close of the day, when the whole of the school has to revise or recite its mental arithmetic together in a chorus resound- ing from one end of the street to the other. The second row in the model consists of boys who have either finished or nearly finished tlie multiplication tables, which they write on their slates or sand-boards, and recite together in a sort of chorus, under the leadership of the teacher. The third row, which is near the right hand of the teacher, shows beginners at work with their alphabets or some of the more simple multiplication tables. The first boys ill the first and third I'ows, the first two in the second, and the one who is standing in the third row, are boys of the Brahman or other higher Hindu castes. The third boy in the first row is a Marvadi — a banker, trader, and Indian Jew. The rest, with darker skins and scantier clothes, are Shudras, either farmers or gardenei-s. Children of the higher castes can afford to pay higher fees, of which there never was a fixed rate, and, therefore, naturally re- ceive better attention. The lower the class the more distant the from the most revered Brahman teacher. The sand-board SOiit used in these schools is interesting from its sometimes having the representations of Ganesh, the god of learning and his two attend- ant goddesses, Riddhi and Siddhi, the deities presiding over power and success. Powdered brick, carefully pulverised, is carried in a small flask, generally made of the bel or ^gle marmelos fruit, or sometimes of wood. It is spread on the board, and the lettei-s are written with a bamboo style, or the hard bicoloured quill of the porcupine. Some boards have the vernacular letters carved on them to enable the beginner to run his pen through the grooved shaj^e till he can draw it for himself. When all the boys begin to read their lessons, or to recount their mental arithmetic, they naturally produce a noise which, even to the accustomed ears of the village schoolmaster, is deafening enough, and to stop this he sti'ikes his cane on the ground. The noise stops, but it soon begins with a small humming, rising gradually to the highest pitch of a loud roar! The course of instruction imparted in this school rarely goes beyond mental arithmetic and ability to read and write. In days gone by much more attention was paid to the vernacular current handwriting of the pupil than to anything else, and no grammai- was taught till the late Rav Bahadur Dadoh Pandurang and Bal Gangawhar Shastri compiled, for the first time, texts published by the Educational Department only about thirty yeai-s ago. The corporal punishment formerly inflicted on inattentive or India. 207 or iniscbievous boys deserves to be incntioncd : — (a) He was made to stand and prepare his lesson till the teacher was satisfied with his progress and conduct. (6) He was to hold his toes with his fingers in a stooping posture, (c) A small pebble — which was placed on his neck — had to be retained there, keeping his head bent, as long as the teacher wished, (d) He was made to stand with his heels about two inches away from a wall, and supporting himself or his back against the wall, he had to bend his knees forward till he attained the posture of one sitting in a chair. This was a painful operation, and soon brought the hardiest lad to tears. This was called "khurchi," literally "chair." (e) The little defaulter had to be compelled to fold his arms together with the fingers of both the hands dovetailed, and tljcn was to be kept suspended with those fingers to a long peg in the wall. (/) He had to hold the lobes of his ears with crossed hands, the right with the left and the left with the right, and then to stand and sit as quickly as he could till the jjain produced in his thighs niade him pay a copious tribute of genuine tears! Under the British rule, however, all this torture is at an end. The cane is still used, and sometimes very freely, but the teacher who cannot govern himself in inflict- ing heavy corporal punisment on the little innocents renders himself liable to another punishment at the hands of the local magistrate. It is needless to say, therefore, that there is a strong legal check on any excesses. The Educational section of the Adnnnistration of India Court in the Colonial and Indian Exhibition marks the progress that country has been making since the establishment of the British Empire. The palm leaves and the primitive styles with which manuscripts used to be written on them are shown in one cone, and it is very interesting to know that the most tedious and ex- pensive process of book- writing has given way before the very cheap and immensely superior method of printing them with types. The Government of India has sent a large collection of the vernacular books published by the educational de)>artments of the different provinces, and there is now on the spot the complete representa- tion of what the British Government has done towards the spread of knowledge in the shape of educational texts in Sanskrit, Marithi, Gujerati, Bengali, Kanarese, Tamil, Hindi, Arabic, Persian, Urdu, ami a good many other languages of India. Geography is a science that Intlia was quite ignorant of before the establishment of the British rule ; but now we are glad to note that there are geo- grajjhies and maps published in every one of the Indian languages, giving the minutest details even of each of the district and im- portant towns. Beyond the traditional manuscript accounts of the mythological heroes of India, or the exaggerated and eulogistic hakhars compiled by the courtiers of the princes who employed them, and written in the current or inaccurate characters of each of the languages, there was not a single standard book giving definite information regarding the events of the reign of any of the former rulers of Hindustan, but now we see a large number of ' ■ '.J 208 The Schools of Greater Britain. books written by eminent English historiuns, and trunslations ur adaptations of these works in the vernacular languages. The Hindoos are, as a nation, great mathematicians, but there were nu special texts on aritlinietic, algebra, geometry, trigonometry, or any of the allied soiences. At the present day there arc carefully written and syblenuitically arranged treatises on all of them. Although astronomy is a science that owes its origin to the East, the modern discoveries and the most astonishing results of tiie telescopic examinations have tended to develop it to its present state. One cannot refrain the ft'(ding of self-satisfaction in seeing his countrymen engaged in diffusing the knowledge of that science in its own cradle in a form much improved and abundantly enlarged. The texts on botany, geology, meteorology, agricultni-e, zoology, hygiene, chemistry, physiology, anatomy, and other sciences prove that no pains are being spared tx) introduce the study of sciences and subjects quite new to India. Although painting is an art mentioned in the earliest literature of the land, and although the wall paintings of the Ajantee and Bag caves are veiy much admired — even in this advanced age — even the most sceptical mind will have to admit that perspective, orthographic, projection, and architectural drawing are subjects for the knowledge of which India ought to be grateful to the British Government. Comparing the flat and conventional work of the ancient artists of India witlj the shaded and nature-like works of the students of the Bombay and Calcutta Schools of Art, one can see at a glance what a vast difl'erence tiiere exists between the two. The large collection of models and toys exhibited in this court illustrate the primitive mode of educating children in India practised even now in some of the villages in the intei-ior. The most interesting group of embroideries worked by students of the girls* schools reflect gi'eat credit on those European schoolmistresses who have been working for their sex in a country supremely conservative as regards the introduction of any civilisation. In conclusion, we cannot but draw the attention of visitors interested in the spread of education to the photographs of the schools, colleges, and university halls ei-ected during the last two decades. The educated natives of India will do much good to their country if they continue to study the natural sciences with as much assiduity as they seem to be doing at the present time. They will by the help of that knowledge be able to place themselves in the position of the real and material benefactors of their fatherland, whose natural resources require a closer and more scientific study for being utilised in the commercial world. The raw products of India have a bright future, and it is for the educated leaders of popular opinion to draw the attention of the agriculturists and others to their utilisation and export to countries which are only too glad to receive them. I ATTENDIX. :t| ol' I. THE BRITISH EMPIRE: 188G. A. AKKA. Encland, Wales, &l'' } I'-'l.OOO square miles. fU. MII.KS. ?Q. Mil KS. 1. Aden, (fc"l 23. TiCeward Islands, - OM 2. AHcension, :u 24. Malta and (!()za, - 117 o. HahainnH. r),."rfK> 25. Mauritius, 708 4. Ba»uto Ltiiul, 10,00 2(i. Natal, - 21,000 5. Bermudas, 41 27- Newfoundland, - 40,000 (i. (.'anada, ■ - :5,r^,000 28. New Guinea, - - 100,000 7. Caiie Colony, ■ 242.(KK) 29. New South Wales, - 32;-.,000 8. Ceylon, - - 2r»,(KK) 'M New Zealand, - io.-.,(ioo 9. Cy'irus, - 4,0(K) 31 . North Horneo, 32. Periin (Naval and - 20,000 10. Falkland Islands, - r>,ooo Mili- 11. Fiji Islands, - 8,0,000 19. India and Burmab, - 1,452,375 40. Trinidad, 2,000 20. Jamaica and Turks 41. Victoria, - 88,000 Islands, 4,000 42 West Australia, - - 1.059,(K)0 21. Labuan, - :^ 4.3. Windward Islands, 800 22. Lagos, - 73 Twenty-two other pos8es8ion.y. B. POPULAI'TOxV. 1885 (end of.) o7 'ifii\ (vn •i sitr: 7QO Ireland, - 0,165,420 Total of United Kingdom, Quebec (formerly Lower Canada), Ontario (formerly Upper Canadn\ Manitoba, British Columbia, Prince Edward Island, Nova Scotia, .... New Brunswick, Newfoundland, Total of the Dominion of Canada, Total of the North Ameiican Colonies, Victoria, New South Wales, Queensland, South Australia, Western Australia, Tasmania, - New Zealand, - Total of tbe Australasian < olonies, • Cape Colony and its Dominions, - - - - - 30,331,300 1.426,031 2,044,176 72,182 55,807 110,839 462,017 3;i4,085 4,5a-., 137 203,509 4,708,046 1,046,840 1,003,867 267,696 326,600 31,448 125,775 594,478 3,278,934 1.252.347 li; '^^:. ■.'!)li 210 The Schools of Greater lirifain. H.-KDUCATroXAI. STATFSTFCS IN KNfU.AXn AND WALKS. I. Ekkctidn ani» lMrm»VK.Mi;M' of Dkmiminahonai. Sihuols— (ijjsyS'J). Deiuiiuiiintioii. i _^ IH'ciVlllwl <.ji I for. Ur.'tiit < III iiiil AlllMllIlt 'll|l>- M'lillt'll hy I'riiiiuitHiK. To'ill rotf, t^ .■<. 1/ C «. 1' I i' « ''. Cliiireli of KiikUikI S.OTi! l,()il:;,418 l.olO.Ms'. '.• s( »,jim;,.mi» Mi ■■,'*H.!»t»» 10 s UritiHli, Wi'Hieyiiii, Bto. 572 IM.ti'jn 201.(Ml,i li! Ot 4-Jil.l4!j 2 lOl fl'.'r.'JH IS 10| Roman CiitUolii- I 87' :H.oi)tJ !>(),:,:<> 7 6 HMWi 8 H l;'4,l!)l hi 1 Tiitiil • 0,;)nr) l/.'iiM.n.M) l.7l,503 pupils — 4,4()r>,HI8 on the register, and 3,40(i,07() in averauo attendance This reprcsentetl ir»"J4 per cent, of the population, and 76*27 of the number on the register. Children do not enter school at quite such an early ago as formerly. In 18(55, 15"17 per cent, were under five ; in 1870, 1'>'89 per cent, were uiii/ri' five ; in 1885, 9'67 per cent, were umlcr live. But they remain there lonj,'er. In 18(55, 17'79 per cent, were eleven rt?J, H. 18, • 3. (jrauts to ^cliuul Boarili undur Act 33 k 34 Vtct. c. 7."», 8. !)7, 4. Annual grants to training colleges, n. TcnMions and gratuities to teauliurs, <>. Administration :- Oliice in London, Inspection, • - ioi,,w\j i o> Contingencies of otlico, - (jl6 19 (i ) 7. Organisation of districts, etc. under Act 33 & 34 Viet, c. 75, ...... Total, .... 18 lU 53 <» 4,103 3 <» 11.-.. 100 7 10 O.MM 11 S £55, .190 10) 151, .359 7 8V 207,572 8 92 1 3 3,2t7,ti03 2 (Tahle B.) — Classijied accorJiufj to Denomination of liecipivit. rago For Year ended From 1839 to 3 1st 31st Dec. 1885. Dec. 1885. On Schools connected with Church f .s. d. £ 8. d. of En^Land, .... 1,451.2.34 19 1 23,348,801 7 11 On British Undenominational and other Schools, .... On Wesleyan Schools, - 240,224 11 123,283 1 1 7 } 6,072,730 12 11 On Roman Catholic Schools, 154,051 9 1 2,024,328 11 3 On Board Schools, 1,003,921 6 4 6,867,109 8 10 On Parochial Union Schools, 120 80,003 9 9 Other Schools, .... 189 14 10 Administration (as in Table A. ), • 207,572 8 3,753,822 19 2 Organisation of districts, etc., under Act 33 & 34 Vict. c. 75, - 92 1 3 84,181 10 4 Grants to School Boards under Act 33 & 34 Vict. c. 75. s. 97, - 4,103 3 9 18,559 12 8 Transferred in 1857 under the head of Scientific Apparatus to the account of the Department of Science and Art, towards the expense of establishing the Edu- cational Division of the South Kensington Museum, • • ■ ••• 1,500 Payments made from the vote for Public Education by the Trea- sury in 1843, 1850, 1853, and 1854, ... 11,604 9 42,262,891 16 8 Total, - . . 3,247,603 2 ;,:\ ■:''t'\ VPi ^h \Ms^/\ r>/ iifrti/r1 /fftf'fitH. \\ loNpoN Mriiooi, uovuh Hi'vriHrn'M. immhh,', V>M> \>'nl\ 1 ^l\^^>^•.t^■^rt^ N>'h>M\n % ««.H>V«'V^ 1 o'** Sv\«v^\ Kv>«>\<\t« iNHm'llii t\>l (tin RT '•i^.omt .'tiVOI,- III :(ii;(.:io nt t* ',».f«»il I) ; (I ;i.»n ; ti M"M,0«»l 10 ,1 !{<«<< It.'Ol, 0(i jSx-i'.N'-i txWl. > 7v^ . AX\xX jiWiut \>\ S A»\<\ V ^^>l^■»\ ♦»»>>«<, till ; >»\ II \N\>\ iM t\> .i\\V, lO: <^^^«^ ,C'.>H> to i'.\M>; '.'< I'n^w .C'.'.M» T>j>^ ;> » list »">'. tVio v^rtijHM"* %vho >'*iv o\n^\U>yo«l in oomx'Oliou *^ir>^r»" x-hvNV; M»^nt<'nAnv><>, wn»i Tnohi«U\i in th«» ost\n\*to«l o\|u>n»li(uro bw=t-rot,v. *W!> : Ass.*tArtv f l!s> ; l>r*wuij; Instmotor. I'.'HH) : Oi-il it ■t/*/'t'ttl^i\ 'IVA l(tMiiMii4ii(, li'/o I (I Htiiti<(iiitiMtiiiiiMt>« (if riiyiicii c^^/id'xti'ifi, inm^ 11.. I. ....... I 1. 1 . .1 I III II mil li ■ . i 1 . I . 1 . .. 1 . . iiinii inTiii , f I (ir I (I Htl|tti iir r rurii' "i| r,'mi"iM'ifi, f ti/in | Mi'li'iii'ii |iii(iiMt(M()iiliii Mini l'!x|n>»m(iM, ♦' MIO i \i,\ui\hi^iu\i-i> /(rufMc-f'if, •'•'flM 1 K lii'li'iHHltMii /\hhl'il(t()(, I'llUi (•*»(( I '(i/tlM-»y hmi.Mi'I'.M, <•/'!»(>; 17 AN>4iMi!iiitiM, nliifi I iioririiiDi imifiii iMHf>ii"«Hi, f.'ioo, '(I />«.M, \'\tmu Hi) ' ' Miiilt (M.iiii |iiiii''/!!, 1«i , >•■ Hi'llonri I 'iil|hH|iii||i|ii\i'iiU, t'J I'l, I0« j 'I'tllVnlllllui |l]i||IH|IMt'»( (if MmikIiV 0(f|ci.(M, (iKc|l(/l)»i;< llntfixi-iinn, trthlUtlt.t'i) rtli rfKHt '|'.,«;nl, fill, l:l'l. i'fii I "iMl 1 H lllili'lHHIIt'll /^hhl'iKtlll, » f lU I I *»<( I '(|/t|M<»y KirtlMC |/(»(t, I /!!!»; 1/ AniImImiiIm, nlllfl I |l«ririiii)l Imiiili IihHhcIhi, f ,'100 , '(I /\t)i\»in„f.,, rtfiHUt Hiijit'(|i(|:.i|iilMil 111 III!' hmdiifliiiM (if (lid lllliid f'MKij flllnd hu'ltnohitt, Mm I llMI'llhlll' t'li.tj., f'IMIfl I AdNldtlHll;, fin I f Mt,((c|<((.(!-/.1, H lit, tfHM, hl.( , liliil .'t hIi IMM, Ik I «'»:l'i. Mm j '> M(.i.(l|(.W'i( I? f',»«>fi|(((.M», f |V>, M Nl'llllllMVIIlll \«(l|ll((tlllH, ♦IMM) '» K|l.(.l||(.W(l»lf M((|c|'l(l)(/.Kt, f'U'l ; M(.(.(l|(. w ... 1. Il 1.11. )l ..... 1 . 1 111.,. I'l 1.1 J . Hi ill I'll/ /»iiiii nffluin (/'Villi (»«•(• lh)iiuhitiiil] I'liy t Ic^lfx «»|(I <'(il|(.' f'(> ! '1 Ml: »'"lllt '» II): (""»0l i McIkiiiI A'C(ill(lt'< *'l"ll(. <"'«((, I /> ««I«|>.«I.»«, ♦'!'*<»; • 'mkI Iiim|iii«i (if 10 'i(li'(fii h>i\iiiinl'-i\ 'if, i;iiH> I lit II I. «'.>;i'^o. ,VMi,. liiiliiiV), hi iitutiniiii •' 'oi;i fi« I I'Hiicliinl, ( /iOO ; Kk Aon\ni,H.iiin t''ri\i,i\',m/ l.t'tti itiil, ("'fill, (In fhmt I'llhr Mt^lf {hi .hiiiiniti/, I'inf) filiik Ml-ttll«l!lMHM>i'|iilll;lll..»l(; l'(ll|c|l.|lM'|(.|l(, «'i<»Oi ') (if Hi(. |1'.«|((, f\'/.(Kl^ •|ii|M;ll|i'«ll; rMllcHml »'|(.|l(, I'lOO i A->.(it./ifltl. I'Mf^ , Ihn , I'liiiiiii'i. |lt<|iMit.iiii>iili ('i)(i(|(imM !lcil«, f'lOO J V/l A'(«(>«t'ii(f.<( 'i»i' (ii'lif(({ /(fc viti'iitii'V,', f'illO'*, MM • Hh|i(ii(| Mii(iM(/(>iii«iif, (>»ijir(r(,ii(('ri(, f'nii''ifitil l}\i-tit, ■f'.'lliH I III /\mm|iiI,MI|Ii«I nill'llKllllll VfK'MIK |(i1( V'.i'.f.i.i, (O'l ; I'/ '((ilfi}/ ' (ft»t»i''i1 }l /\ii"(Im((||||,'(|n I n^futt iltti-lit, riilll||i>ll rifllt, lllfl; M AnhIkI/IIIiI-I, V.l'/lflt i Wdllfl l»(||((l,r/r(.(if, t'tltl'i |l'lM 'll'lil, rllll; ( A'IM|m(,IIM(,M. f'/(t|(l ; ,V) lllll l,i(H/ Kll'l K'l ((' It > ('(flltl I'llt'tlfW iiu'IiIh |Ii|iiiiIiiiiii(i I't liii'lititl (M(il«, f'fiOO j f»(i , K( (iiiiiiifii riii(| A 'ii'iiirif, y\t-*M';fnihf III; 1/(1 iln,, fMllij lliill I'liil.i.r. >://»! KdiiiKciXKUi, f /O , Offi'*. 0,. AfihUtil'itiuiifNiitvri/iii'ii h'fiiiilfiii'iif. Af( lii(r"( f- f.o f.fc- f5'»'if'l, il'-^td , Ili ; 'j/wi'l W'^ikly/, ii;M>; I ViHiUi ('ivi(.|. ) i»iiiwiin< (»iii(c, f;w ; i 'U'lU i'\>ti,\,). r/n , i OHli'o YiMil.li, (.'11, IIh ) Mt'/miK lilt/ ' I'll t<, KUl'i ; I AxiMt.ifit C/n'l ';!;mw;, l.i;iO. I AM«i«litii(, ( r(.iii|i(i((iiy), ly.lVi, |«i« , Kiir»(jf,uf; '/ A««iM»,lUlt,, ' :i?/'> oIhhh), CM'!, H)^. { HiiiVMyiir l(» Um ('.(iiiid, fJ.iM* , I •'iir/( ymg An«ii«t*fi*, MH oliWH). t'.!ti<) i I HiiivoyiiiK AHHiM(,iuiW<;n(l cliwx;, f:HO; I '/iVrk f;',f/| '.\>in. — Chief Inspector of Schools; Assistant do. ; Inspector of Schools ; Inspector of Registers; Inspectress of Nee«Uework. S/urial TencliiiKj Staff. — Director of Training Classes; Science Ueinon- strator ; Superintendent Teachers of Singing, Drawing, Physical Exercises ; Teacher of Cookery, and Kindergarten Teacher. No. of Schools in operation in ISSfi, 34; Departments, 104; Cliildren for whom aceonmiodation was provided, 3r>,277; Children on IJegisters, 4l,3nr); Children in average attendance tluring the year, 32,r)!tr); Half timers 138; Adult Teadiers employed (Certiiicated), 287, (Unccrtilicated), 338 — total, ()2r». Pupil Teachers, 101 ; Candidates, 14;'— total, 304. Cost of Sites and Street Making. Cost of Transfer to the Hoard. Total cost of Sites. Cost of Twenty-nine Sites, Cost of Tliree Sites, Cost of Thirty-two Sites, - .i .V. d. 114,2 74 10 4 «>,8C.5 15 10 X, X. d. 4,315 8 292 5 3 98,58!) 11 lO.l.'iS 1 1 104,140 6 2 4,007 5 Hi 108,747 12 1 Total Cost of Sites and Buildings, - A\erage Cost per School of Sites and Buildings, Average Cost per Child of Buildings, Average Cost per Child of Site, Sites and Buildings, - .f4S4,283 9 7 15,133 17 2 II 2 4i 3 4 4^ 14 y.i CoMrAR.\TivE Cost of Schools. (Cost per Child.) Teaching Stall'. Boys, „ ,, Cirls, - „ ,, Infants, - ,, ,, per child per annum on total average attendance, Organiation, etc., etc., - Other Costs of Mainten- ance, - - - - Total Cost of School, All Schools for perioti examined for £'1 1 1 2 10 3 8 •> 2i All Schools i or period examined for Taken from Uates, - 10 o.i Net Cost to Kates after allowing for difference in Crant last received, 10 Grant earned per head, - 18 Oi Fees received, Ui Total of Net Cost to Hates, Grant and Fees for year, 2 7 Appendix. 21 T) VI.--(}I.AS(J()\V SCHOOL BOAIM) STATISTICS. tidccltd Hx tilt inuxt uiipiir/iiiil of tin School liotirds in Scotland, Tlio I)(Uf SiJiodl.^, in niitnlur (JT, urc taught in 71 Hoiianite ImildingB ; of tlieso TiH iiri; jKiiinaiient, and 1) aro titiniiorary. 'I'hcro is acconiinodation for r)5,4U.'{ puj'ils, witli 58,7>S!> on the roll, anrl an average attundance of 40,852. Trnch'uKi .sVf///: — Ma.sterH, 27S ; MiHlroHMs, ;!::« ; Kxl'iiiiil Toaciiors, 49 ; riijiil Tt-achors, .'{71 (l)oyH (17, girls :{()4) ; Monitors, 10; Tt-acherB of I'ianoforto, 'J.'{ ; 'I'cacliors of Vocal Mnsic. 0; 'reachers of Cookery, 7. Total, I07;">. Eveuing Schools — TcacliorH, '201 ; Masters, II ; Asaistants, 11. The *J0 Evvn'iiiij Sr/ioo/.'* arc attendee shown. The former rules, with long division. Addition and subtraction of money. Short exercises in mental arithmetic may be given in the examination of all Standards. These quantities, and should be preparatory to ' Heading with intelligence will be rerjuired in all the Stand-irds, anliticiU geography of England, with special knowledge of the district iu which the school is situated. Common objects, such as familiar animals, plants, and lubstanceB employed in ordinary life. 1. As a rule, the examination in the class subjects mentioned iu this Schedule will follow one of the courses indicated in the Schedule. But if the Managers desire, they may submit to the Inspector at his annual visit, and the Inspector may approve for the ensuing year, some progressive scheme of lemons in these subjects, providing for not less than three groups. In elementary science this scheme may be framed so as to lead np to one of the soientific specific subjects; or the scheme given above may be taken ■• a guide suggesting heads tui a sufficient number of lessons iu each standard or group. IN IN THE rmer rules, with i ivision. Additiun BubtractioQ uf 1 Standards. These Id be preparatory to ELEMENTARY SUBJECTS IN ENGLAND AND WALES. standard IV. Standfinl V. Standard VI. To read a few lineR from a I reading book, ur History of England. To read a (mssage from Bome standard authnr or from a history of Eng- land. Eight lines of jxietry or prose, slowly read once, and then dictated. Copy books to be bhowD. (N.B. — An exercise in d Compound rules (money) and reduction of coin mon weights and mea- sures. § Writing from memory tho substance of a short story read out twice ; spelling, handwriting, and correct expression to be considered. Copy books to be shown, ictation may, at tho discret Practice, bills of parcels, and single rule of three by the method of unity. Addition and subtraction of projier fractions, with deiiomiiiatora not i::- ceediug 10. should not inrolve large numbers, should from the fust deal the work of the next hiylier Sfamiard. To read a (vtssage from one of Shakespeare's historical plays, or from some other standard author, or from a history of England. A short theme or letter un an easy subject ; B]^el ti iig, h.'indw n 1 1 ii g, and compositiou to be considered. Copy books to be shonri. Standard VII. To read a passage from Shakespeare or Miltoa, or from some other standard author, or from a history of England. A theme or letter. Com- position, spelling, and handwriting to be oon- sidered. Note books and exerciae books to be shown. inn of the Inspector, be substituted for composition.) Fractions, vulgaranddeci- Comi'ound proportion, mal ; simple proportion, aveiages and ^eicen^ and simple interest. agei. ith concrete as well as abstract y and expresgion in ., and three, one of r may examine from »rtly by questions ou he discretion of the at in which they are SUBJECTS.- ooks and oral lesBOua, S The tables to be learned inclinlo those weights and me.isures only which are in ordinary use, viz. .— Weight,— 7\ie ton, hundredweight, quarter, stone, pound, ounce, and drachm. Ziiiit. ^'t»i«.— Year, mouth, week, day, hour, minute, and second. Article 109 (f). illustrated, so far as possible, by maps, diagrams, specimens, and simple experiments. To recite SO line of poetry, and to explain the words and allusions. To purse easy senleiiues, and to show by examples the use of each of the parts of speech. To recite 100 lines from some standard poet, and to exgilaiu the words and allusiims. To parse and analyse simple sentences, and to know the method of torimng English nouns, adjeciivea, and verbs from eauh other. Freehand drawing from i Freehand drawiiiK from rectangular and circular , models. i Simple scales, and drawing I to scale. l)r.i« jnj,' from.'iny common iil)ji'(t.s. Geometrical figures with instruments and scale. To recite 150 lines from Shakespeare or Milton, or Bonie other standard .itithor, and to explain the words and allusions. To parse and analyse a short complex sentence, and to kiiuw the mean- ! ing and nsa of 1,/atiii i>ie- I Axes in the formation uf I English words. 1 Preeliand drawios from the flat 1 Drawing from moaeU of regular furmi ' anj frum any coromoa ohjeccf. ; PlaUtf aritl ek'TatKins of jilaiii; i figures and rectatuiilar Bolids in ' •itnple pDBitiunt witli aeotioni (for buji oDl]r>. To recite 150 lines from Shakespeare or Milton or some other standard author, and to explain the words and allusions. To analyse sentences, and to know prefixes and termiuatiouB generally. I-'reehand ilrawing from tb« flat. Ilrawing any oouimou objecti and castfl uf ornuniuiit in lirlit au4 sliade or Geometrical drawing more advanced tlian in VI. Plana and elevation of rectanKuUr and circular lolidi In limple tioil- tioDi with leotioni (for tojri ODlj). from actual objects, such as the doors and windows, furaitiire, and apparatus of the schoolroom. istanoea employed in _„/ one of the courses |r at his annual visit. Ins in these subjects, %ed so as to lead up Ude suggesting heatli Physical and ])olitical geography of the British Isles, and of liritish North America or Aus- tralasia, with knowledge of their productions. Geography of Europe, physical and political. Latitude and lougitude. Day and night. The seasons. tieography of the world generally, and especially of the British colonies and dependencies. Inter- change of productions. Ciicumstances which determine climate. (In Standards V., VI., and VII., maps and diagrams may be required to ilhistrjte the answers given.] The ocean. Currents and tides. General arrange- ment of the planetary system. The phases of the moon. A more advanced know ledge of special groups of common objects, such as— (a) Animals, or plants, with particular reference to agriculture. (6) Substances employed in arts and manufactures. (e) The simpler kinds of physical and meohaniual appliances, €.g. the ther- mometer, barometer, lever, pulley, wheel and axle, spirit level. (a) Animal .^r plant life. (6) The chemitial and phy- sical principles involved ill one of the chief indus- tries of England, among which agriculture may bo reckoned. (c) The physical and me- chanical principles in- volved in the construc- tion of the commoner instruments, and of the simpler forms of indua- trial machinery. 'i he preceding, in fuller ' detail. The preceding, in detaii. fuller 2. If History l.i taken as a class subject in the upper division, a proKi'essive s-jheme of lessons in it must be submitted to the inspector at his annual visit, and approved by him for the ensuing year. In districts where Welsh is spoken the intelligence of the children nxamlned in any elementary or class suhject may be tested by requiring them to explalnln Welsh the meaning of passages read. 1 II I ii ll 1 i i i 220 The Schools of Greater Britain. X.— PROGRAMMK UK STUDIES FOR THE PRO CONDENSED FOR THE 1. The following programnio of studios, witli the percontiigo of time to be ruiiil schools of the Province and for city or town sclioola in which there are not lictttion as the circumstances of each school may retider advisialjlo. Tlii'.si' to the local school inspector and receive liis Oi'sent. 2. The subjects of reading, writing, spelling, composition, and arithmetic, \w\\v^ 'i. The time table of each rural school not kept in operation the whole scliool teaching of the subjects de<-larcd to bo (►"scntial, the remainder of the time book-keeping, etc., as may be found practicable, by familiar oral lessona or by 4. Each teacher shall make out a time tabic; for his scliool, and submit it posted up, with the inspector's approval marked upon it, in a conspicuous place Uklioious ExBRoisEa.. Rkadinq Rkadino-SmppI*' menXnry ana o]>- iiOVMl Tablet*, First Book-Parts I. and IT. Ontario First ReaiJers or Aiipleton'H Primary KeadLTs and (?harts may be used for alternate lessons Spklmno. Composition. Writing AltlTHMKIIC. Grammar. STANDARD I. From Reading Le.s.son.s. STANDARD 11 Second Reader.. Henry Cabot Lodiin's Popular Tales First and Second Series; to tako. tlio place of the regular readiiiK lesson not oftener than twice each week , From Reading' Ijcsson.s ' New words in Readintj Lessons used i Rcurochiction of the sul)atanco- nf in original sentences; ropriiductioii the Reading; Lesson; duscripti^'ii uf sinii>le stories, and of the sub- 1 of actions and objects; simple' stiuico of the reading lessons. On slate letter writing,. Copy Books, Nos. 1 and 2. . Pt. L— Ideas of numbers I to 20 de veloped ; operations in addition. 8u)itraction, multiplication, and ! flivisiim— results not to execed at. I Pt. IL— From '20 to 1000 ; operations ; in 4 siniple rnles— results not to ! ex'ceed luoo. Roman numerals to XII Correction of coUoauial errors. . Simple Rules comiilcted. Notation and Numeration to 1,000,000. Ro- in.m numerals to Geooraphv. ICorrection of colloquial errors. Di- vision of sentence into subject and predicate Ideas of place developed; points of Elementary definitions; local geo.ttra- conip.'ws ; location of objects ; ideas phy; boundaries; countiesand lead- of maps developed ing physical features of Manitoba. HlSlORY BOOK-KEBPINQ . Object Lessons.. Hyoikne. Drawing. Music . Algsbba and Gbometrt .... Accounts and receipts— separate and' combined \ Common objectg— parts and quali- 'Six familiar animals; 3 birds; a fish; ties. Colour-choosing, comparing;, 'I re)>tile8 ; some insects: n familiars matching, and naming primary plants or flowers. Colour— clioos-' colours j ing. conijiaring, matching, and' I naming secondary colours Lessons on cleanliness and neatness. (Lessons on good water, pure air. Principal parts of the human body. Straight lines and their simpler com- binations. Elementary flgures dry feet, proper clothing, exercise, rest, avoidance of draughts. Straight lines, curves, and theiri simpler combinations. Elemen-, tary flgures Note singing of simple songs jSinging of simple songs. Appendix. 221 TESTANT PUBLIC SCHOOLS OF MANITOBA. X'Sr, OF RURAL S( IIOOLS. (Icvotwl weekly to llio tenching of a|)cr. Numeration and notation to Khh) ; addition and. sub- traction ; mental aritlimetiti. The drawing exer- cises in parts I. and II. First Reader. Conversations concernini; the earth. Uote Singing. Oral exercises in language. Form, size, colour, weight, common objects ( parts and qualities). •Second Reader. Spelling from ruadint; les.sDii . on slates and orally. Writing on slates a:".d paper. Is umeration and notation to i,ix)(),00o; multi- plication and division; mental arithmetic. Drawing book No. 1, autho- rised series, Local geography and elementary delinitions. Map of the world. Rote singing. Klementa of Musical Nota- tion. Oral and written exercises in lan- guage. Sub.iects of Class I. continued Third Reader. Spelling with ver- bal distinctions, on copies and orally. Copy writing. Business forms. (Greatest common measure and least common multiple. Ele- mentary reduc- tion. Compound rules. Mental arithmetic. Drawinj; books Nos. 'J a.tds. Definition. Sim- ple map geogra- phy, N. Ameri- can and Ontario. Map drawing. Simplesongs. Ele- mentary ideas of written music. Classes of words and their inflec- tions. Simple de- scriptive writing. History, English and Canadian. Common objects (source, manufac- ture, uses, etc. ) Animals, birds, lilants. 4TI1 CLASS. Fourth Header. .Systematic ortho- graphy and or- thoepy. Business forms and accounts. Vulgar and ileci- mal fractions. Elementary per- centage and in- terest Mental arithmetic. Drawin;; books Nos. 4 and 5. Geography of the j Continents, Can- j ailaand Ontario. Map drawing. Song singini?. Sacred music Musical Nota- tion. Elements of for- mal Grammar and Composi- tion. Leading features of English and Canadian His- torj. Temperance, Hvuiknis, Drill (with Calisthenics for Girls), and Moral Culture. Appendix. 2-j:} Xir.— THK CAl'K OK (i()()l> HOPE. STANDARDS OF ATTAINMKNTS IN KMOMKNTARY SUn.IKCTS, untlcr which the IiK.jicctors of SchDols iiro instructed to classifj Scholars after examination. MKNTS. 8TANI>AItl> I. (Low«»t). ItKAHiNfi. ,. ' Niirrntivc in M(>iiosyll,il)l(!8. Stani>\ui> II. Standard III. -I . WllITIXO.... AniTHMKrif GKOUltAPlIY OllAMMAn ., Write on iSlate Fiuurcs unit MonosyllitblL's. Sininle Addition una Multipii- cation Tal>it! itt farasUtiincsl::. Niirrativf frnni an .\ny nnlinary I'lJL'Miiintary lload- Narrative, in;; l(o(il<. Writu sliort Sen- Write an ordin- tuncus to Dicta- ary I'asHaKe, tiun. and tran- dictated sluw- Hcril)e I'ar..'::;.;!.'s ly. from a I'rinted Bo()l<. Any examidt; in Simpie Kiili'», as far as Sliort Divi- sion, 'i'lii' Multi- plication Table. Long DivLsion, Oiniiiound ltnlf!i(Money). Outlines of Poli- tical (ieoiira- phy. 8TANUAKD IV. Any ordinary Xarra- live lliientiy and correctly. Write freely to Dic- tation. Practice, Propiirtlon, anil Vuiuar h'rai;- tions (Kleincntary Kxercisex). Political OeoKrapliy Kenerally. Elements of ( Irani - mar, I'artM of Speech, (.'(imposi- tion of a Sentence. STANDARD V. Rcholiira presented for Standard V. must have previously passed in Standard IV., and must satisfy the Insspcctor in : — 1. Vulpar and Decimal Fnution,". 2. Outlines of Hi.itory (England and Cape Colony). 3. Physical Geography. i. Lessons on Natural Objects. STANDARD VI. (Highest) Scholars presented must have previously passed in SUindard V.. and must satisfy the Inspector in ; — either ( 1. Reading and Writing English correctly ; and Handwriting or both ( 2. Reading and Writing Dutch correctly ; and Handwriting. 3. Commercial Arithmetic. Exercises to test readinesa and accuracy. And in two of the following subjects, as laid down iii the Course of Instruction in Undenominational Public Schools, viz. ;— 4. The Elements of Natural Science. 6. Principles of Agriculture (for boys onl/). 6. Elements of Chemistry. 7. Geology. 8. Mineralogy. 9. Botany. 10. Animal Physiology. 11. Domestic Economy and Laws of Health (for girls only). To those who pass a Certificate will be issued, known as the " Public Schoola Certificate," and degrees of merit wUl be noted by the words, Somnrs or Competenei/. m 224 TIic Schools of Greater Britain. XIII- TRAINING IN VICTORIA. 1. The training? institution will consist of a training college in Mel- bourne, and of district training schools, not exceeding twenty in number, in various })arts of the colony. The members of the training institution will be a Superintendent, who will be principal of the training college, a vice-principal of the college, lecturers, associates, and students. 2. Training will be conducted in the training college in Melbourne by the principal and the other officers of the college, and in the dis- trict training schools by the associates. 3. The district training schools will be such State schools as shall be determined under regulations framed under section 47 of Act No. 77:i, and the head teacher for the time being of each such school will hold the office of associate so long as his school continues to be a branch of the institution. 4. The course of instruction in the training institution will be free, and will extend over two years, the first of which will be passed in a district training school, and the second in the training college. 5. Associates will be required to train and adequately instruct all students placed in training with them by tiio Department, and to provide for their receiving, outside of the ordinary school hours, not less than six hours' instruction per week in the subjects prescribed for study during the first year's course. They will also be required to train in the practice of teaching any teachers who may be tempo- rarily transferred to their schools for that purpose. (i. Each associate of the training institution will receive a fixed sum of otoO per annum, and £10 for every student whom, -ifter not less than six months' instruction in his school, he qualifies for admission to the second year's course of training. 7. Students will receive allowance as under : — (a) If paid as pupil- teachers and residing at liome, ,£5 per annum in addition to their salaries, (i) If residing ar. lume and not paid as pupil-teachers, £35 per annum, (c) In all otiifcr cases, board and lodging free of cost. 8. Every student will '>e required to enter into an agreement by himself and an approved surety not to relinquish his course of train- ing without the permission of the Minister, and for four years after the termination of his studentship to teach in any school to which he may be appointed. !). The course of instruction in the training institution will be as luider : — DuRiNfi THE First Year. Reading, Dictation, Composition, Writing, Gramma}', Geography, Arithmetic. — As may be from time to time prescribed for the Certifi- cate of Competency. Histori/.— General outlines of history of the British Empire, with a Appendix. ^mmtf more detailed knowled;;o of AuKti'alti.siaii diHcovory and Hettleiiicnt, and uf the history ot Victoria. ^«c/tV/.— Book I. Algebra.— The four Hiinplo rules, and eany Hitnple equationn. Latin, or French, or German. — Accidence and easy exerciHes. Thettrif ami Practice f./ 7Vac/«»>*f/.— Discipline^ methodH of tearli- ing, registration; preparing lesson notes and giving class lesson.^; class drill. be as 'aphv, Jertifi- DUHINO TIIK SkC()M> ^'KAK. 1. I'heory and I'ractice of Teachinn, — («) The leading princiitjcs of education ; the facidtics, their training and development ; hatiit and character, (b) Kchool organisation and management; metiiods of teaching; notes of lessons, (c) Controlling and teaching a class, or two classes simultaneously; and class drill. (Marks obtainable at final examination— 150.) 2. EngliKh Laii*/ua' are C'irufiilly Ri'iidiintod, itittiivstiiiRly written, well illiutrnted, struiigly tioiinti, and form one of the Cheapest Series of Readers yot published. Primer, cloth, illustrated, 32 pages, , . 2d. Infant Reader, ,, „ 64 „ .. 4d. Btandard I., „ ,, 144 ,, .. M. II., „ „ 144 „ .. Sd. Stiindard III., cloth illu8trat«d, 20S piiKm, 1M. IV., „ „ i!40 „ iK v., „ „ 33ti „ l8. 3d. „ VI., „ „ 38'J .. la. tid. NoTK. — Standard VI. contains Extracts from Khakenpuare, Milton, and other Standard .\utIiorH, suitable to the latest requirements of the Education Code. K. d. a 8 10 1 :! I i; 1 it THE GRANVILLE HISTORV READERS. Edited by T. J.ILIVESEY. Primer „ VI. & VII., 17 „ 54 The Poems are from Stiiiidard Aiitliors. The Marginal Notes are vciy full, .'ind -l>'pit IJio^'rapliical Sketches of tl > .Viithors are given. (I 1 1 2 (I 2 3 THE GRANVILLE READING SHEETS. THE GRANVILLE MUSIC SHEETS. Prifies on Application. THE GRANVILLE COPY BOOKS. An entirely new Series, .-nv.'jed in accordance with the latest re. nr.'-.- -its of the Code. Reantiliil, bold, round writing Wo flourishes ; a thoroughly good set of v .„ liook.s. Twelve iMinii)L'rs. twenty-lour pages 1:11.11, of SuperUne Paper, ISs. i)er giuss, net. Adopted I'y the I.niidoii .ind many other School .;:o;»rd8. THE SHAKESPEARE READER. RICHARD II. Illustrated, aiid veiy fully «i:!'otated. Strcngly Imh,,;<1 in Iinii> cloth. Clutli Is. . : AOopled by the Loiiuon kihon! j mini, PRACTICAL GEOME'TBY FOP ART STUDENTS. A Course of Lessons adapted to the Second 0-;iiie ..'.1 1 Syll ibns of the Science and Art D.'p.irtnient, South Kensington, where the Work i* . ;w in .»► Jiy John Carroll, Art Master, llininuTsniith Training C(dlege. Sixth Edition. Price .u. London: BURNS & OATES, Ld., 28 Mk^A St.,& 63 Paternoster Row, E.G. i?s, and numerous Illustrations. ooXiLiurs' ILLUSTRATED ATLAS AND GEOGRAPHY, POLITICAL AND DESCRIPTIVE. Cloth, price 2s. •* This new Work is intended to provide the onlinary reader with an easy means of reference to all the more important places in the world, and the c} ni facts connected with them. Tho physical outlines arc described with sufficient minuteness, while the political divisions are set forth witli clearness and appro- priate brevity. " The Full-page Maps are Twenty-four in number, and are remarkalle for the clearness and beauty of their prtidu'jtion. Every important place is recorded, and in connection with the more remarkable towns there are beautiful illustra- tions, which have been carefully prepared. "The whole work is admirably adapted for popular purposes. It will be found useful in the schoolroom, alike for reading aloud, and as an easy means of refreshing the memory on the general facts of geography."' Specimen Copies to 1/ end-Teachers at Half the Pv^'lisusd Price in Stamps. WILLIAM COLLINS^ SONS, & 00 , Limited, BRIDEWELL PLACE, LONDON, t.O. from the important re( raphi- verything carefully bracts are ice of the rithmetic, itch Maps, A NEW SERIES OF GEOGRAPHICAL READERS. Teachers are particularly requested to see this New Series now completed. .Some of the leading Inspectors pronounce them quite a departure from the style of similar books hitherto in use. For thefrst lime the subject matter is presented in a pleasant and readable form, free from needless details, while copious Sum- maries (giving the text) and other aids greatly assist the teacher and pupil. ^^■— WITH COLOURED MAPS AND ILLUSTRATIONS. Standards I. and !L — Containing all the information for the First and Second Standards in simple language. 44 Lessons, 90 pages, 9d. Standard III.— England and Wales. GO Lessons, 120 pages. Is. Standard IV.— Scotland, British North America, and Australasia. 60 Lessons, Is. 3d. Standard V. — Europe, Physical and Political, in which each country is fully described, with pronunciation of proper names, etc. 60 Lessons, 150 psvges, Is. 6d. Standards VI. and VII. — The World, giving vivid descriptions of the various countries, with the habits and customs of the peoples, in a manner which renders the book as interesting as the most exciting romance. 60 Lessons, Is. 6d. *^^* Sample Volume Free, if uuth view to introduction. Coloured Atlases to accompany the above— The British Colonies, 16 Maps, 4to, 6d.; Europe, 16 Haps, 4to, 6d. ; The World, 16 Maps, 4to, 6d. ; 24 Maps, cloth, Is. "Those books strikingly illustrate the revolution in the methods of geographical iustructiou that has taken place within the lifetime of a single generation. A study which used to be painfully dry and tedious is now made as interesting and attractive to ;niy child of intelligence as the most fascinating of fictions; while a far wider and more .«ulid foundation of geograjjhical information is laid than was possible under the old .•system." — Scotsman. " One excellent feature of the books is that they may be used in the place of ordinary reading books, ia this way toaclnng the young scholar to read, while geographical knowledge is insidiously instilled into him by the sugar-coated process of interesting I'eading lessons." — Dundee Advertiser. " Tlie maps and illustrations are excellent ; and the book altogether is fitted to convey a large amount of useful information in a most captivating form." — Educationnl News. \PHY, th an easy the c> >-3f 1 sufficient and appro- arkal'.e for is recorded, ful illustra- It will be sy means of ucd Ul |iiited> AN ENTIRELY NEW SERIES OF HISTORICAL READERS. Beautifully Illustrated, and Strongly Bound. Standard III. — simple stories from English History, from the earliest period to the present time. Fcap. 8vo, cloth, 176 pp., lOd. SltiTldard IV.— Sketches from English History, from the Roman Invasion to the present day, with Summaries and Recapitulation Exercises. Fcap. 8vo, cl., Is. " The language is in a style suitable for children, each chapter is sufficiently long to contain an entire incident, and the stories are all interesting. The boys and girls who use this Reader will be sure to be pleased with it. It is a good book, and deserves to be well known among teachers and scholars." — ISchoohnaster. Standard V. — Complete History of England. Fcap. 8vo, cloth, Is. 6d. iStandardS VI. and VII.— History of the British Empire. With Five Coloured Maps and numerous Woodcuts. New Edition, containing i>afficient Historical Information to ensure a Pass in History in connection with the Government, University, or Civil Service Examinations, with Questions and Copious Index. Extra fcap. Svo, cloth, 440 pp., 2s. " The most striking events are elaborated into a consecutive whole, and the upward d onward progress of the people clearly shown in pleasing language. Aay pupil getting a good grasp of the book, will have a very fair elementary knowledge of n\v. history of his country. We can strongly recommend the book." (Review of Standord 1\.)— Schoolmaster. London and Glasgow: WILLIAM COLLINS, SONS, & COMPANY, Limited. ii^iii COLLINS' SCHOOL SERIES. NOW HEADY, AN ENTIRELY NEW SERIES OP INFANT SCHOOL PRIMERS AND READERS. Providing a Complete Coarse of Elnuentary Readituj, Writing, and Spelling, with Simple Exercises in Arithmetic, and j'orming a Cotuplete Introdiictton to the loork of Standard /. UNRIVALLED FOR BEAUTY OF ILLUSTRATIONS AND PRINTING. First Infant Ppimer, 3'J pp., id ; clotli, - Second Infant Primep, .{- pp , iil. ; eioth, Third Infa'^t Primer, 64 pp., 2(1. ; cloth, First Infari deader, 48 pp., paper *M. ; cloth. Second Infj^ ler, 48 pp., paper 2cl., cloth. Complete ini-Mi / «ader, 96 pp., cloth, - The ABC and Si^. ..♦■ for Be&rinners, a companion witli sixteen pages of Simple Lessons in wltite on Slate Work in Infant Schools. Foap. 8vo, - to the above series a black ^'rounil, for Id. 2d. 3d. 3d. 3d. 5d. Id. JUST PUBLISHED. THE LARGEST SET EVER ISSUED. READING SHEETS FOR. I3SrF-A.2SrT SOIHIOOILiS. Corresponding with the published New Infant Primers, and printed from new and Large Type, which can be seen from any distance. PRINTED ON LINEN, AND PRACTICALLY INDESTRUCTIBLE. SizK— 27 by 30 inches. Each Sheet separatelyj The 8«!t siupended mounted on Set I.— For First Primer, 14 Sheets, • - 15s. Set II. — For Second Primer, 14 Sheets, - 15s. Set 1 1 1. —For first portion of Third Primer, 9 Sheets, IDs. from one Kollei. 13s. 6d. 13s. 6d. 9s. Wliat the Press says : — The Schoolmaster says : — " A scries of channing little books, beginning with the moat elementary strokes and gradually leading up to reading suitable to the average intelli- gence of a first class in an infant school. The author never forgets she is writing for iufanta, and everywhere are trace.s of careful thought and earnest desire to instil information in the most attractive pleasing manner." The School Ouardian says: — The illustrations and type are alike admirable. The books will foi-m an excellent introduction to Standard I. The iichoolinintress say.« : — "Will give great satisfaction to the teachers of infont schools. The books are well illu:itr!ited throughout, und will form a valuable acquisitioa for the instruction of children." The Educational News (Edin.) says: — "Theoe books are veritable works of art — not only perfect in their udvauee from the simplest forms and sounds to the higher com« binations of both — but pleasingly pictorial in the mere arrangement of the matter. The series is as perfect ixs it seems possible to make school books." LONDON AND GLASGOW : WILLIAM COLLINS, SONS, &, COMPANY, Limited. THE IMPROVED ILLUSTRATED READERS, With New Iiessons, New Ulustrations. and manj other new. and important features not to be found in any other Series. ADOPTED BY THE LONDON SCHOOL BOARD. FIRST BOOK, containing 40 Lessons, 80 pages of Text, clotb limp. 6d. ; full bound cloth, 8d. With Poetry for Recitation, Spelling Columns, Meanings of Difficult Words. Rules for Spelling, Simple Oraminnr Ledsous, Script £xeruiae(<, and Arithmetical Tables. SECOND BOOK, containing 40 Lessons, 80 pages of Text, cloth limp, 7d. ; fyll bound cloth, 9d. With Poetry for Rec:itation, Spelling Colunms, Mcunings of Difficult Word;*, Summaries, Questionn, Simple Grummiir Lessonf, and Arithmetical Tables. *#• llie Lessons in the first ttco books consist ouly of Interesting Stories. THIRD BOOK, containing 60 Lessons (severf.l being Dialogues), 120 pages of Text, cloth limp, 8d. ; full bound cloth, lOd. With Poetry for Recitation, Spelling Colui ins. Meanings of Difficult Words, Sum- maries, Questions, Easy Lessons in Grammar ind Analysis, and Arithmetical Tables. FOURTH BOOK, containing 60 Lessons, 128 pages of Text, full bound cloth. Is. With Poetry for Recitation, Spelling Columns, Meanings of Difficult Words, Summaries, Outlines of Grammar and Easy Analysis, and Arithmetical Tables. 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By desire of many Teachers using- the Editions issued in 1885, we have [still further improved the first four books of the Series, in which the Lessons have been simplifled, and Grammatical Exercises adapted to the various Standards have been added, thus makingr the Series undoubtedly the most complete ever published. In Ordering, phase nai/ " Ntw and lierined Edition." or " Original Edition infii/ed in 1885." As A Companion to thk a«ovk, for the i:se of Semok Pupils, FORMATION OF WORDS, Prefixes, Postfixes, Roots— Latin, Greek. Saxon, Frenoli, and Mi.«cellaneous — with numerous Exercises, &c. By JOHN RUSSELL, F.E.I.S., F.R.Hlst.S. 64 Pages, price 2d. Tsachers making a change should write for Sample Volnme, or examine Specimens at the Booksellers. LONDON AND GLASGOW: WILLIAM COLLINS, SONS, & COMPANY, Limited. COLLINS' New Drawing Books m Cips. DESIGNED BY D. MACKINLAY. Prepared to meet the exact requirements of the Drawing Schedule. SLATE CARDS for STANDARD I. and INFANTS. 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