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f
i
REPORT
OF THK
MINISTER OF EDUCATION
u .
REPORT
OF THE
MINISTER
EDUCATION
FOR THE YEAR 1885,
• WITH THE STATISTICS OP 1884.
^tinttA IQ) (6tAtt ti tin ^t^islvAvt ^««eitttiig.
«.«>.-'- «•
, » • <• *
• B '
U>ttttnt»:
^PRINTED BY WARWICK & SONS, 26 & 28 FRONT STREET WEST,
1886.
• » •
* •
'•• ....•
*•••• .. . ....,
•
:*••• !•••-
••••. •.•••• ?••••
••• ••••• ••••»
• • , • • • »
• • • ••
••••• ••••
• • • • • • •
•• •••••
• • •
'•V * •
• • ' *
• •
• • ••
• ••••
101819
TABLE OF CONTENTS
STATISTICAL REPORT, 1884.
Statittici of Public (including Heparaie) and High SchooU^ I884.
Public Sohoom.
Page.
I. School Population, Average Attendance, etc xii^
II. Classification of Pupils , xiv.
III. Teachers' Certificates, Salaries xv.
IV. Schools and School Houses, Maps, etc xix.
V. Receipts and Expenditure xx.
VI. Roman Catholic Separate Schools xxii.
High Schools and Collegiate Institdtes.
VII. Receipts, Expenditure, Attendance, etc xxiii.
VIII. Classification /. xxiv.
IX. Miscellaneous xxiv,.
Model Schools xxv.
Teachers' Associations xxvi.
Tbainino Institutes xxviii.
Normal Schools xxviii.
Art Schools xxix.
Mechanics' Institutes xxix.
Depabtmkntal Examinations *", xxx.
Arbor Day xxxii.
School Law and Regulations xxxiii^
Religious Instruction xxxiii.
Colonial Exhibition xxxv.
Reading Course for Teachkrjs xxxv
Conclusion xxxri
Tables, 1884.
1. Publtc Sckoof«.
I. Table A.— School Population, Total and Average attendance, etc 2
II. Table B.— Reading Classes— Pupils in the different branches of instruction 8
III. Table C— Public School Teachers, Salaries, etc 14
IV. Table D.— Public School Houses, Prayers, Maps, etc 16^
V. Table P3.— -Receipts and Expenditure, Cost per Pupil 18
VI. Table F.— Roman Catholic Separate Schools 34
2. High Schools and Collegiate Jnstitut»is.
VII. Table G. —Receipts and Expenditure, Attendance, Cost per Pupil, etc 26
VIII. Table H.— Classification of Pupils 82
IX. Table I.— Miscellaneous, Head Masters, School Houses, etc 86
8. Oeneral StatittiecU Abstract,
X. Table K.-— G«neral Statistical Abstract, 1875 to 1884 4>
Appendices, 1885.
Appendix A.— Proceedings for the year, 1885,
1. Orders in Council 1
2. Minutes of Department 8
3. Circulars from the Minister 69
4. Confirmation of By-Laws 73
Appendix B.— Provincial Normal and Model SckoolSt 1885,
1. The Toronto Normal School 74
2. The Ottawa Normal School 74
3. The Toronto Model School 75
4. The Ottawa Model School 75
5. Report of J. A. McLellan, Esq., LL.D., Inspector , 76
Appendix C— County Model Schools, 1885,
1. Report of J. J. Tilley, Esq., Inspector 79
2. Statistics of County Model Schools, 1885 '. . . . 84
Appendix l>,— -Teachers' Institutes, 1885.
1. Ontario Teachers' Association — Report, 1886 87
2. Report of J. A. McLellan, Esq., LL.D., Director 91
3. Financial Statement, 1884 98
Appendix E,--I>epartmental Examinations, 1886.
X. Admission of Candidates to Collegiate Institutes and High Schools 100
Appendix F, ^Certificates, 1885.
1. Names of persons who have received Inspector's Certificate 105
2. " " High School Master's " 106
3. " *• Examiner's Certificate 106
4. " ** qualified as High School Assistant 106
5. Number of certificates g^^anted lOt*
6. List of Provincial Certificates granted by the Department 107
7. Temporary and Extended Certificates 112
Appendix G,— Superannuated Teachers, Teachers toUhdramng from the Fund, 1885 113
1. Superannuated Teachers 113
(1) Allowances granted during 1885 113
(2) Summary from 1876 to 1885 114
2. Teachers withdrawing from the Fund during 1886 114
Appendix H. — Inspection of Schools.
1. Public School Inspection 115
(1) List of Inspectors 115
(2) Extracts from Reports of Inspectors 116
2. Roman Catholic Separate School Inspection,
(1) Report of J. F. White, Esq., Inspector Eastern Division 124
(2) ^ C. Donovan, Esq., M.A., Inspector Western Division 126
8. Indian School Intpeetion,
Extracts from Reports of Inspectors 189
4. CoUegitUe IntiittUe and High School Inspection,
(1) Report of J. £. Hodgson, Esq., M.P., Inspector 149
(2) Report of John Seath, Esq., B.A., Inspector 102
Appendix l.—MechanicM* Instituta^ Free Mraries, Art Schools.
1. Mechanics* Institutes 178
2. Art^hools 190
(1) Report of Dr. May, Superintendent 190
(2) Report of the Western Ontario School of Art and Design, London 206
(3) Report of the Art Association, Ottawa 906
(4) Report oif the Kingston Art School 210
(5) Report of the Ontario Society of Artists 211
Appendix K,^ScienHfic Soeieiiet,
1. Report of the Canadian Institute, Toronto 214
2. Repbrt of the French Canadian Institute, Ottawa 216
8. Report of the Ottawa Literary and Scientific Society 217
4. Report of the Hamilton Association 220
5. Report of the Atheneum and St. Patrick's Literary Association of Ottawa. 221
Uniysbbtit of Tobonto ; Univkbsitt Collbob, Tobonto ; Sohool or Pbaotioal Soibnob
AND XJpPBB Canada Collbqb.
1. Annual Report of the University of Toronto, 1884-6 225
2. " " University College, Toronto, 1884-6 226
8. " ** School of Practical Science, Toronto, 1885 228
4. " ** Upper Canada College, Toronto^ 1885 281
STATISTICAL REPORT, 1884.
8 «.
REPORT
c»F TH K
xMINISTER OF EDUCATION
FOR THE YEAR 1885,
WITH THE STATISTICS OF 1884.
To THE Honorable John Beverley Robinson,
Lieuienant-Governor of the Province of Ontario :
Mat it Please Yoir Honor:
1 herewith present the Report of the Education Department for the yelir 1885, to-
gether with the statistics for the year 1884. The several comparative statements sub-
mitted will, I trust, be found worthy of perusal.
xil.
PUBLIC SCHOOLS.
I. Table A. — School Population — Att£Ndanc£.
School Population.
By the School Act of last Session the assessor is required to take the census of
all persons between tho ages of five and twenty-one, and also of the number
between seven and thirteen. From this census the report sent to the Department is made
up — its accuracy depending of cours3 upon the care with which the assessors do their
work. The following comparative statement shows the school census for the last nin©
years :
Ykab.
School population,
5 to 10.
>6
q
p
•
o
o
CD
•-a
Pupils over 21.
Total number of pu-
pils registered.
$
»
i
1876
502250
489664
873
490537
260809
229728
1877
494804
492360
494424
1430
1358
1255
488553
486802
485040
877
855
717
490860
489015
487012
261070
260400
259056
229790
1878
228616
1879
227966
1880
489924
484224
483817
1221
1463
1352
481154
474303
469751
670
502
409
483045
476268
471512
255077
261601
246966
227368
1881
224607
1882
224546
1883
478791
471287
1166
1116
462887
465374
317
428
464369
466917
243671*
244532
220698
1884
222385
•
From the above statement it will be seen that the decline in the school population
since 1876 amounts to 30,963. The column containing the total number of registered
pupils is made up from the names actually entered upon the school registers.
Non.— Tables A, 6, C, D, S, indode Separate SchoolB.
AlUndanee.
The foUowing Table sbowa the attendance for the periods therein named :
■Vmta.
1
Is
1
s
s
8
t
§
2
1
s
3
1
s
3
i
1
s
1
<
III
a.
iilsj
1878,..,
40474
giGis
1284Si
108129
04053
30021
21248.1
43
18T7.,..
43070
SSJSl
137331
109G97
10aC76
20000
217181
«
25974 (7-12)
1878....
42000
t7C34
121012
10CS50
107077
23710
224588
4fl
2741S (7-12)
1879....
44580
847fi7
133481
103311
107338
23516
219143
45
2740D (7-12)
188D. ..
44D73
85153
1213S7
101567
105033
24073
2200C8
45
30135 (7-12)
ISSl,-..
1SHS1
82790
110177
103144
lOlOOO
20DG1
2ia2a4
45
20143 (7-12)
1883,.,.
43G10
81G21
117D41
102014
107814
17883
214170
45
87444 (7-13)
1883...
41T24
7S62B
116027
103413
108820
18827
215501
40
88432 (7-13)
1881 ...
40761
7C134
114074
103007
112530
18522
221861
48
909S9 {7-13}
The precodin;; Tfthle ib oae of the moat instructivti contained in the report, and I
would Bp''.cially call the attention of TnistecBand Inspectors to the detiuls given elsewhere
respecting their own districts. (1) It will be noticed that 8J per cent, of the pupils
registered iittend school less than 20 days. In 1876, the number attending less
than 90 days was nearly 9 J per cent. (2) 16 J per cent, attended school lesa than 50 day&;
or, to summarize columns one to three, 231,859 pupils atteuded school less than 100 days ;
or less than six months in the year. It is f ery much to be regretted, even though there ia
on the whole an increase in the average attendance at school, that such irregularity as is dis-
closed by the preceding table, still prevails. It is quite clear that unless the attendance of
tlie pupils is secured, the expenditure u|>on school buildings and the training of teachers
will be comparatively unproductive. On account of the different methods in which the
avenge attendance of other countries is calculated, it is impossible for me to make such
oominrisons as I would like. It is sufScient, however, for us to know that one great prob-
lem requiring our attention is hout to inerecum the average attendance.
Compuleory Attendance.
By section 310 of the PubUo Schools Act of 1885, the parent or guardian of every
ahild not less than seven yean nor more than thirteen yean of age w required to cause
XIV.
such child to attend a public school, or any other school in which elementary instruction
is given, for the period of one hundred days in each public school year, unless there b<-
some reasonable excuse for hia non-attendance. By referring to the column which indi-
cates the attendance of pupils between the ages of seven and thirteen years, it will hv
seen that the duty imposed by section 217 of the School Act upon Trustees requires their
immediate attention. Under our Free School system the tax-payer who is rated without
his consent for school purposes for the public good, has a right to expect that those for
whose education he is compelled to provide should be obliged to attend school, at least
during the time required by the School Act.
n. Table B. — Classification op Pupils.
1876
1877
1878
1879
1880
1881
1882
1883
1884
let Header.
2ud Reader.
156425
99977
152002
108678
151474
111360
155861
110093
156527
109065
161463
107458
164810
106229
164035
106482
167722
1
1
10(»17
CO
147263
135824
132144
130013
126768
120725
117352
113980
112873
77861
72871
74729
74368
75564
73754
71740
70104
70713
u
•
Qi
Oi
■s
1
be
&
^
6
3
J=
A
^
•M
•k»
lo
CO
DQ
9011
444281
19857
1628
386393
17891
1417
390605
15622
1055
398159
13649
1482
396353
11442
1426
390170
10357
1024
390920
8919
849
411872
8698
894
410992
C3
u
400774
396006
400750
398340
399867
398598
398404
409016
416588
I
389933
402248
411216
417457
418524
417708
419557
415786
422076
eS
u
t
119479
153036
161368
160672
158789
177102
176434
222095
247715
368733
375951
381401
294405
289378
283060
280517
J
273397!
280953
08
S
e8
152148
1(W942
107890
lOaKKJ
15r)346|
I
I
159579!
158694
147283
150510
207239
226977
219940
218253
215743
210616
209184
208949
2205G
It will be observed from the above classification that the programme of studies for
Public Schools is faithfully carried out. Every department of work receives due consid-
eration. In some of the subjects, such as Writing, Arithmetic and Grammar, there is a
marked increase in the number of pupils. The increase in Drawing is perhaps the most
gratifying increase of the last nine years. The ultimate effect of attention to this subject
upon the industrial prosperity of the country cannot be over-estimated.
XV.
III. Table C. — Teachers* Oebtificates — Salaries.
Teachers' Certificates.
Year.
1876
1877
1878
1879
1880
•1881
1882
188:^
1884
Percentage of increase in
nine yearn
5
Is
• ft C6
<>185
(MG8
0473
f;59«
1^
2780
3020
3060
3153
3>
S
6747
3264
6922
3362
6867
3062
6911
2829
7085
2789
14
1
T^^
3405
3448
3413
3443
3483
3560
3795
4082
4296
Eh
so
3
Q
r-J
eS
>
25
6185
6468
6473
a596
6747
6928
6857
6911
70W)
241
250
210
253
239
258
246
211
235
>
2
8
5
CO
15
1201
1304
1409
1601
1875
1970
2169
2167
2237
3688
8926
3904
3836
3706
3828
3471
3426
3420
86
From this Table it will be seen that the total increase of 900 since 1876 is made up
of 9 male teachers and 891 female teachers.
Referring to the standing of the teachers employed, it will be noticed that there is an
increase of 24 in the number holding Provincial First Class Cei*tificates. This increase, in
view of the demand for teachers possessing the highest attainments, is very gratifying-
Owing to the superior culture required for teachers of this rank the number eligible
for a certificate is necessarily limited. There is, also, a very large increase in the
number holding Second Class Certificates, namely, from 1201 in 1876 to 2237
in 188 i, while at the same time the number of Third Class teachers is being gradually
reduced. These are two very satisfactory features of the progress of ed^ication. The
steady increase in the number of teachers of a higher grade shows : (1) That
the facilities afiTorded by our High Schools for a higher education are made use of.
(2) That those entering the profession are disposed to seek the higher literary culture
which a Second Class Certificate represents, and (3) That those {X)ssessing that higher
culture are sought for by Boards of Trustees. It must not be forgotten, that other things
being equal, the best educated man or woman invariably makes the best teacher. There
is still, however, a tendency on the part of some teachers to remain satisfied with any
qualification which entitles them to conduct a Public School.
Table of Temporary Ceriijieaiti
TUK.
403
019
480
474
3D6
32i
409
003
623
1877
409
470
433
1873
Ttaeherii Salariti
The following table shows the average salai
Cities and Towns respectively : —
i for the Province, and for Countieo,
YUB.
1
1
i
K
ii
ft
ri
n
II
<
4
U
If
n
■<
H
<
!,
H
<
Is
!i
<
If
<
n
n
'
*
t
t
•
•
*
1
«
1878
1000
386
260
3«7
210
726
314
667
S67
1016
1877
1100
338
264
37S
2C1
735
807
583
269
1084
1878
1200
407
300
SS2
247
7»
313
677
274
1133
1879
1000
409
368
368
349
732
316
616
270
1374
1880
lOOO
410
269
332
241
743
324
564
2B6
1638
1881
1100
410
265
384
240
750
330
663
261
1799
1882
1100
4ie
269
380
248
742
331
576
273
1873
1883
ISOO
422
271
394
2sa
764
362
606
277
1653
1884
1 1300
m
379
4W
264
791
364
013
283
1B41
7~"
to
ID
8
10
10
9
16
8
6
01
XVll.
It will be seen, although the increase in salaries is not very large, that Trustees are not
unmindful of the services rendered by the teacher. I regret I am not able to furnish any
information showing the mode iu which these salaries are payable. I fear the habit still
prevails of simply paying the teacher the usual grants as they become due, leaving the
balance of the salary unpaid until the close of the year. By the School Act of 1877, the
duty was imposed upon Trustees of paying teachers' salaries quarterly ; this duty is con-
tinued in the Act of 1885. The main obstacle to its discharge appears to be
that it necessitates the collection of more than the annual expenditure of one year at
one time. If Trustees would gradually levy a larger sum than was necessary for the
expenditure of the year, they would, without pres.sing unduly upon the ratepayers, be able
to comply with the provisions of the School Act. Those engaged in almost every other
profession or calling receive their earnings weekly, monthly, or at least quarterly. Why
should the teacher not share in the privilege enjoyed by other wage earners 1
There is a considerable discrepancy still between the salaries paid females as compared
with males. Why should this be, when the services rendered are, in most cases, of equal
value t
Salaries Elsewhere, — ( Comparison. )
I submit a table showing the salaries paid in several States of the Union, as compiled
from.the Report of the Commissioner of Education : —
Males.
Females.
Elinois
Maine
Massachusetts
Michigan
New York
Ohio
Penasylvania
Wisconsin . . .
Ontario
* $46 86 per month
37 39
it
102 90
41 56
iC
$37 76 per month
22 40
84 32
27 44
$43 28 per month.
«t
«(
(I
39 00 per month
36 12
38 91
426 00 per annnm
<t
<t
•<
<(
Average No.
of dayj*
schools are
open.
29 00 per month
28 89
25 40
229 00 per annum
150
117
178
148
176
155
154
175
208
XVlll.
Average Scdaries hy Covnties.
The following Table, showing the salaries paid by Counties (including incorporated
Villages, but not Cities or Towns), is submitted for purposes of comparison : —
Bratit
Bruce
Carleton
Dufferin
Dundoa
Durham
Elgin
Esttox
Fn)utf iiac
Glengarry
Grenville
Grey
Haldimand
Haliburton
Haltxm
Hastings
Huron
Kent
Lambton
Lanark
Leeds
Lennox and Addington
Male.
Female.
%
467
418
369
386
356
409
415
425
320
329
331
383
400
288
444
395
417
429
422
348 1
320
361
%
301
285
254
296
245
290
2fc6
328
228
219
208
272
280
200
297
271
267
315
294
206
210
235
Lincoln
MiddleHex
Norfolk
Northumberland . . .
Ontario
Oxford
Peel
Perth
Peterboro'
Prescott and Russell
Prince Hdward
Renfrew
Simcoe f . . . .
Stonnont
Victoria
Waterl<K)
Welland
Wellingt/iu
Wentworth
York
Districts
Male.
Female.
$
$
421
282
442
316
400
270
402
270
415
286
452
289
413
313
441
301
365
255
340
208
407
291
329
214
415
291
348
221
377
247
459
273
437
285
419
288
444
2H8
433
280
317
257
XIX.
IV. — Table D. — Schools axd School Houses, Maps, etc.
Schools and School Houses.
187G
1877
1878
1879
1880
1881
1882
188:^
1884
Percentaj^ of increase
in nine yean*
s
QC
1
Xi
m
5092
5219
5041
5155
5195
5288
5255
5316
5375
p
%
o
■ji
o
o
5042
5140
4990
5123
5137
5238
5203
5252
5316
Xi
4926
5148
5066
5147
5182
5278
5227
5284
5344
8
o
u
1417
1445
1569
1633
1666
1695
1774
lb20
1879
32
1
•
514
526
511
520
513
521
502
504
511
2253
2446
2281
2301
2297
2372
2306
2343
2323
3
I
742
731
706
693
706
690
645
617
631
B
fee
.S
o
o
4603
4666
4670
4744
4752
4740
4738
5119
5163
12
£
I.
36874
37493
38995
39987
40104
39719
39372
39812
40022
H
9
• ™
ri
> ♦»
204
204
306
208
206
208
206
207
308
From the above Table it will be seen that out of a total of 5,375 schools established in
Ontario, 5,316 were open during last year. It will also be observed that there is a con-
siderable decrea;se in the number of log school houses and a large increase in frame and
brick. In 1850 there were only 99 brick school houses in the Province, now there are
1879. In the same year the number of log school houses was 1466, now happily reduced
to 631. It will be gratifying to notice from the column headed '^ maps'' that nearly every
school in the Province is furnished with a certain number of wall maps, and that the
total number in use exceeds 40,000. As in 1850 the total number of maps used in our
public schools was 1814, the figures for last year show what remarkable progress has been
made since that time.
XX.
V. — Table E. — Receipts and Expenditure.
Receipts for School Purposes,
Legislative Grant,
teachers* salaries.
Municipal School
Grants and Assess-
ments.
Clergy Reserves Fund.
Balances and othur
sources.
i
1
Total recoip
1876
$
249956
251962
25S539
25256G
263454
258297
265738
265467
2P7084
$
2340735
2422432
2278040
2307223
2321929
2352556
2447214
2538042
2675621
14
9
776344
730C87
694986
054051
669447
648385
757038
767222
780433
$
3373035
1877
3405081
1878
3231565
1879
3213840
1880
3254S30
•
1881
3259238
1882
3409990
1883
3570731
1884
3723138
Percentage of increase in nine years
7
i
10*
The revenue of School Boards consists of the amount apportioned by the Inspector
on the basis of average attendance, interest from investments, and rate levied on the
taxable property or income of the ratepayers. Since 1876 there has been an increase of
$17,128 in the revenue from Legislative Grants, and an increase of $328,886 in the
revenue from Municipal Assessments.
—
1
4
la"
1.
i
1
1
J
»
183B32I
auasoDO
201120S
2072833
21131E0
B10G010
2141140
2210187
2200037
•
4»KI3
47530
42507
33023
26222
14022
20?rB
17732
t
C302CG
477303
413333
30G0^6
2I93DO
2804CO
341018
31S343
341198
«
43S78G
510458
432230
42IG14
4342U1
413770
Q25026
BODGM
029005
«
aofflnsQ
3073480
S3SU347
2833C85
2M320o3
2844271
302C075
3108430
32808G2
• c
G 13
U 20
G9I
S 82
S 85
5 32
6 43
CGO
7 02
9 0.
14 15
14 IB
laaQ
12 82
13 21
isaa
HIS
PcrcHnbi,.'a of incrcasa in
3G
28
9
1&
*i
This Table showa an increased expenditure of $274,406 for 1884 db compared with
J876 ; or an increase of 9 per cent. The increase in municipal expenditure during one
year less than (he same period, as shown by ihe talile given below, was $818,122 ; or
20 per cent The cost per pupil is now $7.02 ; in England and Wales, $5.91 ; in Ohio,
*I0.24; in Massachusetts, $ly.40; iu Michigan, 17.59 ; in New York, tl0.9G, and ia
Pennsylvania, $7.52.
Taxation for Municipal Purpoiet.
—
Kdbai.
UsBAlf.
Toi&t.
1876
1877
*
1963066
202G0G8
2113030
213I8N
2123123
3099374
2119045
SS0021
S
2183409
3488211
2918035
2BB6079
2460738
3M70a4
2598030
5744499,
4140308
4512270
XXll.
VI. Tahle F.— Roman t/ATnouc Separate Schools.
Schools — Expenditure — Teacliers.
1876
1877
1878
1879
1880
1881
1882
1883
1884
Percentage of increase in nine yean.
167
185
176
191
196
195
193
194
207
25
$
106483
120266
127549
129092
136873
137074
166739
166289
190454
79
Total
Expenditure.
123724
154340
153611
176477
74
No. of
Teachers.
$
101493
302
114806
334
120569
333
122831
346
128463
344
374
390
397
427
42
Number of Pupih — Studiea,
Year.
1876
1877
1878
1879
1880
1881
1882
1883
1884
Percentage of increase in
nine years
a
3^
to
c
1
o
a
•
c
•
c
'A
25294
23823
24952
23716
25280
25280
24779
24777
25311
25311
24819
24767
2(>148
26148
26177
26177
27463
27463
9
15
•s
u
C
c
o
"A
14890
13154
14668
13668
14875 j
14636
13000
14074
15108
10909
1133 j
11174
1267 \
11806
1274
11469
1417
11968
1604
11909
1708
11695
1616
12805
1646
13637
1640
25
45
^1
•tr be
.6
d S
154
162
165
168
168
166
171
177
193
26
From these Ta.blea it will be Been that wbile the number of Separate Schools has
increased 26 percent., the expenditure increased 74 percent., and the number of teachers 42
per cent. The number of pupils in the various subjects in the school programme has also
proportionately increased. The average cost per pupil based on total attendance was $5.70
for rural districts ; $6.40 for cities ; 87.26 for towns ; and for the Province t6.43.
The Separate Schools are now regularly inspected by Mr. J. F. White, who holds a 1 st
ciaEB Provincial Certificate, and Mr. Cornelius Bonovan.M.A., of Toronto University, from
whose reports it will appear that they are generally well managed and prosperous. The
large expenditure incurred for their maintenance evinces great liberality and zeal on the
part of their supporters, and so far as the Department is responsible for their prosperity,
it will give me great pleasure to see them raised to the highest possible standard of use-
fulness. and efficiency.
HIGH SOHOOLS.
VII. — Table G. — High Schools asd Ooixboiatk Inbtitutis.
R*eti[il», ExpenditvTt, Attendance, etc.
1
5
•
£
1
fe5 .
'= 1
^■■S
n
Yl4K.
1
i
m
d
il
6
3
^■?
I
.
?ks
tK
P
H
*
s
%
* c.
« c
iwe
104
321132
19ri900
304948
B541
4719
i,r.
;tr. 70
64 60
ISTS
IW
420188
223010
SBtiOlO
10574
5U08
m
37 46
66 03
IW
417461
43230!)
241097
347Wy4
400788
12136
12910
6992
7266
87
33 02
32 06
6" S*>
1880
67 06
104
3712tiO
257218
3458ri0
13136
7270
M>
26 00
ISBS
104
378H8H
266S17
34Hft46
11843
6454
05
28 47
M07
100
407978
283776
386436
12737
7302
67
30 20
Prroenlflge of incrpft"r-
2
27
44
38
49
66
fi
Deere*
(5 44
pi-, impi
Decro'rw
•11 82
pr, pui>il
The number of Collegiate Institutes in operation is 17, employing on an average
7 masters each ; the number of two tnaster schools last year was 49 ; three master
schools and over, S7. The average coat per pupil at a Collegiate Institute was $30.98 ; at
a High School, $29.89. Fees varying from $8 to $36 per annum are charged in 39 High
Schools i the remaining 67 do not charge fees.
VIII. — Table H. — Classification.
The following Table shows tlio classification of the High Schools and the number of
pupils in several of the most important subjects :
1B77..
187S....
1H73.. . .
10150
12100
i::Sja|i042
KOOriGOOJ
12L0li l£2GliM42
I I
11519, 117C74S10
12443 1?(;38 7407
M
oa
10315 4729
117GI
12iW7i5S60
13032 5383
11742 4&01
10290 4130
11490:44!
_r
1(97-4087
nWMM
IX. — Table I. — Miscellaneous.
The highest salary paid a Head Master was $2350; the lowest was $750. The
averagi! salary of a H<-ad Master was S109S. 59 ]k-.nd Mssters were graduates of
Toronio University; 20 of Victoria; 11 of Queen's; 7 of Trinity; 2of Albiit; 1 of
MoGill ; and 4 of British Universities. Thu total number of leachers employed was 358
Entrance Fammination to Hi'jh Schools.
Tlie following Table shows the number of candidates who passed the Entrance
Examination and iho occupations chosen by High School pupils on completing their High
Scjool course ;
Yeab.
exiimiDed.
Can did 3 tea
[»«ed.
Matriculated.
MtTcantile.
Agriculture.
Learned
120
146
183
248
209
280
273
277
2CG
G6t>
44C
666
731
8B9
881
708
7S0
300
328
417
636
55B
59S
046
683
671
427
e248
7383
C848
4894
6ftG6
9616
9007
10662
8270
3826
4822
26M
3427
4761
4371
7010
633
761
827
PenwDtege ol inoittM*
71
lis
113
48
00
UT
XXV.
MODEL SCHOOLS.
By the School Act of 1876, provision wsa made for the establishment of County
Model Schools. By a subsequent regulation of the Department, a Syllabus of Lectures
was prepared, and the professional course of Teachers in training fully defined. The
object of this system of training was to prevent any person entering the profession who
had not received some instruction in methods of teaching, school discipline, and the art of
school management. Although the experiment was a new one, inasmuch as no other
country had made similar provision for its teachers, and although it depended largely for
its success upon the co-operation of the principals and trustees of the schools chosen for
Model School purposes, the results have been most satisfactory. During the current year
I revised the Syllabus of Lectures in order to give more definiteness to the course, and, as
will be seen by reference to the School Act, made the payment by the,County Councils of
the equivalent to the Government grant, compulsory. The appointment of a permanent
Inspector of Model Schools has enabled me to supervise the work of training more
thoroughly than under the former system of inspection. I am satisfied there is no expen-
diture made by the Department from which so much profit is derived by the * community.
I take the liberty, however, of pointing out a few defects yet remaining to be corrected : —
1. In some instances the separate room required by the regulations for Model School
purposes has not been provided. Therefore, to make provision for the teachers in training,
the pupils of a primary room are dismissed during a certain portion of the day. This con-
cession, originally made for the convenience of the Public Schools, should now be withdrawn.
The Principal should have a room for the exclusive use of the teachers in training, in
order that whenever it suits his convenience, or whenever it is necessary for the purpose
of instruction, he might call them together without interfering with the organization of
the other classes of the school.
2. It is of primary importance that the Principal of the Model School should be
relieved during the whole of the Model School term from all public school duty. His work
as Model School Principal is sufficiently exhaustive, and he requires so much time for pre-
paration and criticism, that without such relief the teachers in training are necessarily
neglected.
3. Although music, drill and calisthenics are optional, it was intended by the
Department, when trustees were permitted to charge fees, that provision would be made
for suitable instruction in these subjects. Without this it will be impossible to secure
the introduction of music into our public schools, and certainly the physical training of
the pupils is of sufficient importance to justify greater attention to drill and calisthenics.
The following table contains the details of attendance and expenditure from 1877 to
1885 :—
MODEL SCHOOLS.
Year.
No. of Schools.
No. of student
Teachers.
No. that passed
final examination
Government Grant.
1877
50
50
51
49
50
• 46
48
1 51
52
1237
1391
1295
1413
882
820
1117
1306
1146
1372
1259
1317
615
887
791
1017
1203
$
2000
1878
8200
1879
200
1880
10000 (1879-80)
1881
4800
1882
9750
1883
7500
1884
1885
8100
8100
3 E.
XXVI.
TEACHERS' ASSOCIATIONS.
The legislation by which Model Schools were established also gave to the Teachers'
Institute a legal status. For many years through their own enterprise and anxiety to pro-
mote professional harmony and culture, the teachers of Ontario had voluntary meetings
of this kind. As will be seen from the table subjoined there were 42 Institutes
in 1877, attended by 1,881 teachers. The regulations of the Department framed
in 1877 indicated somewhat fully the course to be pursued at these Institutes, in order
that they might be both practical and instructive. By the Legislative grant of fifty
dollars the teachers were able to secure the services of persons specially qualified to give
instruction to them in professional subjects. By permitting them also to reckon the days
attending the Institute as visiting days, they were still further encouraged and aided, and
as a result I find that in 1884 the number of Institutes organized was 64^ attended
by 5,189 teachers. In 1884 I appointed J. A. McLellan, LL.D., formerly Inspector of
High Schools, Director of these Institutes. His wide experience in all the departments of
school work ; his ef&ciency as a High School Inspector, and his success in conducting
Institute classes at the request of the teachers themselves, pointed to him as fully quali-
fied for this work. By lectures which he is required by the regulations to deliver at each
meeting of the Institute, he is able to point out better methods of instruction in the vari-
ous subjects on the Public School Programme, and as these lectures are attended by many
others who are not members of the profession, he is also enabled to give a tone to public
opinion which must re-act favorably upon all the educational forces of the country. You
will be gratified to observe that 73 per cent, of the teachers of Ontario already avail
themselves of this means of instruction, and as under the new regulations the High
Schools are united with the Public Schools for Institute purposes, I have no doubt,
with a wider range of subjects for discussion, greater interest will attach to the meetings,
and greater benefits accrue to the teachers themselves. J. J. Tilley, Inspector of Model
Schools, is also employed in Institute work during a portion of the year, and has proved
a valuable and efficient officer. The following are some of the advantages of such
Institutes, as pointed out by the Rev. S. N. Fellows, D.D., Professor of Didactics in the
University of Iowa : —
Among the advantages of the Institute may be mentioned the following, viz. :
(1) The social advantages. Country school teachers are isolated and deprived of the
inspiration that comes from association. They ofttimes are lonesome, heartsick, and
discouraged. The annual reunion of the Institute is like an oasis in the desert.
(2) Direct aid is given to the teachers in their work. A problem is solved, a diffi-
culty removed, a principle explained that has given trouble for years.
(3) The professional standard is raised. The best and most„skilled teachers are
brought to the front, pretenders and quacks ape revealed, and the profession is sifted.
Higher ideas of the teacher's work are establislied.
(4) The professional spirit is quickened. Each teacher realizes that he belongs to the
grand army of teachers.
(5) Through lectures and addresses an increasing interest is awakened in the public
mind in regard to the teacher's work. Teachers and parents obtain bioader views and
appreciate more highly the value of the public school.
(6) It brings parents and teachers nearer together, causes a better understanding,
and increases the appreciation of the teacher's difficulties and work, and secures, conse-
quently, greater sympathy and support.
Fifteen years of observation in the Institutes of Iowa have shown me a marked im-
provement in all these respects.
The following table shows what is done by a few of the States in fostering this
important depai*tment of a teacher's training :
TahU thewing itatittxcn of Stale arul District In»titut<».
autoH
^^o"."'
By whuiu held.
n
1l
II
P
\
1
■s
1
1^
Arkuiw>
12
Sdayi
lor2day«,,,
1 week
2.169
1,0»
8,861
Florida
Conducted by Secretary and Agentu
(i.ooo
1.7110
B.O00
300
IIVOIO
S.O00
rw
l.fKW
1,941
2,000
13,231
1,446
331
32
41
3
73
10
3
42
MuuchuMtU .
18
New V«rk ....
\wJk
,
intendent
S,003
I.2S7
5A
13
BhodP Id)md
3<lay«
4wwkB
6«-eekK
B day"
70
South Carolina.
Texa-
Conductor! appointed by Slate Board
of Education
W«t Virginia.
4.2K7
TKACHERM' ASS<ICIATIONS (ONTARIO).
Ke(-k:p
.
Ykar.
J
1
E
1
o
d
S|
III
<
-81
1 =
11
iJi
it
1^
<
\
|1
1877
\m
43
,nm
64B8
6478
% c.
« c.
i ^■
« c.
* 0.
• c.
3611
3347 S8
530 00
fl8»32
5961 62
106!) 76
3764 63
1879
W
4186
6696
3616 56
360 00
750 66
7633 34
1687 68
4772 a)
1880
M
4214
6747
3276 00
325 00
790 20
8028 »7
1460 39
4966 86
1S81
61
4033
6922
3900 00
200 00
1027 04
8670 64-
436 63
4377 44
1882
62
4396
6857
2900 00
300 00
1086 H4
9394 28
453 03
6356 38
ISftf
62
4821
6911
402.^00
435 00
792 83
10372 91
1274 32
68T0 79
1884
64
6189
7085
2027 00
510 00
676 05
9423 47
1600 09
4875 43:
Peroentage
in eight ;'n
"
176
10
„
410
lar.
340
«
332
XXVUl.
TRAINING INSTITUTES.
•
By the School Act of 1885 I was authorized to set apart tive Collegiate Institutes as
Training Institutes for Assistant Masters of High Schools, and First Class Public School
Teachers. The Trustees of the Collegiate Institutes at Hamilton and Kingston placed
their schools at the disposal of the Department for this purpose. Each Institute waR
attended by 11 teachers in training. It will be seen by Regulations, 219 to 248, that the
course of study prescribed for Training Institutes is of a thoroughly practical character.
The teacher in training is expected to devote special attention to practical teaching ; to
teach lessons in the presence of the Principal, and also to conduct classes subject to his
criticism. The text books prescribed embrace the History of Education, the Science of
Education, the Principles and Practice bf Teaching and Hygiene. The final examination is
conducted by Examiners appointed for that purpose, and the certificate awarded authorizes
the holder thereof to teach as an Assistant Master in any High School in the Province.
For many years the training of High School Masters was entirely neglected. The most
advanced educators believe that teaching is an art, proficiency in which can only be
attained by practice. Under the Prussian system, where attention is given to every
department of education, training schools for teachers in Colleges have been in existence
for many years. As, the attendance at the High Schools is annually increasing, to
delay providing the best teachers that culture and training could produce was considered
undesirable. The mere possession of a degree from a University is not conclusive evidence
of ability as a teacher. What effect this training may have upon the higher education
of the Province remains to be seen.
NORMAL SCHOOLS.
NORMAL AND MODEL SCHOOLS.
No. of
Nonnal
Scliool
Teachers.
1876.
1877.
1878.
1879.
1880.
1881.
1882.
1883.
1884.
1886.
No. of
"Normal
School
Students.
Percentage of in-
crease in 10 years
13
13
14
15
13
15
16
15
15
12
247
257
226
429
483
418
260
338
361
40»
No. of
Model
Schoi>l
Teachern.
No. of
Model
School
Pupils.
Receij>t8 from
Fees of Model
Sch<M>l Pupils.
Kx|tenditure,
Normal and
Model Schools.
64
8
8
8
8
15
15
15
16
16
17
112
447
399
382
391
607
698
799
760
742
658
8370 00
7909 22
7752 00
7798 00
9122 00
11523 00
13783 60
13232 00
12106 75
11352 50
9 c.
39020 54
39863 58
34032 92
33719 58
36694 07
41808 43
44888 02
46540 40
40761 02
38257 11
47
36
The attendance at the Provincial Normal Schools, as will be seen by above table,
still continues satisfactory. By Kegulation 175, the holder of a second class non-profes-
sional certificate who has taught a public school successfully for one year is entitled to
attend a Normal School. During the current year a Syllabus of Lectures in the various
subjects prescribed for students at the Normal School wtvs prepared, and greater detiniteness
XXIX.
given to the whole course of instruction. By the retirement of the Rev. H.W. Davies, D.D.,
Mr. Thomas Kirkland, M. A., Science Master, became Principal of the Normal School of
Toronto; and James Carlyle, M.D., Mathematical Master, took the second position. As now
constituted, these two teachers do the work formerly done by three without any deterioration
as to efficiency or management. On the resignation of the Writing Master, the duties of his
position were divided between the Drawing Master and the teachers in the dijSerent depart-
ments of the Model School. The appointment of Miss Bessie Hailraan to take charge of the
Kindergarten, opened on the 1st of September last, enables me to place before the
Normal School students the best methods of instruction in primary work. I 'am also
endeavoring to establish a course of lectures with a view to increase the general infor-
mation of the students, and to excite greater interest in literary pursuits. The sessions
of 1885 were marked by the usual diligence of teachers and students.
ART SCHOOLS.
By the Act of last session respecting the Education Department, power was taken to
make regulations for the organization and management of Art Schools, to prescribe a cur-
riculum of studies for such schools and to award certificates. Under this provision, regula-
tions were made arranging a cdlirse of study, consistent with that prescribed for Public and
High Schools. The primary course includes Free-hand Drawing ; Practical Geometry ; Linear
Perspective ; Model Drawing ; and Memory and Blackboard Drawing. The Advanced
Course includes : — Shading from flat examples ; Outline Drawing from the round ; Shading
from the round, Drawings from natural objects ; Advanced Perspective ; Descriptive
Geometry ; Drawing from dictation ; Machine Drawing ; Building Construction, and Indus-
trial Designs. Provision is also made that any teacher taking a certificate in the Primary
Course shall not be required to pass an examination in Drawing in his Non-professional
Course. There are now in operation four Art Schools. The one at Ottawa is attended
by 133 pupils; at Kingston by 83 pupils; at Toronto by 212 pupils; and at London
by 132 pupils. Arrangements are being made for the establishment of another at Ham-
ilton, which, I expect, will be opened during the current year.
I have already pointed out in my remarks on the subject of Drawing in the
Public Schools, the effect the study of this subject must have upon the industrial prosperity
of the country. In confirmation of what I have already stated, permit me to quote the
remarks of Sir Lyon Playfair, at the opening of the Harris Academy, Dundee. '* Drawing,
and more especially Mechanical Drawing, was half the technical education of a working
man. If he had inventiveness it would help him greatly, and though he might hate no
originality to discover new plans, his intelligence was immensely strengthened by the
power of appreciating the expressions and purposes of the architect, the builder, the
engineer, the machinist, and others who had to express their purposes by the conventional
rules of Mechanical Drawing. Free hand Drawing was important to give a sense of the
beautiful, and to train the hand and eye, while Mechanical Drawing was of first impor-
tance.''
MECHANICS' INSTITUTES.
There are now in operation 122 Mechanics' Institutes, 6 of which were organized
this year. Out of a total expenditure of $117,931, the sum of $35,226 was expended
on books, $5,790 on evening classes, and $2,333 on lectures. The number of volumes
issued to the public was 528,871. This shews that there were at least that number of
persons who availed themselves of this source of information. Sixty-eight Institutes es-
tablished reading-rooms, and provided for their members 962 periodicals and 1,119 news-
XXX.
papers. Forty-three Institutes conducted evening cla^sses, with the following atten-
dance : —
1,170 Students
1,039
989
774
«
Memory Drawing .... 748 Students
Architectural Drawing 4 "
Machine Drawing .... 42 '*
Freehand Drawing . .
Practical Geometry .
Linear Perspective . .
Model Drawing ....
These classes represented nearly every trade and profession in the country. At the
examination held at the close of the term, 645 Proficiency Certificates were awarded in
Grade B, and 13 in Machine Drawing. Nineteen Institutes conducted classes in the fol-
lowing subjects : —
Writing, Phonography and Book-keeping 398 Students
English Grammar 213
Arithmetic and Mensuration 823
Telegraphy 10
((
it
it
DEPARTMENTAL EXAMINATIONS.
Examination Papers Printed 1885.
Entrance Examinations 237,750
Normal Schools 24,800
County Model Schools 12,000
Training Institutes 3,500
IIL Class 48,000
III. and IL Class 121,000
IL Class 31,500
L Class 21,600 222,100
Provincial Model Schools 14,100
Total
514,250
Departmental Examinations, 1879-1885, inclusive.
YiAB OP Examination.
1879.
1880.
1881.
1882.
1883.
1884.
1885
CandidateH
Examined.
2539
3185
3592
3090
3900
•5128
♦4541
Passed for
II. ClaBs
Grade "A."
153
121
84
230
98
414
262
Passed for |
II. Glass
Grade " B. "!
597
616
590
951
279
657
4^1
{
Pa«Hed f<»r
III. Cla8».
Conducted
by County
Boards.
424
464
452
1205
860
1150
o
c
00
506
736
144
194
In the year 1880 the Education Department assumed the examination of all candi-
dates for Teachers* Certificates. Formerly these examinations were conducted by the
County Boards of Examiners, and the expenses paid by the County Councils. As now
arranged, the expense is borne largely by the Department. From the accompanying Table
it will be seen that last year the Department printed and despatched 514,250 examina-
tion papers to different points in the Province; and examined 4,541 candidates for
teachers' ^certificates.
'Candidates who took both the third and second class examinations on the same occasion are only
reckoned once. '
XXXI.
Failures, Examination, 1885.
SUBJECTS.
English liUrature
Algebra
Grttography
Physics
English grammar
History
Arithmetic
EucUd
Third Clash.
Third and Second Clash,
Book-keei>ing
Mental arithmetic . .
Composition
Dictation
Drawing
Reading, oral
" princij>leH
Writing
Botany
Music ; . , .
Latin authors
t(
grammar . .
French authors . .
" grammar.
German authors . .
** grammicr
Second Class.
Euclid
English literature
Physics
Statics and hydrostatics
Chemistry
English n'ammar
Geography
Al^bra
Arithmetic
History
Papers Read.
1,778
1,786
1,763
313
933
1,768
1,783
1,787
1,784
1,776
Failed.
584
1,045
77
501
519
275
840
520
396
435
6
54
254
17
Bonus.
Bonus.
31
151
12
98
5
12
160
288
531
42
315
340
17
370
324
26
From an analysis of the failures of those who wrote for a second class certificate it
appears that there was no special deficiency, the greatest failure being in physics, which
was only 531. Judging by the results, the subjects of writing, dictation, history, geography,
f^lassics, modem languages and statics were particularly well taught, as the failures in these
subjects varied from one to ten per cent. only. Of those who wrote for a third-class certifi-
cate, the failure in Algebra was the most marked, being nearly thirty per cent, of the
whole. In conducting this examination there are several difficulties which, although not
insuperable, are somewhat embarrassing :
, (1) Examiners possessing all the qualities requisite are not easily found. In order
rightly to estimate a candidate's work, the Examiner should be a man of wide experience
as a teacher, well informed in regard to the subject under consideration, and of such
breadth of view as would enable him to overlook those minor mistakes which invariably
occur in every examination paper. Under the regulations recently adopted, provision
is made that Examiners shall, in future, be chosen from those actively engaged in pro-
fessional work.
(2) In preparing examination papers, the Examiner is naturally guided largely by
xxxii.
his own idea of what particular departments of a subject are most important. It in
but reasonable to expect that many who come up to an examination omit in some
instances to study every department and consequently fail, and in their disappointment
they blame the Examiner instead of their own deficiencies.
(3) Many candidates in their anxiety to pass, submit themselves to undue pressure
just prior to the examination. Instead of undertaking this task with clear heads and in
the best of health, they are found mentally and physically exhausted. The result is that
although their standing in the school might lead them to expect an easy victory, they are
sometimes left behind by those less competent, who have exercised more prudence in pre-
paring for the struggle. While these difficulties necessarily occur in every examination,
there can be no doubt, however; that as a rule those who are most thorough in their
work are most successful, and that only by examination can be secured for the profes
sion those whose attainments qualify them for the duties involved.
ARBOR DAY.
By a circular issued on the 16th day of April, 1885, I suggested to the trustees in
the rural districts to set apart the second Friday in May for the purpose of planting trees,
and beautifying and improving the school grounds. I am glad to say that the response to
my suggestion was very cordial and all but unanimous. The Inspectors report that in
addition to the planting of trees, many school yards were sodded, fences repaired, walks
laid, and flower beds arranged, thus adding to the beauty and attractiveness of
the school yard. Provision is now made in the new regulations for an annual Arbor
Day in the Province. In a very few years I trust that the grounds surrounding every
school house will be planted with suitable shade trees and otherwise made attractive
to the pupila
The following list shews the number of trees, etc., planted on Arbor Diy, 1885 :
CouKTT. No. of Trees. Flower Bede.
Brant 150
Bruce 300
Carleton 350
Dufferin 1423
Dundas 160
Durham 897
Elgin 1200 200
Essex 850
Frontenac 274
Glengarry 109
GrenviJle 400
Grey 1412
Haldimand 1045
Haliburton 250
Halton 342
Hastings 1276
Huron 17fiO
Kent 50
Lambton 650
Leeds 282
Lennox <k Addington 250
Lincoln 500
Middlesex 2100
Xorthumbcrland 1000
Ontario 600
Oxford 792
• • % . ^ •
XXXIU.
CouNTT. No. of Trees. Flower Beds.
Peel 683
Peterborough 300
Prescott & KuBsell 274
Prince Edward 200
Renfrew 363
Simcoe 35G0 53
Victoria 1600
Welland 350
Wellington 976
Wentworth 2700
York 1200
Aigonia District 1 00
Total 30648 25$
SCHOOL LAW AND REGULATIONS.
The consolidation Act of last session rendered the publication of a new edition
of the School Law necessary, accordingly an edition of 7,0C0 copies was published
for gratuitous distribution — one copy being sent to each Board of School Trustees. I
need scarcely point out that in its new form the School Law is not only simplified but,
excised of much irrelevant matter, and so classified as to make it more easy of reference.
The regulations and foruis appended will also, I trust, be found well adapted for the
purposes for which they were intended. Some of their distinctive f (matures may be briefly
pointed out :—
(1) The regulations in regard to school accommodation are more clearly stated, and
the equipment requisite more accurately described. As a rule, trustees are not unwilling
to provide ample accommodation and to furnish their schools comfortably, providing they
are directed in regard to details.
(2) The programme of studies f<T public schools has been greatly simplified, and only
those subjects of study prescribed which are deemed essential. Drawing and Canadian
history have been added to the list of compulsory subjects, and provision is made for the
study of agriculture and hygiene, and for practice in calisthenics on Friday afternoons.
(3) In the case of High Schools the course of study has been so arranged that
Teachers' certificates may be granted on the subjects prescribed for University matricula-
tion. By thhs means the number of classes in the High Schools is reduced, and greater
efficiency secured with less labor. A commercial department has also been added to
the list of High School subjects, and provision is made for granting diplomas to all who
complete successfully their B.if2,h. School course.
(4) A now scheme for the distribution of the High School grant has been framed.
While the former system provided for the distribution of the larger portion of the grant
on the basis of salaries paid to teachers, it is now provided that equipment, apparatus,
gymnasium and library shall be taken into account, the object being to stimulate local
effort and secure as early as possible the thorough equipment of every High School in the
Province.
(5) The conditions on which High Schools may be raised to the status of a Collegiate
Institute are now clearly set forth. Any Collegiate Institute already established that
fails to comply with these conditions loses its standing.
(6) A distinct course of study with a fixed number of lectures in each subject has
been prescribed for the Provincial Normal Schools, and the duties of the Principal and
stafi carefully laid down.
(7) The qualifications requisite for the different grades of certificate awarded under
the Public Schools Act have also been revised, and xnpre prominence given to the study
of English and other subjects essential to professional success.
4 s.
XXXIV.
EEUGIOUS INSTRUCTION.
Since. my last report the Department prepared and issued a volume of Scripture
Readings for the use of Public and High Schools. For many years various religious
bodies pressed upon the Government the necessity for more uniform and definite
religious instruction in connection with the work of secular education. It was urged that
as a formative element of character and a guide in future life, no child could be said to be
properly educated whose moral and religious training was neglected. In this view the
Education Department concurred. As far back as 1852 a regulation was adopted by the
old Council of Public Instruction by which Trustees were required to see that the Scriptures
were read morning and evening, and that the schools were opened and closed with prayer.
Notwithstanding that this recommendation was acted upon by 2,772 schools in 1883, still
deputations waited upon the Government, and committees were appointed by several of the
' religious bodies to press for more definite and positive action. At the meeting of the
Provincial Teachers' Association in 1 883, the question was also discussed, and the follow-
ing resolutions adopted :
'^ 1. That in the opinion of your committee the teacher, as representing the parent, is
responsible for the moral as well as the intellectual training of his pupils while under his
charge.
'^ 2. That all systematic moral training in the schools of Ontario should be based
upon the Christian religion, as set forth in the Bible.
*^ 3. That the reading of selected portions of Scripture, as a part of the regular daily
exercises in all eur schools, would be a material aid to teachers in the discharge of their
duties in regard to such moral tri^ining.
*^ 4. That we reaffirm the opinion of the Association expressed last year, to the efre«t
' that any one who cannot reverently, humbly and lovingly read the word of God is not
fit to be a teacher.'
^^ 5. That the Education Department do make a suitable selection of Scripture read-
ings for the schools under its charge."
Acting on this suggestion, I made such selections from the Scriptures as were thought
most suitable for school purposes, and submitted them for revision to a joint meeting
of the Committees appointed by the difi'erent denominations that had taken up the ques-
tion of religious instruction at the annual meetings of their ecclesiastical courts. By this
meeting they were referred to a sub-committee, consisting of Ven. Archdeacon Boddy,
Rev. Provost Body, Rev. John Burton, B.D., Rev. Dr. Dewart, Rev. Df. Laing, Rev.
H. D. Powis and Rev. Dr. Sutherland. They were finally authorized and supplied
gratuitously to the Public and High Schools.
In order that the present position of the question of religious- instruction may be
clearly understood, I might point out (1) That, under the present regulations, the read-
ing of the Sacred Scriptures is not left to the mere discretion of the Trustees. Their
duty is clearly pointed out in order that there may be no misunderstanding of the respon-
sibility under which they are placed. (2) There is a distinct declaration on the part of the
Department, that religious instruction is an essential factor of our system of education, and
l>oth pupils and teachers have daily presented to them, as a standard by which their con-
duct is to be regulated, the sublime ethics of the Bible. (3) Where formerly there was
often misdirected efiort by the reading of selections not suited to the capacities of chil-
dren, now there is a guarantee that every selection may be profitably read. The order of
the lessons is such as to secure variety in matter and style of composition. The historical
portions are so arranged as to preserve the continuity of the narrative, and the selections
so copious as to include all, or nearly all, that could be read with profit to young chil-
dren. The volume consists of 281 lessons, all of which may quite conveniently be read
once every year. The child who attends school from the age of 5 to 15 will hear the
greater portion of the Bible read at least ten times. (4) The non-denominational charac-
XXXV.
ter of this form of religious instruction is preserved, by requiring the teacher to read the
lesson for the day without ** comment or explanation.'' This provision I regard as most
important. When the most learned who give a lifetime to the study of the Bible differ
in regard to interpretation, it certainly would not be wise to authorize teachers who have
no special training, to speak with the authority peculiar to their profession, and perhaps
mislead, if not pervert, the minds of their pupils. (5) The conscientious scruples of
teachers and pupils are fully protected. The Regulations distinctly provide that no
teacher is required to read the Selections who notifies trustees that he has conscientious
objections, and that no pupil need attend upon their reading if forbidden by the parents.
So careful have I been to prevent all doubts as to the meaning of the Regulations on this
point that I issued the following explanatory circular to the Public School Inspectors :
'* Education Depaktment, Toronto, March, 1885.
** Dear Sir,— As the Scripture Readings authorized for the use of Public and Higli
Schools are now ready for distribution, I beg to call your attention to the third and fourth
paragraphs of the Regulations, which were approved by His Honor th^ Lieutenant-
Govemor-in-Council on the 16th December last.
** By paragraph three, " Any teacher having conscientious scruples against opening
and closing his school as provided by the Regulations is required to notify the Trustees in
writing to that effect." In carrying out the intention of this Regulation every precaution
should be taken that the liberty which may be rightfully exercised as therein provided
should not be used as a means of ostracising the teacher of any denomination or creed,
nor should his conscientious scruples be a reason for oflicial censure, much less for his
dismissal by any Board of Trustees.
** The right conceded to the pupil of absenting himself from the religious exercises of
the school, as provided by [mragraph four of the Regulations, requires the most careful
attention of every teacher. In order that the parents and guardians of Roman Catholic
pupils may be saved unnecessary trouble in giving notice to teachers under this Regula-
tion, it is to be assumed that the parent or guardian of a Roman Catholic pupil has
notified his wish to tho teacher, as by this rule required, unless such parent expressly
notifies such teacher in writing that he desires the pupil of which he is such parent or
guardian to attend and be present at the religious exercises prescribed. Before entering
upon the closing exercises of the school, the teacher should therefore allow a short interval
to elapse, during which such pupils might retire, and in this way remove all doubts as to
the faithful observance of the Regulations.
** While the Education Department is most anxious to promote the moral welfare of
the pupils attending the Public and High Schools of the Province, it is equally anxious
that the rights guaranteed to all by the Public Schools Act should not l>e interfered with.
You will, I trust, in the discharge of your public duties, endeavor to impres.s these views
upon every teacher and trustee within your junsdiction."
(6) Provision is made whereby the clergy of the different denominations may, after school
hours, give such additional religious instruction as they may deem necessary, and Trus-
tees are authorized to shorten the hours of daily study in order to facilitate this object.
It nust not be forgotten that our Tublic and High Schools are public institutions, main-
tained for the purposes of developing the highest type of citizenship. While to this end
a moral education is indispensable, it would defeat the whole purpose and policy of the
system to fasten upon it any form of sectarianism which would alienate that public con-
fidence and attachment under which it has hitherto prospered so well.
COLONIAL EXHIBITION.
Arrangements are being made for placing the School system of Ontario, and all other
educational institutions of every grade'and description, fully before the world at the Colonial
Exhibition, to be held in London during 1886. I trust the position secured by Ontario
at the Centennial Exhibition, and at Paris and Vienna, will be fully maintained in the
XXXVl.
competition about to take place between hor and the sister Colonies. In this connection
you will, I trust, allow me to express my indebtedness to Your Honor for many valuable
suggestions.
READING COURSE FOR TEACHERS.
Ill order to foster a love of literature and, at the same time, direct the attention of
teacbers towards those works from which the greatest benefit would be derived for them-
selves and their pupils, I have recommended a Course of Reading, extending over a
period of three years. The Course is three-fold, embracing pedagogies, Science and Liter-
ature generally. The details are fully set forth in the circular from my Department, to
be found in the Appendix.
CONCLUSION.
In the perusal of this Report, I trust you will find many gratifying evidences of pro-
gress. Nowhere are the benefits of a liberal education more fully appreciated than in this
Province, and you may rest assured that no effort will be spared to give every citizen the
advantages of at least a good, elementary education.
I have the honor to be,
Your Honor's obedient servant,
«
J^DUCATiON DepartmbM', GEO. W. Ross,
Toronto, December 3ist, 1885. Minister of Education.
T ..^ B Xi E S
BZrKBRBD TO IN THS FOBKOOIHO
STATISTICAL REPORT.
i(«).
I.— TABLE A.— The Publie
■s
■1
PUPILS ATTENDma
COUNTIES.
Uges, but not Citisa
or Towns.)
1
Is
1
■3
I
1^
1
1
i
4S3U
15650
8191
M12
52U7
6463
8243
9651
7.'i97
4h;o
!j.59fi
lfi230
6011 1
■s
1038T
15676
10027
11411
6648
6461
&442
4G66
14616
7606
8077
10426
8524
6376
8856
6649
, 9367
3838
8466
16747
98B7
8074
6293
13110
6401
13537
7416
10
25
33
10
13
18
10
13
20
14
10
26
46
27
16
13
19
16
9
20
36
18
11
11
37
12
78
3
29
28
20
36
6
17
36
19
28
39
4232
16627
9224
6191
6096
6S76
8094
9662
6658
4961
6689
16829
5960
1626
4821
10103
15993
10440
11R46
6282
6677
4609
14713
7729
8108
10141
88.W
5544
9003
6601
9281
4046
8401
16867
4.-W0
9403
70B8
5338
12416
6132
13956
7167
1
24
6
5
H
9
5
6
3
36
12
4"
11
23
12
14
18
8
29
6
4
12
6
18
16
4243
15691
9264
5229
6110
6700
8119
9676
S681
4SG3
6710
16926
5902
1540
4835
10140
16061
10479
11667
6610
6606
4521
U746
7770
8131
10151
8872
5559
9050
6015
9359
4054
8438
15931
4584
9468
7999
5359
12464
6157
14003
7222
2249
8376
4850
2794
2678
3684
4268
5U7
S460
2»532
3035
9038
3082
792
3620
6254
8470
5548
6013
3282
.t458
2049
24^
7894
4041
4467
5480
4755
2903
4778
2975
4791
3200
8323
243.^
4963
434!)
2843
6703
3257
7579
3760
^Dufferin
2436
6 Durimm
3016
14 B»liburton
748
1S2 Lennox uid Addington ....
2667
29 Peel
2666
82 Preamtt and EuBseU
4668
4606
3.^199
967
356608
406
366981
18S989
CITIES.
2237
3126
2454
9424
3727
4499
7191
2268
2362
21706
68982
" "12
14"
2327
2319
2197
8326
3749
4788
5896
3311
2366
»)668
2328
2319
2197
K414
3760
4786
2316
2356
20672
1180
la77
• IfflM
4085
i 2509
1 3041
1 11.54
1168
1 10439
l&T:::::.:::::::::::
7 Ottaw*
8 St. C«tli«riiieB
22T6
2867
1161
lOToronto
10243
Tot«l
120
64924
6S044
1 37823
27231
Schools ot Ontario.
THE PUBLIC SCHOOIA
NtHBKR OK Pupils Atowdino School.
1^ Him
11
if
1
2
1
i
2
i
§
s
1
2
S
a
Z
£
a
K
K
<
1 270
soe
1003
1026
1078
260
626
36
2160
61
2 1370
2618
3863
3509
3667
664
3607
230
7111
46
3 990
1677
2684
1947
1657
399
3709
179
4033
44
* fib
1073
13H8
1126
778
179
1366
124
1032
37
n 686
1304
1129
1010
216
1509
61
2269
44
< 638
1224
1714
• 1538
1263
323
1447
104
2861
43
7 713
1413
2009
1803
1767
366
1439
68
3711
46
8 1019
1702
2461
2111
1990
362
2O08
330
4363
46
8 vas
1SS6
1795
laoe
861
105
240!
269
2339
36
10 445
984
1285
1185
803
281
72
3067
41
11 659
1083
1490
1300
1090
188
1200
37
3494
44
13 2009
3M7
4628
3737
3537
578
4370
321
6666
39
13 611.
986
133U
1417
319
1504
139
3H6S
48
14 226"
380
432
331
134
37
655
46
610
34
16 398
160
43
2240
46
16 1206
1919
3639
1782
366
awe
333
4227
42
17 1228
2634
4094
3690
3747
668
3373
144
7416
46
18 108B
1891
2882
2267
1969
a82
2546
208
4639
43
19 1018
1766
2036
2689
2982
2567
177
6620
48
30 G33
974
1612
1436
1446
1427
73
3103
40
21 061
1080
1643
1631
1388
■>17
2194
40
2988
46
23 698
1113
1484
1215
962
144
1700
76
3206
40
23 S59
727
1119
1092
1042
24
2147
46
24 980
2108
3284
3637
4078
769
3349
169
7280
49
26 758
1666
1973
1758
1510
216
1293
71
3360
43
26 779
1399
2046
1673
293
2160
138
3678
46
27 878
190S
3569
2338
1986
472
1607
156
6188
61
28 481
1384
1979
2188
2160
680
1353
86
4321
49
29 440
987
1676
1339
1033
124
1329
34
2383
43
30 66e
1364
3113
2184
3284
440
1513
64
4348
48
81 647
1144
1482
1361
970
112
1833
17
2191
39
82 1067
1863
2408
1877
1666
498
2979
606
4028
43
33 31B
707
960
1029
841
302
801
27
1860
46
34 1114
1694
2260
1694
1361
336
2807
319
3464
41
36 1666
2954
4266
3640
2754
661
3595
253
6644
41
S6 616
819
1100
1039
893
318
1018
94
2036
46
87 1224
1960
2401
2058
1621
304
20!t4
121
3788
40
38 463
1046
1866
1083
2176
466
1400
60
4062
61
89 626
»1»
1468
1084
1086
286
1018
66
2389
46
W 086
2044
8319
2900
2633
493
3206
116
6787
46
41 608
1061
1628
1461
1267
343
1407
34
2706
46
42 1306
2427
8697
3086
2806
681
3210
132
G343
46
43 984
1616
1945
1438
973
266
1884
227
2646
36
S44T0
835(e~
90734
80860
72226
16198
83433
5670
168129
44
1 168
261
666
580
706
IT
606
1278
66
3 148
266
477
457
966
16
203
ioo'
1447
62
3 107
260
448
631
813
38
1242
66
4 396
731
2080
1626
3246
447
4908
68
B 167
W
846
894
1397
180
2098
66
A 396
736
660
303
284
1190
33
247*
2699
66
66
63
66
7 317
> 178
3404
543
766
19
1336
9 191
610
496
803
73
1294
10 850
30O7
4601
3638
9686
13310
2B06
6766
12241.
10809
21614
1719
1713
100
32916
ST
L-TAHLE A.— The Public
TOWNS.
1 Almonte
2 Amhenitburg
3 Barrie
4 Berlin
5 Bothwell..
6 Bowmanyille
7 Brampton
8 Brockville
9 Chatham
10 Clinton
11 Cobourg
12 Collingwood
13 Cornwall
14 Dresden
15 Dundas
16 Durham
17 Gait
18 Goderich
19 Harriston
20 Ingersoll
21 Kincardine
22 Lindsay
23 Listowel
24 Loudon East
25 Meaf ord
26 MQton
27 Mitchell
28 Mount Forest
29 Napanee
30 Newmarket
31 Niagara ,
32 Niagara Falls
33 Oakville
34 Orangeville
36 Orillia
36 Oshawa. . . *.
37 Owen Sound
38 Palmemton
39 Paris
40 Pembroke.
41 Penetanguishene
4^ Perth
43 Peterboro'
44 Petrolea
45 Picton
46 Port Arthur
47 Port Hope
48 Prescott
49 Rat Portage
60 Ridgetown
51 Sanawich
62 Samia
53 Seaforth
54 Simcoe
55 Smiths Falls
56 St. Marys
57 Stratford
68 Strathroy
li
lis
is
851
637
1250
1253
242
801
768
1093
2022
665
1062
1201
1423
446
915
1495
878
537
1018
817
1246
650
1400
607
403
670
619
685
413
272
586
326
800
957
981
1074
475
783
844
264
878
1935
1156
429
700
1162
620
121
405
271
1371
680
520
381
1050
2295
903
PUPILS ATTENDING
I
I
O
rSSP
1
5
3
li
a;
<5
«*4 I
880
649
1227
972
202
797
737
1662
2108
646
999
1151
1314
472
967
315
1309
1018
537
948
787
1377
615
1227
608
376
671
697
835
434
265
628
388
746
936
989
1032
432
849
861
210
670
1961
966
607
678
1094
693
148
614
277
1245
637
626
511
956
1823
782
•i
i
20
900
649
1227
972
202
797
737
1662
2108
646
999
U61
1314
472
969
315
1309
1018
637
948
790
1377
615
12-Z7
508
376
571
597
836
434
265
528
388
746
936
989
1032
432
849
854
210
670 \
1961
966
607
578
1094
593
153
515
278
1250
637
526
611
966
1826
782
&
452
352
699
522
107
394
384
839
1072
320
606
664
681
238
514
151
643
511
246
493
380
641
313
645
241
202
299
278
431
233
131
258
199
404
470
490
549
212
434
448
94
325
998
475
316
324
534
310
79
266
147
621
311
289
263
469
948
405
s
448
297
628
450
95
403
363
823
1036
326
493
587
633
234
456
164
666
607
291
456
410
736
302
583
267
174
273
319
405
201
134
270
180
343
466
499
483
220
415
406
116
346
963
491
291
254
560
283
74
249
131
629
326
237
248
487
878
377
Sohools of Ontario.
TBB PUBLIC SCHOOLS.
NuMBWi or Pupiw AiTiNDiKo School.
104
98
D9
203
218
6*i
87
420
90
230
T3
HO
106
204
129
22
74
44
118
182
108
73
126
136
268
lOS
363
TB
"'
sS
|l|^|
!i!ii
|«S!.I|i»b
1 II
is. 5«l
I.— TABLE A.— The Public
TOWNS.
69 Thorold. . .
60 Tilaonburg
61 Trenton...
62 Walkerton
63 Waterloo .
64 Welland . .
66 Whitby . . .
66 Windsor .*.
67 Wingham.
68 Woodstock
Total
TOTALS.
1 Counties, etc.
2 Cities
3 Towns
4 Grand Total, 1884
6 '• 1883 . . .
6 Increase
7 Decrease
8 PercAitage of gfrand total as
compared with total attend-
ance
o
S
d o
O a
I
IS
623
469
1013
648
632
482
696
1792
643
1143
67106
366199
68982
67106
471287
478791
7604
S •
00
28
967
120
28
1116
1166
50
24
T3
3
1*5
666
396
968
628
607
368
667
1400
632
1320
64842
366608
64924
64842
466374
462887
2487
99,%
PUPILS ATTENDING
o
e
C9
o
00
22
406
22
428
317
111
■"Si
665
396
968
628
608
363
657
1400
602
1320
64892
366981
65044
64892
466917
464869
2648
00
O
27720
188989
27823
27720
244632
243671
861
322
197
480
317
268
172
350
648
281
666
62
I
343
199
478
311
240
191
307
762
321
666
27172
167992
27221
27172
222386
220698
168Z
48
NoTi.— In calculating the arerage attendance, the
Tables A, B, C, D, £ include the statistics of Roman Catholic
THE PtTBIJC aCHOOLa
NuuBSH or Pupu» ArrtHDiKQ Souool.
iWH
i|.p 1
■3
s
1
ri
1
11 1 . u
^1 i 1 -3
If! 1 1
1
2
5
1
%
2
Si
fe 1^11= II
-5 Z
fi9 49
54
134
87
46
W
60
119
S3
146
I4S
91
331
138
90
106
147
433
123
227
183
93
320
136
115
67
144
419
112
397
164
106
305
307
66
247
347
18u
672
10
27
30
14
33
76
10
36S
232
470
319
308
333
S97
891
317
763
66
20B
150
es 4a
ss"-
51
M SI
193
187
374
30
66
33S9
68G6
11099
13338
16699
1606
6613
460
30S1S
H
1 »M70
3 338S
93503
675B
68fifi
907.14
13341
11999
80660
10609
13338
73236
31614
18099
15198
1719
82433
1713
6813
5670
100
460
16812B
32B16
30816
44
*0
H
4 40761
6 41724
76124
78638
114974
115937
103997
103443
112539
108820
18533
15837
90969
68432
6330
7366
331861
315661
4B
«
BW
2537
6300
2604
953
1036
6 8J
i
23
34
4
dinaor lued ia the Ugal Dumber of teaching d»j«.
Sepuvte Scboola vhinh axt, howerw, giTea eepkntely in Table V.
II.— TABLE B.— Tha
NUMBER OF PUPILS IN THK
RUDWO.
.t
1
i
■<
COUHTIBS.
Villigennit DOC CitiN
orTowni]
1
s
1
1
1
1
^
1
1
1110
6C54
1885
178B
2144
2217
4468
2490
174ft
1726
B802
1974
G9S
2106
4454
6107
3498
4S40
2149
1840
1739
1393
4992
2424
2621
326!
2841
2284
2873
2106
4568
1012
3193
6607
1572
3191
3044
1610
4439
1770
4698
3994
1004
3950
2092
1427
1249
1671
1 79
3229
1729
196
1 64
3796
1607
381
1144
2472
8178
2489
2746
1643
1461
1221
945
3664
729
961
3240
962
164
1837
1434
1869
939
SIOO
4037
11S6-
2367
1710
1102
3080
1818
3029
1844
1162
3668
2338
1163
1277
1763
2010
1720
1584
1133
1600
4411
1826
1O70
SI!
2583
2611
1667
1849
1724
1243
8138
1811
2101
2499
32S3
1271
2846
1402
1683
1000
1844
3866
1088
2367
1957
1427
sooo
1721
SG21
1830
760
2067
1689
74ii
993
1914
1076
837
842
1206
2760
lOU
150
608
841
2808
1712
1721
861
1393
880
890
2455
1661
1326
2007
'^
871
643
1199
997
1197
2367
768
1408
963
1101
1687
1226
2517
636
184
136
248
82
61
228
287
182
47
63
147
m
83
26
""s
"ii'
12
1
■■■■3'
10
4
4243
14327
6872
4003
4394
6940
6719
87T7
6756
4377
4702
4243
13867
736!
4.597
4301
5760
6826
8801
6463
4401
4806
147^
4243
14214
7163
4629
4706
6993
7159
9174
6601
4339
4921
14820
5124
1334
4811
9200
14337
9428
10909
6782
E
14041
6424
7831
894S
800C
8270
4967
741S
i
4688
11686
5724
11367
5894
6339
2666
3208
8439
6509, 5204
12771 1272
4817 *at.n
87771 9179
173
600
189
249
87
67
42
50
480
138
123
141
225
37
498
80
182
166
93
Tl
35
136
286
ICQ
299
121
223
18
87
8
■■"■3'
■■■*?■
10
8
17
m
'"is
1
11
4
"■49'
■ m'
2
14
1361
9768
9348
10623
6003
6210
4508
3910
13609
68G4
7697
8810
7830
6056
7805
4666
5868
8760
6735
13084
4076
8133
6497
4363
11351
6694
]2fi60
6202
9191
10569
6766
6261
4963
3817
13942
6308
7789
9326
7702
5176
7862
4967
6821
38H8
7053
13422
sm
8230
7666
4620
llUOl
5^80
12644
6014
7601
21 LeedB
1620
22D»
11880
303S
6609
5321
1846
MPrMcott«.dlim;BU...
S3 Prince Edwwd
2407
2680
3120
8731
43 York
7116
43 DiitricU
3280
134107
SZ666
87482
66662
6546
620
307601
314046
316767
CITIES.
966
816
774
S492
isei
1698
2223
796
1031
8658
462
403
297
1462
603
933
1101
444
618
' 4881
B8S
710
718
2263
m
1280
1495
566
402
300
390
408
1061
663
876
68«
410
305
2096
12
3286
2319
1977
2828
2291
1694
1
6081
S
19672
iio
240
36
82
33561 SG49
7 OtUw»...
871
99
..."°,
499S
2316
2366
19568
4839
2315
3356
19672
3936
794
160
Total
21813
11193
13069
7036
163C
306
61945
61166
52646
4580T
Fablio Schools of Ontaria
DIFFERENT BRANCHES OF INSTRUCTION.
\i
1
i
i
1
1
1
1-^
1
1
a
a
il
1
i
E
s
A
h
1""
1
1
j
1
4343
1082
2129
611
34
R?
23
•i
9314
3501
6S33
2709
6378
1150
172
1941
213
30S
47
H
3080
1277
34»6
1430
666
409
602
265
5
I
ISIK)
t<
sass
630
2380
791
1146
191
415
66
61
1
n
3030
2^3
993
283
%
6
34
7
4877
4332
18'26
3310
376
1628
203
254
67
«
MUl
1774
3nai
14^
3949
1249
294
1262
96
95
16
6S
s
631
46-2
2363
23.J3
1053
3074
351
333
193
255
306
39
31
79
11
7076
2409
5773
1589
57
1571
309
319
110
l.t
3829
1179
2B47
1136
1207
B9
1212
128
112
13
3644
86
394
2191
990
9t>
3406
16
356
9
63
100
15
846
6
IK
6776
2S91
4619
1119
692
86
2315
160
146
in
103S8
8309
S
IK
6972
2096
4104
2198
3513
i;33
101
1345
221
238
71
4
1»
713T
3:<15
6.124
2747
1 96
266
2827
1360
1758
48
24
433
76
78
44
«1
3887
169
2981
1.160
930
48
16
226
89
92
14
37
IK
3oes
414
2042
928
Xt
B136
966
933
777
454
60
46
4
VA
8667
3643
8506
2725
6668
3607
i72
300!)
402
450
77
6
SB
608B
1073
4080
1944
786
447
722
143
146
18
6373
4276
108
1361
62
61
4257
2a->8
3069
346
72
an
4887
2339
4466
.HI
3902
667
2856
736
695
44
321
69
- 1
1
n
2730
1047
2927
1143
2746
6
1114
42
13
1
2473
1093
1346
582
38
344
115
126
32
K4
4700
774
3626
1633
114
148
49
36
12
IKV
7389
5123
6808
2827
140
36
2030
710
861
146
50
132
45
8
HT
6718
2974
3SS0
1750
1778
319
63
548
144
132
31
9
Mt
1880
2534
984
1964
782
GO
1602
77
29
74
«>
7396
3618
6580
3680
3053
954
121
1504
410
1443
1400
572
15
1191
89
228
60
t!i
8120
4623
708.1
300.-.
6304
1974
784
3!)27
325
316
64
*3
3107
2002
2272
1175
3716
674
32
998
37
103
6
2M0lr
83401
161613
70586
112610
35421
4099
50228
6830
7445
1400
40B
2246
5.'->5
1430
6000
2743
1614
6403
2880
1216
4670
2334
407
1360
1186
1203
5549
2227
379
31
820
1433
1282
337
1613
39
90
278
3
B7
377
113
83
3333
4785
2304
1088
2453
814
339
3568
303
366
40
3024
1600
377
3030
2306
18781
1853
438
18781
3149
1303
13091 1
637
30.5
1916
1681
16345
771
219
Rt4
2356
19276
63
10
7767
4752
1399
1682
38
42181
43366
32251
11567
36708
12544
7786
34886
3649
3804
217
B3
10
11. TABLE B. The
NUMBER OF PUPIT«S IN THK
Rkadxno.
OS
c
1
•
.2
S
i
TOWNS.
•
IS
1
•
1
•
i
o
'1
i
J
O
•
1
1 Almonte
290
329
608
470
68
339
852
717
899
211
401
463
682
233
7t
504
335
243
340
311
544
197
484
107
190
246
232
242
130
108
212
216
313
366
416
841
201
297
860
150
218
771
440
200
287
392
136
97
177
117
442
193
214
308
371
666
299
225
319
112
179
179
54
139
144
386
463
170
196
259
311
90
212
97
145
237
118
186
173
236
162
350
152
80
119
152
265
111
59
98
80
185
276
211
242
74
189
209
31
162
474
145
158
115
236
123
21
155
64
314
137
120
66
177
847
206
122
ICl
95
252
178
65
215
ISO
359
485
173
230
275
278
70
261
85
466
264
129
236
192
337
160
276
147
74
160
147
180
121
66
114
56
155
131
254
250
107
226
154
10
161
406
191
140
99
218
128
14
90
66
281
137
92
68
243
558
130
177
130
55
188
145
18
104
HI
183
226
92
163
154
43
44
175
48
101
182
47
187
114
196
96
117
83
22
56
65
149
72
32
104
37
93
174
108
199
28
187
141
13
128
291
156
108
71
165
206
21
93
81
218
170
100
69
165
256
148
141
865
649
978
891
141
794
525
1473
195G
6461
999
1151
1314
444
967
270
1219
1018
460
939
790
1377
615
1227
361
376
513
597
711
434
245
528
380
746
726
828
963
432
849
809
185
584
1878
966
547
574
1008
547
138
515
278
947
637
526
511
941
1826
782
57fi
865
649
978
910
177
794
525
1233
1975
646
884
1151
1314
452
967
315
1140
1018
537
939
79<)
1303
495
1227
361
376
571
597
836
344
232
528
! 380
746
936
942
872
432
849
809
210
584
1810
966
547
533
1008
547
138
515
252
1250
562
526
511
935
I 1694
782
• 55S
1
865
649
1144
910
177
794
737
1601
1975
646
876
993
1314
472
940
315
1287
1018
460
939
790
1303
495
1227
361
376
571
597
761
389
232
528
888
746
936
939
963
432
849
110
2 Amherstbur^
58
827
3 Barrie
762
4 Berlin
891
6 Bothwell.
6 Bowmanville
7
• • • • •
618
7 Brampton
i7'
35
627
8 Brockville
9 Chatham
363
1921
10 Clinton
646
ll Cobourg
9
1
863
12 CollinfiTwood
729
13 Cornwall
688
l4 Drebden
18
10
8
17
472
16 I^undas
806
16 Durham
262
17 Gait
93 1
1113
18 Goderich
274
19 Harriston
460
■20 Inirersoll
889
21 Kincardine
44*
"26*
609
22 Lindsay
1020
23 LiLBtowel
495
24 London East
19*
10
1227
26 Meaford
142
26 MUton
27 Mitchell
876
671
28 Momit Forest
1
697
29 Napanee
468
So Newmarket
854
Si Niagara
68
32 Niagara FaUs
528
S3 bakville
830
S4 Oranfireville
746
«o Orilha
815
S6 Oshawa
942
S7 Owen Sound
400
S8 Palmerston
22
39 Paris
1»i
40 Pembroke
809) 571
41 Penetangruishene
42 Perth
5
1
19
12
1
6
83
1
210
650
1827
966
592
574
1094
547
138
515
230
1230
637
526
511
909
1826
782
596
19
422
^ Peterboro
1847
44 Petrolea
700
45 Picton
560
46 Port Arthur
466
47 Port Hope
88
43 Prescott
423
49 Rat Portage
60 Bidiretown
515
61 Sandwich
71
62 Samia
821
63 Seaforth
64 Simcoe
• • • • • • ■
359
78
66 Smiths Falls
69
66 St Marys
750
67 Stratford
> 1602
68 9trathroy
782
-69 Thorold
1 62S
11
Public Schools of Ontario.
DIFFERENT BRANCHES OF INSTRUCTION.
1
2
S
4
5
6
7
8
560
310
666
502
103
366
386
892
9 1770
10 436
U 848
12 661
13
14
632
357
15 659
16 270
17 675
18 818
19 324
20 615
21 479
1S2 833
^ 418
^ 601
26 284
26 260
27 332
28 292
29 438
30 246
81
32
232
344
33 151
34 433
36 438
56 775
38
39
40
41
42
676
231
569
538
60
452
43 1163
44
46
46
47
48
49
566
433
286
702
422
46
60 264
61 184
62 936
63 379
64 272
66 306
66 687
67 1610
68 782
69 634
12
II.— TABLE B.— Thc^
NUMBER OF PUPILS IN THE
Rbadxno.
•
Arithmetic.
TOWNS.
1
•
1
O
■*»
1
•
1
1
1
O
to
•
1
60 Tilsonburg
182
439
243
174
151
192
526
189
650
106
256
161
112
47
116
337
145
288
32
178
123
101
105
184
306
168
224
70
85
101
121
60
165
231
60
158
6
•
396
842
610
508
212
538
1246
602
1.M90
396
842
588
508
363
639
1284
413
1320
396
842
610
508
363
396
61 Trenton
222
62 Walkerton
437
63 Waterloo
506
64 Welland
22
65 Whitby
644; 596
66 Windsor
1325
602
1320
52774
1061
67 Wingham
68 Woodstock
40
518
413
1320
1
Total
21802
12159
12332
8015
■
66^ 51443
1
51377
37317
v
TOTATiS.
1 Total Counties, etc
2 " Cities
3 " Towns
124107
21813
21802
82665
11193
12159
87482
13059
12332
55662
7036
8015
6545
1635
518
8698
8919
520
308
66
307004
51945
51443
410992
411872
314045
51166
51377
1
316757
52545
.52774
422076
415786
164501
45897
37317
4 Grand Total, 1884
5 " " 1883
167722
164035
106017
106482
112873
113980
70713
70104
1
894
849
416588
409016
247715
222095
6 Increase
3687
609
• • • • • • •
'22i"
45
'"'880
7572
6290
25C2a
7 Decrease
4G5
1107
89
8 Percentage of mnd
total as compared with
total attendance
36
23
24
15
1
2
T%
1
88
90
5S
Public Schools of Onterio.
DIFFERENT BRANCHES OF INSTRUCTION.
1
i
J
a.
!
1
^■2
33
1
i
1
j
a
O
n
o
t*
Q
■^
»
3
^
60 396
169
396
76
237
191
205
44
44
6
76
404
G08
60
363
ISO
BOS
320
324
222
110
463
S
302
126
101
121
26
164
269
196
U73
3
3
437
SBO
198
411
988
462
318
119
515
100
49
BO
363
104
"'m
6
40
6
40
13
3426G
24763
26S02
12602
30028
6031
229B
16734
ssa
636
231
I SMSIT
82401
161613
7058S
112610
406
3 4ai81
43306
32251
11567
36708
12644
348H5
261»
2804
217 1 8S
3 S425G
B4753
26802
12602
30028
6031
2399
16734
G36
231 I
4280»3
isteio
2206fi6
94754
179346
52996
14I>H
101817
10064
10684
IH4S
6 273397
165702
56351
1289;.
100531
9860
11487
877
660
e TSU
8327
11617
13644
3366
603
a SO
33
4T
20
38
11
3
21
=.
>
,%
•V*
14
III.— TABLE 0.— The Publia
TOTAL.
1 Counties, etc.
2 Cities
3 Towns
4 Grand Total, 1884.
5 do 1883.
6 Increase
7 Decrease
Total.
i
8
M
^
o
o
1
-3
1^
6606
765
724
7086
6911
174
2612
127
150
2789
2829
40
I
3094
628
574
$
900
1200
1000
4296
4082
214
1200
1200
PUBLIC SCHOOL
-a
i
$
120
400
350
120
120
Annual.
-3
$
404
791
612
426
422
* In calculating the average salaries such R. C. Separate School
Schools of Ontftrio.
TKACHBRS.
CKRTIf
,„™.
1
"4
.
i
!
■3
ft
<
i
•si
1
1
3
i
1
■a
1
6
i
5
1
6
1
1
1
1
1
1
$
1 SM
1296
tieOB
98
1630
IH
106
3I3S
M.
39
2 3H
402
7S5
87
378
22
4
88
.7
169
S 283
348
724
BO
320
32
S
199
30
76
4 379
1941
7085
•sa
2237
166
118
3420
S23
2S4
B m
1863
mu
211
2167
183
71
3426
60S
260
m
34
15
•
Tsaofaen m an meaben of raligiou* ovden ue omitted.
16
IV.— TABLE D.— The Public
TOTALS.
1 Total Counties, etc.
2 •• Cities
3 *• Towns
TOTAL.
4 Grand Total. 1884
6 ** 1883.
6 Increase
7 Decrease
O
o
49^6
157
203
5316
5252
SCHOOL HOUSES.
M
1627
118
134
64
1879
s
OS
59
456
28
27
511
1820 504
^
2271
11
41
2323
2343
I
20
630
TITLK
I
631
617
14
4984
157
203
5344
5284
60
o
4854
152
197
5203
6154
49
•8
I
130
5
6
141
130
11
SCHOOL
I
I
CO
O
9682
1939
1417
13038
12381
657
I
13018
1994
1644
16656
17288
62r
Sehoola of Onterio.
Avm-oi
Pbiuh.
onof.
J
•s
j
-3
If
if.
1
5!
h
n
^
Hi
1
""11
li
1
1
1
1
■s
1
1
1
il
i
6
i
1
M
i
i
n^
iii
gss
1
3
u
K
K
-
z
z
z
z
•z
^
1 40306
62808
6127
1366
311
131
443
247
1807
2Ge4
roe
4804
36840
soa
3 2796
6728
216
124
1
9
34
136
100
157
1776
aoi
a Mas
6644
270
45
23
IT
46
7
73
162
74
302
2407
20T
146486
761B0
6618
1536
341
156
497
2M
1914
2883
932
6103
40022
aoB
B 47681
773*8
6997
1406
340
160
fiOO
334
1864
2772
906
6119
44
39812
207
129
I
M
110
26
21D
lOGG
879
4
9
80
« (•).
T.— TABLE E.— The PoWio
RECEIPTS.
COUNTIES.
For Te.oheni' Saluie*.
(LeifUlMiveUnuiL)
IJ
2
II
SO-
51
but not Citiea or Towna. )
Public
H.C.
ToUl.
S c.
2249 00
6979 25
31)94 00
2876 00
2670 00
3333 OO
4170 00
4686 00
3223 00
2445 00
2400 50
7643 26
3001 00
1552 10
3214 00
58U9 60
7600 00
4775 00
6270 00
3870 75
392:120
3122 26
2ri24 00
8065 00
3620 00
4237 00
5889 00
4460 00
2780 00
4501 00
3168 40
4198 00
2195 00
6696 00
7937 60
2071 00
6089 29
3808 00
3163 00
6714 50
3493 00
7562 00
12101 00
192868 46
« c
S c.
2249 00
7104 75
4341 BO
2876 00
2670 00
3333 00
4170 00
4748 50
3316 50
2716 50
2430 50
77W(2&
155-.' 10
3214 00
6869 60
7688 00
4999 00
5336 00
3870 76
3928 20
3160 75
3725 60
818:i 00
3644 00
4333 00
6889 DO
44li0 00
2803 60
4681 60
3214 40
4611 00
3195 00
6896 00
799100
2160 60
6089 25
3990 60
3213 60
6930 50
3609 00
7657 00
^2101 00
24439M
76137 59
48096 72
26844 12
26947 97
43630 28
46601 13
68770 89
33436 73
20301 10
26304 67
78126 14
36332 84
7663 86
36980 55
5H62T32
84903 99
67466 77
73317 00
35,'.73 84
35386 16
29067 69
29000 66
96148 30
43196 10
46380 30
58044 02
52764 06
:i2640 69
62996 27
36130 38
26972 58
38147 67
79371 91
19641 07
62242 80
48836 12
30077 41
69037 10
33216 46
84976 60
41776 63
UI66 17
17930 70
10911 93
9448 96
4156 67
9299 44
16175 46
12692 98
9004 20
4249 94
6851 31
i*m 97
15993 04
2636 70
7548 78
13690 16
16439 09
26!>84 98
^Mm 12
8081 49
12039 88
9496 67
116.12 96
24417 36
19377 86
14868 36
13066 59
VKm: 74
10694 72
16362 VS)
7311 18
89.-8 14
8752 50
22680 77
2254 00
U070 83
34673 38
19641 06 .
31579 03
19045 56
25982 06
16617 66
S c
125 60
347 50
163 50
93 50
373 60
20 00
243 00
9 Fronten»e
46816 43
11 UreDTilla
36676 48
14 H»liburtoD
11851 66
16 Hutiugs
15 fc::::::::::::::::::::::
19 Lanibtoii
88 00
224 00
65 00
10793108
99439 75
08632 13
SOO
38 60
101 60
127 00
24 00
96 00
24 Mi'w'wx .' '.'.'.'.".'.['.'
26N..rfolk
42328 11
44259 13
127747 66
66217 9«
76990 61
■■23'66'
80 60
46 00
413 00
46038 91
32 Prewott >Dd HuMell
62023 96
299 00
63 60
89 60
63796 67
23956 67
70302 88
38 WHWirl..o
182 60
60 60
216 00
17 00
106 00
87399 00
62931 97
40 Wollington
96546 62
65770 01
118614 66
13 Uiitricts
3620 50
196488 96
1970671 76
687186 06
CITIES.
1 BnlleviUe
2 Brantford
3 Gualph
4 Humilton
1041 00
1343 00
1180 00
4557 00
1676 00
2618 00
ITIOOO
1008 00
1419 00
ia578 00
368 60
170 00
232 60
863.50
681 00
4.U 00
2064 50
408 00
139 60
3076 00
1309 60
1613 00
1418 50
5420 60
2257 00
2974 00
3774 50
1416 00
1558 50
12654 00
14737 12
14453 48
16181 74
66365 79
18979 75
33816 61
46261 30
14244 83
10068 46
183926 63
3624 96
2984 25
1743 61
8167 73
2637 03
15959 38
12670 10
6.109 .W
3430 44
25109 87
19601 67
18950 73
18343 86
69944 03
23873 78
52748 99
62696 90
21970 33
15657 40
221690 40
Tc.t»l
27036 00
7359 60
34296 BO
40600161
82636 86-
536536 97
ab of Ontario.
EXPENDITURE.
t
1
1
Pi
A««^„Pj*I-*
f
Jii
Total E«
(or kl
School
§^
'i~~
S c.
« c
t 0.
S c.
. < <:■
• c.
t 0.
S450 58
193 74
231 11
6284 60
32100 03
56» 13
7 58
14 89
WOOfil
172 67
4908 47
13829 61
89509 26
10663 74
6 70
13 68
US3S3
612 04
4053 01
10291 39
56039 27
7310 87
606
11 41
m» 11
344 30
7603 97
5081 97
34466 36
3703 72
659
17 84
I603 21
43 35
2371 22
4068 42
39085 20
3689 44
6 69
13 89
1098 oe
435 30
3895 00
7663 52
50981 87
5180 S5
7 60
17 SB
H17 75
171 07
1447 60
8S14 IS
5IB60 60
9156 07
6 38
13 97
ll»4 94
66109
10076 84
11672 «4
116595 51
9616 86
688
16 37
KOO 73
90 98
3193 88
6600 21
39489 80
6 91
16 88
JStH 79
60 60
1G58 95
4128 40
34196 74
3072 80
487
11 77
riOl 79
61 14
178 38
4879 3T
3323U 67
3356 SI
6 64
13 93
tl65 S9
747 65
316b 62
12153 la
89234 S8
11144 06
6 27
13 69
[9G3 4S
85 86
6709 07
6393 35
45147 73
8839 16
763
15 77
J305 02
34 25
979 13
1392.34
10711 03
1140 62
6 W
30 64
r283 H2
194 11
673 73
5148 79
33299 45
4443 88
689
14 86
(753 06
353 48
7248 62
10414 13
67769 29
10417 69
6 68
16 03
W29 53
103 74
2082 Gl
14110 4a
97315 96
10616 13
6 06
13 U
1070 77
301 55
16802 62
1^03 «>
80684 59
18756 16
7 70
17 7K
EW8 12
aya ss
7071 07
15719 49
ia691 01
7 35
16 31
t5Cl 33
141 99
1316 21
8339 09
433.T8 68
5187 60
6 63
13 65
«64 91
28 90
3633 33
7584 22
44401 36
6962 87
6 72
14 86
M90 81
128 85
23N 07
7110 08
38043 T9
4281 33
6 78
17 26
r383 63
184 70
968 59
5616 48
34153 30
10105 83
755
15 90
(103 05
667 35
5678 87
19070 51
110519 78
17227 87
7 49
16 16
r7B6 68
435 16
3688 25
9047 26
*0917 35
16300 Gl
655
15 20
ia.w s*
816 43
4619 63
95S8 ea
56678 28
8903 27
697
16 41
1058 04
388 86
38:m 41
13135 76
6S107 07
6 74
13 18
MSIOS
531 95
2923 06
8872 40
61440 46
14851 33
6 93
14 23
1252 72
171 22
1954 C3
6940 73
39318 69
6720 33
707
16 60
r»34 07
HI 99
6D62 68
9607 85
63646 69
9294 13
703
14 64
rsoosi
351 43
8158 46
5723 67
43102 36
je.'iS 60
7 49
19 21
a97 41
198 93
6383 04
6969 9a
46g4{< 30
6073 05
5 02
11 66
r2»l 38
24 76
186.5 4S
4297 92
.S3473 48
3651 34
825
17 91
I78S 4S
•120 60
4123 29
6608 13
46743 47
8tVi2 10
6 42
13 24
iseass
724 28
9207 10
16073 32
1003M65
9688 13
6 42
16 34
I37S 82
7113
681 71
2767 43
31899 89
2055 68
4 78
10 78
1633 12
336 79
6929 03
9712 67
65000 61
4702 37
6 93
17 33
>9B104
307 41
14981 69
10711 85
71961 89
16437 11
8 99
17 76
Pfi74 60
62 35
595 31
7658 37
37880 63
16051 34
706
15 86
1373 23
214 48
9946 92
13243 79
84778 42
11768 20
6 80
14 «i
1393 29
233 21
6038 14
8&i3 84
13308 48
7461 53
7 S4
17 28
!7H4 44
751 47
14125 31
16397 32
UM058 44
14556 23
743
16 41
1793 70
586 34
10806 48
10047 17
67233 69
12160 48
7 93
32 48
U30 57
12634 81
313760 52
383843 70
3386669 60
367676 16
669
15 09
I0S3 29
1660 00
2293 38
0782 26
4578 36
18462 M
18751 94
119!102
198 79
793
800
14 43
073 41
■"is66*79"
12 96
1341 30
338 94
2443 43
4787 18
17810 75
533 10
8 11
14 34
IIKIOS
690 52
3643 31
24481 21
67898 13
2045 yo
8 07
13 SI
H53 77
307 03
455 70
8038 33
31953 72
1021 06
5 85
10 46
1721 73
11 00
B766 09
13631 11
40129 93
12619 06
839
14 87
.W7 32
342 05
11T80 41
19008 12
56786 90
5909 00
9 61
16 68
005 13
4874 (17
4323 43
21027 68
942 65
908
17 01
103 38
18 00
972 71
2777 66
12871 65
2785 75
5 46
996
217 00
489 66
40243 18
55234 68
219184 42
2606 98
10 60
16 47
BOfi 31
3729 41
73831 88
143709 04
4M876 66
30660 31
899
15 03
20
v.— TABLE E.— The Public
TOWNS.
RECEIPTS.
For Teachers* Salaries.
(Legislative Grant.)
Public
Schools.
1 Almonte
2 Amherstburg . . .
3 Barrie
4 Berlin
5 Bothwell
6 Bowmanville
7 Brampton
8 Brockville
9 Chatham
10 Clinton
11 Cobourg
12 CoUingwood
13 Cornwall
14 Dresden
15 Dundas
16 Durham
17 Gait
18 Goderich
19 Harriston
20 IngersoU
21 Kincardine
22 Lindsay
23 Listowel
24 London East
25 Meaford
26 Milton
27 Mitchell
28 Mount Forest . . .
29 Nai)anee
30 Newmarket
31 Niagara
32 Niagara Falls . . .
33 Oakville
34 Orangeville
35 Orillia
36 Oshawa
37 Owen iSound
38 Palmerston
39 Paris
40 Pembroke
41 Penetanguishene
42 Perth
43 Peterborough . . .
44 Petrolea
45 Picton
46 Port Arthur
47 Port Hope
48 Prescott
49 Rat Portage
50 Ridffetown
51 Sandwich
52 Samia
53 Seaforth
54 Simcoe
55 Smiths Falls . . .
56 St. Marys
57 Stratford
68 Strathroy
$ c.
579 00
176 00
662 00
643 00
126 00
503 00
570 00
843 00
1104 00
500 CO
739 00
710 00
454 00
'223 00
465 00
298 00
841 00
615 00
257 00
693 00
481 00
594 00
860 00
627 00
243 00
318 00
320 00
457 00
610 00
346 00
195 00
225 00
196 00
549 00
360 00
529 00
7.'>7 00
236 00
373 00
204 00
230 00
544 00
720 00
405 CO
477 00
167 00
908 00
407 00
250 00
242 00
156 00
814 00
344 00
438 00
281 00
433 00
1113 00
680 00
R. C.
Separate
Schools.
$ c.
97 00
187 50
117 50
100 50
274 50
164 00
138 50
'258 56
'168 66*
80 00
63 50
60 00
• 269 50
• ••• ••••
47 56"
• ••• •'••■
35 00
" '84'66'
78 50
39 00
56 00
178 50
87 00
329 50
56 00
64 29
"i44 66'
•
• •••■••••
126 00
55 50
209 00
Total.
$ c.
676 00
363 60
779 50
743 50
126 00
503 00
570 00
1117 50
1268 00
500 00
877 60
710 00
712 50
22a 00
633 50
298 00
921 00
678 50
257 00
753 00
481 00
863 50
360 00
627 00
243 00
318 00
820 00
457 00
610 00
393 50
195 00
225 00
231 00
549 00
444 00
607 50
796 00
236 00
429 00
382 50
230 00
631 00
1049 50
405 00
533 00
231 29
908 00
551 00
250 00
242 00
150 00
940 00
344 00
438 00
281 00
4K8 50
1322 00
680 00
Si
1^
$
6019
8628
5340
6070
1806
3782
3375
7635
138ir
3200
4756
5102
5270
3000
4690
1650
10970
4570
2306
4750
3698
6325
2621
5547
2450
2335
3610
2533
4081
2666
1400
3188
2018
4983
4362
6408
504
1999
4266
5143
678
3794
11101
3600
3838
9155
7300
3519
160
1394
769
6975
2350
2103
2628
3479
9955
4336
c.
70
00
23
15
00
00
00
00
45
00
00
27
94
00
00
00
07
00
30
00
34
24
56
18
00
00
00
00
07
70
00
24
45
40
30
21
26
54
46
91
00
44
70
00
14
16
00
80
00
IM)
00
00
00
00
77
19
10
82
$
1736
2421
229
2079
1873
216
636
7523
11813
229
1710
11017
3208
1898
234
506
33:^9
740
43
1456
993
2578
206
397
4
2015
300
1045
165
1998
200
3163
339
4«0
57
228
5889
37
3709
6030
1420
772
5844
578
773
1085
309
8,'>3
488
2065
448
437
724
c,
66
61
47
27
73
08
81
46
80
64
02
23
43
93
95
78
94
65
99
03
11
01
75
97
68
83
79
04
76
20
51
82
28
00
78
47
01
37
58
18
71
08
64
72
84
00
04
43
50
06
00
30
78
24 5_»
689 73
1435 72
175 44
$ c
7432 36
6413 11
6349 20
8892 92
3806 73
4501 OS
4581 81
16275 96
26893 25
3929 64
7343 52
16829 50
9191 87
5121 98
5558 45
2464 78
15281 01
5989 15
2607 29
6969 08
5172 45
9766 75
3188 31
6572 16
2697 68
4668 83
4230 79
4035 04
4856 83
5058 46
1855 61
0577 06
2588
G012
4864 08
7244 18
7189 27
2272 91
8405 04
11562 59
2328 71
5197 62
17995 84
4583 72
5144 98
10471 46
8517 04
4924 28
808 50
3701 96
1373 00
8352 30
3418 78
2601 00
2934 29
4657 42
12712 82
5192 26
78
40
EXPENDITURE.
^
1
If
n
||
3^1
BaUdcw.
A™™^^.tp.
£i
§<
II
• c.
160»
seoDo
8 c.
1.T64 03
2847 94
1368 03
1993 00
13a^09
513 85
474 47
2848 89
r>053 46
793 60
1901 61
991 77
3143 89
603 49
1098 54
665 68
1198 05
1827 79
615 26
1179 75
1280 OH
2611 99
687 8»
106U 19
472 87
562 36
1337 93
758 83
1326 59
864 77
299 89
»6l 90
867 23
1999 78
993 25
1905 12
3056 29
541 68
18.'>4 98
1573 43
340 35
1289 81
8846 66
1363 73
1010 63
903 61
1424 33
1165 43
163 41
702 08
236 20
2623 23
499 86
461 00
634 26
1206 76
4144 17
889 96
• 0.
6307 75
6368 39
6339 00
7168 24
2715 09
4287 85
4581 81
16131 67
18231 18
3876 49
6351 61
14749 60
8340 94
2861 83
6453 04
2154 78
12269 90
5959 22
2544 66
G469 SO
4532 50
9180 34
3136 10
6543 17
2657 87
3138 75
4113 39
3670 98
4816 44
3380 27
1449 89
3543 00
2588 23
5713 37
4795 93
6756 37
7007 69
3250 38
11223 96
2274 65
4736 52
17928 33
4583 72
4928 87
10148 68
8468 95
4789 91
836 70
3666 60
1360 20
'7949 63
29C6 93
2001 00
2817 26
4370 93
13860 43
6008 17
2124 61
44 73
10 20
1726 68
1090 64
213 23
i44 29
8663 07
53 15
991 91
2079 90
860 93
3260 11
lOB 41
2961 li
29 93
62 64
489 13
639 89
686 41
53 31
38 98
39 81
1630 08
117 40
384 06
10 39
167S 19
405 62
.1034 06
050
300 03
68 15
487 81
181 58
22 63
3143 06
338 63
54 06
46100
67 51
216 ii
332 77
48 09
134 33
61 80
145 36
22 80
403 67
46186
"117 04
286 60
63 40
184 09
$ <:.
689
9 81
5 17
7 37
13 44
6 33
9 71
8 65
600
636
13 81
6 3S
6 01
6 63
7 79
9 37
5 86
4 74
683
b 09
523
8 36
7 30
6 15
5 79
7 79
6 47
4 90
6 67
7 66
6 12
6 78
5 21
6 19
13 14
10 7S
707
9 14
4 76
813
17 56
7 74
809
6 47
6 91
486
636
4 66
494
6 61
4 67
6 93
6 41
f,s
46 98
78 78
604SS8
His
13 46
3424 41
6684 78
11608 41
64 30
■ mm"
79 47
618 63
6600 00
1640 00
9 81
9537 83
970 05
313 OO
424 00
4697 69
1 1361 86
6278 26
339
98 00
14 80
15 96
1 1924 40
1 1979 92
600
203 83
37 66
160 02
ioa'io"
9 97
11 46
936 66
679 40
28 80
477 n
SCO
28 io
t 365900
900
44 69
363 28
16 73
43 76
S3 16
> 4179 00
1 619 30
) 3100 00
9 8251 78
77 69
906'
127 03
6393 94
1416,00
337 71
703 86
SI 14
27 73
10 91
16 11
i 390936
900
*'6862m'
1444 97
312 00
3C00
767 02
13 60
9 67269
66 70
11 63
S 2175 00
800
12 53
7 -804825
60 00
1100
420 00
10 66
22
v.— TABLE E.— The Public
T0WN8— OmlMMied.
59 Thorold . . .
80 TiUonbiuigf
61 Trenton . . .
62 Walkerton
63 Waterloo .
64 WeUand . .
66 Whitby . . .
66 Windsor .
67 Wingham .
68 Woodstock
Total ..
TOTALS.
1 Total Counties, etc ,
2 " Cities
8 " Towns
4 Grand Total, 1884
6 " " 1883
6 Increase.
7 Decrease
Percentage of Total
RECEIPTS.
For Teachers* Salaries.
(Legislative Grant.)
Public
Schools.
$ c.
247 00
269 00
292 00
481 00
300 00
414 00
479 00
1108 00
268 00
987 00
32435 00
192868 45
27036 00
32435 00
252339 45
251066 90
1272 55
R. C.
Separate
Schools.
c.
Ill 00
137 50
47 00
3864 79
3620 50
7259 50
3864 79
14744 79
14400 92
343 87
Total.
$ c.
358 00
269 00
429 50
481 00
300 00
414 00
526 00
1108 00
268 00
987 00
36299 79
196488 95
34295 50
36299 79
267084 24
265467 82
1616 42
1^
%
$ C.
2772 23
2316 31
3912 26
2619 51
8519 66
1600 00
4757 93
12504 79
2689 64
6578 38
296345 10
408604 61
296345 10
2675621 46
2538041 37
137580 09
71
o
a
\£
$ C.
1113 06
370 58
1813 63
2069 95
663 52
1099 89
143 32
702 28
123 16
1558 84
110611 02
1970671 75 ! 587186 05
71i
82636 86
110611 02
780432 93
767221 96
13210 97
21
$ c.
4243 29
2955 89
6155 39
6170 46
9483 18
3113 89
5427 25
14316 07
3080 80
91S4 22
443266 91
2764346 76
625636 97
443266 91
3723138 63
3670731 U
162407 48
r\
^
VII.— TABLE Q.—TU
HIGH SCHOOLS.
1 Aleiandrift
3 Almonta
lA^^Cr".::::::
6 B»rri8, CI...,
8 BmUBVille
7 BcUeviUe
8 Berlin
9 Bowmanville. . .
10 Bradford
11 Brunpton .....
. 12 Brautford, C. I
13 BriRhton
14 Brockville
16 CalsdoDia.
IS CunpbsUFKnl ..
IT Carleton Place.
18 Cavuga
19 Chatham
11 Cobourg, C. 1.
12 Colbonie
13 CoUingwood.C.I
1
■«J
■
^l
^
t c.
t c.
502 00
621 3f
34W 66
603 OC
660 00
1245 00
1575 00
502 OC
6^W
2759 94
900 0(
3700 00
W3 00
803 00
602 00
1652 00
720 00
Gait, CI,,
Hi Gananoqua . ,
^ Goilerich
3 GrimBby ....
4 Guelph
} Haiulton, C. I .
i Harriaton
pi Hawkesbury. . . .
11S8 2S
603 00
1032 38
miO 00 2l3o 50
1294 OOl
2700 001 KM 00
14.Vi 75 531 75
ftOO 00 .. 1
1000 001 ...
10O8 00 . . .
3031 00
1800 00
9S4 79
at62 00
1876 00
574 25
1214 00
■ '871*50
1016 00
1103 00
79 00
1130 26
1335 50
OOH 00
3833 73
1003 ]2
2608 25
837 07
3340 73
1239 10
HI 00
203 60
107:M21
1503 23
1264 00
1304 30
602 49
1000 04 86 00
1253 u| 202 M)
KXFIHDITDML
323 20
640 75
434 06
100 00
1278 77
i2oa 10
3020 43
1266 39
1172 86
614 63
4SS fi4<
379 IK
1651 18
4043 m
4369 00
11663 78
4817 43
3904 J9
9701 08
1806 081
4132 99
14100 61
4318 96
1796 63
i
1866 06
42?8 39
1260 01
3233 I!
472 27
208 38 ..
1 27fi7 86
16 19
18 42
'280 '66 !
62 33'.
11 % I
3J33 aa
1217 0!l
54UUD0
inoooo .
3380 00
1237 61
109 12! .
167 83 . .
49 06 .
11844 lOl ST. 36 .
2600 001 14 60
1600 UO ...
200 08
46 60
287 08
612 n
867 46
73 U
189 0>
401 OS
1134 »
103 68
854 48
4312 08
41 M
S28 31
246 97
620 38
818 77
246 06
663 63
i 1218 00
842 27
les 93
3508 69
312 66
. 3393 08
28 00
266 98
131 S4
I 217106
II 161G 19
239 64
BS 96 per uiniuu
iUKroo
54 Res. H, noii.-ru. «4. . . .
SttAv. S3
57 Free
"W per Mill urn
Rw.«lD,DOQ.-^ii6!!
Froo
91 per montli . . . ',
•2, $z.m
Free
Free
•3, «2, K
tUt. $2.92.93, a-T. «3, K. S4
Ret. ST, «5, n-r. »S. 96
yree
SS.BO |>er anDtun
e7[914 per urnum
62,Free
W'Free
M93
5T Free t-ire*.. 91 par month, n-
'R«. 2fir. ftudSI, I
92, 82. 92.60....
Free
-.916 peri
47 26
18 72
33 69
60 Gl
rr 47
46 70
37 02
44 81
20 72
31 96
«0U
22 00
24 38:
36 671
21 41
Free
91
Re*, free, n-r. |1 {wr mooth . .
VII.— TABLE O.— Th»
RicBpre.
ElPKNDITOBI.
'
HIQH 3CHOOIS.
ll
P
a
i
1
1
i
1
1
i
1-
1
4
4
J
1
t
f
» c.
* 0.
$ c.
• c.
« 0.
* ^
« 0.
1 c.
...
41 KiQordiM
6a0 88
21!WKH
106 80
aa? 66
2390 00
8.73
327 63
1386 00
:»41 00
1643 20
483 73
•063 9i
4191 84
341 03
i35 68
13B4 48
« Lind»y
ML»WeI .......
1372 7t
370 6(
2384 7C
52ffi
1860 00
3606 43
11082 37
7136 02
214 24
666 61
46M»rkh»m
604 00
863 00
363 00
1732 73
BIBOC
1 102 07
1834 07
1560 OC
2.1 OC
G07 00
707 OB
low 14
1797 06
1605 14
3390 65
1500 00
2911 24
43 Mount ForMt...
641 90
154 63
32 05
61 78
301 9»
60 N»p»n«
K!M i»
3001 10
34 05
39-fl) 40
3100 20
160 21
669 81
B2 NBwca-tie .:::::
6M4 0i;
996 91
1S38 97
1339 9:
16 4C
6oeac
1009 6(
369 87
1881 47
700 Ot
666 OC
566 24
2458 7^^
1770 OC
127 77
99 2!
60:iOC
684 iK
16 52
lfl)3 4;
1050 OC
1006 OC
604 OO
1245 87
2737 60
4487 37
1600 00
2737 60
67 Oikville
602a
902 OC
121 90
1625 9[i
1245 OC
69 Omemw
603 OC
503 OC
1310 t2
2316 22
filSOC
1332 7C
394 OC
203 9C
2,548 65
2249 It
113 2C
10 o:
B28 71
2712 84
3-il7 8!)
71 67
308 5S
62 Oshftw*.
716 60
2299 49
63 0ttaw», C. I. ...
2038 OC
4647 11
21 7i
8533 03
6888 26
315 8E
64 OwenSoand...
1163 50
3999 98
5163 50
37ti5 00
600 94
73166
1?Sf
268 38
66 Pftrkhitl
eoeoo
13OS00
175 22
770 «
2082 15
366 2f
3218 60
2491 Gt
460 OC
68 Perth. C. I
1198 ec
2491 6f
484 OC
646 U
4720 21
5264 76
1767 30
U338 6D
2708 -■«
1600 00
60 2S
88 50
26 00
196149
131 30
603 OU
1264 30
3100 00
73 Port Hope
i63i 76
Ba-sar
398 34
3341 54
2856 0<
173 6t
603 00
eoeoo
603 00
1340 73
' * 37 60
739 92
13 87
1746 92
1897 10
1194 32
1626 00
76Pre8cutt
40 00
297 60
77 Renfrew
600 00
1152 12
375 28
2027 40
7S Richmond Hia.
613 ai
1300 OC
649 96
56 6G
2118 99
2100 2!
123 75
643 79
2227 29
SS81 10
11652 18
7175 09
2210 84
SOSaraia
1068 00
2443 00
OTIT
«13«fonh
715 Bt
1781 U
691 25
40 6i
3228 62
2667 3:
1560 00
257 70
37 10
682 31
High Schools.
Bxrancims.
<274 72 , . .
2384 10
800O8D 30
1634 46
iWT no
1606 14 ...
S300O6
S920 22
leat) 97 . . .
1666 30 218 17 {
2121 M 337 20
1149 03 '
211B 01 . .
1383 48
2314 11
2477 63
261S 14
30|
20l 27
67! Gl
C>2| 34
67.'S06
118 02
87 77
___. __, 83 06
6644 16l 1332 32
'481806 '
1767 30 . .
602"! 06
1692 76
2400 64
11892 18 .
3801 64 ..
8238 S~
2427 1
36 32|
G7l 40
56l 111
64 102
64 GOI 104
Cotrr FJtB Fupii-
Pree
26c., GOc and 91 per n
Rea. freo, a-i. 93
65 Fno
60:Free
eilKreo
eilw
16|R«. 60o. per month, n-r. U. .
77Fr«e
58lFre8
51 Free
68ReB. 99, n-r. Sll
68 Free
63 Free
B6 Ren. free, n-r. #1 per month . .
62 Free
62 »B.50
BSIFree
43 00
17 06
16 43
30 56
26 13
28 60
40 63
19 83
26 72
21 64
84 66
22 01
34 96
26 61
37 IS
27 85
S2 4S
27 17
39 42
30
VI -TABLE G— The
HIGH SCHOOLS.
83 Smiths' FaUs . .
84 Smithville
86 Stratford
86 Strathrov, C. I
87 Streetsville ....
88 St. Catharines,
C. I
89 St. Mary's,^. I
90 St Thomas, 0. I
91 Sydenham
92 Thorold
93 Toronto, C. I . .
94 Trenton
96 Uxbridge
96 VankleekhiU . .
97 Vienna
95 Walkerton ....
99 WardsviUe ....
100 Waterdown . . .
101 WeUand
102 Weston.
103 Whitby, C. I . .
104 Williamstown..
106 Windsor
106 Woodstock ....
1 ToUl, 1884
u
•2 irf
1
a
?5
$ C
508 00
503 00
1475 50
1272 55
502 00
1863 00
1400 00
1831 OOi
557 00
589 00
1881 00
503 00
825 75
503 00
504 00
1091 75
503 00
558 00
571 63
504 00
1392 00
504 00
877 38
858 48
86206 38
2 ToUl, 1883
3 Increase.
4 Decreasd
84989 75
Riohfts.
9 c.
4775 23
778 53
3670 50
3647 55
902 00
6367 91
2450 00
5596 54
1200 00
1554 00
5215 00
1811 75
2416 75
1003 00
972 79
2241 75
1063 00
60S 00
1671 63
820 00
2963 03
1850 00
2145 21
2158 48
220668 66
$ c.
151 50
928 50
816 90
616 50
15 00
7015 50
c.
514 52
8952 96
428 97
247 96
7 00
548 00
397 00
256 00
479 00
38 50
275 50
34287 66
208160 63 30066 57
216 63
12508 03
4221 09
26 08
63 50
417 19
830 53
288 82
348 84
62
536 73
4001 40
799 41
584 67
132 16
38 37
657 83
48 00t
243 41
67816 17
56671 67
5283 23
1796 06
9250 46
6277 67
1661 95
9047 81
4491 58
7496 04
2174 19
2978 53
14400 32
2663 69
3243 02
2049 73
1476 79
7882 90
2365 41
2147 67
2376 42
1618 37
4834 03
3049 83
3070 69
3636 87
407977 87
378888 52
12143 60; 29089 36
s
1
i
9 c.
1488 75
1226 00
4913 79
3966 67
1250 00
6943 34
3825 00
6037 50
1588 00
1811 71
11850 00
2009 98
3088 33
1300 00
1360 00
3484 42
1270 00
1975 00
2217 75
1400 00
4130 99
1366 32
2650 00
2869 43
282776 95
266316 81 20012 49
ExPKNDmrRK.
s
a
3500 00
10 75
504 20
1256 11
89 00
266 90
31 36
412 01
47 93
81 16
554 63
141 06
54 22
97 33
56 49
590
62 57
38 77
184 93
340 20
167 62
34013 21
$ c.
29 50
143 49
'6 66
67 25
86 45
222 98
17 2B
38 61
« c.
294 48
137 46
1406 8S
826 48
23102
1701 07
609 65
960 08
260 79
118 SS
1650 80
490 87
159 81
17180
126 79
4260 99
967 18
88 45
95 10
127 65-
618 11
911 34
620 69
330 02
1873 82
2136 48
16459 14 i 14000 72
261 66
66763 46
6048167
6281 78
Hi^ Sohoolt.
BXPINDIIDBB.
No. of Fdpils
89 442J 25
90 T4D6 04
91 1891 72
92 2011 19
93 143T8 31
94 S641 91
7842 74
wt
22M3 W
61 74
in>
2069 3!
7H32
2376 «
KM
1566 42
.51 95
IfVt
4834 01
I0&
3or0 5H
282 47
962 34
CaABon ran TtsM.
49 Free
60 Fr™
61 Free to Co
ei S3, 92
61 Free
ei|si6 per ummn..
G9jtl0 jm anDtuD. .
eilFree
60,FrBe
6l> (1.50 ftnd ^ pn qiiArtar. .
GOFfw-
B5»2
64lS2
eSlFreo
eoiFn*
M»l
103 67
25 06
26 09
42 74
40 oe
S3 00
61 46
34 09
42 89
4S 16
41 04
60 09
73 3ft
BO 13
33 3T
SO 66
43 63
23 26
27 43
H. S. 28 03
At, 29 47
61 10
MOT
tec. C. 1. 1 S3 3 IQdM.
uc. U. S. I 86 ra "
At. inc. 791 29 dec
VIII.—TABLE H.— The
NUMBER OF PUPILS IN THB VABI0U8
HIGH SCHOOLS.
1 AlexMidria
2 Almunto
3 Arniiriiir
*Aylmar
6 Burie C. 1
8 Beuiniville
7 B.;lleviUe
SBerlin
9 Bowiuiukville
10 Bndfurd
11 Bnnipbin
12 BnuiHoniC. I....
13 BriRhtuQ
14 BrockviUe
16 C*]edini{ft
16 Cunpbellford
17 Carlewm PijK»....
18 Cayuga
19 Chatham
20 Clintipn
21 Ciibourg C. I
23 (inlborne
23 CoUin^wood C. I.
24 Cornwall
26 DiuidM
26 DuiinviUe
27 Elora
28 K-nnertville
29 Fctku*
SO Giilt C. 1 . .
52 (:o.li-rich.....l.-..
53 liriiinLy , .
W tJiiehih
36 Hamiltcm T. I . . .
36 Harrisl.ui
37 Hatt'ktabuiy
38 Insentalt
39 Iroi|uolH
4fi £Bn/ptr/fle
IHO ; 180 , ISO
61
126
61
125
la
113
80
M)
80
37
37
193
111
110
fiO
07
/CM
208
91
91
«0
80
62
62
74
74
OS
108
96
96
ns
■138
153
'pi
2IB
2a^|
v.'
502
lii
■M
SB
39
139 1
70
,»
«
91 i
6e2 .«■>
11« I 116
9! I 91
120
74
36
X
71
4«
60
81
42
90
TO
22
37
87
80
47
63
77
27
27
29
26
60
46
40
40
3S
42
48
184
70
78
66
High Schools.
"BRANCHES OF INSTRUCTION.
1
,
rd
1
2
f
1
1
1.
13
60
■ 16
39
88
07
18
20
27
90
110
21
64
50
24
21
16
79
46
48
24
30
.:
61
24
35
40
16
:
:
18
1
2
S
2
3
19
1
21
2
1
12
10
9
9
12
12
6
3
34
IS
40
3
17
6
10
3
1
4
4
13
6
6
4
12
60
9
6
2
3
......
1
s
13
i
22
130
,
i
1
1
1
an
101
41
loe
162
ss
200
62
76
60
90
20e
M
125
100
.80
66
30
117
110
134
46
199
91
23
62
104
60
87
69
146
40
205
611
112
36
139
72
91
36
101
41
106
'S'
136
70
40
53
120
206
46
110
100
80
06
33
173
IIO
117
46
■'Bi'
58
62
68
104
»
66
63
140
40
174
440
165
36
139
62
81
12
61
21
39
8
12
63
39
6
63
20
6
28
46
60
30
12
17
60
30
56
12
17
3
40
13
28
10
31
8
6
10
29
SG
16
65
38
8
6
62
20
8
60
9
■■■«
60
21
3
76
37
.7
6
40
20
34
47
11
12
'■■37'
51
4
42
23
10
/is'
2
100
30
28
2
56
60
2
■■39'
18
30
47
21
64
43
34
87
13
78
19
30
34
70
120
21
66
44
10
18
18
97
36
45
16
36
56
33
17
47
27
53
66
46
60
25
66
234
34
27
48
25
IB
10
23
54
8
9
20
39
40
"si'
94
79
30
184
53
18
18
63
V
10 ...
63
19
46
40
63
63
205
15
120
46
40
80
33
190
60
2fi
16
149
36
39
62
3U
108
76
47
57
90
42
34
260
68
36
130
70
12 ...
17 ...
"is
1
7
2
9
■'iio'
60
■'loa'
20
31
1
12
2
38
64
]«
1
80
26
47
"go
42
36
260
60
36
"1
12
122
63
36
26
8
63
12
138
32
35
8
34
54
11
I
« ...
I
I.
V-.
VIII.— TABLE H.— Tbe
NUUBBR OF PUPILS IN THE VABIOU8
SUBJECTS
HIGH SCHOOLS.
O
a
.^
1
d
i.
1
i
1
1
1
H
6
1
1
1
43KmB«tonC. I
142
142
142
86
66
118
118
142
63
40
i3 Lind.«y
137
137
137
137
137
137
137
187
63
87
87
87
87
87
87
87
21
110
41
104
104
160
62 NewoMtle
41
41
M NUgM*
36
36
40
43
43
34
34
38
13
94
48
64
64
64
M
M
64
43
60
GO
60
eo
GO
GO
80
1.14
86
134
86
134
86
134
86
13+
134
86
134
86
134
64
134
04 Owen Sound
194
194
194
194
193
193
l»t
194
69
a
61
67
61
67
61
67
61
67
61
67
61
67
61
67
61
61
97
167
66
167
97
167
97
167
97
167
8S
167
97
167
97
167
86
BSParlh CI
69 Peterboro'CI
lfi6
166
lfi«
Iflfi
166
166
166
166
70 PetnJeii
79
79
79
79
79
78
78
79
141
141
166
101
101
76 Port RowM
se
38
38
38
S7
38
38
36
76 PttBcott
73
7S
73
73
73
73
73
78
GO
112
112
112
113
116
170
144
170
170
170
170
IIB
104
116
104
llB
104
111
104
111
104
116
104
116
104
116
104
MSimme
104
Hi^ ScboolB.
BRANCHIS OF INSTRUCTION,
»(■•)
m
VIII— TABLE H.— The
NUMBER OF PUPILS IX THK VARIOUS
SUBJECTS.
HKJH SCHOOLS.
3
X
H3 Snuth'i* Falls
«4 Sraithville
H5 Stratford
H6 Stmthroy C I
H7 Street«ville
88 St. CatharineH C. I.
50
2«7
245
49
269
89 St. Mary '8 C. I , 222
IK) St. Thomaa C. 1
91 Sydenhuiii
!»2 Thorold ....
J»3 Toronto C. I.
IM Tr»-nt4m
!I5 Uxbridjfr
% Vankleekhill
5>7 Vi<*nna
98 Walkertoii . . .
99 Wardsville . . .
100 Wat<'rdown . .
101 Welland
102 Weston
103 Whitby C. 1.
104 Wiljiamntown
105 Windsor
106 Woodstock . . .
'M7
«0
79
506
74
63
45
161
67
93
118
55
163
60
132
124
51
50
267
245
49
269
222
199
69
79
506
74
104 104
1 Total. 1884,
2 '* 1883.
12577
11815
63
45
161
67
93
118
55
118
60
90
124
1204<i
11259
X
51
50
267
245
49
269
222
347
69
79
506
74
104
(«
45
161
44
93
118
55
163
<iO
132
124
1252r»
11707
te
1
4
i '%>
51
50
267
245
49
19(>
222
347
69
79
506
74
51
6:^
45
161
67
93
118
55
108
60
132
80
51
50
267
'245
49
196
222
:«7
69
79
450
74
51
63
45
161
67
93
.118
55
149
60
132
124
51 i
50 1
267 1
245 :
49 .
263 ,
222 .
347
69
I »/
79 :
i 506 !
1 74
; I
51
50
267
245
49 ;
263 i
222 I
347
69 ;
79 !
5Wi
74
63
37
161
67
93
117
55
163
60
132
124
63
37
161
67
93
118 I
55 !
163 !
60
132
I ^
,6>
XI
s
51
50
267
245
49
269
222 i
347
69 ,
79 '
506
74
24 !
47 1
119 i'
120
39
146
222
214
3
104 ! 104 104
878
50
20
63 i '
45 i 21 !
161
67
93
118
55
163
60
132
124 : 124 !
73
44
38
47
26
120
35
80
80
B
U
3
I 5
' JS
■ I
at
o
25
148
245
30
85
107
90
222
119
60
117'.>2
9939
;ia095
I
i 11236
12393 12448 12638 7407
11551 11518 111767 ^ 4849
2231
1927
3 Incr«'HSf .
4 D«*crea**«'
762
78^
818 1853 859 842 930 871 1 2558 304
5 l*«'rc*'ntajye of Total Attendance.; W
95
98
92
95
in*
\)S
99 I 58
18
Hig^ Schools.
BRANCHES OF INSTRUCTION.
s i
1
<
t
1
1
^
J
1
,
4
s
1
i
1
»
j
1
8S ....'
39
249
220
30
:!62
176
32&
09
44
a4.f
245
24'j
222
366
89
14
13
107
W
30
40
.W
127
32
27
13
31
46
48
49
30
127
32
19
18
36
13S
18
8
96
23
M
01
00
18
85
60
144
16
2
17
14
4
82
IS
3
30
16
84
95
11
123
'iie"
28
so'
234
246
41
34
260
232
30
112
323
214
39
Mi 345^
46
ISO
t
..".
106
78
231
34
90 169'
91 . .1
GO
«>
76
aoe
52
78
506
as
10
"■s
10
270
12
"iss"
12
12
272
10
3
48
10
40
■■'so'
■ 3
. ...
■■36-
60
322
74
ss'smI
« ...j
60
BO
i«
BO
22
00
63
25
'
19
Itj
2
14
37
ll
IS
2
2
87
34
19
26
M ...
97 18
46
4J
:;.:
181
«7
119
66
169
66
132
124
161
67
83
119
45
169
66
133
lao
17
\l
18
f
30
46
20
30
6
9
32
12
4
20
15
8
14
S
10
66
36
29
13
36
26
80
15
21
31
5
11
19
2
■ 3'
27
14
30
17
14
76
17
50
■■«■
-1
29
43
161
93
80
36
122
3
100
120
7
is
3
10S 40
1 3141>:114!0
11002
2719
3046
KM)
44M
927
6119
1089
3428
8126
310 404
i.%->
22
2 acm.vxaw
10071
120«
24.T0
isai
4439
«t3
5318
961
1360
35.tK
41.1
363 ,..,.
18
3 TO'
1114
931
IMl
a-M
:tM
16
24
128
2068
4588
41 ,,
4
,.,.„
199
106
i !
6 26.
1
00
»
aa
34
34
15 1 36
7
"
•
27
«
3)
i
38
IX. -TABLE I.— The
MISCELLANEOUS
HIGH SCHOOliB.
1 Alexaodria
2 Almonte . . .
3 Amprior . . .
4 Aylmer ...
6 Barrie, C. I . . .
6 Heamsville
7 Belleville
8 Berlin
9 Bownianville .
10 Bradford
11 Brampton
12 Brantford, C. I
13 Bright(ni
14 Brock ville
i
hi
o
o
E
16 Caledonia
16 Campbellford
17 Carleton Place . . .
18 Cayuga
19 Chatham
20 Clinton
21 Cobourg, CI...
22 Collwme
28 Collingwood, C. I
24 Cornwall
26 Dundas . . .
26 Dunnville
27 El
ora
28 Farmersville
29 Fergus
B.
S.
B.
B.
B.
B.
B.
B.
B.
B.
B.
B.
B.
S.
B.
S.
S.
B.
B.
B.
B.
B.
B.
B.
B.
F.
S.
S.
s.
80 Gait, C. I I S.
81 Gananoque I S.
82 Goderich B.
88 GrimRby I F.
84 Guelph ! 8.
86 Hamilton, C. I i S.
86 Harriston B.
87 Hawkeabury i B.
88 Ingersoll B.
99 Iroquoit S.
t
a
u
O
•—4
o
V.
R.
F.
F.
F.
R.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
F.
R.
F.
F.
F.
F.
F
F.
F.
F.
F.
F.
F.
F.
a
i
o
acreK.
1
1
4
i
3
2
'i
I
2
5
1
1
I
5
3;
1
t
4
1
2
i
1
4
260x180
8
U
2
1
-2
1
1
1
1
1
1
1
i
1
^
£
p
12
12
14
16
20
18
23
16
6
10
60
20
19
26
15
12
19
15
26
12
26
11
23
26
17
15
16
10
12
62
31
18
16
26
66
17
21
16
16
8
J
o
a
1
2
4
1
3
2
1
2
1
2
1
2
1
2
1
1
1
2
2
1
2
2
o
1 I
1 !
1 I
1
I
1
1
5
2
2
4-1
8
o
1
1
1
1
1
1
1
1
1
"3
13
OB
s
1
s
I
o
P>
S5
3
1
8
2
2
6
5
7
1
3
2
1
1
3
3
10
1
4
1
1
1
8
1
19
4
17
S
High Schools.
INFORMATION.
t
1=
i.
'"4
■rS
-•s
H
i'
a
H
M 36
» 70
7 1
7
« ;
35 1
S 1
20 1
24 j
£ 1 ',.
11 r
Hkad Mabtim ai
S50 W. U. JohnHton, B.A., TorwiW.
lOOU , P. C. McQregor, B.A., Quten'i.
MOO ; L. C. Corbftt, h.A.l-Ormlu
— W. W. Riitlierfonl, B.A., ToronU.
H, B. Siiiottan, M.A., Tonmla.
■ A. W, B*avley, B.A,, TbronU.
I <;. a. Wright, M.A., Toronto.
I J. W. Connnr. B A., T.ronto.
W. W. Twnblyn, M.A., Toronto.
W. Forrret, BA., TWonto.
A. Murray, M.A., AbtrifftH.
I Wm. Oliver, B.A., Toronto.
1 G. B. WhwI, M.A., Mci/iU.
I R*v. 0. L. Worrell, M.A.. Trinitf.
. I^ A. Kennedy, B-A.. Victoria.
. A. (i. Kiiighl, BA., Vieloria.
J. R. Johnstnn, B.A., Qvem'i.
A. Cole, B.A. Toront...
A, W. A. FinUy, B.A., KkKuiSu.
J. Tumbull, B.A, Toronto.
D. C. McHenry, M.A., Victoria.
H. M. Hirks, H.A., Toronto.
Wm. WilliftTOi, B.A., Tormlv.
.1. Smith, M.A., Abrrdtn.
.. B. lUvidKoii. B.A
J. E. Bryuit, M.A., Toronto.
W. K. T. SmelUe, B.A., Toronto.
H. J. fltr«>ut, B.A., TororUn.
a W. MuUoy, B.A., Tor,mto.
W.Tytler, B.A-, Toronto.
G. Dickson M. A., Vittnria.
IX.— TABLE V— The
MISCEU.AKI'WUS
BIGH SCHOOLS,
B
« KingBt»n,C.I
S.
44 Lirtowel
«■ London, C. 1
B.
B.
68 NawniarltBt
B.
M Niagam F»ll«, South
F.
63 (h.t»w.,C. I
94 Owen Sounil
B.
77 Renfrew
B.
3
1
2
1
1
2
1
1
......
4
2
1
1
2
1
1
1
I
I
3
1
}
3
3
2
2
1
3
3 i 1
1 1
\ ■:::-
3 i 1
3 ; 1
1 1
X 1
3 1
4
6
-, ! 1
3
1
1 i 1 ., ,.
INFIlRMATKlN.
i.
-i it tl I i
Z^- i.| i| g|
■5= -Bl -sl I -J-j
If i-s ie I Ig-
li H U I
II
l« 'f\i
« « 1
42 30 :
17
*
"■ffl'l
43 10
\
;»
1&
33
«1 2 .
47 »
3
10
30
2
* i
■ ii ■
..."..
3
61 3 '
•s
II
IHbaiiMabtiuu* a:
' 800 I W. a. Cody, 1J.A., TuroiUu.
1100. 1 B. Freer, B.A., IV.ntf*.
; ISOO I A. P. Knight, M.A., Hutent.
I laOO 1 \V. ll'Counor, M.A., Quam'i, Irriani.
1000 1 W. Jl. Elliott, M.A., r.c(o™.
i 900 J \V. Klliot, aA., roronto.
!KM1 J. S. JuniBHOn, &t.A., ftetonn.
1160 I J. KeJd. B.A.. LL.B., To™a».
1200 ; C. >'eHsenil"n, B.A., Tamd>,.
two I 1). Hicks, B.A.. ronmto.
800 , W. W. Jardiiie, B.A., Tnrr,rU».
1000 I J. K. Uick«.n, B.A., ToTonUi.
! 900 ! A. AndrrwK. frnififatr.
BOO M. M. Kenwick, B.A.. TnfmU,.
1200 J. DnviilHoii, M.A., VitUiria.
lOSO I X. J. WVllwood. B ^\,. TuruBt,.
775 I J. C. PoiuBToy, B.A , Albtrt.
800 ( J .V Tftiuier, M,A.. Triuitt.
1200 i A. Stpclp, B.A., TVmiiKo.
1000 1 -r. Ryerxnii, B.A., Tiinmiio.
1300 ! L. C. Uniitli, B.A., Vittoria.
1800 J. Macmillun, B.A., T»™»fo. '
1200 . H. I>« ]* MatH-r. CfrtiS^iU.
1100 .1. W. AuiTi., B.A. L.K.C.
KOO K. M. Bi)t(r. M.A.. 7-»raiil
1000 K. IMhini, M.A.. l'.W.«-,a
1200 W. Rothwell. B.A., <»iif™
1200 W. Ttt-si.-, M.A.. LLIX,
1000 S. PhilliiM, B A., \'icUm«
1200 R. Dobwiii, IIA., VitXnrif.
900 K. A. Bar/om B.A., T„r.H
1300 L A. Piirslow, M.A., LL.l).
I). McBride. B.A., VUUt.
■ "r. Mackiy. B.A, Tom
v.. Teh
1400
1000 i M. McPher
two
I, M.^
IX.— TABLE ]
MISCEmLNEOUS
HIGH SCHOOUI.
2 Sinicoe
3 Smith's FaJIs..
4 Smithville ....
6 Stratford .
6 Stratbroy, C. I..
17 atreetiv[lle
8 at. Mary'a, C. I . .
St. Tliomaa, C. I. .
1 Sydenham
96 VsnkleckliiU. ,
97 Viorna
98 Walkertou ....
B9 Ward»viUe . . . .
100 Waterdown . . ,
101 Welluid
102 Weeton
US Whitby, C. i..
104 Williaintitown .
106 Windmir ,
lOe WVidnt-ick , . . ,
I i:
i
1
1
5
;
.9
1
a
1
s
f
1
1
1!
HB
1
' 1
ll
1!
z
3
i
1 Total. IfWM
2 Total, iSKt..
i. S. F.|K. R.; acrei. i
. 81 19 <S i09 7 I 188 M
~& 19 6 198 S 180 : M
3 Incn-juic. . .
4 DecTpaw . .
I": 'I-
High Schools.
INFORMATION.
i
i
E-
1
,
*
1
I
1
1
i
1
.
t
1
s
1
i
D
1
i
HlA7>M*«TI!WIANr.TH1HllU
;•
:-|
2s •=
^
-SS.
Si
N-H
iJ
«
Si
|4 1
z
«
46 '
4 1
33
10
2 ;
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■ 1300 D. S. FatBtwrn, B.A., T.>r,mr<t.
■■ 900 B. Burwaah, B.A., KiDOH-io.
■ 776 A. CCroeby.B. A. Albrrt.
• 1300 W. McBride, M.A., ToroiUe.
I 1400 J. E. Wetherell, B.A., 1'omrU.
'. 7.'J0 A. B. Cooke, B.A., TriAity,
IBOO 1 .1. Hendeimin. M,A., Tnroato.
1000 I 1. M. Iievnn, B.A.. Toront-i.
I 1550 I J. Miliar, B.A., Toronto.
i 1200 ■ .!. E. Burgera. M.A.. Qur^nV
. 1200 I A. McGuUoch.M.A.,Qu«-nV
: 2350 I A, McMurchj, M.A., Ton-nio.
: 1000 , B. X. I>iiviB, B.A., 9u<wnV
I 1300 ! .1. .1. MasiT, B. A., T-jrojiia.
J, MoiVHli. B.A., Toronto.
W. G. MeLachlan, B.A.. Torvnto.
A. Crichtim. B.A., Toronto.
J. M. Dunn, B.A.. LL.R, ToroiUo.
G. Wallace, B.A., Dabiin.
I 1400 L, E. Embree, B.A., T-^ronlo.
: 800 .r. A. Monroe, B.A., Virtnna.
I 1100 A. I^mclair, .M.A., Tor-ntlo.
. 1200 , n. H. HiiiUpr, RA.. Toronbi.
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APPENDICES.
APPENDIX A.— PROCEEDINOS FOR THE YEAR, 1885.
/. ORDERS IN COUNCIL.
I. Appointment of Jamks McGrath as Janitor of the Ottawa Normal School (5tk
March, 1885).
J I. New Readers.
(a) This Indenture, made the twenty-sixth clay of Noveinl»er, in the year of our Lord
one tiiousand eight hundred and eighty-four,
Between William James Gage, of the City of Toronto, in the County of York, pul>-
lisher, trading under the name and style of *' W. J. Gage and Company," of the
first part ; The Canada publishing Company (Limited), of the said City, of the
second part ; Thomas Nelson and William Nelson of the City of Edinburgh, in
that part of Great Britain known as Scotland, trading under the name and style
of *' Thomas Nelson and Sons," of the third part ; and Her Majesty the Queen,
represented herein by the Honorable the Minister of Education for the Prov-
ince of Ontario, acting for the Education Department of Ontario, of the fourth
part.
^'hereas the parties hereto of the first, second and third parts heretofore severally
prepared and published, for use in the public schools of Ontario, three series of text
books known respectively as the '^ Canadian Readers," published by the parties Hereto of
the second part, the *' Royal Canadian Readers" published by the parties hereto of the
second part, and the " Royal Readers," published by the parties hereto of the third part.
And whereas the Honorable the Minister of Education is causing to be prepared a
new and improved series of readers known as the " Ontario Readers," and such series is
to be authorized as the only series for use in the Province of Ontario.
And whereas it has now been agreed by and between the parties hereto, that the
parties hereto of the first, second and third parts, should for ten years have the sole right
to print and publish from electrotype plates supplied by the said Department, to be paid
•for as hereinafter provided, such authorized and improved .series of readers subject to the
covenants and conditions hereinafter contained, and to the .terms and conditions of the
r^ulations in that behalf <jf the said Education Department of Ontario.
Now this Indenture witnesseth, that in consideration of the premises and of the sum
of one dollar of lawful money of Canada, the receipt whereof is hereby acknowledged, they,
the said parties of the first, second and third parts, do hereby, for themselves, their heirs,
executors and administrators covenant with Her Majesty the Queen, Her successors and
representatives herein, in manner following, that is to say : —
1. That the parties hereto of the first, second and third parts, their executors, admim-
istrators and assigns shall repay to the Honorable the Minister of Eklucation all sums of
money expended by the said Education Department in the composition, sketching, engrav-
ing and electro typing of the said series of readers, such sums not to exceed in all seven
thousand five hundred dollars, and each of the said parties hereby undertakes for himself,
his executors, administrators and assigns, to pay one-third of such sums so expended by the
said Education Department, and the party hereto of the fourth part, undertakes and agrees
to deliver simultaneously to each of the parties of the first, second and third parts a set of
electrotype plates of each of the books of the said y Ontario Readers," reasonably free from
all defects, inspected and tested and approved by the party hereto of the fourth part.
2. And that they, the parties hereto of the first, second and third parts, their
executors, administrators and assigns, shall, from time to time, and at all times, observe,
perform and fulfil each and every of the terms and conditions of the regulations of the
said Education Department respecting the printing and publication of text books, and
also the terms and conditions hereinafter contained, and that each and every copy of each
and every edition, shall, in every particular, l>e printed and published by the said parties
and each of them in strict conformity therewith.
3. And that the parties hereto of the first, second and third parts, their executors,
administrators or cussigns, shall submit or cause to be submitted to the said Education
Department, sample copies of each and every edition of the said authorized Readers to
be hereafter printed and published for snle or use in the Province of Ontario for the
approval of such Department as to the mechanical execution of the presswork, binding,
and all other mechanical parts of the work, and that without such approval having been
first had and obtained no copy of any edition thereof shall be sold or disposed of for use
in the said Province of Ontario.
4. And that the paper to V^e used in any and every edition of the said authorized
Readers, and in every copy thereof, shall be equal in quality to the sample prescribed
by the Education Department (to wit, at least sixty pounds D royal of good colour
and texture and well calendered) and no inferior quality of paper shall, under any pre-
text whatsoever be used. The presswork and ink shall be first-class throughout, and
shall be such as to produce, together with the plates, a clear and distinct impression, and
the stitching of each and every book, shall run from top to bottom of each sheet, with
broad tapes or extra mull at or near top and bottom and in the centre of the back of
each and every book, and shall be attached to the cover, so 4}hat the whole binding shall
be thoroughly done and durable.
If, however, the said publishers, their executors, administrators or assigns should
prefer it, Brehmer's wire m&y be used, the same to be used with stitching machine with
wire staples to extra strong uiull running from top to bottom, the stitches being as close as-
possible to top and bottom, corresponding with sample submitted by the said publishers to
the said Department, an«l no other style of binding except that herein specified shall,
without the siuiction of the said Education Department, be used by any of the said parties
hereto in binding any of the books of the said series ol readers ; and no copy of any of the
said readers which does not in all particulars comply with the foregoing in regard to
paper, presswork, typography, ink and binding, shall be sold or disposed of for use in the
Province of Ontario.
5. And the said sample copies to be furnished as hereinbefore provided for shall
remain on file in the Education Department, and each and every copy of each and
every edition published shall in all respects be equal to the sample copy so furnished to
and on file in the said Department.
6. And that in case the Minister of Education points out to the said parties of the
first, second or third parts, or any of them, their executors, administrators or assigns,
any defect or defects in the sample copies so furnished to the said Department as afore-
said, but which defect or defects the Department shall not consider of sufficient import-
«noe to cause them to withhold their approval from such edition ; then in such case the
said parties of the first, second and third part, his or their executors, administrators or
asstgnSy shall, in the next following edition or issue to that in which said defect shall have
been pointed out, correct the same to the satisfaction of the said Department.
7. And that the said authorized series of Readers shall be of the size following, that
is to say : —
The First Book, Part I, shall consist of sixty-four pages.
The Second Part of the First Book shall consist of ninety-six pages.
The Second Book shall consist of one hundred and ninety-two pages.
The Third Book shall consist of two hundred and fifty-six pages.
The Fourth Book shall consist of three hundred and twenty pages, each page of
each of the said books shall be six inches long, by three and one-half inches wide in the
presswork, with a reasonable margin sufficient to make each page at least seven and one-
quarter inches long by five inches wide.
And that the books of the said authorized series of Readers shall be sold at retail
prices not exceeding the following, namely : —
For the First Book, Part One Ten Cents.
For the First Book, Part Two Fifteen Cente.
For the Second liook Twenty-five Cents.
For the Third Book Thirty-five Cents
For the Fourth Book Fifty Cents.
8. And that, in order that it may be the more easily recognized and ascertained that
each and every book j)f each and every edition of the said authorized " Ontario Readers "
to be published and in use in the said Province of Ontario, is not only authorized but
approved as to its mechanical execution, contents and otherwise by the said Education
Department, the said parties of the first, second and third parts, and each of them, his
and their executors, administrators and assigns, shall cause to be printed upon the title
page of each and every book of each and every edition, the name of the firm by which
fuch book is published.
9. And that, for the better securing the retail sale of the said authorized Readers at
prices not exceeding those above set forth as the maximum retail prices, the said parties
•of the first, second and third parts, their executors, administrators and assigns, shall make
sale to any purchaser buying quantities of such Readers of one dozen and upwards at one
time at prices at least twenty per cent lower than the said prescribed retail prices ; and
that, to purchasers of the said Readers in lots of the sale value of one thousand dollars
nettb, the said parties, their executors, administrators and assigns, shall make a further
redaction of ten per cent in the price thereof; and that the said parties of the first,
second and third parts and each of them, their executors, administrators and assigns,
shall and will, from time to time, and at all times, keep on hand a sufficient quantity of
the said, Readers to supply all demands of trade and public therefor.
10. And that the Minister of Education, or any person by him appointed in writing
for that purpose shall and may from time to time, and at any time during business hours,
«nter the warehouse and all other business premises or any part thereof of the parties of
the first, second and third parts, and each of them, his or their executors, administrators
or assigns, for the purpose of inspecting any and every edition or issue of such author-
ised Readers and every copy thereof, and reporting to the said Education Department
Wiether the same are in accordance with the terms of this Indenture.
11. And that in case the said Education Department shall at any time after the ex-
|»iimfcioii of five years from the date hereof consider that the retail prices of the said series
4 B.
of " OntArio Readers " heretofore mentioned, or any of the books thereof, shoald be rednoedi
the Minister of Education shall appoint an Arbitrator, tlie parties of the first, seooiid and
third parts shall appoint another, and the Chancellor of Ontario, upon the application of tlit
Minister of Education or of the parties of the iirst, second and third parts, or the joint
application of all parties hereto, shall appoint a third, and in case the parties of the tot^
second and third parts shall for ten days after having been notitif d in writing of the appoinkr
ment of an Arbitrator by the Minister of Education omit to appoint an Arbitrator or to
notify the Minister of Education in writing of th«^ir appointment, then the Chancellor of
Ontario may name two Arbitrators to act with the Arbitrator appointed by the Minister
of Education and the said parties hereto of the first, second and third parts and each of
them, his or their executors, administrators or assigns, shall at any time and at all
times when called upon so to do by the Arbitrators or any two of them, furnish the Arbi-
trators with a detailed statement bhowing the cost of production and the jreturns of tht
sales of any or all of the said [Readers, and shall in addition, if so requested, furnish the
said Arhitrators or uny two of them for inspection all vouchers and books of the respectiYt
firms of th(i said parties of the fir«it, second and third parts which in any way refer to or
contain any entry concerning the cost of production and returns of the ^oles of the said
Readers as afon said, and that if it shall be deemed by the said Arbitrators or any two of
them that an excess \e profit is being made by the said parties or any one of them his or
their executors, administrators or assigns upon the sale of the said Readers, the retail
prices of the same shall be reduced to amounts which the Siiid Arbitrators or any two of
them shall deem sutlicient to yield a reasonable profit to the said parties and such Arbi-
trators or any two of them shall upon such appointment have full power to consider thd
question or questions submitted to them, and tj examine all statements, vouchers and
books furnished by the said parties and full power to cumpel the production of such additional
statements, vouchers and books to those furnished by the said parties and evidence of any
kind whatsoever which they shall deem necessary, with power to examine witnesses upon
oath, and their decision in the ()remises or that of any two of them when given in writing
shall be conclusive and binding upon the parties hereto, and the reiail price or prices to
fixed shall thcncetbrward govern the price or prices by the dozen and wholesale price or
prices as hereinbefore provided for.
1 2. And that the said parties hereto of the first, second and thinl parts and each of
them, his and their executors, administrators and assigns, will not print or publish nor
cause to be printed or published, nor be in any way accessory to the printing or publishing
of any edition or copy or copies of the said authorized Readers, in the United States or
any where else without the limits of the Province of Ontario, to be sold within the said
Province of Ontario.
13. And that the parties hereto of the first, second and third parts and each of them,
his and their executors, administrators and assigns, shall not in any way, without the con-
sent in writing of the Mini!>ter of Education acting on behalf of the Education Depart-
ment, sub-let, I e-let or assign any portion of the work of printing and publishing the said
series of Readers or the whole of such work,
1 4. And that should any difference of opinion arise between the parties hereto as to
the construction to be put upon any of the terms, conditions and agreements herein contained,
the same shall be determined by the Chancellor of Ontario, after giving the |)arties hereto an
opportunity of presenting their views, in person or by counsel, and such determination
shall be final and conclusive and binding upon the parties to this indenture, upon each of
them and upon each of their executors, administrators and assigns.
15. And that upon the Minister of Education giving to the said parties six months
notice, the Education Department may alter or amend the said authorized series of Reader^
or any one of them, or any part of any one of them ; but that no change shall be madebj
the parties hereto of the first, second and third parts or any of them, his or their executory
administrators or assigns, in the contents of the said Readers, nor any addition thereto or
ission therefrom, nor any notes or appendices thereto, nor any change in the subject
^tter thereof, nor ia the size of the books, nor in the price of them, nor in the mechanical
scution thereof, without the consent in writing of the said Education Department first
d and obtained. The notice hereinbefore provided for may be given by publication
ireof in two issues of any newspipor published in the City of Toronto and in the
Uario Gazette,
16. And that the said parties of the first, second and third parts and their assigns
ill have for ten years from tho'first day of January, in the year of our Lord one thou-
id eight hundred and ei^hty-Hve. the sole right to print and publish within the said
ovitice of Ontario and Dominion of Canada the aforesaid authorized series of Readtrs,
d the said Educiition Depirtment of Ontario shall not, during that time, allow any other
in or individual to print or publish any of the books of the aioresaid series of ** Ontario
sadera."
17. And the said parties hereto of the first, second and third parts hereby declare they
▼e abandoned and do and will abandon and hereby abandon all claims in law or in
uity which they or either of them may have or have had, or deemed he or they had
ainst tTie Eilucation Department or the Minister of Education because of the failure or
in-continuance of the authorization of the Headers hereinbefore mentioned.
18. And the said parties of the first, second and third parts, and each of them, his
d their executors, administrators and assigns hereby aj^ree that if they, their executors,
ministrators or assigns, or any of them, deliberately diare;;ard the terms of this agree-
Bnt or fail to carry out the Fame in a matter of substatice the said party or parties shall
rfeit all his or their rights under this agreement, and the Minister of Education may
>ply, on notice to the said pirty or parties, to any Division of the Hi^h Court of Justice
r a declaration of such furt'eiture, and to restrain such party from further printing, pub-
^hing and selling any of the books of the said authorized series of Readers.
19. And that before any edition of the said authorized Readers is printed and pub-
ibed by nny of the pxriies hereto of the (irst, second and thir.l part^*, each of the said
irties shall have ext;cuted those presents and given to the Honoui able the Minister of
Jucation as representing Her Majesty the Queen herein th»*ir respective bonds, each in
e penal sum of five thousand dollars, with two sureties thereto, each in the sum of two
ious2ind five hundred dollars, for the due observance and fultilmcnt by each p^rty, his or
eir executors, administrators and assigns of all the terms. Conditions, clauses, agi'eements,
»ligations and covenants herein contained.
20. In the several covenants, terms and conditions herein the said parties of the first,
cond and third parts shall b3 held to covenant severally for themselves, their executors,
Iministrators and assigns, and not the one for the other.
In witness whereof the parties hereto have hereunto set their hands and seals this
renty-sixth day of November, A.D. 1884.
gned, sealed and delivered in the \ For the Canada Publishing Co. (Limited),
presence of I Arthur B. Lee, [L.S.]
President.
Thomas Nelson,
William Nelson,
Afl to signatures of all.
Per Jos. Train Gray, [L.8.]
his Attorney,
W. J. Gage, [L.8.]
Geo. W. Ross, [L.S.J
Minister of Education,
6
(b) This Indbntube made the fourth day of February, in the year of our Lord one
thousand eight hundred and eighty-five,
Between William James Gage, of the City of Toronto, in the County of York,
Publisher, trading under the name and style of W. J. Gage and Company, of
the first part ;
and
■
The Canada Publishing Company (Limited), of the same place, of the second
pcurt ;
William W. Copp, Henry J. Clark and Charles Fuller, of the same place, trading
under the name, style and firm of Copp, Clark and Company, of the third part ;
i and
Her Majesty the Queen, represented herein by the Honorable the Minister of
Education for the Province of Ontario, acting for the Education Department of
Ontario, of the fourth part.
Whereas by an indenture made on or about the twenty-sixth day of November, in
the year of Our Lord one thousand eight hundred and eighty-four, between the said
William James Gage, the said The Canada Publishing Company (Limited), Thomas Nelson
and Sons, and Her Majesty the Queen, of the first, second, third and fourth parts respec-
tively, regarding the publication of a series of Readers, it was agreed by paragraph seven
of the said indenture, that
" The First Book, Part One, shall consist of sixty-four pages.
** The Second Part of the First Book shall consist of ninety-six pages.
" The Second Book shall consist of one hundred and ninety-two pages.
*^ The Third Book shall consist of two hundred and fifty-six pages.
*^ The Fourth Book shall consist of three hundred and twenty pages.
*^ And each page of each of the said books shall be six inches long by three and one-
*' half inches wide in the press work, with a reasonable margin sufficient to make each
'' page at least seven and one-quarter inches long and five inches wide.
*' And that the books of the said authorized series of Headers shall be sold, at retail
" prices, not exceeding the following, namely : —
" For the First Book, Part One, ten cents ;
" For the First Book, Part Two, fifteen cents ;
" For the Second Book, twenty-five cents ;
" For the Third Book, thirty-five cents ;
" For the Fourth Book, fifty cents."
And whereas since the said date the said Thomas Nelson and Sons have, with the
consent of Her Majesty the Queen, the party in the said indenture of the fourth part^
represented by the Honorable the Minister of Education, assigned, transferred and set
over to the said Copp, Clark and Company, the said parties of the third party all their
right, title and interest and benefit in and to the said indenture.
And whereas it has been agreed by and between the said parties as provided for in
and by the said indenture, that certain amendments and alterations be made in paragraph
seven of the said indenture, which are more fully set out hereinafter.
Now, therefore, it is witnessed, that the said paragraph seven be expunged, and that
the following paragraph be substituted therefor : —
** And that the said authorized series of Readers shall be of the size following, that
*' is to say : —
" The First Book, Part One, shall consist of sixty-four pages.
'' The Second Part of the First Book shall consist of ninety-four pages.
*' The Second Book shall consist of one hundred and eighty-four pagea
" The Third Book shall consist of two hundred and eighty pages.
** The Fourth Book shall consist of three hundred and forty-four pages.
" And each page of each of the said books shall be six inches long by three and one-
^ half inches wide in the press work, with a reasonable margin sufficient to make each
'* page at least seven and one-quarter inches long by five inches wide.
<* And that the books of the said authorized series of Readers shall be sold at retail
prices not exceeding the following, namely : —
** For the First Book, Part One, ten cents ;
•* For the First Book, Part Two, fifteen cents ;
" For the Second Book, twenty-five cents ;
" For the Third Book, thirty -five cents ;
" For the Fourth Book, fifty cents ;
And it is hereby expressly declared and agreed by and between the said parties
hereto, that save and except as above set out, the said indenture and all the terms, pro-
visoes and agreements and conditions, and all and singular every matter and thing therein
contained shall remain in full force and effect just in the same way and to the same
degree as if these presents had not been executed ; and that the said alterations in parsr
graph seven shall not be held to affect, alter or vary, add to, or diminish the terms, agree-
ments and conditions in the said indenture contained, and that the said terms, agreements,
conditions and all matters and things therein contained and relating or referring to
paragraph seven of the said indenture, shall hereafter apply and be construed to apply to
the said paragraph hereby substituted therefor.
And it is also understood and agreed by and between the said parties, that any extra
expense up to the sum of twenty dollars, occasioned by said alterations in the said
Readers, shall &J1 upon and be borne by the parties of the first, second and third parts
hereto, their executors, administrators, successors and assigns, in an equal proportion.
In witness whereof the said parties have hereunto set their hands and seals.
(Signed) W. J. Gage,
W. W. Oopp,
Henbt J. Clark,
Signed, sealed and delivered in the I '^ Chaeles Fuller,
L.S.
L.S."
L,S.'
presence of / For the Canada t^ublishing
(Signed) John A. Patbrson.
Co. (Limited).
Arthur B. Lee, [^^.]
President
Geo. W. Koss, [L.S.]
\ Minister of Education.
((
<(
IIL Establishment of a High School in the Tillage of Essex Centre (23rd June, 1885).
lY. Vienna High School abolished SIst December, 1885 (24th June, 1885).
y. Appointment of Mary G. Joyce, as Ist Assistant, Margaret A. Mills, as 2nd
Assistant, and Maria E. Butterworth, as 3rd Assistant in the Provincial
Model School, Ottawa (24th June, 1885).
YI. Qrakt for Colonial Exhibition (Ist October, 1885).
VII. DiREcnNQ Vaccination of Oivil Seryicb EMPLOTis (4th Norember, 1885).
YIIL High Schools at Gurlph and Owen Sound to rank as Colleoia« Insti-
tutes, January, 1886 (22iid December, 1885.)
£. MINUTES OF DEPARTMENT.
I. Appointment of Frank L. Michell, M.A., as Public School Inspeoior of
^uu. Towns op Almonte and Smith's Falls (9th January, 1885).
II. Appointment of William Ferguson, as Public School Inspector of thm Town
OF Durham (1 5th January, 1885).
III. Appointment of James McBrien, as Public School Inspector of thb Town of
Whitby (24th January, 1886).
Y. Appointment of William E. Tilley, M.A., as Public School Inspector of thi
Town of Bowmanville (23rd March, 1885).
Yl. Appointment of Wilmot M. Nichols, B.A.y as Public School Inspector of
Town of Blenheim (11th June, 1885).
VIL Regulations of thb Education Department, August, 25th, 1885.
PUBLIC SCHOOLS.
Accommodation.
1. By section 40 of the Public Schools Act, 1885, Trustees of rural
schools are required to provide adequate accommodation for at least two-
thirds of the actual residents between the ages of five and twenty- on«
years. In the case of cities, towns and incorporated villages, there is no
limitation.
School Site.
2. Every school site shouliJ be on a well travelled road, as far removed
as possible from a swamp or marsh, and so elevated as to admit of easy
drainage.
3. The school grounds should be properly levelled and drained, planted
with shade trees and enclosed by a substantial fence.
4. There should be a well or other means for procuring water, so placed
and guarded as to be perfectly secure against pollution from surface
drainage or filth of any kind,
5. The area of the school site should not be less than half an acre in
extent, and if the school population of the section exceeds seventy-five
the area should be one acre.
9
6. The water-closets for the sexes should be several feet apart, and
under different roofs. Their entrances should be screened from observa-
tion.
7. Proper care should be taken to secure cleanliness and to prevent
unpleasant and unhealthy odors.
8. Suitable walks should be made from the school-house to the water-
closets, so that the closets may be reached with comfort in all kinds of
weather.
School'hotiae,
9. The school-house should be placed at least thirty feet from the
public highway.
10. Where the school population of the section exceeds onehundred, the
achool-house should contain two rooms ; where it exceeds one hundred and
fifty, three rooms — an additional room being required for Ciach additional
fifty pupils.
11. In each room the area should be at least twelve square feet on
the floor, and there should be at least two hundred and fifty cubic feei
of air space for each pupil.
12. There should be separate entrances with covered porches and suit.-
able cloak-rooms for bo} s and girls.
13. The heating apparatus should be so placed as to keep a uniform
temperature throughout the room, of at le.ast sixty-seven degrees during
the whole day.
14. The windows (both sashes) should be adjusted by weights and
pulleys and provided with blinds.
15. Care should be taken to arrange for such ventilation as will
secure a complete change of atmosphere three times every hour. •
School Furniture.
16. The scats and desks should be so arranged that the pupils may sit
facing the teacher. Not more than two pupils should be allowed to sit at
one desk, but single-seated desks arc preferred.
17. The height of the seats should be so graduated that pupils of
different sizes may be seated with their feet resting firmly upon the floor.
The backs should slope backwards two or three inches from the perpen-
dicular.
18. The seats and desks should be fastened to the floor in rows, with
aisles of suitable width between the rows ; passages, at least three feet
wide, should be left between the outside rows and the side and the rear
walls of the room, and a space, from three to five feet wide^ between the
teacher's platform and the front desks.
19. Each desk should be so placed that its front edge may ])rojeci
slightly over the edge of the seat behind it. The desk should be provided
with a shelf for pupils' books, and the seat should slope a little towards
the back.
&0. A sufficient number of seats and desks should be provided for the
accommodation of all the pupils ordinarily in attendance at the school
There should be at least two ordinary chairs in addition to the teacher's
chair.
10
21. The desks should be of three different sizes. The following
dimensions are recommended : —
Chairs or Skats.
Len
Dkkb.
AGE OF PUPILS.
Height.
Slope
of
Back.
gth.
Width.
12 in.
12 *•
13 "
13 "
1
Height
Front.
Rear.
Double.
Single.
next
Pupil.
Five to Figbt years
Eicrht to Ten years
12 in.
13 ••
14 "
16 "
lUin.
12* "
2 in.
2 "
36 in.
36 "
36 *•
40 "
18 in.
18 "
20 **
22 "
22 in.
23 **
Ten to Thirteen years
13* " 2* "
15i " VS "
24 "
Thirteen to Sixteen years
26 "
Blackboard, Globes arid Mapa,
22. There should be one blackboard at least four feet wide, extending
across the whole room in rear of the teacher's desk, with its lower edge
not more than two and a half feet above the floor or platform, and, when
possible, there should be an additional blackboard on each side of the room.
At the lower edge of each blackboard there should be a shelf or trough
five inches wide for holding crayons and brushes.
The following? directions for making a blackboard may be found useful : —
(a) If the walls are brick the plaster should be laid upon the brick and not upon the
laths as elsewhere ; if frame, the part to be used for a blackboard should be lined with
boards, and the laths for holding the plaster nailed firmly on the boards.
(&) The plaster for the blackboard should be composed largely of plaster of Paris.
(c) Before and after having received the first coat of color it should be thoroughly
polished with fine saud paper.
{d) The coloring matter should be laid on with a wide, flat varoish brush.
(e) The liquid coloring should be made as follows : — Dissolve gum shellac in alcohol,
four ounces to the quart ; the alcohol should be 95 per cent, strong ; the dissolving
process will require at least twelve hours. Fine emery flour with enough chrome green
or lampblack to give color, should then be added until the mixture has the consistency
of thin paint. It may then be applied, in lonfli:. even strokes, up and down, the liquid
being kept constantly stirred.
23. Every school should have at least (a) one globe not less than nine
inches in diameter, properly mounted ; (b) a map of Canada ; (c) a map of
Ontario ; (d) maps of the World and of the different Continents ; (e) one or
more sets of Tablet lessons of Part I. of the First Reader ; (/) a standard
Dictionary and Gazetteer ; (g) a numeral frame ; and a suitable supply
of crayons and blackboard brushes.
Programme of Studies.
24L. The programme of studies herein prescribed shall be followed by the
teacher as far as the circumstances oi his school permit. Any modi-
fications deemed necessary should be made only with the concurrence of
the Inspector and the Trustees. In French and German Schools the
authorized Readers shall be used in addition to any text books in either
of the languages aforesaid.
11
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2
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12
GENERAL DIBECTION&
First Three Classes.
Heading. — ^The First Part of the First Eeader should be taught from
Blackboard and Tablet Lessons. The x pupil should practise reading bj
phrases with the first lesson, and such explanations should be given at
may enable him to read intelligently, and in the easy natural manner
which characterizes good ordinary conversation. Clearness, fluency, lore©
and naturalness are essential to good reading. As pupils learn to read
principally by imitation, the teachers living voice alone can direct intho
matter of accent, inflection, emphasis and pronunciation.
Literature. — It is important that the pupils in all the classes should be
required regularly to commit to memory selected passages in prose and
verse, to give the meaning of what they read, and to make, from time to
time, a summary of the reading lessons, in their own language.
Arithmetic. — Systematic training in mental Arithmetic should prevail
in all the classes. Accuracy and expertness in performing elementary
operations are ot* the first importance. Problems based on the elementary
rules should be given from the commencement. Great stress should bo
laid on the solution of questions by the Analytic Method.
Writing. — Neat and legible writing, and the proper formation of the
small and capital letters, should be aimed at
Geography, — The School House and its surroundings, with which the
pupils are familiar, should be taken as the first subjects of lessons to give
correct ideas of boundary and direction. Map drawing should be practised
from the beginning. Definitions in Physical Geography should be fully
illustrated in all cases bv blackboard drawincra or otherwise. The teacher
should teach this subject in the first and second classes by means of
familiar talks about the natural phenomena of diflTerent countries, the
peculiarities of different races, the birds and animals of different zones, eta
Music. — Kindergarten songs with their appropriate actions should be
taught the junior classes ; staff* notation, rote songs, and easy exercises on
the blackboard should be taught the other classes.
Drawing. — The drawing exercises in Parts I. and II. of the First
Reader are sufficient for the First Class. In the junior Second Class the
Supils should be encouraged to expand these exercises into original
esigns. In the other classes the authorized Drawing Course should be
followed.
Orammar, — Grammar should be taught mainly as the basis of com-
position. The essential parts of the simple sentence ; the functions and
definitions of the parts of speech, and the rules for inflection, should
be arrived at by induction; sentence building, and the correction of
common mistakes in English.
IS
Composition. — Nearly every school exercise, whether oral or written,
should be made an exercise in Composition. The teacher should use especial
care in requiring good English from his pupils in all their answers inclaai
or in conversation.
History, — The principal events in Canadian history, with their bearing
upon the progress of Canada, should be discussed. Care should be taken
to explain thoroughly our Municipal and Federal forms of Governmeni,
and the principal events of English history, without unnecessary
details or unimportant dates. The teacher should remember that a
•comprehension of leading facts and general pnnciples is more valuable
than the most accurate knowledge of details, if unaccompanied by ability
to distinguish what is important from what is not. Throughout the
•course the teacher should bear in mind the interesting and valuable
lessons that ma}' be deduced from the lives of the men and women who
have played a prominent part in history.
Fourth Class.
Reading, — A general knowledge of the elements of vocal expression,
with special reference to emphasis, inflection, and pause. The reading,
with proper expression, of any selection in the Reader authorized for
Fourth Book classes. The pupil should be taught to read inteUigenUy,
as well as intelligibly.
Literature. — The pupil should be taught to give for words or
phrases, meanings which may be substituted therefor, without impairing
the sense of the passage ; to illustrate and show the appropriateness « of
important words or phrases; to distinguish between synonyms in common
use ; to paraphrase difficult passages so as to show the meaning clearly ;
to show the connection of the thoughts in any selected passage; to explain
allusions ; to write explanatory or descriptive notes on proper or other
names ; to show that ne has studied the le^ond thoughtfully, by being
able to give an intelligent opinion on any subject treated of therein that
comes within the range of his experience or comprehension ; and especi-
ally to show that he has entered into the spirit of the passage, by being
able to read it with proper expression. He should be exercised in quoting
passages of special beauty from the selections prescribed, and in reproducing
in his own words, the substance of any of these selections, or of any part
thereof. He should also obtain some knowledge of the authors from
whose works these selections have been made.
Orthography and Orthoepy. — ^The pronunciation, the syllabication,
and the spelling from dictation, of words in common use. The correction
of words improperly spelt or pronounced. The distinctions between
words in common use in regard to spelling, pronunciation, and meaning.
Writing. — Besides writing the regular copy-book exercises, the pupil
should be taught simple business forms, letter writing and how to keep
simple accounts.
14
Oeography. — The form and the motions of the earth. . The chief defini-
tions as contained in the authorized text^book : divisions of the land and
the water ; circles on the globe ; political divisions ; natural phenomena.
Maps of America, Europe, Asia and Africa. Maps of Canada and Ontario,
including the railway systems. The products and the commercial relations
of Canada.
Orammar. — The sentence : its different forms. Words : their chief
classes and inflections. Difierent grammatical values of the same word.
The meanings of the chief grammatical terms. The grammatical values
of phrases and of clauses. The nature of the clauses in easy compound
and complex sentences. The government, the agreement, and the arrange-
ment of words. The correction, with reasons therefor, of wrong forms of
words and of false syntax. The parsing of easy sentences. The
analysis of simple sentences.
Composition. — The nature and the construction of difierent kinds of
sentences. The combination of separate statements into sentences. The
nature and the construction of paragraphs. The combination of separate
statements into paragraphs. Variety of expression, with the following
classes of exercises : — Changing the voice of the verb ; expanding a word
or a phrase into a clause ; contracting a clause into a word or a phrase ;
changing from direct into indirect narration, or the converse ; transposi-
tion ; changing the form of a sentence ; expansion of given heads or
hints into a composition ; the contraction of passages ; paraphrasing prose
or easy poetrv. The elements of punctuation. Short narratives or descrip-
tions. Familiar letters.
History. — Outlines of English history ; the outlines of Canadian history
fenerally, with particular attention to the events subsequent to 1841.
'he municipal institutions of Ontario, and the Federal form of the Do-
minion government*
Music. — ^As in authorized Music Course for Public Schools.
Fifth Class.
The programme for the Fifth Class embraces the following subjects : —
Reading, Literature, Orthography and Orthoepy, Writing, Arithmetic,
Drawing, Geography, Grammar, Composition, History, Music, Book-
keeping, Algebra, Euclid, Physics, Botany, Hygiene, Drill, Calisthenics
Moral and Keligious Instruction. The course of study under each head
is the same as that prescribed for Third Class Teachers. Trustees are
recommended not to form a Fifth Class in the Public School in any city,
town, or incorporated village, where a High School is situated.
* The ezAmination will be on the outlines of English History, as heretofore, until a suitable
text-book, adapted to the present regulations, has been provided by the Department
15
OeTieral,
Hygiene, — This subject should be taught in the form of familiar lec-
tures and should include temperance, the nature and effects of alcohol
upon the system, the importance of cleanliness and a strict observance of
the laws of health, dietetics, how to preserve the eyesight, teeth, etc., the
dangers of exposure to cold and damp, how to play in order to promote
physical culture, etc. At least one hour a week should be devotea to this
subject.
Drill omd Calisthetiica. — The different extension movements prescribed
in any text-book on the subject should be frequently practised, not only
during recess but during school hours. Accuracy and promptness should
characterize every movement. In addition, the boys should be formed
into companies and taught the usual squad and company drill, and the
girls should be exercised in calisthenics.
Moral and Religioua Instruction. — No course of moral instruction is
prescribed. The teacher is expected, however, by his personal example
as well as by the exercise of his authority and by instruction, to imbue
«very pupil with respect for those moral obligations which underlie a
well formed character. Respect 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 them. The religious
exercises of the school should be conducted without haste and with the
utmost reverence and decorum.
Reviews and Recitations. — Every Friday forenoon should be devoted
to a review of the week's work, and the afternoon to exercises tending to
relieve the usual routine of the school-room, while promoting the mental
and moral culture of the pupils. The teacher should encourage the pupils
to prepare dialogues, readings, recitations and songs for the Friday after-
noon school-sessions. He should also choose some topic for a familiar
lecture, or read some literary selection, making such comments as are
likely to promote a love of reading, and quicken the interest of the
scholars in the work of the school. The girls should receive suitable
instructions in plain sewing.
Agriculture, — In rural schools the subject of agriculture should occupy
a prominent place, such points being considered as — ^the nature of the soil,
how plants grow and what they feed upon, how farms 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.
Duties of Pupils.
25. It shall be the duty of every pupil whose name is entered on the
register of a Public Scnool (1) to attend punctually and regularly
16
every day in the school term in which his name is so entered ; (2) to be
neat and cleanly in his person and habits ; (3) to be diligent, truthful,
honest, kind, courteous, respectful, and obedient ; (4) to conform to all the
rules of the school.
26. Any pupil not present at the time prescribed for opening the school
may be required to furnish forthwith a written excuse from his parent
or guardian, or be denied admittance to the school for the day or half -day,
at the discretion of the Principal.
27. Any pupil absenting himself from school, except on account of
sickness, shall forfeit his stcmding in his class, or shall be liable to such
other punishment as the tesicher may lawfully inflict.
28. No pupil shall be allowed to leave school before the hour appointed
for closing, except in case of sickness, or on the request, either oral or
written, of the parent or guardian.
29. Any pupil, once admitted to school and duly registered, shall attend
at the commencement of each term and continue in attendance regularly
until its close, or until he is withdrawn l»y notice to the teacher to that
effect ; and any pupil violating this rule shall not be entitled to continue
in such school, or be admitted to any other, until such violation is certi-
fied by the parent or guardian to have been necessary and unavoidable.
30. Any pupil guilty of any of the following offences, viz. : — (a) per-
sistent truancy ; (6) violent opposition to authority ; (c) the repetition of
any offence after being warned ; (d) habitual and wilful neglect of duty ;
(e) the use of profane or improper language ; (/) general bad conduct,
injurious to the moral tone of the school; (rj) cutting, marring, destroying
or defacing any part of the school property ; {k) writing any obscene
words on the fences, water-closets, or any part of the school premises,
may be suspended by the teacher for one month, or until such suspension
is removed by assurance of better conduct, or by order of the Trustees.
31. Whenever any teacher suspends a pupil for any of the causes herein
named, he shall at once notify the parents or guai'dians, and the Trustees
thereof, stating the reasons for such suspension.
32. The parent or guardian of any pupil suspended may appeal to the
Trustees against the action of the teacher, and the decision of the Trus-
tees, or of a majority of them, shall be final.
33. Any pupil who shall be adjudged so refractory by the Trustees or by
a majority of them, and by the teacher, that his presence in the school is
deemed injurious to the other pupils, may be expelled, and no such pupil
shall be readmitted to any school without the written consent of the
Public School Inspector.
17
34. Pupils in cities, towns and villages shall attend such school or
de[)artment as may be designated by the Trustees, and no transfer from
one school or department to another shall be allowed without the consent
of the Trustees and the Inspector.
35. No pupil who is affected with or exposed to any contagious dis-
ease, shall be permitted to atterid school until he produces the certidcate
of a medical man that all danger from his mingling with the other pupils,
or from his exposure to the disease, has passed away.
36. Any pupil absenting himself from an examination, or from any por-
tion thereof, without permission of the teacher, shall not be admitted to any
public school, except by authority of the Inspector, in writing; and the
names of all such pupils shall be immediately reported by the teacher to
their parents and the Trustees.
37. Pupils shall be responsible to the teacher for their conduct on the
school premises, or iu going to or returning from school, except when
accompanied by their parents or guardians, or by some person appointed
by them, or on their behalf.
38. No pupil shall be allowed to remain in school unless he is furnished
with the books and requisites to be used by him in school, but it shall bo
lawful for the Trustees to supply him with such books and requisites.
39. No pupil shall have the riorht to attend school unless, and until, he
has paid nil the fees imposed by the Trustees for the current month or
quarter, as the case may be, and for such books, stationery and other sup-
plies as are authorized under the Public Schools Act.
40. Any school property or furniture injured or destroyed by a
pupil, must be made good forthwith by the parent or guardian, under
penalty of the suspension of the delinquent.
•
41. Every pupil entitled thereto shall, when ho leaves or removes from
a school, receive a certificate of good conduct and standing.
School Hours.
42. The school hours shall be from nine o'clock in the forenoon till four
o'clock in the afternoon, unless the trustees by resolution prescribe a
sliorter period.
43. There shall be a recass of not less than ten minutes each forenoon
and afternoon, and at least one hour shall be allowed for recreation during
the middle of the school day.
Duties of Teachers.
44. In every Public School in which more teachers than one are em-
ployed the head teacher shall be called the Principal and the other
teachers Assistants.
18
45. The Principal shall prescribe (with the concurrence of the trustees)
the duties of the Assistants, and shall be responsible for the organization
classification and discipline of the whole school.
46. It shall be the duty of every teacher in a Public School —
(1) To see that the school-house is ready for the reception of pupils at
least fifteen minutes before the time prescribed for opening the school in
the morning, and five minutes before the time for opening in the after-
noon.
(2) To classify his pupils strictly according to the programme of
studies prescribed by the Education Depaiiment, and to make no de-
parture from such classification without the consent of the Trustees and
the Inspector.
(3) To prepare a time-table to bd posted in some conspicuous part of
the room for the guidance of himself and pupils.
(4) To teach diligently and earnestly, according to the most approved
methods, the various subjects set forth in the programme of studies
prescribed from time to time by the Education Department.
(5) To prevent the use by the pupils of unauthorized text-books.
(6) To make at the end of each school term or at such other time as
may be approved by the Inspector, and subject to revision by him, such
promotions from one class to another as he may deem expedient.
(7) To practise such discipline in his school as would be exercised by
a kind, firm, and judicious parent ; to reprove with tenderness and becom-
ing deliberation ; to aim at governing his pupils through their afiections
and reason rather than by force ; to encourage them to cultivate kindly
and affectionate feelings towards one another, respect for one another's
rights, politeness in and out of school, honesty, truthfulness, the practice
of correct habits and obedience to all persons in authority over them ; and
to. discountenance quarrelling, cruelty to animals, and tne use of profane
and improper language.
(8) To give strict attention to the proper ventilation and cleanliness of
the school-house ; to make and enforce such rules as will ensure the keep-
ing of the school groimds and outbuildings in a neat and cleanly condition.
(9) To see that the school grounds, sheds, and water-closets are kept in
proper order ; that no damage is done to the furniture, fences, outbuild-
ings, or other school property ; to give notice in writing to the Trustees
of any necessary repairs or supplies.
•
(10) To employ (unless otherwise provided for), at such compensation
as may be fixed by the Trustees, a suitable person to make fires, sweep the
rooms, dust the walls, seats, desks, and other furniture ; but no assistant
teacher or pupil shall be required to perform such duty unless regularly
employed for that purpose as herein provided.
(11) To act as librarian of the school and keep such a record of the
books as is prescribed by the regulations respecting libraries.
19
(12) To keep in the prescribed form a register of the daily attendance^
of the pupils.
(13) To make up all returns to the Inspector or the Education Depart-
ment, as far as the information required can be supplied from the school
register.
(14) To keep the visitors* book, and allow visitors free access to the
same.
(15) To attend regularly the Teachers' Institutes held in his county,
and to contribute from his experience and observation to their general
usefulness.
(16) To give immediate notice to the Trustees of his absence from
school through illness or other unavoidable cause.
Collections — Presents — Lost Time.
47. In no school shall collections be taken up or subscriptions received
from the pupils, nor shall any bills or other advertisements be distributed
by the teacner for any purpose whatever without the consent of the
Trustees.
48. Except when severing his connection with the school, no teacher
shall receive any presents from the pupils, nor shall he give any medal or
prize to any pupil without the consent of the Trustees.
49. No teacher shall make up lost time by teaching ona holiday or during
vacations, and any attendance during such time shall be disallowed by the
Inspector.
Inspectors.
QuaXiilcations,
50. Any person holding either(a)a first-classProvincial certificate,grade
A, obtained at the Departmental Examinations, or (6) a degree in arts
from any University in Ontario, with first-class honors in one or more
of the recognized departments of examination in such University, and
furnishing evidence of having taught successfully for five years, (of
which at least three years must have been spent in a Public School) shall
be eligible to be appointed a Public School Inspector.
County Inspector's Duties.
51. It shall be the duty* of every County Inspector —
(1) To visU each school under his jurisdiction at least once in each term.
(2) To spend half a day in each school. Where a school has several
depaji^ments, the Inspector should devote half a day to each depart-
ment. When, however, from the character of the work done, an
6 £.
20
Inspector thinks it would be in the interest of the school to extend his
visit over the whole day, he should do so. The half day limit is the
average time required lor each visit.
(3) To satisfy himself as to the progi^ess made by the pupils from, tim£
to time. This cannot be done without many memoranda oi the standing
of each class. It will therefore be necessary for the Inspector to make
copious notes in regard to each recitation, showing the condition of each
class and the proficiency attained in the several subjects of the curriculum.
This part of the work should be thorough and searching ; and the con-
clusions arrived at should be based on the Inspector's own observation.
(4) To eocamine into the methods of inst'ruction pursued by the teacher.
To do this the Inspector should require the teacher of the school to teach
several lessons in his presence. In this way the teacher's methods can
be observed and hints given for improvement should he evince any faults
of method or of manner. Great attention should be paid to methods : the.
proper and logical presentation of a subject is so important that success
is impossible without it.
(5) To teach a few mx>del lessons himself The proper method of
teaching subjects that are found to be neglected or badly taught by the
teacher should be exemplified by the Inspector. Here all the qualities
which go to form the model teacher should be exercised. His methods of
questioning and of receiving answers, of rousing the enthusiasm of the
class, of securing attention, of reaching by apt illustration the judgment
of the pupils, are all eagerly watched by the teacher and should serve
both as a model and as a stimulus to him in the future.
(6) To ascertain the 'nature of the discipline exercised by the tcaciitv.
This no doubt will appear from the attention and diligence of the pupils,
without special enquiry. The Toanv^r of the teacher will very soon
indicate the nature of the discipline. It would be well, nevertheless, to
ascertain whether corporal punishment is frequently resorted to, ami if
not, what are the punishments (if any) usually inflicted.
(7) To examine the registers, maps, seats, and all the internal and
external equipments of the school-house (a) registers : he should see that
the register is properly and neatly kept, and ascertain whether or not
entries are made therein daily ; (6) that the maps are suitable and well
preserved ; (c) that blackboards are in proper repair, and that crayons and
brushes are fully supplied ; (d) that the furniture is generally adequate ;
that proper attention is paid to the heating (e) and ventilation of the
rooms ; (/) that the fences and out-houses are in proper repair ; (g) that
the School Library is suitably cared for. •
(8) To report to Trustees in regard to such rnatters as reqvAre their
attention. This duty the Inspector should never neglect. The Trustees
of a school expect to be informed and directed as to many matters coming
under the cognizance of the Inspector, who is, in a certain sense, their
21
officer, and is appointed for the very purpose of aiding them in the dis-
charge of their duties. His report, thererore, on the school should be full.
Eve^hing coming within the scope of the duties of the Trustees should
be mentioned in detail, and in no case should the school grant be with-
held, until they have had an opportunity of removing any defect to which
their attention has been called.
(9) To give such advice to teachers as may be deemed necessary. This
part of the Inspector's duty should be performed with tact and delicacy,
and perfect frankness. Whatever defects in the teacher's manner, or in his
dLscipline of the pupils, or methods of instruction are discovered during
the inspection of the school, should be plainly pointed out. Wherever the
Inspector has rea.son to believe that there is any defect in the organization
of the school, or in its classification, or in attention on the part of the
pupils, it should be referred to, and the proper remedy suggested. This,
of course, should be done privately — not in the presence of the pupils.
(10) To see that no uruivihorized text-books are used in the scJwol.
No books should be placed in the hands of the pupils, except those
authorized for their use. Under the disguise of recommending certain
works for " home study," many unauthorized text-books are introduced
into, the school. This should be prevented by the Inspector in the exercise
of his authority as an officer of the Education Department.
(11) To withhold the school grant in certai/n cases. Before the 'school
grant is withheld two things are necessary. (1) An opportunity should
be afforded the Trustees to remedy the wrong complained of. (2) A full
statement of the case should be sent to the Department, and the consent
of the Minister of Education obtained. As the grant can be withheld for
any violation of the School Act or Departmental Regulations, the power
thus conferred should be exercised judiciously, and only when other
remedies fail.
(12) To divide the school grants. Care should be taken to see that the
semi-annual returns of the Trustees are properly added up, and if any
doubt exists as to their accuracy they should be compared with the school
register. When the division of the s^rant is made, as required by law, it
wul be sufficient for the Inspector to send a statement to the Township
Treasurer of the amount due each school section, and at the same time to
notify the Secretary-Treasurer of each Board of Trustees of the amount
-due their section. The Trustees can then give an order either to the
tecuiher or to some other person to whom they desire to have the money
paid, and on this order the Township Treasurer is authorized to pay the
money.
(13) To decide complaints made within twenty days in regard to the
election of Trustees and other matters. In discharging this duty the
Inspector should remember that he is exercising judicial functions and
should accordingly proceed with due deliberation. He has a right to
withhold his decision until such evidence is produced as he may deem
necessary in regard to the question at issue.
,/-.
22
(14) To grant, on eaumination, temporary certificates. These certifi-
cates should only be granted (1) when petitioned for by a Board of
Trustees, and only for the school over which such Board has jurisdiction ;
and •(2) until the date of the next ensuing Departmental Examination ;
and (3) when it appears that a teacher holding a regular certificate is
not available. The consent of the Minister is also necessary in every case.
(15) To 8U8pend a certificate when he is fully satisfied that the teacher
is incompetent or immoral, or has wilfully violated the school law or
the regulations of the Education Department. In the final investigation
by which such suspension is to be confirmed or set aside, the Fullest
opportunity should be afforded the teacher to vindicate himself. Judicial
fairness should in this instance also characterize the conduct of the
Inspector.
(16) To visit the County Model School at least twice in each term. It is
very desirable that the Inspector should be present at the opening of the
Model School and assist the Principal in its organization. He should also
visit the school at least once during the term, and by his presence and
counsel encourage the teachers in training in the pursuit of their studies.
City Inspectors,
52. The Inspector of every city or town shall, as far as circumstances
admit, be governed by the regulations respecting County Inspectors, and
shall, in addition thereto, perform such other duties as may be imposed
upon him by the Board of Trustees.
Powers of Inspector.
53. The Inspector, while officially visiting a school, has supreme
authority in the school, and has the right to direct teachers and pupils in
regard to any or all of the exercises of the school-room. He may either
examine the classes himseU or direct the teacher to do so. He is at liberty
to give such advice to pupils or to the teacher as he may deem necessary.
All his counsels, however, should be given in a spirit of kindness, and his
authority should be exercised, not with a view to over-awe or intimidate,
but to reform abuses, correct mistakes, and inspire confidence and respect.
He should be courteous and consi<ierate, and when reproof is necessary it
should be tempered with gentleness and sympathy.
HIGH SCHOOLS.
Conditions of Establishment,
54. Any County Council may by resolution recommend the establish-
ment of one or more High schopLs within its jurisdiction, but such resolu-
tion shall take effect only when approved by the Education Department.
In asking the concurrence of the Department, parties interested should
furnish the Minister of Education with a statement, showing : —
23
(1) A certified copy of the resolution adopted by the County Council.
(2) The distances of the proposed High school from the nearest existing
EQgh schools.
(3) The population of the town or village municipality in which it is
proposed to establish the High school.
(4) The value of taxable property in the High school district.
(5) The description of tbe proposed High school building, as regards —
(a) Its situation ; the extent of its site ; si^e of play-ground ; and
extent of outside conveniences, etc.
(6) A simple plan of the building shewing the number of class-rooms ;
rooms for teacher ; hat, cloak, map and book presses, etc.
55. A written guarantee must be given to the Department by the cor-
poration in which the proposed High school is to be established : —
(1) That a suitable building distinct from the Public school house will
be provided ;
(2) That at least two competent teachers will be employed in the
proposed High school ;
(3) That all sums necessary for the efficient support of such High school,
not provided by the Legislative and county grants, will be raised by local
assessment ;
(4) That the expenses incurred by the Education Department in
making the necessary inspection for the purpose of reporting to the
Minister of Education will be paid.
56. On receipt of this statement and the report of the High school
Inspector to whom the matter may have been referred, the Minister of
Education will make such recommendations to the Lieutenant-Governor
as he may deem expedient.
A ccoTnmodation,
57. In order to be entitled to any T)ortion of the grant voted by the
Legislature for High School purposes, the Trustees of every High School
shall provide the following : —
(a) A site of at least half an acre in extent, well fenced, well drained,
planted with shade trees, and suitably provided with walks in front and
rear.
(6) A playground, and all other necessary provision for physical exercise.
(c) A well, or other means for supplying pure drinking water.
(d) Separate water-closets for the sexas, properly screened from obser-
vation.
(e) A building large enough to provide ample accommodation for every
pupd in attendance, with all necessary provision for light, heat, and ven-
tilation, and two entrances with covered porches.
24
(/) Suitable separate cloak-rooms for boys and girls, furniture, desks,,
maps, apparatus, black-boards and Library of reference.
(g) A Headmaster, and at least one assistant.
58. In case the High School Inspectors report that the equipment of any
High School is ^insufficient, or that the grounds are too limited in area, or
that the school building is inadequate for the accommodation ot the pupils,
or that the staff or any ^lember thereof is incompetent, the Minister of
Education will forthwith notify the Chairman oi the Board of Trustees^
and on the neglect or refusal of the said Board to comply with the regu-
lations herein contained within a reasonable time, then such High School
shall forfeit all claims upon the legislative grant until such time as the
regulations are complied with.
COLLEGIATE INSTITUTES.
59. Before any High school can be raised to the status of a Collegiate
Institute, the Trustees thereof shall furnish the Minister of Education
with a statement, showing : —
(1) The name and literary standing of each master employed, and the
subject or subjects of the High school curriculum which he is specially
appointed to teach.
(2) The names of the assistants and other teachers occasionally
employed, the nature of their duties and the number of their teaching
hours per day.
(3) The number of pupils on the school register for each ol the two
terms next preceding ttie date of application.
(4) The value of the school property devoted to High school purposes.
(5) The amount expended the previous year in teachers' salaries and
maintenance of the school respectively.
(6) The area of the High school site and a simple plan of the buildings
showing the number of rooms available for school purposes.
(7) A list of the apparatus used in the laboratory, and the cost of the
same, the number and names of the maps and the number and names of
volumes in the library, and the amount expended for library purposes.
(8) The size and equipments of the gymnasium, and the extent of the
outside conveniences.
60. No High School shall hereafter be raised to the status of a Col-
legiate Institute without such a minimum equipment in the way of
library, scientific apparatus, gymnasium, maps, charts and globes, as the
maximum required for three or more master schools (not institutes) under
regulation 112.
25
61. Any Collegiate Institute that .fails to comply with the conditions
prescribed herein for the status of a Collegiate Institute may, on the joint
report of the High School Inspectors, be reduced to the rank of a High
Scnool, or deprived of the usual legislative grant, at the discretion of the
Minister of Education.
Entrance Examinations to High Schools.
Where Held — Notice to Inspector.
65J. At every High School and Collegiate Institute, and at such other
places as may be approved by the Minister of Education, there shall be a
semi-annual examination for the admission of pupils to High Schools and
Collegiate Institutes, in the subjects prescribed for the 4th class of Public
Schools, excepting Music and Business forms and Book-keeping.
68. Persons proposing to write at a town or city forming a separate
inspectoral division must notify the Inspector of such town or city.
In all other cases notice must be sent to the County Inspector, and if
more examinations than one are held in the County, the place at which
the candidate proposes to write should be named.
64. Applications shall not be received by any Inspector later than the
1st day of June for the summer examination, nor later than the 1st day
of December for the winter examination. Where a fee is imposed by the
Board of Examiners, all applications must be accompanied by the amount
of such fee.
65. The Inspector shall notify the Department not later than the 3rd
day of June or the 3rd day of December (as the case may be) in each
year, of the number of persons proposing to write at any High school or
other place within his jurisdiction.
Presiding Examiner,
66. In cities or towns forming a separate inspectoral division, the In-
spector of such city or town shall conduct the examination, and, in con-
junction with the Board of Examiners for such city or town, shall read
the papers and report to the Department.
67. In counties in which more High schools than one are situated, the
Inspector for the county shall elect at which High school he will preside,
and shall notify the Department of the choice he makes. In each of
the other High schools the Principal of the High school shall preside.
68. In the case of examinations being held where there is no High school,
the Inspector shall appoint a presiding Examiner, notice of which appoint-
ment shall be sent to the Department ; but all such examinations shall be
considered as held in affiliation with a High School to be named in such
notice, and the Inspector within whose jurisdiction such examination is
held shall be a member of the Board of Examiners.
26
69. Where, from the number of candidates or any other cause, additional
presiding Examiners are required, the Inspector snail make such appoint-
ments as are necessary, but no person shall be eligible to be appointed
presiding Examiner who has any pupils writing for admission at a High
school where he is presiding.
70. Where more examinations than one are held in an Inspectoral divi-
sion the papers will be sent by the Education Department to the Inspector,
who shall be responsible for their delivery to the various presiding
Examiners within his jurisdiction.
71. The parcel containing the examination papers shall not be opened
till the morning of the examination day, nor shall any envelope containing
the papers in any subject be opened until the time appointed in the time-
table for the examination in such subject.
Duties of Examiners,
12, The presiding Examiner shall be in attendance at the place ap-
pointed for the examination at least fifteen minutes before the time fixed
tor the first subject, and shall see that the candidates are supplied with
the necessary stationery, and seated so far apart as to afibrd reasonable
security against copying.
73. He shall open the envelope containing the papers in each subject
in full view of the candidates at the time prescribed, and shall place one
paper on each candidate's desk.
74. He shall exercise proper vigilance over the candidates to prevent
copying, and shall allow no candidate to communicate with another, nor
permit any person, except a co-examiner, to enter the room during the
examination.
75. He shall see that the candidates cease writing promptly at the
proper time, fold and endorse their papers properly, and in every respect
comply with the regulations herein contained.
Dtuties of Candidates.
76. Every candidate shall be in attendance at least fifteen minutes
before the time fixed at which the examination is to begin, and shall
occupy the seat allotted by the presiding Examiner. Any candidate
desiring to move from his allotted place or to leave the room, shall first
obtain permission from the presiding Examiner to do so. Any candidate
leaving shall not return during the examination in the subject then in
hand.
7 7. Every candidate shall write his an.^wers on one side only of the paper
and shall number each answer. He shall arrange the sheets numerically,
according to the questions, and fold them once crosswise, endorsing them
27
with his name, the name of the subject, and the name of the place at
which he is examined. No paper shall be returned to a candidate after
being placed in the hands of the Examiner.
78. Any candidate who is found copying from another or allowing
•another to copy from him, or who brings into the examination room any
book, note, or paper having any reference to the subject on which he is
writing, shall be required by the presiding Examiner to leave the room,
and his papers, and the papers of all parties concerned, shall be cancelled.
79. Candidates for examination in Drawing must place their drawing
books in the hands of the presiding Examiner on the morning of the first
day of the examination. Every exercise must be certified by the teacher
as being the candidate's own work, and should shew his progress during,
at least, three months. Examiners should inspect the books, and return
them to the candidates on the evening of the second day.
Reading and Valuing Papers,
80. At the close of the examination the presiding Examiner shall submit
the answers of the candidates to the Board of Examiners, whose duty it
shall be to make such arrangements as may be deemed most convenient
for reading and valuing the same, and for reporting the results to the
Education Department.
81. The papers of the difierent candidates shall, in order to secure
uniformity in valuation, be so distributed, that the same Examiner shall
read and value the answers in the same subject throughout.
Marks to be Assigned,
82. In reading the papers the Examiners shall be guided by the follow-
ing schedule of values : —
Reading, 60 marks ; Drawing, 50 ; Neatness, 35 ; Writing; 20 ; Ortho-
graphy and Orthoepy, 50 ; Literature, 100 ; Arithmetic, 100 ; Grammar,
100 ; Geography, 75 ; Composition, 100 ; History, 75.
83. The marks for Neatness shall be divided equally among the last
seven subjects, and shall be added to the values herein assigned to
those subjects. Of the marks for Drawing, 25 will be assigned to the
paper on that subject, and a maximum of 25 maybe awarded as the result
of the inspection of the candidate s drawing book. In examining Reading
special attention should be paid to Pronunciation, Emphasis, Inflection
and Pause. One mark shall be deducted for each misspelt word wherever
it occurs.
84. In every case, the marks shall be distinctly written on the face of
each answer. The special marks for Neatness and the marks to be
deducted for bad spelling are to be distinctly and separately marked on
the candidates' papers in which such marks are allowable.
28
85. Any candidate who obtains one-third of the i^iarks in each subject
(neatness included), and one half of the aggregate may be admitted to a
High School by the Board of Examiners, subject to the approval of the
Education Department. On receipt of such approval the Board of Ex-
aminers shall issue a certificate of admission to each successful candidate.
86. In the case of candidates who fail in reaching the standard above
prescribed, but who, in the opinion of the Board of Examiners, should be
recommended to the favourable consideration of the Education Depart-
ment, the Report of the Board should show on what special grounds such
recommendation is based.
87. The report of the Examiners, shewing the marks awarded and by
whom each set of the papers was read, together with the answers of the
candidates, shall be transmitted by the Inspector to the Education Depart-
ment (charges prepaid) within ten days after the close of the examination.
88. Any candidate may, within one month after the result of the
examination has been announced, appeal to the Education Department
for a re-reading of his examination papers, providing the grounds of such
appeal are specifically stated, and the sum of two dollars deposited with
the Department.
Fees of Examiners,
89. Every Examiner presiding or reading and valuing papers shall
be entitled to be paid the sum of four dollars for each day during which
he is so engaged. Where, however, the County Council agrees to pay
the sum of seventy-five cents per candidate, the Board of Examiners
shall by resolution determine what simi shall be paid each Examiner.
90. All accounts for stationery, express charges, postage, attendance,
presiding, reading and valuing papers, or for any other purpose connected
with the examination, shall be certified by at least one Inspector, and
shall be forthwith paid as provided in section 42 of the High Schools
Act
91. The Board of Examiners for each High School may at its dis-
cretion require each candidate to pay a fee not exceeding one dollar.
School Hours in High Schools.
92. Every High School and CoUe^ate Institute shall open each school
day not later than nine o'clock in the forenoon, and shall close not later
than four o'clock in the afternoon. Such intervals for recreation during
the day shall be allowed as the Trustees may deem expedient.
Courses of Study.
93. Pupils, on entering the High School, shall pursue one or other of
the following Courses : — (a) That prescribed for a Hi^h School Commercial
29
Course. (6) That prescribed for Matriculation into any of the Universities
of Ontario, or for the Preliminary Examination of any of the learned pro-
fessions, (c) That prescribed for a Teacher's Non-professional Certificate.
Special Classes for the study of Agricultural Chemistry may be established
by the Trustees, with the concurrence of the Head Master.
94. Any High School pupil may take, in addition to the subjects in
the course selected, such subjects in any of the other courses as may be
agreed upon by his parent or guardian and the Head Master of the High
^hool ; but no subject not mentioned in the High School Course of Study
shall be taken up by any pupil without the consent of the Education
Department.
95. In classifying his pupils, the Head Master shall be guided by the
capabilities of his pupils and the circumstances of the school. The Head
Master is not restricted in the sub-division of Forms, but he shall make
at least two sub-divisions in Form I.
96. It shall be the duty of the Head Master to prescribe the number
of pupils in each Form, the division of subjects among his assistants,
and tne order in which each subject shall be taken up by the pupils—
whether or not all the subjects in the Course of Study shall be taught
concurrently ; also, to make such promotions from one Form to another as he
may deem expedient ; and generally so to limit the sub-divisions of each
Form as will best promote the interests of his pupils.
97. In every High School and Collegiate Institute, Vocal Music should
be taught, as well as the theory thereof ; Chemistry and Physics should
be taught experimentally, and Botany practically ; and it shall be the
duty of the High School Inspectors to report specially those schools in
which this recommendation is not observed. Gymnastics, Drill and Calis-
thenics shall also form part of the obligatory course.
98. The following subjects, as herein limited, shall constitute the
Course of Study in uie different Forms : —
Forvfi L
1. Reading (oral) cmd Prvadplea of. — A general knowledge of the
principles of elocution ; reading with proper expression, emphasis, inflec-
tion, and force.
2. Orthography and Orthoepy, — The pronunciation the syllabication,,
and the spelling from dictation, of passages from any English author, and
the spelling of all non-technical English words
3. English Oraramar, — Etymology and Syntax ; exercises.
4. Composition. — The framing of sentences and paragraphs ; familiar
and business letters; paraphrasing; synonyms; correction of errors ;
themes based on the prose literature prescribed for this Form.
30
5. Literature, — The criticarl reading of such works as may be prescribed
by the Education Department from time to time.
6. History, — The leading events of Canadian and English History.
7. Geography, — Political, physical, and mathematical Geography. Map
Geography generally ; Canada and the British Empire more particularly.
8. Arithmetic and Mensuration. — Arithmetic in theory and practice ;
areas of rectilinear figures, and volumes of right parallelepipeds and
prisms ; the circle, sphere, cylinder, and cone ; Mental Arithmetic.
9. Algebra. — Elementary rules; factoring; greatest common measure;
least common multiple ; fractions ; simple equations of one, two, and
three unknown quantities ; simple problems.
10. Eticlid. — Book T., with easy problems.
12. Physics. — The elements of Physics, as treated in Huxley's Intro-
ductory Science Primer and Balfour Stewart s Science Primer.
14. Botany, — ^The elements of structural Botany, including systematic
examinations of common plants selected to show variety of structure in
the diflerent organs ; true nature of the parts of the flower ; various forms
of roots, structure and uses, how distinguished from underground stems ;
various forms of stems, bulbs and tubers, herbs, shrubs and trees ; nature
and position of buds ; forms and disposition of foliage leaves ; kinds of
inflorescence, special forms of flower-leaves, morphology of the calyx,
corolla, stamens, and pistil ; modifications of the flower due to adhesion,
cohesion, and suppression of parts ; classification of fruits ; the seed and
its parts ; germination ; the vegetable cell ; protoplasm ; chlorophyll ;
formation of new cells ; various kinds of tissues ; intercellular spaces ;
structure of leaves ; exogenous and endogenous growth ; food of plants ;
reproduction in flowering plants ; nature of the pollen-grain ; fertilization
of the ovule ; reproduction in ferns ; the spore. Outlines of classification ;
examination and classification of common plants belonging to the following
natural orders r-^Ranunculaceae, Cruciferae, Malvaceae, Leguminosae, Bosa-
ceae, Sapindaceae, Umbelliferae, Compositae, Labiatae, Coniferae, Araceae
LiliaceaB, TriliaceaB, Iridaceaa, Gramineae; the characters and general
properties of these orders.
15. Lati/a. — The Elementary Latin Book, grammar, composition, and
the texts prescribed from time to time by the Education Department.
16. Ghreek, — The Elementary Greek Book.
17. French. — The Elementary French Book, grammar, composition, and
the texts prescribed from time to time by the Education Department.
18. Oerman. — The Elementary German Book, grammar, composition,
and the texts prescribed from time to time by the Education Department.
19. Writing.
31
20. Book-keeping. — Single and double entry; commercial forms; general
business transactions. T*
21. Drawing, — Freehand ; practical Geometry ; perspective ; industrial
designs.
22. Music. — Vocal and Theoretical.
Fcnrm II.
1. Reading, — Course for Form I. continued.
2. Orthography and Orthoepy, — Course for Form L continued,
3. English Orararruir, — Course for Form I. continued. (As prescribed
for the Pass Matriculation Examination of the University of Toronto.)
4. Composition. — Course for Form I. continued.
6. LiterainiTe. — The critical study of the texts prescribed from time to
time for the Pass Matriculation Examination of the University of Toronto.
6. English History (including Colonial History). — From William III. to
Gleorge III., inclusive. Roman history from the commencement of the
second Punic War to the death of Augustus. Greek history from the
Persian to the Peloponnesian Wars, both inclusive (University Pass).
7. Geography, Modem. — North America and Europe. AvA^ient. — Greece,
Italy, and Asia Minor (University Pass).
8. Arithmetic. — Course for Form I. continued (University Pass).
9. Algebra, — To the end of Quadratics (University Pass).
10. Oeometry. — Euclid books I., II., IIL ; easy deductions (University
Pass).
12. Physics. — Definitions of velocity, acceleration, mass, momentum,
force, moment, couple, energy, work, centre of inertia, statement of
Newton's Laws of Motion, composition and resolution of forces, condition
for equilibrium of forces in one plane. Definition of a fluid, fluid pressure
at a point, transmission of fluid pressure, resultant fluid pressure, specific
cnivity, Boyle's Law, the barometer, air-pump, water-pump, siphon
(University Matriculation Examination).
13. Chemistry. — Reynolds' Experimental Chemistry (chaps. I to XVI,
inclusive).*
14. Botany. — Course in Form I. continued.
16. Latin. — Examination subjects as prescribed from time to time for
Pass Matriculation into the University of Toronto.
• 16. Gredc " " " " * " **
17. French " " " " " " "
18. German "
«
* The text-book in Chemistry is intended to show teachers how the course is limited. It it
not a text-book for pupils.
32
19. Writing, — CJourse for Form I. continued.
20,' Book-keeping ayd Corrnnercicd Transactions, — CJourse for Form I.
continued.
21. Drawing, — Course for Form I. continued.
22. Mudc.—
23. Freds-writing amd Indexing,
24. Phcmogra'phy (optional).
Form 111,
3. English Gram/mar, — Course for Form II. continued.
4. Composition,
5. Literature, — The critical study of the texts prescribed from time to
time for Honor Matriculation into the University, Toronto.
6. History. — English history under the Houses of Tudor and Stuart.
7. Geography, — The British Empire, including the colonies (Honor
Matriculation University).
9. Algebra. — To the end of Binomial Theorem (Honor Matriculation
University).
10. — Oeometry. — Euclid, Books I, to IV. inclusive, Book VI. and defini-
tion of Book V. (Honor Matriculation University).
11. Trigonometry, — (Honor Matriculation University) The solution of
Triangles.
13. Chemistry. — Reynolds' Experimental Chemistry chaps. I. to XXVI.
inclusive. (University Matriculation Examination.)
14. Botany, — The structure and classification of Canadian flowering
plants. (University Matriculation Examination).
15. Latin. — Examination subjects as prescribed from time to time for
Honor Matriculation into the University of Toronto.
16. Greek " " " " " "
17. FreTich
18. German " " " " " !!
Form I V.
99. The subjects for study in Form IV. shall be those now prescribed by
the University of Toronto for Senior Matriculation, Pass and Honors.
As far as possible, the classes shall be the same as those in Forms II. and
III.
33
Commercial Course.
100. Candidates for a diploma in the Commercial Course will be ex-
amined at the same time and place, and on the same papers as candidates
for second class non-professional certificates.
Graduation Diploma.
101. Any pupil who passes the Departmental or the University exam-
ination in any of the courses herein prescribed for Forms II., III. or IV., in
High Schoois, shall be entitled to a Graduation Diploma signed by the
Minister of Education and the Head Master of the High School at which
such course was completed.
Certificates of Attendance and Charactefi\
102. In addition to passing the prescribed examination, each candi-
<late for a Graduation Diploma shall submit to the Education Department,
through the Head Master, the following documents : — (1) A certificate
from the Head Master that the candidate is a High School pupil who has
attended for at least one year. (2) A certificate of character signed by
the Head Master.
Presentation of Diplomas.
103. Commencement Exercises should be held in each High School or
Collegiate Institute, at a suitable time during the Autumn term of each
year, at which the Qraduation Diplomajii may be presented to the success-
ful candidates.
Duties of Teachers aTid Pupils.
104. The regulations respecting the duties of teachers and pupils in
Hi^h Schools shall be the same as those affecting teachers and pupils in
Public Schools, except as herein otherwise provided.
Qvxdiflcations of Head Masters and Assistants.
105. The qualifications for the Headmastership of a High School or
Collegiate Institute shall 'be (a) a degree in Arts obtained after a regular
<;ourse of study from any chartered university in the British Dominions ;
and (6) one year s successful teaching either as assistant master in a High
•School or in a College or a Private School.
106. After the first day of July, 1885, no one shall be deemed qualified
for the position of High School Assistant unless he hold a First Class
Professional Public School Certificate ; or unless he be a Graduate in Arts
(as above), or an Undergraduate in Arts of at least two years* standing,
who has obtained a professional certificate at a Training Institute.
34
107. Any teacher who is not qualified as above, but who, on the first
day of July, 1885, is employed as an Assistant in a High School or
Collegiate Institute, shall be deemed a legally qualified Assistant for
such High School, but for no other.
Inspection.
108. It shall be the duty of ea^^h High School Inspector to visit the
High Schools or Collegiate Institutes in the section of the Province
assigned to him, at least once in each year ; to spend not less than one day
in each school having two or three masters ; and in schools with four or
over four masters, to spend two or more days, as the interests of the school
may require.
109. At each visit he shall ascertain by means of an oral or a written
examination the standing of the pupils in the departments of English,
Classics, Mathematics, Modem Languages and Science; and shall also
make enquiry and examination, in such manner as he may think proper,
into the ef&ciency of the stafi, the equipment of the school, and all matters
affecting the health and comfort of the pupils.
110. He shall report to the Department, one week after his inspection^
the result of his observations and enquiry on a form prescribed for that
purpose, and in the case of a Collegiate Institute he shall make a special
report based on the regulations under which Collegiate Institutes are
established, setting forth in detail any departure from the said regulations.
111. No High School Inspector shall, during his incumbency, hold any
ot^er office or perform any other duties than those assigned to or prescribed
for him, without the permission of the Department.
Distribution of Grant.
112. On and after the first of July, 1886, the Annual Legislative
Qrants to High Schools and Collegiate Institutes shall be distributed
on the following basis, so far as the annual appropriation made by the
Legislature will admit thereof, namely : —
/. — Two Masters* Schools.
(a) Fixed grant $400 00
(6) Grant on annual expenditure for teachers'
salaries: — 20% on salaries over $1,500 00,
max 100 00
(c) Grant on total amount invested in equip-
ment : — ;10% of expenditure [detailed by
the High Scnool Boards to the Education
Department (in a form to be provided) and
annually certified and approved by the
High Schc^l Inspectors] on the following
bases, the maximum recognized expendi-
ture on each being also as follows : —
35
(1) Library of reference $275 00
(2) Scientific apparatus, physical
and chemical (not including
chemicals) 275 00
(3) Gymnasium and equipment . . 250^ 00
(4) Charts, maps, and globes 100 00
Tnax. 90 00
{d) Grant on condition and suitability of school
premises : —
(1) Water-closets, water supply,school grounds,
and external appearance of school-
building.*
(2) Class-rooms, halls, waiting-rooms, cap-
rooms, teachers' private rooms, desks,
blackboards, lighting, heating, and
ventilation.*
max. 90 00
(e) Grant on average attendance, being 50c. per
unit.
//. — Three or more Masters* Schools {not iTistUutes). •
(a) Fixed grant $400 00
(6) Grant on annual expenditure for teachers'
salaries: —
(1) Twenty % on salaries over $1,500 00 Ttuix. 100 00
(2) Twenty-five % " " $2,000 00 " 500 00
(c) Grant on total amount invested in equip-
ment: — 10% of expenditure [detailed by
the High Boards to the Education Depart-
ment (in a form to be provided) and
annvxiUy certified and approved by the
High School Inspectors] on the following
bases, the maximum recognized expendi-
ture in each being also as follows : —
(1) Library of reference $450 00
(2) Scientific apparatus, physical
and chemical (not including
chemicals) 450 00
(3) Gymnasium and equipment . . 325 00
(4) Charts, maps, and globes 125 00
mcKC. 135 00
((2) Grant on condition and suitability of scffool
premises : —
* A mAximum will be determined, and cImbob recognised, under each sub-head.
:i(i
(1) Water-closets, water supply,school grounds,
and external appearance of school-
building*
(2) Class-rqpms, halls, waiting-rooms, cap-
rooms, teachers' private rooms, desks,
blackboards, lighting, heating, and
ventilation.*
Tnax. 135 00
{€) Grant on average attendance, being 50c. per
unit.
///. — Collegiate Institutes.
(a) Fixed grant S400 00
(h) Grant on expenditure for teachers' salaries: —
(1) Twenty % on salaries over $1,500 00 7)uix. 100 00
(2) Twenty-live % " " 2,000 00 " 500 00
(3) Twenty % " " 4,000 00 " 500 00
(<;)• Grant on condition and suitability of school-
premises ; —
(1) Water-closets, water supply,school grounds,
and external appearance of school-
building.*
(2) Glass-rooms, halls, waiting-rooms, cap-
rooms, teachers* private-rooms, desks,
blackboards, lighting, heating, and
ventilation.*
max, 180 00
(d) Grant on average attendance, being 50c. per
unit.
(e) Special [grant, based partly on equipment and
partly on qualifications of staff 250 00
COUNTY MODEL SCHOOLS.
General Conditions.
113. The County Poard of Examinei-s for each county or group
counties shall set apart at least one Public School as a Model School f
* A maximum will be determined, and clames recognized, under each 8ub-head.
37
the professional training of Third Class Teachers, subject to the approval
of the Education Department.
114. In order to entitle a Public School to be ranked and used for
Model School purposes, the following conditions must be complied with: —
(1) The Principal must hold a First Class Provincial Certificate and
have at least three years' experience as a Public School teacher.
(2) There must be at least three assistants holding Second Class Pro-
vincial Certificates.
(3) The equipment of the school must be equal to that required by the
regulations for the fourth class of a Public School.
(4) A room for Model School purposes, in addition to the accommoda-
tion required for the Public School, must be provided, either in the same
building or elsewhere.
(5) An assistant must be employed to relieve the Principal of Public
School work during at lea,st half the day while the Model School is in
session.
115. The teachers in training shall attend regularly and punctually
during the whole Model School term, and shall be subject to the discipline
of the Principal, with an appeal, in case of dispute, to the Chairman of
the County Board of Examiners.
116. The Principal shall report at the close of the session the status of
each teacher in training, as shown by the daily register.
117. The teachers in training shall be subjected to an examination in
practical teaching at the close of the session, and also to a written exami-
nation on papers prepared by the Department.
118. In any county where there are two or more Model Schools the
County Board shall distribute the students equally among the different
schools, and in cases where there may be a deficiency of room in any Model
School to accommodate all the students, the County Board may give the
preference of admission to such as have gained the highest number of
marks at the non-professional examination.
119. Boards of Trustees may impose a fee of not more than five dollars
on each teacher in training, and in addition thereto the County Board of
Examiners may impose a fee not exceeding two dollars per student as an
examination fee in lieu of the amount chargeable against the county
for conducting the professional examination.
120. There shall be one session of thirteen weeks in each Model School
during the year, beginning on the second Tuesday in September.
38
121. Each Model School shall be visited at least once during the session
by the Departmental Inspector.
Course of Study.
122. The course of study in County Model Schools shall embrace the
following : — •
(1) Priiiciples of Education, — School organization, management, dls^
cipline, methods of instruction, and practice in teaching.
(2) Practical Teachirig, — Such practice in teaching as will cultivate
correct methods of presenting subjects to a class and develop the art of
school government.
(3) Physiology and Hygiene, — (a) — Laws of health, temperance, clean-
liness, hours for study, rest, recreation, and sleep. (6) — Heating and
ventilation of the school-room, (c) — Functions of the brain, eye, stomach,
heart and lungs.
(4) Mu»ic, Dramin^ and Calisthenics, — As prescribed for the Fourth
Class of Public Schools.
(5) Review of Non-Professional Work, — A review of the principal
subjects in the Public School curriculum, such as composition, grammar,,
arithmetic and literature.
(6) School Law. — A knowledge of school law, so far as it relates to the
duties of teachers and pupils.
Text Books.
123. Every teacher in training shall supply himself with the following
text books : — 1. A complete set of all the text books prescribed for use in
the first four classes of a Public School. 2. Baldwin's Art of School Man-
agement. 3. Oscar Browning's Educational Theories. *
Final Exii'mination.
124. At the close of the term an examination shall be held by the
County Board of Examiners, who shall also determine the minimum
marks of ea^h candidate, subject to an appeal to the Education Depart-
ment. The results of this examination, together with the report of the
Principal, will determine the. final standing of each student. Although
music and drill are optional the Board of Examiners should see that due
credit is given for attainments in these subjects. The final examina-
tion shall be conducted on the following subjects :
39
Marks.
Education (theory) 100
Education (methods) 100
Practical teaching : 100
Physiology and Hygiene 100
School Law and Regulations 50
Drawing 50
Music (optional) 50
Drill and Calisthenics (optional) 50
TEACHERS' INSTITUTES,
125. In each county or inspectoral division, a Teachers' Institute shall
be formed, the object of which shall be to read papers and discuss matters
having a practical bearing on the daily work of the schoolroom.
126. The officers of the Institute shall be a president, vice-president,
and secretary-treasurer. There shall also be a management committee of
five. The officers of the Institute and the management committee shall
be elected annually.
127. There shall be at least one meeting of the Institute each year,
extending over two or more days, to be called the annual meeting, for
the election of officers and the discussion of such matters as may be sub-
mitted by the management committee.
128. The session of the annual meeting on the first day shall be from
10 a.m. to 12 m., and from 2 p.m. to 5 p.m. ; on the second day from
9 a.m. to 12 m., and from 2 p.m. to 4 p.m.
129. The time and place for holding the annual meeting and the
programme for the same, will be arranged by the Education Depart-
ment on consultation with the Inspector or Inspectors of the county or
divisional Institute. A copy of the programme should be sent to every
teacher in the county or inspectoral division, at least one month before the
time of the meeting. All questions and discussions foreign to the
Teachers* work should be avoided.
130. A portion of the afternoon of the second day should be set apart
for discussing such matters as affect the relations between the Teacher
and the Trusteci , of which special notice should be given to every Board
of Trustees in the county or inspectoral division.
131. Another meeting, arrangements for which should be made at the
annual meeting of the Institute, for the county or inspectoral division,
may be held during the year; or in lieu thereof a series of Township
Institutes may be held in the townships or union of townships in the
county.
132. It shall be the duty of every teacher to attend continuously all
the meetings of tl e Institute held in his county or inspectoral divisioa
40
(two days in each half year so spent to be counted as visiting days), ani>
in the event of his inability so to attend, he shall report to his Inspector^
giving reasons for his absence.
133. It shall be the duty of the Inspector to furnish the secretary o^
the Institute with a list of the teachers in his county or inspectoral
division. From this list the roll shall be called at the opening of each
session. He shall also report to the Department on the form prescribed.
134. The following order of business is recommended.
First Day,
1. Opening.
'2. Appointment of committees.
3. Business.
4. Reading and discussion of papei's.
5. Lecture in the evening by the Departmental Director of Teachei-sj
Institutes.
Second Bay,
1. Opening.
2. Receiving report of Committees.
3. Business.
4. Reading and discussion of papers.
5. Election of Officers.
6. Closing.
135. The Departmental Director of Teachers* Institutes shall attend
the annual meeting of each Institute, and shall discuss at least three
subjects on the programme, and deliver a public lecture on the evening of
the first day.
PROVINCIAL NORMAL AND MODEL SCHOOLS.
General.
136. There shall be two sessions of the Provincial Normal Schools in
each year: — The first, opening on the third Tuesday in January, and
closing on the third Friday in June ; the second, opening on the third
Tuesdjiy in August, and closing not later than the twenty-second of
December.
137. The hours of daily work shall be from 9 a.m. to 12, and from 1.30
p.m. to 4 p.m. The daily sessions shall be opened and closed as prescribed
in the Regulations for Public Schools.
138. The students shall lod^e and board at such hous^os only as are
approved by the Principal ; anu shall not be out of their lv>arding-hou8e
41
after 9.30 p.m. Ladies and gentlemen shall not board at the same house.
Communication of every kind between the sexes is strictly prohibited.
Duties of the Principal,
139. The Principal shall be responsible for the discipline, classification
and organization uf the Normal School students; he shall prescribe the duties
of the Masters, subject to the approval of the Minister of Education ; he
shall cause such examinations to be held from time to time as may
be deemed necessary, and keep a record of the same ; he shall give such
directions to the officers of the Normal School as will secure the efficiency
of the service.
Duties of the Masters,
140. The Masters shall be responsible to the Principal for^the order, dis-
cipline, and general progress of their classes ; they shall report monthly
to the Principal the standing of each student in the subjects of their
departments, and, daily, the absence of any student from their classes.
Duties of Students,
141. Every student shall attend regularly and punctually all the classes
during the term ; he shall conduct himseli with becoming courtesy to-
wards his teachers and fellow-students ; he shall make reparation for all
damage caused by him to furniture or other property belonging to the
school, and he shall submit to such discipline as may be required by the
Principal or Masters of the Normal School.
CoiLrse of Study,
142. The course of study in the Normal Schools shall embrace the
history, science and art of education, school organization and management,
school hygiene, practical English and Englisfi literature, natural science,
mathematics, drawing and writing, music, drill and calisthenics, as defined
in the Syllabus of Lectures prescribed by the Education Department.
Practical Teachhig.
•
143. Every student shall be required to conduct classes in the Model
School, and to teach such subjects as he may be directed, under the super-
vision of the teachers of the Normal and Model School.
Examinations.
144. At the close of each term an Examination shall be held by Examin-
ers appointed by the Minister of Education. The results of this Examina-
tion and of the Examinations held during the term, together with the
Reports of the Principal ai^.d Masters of the Normal School, and the
Teachers of the Model School, shall determine the final standing of each
etudent. A minimum of foity per cent, of the marks obtainable in each
42
subject and 60 per cent of the aggregate marks shall be required to entitle
the student to a certificate.
Subjects for Final Examination.
Subject.
History of Education
Science of Education
Principles and Practice of Education
School Or^panization and School Management
English Literature
Practical English
Hygiene
Gnemistry
Physics
Botany
Zoolo^
Drawing
Writing
Music
Calisthenics
Drill
Language Lessons, Grammar, etc. . .
Reading
Arithmetic
Algebra
Practical Teaching in Modt^l School
1 hour.
tc
((
t(
((
((
it
<(
(i
C(
i(
i(
it
it
t(
il
t(
it
t(
t(
ti
Markb
Allowed.
100
IfiO
150
150
100
100
100
100
100
100
100
100
100
100
100
100
150
100
150
100
500
Model Scliool.
145. The Masters of the Model School, shall act under the direction of
the Principal of the Normal School, and shall be I'esponsible to him for the
order, discipline and progress of the pupils attending the Model School.
146. The terms of the Model Schools shall correspond to those in
High Schools, and, except to fill up vacancies, pupils shall be admitted
only at the beginning of a term.
147. The Regulations respecting pupils in Public and High Schools
shall apply to the pupils of the Model School, subject to such variations
as may be approved by the Minister of Education on the report of the
Principal.
COUNTY BOARD OF EXAMINERS.
148. In every county there shall be a Board of Examiners for examining
candidates for Third Class Professional Certificates, and for such other
purposes as are prescribed in the Public School Act, consisting of the
Inspector or Inspectors of the County, and the Inspector of any city or
43
town within the territorial limits of the county, and two other persons
appointed by the County Council.
149. Any person having three years' experience as a teacher in a
Public or High School, and who holds (a) a First Class Provincial Certifi-
cate, or (6) a Degree in Arts from any chartered University in the Pro-
vince of Ontario, or (c) a Certificate as Head Master of a High School,
4shall be eligible to be appointed a member of a County Board of Examiners.
150. The Board shall be organized by the appointment of a Chairman
«nd Secretary, and accurate minutes of the proceedings of every meeting
shall be entered in a book provided for that purpose.
161. The Chairman shall call meetings of the Board for the transaction
of such business as may lawfully be brought before it ; he shall preside
at all meetings of the Board, but in his absence the other members of the
Board may elect a Chairman.
152. The County board of Examiners shall —
(a) Investigate all appeals against the action of any Inspector within
their jurisdiction who suspends a teacher's certificate, and, where such
suspension refers to a Third Class certificate, they shall confirm or set
aside such appeal, but in the case of a First or Second Class certificate,
they shall report to the Minister of Education
(6) Conduct the professional examination of the Third Class teachers
at the close of the Model School term, and award certificates valid for
three years, and report the result to the Education Department ;
(e) Exercise a general supervision over the County Model School and
make recommendations in regard to its location, continuance or improve-
ment, as they may deem expedient.
153. Where the County Council appoints two members to conduct
-examinations in French or German, as provided in section 170 of the
Public School Act, such additional persons shall be members of the Board
for all purposes prescribed in the said School Act and in the regulations
herein set forth.
154. In preparing examination papers for candidates who write in
the French or German language, the standard prescribed for entrance to
High Schools shall, as near as possible, be adopted by the examiners.
155. In addition to the examination ponducted in the French or German
language every candidate for a teacher's certificate shall be required to
pass such examinations in English Grammar and in translation from
French or German into English as may be required by the Board of
Examiners.
44
156. A fee not exceeding two dollars may bo imposed by tlie County
Board of Examiners on each candidate at the professional examination, in
lieu of the allowance prescribed in section 171 of the Public School Act.
TEACHERS' CERTIFICATES.
157. Certificates to teach a Public School shall rank as of the First,
Second or Third Class ; those of the First Class shall be sub-divided into
giades A, B and C ; those of the Second and Third Class shall be each of
one grade only. Third Class Certificates shall be valid for three yeai*s.
158. There shall be two examinations for granting certificates, one for
testing the literary attainments of the candidates, to be kno>*Ti as the non-
professional examination ; the other at a County Model School for Third
Class teachers ; — at a Provincial Normal School for Second Class teachers ;
— and at a Training Institute for First Class Teachers, to be known as the
Professional Examination for each class respectively.
159. The holder of the Ontario Art School Certificate, grade B, will Ik*
exempted from the examination herein prescribed in Drawing for Non-
Professional Certificates of every class and grade.
Third Class N on- Professional Certificates.
1 60. Candidates for a Third Class Non-Professional Teachers* Certili-
cate will be examined in the following subjects as prescribed for Foim L
of the High School Course of Study, viz. : — Nos. 1-10, 19, 20 and 21, with
an option between 15, 17, 18, and group 12 and 14.
161. When a Third Class certificate has expired, the holder thereof
may, on pa&sing the Departmental examination, obtain a renewal of tht'
same for a period of three years, subject to attendance at a County Mod«*l
School, at the discretion of the County Board of Examiners.
162. In the ease of such applicants for a renewal of Third Class Certifi-
cates as take the minimum number of marks in each subject, but fail in
the aggregate, a bonus not exceeding 200 marks for eflSciency and aptitude
in teaching may be allowed on the report and at the discretion of the
County Inspector.
163. A holder of a Third Class (certificate who passes the Non-Profes-
sional examination for any certificate of a higher grade shall, on applica-
tion to the County Board of Examiners, and on proof of his eflSciency as
a teacher, be entitled to have such Third Class Certificate extended, by
endorsement, for a period riot exceeding three years from the date of such
examination, but no certificate shall be extended for a longer period than
three years without re-examination.
45
164. In case of an emergency, such as a scarcity of teachers, or for any
other special cause, Third Class Certiticates may be extended by the
Minister of Education, on the joint request of any Board of Trustees and
the County Inspector ; but all such extensions shall be limited to the
school on whose behalf the request is made.
165. A temporary certificate may be given by the County Inspector
under the conditions stated in regulation 51 (14).
Second Clam Non-Profeasional Certificates.
166. Candidates for a Second Class Non-Professional Teachers* Certifi-
cate will be examined in the following subjects as prescribed for Form IL
of the High School Course of Study, excepting Ancient History and Geo-
graphy, viz.: — Nos. 1-10, 13, 21, with an option between 15, 17, 18, group
12 and 14, and group 19, 20, and 23. Candidates who do not take
the commercial option for Second Class, shall pass the Third Class Non-
Professional examination in Nos. 19 and 20.
First Class Non-Professional Certificates — Oracle C,
167. Candidates for a First Class Non-Professional Certificate Grade C
will be examined in the following subjects as prescribed for Form III. of
the High School Course, viz.:— Nos. 3, 4, 5, 6, 7, 9, 10, 11, 13 and 14 of
Form III., and also 12 of Form II. At the examination in Botany, candi-
dates will be expected to describe and classify a submitted specimen of
a Canadian flowering plant. Only such candidates as pass the Second
Class Non-Professional examination will be eligible to write for First "C,'^
but both examinations may be taken the same year.
168. Candidates who, in addition to the Departmental Second Class
Non-professional examination, have passed the junior matriculation exami-
nation of Toronto University with first class honors in Mathematics,
English, and History and Geography, or an equivalent examination in any
of the chartered Universities of Ontario, shall be awarded a First C
Non-professional certificate without further examination.
Grades A and B. — Non-Professional.
169. Candidates for a Departmental Certificate, Grade A or B, taking
the Departmental examinations, shall not be eligible to write for this grade
until they have first passed the examination required for Grade C, but
nothing herein contained shall prevent a candidate from writing at both
examinations the same year. A candidate for Grade A or B will be allowed
an option between English and Mathematics.
1 70. Graduates in Arts who have proceeded regularly to their degree,
and who,at their final examination, have taken First or Second ClassHonors
in one of the departments of Science, Classics, Mathematics or Modem
Languages, or in the department of Mental and Moral Science and Civil
46
Polity, shall, on application to the Education Department, receive a First
Class Non-Professional Certificate, grade A or B, according as the Honors
were First or Second Class.
171. Non-Professional examinations for First Class Certificates, Grade
A or B, shall be limited as follows : —
Departifnent of Englisk.
Composition. — History and Etymology of the English Language ; Rhe-
torical Forms ; Prosody.
Books of Reference; Elarle*s Philology of the English Tongue ; Abbot
and Seeley s English for En^ish People ; Bain's Composition and Rhetoric,
or Hill's Rhetoric ; Marsh's English Language and Literature, Lectures VL
to XI. inclusive.
Literature :
1. History of English Literature, from Chaucer to the end of the feign
of James L Books of Reference : Craik's History of the English Litera-
ture and Language, or Arnold's Literature, English Edition ; Marsh's Eng-
lish Language and Literature, Lectures VI. to XI. inclusive.
2. Specified works of standard authors as prescribed from time to time
by the Department.
Hwtory :
Greece. — The Persian to the Peloponnesian War inclusive. — Cox's
History of Greece (unabridged).
Rome. — From the beginning of the Second Punic War to the death of
Julius Caasar. — Mommsen's History of Rome.
England. — The Tudor and Stuart Periods, as presented in Green's Short
History of the English People, Macaulay's History of England (or Franck
Bright's History of England, Second Volume), and Hallam's Constitu-
tional History.
Canada — Parkman's Old Regime in Canada and Wolfe and Montcalm
Geography :
So much Ancient Geography as is necessary for the proper understand-
ing of the portions of the Histories of Greece and Rome prescribed.
Departtiient of Matliematics.
Algebra. — Symmetry, Binomial Theorem, Multinomial Theorem, Ex-
gDnential and Logarithmic Series, Interest and Annuities, Indeterminate
oefficients; Partial Fractions, Series (Convergency and Divergency,
47
Reversion, Summatioa), Inequalities, Determinants as far as in Gross,
Reduction and Resolution of Equations of first four Degrees and of
Binomial Equations, Relations between Roots and Coefficients o^ Equa-
tions, Indeterminate Equations, Problems.
Analytical Plane Geometry, — The Point (including Transformation of
Co-ordinates), the Right line, the Circle, the Parabola, the Ellipse, the
Hyperbola, tiie General Equation of the Second Degree, Abridged Nota-
tion. \
Trig(mometry. — Trigonometricai Equations, Solution of Triangles,
Measurement of Heijghts and Distances; Inscribed, Circumscribed, and
Escribed Circles of a Triangle ; Quadrilaterals, Description of Vernier and
Theodolite, Trigonometrical and Logarithmic Tables, Demoivre's Theorem.
Statics. — Equilibrium of Forces acting in one plane ; Parallelogram of
Forces, Parallel Forces, Moments, Couples, Centre of Gravity, v iriiual
Work, Machines, Friction, Experimental Verifications.
DynaTuics. — Measurement of Velocities and of Acceleration, Laws of
Motion, Energy, Momentum, Uniform and Uniformly Accelerated Motion,
Falling Bodies, Moments of Inertia, Uniform Circular Motion, Projectiles
in Vacuo, Collisions; Simple Pendulum, Experimental Verifications.
Elementary Geometrical Optica. — Reflection and Refraction of Light at
Plane and Spherical Surfaces, including Prisms and Lenses (aberration
not considered) ; the Eye ; Construction and use of the more simple
Instruments.
The following books are recommended for reference in addition to those
prescribed for grade C :—
Algebra. — Gross & Todhunter.
Analytical Geometry. — Vyvyan and C. Smith. Refer to Salmon.
Trigonometry. — Hamblin Smith ; Refer to Colenso or Todhunter.
Dynamics. — Garnet, or Gross's Kinematics and Kinetics.
Geometrical Optics. — Aldis.
ValtuUion of Subjects Jor First, C, Second and Third Class Non-
Professional Certificates.
172. The values of the different subjects in which candidates for Non-
Professional Certificates will be examined, shall be as follows : — Reading
(oral), 50 marks ; Reading, Principles of, 60 ; Orthography and Orthoepy,
50; English Grammar 150; Composition, 100; Literature, Poetry and
4S
Prose, 200; History, 100; Geography, 7o; Arithmetic, written and
Mental, 200 ; Algebra, 100 ; Geometry, 100 ; Trigonometry, 100 ;
Physics, Chemistry and Botany, each, 100; Latin, French, and German,
■each, 200 ; Writing, Book-Keeping and Commercial transactions, Precis-
writing and Indexing, 200 ; Drawing, 7^.
173. Any candidate who obtains one- third of the marks in each
subject, and one-half of the aggregate marks obtainable, shall be entitled
to rank as the holder of a non-professional certificate of the class for
which he is such candidate.
Professional CertificcUes.
174. The holder of a Third Class Non-Professional Certificate, who
takes the course and passes the examination prescribed for County Model
Schools, shall be entitled to rank as a Third Class Teacher of Public
Schools.
176. The holder of a Second Class Non-Professional Certificate, who
has taught a Public School successfully for one year, and who attends a
Provincial Normal School one session, and passes the prescribed examina-
tion, shall be entitled to rank as a Second Class Teacher of Public Schools
176. Any Graduate in Arts with Honors as prescribed in Regulation
170, or the holder of a First Class Non-Professional Certificate, who has
passed an examination at a Provincial Normal School, and who attends
a Training Institute one Session and passes the prescribed examination
thereat, shall be entitled to rank as a First Class Teacher of PubUc
Schools or an Assistant Master of High Schools.
177. Any teacher who holds a First Class Non-Professional Certificate
and a Second Glass Professional Certificate, and who has taught success-
fully for at least two years in a Public School, High School, or Collegiate
Institute, shall be entitled to rank as a First Class Teacher or Assistant
Master of a High School, on passing the final examination prescribed for
^ Training Institute, without attendance thereat.
District Certificates.
178. The Boards of Examiners, constituted under section J.63 of the
Public Schools' Act of 1885, may issue Certificates, valid only in such
portions of their respective district or districts as they may deem expedient,
tor a period not exceeding three years.
4f)
179. The Board of Examiners shall prepare the examination papers,
tix the time and place for holding the examinations, read and value
the answers, determine the fees to be paid by candidates, and generally
-exercise all the powers of Couiity Boards of Examiners.
180. Each Board of Examiners shall, as soon after the examination as
possible, report to the Minister the names and residences of the Candidates
-examined, the number of Certificates granted, and enclose therewith a full
set of the examination papers.
181. The District Board is authorized to require attendance at a
County Model School, or such other professional training as may be
<leemed expedient.
182. The members of District Boards of Examiners shall be entitled
to the same remuneration as the members of County Boards. Where
•county organization exists, all the expenses of the examinations, so far as
they may not be covered by fees, shall be paid by the County Council.
ANNUAL DEPARTMENTAL EXAMINATIONS.
General,
183. The examination papers for the Departmental Examinations shall
be prepared by the Central Committee of Examiners.
184. Each paper shall be approved by the whole Committee at a
regular meeting called for that purpose, and shall bear the name of an
examiner.
185. The papers on each subject shall be limited strictly to the Course
of Study prescribed in the regulations, and shall be placed in the Minister s
hands not later than the first day of March in each year.
186. The Minister of Education shall appoint such sub-examiners as
may be deemed necessary to read and value the answers of candidates —
such sub-examiners to work under the direction of, and to report to, the
Central Committee.
4S
Prose, 200; History, 100; Geography, 7o; Arithmetic, written and
Mental, 200 ; Algebra, 100 ; Geometry, 100 ; Trigonometry, 100 ;
Physics, Chemistry and Botany, each, 100; Latin, French, and German,
■each, 200 ; Writing, Book-Keeping and Commercial transactions, Precis-
writing and Indexing, 200 ; Drawing, 7^.
173. Any candidate who obtains one- third of the marks in each
subject, and one-half of the aggregate marks obtainable, shall be entitled
to rank as the holder of a non-professional certificate of the class for
which he is such candidate.
ProfessicmcU Certi/icdtes.
174. The holder of a Third Class Non-Professional Certificate, who
takes the course and passes the examination prescribed for County Model
Schools, shall be entitled to rank as a Third Class Teacher of Public
Schools.
176. The holder of a Second Class Non-Professional Certificate, who
has taught a Public School successfully for one year, and who attends a
Provincial Normal School one session, and passes the prescribed examina-
tion, shall be entitled to rank as a Second Class Teacher of Public Schools
176. Any Graduate in Arts with Honors as prescribed in Regulation
170, or the holder of a First Class Non-Professional Certificate, who has
passed an examination at a Provincial Normal School, and who attends
a Training Institute one Session and passes the prescribed examination
thereat, shall be entitled to rank as a First Class Teacher of Public
Schools or an Assistant Master of High Schools.
177. Any teacher who holds a First Class Non-Prof essional Certificate
and a Second Glass Professional Certificate, and who has taught success-
fully for at least two years in a Public School, High School, or Collegiate
Institute, shall be entitled to rank as a First Class Teacher or Assistant
Master of a High School, on passing the final examination prescribed for
a Training Institute, without attendance thereat.
District Certificates.
178. The Boards of Examiners, constituted under section i63 of the
Public Schools' Act of 1885, may issue Certificates, valid only in such
portions of their respective district or districts as they may deem expedient,
for a period not exceeding three yeai-s.
4f)
179. The Board of Examiners shall prepare the examination papers,
tix the time and place for holding the examinations, read and value
the answers, determine the fees to be paid by candidates, and grenerally
exercise all the powers of Couiity Boards of Examiners.
180. Each Board of Examiners shall, as soon after the examination as
possible, report to the Minister the names and residences of the Candidates
-examined, the number of Certificates granted, and enclose therewith a full
set of the examination papers.
181. The District Board is authorized to require attendance at a
County Model School, or such other professional training as may be
deemed expedient.
182. The members of District Boards of Examiners shall be entitled
to the same remuneration as the members of County Boards. Where
•county organization exists, all the expenses of the examinations, so far as
they may not be covered by fees, shall be paid by the County Council.
ANNUAL DEPARTMENTAL EXAMINATIONS.
General,
183. The examination papers for the Departmental Examinations shall
be prepared by the Central Committee of Examiners.
184. Each paper shall be approved by the whole Committee at a
regular meeting called for that purpose, and shall bear the name of an
examiner.
186. The papers on each subject shall be limited strictly to the Course
of Study prescribed in the regulations, and shall be placed in the Minister's
hands not later than the first day of March in each year.
186. The Minister of Education shall appoint such sub-examiners as
may be deemed necessary to read and value the answers of candidates —
such sub-examiners to work under the direction of, and to report to, the
Central Committee.
50
187. Except when special qualifications are required, no person will be
considered eligible for the position of sub-examiner unless he possess the
qualifications at least of a member of a County Board of Examiners.
No person shall serve as sub-examiner for more than three years con-
tinuously.
188. Each sub-examiner shall be paid the sum of six dollars per day
under the restriction that the whole amount paid for the examination
shall not exceed the sum of one dollar for each candidate.
189. The hours for work shall be from 8;30 a.m. to 12, noon, and from
2 p.m. to 5.30 p.m., and no sub-examiner shall make up lost time or read
examination papers at any other hours.
Time and Place of EocaTwination.
190. The examination of candidates for Departmental Certificates shall
be held in the month of July, in each year, on the days appointed by the
Minister of Education.
191. Candidates for First Class Certificates of all grades, will be
examined at the Normal School, Toronto; candidates for Second and
Third Class Certificates will be examined at their respective High Schools,
or at such other pleices as may be appointed by the Minister of Education.
192. Where a High School is situated in a town or city constituting a
separate Inspectoral aivision, the Inspector of such city or town shall be
responsible for the conduct of the examination held thereat, and shall re-
ceive applications from intending candidates, and report to the Depart-
ment, but in all other cases the County Inspector shall be responsible and
receive the necessary applications.
Notice to he given by Candidates, etc,
193< Every person who purposes to present himself at any examination
for a Second or a Third Class Certificate shaU send to the Inspector within
whose inspectoral division he intends to write, not later than the Ist of
June preceding, a notice stating the class of certificate for which he is a
candidate, and what optional subject or subjects he has selected.
194. Such notice shall be accompanied by a fee of $2 for each certificate
for which the candidate proposes to write, one half of which shall be
forwarded, by the Inspector, with the list of candidates, to the Education
Department, and the other half to the Treasurer of the High School
Board.
51
195. Every person intending to write for a First Class C'ertificate shall
notify the Education Department, such notice to be accompanied by a
fee of 82.
196. The Inspector shall preside at and be responsible for the proper
conduct of the examination, but in case of his inability to attend
he shall send to the Education Department for the approval of the Min-
ister, one month before the examination, the name of the person whom he
intends to appoint as his substitute, otherwise the Department will make
the appointment. When more rooms than one are required for the candi-
dates, a presiding Examiner, approved by the Minister, must be appointed
for each room, and the Examiner, in his report to the Department, shall
indicate the candidates who were placed in tne several rooms respectively.
197. The Inspector shall not nominate as his subntitute any teacher
employed in a school from which there is any candidate at such exam-
ination, or any person who has taken part in the instruction of any of
the candidates ; nor shall any such person be appointed as presiaing
Examiner, or be present with the candidates, in any room at such exam-
ination ; and at least one Examiner shall be present during the whole
time of the examination, in each room occupied by the candidates.
198. Eveiy Inspector shall send to the Education Department, not later
than the 2nd of June, a list of the names, with the fees, of those
who intend to present themselves for examination. To each name the
Department wiJl aflBx a number, which must be employed by the candi-
date instead of his usual signature, throughout the entire examination.
199. Each Inspector, or such other person as may be appointed by the
Minister, shall himself in person receive from the Department, or
Inspector, the examination papers, and shall thereupon be responsible for
the safe-keeping of the parcel containing the same, unopened, until the
morning of the first day of the examination.
200. No presiding Examiner shall admit any candidate, either as an
additional candidate, or in the place of any absent one, whose notice has
not been duly given to the Department ; no candidate who, in his notice
to the Department, elects to take any specific optional subject, will be
allowed to substitute any other ; no candidate who has given notice to the
Department of his intention to be examined at a specified place, will be
allowed to appear for examination elsewhere.
201. Each candidate shall satisfy the presiding Examiner as to his per-
sonal identity before the commencement of the second day's examination,
and any person detected in attempting to personate a candidate should
be reported to the Department.
202. The Inspector or presiding Examiner shall transmit to the Educa-
tion Department on the first day of the examination, a copy of the following
7 k. *
52
declaration, siirned hv hiiu^elf and tlie otln-r Kxaniinors ;liiit snch rieclara-
tion shall not be required more than once from any Examiner):
'* I solemnly declare that I will perform my duty of Examiner without
fear, favour, affection or partiality towards any candidate."
Mode of Conductvag JixaminatioriA.
303. Places should be allotted to the candidates for certificates so that
they may be at least five feet apart. All diagrams or maps having refer-
ence to the subjects of examination shall be removed from the room ;
all arrangements shall be completed, and the necessary stationery dis-
tributed at least fifteen minutes before the time appointed for the com-
ni^'ncemeni of the examination,
!<i04. Canilidates shall be in their alloted places before the hour ap-
pointed for the commencement of the examination. If a candidate be
not present till after the appointed time, he shall not be allowed any
additional time. No candidate shall be permitted, on any pretence what-
ever, to enter the room after the expiration of an hour from the com-
mencement of the examination.
!(205. No candidate shall be allowed to leave the room within cme hour
after the i^ssue of the examination papers in any subject ; and if he then
leave he shall not be permitted to return during the examination on the
subject in hand.
306. Punctually at the time appointed for the commencement of th«
'examination, the presiding Examiner shall, in the examination room, and
in the presence of the candidates, break the 'seal of the envelope con-
taining the examination papers for the first subject, and give them to the
<»ndidates. The papers of only one subject shall be opened at one time.
307. Every candidate shall conduct himself in strict accordance with
the regulations, and should he give or receive any aid, or extraneous
assistance of any kind, in answering the examination questions, he will
be liable not only to the loss of the whole examination, but to the for-
feiture or withdrawal of his certificate at any time afterward when the
discovery is made that such aid or assistance has been given or received.
308. Should any candidate be detected in copying from another or
allowing another to copy from him, or in taking into the room any book,
notes, or anything from which he might derive assistance in the examina-
tion, or in talking or whispering, it shall be the duty of the presiding
Examiner, if he obtain clear evidence of the fact at the time of its occur-
rence, to cause such candidate at once to leave the room ; neither shall
such candidate be permitted to enter during the remaining part of the
examination, and his name shall be struck off* the list. I^ however, the
evidence be not clear at the time, or be obtained after the conclusion of
the examination, the Examiner shall report the case to the Department.
58
209. Every candidate shall write his number (not his name) very dis-
cisctly at the top of each page of his answer papers, in the middle;
and is warned that for every page not bearing his number he is liable
to receive no credit from the Examiners. If a candidate write his name
or initials, or any distinguishing sign or mark on his paper other than
the number assigned him by the Department, his paper will be cancelled.
2 lO. Candidates, in preparing their answers, tuxtui «v iiie on one side only
of each sheet, and shall mark the sheets in each subject, as 1st, 2nd, 3rd,
etc. ; and on the last sheet shall write distinctly the total number of sheets
enclosed in the envelope, and thus prevent any question arising as to
the number of sheets actually put into each envelope. Having written
the distinguishing number on each page, and having arranged the answer
papers in the order of the questions, they shall fold them once across,
place them in the envelopes provided by the Department, and write on
the outside of the envelopes their numbers and the subjects of Examina-
tion. They shall then securely fasten the envelopes and hand them to
the presiding Examiner.
211. Punctually at the expiration of the time allowed, the Examiner
shall direct the candidates to stop vnriting, and cause them to hand in
their answer papers immediately, duly fastened in the envelopes.
«
312. The Presiding Examiner shall keep upon his desk the certified list
of the candidates and as each paper in any subject is handed in he
shall check the same by entering the figure "1" opposite the name of tht
candidate on the form provided.
213. After the papers are handed in, the Examiner shall not allow any
alterations to be made in them, and he shall be responsible for their
safe keeping until he has transmitted them, with all surplus examination
papers, to the Education Department.
214. The presiding Examiner, at thecloseof the examination on thelast
day^shall secure in a separate parcel the fastened envelopes of thecandidates.
and on the same day shall forward by express (pre-paid), or deliver to the
Education Department, the package containing all the parcels thus sepa-
rately secured. The papers are to be arranged by subjects and in numerical
order. The Inspector or presiding Examiner shall, at the same time, sign
and forward a solemn declaration that the examinations have been held
and conducted in strict conformity with the regulations, and fairly and
properly in every respect ; and also a certificate, that he has been satisfied
as to the personal identity of each candidate.
215. The Inspector or presiding Examiner (as the case may be)^ shall
appoint an Examiner in Reading who shall hear each candidate read, from
an authorized Reader, one passage selected by the Examiner, and another
from any book, chosen by the candidate. The result, on the form provided,
shall be transmitted to the Department.
54
216. The Treasurer of the High School Board, on the Certificate of the
CJounty Inspector, shall pay all the expenses of the Examination, including^
the sum of three' dollars per day and actual travelling expenses, for the
Inspector and presiding Examiners.
217. If an examination is held at a Public School then such fees as are
herein mentioned shall be paid to the Treasurer of the Public School
Board, who shall also upon the order of the Inspector pay all the expenses
of the Examination.
Appeals.
218. A candidate for a non-professional certificate of the Second or the
Third Class, may claim to have his papers re-read, upon the following
conditions : —
(1) Such appeal or claim must be in the hands of the Minister on or
before the 15tb day of September ; and the ground of the appeal or claim
must be specifically stated.
(2) A deposit of two dollars must be made with the Department, which
deposit will be returned to the candidate if his appeal or claim is sus-
tained, but otherwise it will be forfeited.
(3) The Central Committee of Examiners shall meet on the earliest
possible day after the 15th of September, and shall dispose of all the
appeals without delay ; and no appeal s^all subsequently be entertained
on any ground whatever.
TRAINING INSTITUTES.
Requisites of a Training Institute.
219. The requisites of a Training Institute shall be as follows: —
(a) Such equipment and accommodation as may be required for a Col-
legiate Institute.
(6) A stafi'of thoroughly competent specialists in the Modern Languages,
Mathematics, Classics, and Science ; and, in addition, teachers competent to
give instruction in Music, Drawing, and Drill and Calisthenics.
General.
220. Application for admission to a Training Institute shall be made,
on or before the first Monday in September, to the Minister of Education,
who will assign to each Training Institute its quota of teachers-in-training.
55
221. There shall be each year in every Training Institute one session
of fourteen weeks, beginning on the second Monday of September, and
ending on the second Friday of December.
«
222. The hours of daily attendance for each teacher-in-training shall in
each case be determined by the Principal of the Training Institute, who
shall make such airangements as may best suit the requirements of his
school, subject, however, to the regulations hereinafter provided.
223. Each Training Institute shall be inspected by one of the High
School Inspectors at least once during the session. It shall be the Inspec-
tor s duty to report to the Minister of Education on the condition of the
Training Institute, and to make such recommendations as he may consider
necessary to secure its eflaciency.
224. The term Department Master, as used in these regulations, shall be
held to mean the Master of the department of English, Mathematics,
Science, Modem Languages, or Classics, or of any sub-department thereof.
Course of Study and Training,
226 The course of study and training to be followed in each Training
Institute shall be as fallows: —
(a) The History of Education.
(h) The Science of Education.
(c) The Principles and Practice of Teaching with especial reference
to High School work.
(d) The organization and management of schools with especial reference
to the diflerent grades of High Scnools.
(e) Systematic observation of the mode of conducting a High School.
(/) Practice in managing classes and in teaching the High School coui*se
under the supervision of the Principal and his staff.
(g) Special instruction by the Principal and the Department Masters.
(A ) Hygiene ; School-law in reference to the duties of teachers and pupils.
Duties of the Principal,
226. The duties of the" Principal, (who shall be responsible to the
Minister of Education for the proper conduct of the Training Institute),
shall be as follows : —
[a) Throughout the session he shall take general charge of the teachers-
in-ti*aining.
56
(6) During the first two weeks of the session he shall take especial
charge of the teachers-in-training, and shall give them such preliminary
instruction as is herein provided.
(c) If himself a Department Master, he shall perform in addition such
duties towards the teachers-in-training as are required from a Depart-
ment Master.
(d) He shall arrange the division of duties among the members of
his staff.
(e) He shall from time to time visit the class-rooms of the different
members of his staff while they are in charge of the teachers-in-training,
and shall satisfy himself that the design of the Training Institute is being
properly carried out.
(/) At the close of the session he shall furnish the Examining Inspector^
for transmission to the Minister of Education, a statement in a form to be
provided, of the standing of each teacher-in-training, as shown by the
Training Registers of the Department Masters and by the record of such
examinations as may have been held with a view to determine the progress
and qualifications of the teacher-in-training.
Duties of a Department Master.
221. Each Department Master shall be responsible to the Principal for
the discharge of his duties in connection with the training of teachers, and
shall be subject to his control in all matters pertaining thereto, with the
right of appeal to the Minister of Education in case of dispute. He
shall have charge of the teachers-in-training while taking up the sub-
jects of his^ department, and shall give them such instruction as is herein
provided. He shall keep a Training Register, to be provided by the
Minister of Education, in which he shall record form time to time his
estimate of the capacity of the teachers-in-training as evidenced by
them while under his charge.
Duties of a TeoAiher-in-Training.
228. The teacher-in-training shall attend regularly and punctually
during the whole sea^ion of the Training Institute, and shall oe subject
to the discipline of the Principal, with an appeal, in case of dispute, to the
Minister of Education. Before attending the Training Institute, he
shall make himself acquainted with the following professional text-books,
as a preparation for his course of training: :
(a) An Introduction to the History of Educational Theories. By
Oscar Browning.
(6) School Management. By Joseph Landon.
57
(c) The Culture demanded by Modem Life. By E. L. Youmans.
(d) Education. By Herbert Spencer.
Oeneral Directions as to JUanagement.
2!39. Tlie tension of each Training Institute shall consist of four
sections: —
(a) During the first week, the Principal shall take especial charge of the
ieacbers-in-training, as herein prescribed.
(6) During the next six weeks, the Department Masters shall, each in
succession as follows, take especial charge of the teachers-in-training
as herein prescribed : —
(1 ) The first two weeks shall be devoted to the Eifiglish Department
(2) " third week " " Science
(3) " fourth " " " Mathematical
(4) " fifth " " " Classical
(5) " sixth '• " " Modem Languages
(c) The next six weeks shall be devoted by the teachei*s-in- training to
systematic observation and practice of teaching in the different depart-
ments, under the supervision of the members of the staff, according to a
weekly programme to be prepared by the Principal for each member of
the staff and for each teacher-in-training.
{d) During the last week, the teachers-in-training shall not be required
to teach, but shall review their work in preparation for the coming Exami-
nations, with such assistance from the Training Institute staff as may
be necessary.
330. When the special iustmction in a department has been dis-
continued, illustrative teaching by the Department Master and practice
in teaching by the teachers-in-training shall be continued in that depart-
ment, according to the weekly programme prepared by the Principal,
who shall make due allowance for the special requirements of each teacher-
in-trainiug and for the time required, during the second section of tl:e
session, for new subjects.
231. During the first week of the session the Principal shall discuss
with the teachers-in-training the organization, classification, and manage-
ment of a High School, with especial reference to the Collegiate Institute
with which the Training Institute is connected. He shall also give them
directions as to the best methods of deriving benefit from observation
and criticism of the teaching, explaining to them the course and their
duties therewith. He shall accompany them to the class-rooms on their
visits of observation, and shall there illustrate the principles he has
laid down. During this period the other members of the staff shall co-
operate with the Principal as he may direct.
58
232. During the period specially devoted to his department, the De-
partment Master shall develop s^'stematically the best modes of dealing
with 6ach subject in his department at each stage of a pupil's progress,
using as the basis of his discussions the text-books prescribed, and illustrat-
ing his explanations by subsequent teaching.
233. Before teaching a class in presence of the teacners-in-tralnlng, the
Department Master shall lay before them the purpose and plan of the
lesson. He shall require them to take notes of the lesson, and shall discuss
with them afterwards the observations they have made,
234. After consultation with the Principal, the Department Master
shall assign to the teachers-in-training the lessons in his own department ;
and, when doing so, he shall keep in view the interests of his ordinary
pupUs, arranging the work so as to secure both variety and progress.
235. When the teacher-in-training himself takes charge of a class, the
Department Master shall leave him as much as possible to his own resources,
and shall, during the progress of the lesson, take notes for subsequent
entry in his Training Register. At some suitable time he shall criticise
fully and freely the lesson as given by the teacher-in-training.
236. The teacher-in-training shall devote the first week of the session
wholly to the preparatory course herein prescribed. During the rest of
the session, besides continuing, under supervision, his daily observations,
he shall each day teach, under the direction of one of the staff, at least
one of the regular classes of the school, taking the different subjects and
forms in rotation, and making himself especially familiar with the work of
the lower forms.
237. A teacher-in-training shall not attempt to teacii a lesson before
the mode of dealing with the subject has been illustrated for him by the
Department Master. The lesson to be taught shall be assigned to him
in time to allow sufficient preparation on the part of all who are to be
present, to teach it themselves or to criticise the teaching of others.
238. Before attempting to teach a lesson, the teacher-in-tratning shall
hand to the Department Master in charge a scheme of the lesson, setting
forth its purpose and plan. If necessary, this scheme shall be criticised
by the Master before the teacher-in- training attemplls to teach the lesson.
239. Under the supervision of the Department Master, the teachers-
in-training shall teach before one another, and shall at some suitable time
thereadber criticise one another's teaching in presence of the Department
Master who shall direct the discussion.
240. When the teacher-in-training has acquired some skill in the man-
agement of classes, he shall occasionally be entrusted with a class, or a
subdivision of a class, in a room in which no member of the staff is
present. With him shall be associated another teacher-in-training, who
59
shall afterwards, in the presence of the Department Master, criticise the
method and management of his associate.
241. Teachers-in-training who desire to become teachers of special
departments shall devote themselves chiefly to these departments, but every
teacher-in-training shall teach all the subjects covered by his non-profes-
sional certificate as often as may be considered advisable by the Principal.
242. Candidates for First Class Public School Certificates shall take
only such parts of the course as are suitable for them ; and, as far as
may be necessary, they shall receive special training, subject, however, to
the conditions imposed on all teachers-in-training.
243. Teachers-in-training who have no knowledge of Music, Drawing,
Drill and Calisthenics, and who desire to obtain a certificate of com-
petency in these subjects, shall study them under the Institute Masters
who shall also instruct them in the best modes of teaching these subjects.
As soon as they are adjudged able to do so, they shall teach these subjects
in the lower forms of the Collegiate Institute.
Examinatio ns.
244. During the session, the teachers-in-training shall be subjected to
such oral and written examinations on the course of study as the Principal
may deem expedient.
245. At the close of the session, the teacher-in-training shall be sub-
jected to an examination in Practical Teaching by one of the High School
Inspectors, at the Training Institute at which he has been trained ; and
also to a written examination on papers prepared by the Departmental
Examiners, on the subjects hereinafter detailed.
246. At the Examination in Practical Teaching, each candidate shall
be allowed to teach lessons which he has prepared for the occasion, and a
scheme of which he shall hand to the examiner; but he shall also teach
lessons the subjects of which shall be selected by the examiner, sufficient
time, however, Deing allowed for preparation in this case also. The results
•of these examinations, together with the report of the Principal, based on
the record in the Training Register, shall determine the final standing of
each candidate.
247. No certificate shall be awarded to a candidate who tails to batisfy
the examiners that he has made himself acquainted both theoretically and
practically with the best methods of teaching at least the elements of
4ll the subjects covered by his non-professional certificate. The profes-
sional certificate of each passed candidate shall show in detail those
departments or subjects which he is most competent to teach. The De-
partmental Examiners shall have power to reject any candidate who may
^how. himself deficient in scholai-ship.
60
Subjects for Firuxl Examinati(yti.
248. The written examination at tiie close of eacn term of a Training
Institute shall embrace the following subjects and text-books: —
(ft) Mental and Moral Science in their relation to the work of teaching
Observation, and the training of the Senses ; Association ; Memory ;.
' Reasoning ; Imagination ; The Conduct of the Understanding ; The WilU
and how to train it; Habit and Character Authority and Discipline;
Rewards and Punishment.
(b) The History of Education.
(c) The practical application of the principles of TSducation: — School
Organization and Management ; Special Methods in the Depa^ments of
English, Mathematics, ScisTice, Classics, French and Oerma/n.
(d) Hygiene ; School-law in reference to the duties of teach ei*s and
pupils.
Text-books,
1. The History of Education.
(a; Introduction to the History ol Educational Theories. By 0.
Browning.
(6) Systems of Education. By J. Gill.
(c) Lectures on the History of Education. By Jos. Pajme. Or,
Essays on Educational Reformers. By R. H. Quick, M.A.
2. The Science of Education.
(a) Education a,s a Science. By Alex. Bain, LL.D.
(6) The Action of Examinations. By H. Latham.
3. Th«i Principles and Practice of Teaching,
(a) School Management. By Joseph Landon.
(6) Lectures on Teaching. By J. G. Fitch, M.A.
(c) Teacher's Manual of Method and Organization. By Robert Robinson
(d) Education. By Herbert Spencer.
(e) The Culture demanded by Modern Lile. By E. L. Youmans.
4. Hygiene. (See Syllabus for Normal Schools.)
6. School Law. (Public nw\ Hi^^h Schools Act, 1885, and Regulations.)
61
MISCELLANEOUS,
Religious Instruction.
249. Every Public and High School shall 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 tne Department of Education.
250. The portions of Scripture used shall be taken from selections
authorized for that purpose, by the Department of Education, and shall be
read without comment or explanation.
251. Where a teacher claims to have conscientious scruples against
opening aud closing the school as herein provided, he shall notify^ the
Trustees to that effect in writing.
252. No pupil shall be required to take part in the exercises above
referred to against the wish of his parent or guardian, expressed in writing
to the master of the school.
263. When required by the Trustees, the Ten Commandments shall be
repeated at least once a week.
254. The Trustees shall place a copy of the authorized Be»dings in
each department of the Public and Bigh Schools under their jurisdiction,
within one year from the date hereof.
255. The clergy of any denomination, or their authorized representa-
tives, shall have the right to give religious instruction to the pupils of their
own church, in each school-house at least once 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 school-
house, the School Board or Trustees shall decide on what day of the week
the school-house shall be at the disposal of the clergyman of each
denomination, at the time above stated. But it shall be lawful for the
School Board or Trustees and clergyman of any denomination to agree
upon any hour of the day at which a clergyman, or his authorized repre-
sentative, may give religious instruction to the pupils of his own church,
provided it be not during the regular hours of the school.*
Grants to Schools in New and Poor Townships.
«
256. All sums of money appropriated by the Legislative Assembly
in aid of schools in new and poor townships, will be distributed by the
Education Department, subject to the following conditions : —
*The Regulations prescribing the "Hours of Daily Teaching" provide that they shall not
exceed six hours in duration, but "a less number of hours of dwy teaching may be detennined
«pon in any Public School, at the option of the Trustees." Arrangement may, therefore, be made
by the Trustees forxslosing the ordinary Hchool work earlit^r than tho usual hour, on certain days»
•o that time may be given for Religious Instruction.
62
(1) That a School Section with definite boundaries has been set apart
by ttie Township Council, having jurisdiction, or, where no municipal
organization exists, by the Stipendiary Magistrate, or by him and the
Public School Inspector, if any, under the authority of the forty-first
section of the Public Schools Act, 1885.
(2) That Trustees have been duly elected for such section.
(3) That a building and other suitable accommodation for the school,
have been provided by the Trustees.
(4) That a teacher holding a valid certificate has been employed by the
Trustees for at least six months of the year.
(5) That the half-yearly and yearly reports in the prescribed forms
have been sent in to the Inspector, at the times specified, and certified
by him as satisfactory.
(6) That the assessed value of the section and the financial condition of
the ratepayers are such as to render additional aid absolutely necessary.
»
257. In townships with municipal organization the grant made by the
Education Department shall not exceed the special grant made by the
township or county, except in such cases as are reporteci exceptional by
the Inspector.
358. Nothing in these regulations shall be construed as establishing the
claim of any school upon the Poor School Fund beyond the discretion of
the Education Department.
269. On the receipt of the report of the Inspector, the Minister of
Education will make such recommendations to the Lieutenant-Governor,
as he may deem expedient.
Indian Schools and their Inspection.
260. Every teacher in an Indian school shall have a speaking acquaint-
ance with the Indian language, and shall, as far as possible, give his
instructions in English.
261. The qualifications of teachers shall be regulated by the County or
District Board of Examiners. A certificate of having passed the entrance
examination prescribed for High Schools and Collegiate Institutes may
be accepted in lieu of any other certificate.
262. The subjects of study in these schools shall be as follows, viz. : —
Reading, Writing, Object Lessons, Elementary Drawing, Elementary
Arithmetic, (the four simple rules). Elementary Geography, (the maps of
the World and Dominion of Canada), Spelling and Grammar, (formation
and analysis of simple sentences).
63
263. The County Inspector, in conjunction with the Indian Agent, shall
have a controlling influence in the selection of teachers, except iu the case
of such schools as are established by any religious denomination under the
Regulations of the Department of Indian AfiSedrs. The Inspectors shall
report upon the competency of the teacher ot e^ch Indian school inspected
by him, and such other matters as may, in his opinion, afiect the interests
of the school.
264. A fee of six dollars ($6) per visit and legitimate travelling
expenses will be paid the Inspector by the Indian Department for two
visits per annum.
Libraries.
265. In case of the establishment of a Township Library, the Township
Council may either cause the books to be deposited in one place, or
recognise each School Section within its jurisdiction as a branch of the
Township Library Corporation, and cause the Library to be divided into
parts or sections and allow each of these parts or sections of the Library
to be circulated in succession in each School Section.
266. Each Township Library shall be under the management of the
Township Corporation ; and each Branch or School Section Library shall
be under the management of the Board of School Trustees. The Township
Council shall appoint or remove the Librarian for the Township ; and each
Board of Trustees shall appoint or remove the Librarian for the School
Section. In default of such appointment, the teacher shall act as
Librarian.
267. Each Township Council and eachBoard of School Trustees receiving
Library Books must provide a proper case for the books, with a lock and
key ; and shall cause the case and books to be kept in some safe place and
repaired when injured ; and shall also provide sufficient wrapping paper
to cover the books, and writing paper to enable the Librarian to keep
minutes of the delivery and return of books, and write the needful notes
or letters. The Township Council and School Trustees are responsible
for the security and preservation of the books in their charge.
268. When any books are taken in charge by the Librarian, he shall
make out a full and complete catalogue of tnem ; and at the foot of each
catalogue the Librarian shall sign a receipt to the following effect :
" I, A. B., do hereby acknowledge that the books specified in the pre-
ceding catalogue have been delivered to me by the Municipal Council of
the Township of , {or, as the case "may be,) by the Trustees of the
School Section No. , in the Township of , to be ca refully
kept by me as their Librarian, for the use of the inhabitants within their
jurisdiction, according to the regulations prescribed by the authority of
ihe Statute for the management of Public School Libraries, to be accounted
for by me according to said regulations, to said Council (or Trustees as
the case may be), and to be delivered to my successors in office. Dated/'
68
(8) Withdrawal of a motion, — After a motion has been annonuced or
read by the chairman, it shall be deemed to be in possession of the meet-
ing ; but may be withdrawn at any time before decision, by the consent
of the meeting.
(9) Kind of motions to be received. — When a motion is under debate
no other motion shall be received, unless to amend it, or to postpone it,
or for adjournment.
(10) Order of putting motion. — All questions shall be put in the order
in which they move. Amendments shall all be put before the main
motion ; the last amendment first, and so on.
(11) Reconsidering motion, — A motion to recensider a vote may be
made by any elector at the same meeting ; but no vote of reconsideration
shall be taken more than once on the same question at the same meeting.
296. At the end of every annual or special meeting the Chairman
should sign the minutes, and send forthwith to the Inspector a copy of
the same signed by himself and the Secretary.
#
397. Every Trustee declared elected by the Chairman of the School
Meeting is a legal Trustee until his election is set aside by proper
authority.
298. The seal of the School Corporation should not be affixed to letters
or notices, but only to contracts, agreements, deeds, or other papers, which
are designed to bind the Trustees as a corporation for the payment of
money, or the performance of any specified act, duty or thing.
Care of School Property. •
399. Trustees should appoint one of their own number or some respon-
sible person to look after petty repairs, such as fixing fences, outhouses^
walks, windows, seats, blackboards, and stoves.
300. No public school house or school plot (unless otherwise provided
for ill the deed), or any building, furniture, or other thing pertaining
thereto, shall be used or occupied for any other than Public School purposes,
without the express permission of the Trustees acting as a corporation.
301. Provision should be made by every school corporation for scrub-
bing and sweeping the school house regularly, for whitewashing walls and
ceilings at least annually during the summer holidays, and for making
fires one hour before the time for opening school, from the first of Novem-
ber until the first of April in each year.
Arbor. Day.
303. The first Friday in May should be set apart by the Trustees of
every rural school and incorporated village for the purpose of planting shade
trees, making dower beds and otherwise improving and beautifying the
school grounds
Fire Drill.
303. In every school liouse consisting of more than one story the pupils
should be regularly trained ip the fire drill, in order to prevent accidenta
from the alarm of fire.
69
S.--CIRCULAHS FROM THE MII^ISTER,
Circular to the Ketail Book Trade.
Gbntlemen, — With the view of assisting the retail book-trade to exchange surplus
xska of the old Readers, which may be wanted elsewhere for schools that will continue
use them during the present year, the Minister has requested the publishers to facilitate
ch exchanges so far as may be in their power, and desires me to inform you that —
The Canada Publishing Company reply as follows : —
" We beg to assure you that we are doing all we oan to assist those retail dealers who
e overstocked with old Headers in disposing of them. We keep a list of those who
port to us that they have old Readers for sale, and direct any orders that come in to us
them."
Messrs. Copp, Clark <fe Co. reply as follows : —
" Respecting the exchange of the former series of Readers for the Ontario Readers we
g to say that we have been doing that, and have in several instances exchanged the old
ries and Gage's Canadian Readers for other books. So far as regards the Royal Readers
» have, unfortunately, a very large lot of those, and have been compelled to decline to
change those, but we have only had one request. We are very desirous of making the
ange as little burdensome to the retail booksellers as possible, and will in every way
at we consistently can ease them in the way indicated."
Messrs. J. W. Gage h Co. have also intimated their readiness to assist in the
change of books.
It is hoped this information may be of some service if you have stocks of the old
laders on hand.
Your obedient servant,
ALEX. MARLING,
Secretary.
>i70ATioN Department,
Toronto, February, 1885.
Ciboular Rbspeoting Amendments to the Pitrlic Schools Aot.
Sib, — I have the honor of calling your attention to the following amendments to
9 school law by the Public Schools Act of the recent Session of the Ontario Legislative
vembly : —
1. By sub-section 7 of section 2 it is made quite clear that a farmer's son or any
rson assessed for income may be elected public school trustee.
2. By section 9 it is provided that no territory distant more than three miles in a
rect line from the school house can be included in forming any new school section.
3. By section 23 a newly-elected trustee may make the declaration of office before
justice of the peace.
4. When trustees exempt indigent persons from school rates, they must notify the
irk of the municipality to that effect before the first day of Au^st.
5. The trustees of townships (in which there are township boards), cities, towns and
M>rporated villages, must submit their accounts for audit to the municipal auditors.
6. The qualification of the trustee of a township board is the same as t^at of a rural
lool trustee.
7. Arbitrators appointed by a county council to consider an afipeal from a township
oncil may, under certain circumstances, reconsider their decision.
8. Union school sections can only be formed, altered or dissolved by arbitrator!
pointed by the municipalities interested and the county inspector.
70
9. An appeal is allowed from the decision of the arbitriitors to the county council
when the union school sections lie wholly within the county, or to the Minister of
Education when they lie between two or more counties.
10. The assessment of union school sections is to be equalized once in three years by
the assessors of the municipalities concerned, and such person as may be named by the
Inspector of public schools.
11. The portion of a township united to a village or town can only be withdrawn in
the same way as union school sections are altered.
12. Trustees in townships, cities, towns and incorporated villages may be elected by
ballot or the same time as municipal councillors are elected, if required by resolution of
the Board, passed before the 1st of October in any year, and such resolution, when once
adopted, need not be repeated.
13. The chairman of a board of school trustees (sec. 115) has only a casting vote in
case of an equality of votes on any question. He has no second vote.
14. Trustees of cities, towns and incorporated villages may require the asseesor to
furnish them with the names of all children between the ages of 7 and 13.
15. Township councils may levy the sum of $100 for every school section by unifo
rate over the whole township, and the balance required by the trustees over the sectio
requiring the same.
16. Parts of undivided lots are to be assessed in the section in which they ai
situated irrespective of the residence of the occupant.
17. Pupils attending rural schools shall be reported for the purpose of dividing th
school grant as belonging to the school they attend. This does not apply to non-residen
attending city, town or village schools.
18. First class county board certiBcates are made Provincial.
19. Teachers who violate an agreement at common law are liable to the suspensio
of their certificates.
20. It is obligatory in county councils to pay the sum of (150 to each County Mode
School, and $25 to each Teachers' Institute, and also the reasonable travelling expense
of the Inspector.
21. Any teacher who does not wish to continue his contributions to the Supe
nuated Teachers' Fund may withdraw one-half his contributions even if he does n
retire from the profession. Contributions hereafter will be optional, but no teacher w
name has not been already entered on the books of the Department will be allowed
contribute, and all subscribers are required to pay arrears of subscription by 1st Jul
1886, in order that their names may be retained on the list.
22. In rural districts the schools will close for the summer holidays on the 1i
Friday in July, and re-open on the third Monday in August. The other holidays rema-i^ii
as before. In cities, towns and incorporated villages, public and high schools also close
on the first Friday of July and re-open on the last Monday in August. Trustees canaot
reduce the holidays as heretofore.
23. Where a separate school is established in the same municipality as a high schooi,
the separate school trustees may ajipoint a member of the high school board.
24. Every member of the board of examiners for the entrance examination to high
schools is entitled to be paid for his services as the board may by resolution detennina
The remuneration is fixed at $4 per day, or 75 cents for each candidate, in lieu of a per
diem allowance, as may be decided by the county council.
It is intended to issue immediately a compendium of the Public and High Schools
Acts, and the regulations governing Normal, Model, Public and High Schools.
This brief summary is merely intended to point out the more important amondmenti
Yours truly,
GEO. W. ROSS,
Minister of Bduoation.
KnucATioN Department,
ToROirrOf March, 1885.
71
OiROULAR TO Public School Inspectoks.
SiK, — From reporte made to me from time to time, as well as from personal observa-
on, it appears that in the majority of cases very little attention is paid to the improve-
ent of school grounds and premises. Notably there appears to be an almost utter absence
' shade and ornamental treses, very few walks and flower beds, and only here and there a
ell-kept lawn or shrubbery. I need not point out that the effect of such a state of things
necessarily injurious, not only from a sanitary point of view, but educationally. From a
jiitary point of view it is well known that shrubbery absorbs the poisonous gases and
Buvia too often prevalent around school houses. Educationally, it needs no argument
» show that the more attractive you make the school house and its surroundings, the more
tert^t will you arouse in both parents and pupils.
Order, neatness, cleanliness and system, should form part of every child's education,
»th innide and outside of the school room. The education of the school^yard is in many
spects quite as important as the education of the school room. Refinement can be
iltivated in the arrangement of the school grounds ^ust as well as through books and
'oblems.
In order thus to furnish an occasion for making a special effort for improving the
hool premises, and planting suitable shade and ornamental tre^s and shrubbery, I hereby
'oclaim Friday, the 8th day of May, a holiday in every rural and village school, to be
lown as Arbor Day, subject to the approval of the Trustees. The programme for the
ly should be somewhat as follows : —
1. Arrangements should be made during the forenoon for levelling the school grounds
'operly, laying out walks to the rear and front, and making such walks passable by
eans of gravel or plank.
2. Where the soil is suitable, a few flower beds might be laid out, or a part of the
'ound sodded, or seeded down with lawn grass seed.
3. In the afternoon the trees selected for ornament or shade should be carefully
anted in the presence of the pupils. Soft and hard maples, elms, basswoods, walnuts,
ittemuts, birches, chestnuts, or other deciduous trees, are preferable for purposes of
ade. Spaces might be left for the evergreens, which should not be planted before the
'st week in June.
4. On the following Friday afternoon the teacher might spend an hour with his pupils
Bcussing Canadian forestry and the different species of trees and shrubs to be found in
Qtario, their uses, commercial value, characteristics, etc. Many excellent literary
Insions might also be made in connection with this lesson. After the grounds are laid
ity and the trees planted, the teacher should see that some care is exercised in preserving
em from injury. If the pupils are made partners in the improvements, and their
M>peration secured in every part of the work of the day, there need be little fear they
ill wantonly destroy that which their own labour created.
Will you kindly communicate with trustees and teachers, and urge upon them the
opriety of carrying out as far as possible the views of the Department. I shall be glad
BO to have a report from you as to the number of trees planted, and the general reaolt
local efforts on this our first Arbor Day.
Yours truly,
GEORGE W. ROSS,
[>U0ATi0H Departmbnt, Minister of Education.
Toronto, April, 1886.
Circular to Municipal Treasurers.
Bib, — In order to simplify the mode of paying the Municipal and Legislative granti,
jpecton are instructed to make out a tabulated statement of the amount apportioned
each school section in the Municipality, and to send the same, duly certified, to the Town-
ip Treasurer, as soon after the receipts of the semi-annual returns as convenient All sums
apportioned are payable to the order of the public school Trustees, but such order mutt
72
be attested by the corporate seal of the section. On the presentation of such an order bj
any person, the Township Treasurer is required to pay the amount set opposite the No.
of any school section in the tabulated list supplied by the Inspector — the order of the
Trustees being his voucher for the payment of the money, and the tabulated list Kupplied
by the Inspector being his authority for such payment. Vouchers should be endorsed
and numbered according to the sections which they severally represent.
Yours truly,
GEO. W. ROSS.
Miniflter of Education.
Education Department,
Toronto, April, 1885.
Circular to Secretaries of certain Purlio School Boards.
Sir, — Last year I called the attention of school boards to the condition of our Model
Schools, and pointed out the importance of : —
1. Employing an assistant for the Principal during the whole of the Modf) School
term.
2. Procuring a separate room for Model School purposes.
The importance of these two provisions must be apparent to any person who has paid. .
the least attention to school organization. As all the Model Schools of the Province, with
only a few exceptions, have complied with the regulations, and have found them conducive^
to their own prosperity, I am anxious that those in which there still linger some defecta^^
should make such changes as would perfect this necessary part of our school system.
I trust your Board will make an effort to carry out the wishes of the Departments^
and that it is only necessary to point out defects in order to have them remedied. Yovk.
will find herewith, a brief report from the Inspector of Model Schools.
Yours truly.
Education Department,
Toronto, July, 1885.
GEO. W. ROSS,
Minister of Education.
Circular to Public School Inspectors.
Sir, — I forwarded to you, a few weeks ago, a parcel containing a copy of the
authorized Scripture Readings, for each school and Department in your Inspectoral Divi-
sion. While conducting your usual visit next term, I trust you wiU be able, without
much inconvenience, to distribute them among your teachers. Before doing so, however,
I desire to call your attention to the regulations respecting' religious instruction recentlj
issued.
By paragraph three, " Any teacher having conscientious scruples against opening and
closing his school, as provided by the regulations, is required to notify the Trustees in
writing to that effect." In carrying out the intention of this regulation, every precaatioa
should be taken that the liberty which may be rightfully exercised, as therein provided,
should not be used as a means of ostracising the teacher of any denomination or creed,
nor should his conscientious scruples be a reason for official censure, much less for hii
dismissal, by any Board of Trustees.
The right conceded to the pupil of absenting himself from the religious exerinses of
the school, as. provided in paragraph four of the regulations, requires the most careful
attention of every teacher. In order that the parents and guardians of Roman Caiholio
pupils may be saved unnecessary trouble in giving notice to teachers under this r^^ulatioii.
73
it is to be assumed that the parent or guardian of a Roman Catholic pupil has notified his
wish to the teacher, as by this rule required, unless such parent expressly notifies suoh
teacher, in writing, that he desires the pupil of which he is such parent or guardian to
attend and be present at the religious exercises prescribed. Before entering upon the
dosing exercises of the school, the teacher should therefore allow a short interval to elapse,
during which such pupils might retire, and in this way remove all doubts as to the faith-
ful observance of the regulations.
While the Education Department is most anxious to promote the moral welfare of
the pupils attending the Public and High Schools of the Province, it is equally anxious
that the rights guaranteed to all by the Public Schools' Act should not be interfered
with. Ton will, I trust, in the discharge of your public duties, endeavour to impress
these views upon every teacher and trustee within your jurisdiction.
Yours truly,
GEO. W. ROSS,
Minister of Education.
Education Dspartmbnt,
Toronto, July, 1885.
^ -^CONFIRM A TION OF B 7LA WS.
The following is a list of the By-laws confirmed during 1885.
Municipality pMsing
By-law.
Date of Applica-
tion to connrm.
Township of Albion. . .
Township of East
Luther
Dec. 12th, 1884.
May 19th, 1885 .
School Corporation
affected.
2 Albion
Section No. 1
Other Municipalities
concerned.
8 Albion and Bolton
None.
How disixMed el.
By-law No. 260L Gon-
finned 3rd Feb. '81.
By-law No. 72, Con-
firmed 27th June
'85.
74
APPENDIX B,— PROVINCIAL NORMAL AND MODEL SCHOOLS.
1. — Thb Tobokto Noemal School.
1. Staff </ the Toronto Normal School, 1885.
Thomas Kirkland, M. A PrincipaL
James Carlyle, M.D Mathematical Master.
J. H. McFaul Drawing Master, and in Model School.
S. H. Preston Music « «'
Richard Lewis Elocution •' "
Sergt. T. Parr Drill and Calisthenics " «
2. StudmtB %n the Toronto Normal School, 1885.
•
ADMmu).
Male.
FoouJe.
•
Kivl Swnon
81
40
IS
llMond ftiwMon ,....,. ^ ...,,. .
80
Total
n
178
2. — Thb Ottawa Normal School.
1. Stqff of the Ottawa Normal School, 1885.
John A. MdcCabe, M.A Principal. ,
Ueo, Baprie, M.A., M.B Science Mast<^r.
Wm. Scott, B.A Mathematical Master,
R. H. Whale Drawing Master, and in Model School.
W. G. Workman Music " " "
M B. Cope Drill and Calisthenics Master, and in Model SohooL
75
2. Students in the Ottawa Normal School, 1885.
Admi
TTiei).
Khi
Male.
male.
rblt CMBinOtI i i . X . i . i i . X . 1 ... . . X . .
40
34
54
i.^^^ fV-iS/^n
33
•
Total
74
87
a
li
3. — Thb Toronto Model School.
1. Staff of the Toronto Model School, 1886.
Oharles Olarkson, B. A Head Master, Boys* Model Sohooh
Angus Mcintosh First Assistant, "
James McLurg Second " "
Miss Hattie McLellan Third "
•* Margaret T. Scott Head Mistress, Girls* Model
** K. F. Hagarty First Assistant,
" M. Meehan Second " "
" J. Meneilley Third •* "
*^ R K Hailman Kindergarten Teacher.
2. Number of Pupils in 1885.
Boys, 150. Girls, 166 Total, 306
School.
it
(C
iC
4. — The Ottawa Model School.
1. Staff oj the Ottawa Model School, 1885.
Idwin D. Parlow Head Master, Boys' Model School.
Thomas Swift First Assistant,
R. H. Cowley Second
Miss Eliza Bolton Third
•* Adeline Shenick Head Mistress, Girls
" Mary G. Joyce First Assistant,
•* Margaret A. Mills Second
({
((
M. E. Butterworth Third
it
u
C(
iC
<i
Model SchooL
iC
(I
Boys, 172
2. Number of Pupils in 1885.
Girls, 180
Total, 352.
76
5. — Report of James A. McLbllan, Esq., LL.D., Inspector.
Since my official examination into the working of some of the best Normal Schools
in the United States, in the year 1882, I have had them frequently in mind daring my
visits to our own Normal Schools, and have on each occasion compared or contrasted our
own system and its results with those of the most successful schools in New York,
Massiichusetts and Connecticut The more closely our own system is examined the more
reason is there, in my opinion, to be justly proud of it, and the greater cause have we to
congratulate ourselves on having at least approached, if we have not yet quite reached, an
ideal Normal School.
There is not the least doubt that the system of professional training adopted by the
Education Department is the soundest, most practical, and most economical that has
been hitherto devised by any. State ; and the excellent results which have been attained
during; the short time it has been in operation justify the expectation of pre-eminent success
in the not distant futiira
Under what may be called the old regime, the attention of our Normal School
masti^rs was so much directed to the mere literary education of the students, (as is still the
case in nearly all the United States schools) and the purely professional training of the
students was, as a necessary consequence, so far neglected, that the results could not be
entirely satisfactory. The students may, indeed, have had the benefit of excellent literary
instr motion — more than thai, this instruction may have been imparted to them in manner
illustrative of the soundest, principles of the philosophy of education ; but in too many
instances the student was so very backward at the commencement of his course that all
his time was required for the mere preparation of his class-work, and he was necessarily
too anxious about the matter of his daily lesson to pay much attention to the manner
in which it was taught. Hence it not unfrequently followed that the average Normal
School student went out of the institution very little better, so far as professional training
was concerned, than he was when he entered it.
But now " we have changed all that," and by insisting on adequate preparation in
literary subjects before the student is admitted to the Normal School, we have relieved
the masters of responsibility for the general education of their student-teachers, and so
have enabled them to devote nearly all their time and energy and zeal to the work
of processional training in pedagogy — the art and science of teaching. The students, too,
being already ** brought past the wearisome bitterness of their learning," are able to devote
themselves with energy and pleasure to the work of methodizing their knowledge, and
learning the noblest of all merely human lessons — the best, easiest and most pleasant
method of imparting instruction to others, and so contributing to form that intellectual
and moral manhood which is the very essence of national life.
They are now able to devote the necessary time to acquiring a knowledge of the
psychological principles that underlie intellectual and moral education, — of the hygienic
principles that form the foundation, and no inconsiderable portion of the superstructure
of physical education, — and of the deeper and too much neglected elements which form the
basis of aesthetic culture, and constitute so large a part of the worth and strength of
man. The acquisition of clear ideas and sound principles on these all-important subjects
are of such vital importance in the qualifications of the teacher, that no one at all worthy
of the name now dreams of neglecting them, and no one unworthy of the name should be
permitted to practise his hireling hand in even the humblest school-room in the land.
The Normal School student of to-day has good reason to be thankful for the opportunities
he enjoys of obtaining the most useful information so pleasantly in the lecture-ro(Hii,
instead of being forced, as were his less fortunate predecessors, either to enter their pro-
fession in a state of eyeless ignorance of its first principles, or to acquire them by plodding
through the dreary volumes of " professional literature," many of which have been com-
piled by mere book-makers, or written by education theorists, ignorant, perhaps, of the
very subjects that they profess to show ** how to teach." It is, therefore, no small
advantage to our Normal students that they have able practical educators to expound the
true principles of education, and to illustrate their Application in the practical work of
77
the school-room ; to methodize the " methods," and to systemize the " systems " with
which educational literature teems in bewildering confusion.
It is worth while to call attention to the important fact, which is too often ignored
by disclaimers against the expense of our High School system, that were it not ior these
OoLLBOES OF THE PEOPLE, it would be impossible for us to accomplish all that we are now
doing in preparing teachers for the public schools of this country. Were it not for the
high degree of efficiency which now distinguishes our Collegiate Institutes and High
Schools, the Normal Schools would be quite unable to discharge their true functions as
institutions for the professional training of teachers. So that, once more we are face to
face with the indisputable fact that the thoroughness of our public school education
depends essentially on the thoroughness of our High School education. I am not aware
that there is a single State in the Union that has solved the problem of ^* the separation
of the cbcademic from the professional training of teachers." It has been solved for the
first time in Ontario ; and I am of opinion that if some of our American friends, who
have advanced theoretic reasons against the separation of the academic instruction of the
student-teacher from his professional training, could witness the degree of success which
we have already attained, they would, perhaps, acknowledge that the facts arc* too strong
for them, and that in the professional training of teachers, as well as in her system of
school inspection, Ontario stands without a rival among the States of the Union.
Another advantage of our present system is that it enables both the masters and
students to pay more attention to criticism in practical work than could be devoted to it
under the old plan. There is more time for the cultivation of the powers of attention and
ol>servatiou, and a consequent quickening of the faculties called into play in the develop-
ment of the powers of perception and reflection. And here it may be well to note that
there is a possibility, -nay, a danger, of giving misdirection to the critical faculty, a danger
against which the student alone can guard himself by examining himself as well as
others, and by a candid criticism of his own mental processes as welt as of the mental
manifestations of others. He must guard himself against the error of supposing that
fault-finding is criticism. He must, it is true, be ever ready to note and correct what-
ever is improper in the language, statement, method or manner of his teacher or pupil ;
but> if he aims at the cultivation of the true critical spirit, he must be even more ready
to note and applaud whatever is excellent, than to condemn what falls short of his ideal.
He must bear in mind that to V>e forever on the alert, pencil in hand, to jot down every
little lapsus lingua', that may fall from the lips of lecturer or fellow-student, is to be very
far indeed from exercising the true function of a critic, and will be utterly inadequate to
secure him eithor the reputation of an exemplary student now, or that of an efficient
teacher in the future.
The literary preparation of the students in the High Schools and Collegiate Insti-
tutes is on the whole satisfactory, and no doubt will be still more so in the future, as,
under the new regulations for professional training, the teachers in these schools will be
still bettor qualified for what is required of them in educating the teachers for the 6,000
flchools of the province. At present very little time can be given in the Normal Schools
to mere academic work ; still, something is done to improve the scholarship and literary
culture of the students, and I think with excellent effect. It is a matter of common
observation among the students, no less than the masters, that the best prepared
students — tnose having the least neud for literary instruction — are the most ready to
acknowledge the necessity for the reviev: of their academic work, which is still required
as an essential part of the professional course. It is only just to say that we now hear
very few complaints of the " unfairness " of being re-examined in such work after having
paraed the previous non-professional examination. I am satisfied that if there are now
to be heard any such complaints they come from those who have the kiast right to com-
plain. If a student, after obtaining his non-professional certificate, spends from one to
three years in teaching — so bereft of the spirit of the true teacher that he spends scarcely
a single studious hour in improving his knowledge of mathematics, science and literature,
— in fact, disposes of his books and makes haste to forget the elements of scholarship which
he had acquired — how can he justly complain wHen it is forcibly revealed to him that pro-
fanional knowledge cannot be based on ignorance, — that ignorance of a subject meana
78
ignorance of the method of teaching it ? I have a strong conviction that the coarse of
teaching, recently recommended by the department, will do much to foster Atudioos
habits amongst our young teachers, and that, as a consequence, their subsequent course at
the Normal Schools will prove, not only a pleasant experience, but pre-eminently an educa-
tional power for the discharge of the high duties of the teacher. As to the general
oonducr of the students in attendance, the system of discipline adopted in both our
Normal Schools, and the constant daily and hourly attendance by the principals, who
never are and never ought to be absent from their charges, are productive of the most
salutary effects. Both principals have been able to make highly gratifying reports of
the gentlemanly and lady-like behavior and deportment of those placed under ihnr
oontroL
79
APPENDIX 0.— COUNTY MODEL HCHOOLH.
1. — Report of J. J. Tillby, Esq., Ikspector.
All the County Model Schools were open during the term, and one was opened for
the first time in the Village of Bracebridge for the District of Muskoka. This school is
well equipped, and should be of very great service. Fifteen students were in attendancei
Model Schools should be established in Algoma and Parry Sound Districts, and in the
County of Haliburton, if schools possessing the necesRary requii ements can be provided.
There is no school in Haliburton sufficiently largo for this purpose, but arrangements
might possibly be made for utilizing the Fenelon Falls Public School. The attendance
for 1885 was 1305, which was considerably larger than that in any previous year. Very
good work was done in the schools, especially in those in which provision was made for
allowing the principal to give all his time to the Model School. After carefully observing
the work done in our Model Schools, and after comparing one school with another, I
cannot but come to the conclusion that the best results can be achieved only when the
principal is relieved of all public school teaching during the Model School session. In
26 schools the principals were relieved during the whole of each day ; in 18 schools
they were relieved during half of the day, which is all the regulations require, and in
8 schools no relief whatever was afforded them. In the last mentioned schools the
principals were required to teach their own divisions from 9 a.m. until 4 p.m. The
students in these schools received instruction from the principal before and after the
regular school hours, and were left during the day almost entirely in the hands of the
assistants. As I said in my last report, to expect satisfactory results under such cir-
cumstances is most unreasonable ; it is unfair to the principal, and unjust to the students.
Schools which still neglect to comply with the regulations should no longer be recognized
as Model Schools.
Separate rooms for the training of students were provided in 49 schools ; 3 are yet
required.
Too much credit cannot be given to the teachers in the Model Schools for the
faithful manner in which they discharge their duties. These duties arej often surrounded
by considerable difficulties, and in many cases add more to the teacher's labor than to his
salary. In small schools some difficulty is experienced in providing for the thirty hssons
to be taught by each student, especially when the number of students is large. The
assistants in these schools complain of their work being too much disturbed. [ would
advise that in such cases the number of lessons b^ reduced to twenty-five or even to
twenty if necessary. Little was done during the year in furnishing works of reference
for the students. The syllabus furnished to the schools, lightened the labor of the
principals, and was of considerable service to the students. The number of copies
required for the students should, in future, be sent to each school at the beginning of the
session. "Browning's Educational Theories" was not well received. The general
opinion is that there is not sufficient time at the disposal of the principal during the short
Model School term to do anything liko justice to this work, which, though excellent in
itself, is felt not to be in the line of the introductory work which should be done in County
Model Schools. The principals spoke very highly of the attention and diligence of the
students during the session, and, judging from what I saw at the annual inspection, the
commendation was merited. The students in attendance were certainly a superior class,
and should hereafter give a good account of themselves in the school-room.
Our present Model School system, when established in 1877, was undoubtedly a ten-
tative measure with considerable uncertainty surrounding its introduction. After a fair
trial, extending over nine years, I think it can no longer be regarded as an experiment,
but it may justly claim to be considered a satisfactory and economical means of providing
a fair amount of professional training for all who wish to enter the teaching profession.
There may possibly be those who do not look with favor upon the Model School system
80
but it is very doubtful if any intelligent person would be willing to return to the system
which existed prior to 1877, under which any one, by passing a literary examination,
and without receiving any professional training, or furnishing any evidence whatever
of his aptitude to impart instruction, or to govern a school, could at once enter upon,
the important work of teaching the youth of our country. Assuming that the value of
preparatory professional training for all teachers is recognized by every one, we may
properly conclude that the work must go on, and that it must be done either in Model
Schools or in provincial Normal Schools. The accommodation afforded by each of the two
Normal Schools now established, provides for about 240 students per year, and as this
accommodation is fully taxed for the training of second-class teachers, it necessarily
follows that four or five Normal Schools, equal in capacity to those now established, would
have to be built to furnish the requisite accommodation for the 1,100 or 1,200 students
that enter our Model Schools year by year. If these were provided, the annual cost of
maintenance, added to the interest on capital account, could not be less than $60,000 a
year — a very large amount, and one which the Province is, probably, not prepared to
assume. The Government pays $7,500 yearly to County Model Schools, and an equal
amount is contributed by the counties. The total cost is, therefore, about $15,000, or not
more than one-fourth of the amount that would be required if Normal Schools were pro-
vided to do the work which is now done in Model Schools. If, then, all teachers are to
be trained, the retention of the system of County Model Schools is certainly justifiable
on the basis of economy. This conceded, the question of their efficiency should be fully
considered, their defects should be candidly discussed and remedied, if possible, and all
necessary provision made to render them still more efficient.
Defects.
One of the most serious defects is the too frequent change of teachers. Daring the
past nine years the average number of Model Schools in operation per year was about 44,
and there were no fewer than 78 changes among principals. During that time the
schools were under the charge of 112 difierent persons. 4 schools had 6 different
principals ; 6 had 5 ; 2 had 4 ; 22 had 3 or 2, and 18 schools retained the same
principal during the nine years. As there are from 5 to 10 assistants in nearly every
Model School we may safely assume that the numl>er of changes among the assistant
was five times greater than it was among the principals. This would give us 112
principals and 560 assistants for 44 schools in nine years. It is unnecessary to speak at
length of this defect, as the injury occasioned thereby must be apparent to every one.
If Normal School masters were changed with the same frequency, public attention
would very soon be called to the subject. One cause of change is the large number
of Model Schools scattered over the province. Another is the close connection between
the Model School and the Public School, and the dependence of the former upon the
latter. The principal of the Model School being responsible for a division in the Public
School, various complications arise in connection with the latter; the principal retires,
and the Model School work passes into the hands of an inexperienced man. Another
cause, and perhaps the most fruitful one, is that the remuneration for doing what is, in
many cases, really double work, is not sufficient to retain the services of many good men.
Each Model School receives $300 a year from government and municipal grants, and
about $100 as fees from students. About one- half of these receipts is usually applied to
supplementing the principal's salary ; in some cases not more than a third is used in this
way, and in other cases the whole amount is appropriated by the trustees, and used for
current expenses. If trustees place their school at the disposal of the students, and furnish
a separate room, properly seated and heated, they are entitled to some suitable remuneration
for doing so. Another defect is the too great dependence of the Model Schools in many
places upon the regular staff of teachers in the Public School. When the principal is
enabled to give all his time to the Model School work, little difficulty arises, but when he
is relieved for only a portion of the time, the training of the students must be either
neglected or assigned to the assistants. I know, from frequent visits to Model Schools,
thst many assistants do not regard this work with favor ; they are disposed to look upon
81
it as a disturbing element, and as an additional duty which brings them neither remunera-
tion nor tsredit. Under such circumstances it may be fairly questioned if the students
receive that attention and assistance which they need and to which they are justly
entitled. Another serious defect is the comparatively short time during which the work
is carried on. The time and attention of the principal having been given exclusively to
Public School work during two-thirds of the school year, it necessarily follows that there
will be a considerable waste of both time and energy before the Model School can be
properly organized. As the session is but short every loss is serioun. Continuous work
along one line is necessary to produce the best results.
SUGOBSTIONS.
If the number of Model Schools were reduced, and the efficiency of those retained,
increased, I believe much better results would be achieved than can be produced under
the present aiTangement.
To this end I would recommend :—
L That the Province be divided into about 20 Model School districts, each containing
an important Public School which can readily furnish all the requirements for a well
equipped Model School.
II. That there be two sessions in the year, the first beginning about the 1st of
September and ending in December ; the second beginning about the 1st of February and
ending in May.
III. That the Model School master be principal of the Public School in which the
Model School is established, and that his whole time be given to the training of the
students and to the general supervision of the Public School.
IV. That the income of a Model School from grants and fees be not less than $1,000
a year, and that this sum, at least, be the salary of the principal.
V. That the Public School Inspectors in a Model School district and the principal of
the Model School constitute the Board of Examiners for that district.
VI. That the expenses of the examinations )>e divided equally among the counties
forming a Model School district.
Objections Met.
It is but natural to suppose that ditiiculties stand in the way. I do not, however,
oonsider them either insuperable or very serious, nor do I consider them of sufficient im-
portance to weigh in the scale against the advantages of the scheme outlined above; they
are certainly not greater than those which presented themselves at the introduction of
the present system, and which have been largely overcome. The following objections
would probably be offered : —
I. County Councils would be unwilling to grant money for the support of a school
not within their own municipality ; but County Councils have been contributing for
yean to the support of Model Schools, situated in separate municipalities, without raising
•nj objection thereto. The County of Frontenac contributes to the support of the Model
School in the City of Kingston, Wentworth, to the school in Hamilton, Middlesex, to the
lehool in London, and in many other instances the Model School for a county is situated
in a town separated from the county for municipal purposes. The proposed union of
ooiiDties is, of course, somewhat different from these cases, but if the advantages to be
fiined were properly understood I do not believe any serious objection would be raised.
82
I I. Trustees would object to the closing of the Model School established in connection
with their Public School. Model Schools were not established for the benefit of anj
particular Public School, but for the training of students and for advancing the general
interests of education. The facilities which large graded schools afforded were utilized,
and equivalents by way of fees and grants were given to the trustees of these schools.
The amount received in every case has been sufficient to pay for the services of an
assistant, and also to pay a considerable portion of the principars salary. The Model
Schools cannot, therefore, be charged with any pecuniary indebtedness.
As Model Schools were generally established in thriving towns, the separate room
provided for the use of the students will doubtless soon be required to meet the increasing
demand for additional Public School accommodation, and as the Model Schools under the
proposed arrangements would undoubtedly be selected from among those now established,
this difficulty would scarcely be felt
III. Objection might be raised to the re-organizing of the County Boards, but it can-
not be denied that the Inspectors of Public Schools and the Principals of Model Schools
are, from the nature of the work in which they are constantly engaged, the best qualified
to judge of the fitness of students to take charge of Public Schools.
IV. The inconvenience to those students who could not attend during the fall term
wonld probably be the most serious difficulty. If 20 Model Schools were established,
there would be about 60 students for each school, or 30 per session ; 600 students would
therefore have to wait for the second term. Of these, about 100 would be below the age
at which certificates can be obtained, and could not, therefore, engage schools until some
time during the following year at least. Again, if only those who had obtained third-
-class non- professional certificates were detained for the second term, many of them would
avail themselves of the further opportunity afforded for attending some High School, and
would thereby be farther advanced toward the standard for second-class certificates. The
plan proposed would cause a considerable reduction in the supply of teachers for the first
half of the year following its introduction, but special arrangements could be made for
carrying the supply forward until midsummer, where necessary. Many young teachers
would then begin their work after the summer vacation, which is certainly a more suitable
time than the first of the year.
Advantages.
I. If the government and municipal grants and fees now paid to the 52 Model Schools
in operation, were divided equally among 20, there would be a yearly income of at least
$1,000 for each. This sum would be sufficient to secure and retain the services of
first-rate men, and the loss now sustained by the frequent change of teachers would
be very much reduced.
II. The Principal, by being relieved of all class teaching, and by giving his attention
continuously to Model School work, would be able to do far better work than he can
possibly do under the present system. He would also have sufficient time at his disposal
to enable him to attend to the organization and general sui>ervision of tho school, and to
conduct the half-yearly promotion examinations. The benefit thus conferred upon the
Public Schools, in which Model Schools were established, would be very great.
III. The Principal, having all his time at his disposal, could do all the marking of the
students, and thus not only relieve the assistants very much, but also reduce to a mini-
mum the friction whi^h sometimes exists between Model and Public School work, and of
which t^eachers and trustees often complain.
IV. A Model School can now be regarded only as an appendix to a school, and it
'cunnot be denied that in some cases it is merely tolerated by trustees, bat if Model
83
Schools were established at important centres, as I have suggested, they would at once
take rank as important permanent institutions, and would be relieved of many diffi-
culties and contingencies which now surround them.
V. If there were but 20 Model Schools, the Principals of these could come together
from time to time, without much inconvenience, exchange opinions and discuss their
common work. By this means all would be benefited and a greater degree of uniformity
would be secured than is possible under present circumstances. The training of third-
class teachers would then become a distinct and most important branch of our educational
system, a prize to be sought for by all teachers, and a reward to the most successful
If the plan which I have outlined were adopted, I believe our Model Schools would
be placed upon a more satisfactory and permanent basis, and would at once enter upon a
career of increased usefulness.
The statistics for the year are given in the annexed table :— -
9 (ig
84
Schedule A. — 2. Statistics of
NAME
OF
MODBL SCHOOL.
1 Barrie
2 Beamsrille
8 Berlin
4 Bracebridge . . .
6 Bradford
$ Brampton
7 Brantf ord
8 Caledonia
9 Chatham
10 Clinton
11 Cobourg
12 Cornwall
18 Durham
14 Farmeriville . .
15 Forest
16 Gait
17 Godericli
18 Hamilton
19 IngerKoU
20 Kincardine . . .
21 Kinmton*
22 liindsay
23 London
24 Madoc
25 Martintown . . .
26 Milton
27 Morrisburg . . .
28 Mount Forest .
29 Napanee
30 New Edinburg
81 Newmarket . . .
82 Norwood
S3 Orangeville . . .
84 Owen Sound .
86 Parkdale
iS Perth
37 Picton ........
88 Port Hope ....
89 Port Perry. ..
40 Prescott
41 Renfrew
42 St. Thomas . . .
48 Sarnia
44 Simcoe
46 Stratford
46 Strathroy
47 Vankleekhill .
48 Welland
49 Whitby
60 Windsor
61 Woodstock
02 Walkerton ....
o
S5
S3
18
12i
15
18*
22-
29|
221
36
28
28
24
15
39
18
12
27
17
15
29
19
23
37
37
22
19
16
41
27
15
23
9
19
22
27
33
19
24
16
17
49
52
25
16
78
34
24
21
16
17
20
86
8
3
8
7
6
17
Total il305i 620
4
s
16
7
7
4
12
10
IS
14
9
19
12
6
10!
13
8
6
12
5
1
13
5
6
7
8
8
12
8
17
6
8
16
4
12
8
11
14
5
9
9
4
16, 33
22' 80
9i 16
51 11
36, 42
17 17
5 19
17
6
5
11
6
13
16
8
27
9
16
18
5
26
10
6
15
12
14
16
14
17
30
29
19
7
8
34
21
7
7
5
7
14
16
19
14
15
7
13
18
8
10
14
19
785
18
13
4
4
2
9
18
7
2
18
16
5
16
7
M
G
c
S
.£3
••a
O
O
• • « •
3
7
• > • •
• • • •
• « • a
12
1
•
2
• • • •
28
• • • •
15
1
• • • •
1
234] 21
d
o
3
X
33
18
11
15
18
18
28
22,
361
241
22
24
14
38
13
12
19
17
13
25
19
22
25
35
21
19
16
35
t27
15
23
8
191
18;
24
31
19
23
16
17
49;
431
221
16:
76!
23;
22|
19!
16:
16
20
34
1203
-a
16
7
r
4
12
8
13
14
9
15
7
6
10
13
4
6
8
5
1
10
5
6
5
8
3
12
8
14
6
8
16
3
12
5
9
14
5
9
9
4
16
17
7
5
34
9
4
2
8!
467
17
6
4
11
6
10
15
8
27
9
18!.
4!
25
9
6
11
12
12
15
14
16
20
27
18
7
8
21
21
7
7
5
7
13
15
17
14
14
7
13
33
261
15
11
42
14
18
17
8
9
14
16 18
736
35 10,
40i 10
4
6
8
1
10
1
90
60
24
46
52
30
85
48
12
30
124
62
40
24
32
53
45
88
40
65
70
36
20
40
35
4 1 43
31 65
38
62
60
65
42
1
50
10
46
1
61
2
30
• •
42
1
20
20i
43I
6
30
12
5
14
5
13
7
6
5
10< 28
20 80
35' 12
74' 10
22'
6
3
4
4
18
7
5
40. 10
10
11
5
6
6
5
60! 10
551 10
10
12
30
15
4
8
13
7
64j 10
32I 8
56| 10
38 6
10!
91
26^
6
15|
lOl
6
8
10
40
22
10
34
10
60
15
5
10
42
13
6
10
20
15
15
20
8
8
15
10
15
15
15
32
13
44
16
26
24
16
10
25
17
8
53
12
25
12
14
81 '1467! 509 936
50
18
30
30
40
20
24
S3
36
80
181 36
14! 15
32
36
28
35
61 30
11 40
251 32
12: 20
SO
15
30
25'
16
12
30
30
30
30
40
30
30
33
30
30
37
35
22
30
32
20 30
34
31
30
32
10 45
30
30
1559
11
S
> • •
5
4
5
8
4
14
8
10
6
4
3
4
9
8
3
12
7
6
9
4
5
3
6
• • •
7
6
4
5
4
10
5
10
7
8
15
5
6
5
8
9
7
19
8
4
4
4
7
6
7
6
S
6
1
a
5
16
4
6
6
10
S
s
s
s
■ • •
8
3
8
6
6
6
3
5
2
S
3
S
5
3
3
2
7
4
7
3
5
8
S
5
3
5
5
7
15
7
4
4
3
6
6
8
340: 253
* In 1884, 18 Candidates were awarded District Certificates.
CouMTT Model Schools, 1885.
85
4«
44
44
t«
44
80 Mhn.
40 8 hm.
41 2 hn.
42 ftUd»7
48 31hn.
44 afiday
46
46
47
48
8 hn.
3 hn.
3 bn.
4 hn.
60 aUday
61 8 hn.
62 aUday
1 84hn.
2 aDday
3
4 **
5 3hn.
8 all day
7 5hn.
8 all day
9 8hn.
10 4hn.
11 2ihn.
12 8 hn.
18 8hn.
14 all day
16 ••
16 2ihn.
17 2ihn.
18 2 hn.
19 all day
90
21 4 hn.
22 24hn.
28 2Shn.
24 4 hn.
96 3 hn.
26 all day
27
28 2ihn.
29 all day
80 2 hn.
81 3 hn.
82 8 hn.
88 all day
84
86
86
87
•8
Z
I
■
I
9
a
• 4
4»
4t
44
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i 1 male and 4 femalea wvre awarded Diitriot Certificatat.
86
Schedule B.
NAME OF
MODEL SCHOOL.
Barrie
Beamsville . . .
Berlin
Bracebridge . .
Bradford
Brampton —
Brantf ord
Caledonia
Chatham
Clinton
Cobourg
Cornwall
Durham . .
Farmersville. .
Forest
Gait
Goderich
Hamilton
Ixijgersoll
Kmcardine . .
Kinffston
LinoBay
London
Madoc
Martintown . .
Milton
Morriflburg . . .
Mount Forest
Napanee
New Edinburg
New Market
Norwood
Orange ville . .
Owen Sound .
Parkdale . . .
Perth
Picton
Port Hope
Port Perrj-
Prescott
Renfrew
St Thomas . .
Sarnia
Simcoe
Stratford
Strathroy
VankleekhiU..
Welland ....
Whitby
Windsor
Woodstock . .
Walkerton . .
NAME OF
PRINCIPAL.
T. O. Steele
W. H. Harlton
J. Suddaby
R. F. Greenless
Isaac Da^
A. Martin
William Wilkinson, MA.
Isaac Rowat
Geor^ B. Kirk
William R. Lough
W. S. Ellis
P.Talbot
James Winterbom
Thomas M. Porter
John R. Brown
Robert Alexander
Allan Embury
George W. Johnson
H^KMcDiarmid
F. C. Powell
R. K. Row
Richard Lees
W. J. Carson
Donald Marshall ,
Alex. Kennedy ,
Henry (Jray ,
G. E. Broderick
Samuel B. Westervelt. . . .
James Bowerman
John McJanet
William Rannie ,
A. Hutchinson
M. N. Armstrong
T. Frazer
J. A. Wismer
M. M. Jaques
R W. Murray
F. Wood
Alex. M. Rae
Crawford Macpherson . . .
J. Boag
N. M. Campbell
Alex. Wark
George Shannan
Chas. Wm. Chadwick. . .
Tho8. Dinsmore
R. J. Sangster
Robert Grant
James Brown
James Dimcan ,
G. W. Vanslyke
W. R. Telford
CLASS OF
CERTIFICATE.
C,
A.
C4
1st Class A.
Ibt " **
1st "
Ist "
Ist "
Ist "
M.A.
1st Class A.
1st " *'
1st " C.
B.A., B. Sc.
1st Class C.
1st
1st
1st
Ist
1st
1st
Ist
1st
Ist
1st
1st
1st
1st
1st
1st
1st
2nd
Ist
> Ist
1st
1st
Ist
1st
1st
1st
1st
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87
APPENDIX J).— TEACHERS' INSTITUTES,
1. Ontario Teachers^ Association, 1885.
Extract from the procfedings of Convention held on tlie 11th, 12th and ISth days oj
August. 188o,
The Convention met on Tuesday, August 11th, 1885.
The 1st Vice-President, Dr. Purslow, in the chair.
Reports respecting County Associations were received from —
J. E. Elliott West Gray
John Spence Ontario
James Birch West Kent ....
John Munro Ottawa
John C. Linklater North Huron. .
R. U. McMaster Dufferin. . ....
Neil D. McKinnon W. Bruce
William Linton Waterloo
E. H. Anderson. ...S. Hastings and Belleville
James Duncan N. Essex
T. O. Steele N. 8imcoe
W. J. Osborne , . . P. E. County
J. W. Henstridge Frontenac
S. McAllister Toronto
James McElroy Carleton
Charles Ramage S. Grey
C. H. Fuller S. Essex
John R Brown | x? .. t x.^
Thomas White f ^'*"' I^"'^^«
R. E. Brown Centre Huron
Thomas McKee South Sinicoe
Resolutions Adopted.
High School Section.
Resolved, That the Senate of Toronto University be urged, as soon as practicable, to
make such arrangements regarding the Local Examinations as will enable it to allow to
candidates writing at such Examinations all the privileges allowed to candidates writing at
Toronto.
Resolved, 1st, that Chaucer should be removed from the First Yearns Examination to
a later stage in the curriculum, and be rt^placed by some modern author ; 2nd, that English
prose should receive due recognition in the English course of the University ; 3rd, that
the study of the earlier forms of the language should be provided for in the later years
of the curriculum.
Resolved, That equal recognition should be given in the Junior Matriculation in the
matter of Scholarships, to Modern Languages and to Classics ; and that Ancient History
and Geography should be annexed to Classics, and Modern History and Geography to
Modem Languages.
Resolved, That such a value should be assigned to the dei)artment of science, in
awarding the General Proficiency Scholarship at Junior Matriculation, as to encourage
the teaching of science in the High Schools.
Representing
100
Members.
it
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a:
Resolved, That this Section call the attention of the University Senate to the objection-
able eharacter of the honor paper in English and the pass paper in History and Geogra-
phy at Junior Matriculation.
Resolved, That the University Senate be requested to allow all candidates at Junior
Matriculation to take more than one sub-department of Natural Science, and that the
course in Botany be more accurately defined.
Resolved, That the Section appoint a Committee to wait upon the Hon. the Minister
of Education, and explain to him the objectionable nature of some of the Second and
Third class papers set at the recent Departmental Examinations.
Report of the Committee on Sigh School Graduation : —
*'The committee appointed by the High School Section in August, 1884, to bring in
a scheme for High School Graduation, in accordance with the general resolution then
passed by this Section in favour of such a provision being made, begs leave to report as
follows : —
^* I. That the committee met on the 4th of April last, and after carefully examining
a draft of scheme submitted for consideration by the Hon. the Minister of Education,
decided to recommend its adoption with a few amendments as to certain subjects in several
courses.
'* II. Your committee find that, subsequently to its meeting, the Minister has recast
the scheme for High School Graduation in harmony with the new course of study pro-
posed for High Schools and Collegiate Institutes, embodying at the same time the minor
changes we suggested regarding subjects.
** III. As thus simplified the scheme may be outlined as follows : —
**(a) Any pupil who passes the Departmental or the University examination in any
of the courses prescribed for Form II., III., or IV., in a High School or Collegiate Insti-
tute, shall be entitled to a Graduation Diploma signed by the Minister of Education and
the Head Master of the High School at which such course was completed.
(6) The courses above referred to are as now arranged :
1. Course of Form II., H.S., being that of Junior Matriculation at the Univer-
sity of Toronto. (Pass.)
2. Course of Form III., H.S., being that of Junior Matriculation with Honors.
3* Course of Form IV., H.S., being that of Senior Matriculation.
4. A Commercial Course, being that required of candidates for Second Class
Certificates.
** (c) These four courses, covering the ordinary work of the High Schools, provide
for four distinct forms of Graduation Diploma, viz. : 1, Commercial Course; 2, Junior
Matriculation (Pass) ; 3, Junior Matriculation with Honors ; 4, Senior Matriculation ;
the highest of these also reaching the upper limit of the High School Course.
'* (d) In addition to passing the prescribed examination, each candidate shall submit
to the Education Department through the Head Master, the following documents: I, a
certificate of having attended at least one year ; 2, a certificate of character.
(e) Commencement exercises should be held in each High School or Collegiate Insti-
tute at a suitable time during the autumn term of each year, at which the Graduation
Diplomas may be presented to the successful candidates.
" The committee believe that by this simple scheme all the more serious objections
urged last year are removed. It will be observed that no separate examination is required,
no extra work is imposed, nor is the ordinary course of our teaching interfered with in
any manner.
^ " The scheme, we think, possesses all the advantages of the more elaborate one at
first proposed, without any of its incumbrances.
89
" We therefore recommend its adoption and, since its acceptance by individual schools
is entirely optiona], we trust that members of the Section will use their influence to
make High School Graduation generally acceptable throughout the country." Rfipori
adopted,
D. C. McHENRY, Chairman of Carnmittef.
The Hon. the Minister of £duoation addressed the Section on the Proposed Regula-
tions for the Distribution of the High School Grant and it was resolved : — That a hearty
vote of thanks be presented to the Hon. the Minister of Education for his kindness, and
still more for his consideration in inviting the teachers of the Province to make sugges-
tions touching the proposed regulations.
Report of the Committee appointed to take into consideration the status of Upper
Canada College and its relation to the Provincial system of Education,
'* The High School Section of the Ontario Teachers' Association would respectfully
submit to the Hon. the Minister of Education, that although at one time Upper Canada
College was a necessary adjunct of the Provincial University, it is no longer in the
interests of secondary education that a school of this character should be maintained from
Provincial funds. In support of their contention they submit —
'' 1. That the records of the matriculation examination at the Toronto and other
Universities of Ontario clearly prove that the work of preparing candidates for this
examination is quite as well done at the County and Oity High Schools as at Upper
Canada College.
" 2. That in the training of Public School teachers the High Schools do an important
work in which Upper Canada College has no part.
'* 3. That the Education Department has found it necessary to select Training Insti-
tutes from the High Schools, which depend largely on local support.
** They submit further that the funds that have been diverted to the support of
Upper Canada College are urgently needed for the purposes of higher education.
** It is, therefore, the opinion of this Section that, in the general interests of edu-
cation in the Province, Upper Canada College should be closed, and its revenues appro-
priated for other purposes."
The report of the Committee on Mr, WethereWs paper on the present and possible
influence of the High School Section was read and considered seriatim. The following
clauses were adopted : —
1. " That the Executive Committee of the High School Section be requested (1) to
draw up a Constitution, By-laws and Rules of Order for the Section, and to report at our
next annual meeting ; (2^ to send at a suitable time to all High School teachers a circular,
pointing out the special objects of the annual meeting, and urging the attendance of the
masters ; (3) to refer the question of a change of time of the annual meeting to the
general Executive.
Resolvea^ That the High School Section of the Ebcecutive Committee be recommended
to make such changes in the constitution and duties of the Legislative Committee, that it
may take the place of an advisory committee to be consulted by th9 Minister on all
questions on which he may wish to consult the High School masters.
Resolved, That the High School Entrance Examination be placed at the end of the
^Fourth Class, and that the examination be held only once a year.
Resolved, That the questions set in History for the late High School Entrance
examination were too abstract and comprehensive to be properly understood and intelli-
gently answered by boys and girls under fifteen years of age ; and that the attention of
the Minister of Education be rf speetfully called to this fact."
90
Report of the committee on the retention of the Fifth Close in our Pubic Schools: —
" That while we approve of making the Public School course of studies fit into that
pursued in our High Schools, we think that, to have the Public School course end
with the Fourth Class, or to enforce any regulations tending to discourage the retention
of the Fifth Class in our Public Schools, would be disastrous to the interests of Public
School education." Report adopted.
Inspectors' Section.
The /School Programme,
Resolved, That supplementary reading be recommended for use in all classes.
Resolved, That writing on paper be added to programme for First Class work.
Resolved, That easy Vulgar Fractions be added to Arithmetic (Third Class).
It was recommended that Book-keeping by Single Entry form a subject of study iu
all Schools, and that the title " Writing" on the margin be changed to " Writing and
Book-keeping."
Resolved, That the Geogi-aphy for Third Class be " Definitions, Map of the World,
North and South America, Dominion generally and Ontario minutely," and that for
Fourth Class the following be added to proposed standard, " Dominion, British Isles und
United States to be thoroughly taught."
Resolved, That the tonic Sol-Fa System, possessing, as it does, advantages as to ease
of acquisition and simplicity, be recommended for use at the option of the Teacher.
Resolved That Classification of Words and Correctuyti of Common Errors be added to
Third Class Grammar.
Resolved, That the Minister be requested to change the Regulation respecting School
accommodation to read that " where the school population exceeds one hundred, or the
average attendance exceeds forty, there shall be two rooms."
Resolved, That the Hon. the Minister of Education be requested to prepare a circular
to County Councils respecting reasonable travelling expenses.
Resolved, That at least three of the five years required for an Inspector's Certificate
under (6) should be in Public School work while holding a Provincial certificate of
qualification.
Resolved, That it is inexpedient to abolish the Departmental Examination for First
Class Non-professional Examinations as the quali6cation for Inspector's Certificates.
Resolved, That the first clause of Clause 2 (page 14, Regulations) l>e amended to read
" To spend on an average one half-day in the visitation of each school."
Resolved, That a committee, consisting of Messrs. Morgan, Brebner and Deamess,
be appointed to prepare an improved form for Inspector's Reports to Trustees at the close
of each visit, and to submit the same to the Minister of Education for his consideration ;
also to bring in«a report respectini; this matter to tli« meeting of Public School Inspectors
at next session.
Resolved, Thsit the words *' not longer than " be inserted after (2) in C-lause 14,
page 16.
Resolved, That this Section considers a minimum of 350 cubit feet of air capacity
per pupil should be made obligatory in all schools erected after 1885.
Resolved, That Book-keeping by single entry should form one of the subjects of
SxAmination for Entrance to High Schools.
91
Resolved, That in the opinion of this Section a County Board of Examiners, com-
pDsed of the Public School Inspectors and Head-masters of High Schools, should read the
answers of Candidates for admission, and that the subjects should be so divided that all
the answer papers in any subject may be valued by the same examiner.
Durifig the Sessions of the Association t/te folloioing papers were read, viz. : —
The Historical Development of Education. David Allison, LL.D.
Education in Reference to Character. <» Very Rev. C. W. E. Body, M.A.
A Plea for Science in Schools. J. C. Glashan.
The Study and Tea-ching of English. William Houston, M.A.
Permanency of the Teaching Profession. D. Fotheiingham.
Reading as part of Elocution. Thomas Swift.
2. — Report of James A. McLellan, Esq., LL.D., Director.
Since the Fall of 1884 the Teachers' Institutes have been somewhat more directly under
the guidance and control of the Education Department than they had previously been,
that is to say, the Department has more directly helped to secure the efficiency of these
highly important local associations of the teachers ; and as the new system of conducting
them has been in operation now for a little more than a year, the present is a fitting
opportunity to say something of the success that has attended the new departure.
Prior to 1884.
In some form or other teachers' associations or institutes had been held in a few of the
counties of Ontario for many years before the practice had become general, much less
univerdal, as is the case at present; and so much good had resulted from them, whenever
established, that it was thought advisable by the Education Department to in-
erease their efficiency by giving them distinct, official sanction and countenance.
Accordingly, the regulations of 1877 for the first time recognized teachers* institutes as
forming an integral part of the educational system of the Province, and, subsequently, they
received pecuniary assistance also in the shape of an annual grant of money from such
funds as might be available for that purpose by the Minister of Education. Aided by
this official recognition, and ably supported by the zeal and energy of the great bulk of the
profession, as well as of the Inspectors, they quickly acquired an influence and importance
much greater than had yet attended them, and soon came to be considered throughout
the Province, as they had for many years been regarded in several of the counties, as a
most useful adjunct to the Model and Normal Schools, and an essential element in our
educational machinery. It was thought, however, that their usefulness might be pro-
moted still further, and their popularity both with the teachers and the public might be
enhanced by the appointment of one or more officers by the Department, whose duty it
should to be present at the annual meeting of each association, and aid the local autho-
rities by taking an active part in the discussions, and by such other means as might be
considered desirable. Many of the Inspectors and other leading educators in the Pro-
vince made representatives to that effect to the Minister of Education. They pointed
out that in some places there has been considerable difficulty in filling good and useful
programmes, and that occasional disappointments, from this and other causes, had
occurred and were likely to be still more frequent in the future. It was represented, too,
that in a considerable number of districts the labor of getting up the necessary number of
topics constantly fell on the almost unaided eObrts of the Inspectors, assisted by a very
few teachers who could be induced to undertake the trouble of preparing a suitable paper
or subject for discussion. In several places the experiment had been tried of procuring
the services of some outside educator, and this plan had been found to work tolerably
welly but it was difficult to obtain lecturers of experience and ability, and besides, the
92
expenses which had to be incurred in securing efficient lectures were necessarily heavy
and proved to be quite a burdensome tax on the somewhat limited funds at the disposaK
of the association.
Thb Present System.
Under these circumstances the Department deemed it advisable to act upon the
well-considered representations of the Inspectors and teachers, and to relieve the
local associations of the expense necessarily incurred in securing ''outside'* as-
sistance. The Minister, therefore, appointed me to the position of '' Director of
Teachers' Institutes," and late in the year 1884 I entered on my official duties in this
capacity with pleasure and with diffidence about equally divided. With pleasure, because
it is a work in which I take the deepest interest, and with diffidence, because my previous
experience had abundantly shown me how difficult it would be for me, or, indeed, for any
man, to attain to the high standard of excellence expected , or at least desired, by the
teachers. The comp>arative shortness of the season during which it is possible for the
Institutes to be held, places it entirely out of the power of any man to be present at them
all ; but my colleague, Mr. Tilley, divided the duty with me during the past year, and
gave unqualified satisfaction at all the institutes attended by him. The subjoined list
will show the dates and places of meeting of the several Institutes visited by Mr. Tilley
and myself, respectively, from the inauguration of the present method of conducting
them in October, 1884, down to the close of the year 1885.
DATES OF ANNUAL MEETINGS.— 1884-1886.
1884.
OaurUieM.
Lambton Oct. 9th and 10th.
Kent " 16th and 17th.
Huron ** 23rd and 24th.
Halton " 30th and Slet.
Wentworth Nov. 6th and 7th.
Counties.
Renfrew Sep. 26th and 27th
Prescott and RuMell Oct. 3rd and 4th.
Dundas " 10th and 11th.
Prince Edward " 17th and 24th.
1885.
January.
CourUieM.
Counties.
South York 15th and 16th
North York 22nd and 23rd
8imcr»e 29th and 30th
Peel
FSBRUABT.
Peterboro* 5th and 6th
Durham 12th and 13th ...
19th and 20th Leedi
Waterloo 26th and 27th Orenville
East Victoria.
Brant
March.
2nd and 3rd Stormont
5th and 6th Lanark
April 30th and Mat Ist WeUand
May.
HaMtings ! . . 7th and 8th Bast Bmoe
Lennox and Addington 14th and 15th West Bniot
Prince Edward 18th and 19th
Frontenac 2l8t and 22nd North Grey
Renfff^w 28th and 29th South Grey
June.
Northumberland 5th and 6th Haliburton
Haldimand 12th and 13th
Wellington 19th and 20th Huron
IhiifenD 26th and 27th Hahon
93
OmtjUifa. Skptkmbkr. r^uvtif^.
Olengarry 17th and 18th Noifolk
Prefloott and Ruwell 24th and 25th Kent
October,
Linooln let and 2nd Wentworth
Elgin 8th and 9th Oxford
Muidleaex \ . . . . 15th and 16th Lambton
Perth 22nd and 23rd E»j«ex
Dnndaa 29th and 30th
NOVSMBKR.
<]^leton 5th and 6th.
Success and Value of the Teachers* Institutes.
It would he impossible, within the limits I have allowed myself, to give a dntailed or
<;ircumstantial report of each of the Institiijbes separately ; but a few words may be said
in a general way of the success attending them as a whole, and of their general effect atul
value to the teachers themselves, the public at large, and the Education Department.
a. — Success and Gmieral Effect of the Teachen*' Instiiutps.
It will readily be conceded that the action of the Etiucation Department, in appoint-
ing officers to attend the annual meetings of the Institutes, has been highly acceptable to
the vast majority of the teachers in the Province, and the hearty manner in which
the efforts of the Department were sustained reflects very great credit on the
Inspectors and teachers in the several counties. In almost every instance the Inspectors
and other working members of the associations threw themselves heart and soul into the
work of the meetings, and most ably seconded the Departmental officers in their efforts,
in increasing the efliciency of the Institutes. As a natural consequence we had unusually
good and stirring conventions : programmes carefully selected and carried out with
thoroughness and ability, debates and discussions conducted with the greatest energy and
complete good feeling, attendance far above the average in most places, and a much greater
proportion of the teachers than formerly taking part in the actual business of the meetings.
The interest taken in these meetings is shown by the fact that many of them walk from
10 to 20 miles to be present at the discussions. I know of one who walked 30 miles
mainly to get information on a single difficult point, which he wanted to handle well for
an advanced class. Too much praise can hardly be awarded to the Inspectors, for it is
abundantly evident that the success of these and all similar gatherings of teachers must
depend very greatly on these officers. A good Inspector will invariably have good wide-
awake, zealous teachers, and good teachers will have good conventions ; so that these
meetings form an almost infallible test of the great energy and ability of the Inspectors
first, and then of the teachers. Applying this test to our own Province, it is not much
to say that it would be extremely difficult to find a body of educators equal to those of
Ontario and impossible to find their superiors. In a very few of the Institutes it ap-
pears that the members had fallen into the error of supposing that the appointment of a
Director had relieved them of all responsibility for the success or failure of the Institute.
The error was perhaps an excusable one, and, indeed, I had expected to find traces of it
in a much greater number of instances, notwithstanding the precautions taken by the
Department to guard against it. But as every Institute has now been visited, it is only
reasonable to expect that on the occasion of our second and all subsequent visits, the
teachers, in the few Institutes I have referred to, will take the same warm and active
interest in its success as was exhibited with such gratifying results in the great
majority of Institutes last year. Lest there should still be any lingering mia-
oonception in the mind of any teacher as to the object of appointing a Director, it
will not be out of place to repeat here the outline of his duties indicated in the Depart-
94
ment circular on Teachers' Institutes, issued in Department 1884 : The circular sets forth,
that the duties of the Director of Teachers* Institutes briefly are : (a) To visit each Institute
annually ; (b) to deliver at least three lectures to the Institute, and one public address at
each visit ; (c) to form the teachers into classes for instruction in methods of teaching ;
(d) to direct the profession either by examination, or otherwise, as to the literature that
should occupy their attention during their spare hours ; (e) to arouse their professional
enthusiasm by personal intercourse and advice ; (f) to meet trustees and other school
officers and give such information in regard to school matters as may be required ; (g) to
report annually to the Department the attendance at each meeting, the nature of the
work done, etc.
It further goes on to point out to all concerned that, it is not to be forgotten that
while assistance is being rendered, as above indicated, much will still depend upon local
effort. The object of the Department in providing official assistance is pot to supersede
but to supplement home talent.
(6) Valv>e of the Institutes to the Teachers.
1. It has frequently been observed that the general tendency of all gatherings, or
conventions of any body of people of the same calling or profession is to promote an
esprit de corps among the members ; and this tendency may be very distinctly observed
as one of the consequences immediately resulting from these Institutes. Association,
for a common object, engenders in teachers as in others, a fellow feeling that would never
arise if they remained constantly isolated, and with little or no sympathy with their fellow-
workers. They form a higher estimate of the dignity of their profession and become more
deeply imbued with a feeling of determination never to allow it to be degraded by any
word or deed of theirs. Seeing of what a large and influential body they form a part,
they readily rise to the exigencies of the position, and resolve by their individual conduct
and by their kindly help to each other to maintain the honour of their profession, and to
merit the deference due to it from the outside world.
2. These meetings greatly increase the zeal of the members in most cases, and have a
tendency to do so in all. Enthusiasm, begets enthusiasm, and many a student, in whom
long isolation had begotten a feeling of apathy, has found bis flagging courage reanimated,
and his zeal and energy quickened into new life by the contagious enthusiasm that develops
so quickly in a band of co-workers assembled for a common purpose. Hearing his fellow-
workers tell of trials, overcome and difficulties vanquished, he begins to hope that he too
may triumph, and he returns to his daily work after the meeting with a heart warmed
towards his profession, and buoyed up with a fresh resolve to do with all fidelity and zeal the
high work that has been entrusted to his hands.
3. In these meetings the teachers find their best opportunity for the discussion of
what they may consider defects in the practical working of our educational system.
Here they may bring before the notice of their fellows whatever ideas have suggested
themselves to them regarding the working of the School Law and Regulations, and what-
ever changes and modifications they think might be of service to the teaching profession,
or to the country at large. They are sure at least of a respectful hearing, and if, their
ideas appear to be feasible and good, they will no doubt receive the approval and endor-
sation of the Institute ; and, in this way, finally produce an effect in the legislation of
the Province that, they would otherwise be very unlikely to have.
4. These Institutes tend to render the teacher's position more secure. For they not
only promote that esprit de corps in a general sense, of which I have already spoken, but
they develop and strengthen the bond of union and brotherhood in a very special and
personal sense as well. How often has it not happened that a good teacher, secure in the
knowledge of a careful, painstaking, efficient discharge of his duties, has been startled
at the close of perhaps an unusually successful session, by the curt information that the
trustees no longer require his services ; that some other, some hireling, a disgrace to his
profession, had offered his services at a " lower figure," and had been " hired " accord-
ingly (the word suits such a one exactly) by the trustees in their zeal for economy: the thing
has happened with too great frequency in the past; it happens occasionally every now
95
and then, because the members of the profession have not been imbued with that f oling
of brotherhood, of personal loyalty, that ought to exist among members of the same l>ody.
The necessity for meeting in these conventions will assuredly do a great deal towards
stamping out this most pernicious practice. Nor, is the time far distant, whcMi it will
be impossible for, any teacher to be guilty of such a shameful thing. Under the com-
parative laxity of the former mode, it would always be possible for such " an under-
miner " to remain away from the Institute altogether ; but all this is changed, and
the mere dread of the consequences of improper professional conduct will exercise a
powerful influence in promoting honourable conduct among teachers in their dealings with
one another. It is difficult to act meanly towards one with whom we have to me«»t on
friendly terms, and he who might otherwise stoop to such, degradation will Hurely be
deterred from it by the consciousness that, at the annual meeting at least, he must stand
face to face with the fellow teachers whom he has wronged ; and b/ the knowledge that
such conduct would certainly entail on him the bitter and not silent scorn of the whole
Association, and subject him to the keen torture of being sent to Coventry by the
profession.
5. In their relations with the untried world the position of the teachers will }>e
strengthened and improved by regular attendance at the meetings annual and occasional.
The public is, on the whole, a kindly entity, needing only some special excitement to
evoke its sympathy ; and latterly the people have been manifesting an interest in the
teachers* associations at once gratifying and commendable. At these meetings they are
brought into direct contrast with the teachers in their collective capacity, and they are
inspired with that feeling of respect that is nearly always felt for numbers. Seeing that
their own teacher is one of the numerous and highly-respectable class, they begin to feel a
deeper interest in him and in his work. And it must be the teacher's own fault if he
cannot turn that interest to good account in promoting the ^ood of his school and improv-
ing his own social position in his community. He can stimulate their interest into
kindness and respect by letting them see with what courtesy and respect his opinions are
received by his fellow-teachers ; for modestly expressed opinions are invariably received
with the utmost respect in every well-conducted teachers' institute.
6. And here the principle of associations of contrary ideas suggests that another
advantage of the teachers' conventions is that they constitute a most powerful machinery
for the annihilation of " prigs." For just as modest merit is almost certain to be dis-
covered, no matter how bashfully it may seek to hide itself from the convention, ko surely
are the loud-mouthed vaporings of pretentious ignorance recognized ; and with just as
much heartiness as they award the meed of deference and praise to quiet usefulness, with
just as much, or even greater zest, do they unmask the false pretences of the charlatan
and overwhelm him with confusion by remorseless ridicule.
7. Of the more strictly personal advantages conferred on the teachers \»y these meet
ingB it may be noticed that they bring the teacher and the Inspector together under
the best possible conditions for their mutual benefit. The teacher may, without the
smalleflt hurt to his self-respect, receive a lesson, or even an admonition, from the Inspector
that could scarcely be given in a private conversation. The Inspector may, under this
guise of a public recommendation of general application, convey a hint, or even a rebuke,
calculated to remove some abuse or neglect of duty, whereas if he attempted to correct
the evil by private counsel or remonstrance his well-meant interference might be mis-
oonstraed and utterly fail to accomplish the desired object Many a teacher has had a
necessary hint for his special benefit conveyed in this very manner, and has been deeply
grateful for the kindly forbearance that prompted his Inspector to convey in the shape
of general advice and criticism what in his particular case he felt might well have
merited a rebuke. The relations between teachers and Inspectors are pecuUarly liable to
friction, and it is not the least of the advantages of the institutes that they have a ten-
dency to remove all possible feelings of antagonism.
8. The best teachers in the Province are the readiest to admit the benefits conferred
on the members of the profession and the keen pleasure excited in their minds by the
of varioos methods of teaching the several subjects on the carriculam and
96
securing the general and particular improvement of their schools. Whatever other
benefits result from these associations are to a large extent merely incidentaL This is
their real object and their special raison (Vetre ; and to promote this one object all others
should give way. This must always take precedence as it does now ; and indeed, the
more closely and directly this primary object is kept in view the more surely all the other
advantages will be gained as well. It is highly gratifying to be able to report that in
this respect the institutes held last year were all that could be expected or even desired.
In every institute this object was kept steadily in view and was regarded as the para-
mount consideration by the inspectors and their coadjutors. During the year we have
joined in the discussion of every subject in the public school programme again an4 agaiU)
and in hardly an instance did we fail to observe some point of novelty and interest
brought to light by some one or other of those who took part in the discussion. The pleasure
of communicating knowledge lies very close to the pleaaurs of acquiring it ; which should
be placed highest in the roll of pleasure, it would be difficult to say ; but in this, too, as
in all else that pertains to things of human sympathy, ** it blesseth him that gives and
him that takes.'' It is undoubtedly not only a great benefit, but a great enjoyment as
well, to point out the success that has attended their own methods, and to listen to the
experience of others who may have employed the same general principles, but adopted a
different mode of applying them. And this is a pleasure and an advantage that can be
derived to a greater or less degree by every teacher who chooses to listen heedfuUy, even
though his want of experience may not allow him to contribute to the discussion — he
miist be an attentive, if a silent, listener, for attendance without attention is of very
little use. Some of the teachers have not had the advantage of professional training at
the Normal School, nor even at the county Model School, and to these the Teachers'
Institute should be especially fruitful of benefits. There they hear and see the best and
most approved methods of instruction exemplified before them, and they hear the most
experienced teachers in their association discuss these methods freely, with frequent
specific illustrations of their usefuluess. The Inspector brings to the discussion the wider
experience he has at command as the result of his observation in all the schools of the
oounty, and the director contributes his share to an elucidation of the matter in hand by
describing what he has observt^d during his official visits to the various institutes through-
out the entire Province. Nor are such discussions profitable to those only who have not
received special professional training. The ^^ eld students " of the Normal Schools, as
might be expected, take the keenest delight in such debates, and many an excellent
graduate of earlier days has expressed his pleasure, at having his memory refreshed and
his technical training recalled forcibly to his mind by the admirable review of his pro-
fessional education, afforded by a well-sustained discussion of some good paper at an
institute. In fact, the time and proper light in which to regard the institutes is to look
upon them as the supplements of the Normal Schools and county Model Schools. A
well-selected programme of sufficient variety, in a professional view, carefully prepared
and fully discussed, is almost an entire Normal School course condensed into the space of
a two days' convention.
9. Such a meeting gives an additional value to the institutes in its effect on the
teacher, for it not only awakens his half-forgotten knowledge of principles and methods,
but it invites him subsequently to reflect on the manifold duties devolving on him. It is
not necessary to specify them in detail ; but, most certainly, after these institutes the
conscientious teacher will more cai*efully consider, and more faithfully try to discharge
his duties to his pupils and their parents in the first place, to his Inspector and the
trustees and other education authorities in the second place, and lastly, but by no means
of least importance, to his fellow-teachers and to himself.
10. It will enable him to make his school much better as a general rule, and more
easily managed in every case, by bringing it into harmony with the other schools in the
Oounty. A good deal has been done in this direction already by the system of uniform
examinations, directly the product of the institutes. A good deal more remains to be
done. Absolute uniformity is of course absolutely unattainable — it would not be desir-
able even if it could be attained — but the schools may be brought more into harmony with
each other to the improvement of all, and the opportunities for comparing notes and
97
interchanging ideas and suggestions afforded by the Institute's meetings, will do more
than any other agency could do to secure, not a minute uniformity of methods, but, what
til desire, a uniformity of excellence.
11. The meetings of the teachers give them an easy opportunity of helping them-
selves and each other to situations by enabling them to learn of probable vacancies in
time to take the necessary steps to secure them. This may, at first sight, seem such a
trifling matter as not to be worthy of mention ; but to young and inexperienced teachers,
and in the case of remote schools in country districts, it is certainly a consideration of
no slight moment.
(c) Valtie of tlip. Institutes to the People,
I am glad to be able to say that the public interest in these gatherings of teachers is
constantly increasing. I have known intelligeat farmers to drive twenty miles to be
present at the daily meetings and the <;vening lecture. In general the public meetings held
in connection with the conventions have been exceedingly well attended. I suppose that
during the past year not less than 20,000 people have attended these educational meet-
ings, and I believe that in 1886 will be witnessed results still more gratifying. There
has been, too, a deep interest shown in even the professional meetings of the conventions.
This is a source of great encouragement to the teachers, and is of great importance to the
cause of education generally. Where there is little or no public interest in the teacher and
his work, there one may expect to find a half-hearted teacher and a feeble school ; where
public interest is strong and intelligent, one will find a zealous teacher and a vigorous
school. The teacher makes the school, it is often said ; so, to be sure, he does ; but it
may be pertinently asked, what makes the teacher f Is it scholarship, or professional
training, or legal certificates, or contracts for work and wages — any or all of these t
Doubtless these are necessary elements, but there are some other things of not less worth
in preparing the true teacher for his work ; is public appreciation of his high calling
nothing t Is warm sympathy for his self-sacrificing labours nothing f Is co-operation of
parents and trustees nothing? Is a ''fair day's work for a fair day's pay" nothing t
These and other things like them are witli the people ; they have a mighty influence in
making the teacher "what he w, or in preventing him from being what he is no<."
Oommunities are beginning at last to understand that while it is true that *' as is the
teacher, so is the school," it is all but equally true that *'a« are trustees, so will he the
iecuher, and that as are the people, so will be the trustees " — in a word, that the people
are co-factors (if I may use the word) with the teacher in making the school what it
ought to be. When this is fully realized- -when, instead of the ignorance, indifference and
illiberality that are all too prevalent, there shall be an intelligent appreciation of the work
of education, a sympathetic co-operation with the teacher and a liberal reward for a work
that demands all the energies of life, it will be clearly seen how powerful are these
influences in the training of the teacher, and we shall witness the beginning of a brighter
era in national education.
(d) It will, I think, be generally conceded that it will be of no small advantage to
the Department of Education to be placed, through the medium of these institutes, in
more direct contact with the best " educational thought " of the country. In earlier days
the complaint was general — whether well-founded or not, I shall not now take upon
me to decide — that the teachers of the country had little or no influence in shaping its
educational policy. Teachers may not always have known what was best to be done in
every complex question of educational policy, bat with the higher standing; in education
and professional skill which has been now attained — with a body of inspectors such as
cannot be equalled on this continent for education, professional experience, and practi-
cal ability — it would be strange, indeed, if the professional thought of the country
were of no worth in contributing to the solution of the great question of national
education — *' the hardest and most difficult problem ever proposed to man."
98
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105
APPENDIX F.^CERTIFICATBS.
{Continued frcrm Report of 188 j^,)
1. — Names op Persons who have Received Inspectors' Certificates.
Note. — All InRnectors will be ex-offi.eio members of the Board of Examiners for their resix*ctivp Counties ,
Baptie, George, M.A., M.B,
Bums, Willliaiii .
Bellamy, J. S., B.A.
Cowjey, Robert Henry .
Davidson, Alexander Bruce.
Elliott, Wm., B.A.
Hunter, James M., M.A.
Stevens, W. H., B.A.
Smith, Lyman C, B.A.
Weir, Archibald, B.A.
2. — Names of Persons who have Received High School Masters' Certificates.
Ames, A. F., B.A.
Baptie, George, M.A., M.B.
Bissonnette, J. D., B.A.
Bald, Miss May B., B.A.
Crichton,, A., B.A.
Cochrane, R. R., B.A.
Canapbell, P. S., B.A.
Christie, J. Douglas, B.A.
Fitzgerald, Miss Lizzie S., BiA.
! Hunter, James M., M.A.
Huston, William Henry, B.A.
Lennox, Thos.*H., B.A.
McCormack, Joseph, B.A.
McTntyre, t. J., B.A.
O'Hagan, Thomas, B.A.
Quance, Noah, B.A.
Robertson, N., B.A.
Sherin, Fred, B.A.
Sparling, George Betlon, B.A. •
Sanderson, James Herbert, B. A.
Stevens, W. H., B.A.
Street, Jacob Richard, B.A.
Scott, Colin A., B.A.
Weir, Archibald, B.A.
Williams, Nelsim, B.A.
3. —Names of Persons who have Received Examiners' Certificates.
Brideu, William.
Clark, William.
Johnston, W. D.
Perry, S. W., B.A.
4. — Names of Persons who have Qualified as High School Assistants.
Bell, John Johnstone, B.A.
Chisholm, William James, B. A.
Clyde, William, B.A.
Fair, Robert ElUott, B.A.
Fowler, Richard Victor, B.A.
Follick, Thomas Henry, B.A.
Hogarth. George Henry.
Locnhead, William, B.A.
Logan, William M., B.A.
McCoU, Allan Evan, B.A.
MacKay, Donald, B.A.
MaeLean, Goodwin V.
McDougall, Alexander H., B.A.
Mcpherson, Wallace Alexander.
Martin, Stephen, B.A.
Morrow, Archibald Elston.
RiddeU, Frank P., B.A.
Ross, Ralph.
Sanderson, Wm., B.A.
Stork, Jennie.
Sykes, Frederick Henry, B.A.
Thompson, R^jbert Allen, B.A.
Watson, Rev. Geo. Robinson,
B.A.
* Snell, Joseph A.
• Sinclair, Arthur H.
* Will receive First Class Certificates on furnishing proof of having taught two years.
106
5. — Certificates Granted.
Third, Seconh and First Clash.
Third CIohh, by County IkMirda, as jkt County MMel
School ReportH
Second ClasSf by l>e{>artment, viz. :
Teachern who ha<l taught thive yeai-H pri<jr to
August 18th, 1877
Ottawa Normal School
Toronto Normal School
First Class, by Departmimt
Total.
Male.
Female .
4»»7
736
120:^
1
1
«7
84
151
Oil
176
:m5
28
3
31
r>32
1199
1&31
«
Total.
Dintrict Certificates (/ranted under Regulations approved May, 1883.
County oh Distrht.
No. of Candidates.
No. who obtained C-ertiticate*.
Lennox, etc
Renfrew ...
.)
i>7
S.}
lo:
6. — List of Provincial Certificates Granted by the Education
Department.
Certificates fjranted Ifith January^ 1885, by Minute of Education DepartiiuiU. to Candidate* mho fKismd tfu
Second Class Prof etsional Elimination.
2nd ClatM .
No.
Name.
%^^y^) i AdaniK, Jessie
•
^
1
No.
C5
B ;
6760
Name.
I
Brown, Georg-e S | B.
Certijicote granted Soth March, 1885, hit Minute, of Education Dejuirtmrnt, to Candid^ite who has taught thm
years prior to iSth A uguM, t877.
«
2nd Cku%H.
6761 i Eaton, Francis Hicks B i
Certificate ffranteil 15th April, 1885, by Minute, of Education Drpartnunl, Ut Candiiiatr who jtfti^sfd tht Sfcmnf
(71 ass Profession/il Examination.
2nd Class.
5762 Little, Thomas H , B |
Cfrtiji cotes granted i8th April, 1885, by Minister of Education, Ut (Candidates who passed the Secoiui Cla»*
Professional ^Er-amineition .
6763
6764
6765
Gray, Jennie
Dowler, Thomas
Marshall, Isabella K,
A
B
B
2nd ClaHM.
6766
6767
6768
Noble, Sarali
Nicol, Margaret Annie
Reid, Margaret
B
B
1^
Certificate grantctl 1st May, 1885, by Minister of Education, to Candidate who jxissed the Second Class Pro-
fessional Examination,
6769 I Loftus, John Thomas
2nd Class.
A
Certificates granted Uh July, 1885, by Minister of Education to Candidal s who passed tht Second ClasK Pro-
fessional Examination, June, 1885.
Toronto Normal Sch<h>l.
2nd Class.
6770 j
6771
6772
6773
6774
6775
6776
6777
6778
6779
6780
6781
6782
6783
6784
6785
6786
6787
6788
6789
6790
6791
6792
Cope, Peter Procunier ,
Dow, James
Foster, James Milton
Hoath, James S
HaiTop, Lewis
Kaiser, Jesse Bennett
Luckham, Daniel Ros(*ngrave,
Middlebro, Thos. Holmes . . .
Malloy, Joseph A
McLaughlin, Richard Good. . .
Plxmmier, Albert Henry ,
Rice John
Scott, Arthur Samuel
Scott, Thomas Bennett
Shaw, John William
Weidenhammer, .tVndrew
Anderson, Henrietta
Andrews, Sarah Louise
Armstrong, Elizabeth
Abram, Esther
Croeson, Emma
Gaulfield, Mary Kate
Crawford, Sarah Tresham
A
6793
A
6794
A
6795
A
6796
A
6797
A
6798
A
6799
A I
6800
^^
6801
A
6802
A
6803
A
6804
A
6805
A
6806
A
6807
A
6808
A
6809
A
6810
A
6811
A
6812
A
6813
A
6814
A
6815
Kasson, Margaret
Gourlay, Christina
Hendrie, Charlotte
Hendrie. Annie
Kirk, .Viice
Keddie, Helen Maude
Kyle, Agnes ,
Lewis, pjlizal)eth
Marty, Aletta Elsie
Miller, Eleanor
McCusker, Jennie
Mackenzie, Catherine Jane
McDermid, Minnie
Ross, Bessie Anna
Rogers, Sara Catherine
Smith, Margaret
Smith, Mary Elizabeth
Sturgeon, Sarah Louise . . . .
Sincmir, Mary
Sinclair, Christina
Taylor, Margaret
Thomson, Alargaret
Thornton, Emma Frances . ,
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
108
Provincial Certificates.
No.
68l(>
6817
6818
6819
6820
6821
6822
6823
6824
6825
682G
6827
6828
6829
6830
6831
6832
6833
6834
6835
6836
6837
6838
6839
6840
6841
6842
6843
6844
6845
6846
6847
6848
6849
6850
6851
6888
6889
6890
6891
6892
6893
689 (
6895
6896
6897
6898
6899
6900
6901
6902
6903
6904
690'.
690t)
6907
6908
6909
6910
6911
6912
6913
6914
6915
6916
Name.
0)
I
Wright, Geraldine A
Wella, Elizabeth A
Weir, Hannah A
Agar, Jabez B
Brown, James Scott B
Bennett, Josiah B
Bradley, John Ward B
Brick, Wra B
Coatham, Wm. Cammish B
Dunbar, Henrv B
Harper, Wm. Edward . B
Muir, Peter Donaldson . . •. B
McDonald, Laughlin B
McLean, Neil B
Rolston, Fred. Wesley B
Sherman, Joseph B
Wiseman, James B
Anderson, Annie Emily B
Anderson, Janet B
Brown, Caroline Sophia B
Byain, Carrie Louise . B
Barr, IsalM^lla I B
Boughner, Cerena Agnes ' B
Barr, Lydia Adams B
Bird, Elizabeth Eleanor B
No.
Ojrkery, Catharine
Craig, Lucy Ames
Catley, Margaret Jane . .
Cronin, Mary Isadore . .
Duirant, Ella Lucinda . .
Fielding, Mary Lucinda.
Ghent, Jennie
Graham, Sarah
Harvey, Nettie Adeline.
Hamilton, Augusta Mary
Brough, Thus. Allardyce
Brown, John W
Brown, William
Clark, Malcolm N
Colborne, Griffith J
Cosens, Thomas Wesley.
Fell, Lennie A. H
Eraser, Wm. Andi*ew . . .
Huston, Wm. J
Murray, James Stewart .
McClellan. Frederick E .
McCrea, Jame.«<
McKee, Henry Thos
McLean, Alex. Kennedy
Neven, Peter J
Niddery, Robt. Jas
Overeud, Edmund T
Pearson, P. William ....
Scott, William A. ^
TJffelman, R. William . .
Wells, Edward
Cameron, Lillie
Campbell, Catharine . .
Cassidy, >Iary Ella
Chown, Harriet L
Chapman, Leona R
Crawford, Marth i
I )inprman, Stella
Ftwrth, Mary A
B
B
B
B
B
B
B
B
B
B
6852
6853
6854
6855
6856
6857
6858
6859
6860
6861
6862
6863
6864
6865
6866
6867
68()8
6869
6870
6871
6872
6873
6874
6875
6876
6877
6878
6879
6880
6881
6882
6883
6884
6885
6886
6887
Name.
rA I
Howard, Emily
Helyar, Jemima Cecil
Keen, Mary Victoria
Kipp, Alice Eleanor
Kipp, Marv Louise
Kerslake, Eliza Jane
Laing, Margaret
Logan, Martha
Loan, Hannah
Morter, Martha Elizabeth
McLaren, Nettie
McBean, Mary
McColl, Marv Jannette
McMillan, Flora Ann
Nattrass, Nellie
Newhouse, Maria
Perley, Elsia McColI
Ryan, Catharine
Rodiiick, Jeanie Martin
Rogers, Maggie Ann
Ros.s Mary Jane
Rogers, Kate
Richards, Hannah
Ross, Christina Elizabeth
Smith, Isabella
Smith, Mary Jemima
Scott, Lillie* Ann Margaretta,
Simpson, Lily Reid
Shepley, Luella
Thompson, Clara Elizabeth . .
ThuresBon, Hollie Gertrude . .
Vair, A^nes
Walroud, Harriet Ellen
Waters, Edith Louise
Wilson, Maggie
Young, Annie Eugenie
1
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
Ottawa Nokmal School.
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
6917 '
6918 ;
6919 I
6920 I
6921 !
6922 !
6923 j
6924 1
6925 I
6926 I
6927
6928
(>929
6930
6931
6932
6933
6934
6935
6936
6937
6938
r)939
6940
6941
6942
6943
6944
6945
Hough. Annie K I A
Hunter, Jessie A
Laidlaw, Jennie Robson i A
Lewis, ^yicia ; A
McDougall, Catharine A
MacKenzie, Mary Jane A
Rogers R. Annie A
Salmon, Charlotte Annie A
Scott, Sarah A
Shiels, Minnie F A
Smallfield, Mary E i A
Steele, Mary i A
Stratt<m, Barbara. ! A
Sutherland, Christina F A
Becksteadt, Norris L B
Brown, William Henry | B
Dorrance, D. C ■ B
Famelurt, George P. E | B
Gilmore, Henry ' B
Grylls, William F B
Harrison, Edgar D B
Honeywell, William Rechart B
Moore, John B
Myles, James A B
McNulty, John James B
Ratcliffp, Tliomas G B
Reid, Peter J ' B
Ross, Rcxierick, R I B
Rymal, James Wm | B
109
Provincial Certificates.
No.
e946 !
6947
6948
6949
6950
6951
6952
69ft3
6954
6955
6956
6957
6958
6959
6960
6961
6962
69G3
69<i4
Name.
9i
1
Smith, CaBey
Thompaon, Benj. K
Adams, Annie Amelia
Aiwelstine, Franees Adelaide
Boville, Elizabeth
Branigan. PhcBbe A. . ,
Calcutt, Carrie E
Cooper, Mary
Connors, Mary Ann . . .
Cormack, Bell
Davidson, Mary
Davis, Mmnie
Errington, Fannie . . . .
English, Jennie
Gardner, Mary ,
Gallie, Mar^ret H . . .
Gilchrist, Lily Hunter
Harold, Emma
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
I
I
I !
6965
6966
6967
0968
6969
6970
6971
6972
6973
6974
6975
6976
6977
6978 ;
6979
6980 I
6981 !
6982 I
Kerr, Jennie
McConville, Jennie
McGillivray, Catharine ' B
" ' B
B
B
B
B
B
McKenzie, Mary Lincoln
Overend, Sarah . . '.
O'Reilly, Annie
Phippen, Rhoda A
Reid, Sophia
Robinson, Sara A
Rowe, Alice j B
Robb, Mary M i B
Smith, Mauritina
Smith, Lorena
Steen, Olive
Steenson, Mary J
Strickland, Mary
Tyler, Emma
Well<*r, Charlotte
B
B
B
B
B
B
B
Certijicatr granted 31st AuguHi, ISSfi^ hv Minister of Education, to Candidate who pai^Htd thr Second ClaMi
Professional Examination.
6983 I Mair, Asa W
2nd Clans.
A ;i
CtrtiUcates granted KHh Auf/uH, 1SS5^ bij Minixter of Education, to Can*Jidate» who fuinned the First Clas
Prof f8si/)nnl Examination , JiUy, ISH/i.
Ist ClasH.
6984
6985
6986
6987
6988
6989
6990
6991
6992
6993
6994
6995
6996
6997 I
Swift, Thomas
Taylor, Wilson
Bruce, Edward Wesley . ,
BurgeHs, David Allan . . .
Bewell, Henry
Cox, Elizabeth Jannette.
Casselman, Alex. Clark .
Clark, Harold
Crai^, ThomaH Allan . . . ,
Davis, Walter Hammell.
Hutchison, Allan
Harris, Amelia
Lent, David H
McKechnie. John (»ray .
A
A
C
C
C
C
C
C
C
C
C
C
C
C
691W
69i>9
7000
7001
7002
7003
7004
7005
7000
7007
7008
7015
7016
7017
Moyer, Sylvester
Orton, Alvin . . . .
C
C
c
c
c
c
c
Sangster, Robt. James ! C
_ .__ ^
C
C
A
B
B
Orr, Alfred
Pilson, Catharine
Reynolds, Samuel Pitman
Rose, Robt. Chan
Ritchie, John
Standing, Thos. W,
Sinclair, Samuel Bower .
Walker, David Mackenzie.
Harlton, William Hy
Mcl^ean, Hugh Stewart . . ,
Campbell, Neil W
Certifiraif ffranted 2nd Septentber^ IS85, by Minister of Education, t^i Candidate who passed the Second Of ass
Professional Examination.
7009 I Breuls, James A
2nd Class.
B
Certificate granted by Minister of Education, to Candidat'. who passed the Second Class Professional
Examination.
7010 ; Tuthill, Grace K.
2nd Clas.s.
A I
Certificate granted 10th August, 1885, by Minister of Education, ^> Candidate who passed the First Chss
Professional Examination.
7011 I Bruce, Edward Wesley.
1st Clans.
no
PuoviNciAL Certificates.
drtiticatt (/rarUfd 24tk S/pttnib<rf /S6'5, by MiniiU^r of Education, to Candidate irho ha* complied with Rfrtjn-
latioriM as to University Reqiiircfitenti.
1st ClasH.
N<».
Xann\
1 »r?
7012
Name.
i
; C
Barron, Robt. Annour i C i 7013 \ Barnm, R*)bt. Armour
A
Certiitra(( (jrarUfd 21rd Sept^titfterj JS8o^ by Minister of Education to OmdUiatt wko hu* rrerivM Pi^ofessionrtT
Training in Scotland.
7014 1 McCalhmi, Peter.
2nd Clafls.
B ;;
CertiJiccUc grunted by Minister of Education^ t7th Deccmhtr, 1SS5^ to Candidate icho passed the, Stcond tVaits
Professional Examination,
7018 I Buddy, Martha
2nd Class.
; B }
Certificates yranOd by MinixUr of Education the ISth December^ lSi<o. to Candidates tcho fwssed the Seei^nif
Class ProfeshionaJ- Examination.
Toronto Normal School.
7019
7020
7021
7022
7023
7024
7025
7026
7027
7028
7029
7030
7031
7032
7033
7034
703f)
7036
7037
7038
7030
7040
7041
7042
7043
7044
7045
7046
7047
7048
7049
7050
70r>l
7052
705:i
70r>4
7065
7056
70rj7
Allen, i.im). Herljert
Anderson, George
Armstrong, Wm. Gilnockie. .
Bolitho, Henry Thomas .John
Brown, John
Bennett, Thos. hiinerson
Elliott, Wm
Fraser, George Alex
Fierheller, Lewis Edw
Galbraith, Alex. E
Hazen, G(K>rge Nf al
Horton, Charles
Irwin, Arthur
Kaiser, Geo. Wellinj^ton
Mannel, Joseph C
McBain, James Henry
Rowlands, Earnest James . . .
Sinclair, Arthur H
Shine, Timothy Warren ....
Snell, Joseph
Taylor, Stephen Vcung
Tufford, Wm. Henrv. '.
TiUey, Albert Sidney
Watson, Alexander
Zimmennan, Albert N
Anderson, Jessie
Allen, Mrs . Sylvia
Bee, Williamina
Burnett, Grace Murray
BeU, Maud
Cron, Mary
Coleman, Laura
Cole, Alpha
Cloney, Louise
Cluness, Elizabeth Ellen
Elder, Grace Morrison
Ellis, Annie Helena
Foster, Jennie
FairbAJik, Clara Maude
Second Class.
A
7058
A
7059
A
7060
A
70fJl
A
7062
A
7063
A
7064
A
7065
A
i 7066
A
: 7067 .
A
7068 i
A
7069 i
A
1 7070 i
A
7071
A
7072 1
A
1 7073
A
1 7074
A
7075
A
7076
A
7077
A
7078
A
7079
A
7080
A
7081
A
7082 i
A
7083
A
7084
A
7085
A i
7086
A
7087
A
7088
-^ 1
7089
A !
7090
A
7091
A
7092
A
7093
A
7094
A
7095
A
7096
Fletcher, Marie, L ! A
(jowans, Margaret Young A
Green, Minnie Corn well A
Hambly, Margaret Ellen A
Head, I'klith, Isabella A
Johnson, Evelyn . . i A
Lindsay, Helen I A
Mills, America Victoria ' A
Porter, Mary | A
Raines, Minnie A
Rose, Annie A
Reazin, Annie Louisa A
Smiley, Christian Mar>' V
Sutherland, Isabel V
Sparling, Ella A
Stevenson, Mary A
Troup, Elizabetn A
Fallis, I-iewis Kilham B
Howe, George B
Marshall, George B
Mc Vicar, Angus ' H
RichardsJiUj Edgar B
Seaborn, Richard i B
Watkin, Robert B
Wilson, Thos. Alex i B
Well)ouru, Geo. Jas B
Agar, Mary Louis** B
Best, Mary K
Boyd, Helen Todd I B
Cody, Libbie Ethel B
Carter, Janet I B
Crawford, Delia ; B
Dunn, Helen I B
Davis, Blanche E i B
Davies, Mary Ann i B
Eakin, Clara B
- -- ^
B
B
Ferrier, Margaret Maria
Forsyth, IsalM^Ua
Flett, Helen
Ill
Provincial Certificates.
F>-fe. Mary Elizabeth i B
Fenton, Mary j B
Forbe«, Jean j B
Goodsoii, Edith i B
Gregory, Velma ^\lmira • B
Hay, Margaret I B
Hart, Margaret Lillin Eraser ; B
Henry, Annit* ; B
Hepburn, Jenaie B
Kilgour, Mary Martha B
KeowTi, Edith i B
Keeiier, Mabel Hill ! B
McLeod, Katharine? I B
McMillan, Margaret Lillian 1) H
McNemey, Sarah B
Moore, Lurenia I»
NorriH, Edther Ann 1 »
N*Mld, Annie .lane H
! ^
I -
7115
71J6
7117
7118
7110
7120
7121
7122
7123
7124
7125
712«
7127
7128
7120
7130
7131
Oliphant, Maria
Book, ^Vnnie
Rutherford, Mary Ann
Rorts, Mary
Reid, Clara
Sanderson, Laura. ...
Smith, Alice
Staiile, Annie
Sutherland, Annie ....
Skene, .rVnnie Franer . .
Tector, Lina
Tracov. Minnie
Wilson, Phillis
VVhite.side, Margaret..
Braitliwaite, Victoria .
Ikaithwaite, Marjriint
Barr, Agnes
B
B
H
B
B
15
B
R
n
H
n
W
li
n
A
A
A
Ottawa Noumal School.
I I
Fell, .Tiuui^s Huddow
Hayes, John
Hughes, Jacob K
Jewett, Allx'rt E
Lind**ay, William
Mills itol»ert John
Morden, Wilson S
Mover, Mel vin
McDtniald, Wm. John
McEwen, William B
Mclnt<».sh, Wm
Reid, RolK'rt
Roblin, Elmer
Scott, Albert E
Shernian, Edward C
Tom, Gregory Henry
Wilson, .1 ames
Davi.lson, Jcimic
Evani*, Margaret K
Hunt, Sophia E !
Keyes, Mjirgaret Plui^be
Lang, ('aroline D'Anguilar
Maxwell, Anni(?
McCannell, Fannie
PattiTson, Ruth
Shari>e, Launi
Thirl wall, Marv Ellen
Turnbull, Martha
Second ClaHS.
A 1
7151)
A 1
71 ()0
A
1 7l«l
A
71*)2
-^ i
7ir>3
•■^
71G4
A 1
7105
A 1
7160
A 1
7167
A 1
7108
A
: 7169
A
7170
A
7171
A
7172
A
7173
A
7174
A
7175
A
! 7176
A
: 717T
A
7178
A
7170
A
7180
A
7181
A
7182
A
7183
A
! 7184
A
7185
A
7186
i>o\\ les, Geo. H ]>,
Callender, Hugh Ji IJ
Hoslu'l, .John L I IJ
Laird, Chas. .1 I \\
McCarthy, .la.x. A I J
Mcljachlin, Stanley B
KobiuHon, John H
Rosowarne, Tlr>s K
liirkett, Elizabeth ; IJ
Black, Donalda B
Cosby, Margaret B
Forward, Clara Ij B
Jolmston, Ella B
Limd, Annie C JJ
Lund, Elizabeth M li
Mackintosh, Catliarine ]\
Mathttws, Christina A
McLean, Jessie R
[{ah'igh, Mary Kathleen li
Kowe, Sarah Augusta \\
Ryan, Minnie ; U
Sherman. Ella j B
Storey, Mary E | B
Stuart, Minnie ' J',
Vining, Annie M ; J5
Burt h'tt, Fred Arthur [ A
Cole, George Arthur j A
CuthlwTt, Wm. Nelson A
icnl'x iii'ttnt'd hy Miuixier nf Education, 18th Dtctmbtr, L^'So, ^/ CanJidatef who pagged thr Secottd Cfajm
Professional Exa in inrif ion .
Newton. Agnee Wilkie
Second Class.
! B I 7188 Smirle, Joseph A \ B
tieatex frranUd lu Minintfr of Educali(my29th Dtcemhcr, iSSf), to (.andidatrg who )>ait9fd thr FirH rfang
Professional Emmination. Dect^mhtr^ ISSF>.
\ Andrus, Guy Ambrose . . .
Burgess, Herbert Haliday
Barber, Albert
Falconer. Charles S
First Class.
C , 7103 ; Mav, William Fislier i V
C I 71M I Watson, Robert Bruce I
7105 Young, David ' V
C
710(5 Morgan. William James > C
112
7. — Teuporary and Extended Certificates during 1885.
COUNTIES.
Temporary Certificates
authorised by the
Minister of Education,
during? the year 1885.
Third Class Certificate!
extended by the
Minister of Education
during the year 1885.
Brant . . .
Bruce . . .
Carleton .
Dufferin ,
Dundas .
Durham
Elgin . . .
Essex
Frontenac ,
Glengarry
(irenville
(irey
Haldimand
Haliburton
Halton ....
Hastings . .
Huron ....
Kent
Lanibton
Lanark . .
Leeds
Lennox and Addington
Linc<>ln
Middlesex
Norfolk
Northumberland
Ontario
Oxfonl
Peel
Perth
Peterboro*
Prt scot t and Russell.
Prince ICdward
Renfrew ,
Simcoe ,
Stormont
Victoria
Waterloo
Welland
Wcsllington
Wentworth
York
ni.<<tricts
Total
•
1
I
2
8
20
11
• •
1
2
5
i5
2
9
18
3
• •
10
13
18
23
26
27
38
2
■ ■
• •
• •
3
22
9
16
5
12
2
3
17
24
13
23
1
14
• •
1
5
16
12
12
K
9
3
• ■
4
• •
5
4
2
1
le
6
• •
16
39
14
3
14
7
19
•
i
3
2
1
• «
17
7
4
.
o
2
15
lis
3
310
409
113
PPENDIX i^.-SUPEHANNUATED TEACHERS, TEACHERS WITIIDRA WING
FROM THE FUND.
1 .— .Superannuated Teachers.
(CONTINUKI) KHOM LAST KKPORT.)
(1) Allowances granted duHug 1885,
748
749
750
751
752
753
754
755
75G
757
758
759
760
701
762
763
764
765
766
767
768
769
770
771
772
773
GeorK'i Dehor McBride
Elijah M. Procunier . . .
.John Weighill
Geo. Rose
Pringle Shaw
'Robert McCauKland . . .
I CharleH Clarke
John M. Cami)bell
iWm. Milliken
Catharine Jafifger
Alexander McFhee . . . .
"Thomas France. .......
♦Wm. T. Binkley
•Francis J. Lvnch
♦Patrick Clark
♦Thomas S. PottH
♦ JameH Anderson
i^JameK M. Monkman.
♦James H. King
♦ Jno. Miller
♦James W. McGirr . . .
♦Edmund B. Harrison
♦Wm. Tyndall
♦Archibald Sinclair . .
♦Wm. Plunkett
♦Miss HeU-n Cameron
47
53
61
58
60
63
35
61
65
40
61
66
60
60
51
58
70
46
61
50
56
65
48
51
63
47
161
99 00
25
150 00
31A
189 00
37i
255 50
31
199 00
3U
220 50
35
237 00
24
168 00
18
108 00
21
126 00
30^
183 00
27
184 00
23
138 00
31A
220 50
24
156 50
24
168 00
24
168 00
23
161 00
2o
175 00
25
175 00
29^
186 50
37j
246 .50
27|
165 00
30
191 00
30
202 00
20
120 00
1
♦ Fir»t pa>Tnent to commence with .Fannary, 1886.
114
(2) Sitmrnan/for Years JS76 to 1885,
^'kak.
No. of
ToacluM's on
I Liflt.
M\|)enditure 1
f(»r tlu* v«rtr.
( i r<)s*<
Amount
coiitribiiti<»ns | refundt-d to
, to the Fund. I Teacliers.
187<>
I
1877 :
1.S78 !
1879 1
I
1880 '
issi I
I
1S82
U.<\
1SS4 ;
1880
U06
3<i0
391
422
443
42,3
S c.
I
31,708 82 I
:i5,484 3.") i
11,318 !».") i
43,774 r)0 '
48,22<) 13 I
41M21) 83
.•)1,00() 00
.■■>l,r/0O 00
.'►5.003 01* I
^ c.
12,647 20
14,283 25
13,707 12
14,004 84
15,810 45
11.197 75
13,501 as
12.515 50
15.802,50
11.525 .50
* V.
1,252 83
1,570 07
1.591 64
2,2:^7 79
3,252 92
2,872 13
3,(>(>0 10
3,703 01
4,037 59
10,593 30
Net contribution.**
and what per cent. •»£
payments.
« c.
11,394 42
12,707 18
12,176 48
11,827 05
12,503 53
11,325 (;2
9,840 98
8,752 49
11,704 91
932 20
Per cent.
:i5
:^5
29
27
26
23
19
" 17
21
1.6
2. — 'I'kacukk.s who witiidhkw tiieik Si: ascriptions fkom tub FrNo lu'rin*; 1885.
8
f\miitus.
Glengarry
Storinont
Dundas
Prescott it Kiissell
Carleton ■>]
(ireuville (J
Leeds 12
Lanark 23
Renfrew 1 .*>
Krontonac \)
J^ennox <t AcUlington 8
Prince Edward 21
lljistings .*H
Northumberland 28
l)urham 18
Peter})c>rougli 10
Victoria 21
Ontario 44
York 52
Peel 24
Sinicoe 64
Kalton 2ri
f.WuvtifK. No.
Wentworth 16
Brant 12
Lincoln 13
Welland 17
llaldimand 28
Norfolk 26
Oxford 49
Waterloo 44
Wellington 53
Dutl'erin 17
(irev r»4
P(Tth 50
H uron 114
Bruce 57
Middlesex 57
Elgin 51
Kent 33
Lanibton 32
E.s8ex 23
Ali^oma 6
Total
1,229
116
APPENDIX K.— INSPECTION OF SCHOOLS.
1. — Public School Inspbotion.
(1) LiH of Inspectors,
NAME.
mid, Bif.D
MoNaughton
own
imerby
(AssiBtant)
SmirJe
nney, M.D
;e Blair, Bif.A
lell, MA
9rge Scott, B. A
)w,M.D
Burrows
kintotth
ston
Piatt, a A
iarlett
.TiUey,M.A
'le Brown
3urry, B. A.
Knight
kzin
Brien
Igson
heringham
McKinnon
las McKee
Morgan, M.A
eacon
Smith « . .
)peph Kelly, M. D
jrrey
Ball, M. A
868
sworth, M.A., M.B . . . .
arlylo
jarce
>p, B. A
r
)rdon
pier
erguaoa
wlexander
sm
jG. Malloch
ideninsr
Campbell
[less
C/arson
tkin
CoUea
. Nichols, B.A
tames, B.A
ler
jrirardot
well
liean
rranoe
lard, M.A
I (E.)
JURISDICTION.
Glengarry
Stormont
Dundas
Prescott and Russell
< <<
Carleton
Leeds, No. 1
*• No. 2 and Grenville.
Lanark
Renfrew and District of Nipissing.
Frontenac .....'
Lennox and Addington. ... 1
N. Hastings
S. Hastings
Prince Edward
Northumberland
Durham
Peterboro*
Haliburton
E. Victoria
W. Victoria
Ontario
S. York
N.York
Peel and City of St. Catharines
S. Simcoe and District of Muskoka
N. Simcoe
Halton
Wentworth
Brant
Lincoln
Welland
Haldimand
Norfolk
Oxford
Waterloo
N. Wellington
S. Wellington
Dufferin
W. Grey
E. Grey
S. Grey . . . . :
Perth
S. Huron
N. Huron
E. Bruce
W. Bruce
E. Middlesex
W. Middlesex
Elgin
E. Kent
West Kent
Lambton, No. 1
Lambton, No. 2
Essex, No. 1
E^sex, No. 2
Districts of Algoma and Parry Sound. . .
City of
POST OFFICB.
AthoL
ComwalL
Morrisburg.
Russell.
Curran.
Ottawa.
Brock ville.
Prescott.
Perth.
Pembroke.
Kingston.
Napanea
Madoa
Belleville.
Picton.
Cobourg.
Bowmanville.
Norwood.
Minden.
Lindsay.
Lind^ Valley.
Prince Albert.
Yorkville.
Aurora.
Brampton.
Barrie.
Barrie.
Milton.
Ancaster.
Brantford.
St. Catharines.
Thorold.
Caledonia.
Simcoe.
Woodstock.
Berlin.
Harriston.
Fergus.
Orangeville.
Owen Sound.
Thornbury.
Priceville.
Stratford.
Goderich.
Clinton.
Walkerton.
Kincardine.
Loudon.
Strathroy.
St. Thomas.
Chatham.
Blenheim.
Forest.
Samia.
Sandwich.
Amherstburg.
Milton.
Guelph.
Uamilton.
116
List of Inspectors.
NAME.
JURISDICTION.
W. G. Kidd.
J.B. Boyle
John G. Glashan
John McLean
James L. Hughes
Rev. A- McCoIl
Rpv. R. Rodgers
R. B* Carman, M. A
Rev. George w ashing^n
Rev. James Gordon, M.A
Rev. S. H. Eastman
James Stratton
Thomas Hilliard
Rich. Harcourt, B.A., M.P.P. . .
J. C. Patterson, M.P
Citjr of
it
POST OFFICE.
Town of.
<t
(t
(i
(<
((
it
it
tt
it
Meaford ,
I
Kingston.
Inrndon.
Ottawa.
St. Thomas.
Toronto.
Chatham.
Collingwood.
Cornwall.
Mono Road.
Niagara Falls.
Oshawa.
Peterboro'.
Waterloo.
Welland.
Windsor.
Note.— Other cities and towns are under the Inspectors of their respective districts.
Roman CcUholic Separate School Inspectors,
James F. White, Toronto.
Comelios Donovan, M.A., Hamilton.
County Model School Inspector.
John J. Tilley, Toronto.
High School Inspectors.
John K.Hodgson, M.A., Toronto.
John Seath. B.A., St. Catharines.
Inspector of No^tnal Schools and Director of Teaehers^ Institutes.
James A. McLellan, LL.D., Toronto..
(2) Extracts fro7n Repo^'ts of Public School Inspectors.
County of Brant.
Extract from Reixyrt of M. J. Kelly ^ Esq., M.D.^ Inspector,
Nothing of a remarkable character has transpired in connexion with the schools
during the year just past. They have maintained, for the most part, the even tenor of
their way — a fact which may be taken as indicative of their genersJly healthy state. In
the domain of nature as well as in human affairs, commotion is significant of a diseased
condition, and is only an effort which " the physician of our diseases " — as Hippocratee
designates Nature — makes to remove the offending cause. " Let well enough alone " i»
an injunction which, to change the phrase, *4s more honored in the observance tiian in
the breach.'' The sagacious and skilled physician, when he finds the crisis past, witholds
the use of drugs and trusts his patient to the natural recuperative powers^of the system,
aided by suitable nourishment : the keen-witted counsel, when the evidence of the
117
•osecution is weak or insufficient, refrains from further cross-examination and calls no*
itnesses, lest something might be inadvertently elicited which might damage the cause
' his client. So when the order and management of a school are good — when the sub-
3t8 are well taught and the progress satisfactory — the Inspector, as I think, should stay
IS hand and *'let well enough alone." If he has peculiar notions or nostrums ; if he is
1 '^educational expert*'; (so called), if he has **new methods" (as he fondly but, as a
lie, falsely believes) of imparting knowledge ; better, much better, suffer them to under-
> a further process of incubation, rather than vent them — immature — upon the
noffending hesuis of teachers and their classes. Friendly suggestions, words of approval,
I encouragement, are always in order, and for such, the best teachers are most thankful
>£ course it will be found, occasionally, that the school is neither well taught' nor well
lanaged; that the trustees rarely or never visit it; and that the Inspector is the only one
'ho really knows its deplorable state. In that case the path of duty is plain. The at-
mtion of the teacher should, in the first instance, be called to the existing deficiencies,
nd then if they are not remedied, the attention of the trustees. A conclusion should
ot be hastily come to. One visit will not suffice to warrant it. I have frequently
3und the bad, sometimes, the good impression, removed by a second visits Poeta nasci-
!tr, orator JUj (the poet is bom, the orator made) is a venerable adage, and applies in its
wo-fold aspect with equal force to instructors of the young. Not all who are certificated
re teachers. The born schoolmasters, like the true poets, are few and far between.
)ut if not bom teachers, the facilities for making them such, in this Province, are now
;reat. We have two Normal Schools (with Model Schools for practice attached) at
Toronto and Ottawa, and 51 County Model Schools, for that purpose. At the two Nor-
Qal Schools, 351 teachers were in training during the year, and 1,117 at the County
tlodel Schools. These sources bf annual supply, one might suppose, would meet all the
equirements of the Province ; but such is not the case, owing to the withdrawal of so
oany from the profession every year to enter other avocations. In this way many of
lur best and brightest teachers are annually lost.
Young men of ability and ambition are not satisfied to spend their lives in the Pub-
ic Schools, where the emoluments are small and the prizes few. They aspire to some-
hing higher — to be high school masters, lawyers, doctors, divines, and so drift into the
iniversities, and thence into the wider fields of intellectual activity where they hope to
eap a richer harvest — a hope, unfortunately, not always realized. However, if there is
LO help for this state of matters — and I fail to see any — neither is any one obnoxious to
>lame for it. The country has done its part in a liberal spirit, unsurpassed elsewhere,
jid the Education Department has faithfully striven to carry out the views in relation
hereto of the ablest and most intelligent counsellors. But this lack of duly qualified
eachers is confined, in the main, to the eastern counties of Ontario : it is little felt in
)rant, though there is a proneness even here to employ cheap teachers (sometimes un-
[nalified) because they are cheap, and some schools suffer in consequence. All the
chools in the county have been open during the year and their state has been, on the
vhole, and is now, satisfactory.
School Finances. — Their financial standing is good. The receipts from all sources
imounted to $37,855.15, — the expenditure to $32,160.03, leaving a balance in hand of
55,695-12, being $509.58 in excess of 1883.
'Salaries. — The total amount paid in salaries was $25,450.58. The highest salary
laid a male teacher was $600, the low.est, $300. The average for male teachers, $467,
or females $301.
Certificates. — The number of teachers holding First-class Provincial Certificates was
>, Second class do. 35, First class Old Country Board 2, Third, 30.
School Pjpulation. — The number of resident children between the ages of 5 and
.6 years, 4,339 — attending school under 5 years 10, between 5 and 16 years, 4,095,
rver 16 years, 138 ; total, 4,243. Boys, 2,249 ; girls, 1,994. Number of children between
^ and 13 years old attending no school, 36, attending less than 110 days, 628.
Aggregate attendance, first half year, 277,110, days, average, 2,233. Aggregate, second
lalf year, 198,124, average, 2,086.
118
Classification^ etc, — Number in 1st class, 1)1 1^; ii^ 2nd, 1,004; in 3r(l, 1,162;
in 4th, 750; in 5th, 184, and in Gth, 33. All were engaged in the study ef spelling,
writing, arithmetic and geography. 2,546 in drawing, 1,082 in music, 2,129 in grammar
and composition, 2,113 in history, 267 in algebra, 210 in geometry and mensuration, 62
in elementary phjsics.
School Accommodaiion and Equipment. — No new school houses have been built
during the year, though two or three are much needed. Some have been repaired.
Town of Paris, — The nine departments (now increased to ten) in the Public Schoob
of Paria did satisfactory work during the year. The amount paid in salaries was
$3,007. The balance in hands of trustees at the close of the year was $2,879. The
highest salary, $600, was paid the only male teacher in these schools, Mr. Dodge. Of the
lady teachers, three have salaries of $315 each, four of $288.75, one of $260 ; the aver
age being $295. Seven of the teachers had been trained in a Normal School. The
average attendance for the first half year was 425, for second half, 387. The number of
visits made to the schools by the Inspector was 36. Reports on the state of the schools
were sent by the Inspector to the Board of Trustees quarterly.
Arbor Day, — ** Arbor Day" was generally observed in this county. Trustees,
teachers and pupils manifested the greatest interest in its due observance. In most of
the sections the grounds were cleaned up, maple, elm and evergreen trees planted, flower
pots laid out, etc. The institution of an '* Arbor Day '^ to be observed annually can not
fail to be beneBcial from an {esthetic stand-point, and to add much to the comfort and
healthfulness of the school premises.
County op Carlbtom.
Extract from Report of A, Smirle^ Esq,, Inspector,
The year just closed has been one of educational progress and activity. Every
school but one has been in operation during the greater fiart of the year, and with fev
exceptions the teachers have been faithful and persevering in the discharge of duty.
Judging from the results of my examinations and the large numbers who have passed for
entrance to High Schools and Collegiate Institutes, it msCy be safely said that the public
school work of the year has been perforiued with a fair degree of efficiency and success.
Complaints are still made of a scarcity of legally qualitied teachers. A large number
of schools (22 in all) have been in charge of teachers only temporarily certificated ; and,
although in most cases fair work has been done, still it is evident that such teachers, as a
rule, are very much inferior to those who have passed the regular examinations, and who have
t^ken the usual Model School course. Of the twenty-four teachers licensed temporarily
in 1884, most of them had passed either the " Intermediate" or " Non-professional Third
, (jlass" Examinations ; so that in point of scholarship there can be no serious objection
raised ; but lacking both experience and professional training, it need not be a matter
of surprise should they prove failures in discipline and general school management.
The number of second class teachers has risen from '17 to 39, a few of whom, however,
hold only ** Professional Thirds" but no doubt miny will avail themselves of a Normal
School course just so soon as they are eligible.
The confused state of the Text Book question has in some measure retarded the pro-
gress of pupils, and caused a great deal o^. annoyance to ratepayer, teacher, and Inspector,
as well as to the Department. The proV>lem, however, has now been solved, and it is to
be hoped that the public will cheerfully conform to the regulations in that behalf, believ-
ing that the best that could be done under the circumstances has been done, and that the
interests of education will be advanced by the change. Some steps also should be
taken at once to provide Trustees with a *" School Law Manual," so plain ** that he who
Such a manual has been distributed to the scbools bj the MiniHter of Bducation.
119
7 read.'' Many Boards of Trustees are willing and anxious to do their duty, but
iskilled in the mysteries of the law, they find themselves utterly at a loss to know
proceed.
the matter of school accommodation very satisfactory progress has been made
out the inspectorate. Nine new school houses have been erected, varying in cost
.0,000 to $500. In Rochester ville a fine substantial brick building is about
ed, which will afford ample accommodation for 250 pupils : this building, when
)d, will cost the Board over $10,000. In Janeville a new school house has been
'* a cost of about $2,000; in Metcalfe one at about $3,000; whilst in rural
.#ix new school houses have been completed ; five have been thoroughly|g|epaired
ovated ; and five sections are preparing to build. ^
this rate of increase the school accommodation of the country will soon be all that
reasonably expected. At the present time there are not more than twenty sections
h the school accommodation falls short of the minimum requirements of the law,
Lhe great majority of cases it is amply adequate.
e sections in which any successful attempt has been made at improving the school
I by planting trees, etc., etc., are comparatively few ; still something has been done
respect, and no doubt a few years will show a great improvement in such matters.
e Model School has been doing good work, and of the fifteen teachers trained
all have found employment in the county. So far, they all managed their schools
Disfaction to their employers and with credit to themselves. Some have said that
Kiel Schools we have found the missing link of our educational system." However,
yet room for improvement in these institutions. There seems to be too much of
kl, and too little of the praetical, to suit the great body of teachers destined to
I the humbler ranks of the profession, more especially in the want of practice, in
school as may be met with in an ordinary rural section, where the teacher takes
of, say, forty pupils, and works all the classes from 1st to 4th concurrently. Such
ature of the work that by far the greater number of public school teachers must
in ; but, strange to say, it is the kind of work for which very imperfect provision
been made, in either the Provincial or County Model Schools. A student's sue-
conducting a few exercises in a well-regulated and carefully graded school, is not
it evidence of ability to bring order out of chaos ; or, in other words, it does not
hat he will be able, properly, to classify and organize his own school. If some
could be devised whereby the student in training could have actual practice in
>rganization, the classification of pupils, and the drafting of time-tables, there can
oubt but it would prove an element of success in his future career.
le Teachers' Association has done very fair work during the year, but under the new
ions there will be many additional advantages. Hitherto, in this county, it has
fficult to secure a full attendance, and, as a rule, the absentees are those who stand
greatest need of instruction ; now, however, that attendance is compulsory, and
titutions under the direct control of the Department, a realization of their full
3 of usefulness may reasonably be expected.
e outlook is hopeful. There are many indications of an awakening interest in
cational affairs of the country, showing that the people are alive to the advantages
e public school system.
County op Dundas.
Extract from Report of Arthur Brown, Esq., Inspector.
1 an indication of healthy improvement, forty-two, or one-half, of the teachers
sd in the County at present have passed the non-professional second-class exam-
; two of them the first-class examination ; and a considerable portion of these
)ld professional second-class certificates.
120
Teachers^ Certificates,
First Clasa, 1 ; 2nd Class, 18 ; 3rd Class, 57 ; Extended Thirds, 4 ; Temporary
Certificates, 6.
Averayf. Salai^ Paid Teachei\
Williamsburg $288
Matilda 290
Winchester 295
[ountain 263 •
[orrisburg 359
Iroquois 335
School Pop^dation.
Pupils enrolled, 1883 5,177
1884 5,110
Average attendance, 1883 2,314
1884 2,269
No. 17 to 13 not attending any school in 1883 61
" " " 1884 61
«* " " less than 110 days, 1883. . . 1,411
1884... 1,509
Kinds of School Houses.
Brick, 21 ; stone, 19 ; frame, 32 ; Log, 2.
Schools opened with Scripture and prayer, 22 ; with prayers only, 35.
Averof/e Bate of School Tcvx.
Williamsburg 4.3 mills.
Matilda 4.5
Winchester 3 7
Mountain 3.18
V
County of Guey — South.
Extract frmn Report of W. Fergyson^ Esq,, Inspector,
The Public Schools of South Grey have each received two inspectoral visits during
the year 1884 : all were in active operation, except two, S. S. No. 6, Normanby, which
was closed during the former half-year, and S.S. No. 7, Glenelg, closed during the latter
half-year.
The school houses are generally substantial brick, stone or frame buildings, many of
which 'are supplied with improved comfortable seating : some, not poor .sections, have
been conspicuous for tardiness in providing adequate seating of any kind.
Each of the townships, except Egremont, possesses a representative of the ** old log
school," while that township possesses several snug ** teachers' residences," indicative of the
thrift of the settlers. Through the preparatory training in the County Model Schools,
much greater uniformity in school work, as well as much better quality, is now obtained.
The Annual Census Returns reveal the glaring violation of the spirit of our excellent
school system, under the i<chool Section arrangement, and each succeeding annual enumer-
ation strengthens the conviction that the consolidation of the sections in each munici-
pality would be really more equitable and economical, as well as more promotive of the
true educational interests of the community ; would render the schools, in many cases,
121
more generally accessible ; would relieve neighborhoods of local jealousies ; relieve town-
ship councils from some of their most disturbing and perplexing questions, and even county
councils of many vexatious appeals.
The subjoined brief extract of these School Census Reports for 1884, will illustrate
this opinion : —
TowNrtHiPrt.
AHBessed Valuation
of Sections.
Artemefiia .
Bentinck . ,
Egremont
Glenelg . .
Normanby
#Bpre7 . . .
Proton . . .
from $100,000 00
60,870 00
152,529 00
119,900 00
168,660 00
76,825 00
104,400 00
i.
«(
(4
((
(t
School Rate
in the dollar.
at 3^ mills, to
** 4 A ** **
** 2A " •*
"2A " **
Assessed
Valuation.
$71,000 00 at
25,260 00 "
74,026 00 "
26,440 00 "
82,200 00
(t
45,450 00 ''
24,960 00 **
School Rat*
fn the dollar.
•I
6-1^ mills.
3A
12
6ft
<<
((
it
(t
(t
4(
County of Haliburtok.
Extract from Report of C. Z>. Curry y JSsq,, Inspector.
Notwithstanding the financial depresition, the past year has been one of progress and
prosperity in the school history of the county. School premises have been repaired and
refitted ; maps and other school appliances have been procured. In one section the
school house has been moved from one side of the section to the centre of population, and
in another a neat and commodious frame school house has replaced the old log structura
The total expenditure for school purposes was in 1884, $10,711.03, an increase over
1883 of $193.18. The amount expended in permanent improvements is $979.42. The
average expenditure per pupil amounts to $6.35.
^e following table gives the number of schools in each municipality, the number of
pupils enrolled, and the average attendance for the year : —
MnxioiPALiTY. No. OF Schools. Pupils enrolled. Average Attendance.
Anson 2 147 49
Cardiff 5 106 31
Dysart,etc 9 32i 126
Glamorgan 6 123 31
Lutterworth 6 183 55
Minden 8 278 90
Monmouth 4 92 41
Snowdon 5 179 57
Stanhope 4 108 39
Total 49 1,540 519
The number of pupils enrolled exceeds that of any year in the history of the county,
being 65 in excess of the total of 1883, and 16 over that of 1882. A still more gratifying
122
fact is that the average attendance of 1884 is greater than that of 1883 by 55, and ex-
ceeds that of 1882 by 36. The schools have been kept open an average of 173 days, and
taking this as a divisor, the average daily attendance has been 664.
Of the 49 teachers engaged at the close of the year, the classification is as follows :—
First Class Provincial 1
Second Class " 2
Second Class, old County Board 2
Third Class, District 32
Interim Certificates 12
Total 49
The necessity of issuing "permits" is to be regretted, but in order to supply th«
schools, it is necessary to do so to a certain extent. Several of tho»e who have been en-
gaged in teaching on interim certificates have displayed considerable ability, so that it is
to be hoped that their services will be retained until the next examinations.
With regard to the character of the work done, it is necessary that the elementary
branches should be taught as thoroughly as circumstances would admit. A pupil who
has been taught to read well, including of course all that the expression implies, to write
fairly, and to perform all ordinary business calculations, does not enter life very badly
prepared. This is as much as may reasonably be looked for from the majority of tht
public schools in this county for many years to come.
County of Ontario.
Extract from Report of James McBrien. Esq.^ Inspector.
The Moral Discipline,
In this respect our progress is highly satisfactory to all who are really patriotic It
ifi plain that we are building up a national character which will reflect no discredit on thft
Dominion of Canada.
In every department of school work, accuracy in acquiring and stating &ct8 is
demanded : following this course without variableness or shadow of taming, the natural
•onsequence is to create an abiding sense of truthfulness in the child.
In the construction of time tables, teachers have constant regard to the law of peri-
odical action, that is to say, the same subject is taken up daily at the same time, like
one's meals, and with a similar relish.
The teachers trained in our County Model Schools are becoming skilful in the art
of procuring suitable objects and stimuli to lure to constant and pleasant employment
Never before was there a time in the history of this country when the great Command-
ment which says, " six days shalt thou labor and do all that thou hast to do," was so
fully and cheerfully kept The constant business crowds out the chance and inclination
to do evil.
Children are more intelligent than most people give them credit for ; and therefore, a
direct appeal to their conscience, through their intelligence', is required, and in cultivatiEg
its moral aptitude by rendering the right visible to their understanding. The right thus
apprehended, and so voluntarily and cheerfully followed, becomes the sovereign principle
of the whole school discipline.
The Honorable the Minister of Education has lately made a wise ^regulation,
which requires more attention to be given to the study of English literature. This ia a
stride in the right direction for many reasons.
Henry Ward Beecher has beautifully said that the secret of Britain's strength is her
moral power. The illustrious authors of English literature have, to a certain extent^ ere-
123
ftted this moral power. Therefore, in the study of these authors, the pupils are brought
into intimate contact with the genius, the spirit and intelligence that has made
Britain what she is — the greatest moral power on earth.
A love of these once created, there is no inclination to read those trashy novels that
are undoubtedly poisoning the intellect and moral life-blood of their readers.
In most of the County of Ontario Schools, gems of prose and poetry, selected from
British and American authors, are committed to memory and recited on Fridays : these
are used afterwards as dictation exercises, and written neatly in a book kept for the pur-
pose. Thus the pupils are furnished with the best standards of composition ; their vocabu-
laries are extended ; their minds are exalted and their hearts enriched.
A knowledge of all the subjects of the Public school programme is good and useful,
but it is good and useful only as it is used in right living. • The man of intellectual ability
never fails to make life a success, but from the want of moral principle ; therefore, all
subjects of instruction can and should be used as a means to obtain the great end of pre-
paring the child for "complete living with his fellows."
County op York — North.
Extract from Report of D. Fotheinngham, Esq.^ Inspector.
The total expenditure of 1884 was less by $4,496.40, than that of 1883, tl^ugh in
the payment of teachers there was an increase ; and the average to male teachers has risen
from (424.83 to $429.69. This is the highest point reached in North York, and, were
Newmarket included in this average, it would bo $434.53.
The average to female teachers has always fluctuated more than that of male teachers.
For 1884 it has fallen from $265.62J to $252.66.
The proportion of lady teachers employed is stes^ily increasing, and, before many
years they will, at the same rate, outnumber male teachers in North York.
The number enrolled in the schools has increased from 6,926 to 7,084, while the
percentage of attendance stands at almost the same as in 1883-4-5. The schools were
open on an average 215.4 days in 1884 ; in 1883, 212.3.
In the grades of certificates, " Second Class " fell from 48 to 44 ; " Old County
Firsts," from 6 to 3 ; and there has been a corresponding increla^e in "Thirds." Of the
teachers holding second class certificates, 31 are males and 13 females.
The number of pupils enrolled in the first class has been increased considerably, in-
dicating, possibly the turn of the tide which for some years has been reducing the school
population. There are over 200 more entered in this year than in 1883.
In the other classes the numbers have been reduced sufiiciently to show increasing
care in the grading and promotion of pupils, naturally suggesting reference to uniform
and simuUaneotca promotion examinations which, in compliance with the urgent desire of
the Teachers' Association, have been carried on for over two years.
The schools were suffering from irregularities which could be reduced, if not removed.
Young teachers had often changed the classification of their schools injudiciously. They
could, and too often did, promote soon after the Inspector's visit. In this way pupils
would be six and sometimes nine months in a class before the Inspeqtor could exercise
any supervision, and this made it difficult to re-classify. Some had one standard of
classification and some another. One would promote on a certain percentage, another on
one higher, and a third on one lower. Methods of teaching the same subject were very
different in different schools, and some subjects received undue prominence to the neglect
of others. Teachers, like other mortals, unconsciously favour some more than others, so
that impartiality in promotions was not always certain when the teacher was judge in hia
own school. Sometimes fond parents, to whom Home teachers found it politic to defer,
assumed the position of arbitrators in regard to the promotion of their children.
124
These and other considerations led to a desire for uniform and simultaneous promo-
tion examinations from which the competitive elements should be carefully excluded.
# Carefully prepared regulations of a general character, from which cumbersome details were
kept out and in which simplicity was studied, were prepared.
A Central Board, having the Inspector as chairman, was given the task of preparing
the sets of questions, and finally deciding promotions.
Local Boards were appointed to conduct examinations, by a majority to pass or reject
candidates, and to refer special cases to the Central Board ; at 'the same time no tea<^er
is to take charge of his own pupils or value their papers, but still may speak for them or
appeal to the Central Board.
Examination papers are printed confidentially, sealed, and sent to the teacher to be
opened in the presence of the candidates in the school where he is to preside.
A limit table of work for each class is supplied to each school, indicating among
other things a number of lessons in literature to receive special attention, as in the H. S.
■entrance.
Beautiful certificates, the only reward, except the consciousness of success, are sent
out to those who pass.
While these arrangements are made and the county supplies funds for actual outlay,
the examinations are forced on none ; neither are pupils expected to attempt an examina-
tion every half year. The desire, however, to make these the tests of all promotions in
the II. and III. Books is growing ; and, as I write, twelve hundred pupils of eighty-six
teachers are trying this test of their right to be promoted. It has been found that these
examinations are a great stimulus to teachers and pupils : methods and work are more
uniform and thorough : fewer badly prepared pupils get promotion : attendance ib
«ncoura^d : parents and friends cecise to press for promotions : teachers and schools
learn to compare themselves with others, and a friendly rivalry and esprit de corps are
growing among the profession.
In regard to religious instruction^in schools, only ^ve in my district (out of eighty-six)
have none, or rather five teachers out of one hundred do not give any.
Public school libraries have fallen into almost entire disuse : this in rural sections
is greatly to be regretted : they would constitute, if wisely selected, a powerful means
for developing literary tastes and habits of self improvement, now often lost sight of in
the universal rush after excitement and a " good time."
The Teachers' Association, continues to grow in usefulness and efficiency.
2. — Roman Catholic Separate School Inspection.
(1.) Report of James F. WTiite, Esq,^ Inspector, — Eastern Division.
Sir. — I have the honor to submit a report on the Separate Schools inspected by me
in 1885.
My visits were confined to the eastern division which, beginning at Toronto,
stretches east to the Ottawa and thence west to the farther end of Ijake Nipissing. In
it are included this year 110 schools, with 275 teachers — a gain of sei^en schools and
twenty-six teachers since 1884 ; this satisfactory increase being made up by the starting of
several new schools and the rapid growth of others. Without help I should have been
unable to do justice to this large number of schools and teachers, but my colleague, Mr.
Doaovan, very kindly gave me much assistance by visiting several of them in September.
Several large and substantial buildings have been erected during the year, princi-
pally in towns or villages, and in these places the accommodations are now, in general,
^uite ample for the average attendance of the pupils. But little change has been made
in the accommodations for city schools, which are in several instances far from suitable.
In many rural sections there are good comfortable buildings ; in most of the others the
125
4M;commodations are respectable, while in but eight are the houses quite unfit for school
purposes ; in most of the last cases trustees have given assurance that these will be re-
placed by suitable buildings during the coming year.
The provisions for lighting are, in many instances, very defective ; and even when
fairly good the seats are sometimes so placed that the light must injuriously affect the
children's eyes during study. More frequently the means for proper ventilation are
found wanting. The windows are seldom made to lower from the top. and no other pro-
vision has been made for letting out the hot vitiated air and supplying its place by that
which is pure and health-giving As the opening of doors or windows causes dangerous
draughts, especially in winter, this means cannot be depended upon to give the necessary
supply of pure cool air. Teachers are sometimes not sensible of the very unhealthy state
of the air in the rooms whioh has become so only by degrees not always perceptible by
those engaged in earnest work, but it is at once perceived by one entering the room from
the pure outside air. The danger from this source is yet greater in those schools were
no recess breaks the morning or afternoon sessions.
In several instances school boards have wisely provided large well-fenced play
grounds, which afford the children every opportunity and inducement to take proper out-
door exercise. The grounds attached to the boys' schools in Lindsay, Peterboro', and
Cornwall, have little to be desired in this respect. Unfortunately the girls' schools are
not nearly so well off, their play -grounds being neat but too limited in size. For several of
the city schools, there is a mere yard, too small to allow the pupils to indulge in any
games, and forcing them either to play on the street or to forego such exercise altogether.
This year again good classes from the Girls' Schools in Toronto, Lindsay and Ottawa
wrote at the teachers' non-professional examination. A large number of those examined
obtained third-class certificates, while two from Lindsay and four from Toronto obtained
seconcTsj one of grade A. The success that has, year after year, attended their pupils com-
peting at these examinations shows how excellent is the work done in these schools, whose
teachers are to be sincerely congratulated for having made such successful efforts aJone
and in the face of many difficulties. This class of work is not done in any of the Boys'
schools, which limit their efforts to preparing their pupils for entrance to High Schools,
in which many of them have been highly successful.
Beading is showing some improvement, but not so great as could be desired. In
thoroughly good schools the subject is well taught, and pupils give the selections with
proper modulation and natural expression ; but in schools of only average standing, it
is yet too frequently marked by indistinct articulation, by want of proper pausing, or by
unsuitable expression. This failure to render a passage properly, shows either that its
meaning is not clearly understood, or that the art of expression has not been cultivated
for its own sake. While rhetorical reading is not essential, especially in the lower
classes, yet a clear, intelligent and expressive rendering should be required in all.
In writing, the general standard is quite high and the tendency is still upward. In
schools where it receives proper attention, by teaching of principles and black-board
illustration, bad penmanship is rare, and it is not unusual to find the writing through-
out uniformly good, thus showing that failure in this subject, when not due to physical
weakness, is the result of poor methods of teaching. An examination of the books
aometimes shows that there has been little collective teaching, but that the children in
one room are allowed to write in many different sorts of copy-books, under slight super-
vision. - The certain result of this is shown in a want of regularity and finish, in marked
contrast to the writing acquired in schools where the teaching has been really good.
This subject receives special attention in schools directed by religious communities ; the
writing of their pupils being usually characterized by great neatness and regularity, and in
many cases it is remarkably good. At times, however, there is a surprising difference be-
tween the writing in the copy-books and that in dictation exercises, a child showing a
clear bold hand in the former, and in the latter a scarcely legible scrawl. This seems to
be due either to insufficient practice in writing on paper from dictation, or to the want of care
on the teacher's part, in accepting, and thus encouraging, a bad style in written exercises.
In junior classes slate writing has made very encouraging progress, and in many schools
exercises are remarkablv well done.
126
Arithmetic receives a large share of attention, and in most schools the results are
quite satisfactory : a few obstacles, however, stand in the way of its rapid progress :
sometimes it has not been begun at a sufficiently early stage, or this beginning has not
always been after the best principles ; and in a few schools it is yet treated too much
according to rule and routine. Mental work shows very noticeable improvement, though
it does not always receive the attention to which its importance entitles it.
In the majority of the more important schools drawing has been begun, and bids
fair to become very popular with the children. This subject has long been an important
one in the schools directed by the Christian l]rothers, whose teaching of it has been very
successful, as evinced by very creditable specimens in mechanical and free hand drawing
shown by their pupils.
The tabular report of the Separate Schools for 1884 (Table F) presents a very sub-
stantial increase in the various items of school statistics over tHat for 1883. The gain in
the number of schools is 13, of teachers 30 ; in the registered number of children, 1,286,
and in average attendance, B55. The average attendance was also increased from 52 to 53
per cent. ; for the Public Schools the average is 48 per cent. For the present year the total
number of schools is 213 ; of teachers, 460, or 6 more schools and 33 more teachers than
in 1884. It is worthy of remark that despite the large increase (30) of teachers for
1884, the number of male teachers was not only not greater, but was really 2 less than in
1883. I have no doubt but that, in like manner, the gain of 33 in 1885 is made up
nearly altogether of female teachers. Though showing an improvement over that of
1883, the attendance during 1884 was yet not altogether satisfactory ; for of the 27,463
children on the register, over 12,000 were, on an average, absent each school day. The
attendance was most regular in the City Schools, ranging from 68 per cent in Brantford,
and 62 per cent in Toronto, to 48 per cent, in London and St. Catharines, and averaging
56 per cent, for all. In towns, the most regular attendance was in Gait, 71 per cent,
Stratford, 69 per cent, and Orillia, 67 per cent; while it fell off to 32 per cent, in Bamia,
33 per cent, in Rat Portage, and 41 per cent, in Cornwall, averaging 55 per cent, for all.
In rural sections, on account of the distance to school and the need of the children's re-
maining home to work at certain seasons, the attendance does not reach so high an average
as in towns and cities, being only 47 per cent ; it varies greatly, however, in different
counties, ranging from 30 per cent, in Leeds, and 35 per cent, in Grey, to 56 per cent
in Carleton and 63 per cent in Middlesex. In explanation of the low percentages in Rat
Portage auvl in Leeds County, it may be stated that in the former, school had just been
opened ; while in the latter place the schools are open only part of the year. This
irregular attendance — the greatest obstacle to the rapid progress of the schools — might,
in my opinion, be materially lessened by more vigorous and united efforts on the^ part of
teachers and trustees.
The work of education is, in general, efficiently carried on throughout this division,
and a large proportion of schools in rural sections, as in towns and cities, are in a highly
satisfactory condition ; there are, of course, some schools whose standing is not very
high, but I believe that these are improving, and that the number of inferior schools it
diminishing.
TirrontOj December^ 1885.
(2.) Report of Cornelius Donovan^ Esq,^ M.A,, Inspector . — Western Division,
Sir, — I beg leave to submit my second annual re{K)rt on the Roman Catholit
Separate Schools in the Western Division of the Province for the year 1885 : —
Since the date of my previous report I have visited the schools of all the teachen
(with one exception) in this division uncey and the schools of 33 teachers tunce^ while im
the Eastern Division I have visited the schools of 23 teachers.
Total number of schools visited 235
Enrolled pupils, western division 9,200
Total attendance at time of visit 6,300
127
These figures shew an increase in the number of pupils since last year ; the number
of teachers having also increased. The schools that I visited in the eaut had an enrolment
of 820 and an attendance of 582.
In the matter of accommodation, the, school authorities have exhibited
oommendable activity during the year. Now buildings have been erected, old ones
renovated and enlarged, and premises, generally improved. In London, the Sacred Heart
nuns have, at the expense of their community, built and furnished a large brick school house
at a cost of $8,000, and have placed it under the jurisdiction of the Separate School ^
Board. These ladies have also supplied the teachers for this school (three) free of charge.
Ouelph has provided additional accommodation, and increased its staff of teachers ;
Hamilton has just finished two fine brick school houses which will give extra accommoda-
tion for 200, pupils and call for an increase of three to its teaching staff; 0.tkville has
extended and improved its school premises ; Arthur village began the year with a large
well-appointed brick school house; Port Oolborne has provided better and more ample
accommodation ; No. 6, Biddulph, has now (thanks to Father Connolly) one of the best
school houses in the division ; in Wellesley township two new brick schoolhouses have- been
erected — in sections 5 and 10 respectively ; No. 1, McKillop, has a most complete new
school house and premises ; No. 8, Windham, has its new school house almost tininhed ;
No. 3, Maiden, and No. 13, Waterloo, have also enlarged their buildings ; and No. 3, Mara,
^Brechin village), has a handsome well-furnished school house. In many cases the grounds
have been extended, and advantage was taken of Arbor day in May last to beautify
them by planting shade trees. On the whole there has been a decided improvement in
school accommodation, which is saying a great deal considerilig the previous creditable
condition of that matter. The same remark may be passed in reference to equipments ;
in fact, I am happy to be able to state that in almost every instance the authorities
have faithfully attended to suggestions made by the Inspector for the benefit of their
schools.
The vital importance of good light and ventilation cannot be too strongly dwelt upon.
Ill-ventilated and badly lighted rooms produce most mischievous effects on the mental and
physical health of children — effects that are too often felt in their after life. Wherever
possible, scientific means of ventilation should be provided by the trustees ; but in the
absence of such means, teachers should air the rooms thoroughly during recess. Ladies
with characteristic good taste, delight in curtains or blinds for the windows, but as
ieachers they must notice that the practical utility of these articles is not so much to be
admired ; they keep out the sunlight, the very thing that should be in the room.
There are 180 teachers in the division — a gain of five over last year. Of the whole
number, 147 are females. It is gratifying to notice that, as a body, the teachers
have shewn themselves fully imbued with profes>ional spirit ; they are doing their duty
in the class-rooms, are alive to the advantages of continued literary culture, and are
making use of all opportunities of improving themselves in the art and science of their
profession — frequently at considerable sacrifice. The salaries remain about the same as
before — in no case exorbitant. Comparatively few teachers are holders of ** permits,"
and it is well that such is the case, for the "permit" has a lowering effect in several
ways.
As to their literary attainments, the schools as a whole, appear to be making satis-
factory progress. There are exceptions of course, but I have ascertained that the chief
cause of want of progress in the exceptional cases is irregular attendance on the part of
the pupils. Another hindrance to progress and good government, is the too great willing-
ness of some parents to credit the criticisms of their children on the conduct and work of
their teachers. The work as prescribed in the new programme of studies is generally in
operation. Kindergarten songs with their appropriate actions are in common use in the
junior classes with good effect. Most of the advanced girls' classes practise successfully
several branches of domestic economy, includii<g plain sewing and knitting. In the rural
schools the boys generally shew a respectable knowledge of agricultural rudiments ; and
in the towns, it seems, from their intelligent answers in matters not peculiar to the school
room, that their attention has been directed to the realities of their future life. As to
iha highly important subject of Christian Doctrine, it affords me much pleasure to be
128
able to repeat last year's statement, viz. : — that the knowledge of this subject which the
pupils^obtain from their Catechisms and the instructions of the clergy is, in general, highly
satisfactory.
A system of uniform examinations has been inaugurated by sending out a miscel-
laneous paper to be written on by the pupils of Class IV., in all the schools of the Inspec-
torate on the same day. As the paper was the first of its kind, I made it comparatively
simple, but varied and comprehensive. It was chiefly designed as an exercise, not only
for obtaining correct answers, but for the cultivation of good habits and methods in per-
formance of work, and the development of original thought* It is intended to extend
the work, after a time, to other classes and for other purposes.
Your proposed project to issue a Manual of the School Law for the use of Separate
Schools, will, I am sure, give universal satisfaction to Separate School authorities and sup-
porters. While the contents of the Separate School Act itself have always been easily
understood, it has hitherto been a difficult matter to decide, in many cases, what portions
of the Public Schools Act were also applicable to SeparQtte School affairs. The manual
referred to will be the means of removing much doubt and confusion. Your proposition
of a '* Course of Reading " (voluntary) for teachers is also, in my opinion, an excellent one,
and should be received with favor by all teachers who wish to rise in their profession.
Toronto, Deceniber, 1885.
3. Indian School Inspection.
Extracts from Reports of Public School Inspectors on Inditm Schools.
M. J. Kellt, Esq., M.D., Inspector, County op Brant.
Indian Schools, Township of Tuscarora and Mohawk Institute.
On the 8th of June a visit was paid to Board School No. 3, Miss Sarah Davis,
(Indian) teacher. Colonel Gilkison (agent) and Rev. Mr. Ashton, of the Mohawk
Institute, accompanied me. We were joined by the Rev. Mr. Oarswell, incumbent
of Kanyenga Church. The number of pupils present, 38, in 5 classes, all Indian children
and thinking in Indian. The 5th class (5 in number) did fair work in reading, spelling,
and grammar, but inferior work in arithmetic. The penmanship was satisfactory. The
reading and arithmetic of the 4th class (also 5 in number, and equal to the 3rd in the P.
schools) was fair, the spelling good. Indian children generally read in a monotone. The
3rd class (6 in number, 2nd Book) did fair work in the same subjects. The 2nd class (11
in number) did well in spelling, but only middling in reading and arithmetic. The first
class was not of much account. Nice frame school house, painted, well furnished, with
six new chairs added for visitors since our last visit ; grounds enclosed, supplied with
closets, and recently planted with trees.
9th June. We also visited Board School No. 7, Miss Elizabeth Johnson, teacher, a young
Indian woman who passed the entrance examination last year, and is doing very fair work.
Since the last visit, trees have been planted in the school grounds. 25 pupils .present in
4 classes; in the first or lowest class, 13. The same fault applies to the reading here as in
No. 3 ; it is monotonous ; in the other subjects the results were similar. The papiis
fairly supplied with books, etc.
lObh June. We (the Indian Commissioner, Rev. Mr. Ashton, and myself) visited
Board School No. 20, Miss Annie Foster (Indian), teacher, who passed the entranoe ex-
amination 8 years ago ; since then she had attended the Brantford Collegiate Institute
for two years, but failed to pass the non-professional examination for a teacher's certificate.
51 names on the roll, 42 pupils present, of whom 9 were white, divided into 5 classes.
The arithmetic (as far as elementary fractions), the reading, and the spelling of the 5th
129
class (3 pupils) very good; the grammar and the geography " fair.'' The 4th class (2 in
number) did good work in the same subjects. I examined also the 3rd class, numbering
9, the second 11, and the first 17, with satisfactory results. A very fair school as a
whole, well managed and orderly, with a fine brick school house, described fully in my last
report.
On the same day the *' Stone Ridge'* School was visited and examined. This school
was not in operation at the time of our last visit. The building has; undergone no repairs
since ; it is a log house about 24 by 16 feet in dimensions, school room very uninviting,
floor dirty and full of holes, no grounds attached, and no outhouses ; on the wails a map
of the world, but no blackboard, no cards, no clock or globe. Teacher, Adam Sickles
(Indian), passed the entrance examination last year ; salary $250 per annum. 27
names enrolled ; 20 pupils present in 4 classes. The pupils of 4th class read and spell
fairly well, and know arithmetic as far as long division, but have only a very elementary
knowledge of grammar and geography ; the rest do very poorly. Supply of books in-
sufficient.
11th June. Thomou^a School, a band school, Mr. John Miller (white), teacher :
frame house, with grounds, single closet, no trees. Writing desks for pupils needed, also
map of the world (not Mercator s), and one of the British Isles, and a natural history
(animal) chart 37 names enrolled, 30 pupils present, arranged in 3 classes. The 3rd
class does very good work in arithmetic, reading, spelling, and geography, and fairly well
in grammar ; the 2nd class pupils also do fairly, ^here were 19 in the first part of first
book. The teacher would be better employed preparing himself for a certificate than in
eking out in an idle fashion a living among the Indians.
12th June. No, 2 Board School, at the Council House, was examined. Present, the
Indian Commissioner, Rev. Mr. Ash ton. Chiefs John and Josiah Hill, Messrs. Porter
and their wives. Chief Jno. Hill's wife, and others. Miss Floretta Maracle is still the
teacher here, and an excellent teacher she makes, being active, and animated, with sufficient
snap and verve. The house, grounds, and equipment here are all that are needed. 43
names enrolled, 39 pupils present, in 5 classes: —
5ih class (5 pupils) in reading and spelling "good f in arithmetic " fair."
4th class do do
3rd class (8 pupils) do
2nd class (6 do ) do
1st class (15 do ) do
Order and management " good."
12th June. Visited and examined No. 6 Board School. Miss Emily Gorse (Indian),
teacher ; passed entrance, 1883; received her training at the Mohawk Institute. Frame
house, uniform in shape, nice' model, cupola and bell : school room well furnished,
windows large and arched, large porches in front and rear ; floor and desks very clean,
good clock, maps of world and Dominion, zoological chart, Ten Commandments, tablets,
good stove. Grounds dry, with many shade trees, but not enclosed. 29 pupils present in
5 classes, mostly of the Delaware tribe. In the Delawares and Tuscaroras there is a dash
of Ethiopian blood, showing their original southern habitat. The classes were all
examinfd in this school, but the merits of the work done were scarcely up to those of the
last school. The reading in the lower classes was verbal and not clausal.
15th June. Examined the ** Red Line** School. Miss Cross still the teacher, with-
- out certificate of any kind. House very inferior, floor and walls dirty, furniture very
poor : no grounds and no outhouses. 28 names enrolled, 14 pupils present. Attendance
very irregular, varying from 1 to 15 pupils a day. The last number is the highest the
present teacher has ever known to be at school at once, and the same pupils are rarely
there two days in succession. The work shows this. I have no hesitation in saying that
the money spent on this school is worse than thrown away.
do
do
do
do
do
do
do
" good."
do
do
do
do
do
do
do
" fair."
130
15th June. — Kanyenga School^ No. 8. (Board School). — Misa Davis (Indian),
teacher. Fi-ame house in grove near " Sour Springs " and Episcopal Church ; pounds exten-
sive and enclosed ; school-room well furnished, good clock, small globe, press for books,
etc., large blackboard, good supply of excellent maps, tablets, etc. 16 pupils present in
four classes. 4th Class (four pupils), examined in reading, spelling, arithmetic, grammar
and geography, with good results. Srd Class (four pupils), also did well on the same
subjects. First and second elates did fairly. Order good. Rev. Messrs. Ashton and
Caswell and Col. Gilkison present.
18th June. — Missisaaicga School. (New Credit). — ^The Indian Agent and Dr.
Reginald Henwood accompanied me to this school and the next, both on the Oneida
boundary, about 20 miles from Brantford. Mr. Alexander Scott, teacher, expired Third
Class County Board Certificate ; house in bad state, grounds not enclosed ; floor of
school- room in bad condition and dirty, furniture do., plaster off walls, a new clock pur-
chased since last visit ; no maps, no globe, insufficient supply of books and slates.
Attendance irregular. 35 names enrolled, 18 pupils present in three classes. The read-
ing and spelling of the third class, good ; arithmetic, grammar and geography inferior.
The work of the other classes, only middling. A new school house is needed here, with
complete equipment.
Board School^ No. 9. — Frame house, well furnished, floor clean. Cupola and bell,
good clock, excellent maps, pupils well supplied with books, slates, stationery, etc. Clay-
bourn Russell (Indian), teacher. 33 names enrolled, 22 present in four classes.
The reading, spelling and arithmetic of fourth class, good ; grammar and geography,
fair. The work of the other classes, generally good. Order and management, satisfactory.
Several bright pupils in this school. Attendance regular.
S, S., No, 6f a Board School^ near the Cayuga parsonage. There is a fine school-
house, well furnished, but there was no teacher in chirge. In this section there are
many pagan Indians who do not appreciate the learning of the white man.
15th July, visited the '^Mohawk Institution and Indian Normal School" the name
which the New England Company has recently bestowed on this seat of learning. At-
tached to this institution is a farm of 270 ^cres lying along the river and canal, about a mile
and a half from Brantford, nearly 100 acres of which is under grass or pasture, the rest cul-
tivated like a garden. The main building is of brick, three storeys high, containing,
besides the superintendent's departments, two well furnished school rooms, dormitories
for 90 pupils, library, kitchen, etc. Detached is a laundry and workshops for pupils, etc
There is now in course of erection at the west end of the main building, a superin-
tendent's residence, which will cost, when complete, about $3,000. The approach is,
from the road running from Brantford and skirting the farm on the south, by a fine
gravel drive extending about a quarter of a mile from the main entrance. The grounds
in front are planted with fruit and ornamental trees, and are laid out with much taste.
The whole farm, indeed, presents a park -like appearance, and is very attractive. In the
school rooms are two large globes, terrestrial and celestial, a good supply of maps, Boyd's
objects, a chemical cabinet, a library of more than 200 vols, apparatus for illustrating
scientific pictures by means of magic lantern, etc., consulting dictionaries, a copy of the
Encyclopedia Britannica, and periodicals such as "The Sunday at Home," ''Leisure
Hour," ** Boys Own Book," ** Girls Own Book," " Picturesque Canada," etc. There is a
clock in eacli school room, and sltfte blackboards. The senior class is prepared for the
Entrance Examination. The principal teacher is Miss Watson, who holds a second-class
Provincial certificate and also matriculated with honors in Toronto University ; the
assistant is Miss Jessie Osborne, a great grand -daughter of " Theyendenaga." The New
England Company has recently established ten scholarships (value $10 each), five for
boys and five for girls, to be chosen from those who shall have passed the entrance
examination. These scholarships are in the Brantford Collegiate Institute, the scholars
while attending classes in Brantford, boarding and lodging at the Institute and receiving
their clothes free, the Company paying for all.
Last year eight passed the entrance examination, one, Willis Tobias, standing third
in a list of 75 candidates. One of the old pupils, Miss Hardy, has just writtenn for a
third, and second-class non-professional certificate. A record is kept by the snperin-
131
tendent of the conduct of all who leave the Institution for four years after their depar-
ture, and the result is sent to the Company. The widow of the late Venerable Arch-
deacon Nelles has donated a silver medal, to be known as "Archdeacon Nelles' Medal**
to be given annually to the pupil, from the Institution, who shall have obtained the highest
number of marks at the entrance examination.
Music and scripture history are taught very thoroughly in all the classes. There
are two organs for the use of pupils, one in each school room. 1 submitted printed
papers prepared by myself to the senior school ; they were in arithmetic, grammar, /
geography, history, literature and spelling ; and the superintendent, the Rev. Robert
Ashtou, prepared a paper in Scripture. Tiie result of the examination was, on the whole,
satisfactory. I think there can. be no doubt that the Institution is doing an excellent
^ork.
I think it is advisable, as far as possible, to employ Indian teachers on the reserve :
they know the children of their own people best and are best fitted to instruct them
with advantage. There is not now a duly qualified white teacher in Tuscarora ; and, in
my opinion, only such as are qualified should be permitted to teach there, if the schools
are to make any progress.
I notice a decided improvement since last year, and I consider it quite possible that
in time, these schools may be on a par with the public schools of the Oounty.
July, 1885,
W. S. Clenobnino, Esq. Inspector, East Bbuce.
Indian Schools on the Saugeen and Cape Croker Reserves,
Saugeen, — There are 3 schools, known as Indian Village, French Bay, and Scotah
Settlement.
I visited them April 23rd, 24th, and May 29th ; also November 18th and 19th.
The teachers are 1 female, 2 males ; 2 have Third Glass standing, one, an Indian,
a little below Entrance ; each receives $300 per annum, and the male teachers a dwelling
house in addition.
The Indian Village school is under the control of the Methodist Church ; its teacher
hsis a Third Class certificate ; it is a frame building, and this year it was moved and
placed on a proper site, blinds provided for the windows, and a privy added. The other
school houses are good brick structures, with good frame teacher's residence attached.
Cape Croker. — There are also 3 schools known as Cape Croker, Sydney Bay, and
Port Elgin ; they were visited May 21st and 23rd ; also October 28th and 29th.
There are two male teachers, one female. The male teachers are Indians. The lady
has passed the Entrance Examination ; one of the Indians a few marks below Entrance,
the other quite inferior, but his services have been dispensed with, and a female, also
of the Indian race, employed instead. One teacher receives $300, the other two, $250
each. Your Inspector would respectfully recommend that the salaries at Cape Croker
and Sydney Bay be advanced to $300. The teachers are worthy and should be on a par
with those of Port Elgin and the Saugeen Reserve Schools.
One building is brick, one is frame, and the other an inferior log, but this will
soon be discarded. A new site has been selected contiguous to the old one, and improve-
ments made thereon.
A new Indian Agent has been appointed this year on each reserve. Mr. Jermyn, of
Cape Croker, deserves particular mention for the interest he has manifested in the schools
under his charge. Since his appointment, a pail, tins, broom, shovel, tablets, and privy
have been provided for each school, the desks repaired at Sydney Bay, and two drains dug
to preserve the foundation.
With the exception of the man who has been removed, the teachers have done
intelligent work with much earnestness, and also exerted a good mbVal influenoei
12 (R)
132
Your Inspector was much pleased to find more attention was given to thoroughness-
Last year pupils were found in classes for which they were not at all prepared, but this
eril is being steadily corrected.
The school houses, except the log one, are provided with suitable desks, and the
supply of school requisites in all the schools is good, and on the Gape Croker Reserve
decidedly good.
The attendance is not large in any of the schools, and the influence of the teacher ia
lessened considerably more by irregularity than is the case in Public Schools.
This year more time was spent by the Inspector in teaching classes than in
examination.
December, 1886.
Thos. Gordon, Esq., Inspector, West Grey.
Indian Schools, Cape Croker and Port Elgin,
On the 2l8t and 22nd of May, 1884, I visited the Indian s«hools at Cape
Croker, but my notes respecting them got astray, and in consequence I was unable to
make my report. These notes having now turned up enable me, although at so late a
period, to give my impressions with respect to the schools in question ; they are three
in number, No. 1 being Cape Croker Village School; No, 2, Sidney Bay Scltool ; and
No. 5, Port Elgin School. The first school visited was that of No. 2, Sidney Bay ; the
teacher was a white man, named David Craddock ; he had no certificate of qualification
beyond an old permit from the County of Grey. I informed him that he must qualify
himself to continue as teacher by at least passing the High School Entrance Examination
to be held in July following, lie promised to attend such examination in Owen Sound,
and did present himself thereat, but, having been attacked by illness before the com-
mencement of the exauiination, he did not write. He afterwards sent me a medical cer-
tificate verifying the fact of his sickness, but I have not seen him since, and as the schools
are now inspected by Mr. Clendening of East Bruce, I do not know anything further
about him.
On the afternoon of the 21st of May there were thirteen pupils present in the Sid-
ney Bay School, who were classified as follows : — First part of Ist book, 3 ; second part
of 1st book, 2 ; 2nd book, 4; 3rd book, 2. The school house is a stone building, and
recently erected ; it was comfortably seated for twenty pu|>il8, but was not very well
equipped otherwise ; it contained a small map of the Dominion of Canada, but was
deficient in other maps, in a blackboard, in tablets, in a numerical frame and in registers.
The reading of the pupils from the Ontario readers was fair, but they could not give
the meaning of words, or explain the sense of passages read. They were able to give
definitions in geography fairly well, but they lacked in Arithmetic. The sejiior
divisions of the school wrote tolerably well, and their written spelling from dictation was
of at least average quality. The teacher was evidently doing a reasonable amount
of useful work in the school. He was able to speak both Indian and English.
On the forenoon of the 22nd of May I inspected the Cape Croker village school,
taught by Miss Isabella Mclvor ; she held a certificate of qualification, but in July she
passed the High School Entrance Examination at Owen Sound. There were twenty-four
pupils present in this school, namely : First pai-t of first book, 8; 2nd part of Ist book, 11 ;
2nd book, 4 ; 3rd book, 1 . The reading done by these children was generally in so low a tone
as to be scarcely audible ; they could not render meanings in English, (except the Glazier
white girls) and their oral spelling was inferior. In Geography, the pupils in the 3rd
and 2nd books had learned, to some considerable extent, the definitions, but very little
beyond ; they could generally write their names intelligibly. Arithmetic was a weak point
with them. This school house is a frame structure, of ample dimensions ; it contained
12 desks for 2 pupils each, and 12 single desks affording accommodation of this kind for 36
pupila The supply o(f books was scanty, and those in use were ina bad condition. Theteaoher
133
complained that parents show no willingness to supply new ones. This school requires a
better supply of maps, those in use being on too small a scale ; it is also in need of a
blackboard, a calculator and registers* The tea«her suggested that each Indian school
should be supplied with an English and Indian dictionary, such as I understand is in use
in the Shingwauk Home at Sault St. Marie. A few Indian heads of families were
present at the inspection ; they appeared to be interested in the proceedings, and some of
them expressed themselves as being pleased that their schools were to be regularly
inspected for the future.
On the afternoon of this day I visited No. 3, called the Port Elgin School^ taught
by Mr. Peter Elliott, an Indian. He had no certificate of qualification, and was untidy
and rather uncleanly in his person. He promised to attend the High School Entrance
Elxamination at Owen Sound in July, but did not put in an appearance, although he was
in town. He informed me that he had been a teacher in Indian schools for nearly seven
years ; that he commenced here in August, 1883 ; and that he teaches English principally.
Chief Macgregor, the Secretary of the Band of Indians on this reserve, and two
other Indians, accompanied me to the school, which is over three miles from the Village
of Cape Croker. I found the presence of Chief Macgregor of service to me, as when I
was taking down the names of the children present he noticed that in some cases the
teacher was giving tribal names instead of the patronymics of the pupils, and acquainted
me with the fact. If it be desired that the children in these schools shall learn English,
I do not think that the employment of Indian teachers is expedient, for, in addition to
the circumstance to which my attention was drawn by (yhief Macgregor, I observed that
when Mr. Elliott found any difficulty in explaining a meaning in English he resorted to
the Indian vernacular, and failed to use such an English form of speech or illustration as
would be calculated to reach the comprehension of an Indian child just beginning to
obtain some knowledge of the English tongue.
The number of children present in this school was 18, as follows : — In 1st part of
1st book, 5 ; in 2nd part of 1st book, 10; in 3rd book, 3. The reading was fair ; oral
spelling was only middling ; meanings were almost iiil ; arithmetic was but poor ; writing
was passable. The school house is an old log building, boarded outside, and ceiled with
boards inside. The desks are of the old-fashioned kind, ranged along the wall on either
side, and the light from the windows strikes full in the face of many pupils. The seats
are long benches. This style of accommodation is so inconvenient that it should be
changed at once so as to conform to more modern ideas. The blackboard in use was in
tolerably good condition. The supply of books was better than in either of the other
schools. Tablet lessons and maps of the world, of Ontario, and of the Dominion were
hung on the walk. The map of the Dominion was on much too small a scale, as was the
case in both the other schools
A number of the people belonging to the reserve with whom I talked appeared
solicitous that their children should acquire a sufficient knowledge of English to enable *
them to communicate with English-speaking people without difficulty ; these were for
the most part apparently of the better doing and more provident class, whose houses and
fenced lands showed that they have some appreciation of the advantages of a settled
mode of life ; and it is to be hoped that their example will exercise a beneficial influence
upon those to whom old habits and traditions cling more tenaciously.
April, 1886.
JoHK Johnston, Esq., Inspector, South Hastings.
Indian Schoohj MoJiatok Reserve,
The four schools in the Reserve were examined by me twice during the year in
•ompany with the Indian Agent, Mr. Matthew Hill.
Western Mohawk School was inspected in the forenoon of June 29th. There wore
18 children present ; the order and attention good ; there were 7 in first-class, 7 in
134
second, and 4 in third ; they were examined in reading, spelling, writing, anthmetio and
geography. Mrs. Olaus, the teacher, is a Mohawk, and formerly taught the Mission
School in the north-eastern part of the Reserve ; %he has been a faithful and efficient
teacher, but through ill health she intends to give up at the Midsummer holidays.
This school was again examined in the forenoon of October 27th, in the presence of
the Agent. There were 14 present ; good order and attention ; the house clean, and
scholars comfortable and well clothed. There were 4 in Part First, and in all the subjects
they acquitted themselves fairly ; one in Part Second, five in Second Book, and four in Third.
They were examined in reading, spelling, writing, arithmetic, geography, language, and
mental arithmetic. The result of the examination showed a marked improvement, and I
am satisfied from the experience and energy of the teacher that she will soon have an
efficient school. Martha Waterbury, the teacher, is a young woman of some experience,
having been employed in the Deserouto School for some time, and has been trained in a
County Model School.
A map of the world is required, and Mr. Hill promised to supply the school with
one at once. The school house, though a new one, needs some repairing, but the Agent
informed me that this would be done before the winter, and in a short time the ground
would be fenced as the law requires.
N'o, S was examined June 4 th, a full half-day being spent in the examination of the
classes.
This school is now in charge of an experienced teacher who has taught for some
years ; there were 43 present ; the order and attention good. They were examined in
reading, spelling, writing, arithmetic, geography, grammar and language, and mental
arithmetic. I was much pleased with the work of the pupils, which showed that they had
been thoroughly and thoughtfully taught in all the subjects mentioned.
This school was again inspected Oct. 27th, in the afternoon, with Mr. Hill, the Agent.
There were 30 present, in charge of the same teacher, Miss Susan Loveless. There were
7 in Part First, 7 in Part Second, 8 in Second, 7 in Third and 1 in Fourth Class.
They were examined in all the subjects, and the result was very satisfactory to
myself and Mr. Hill. The school house is a comfortable frame building, well seated and
furnished with maps and blackboard.
No. 25 was examined in company with Mr. Hill. We found 27 scholars present —
17 in Part First, 5 in Part Second, 4 in Second and 1 in Third Book. They were
•examined in all the usual subjects. We were pleased with the examintion. School house
neat and clean, and well furnished with all the requisites.
It was again inspected Oct. 28th, in the presence of the Agent, Mr. Hill. Order
and attention good. The same teacher, Miss Anne Hicks, is doing all she can to teach
-thoroughly and well.
Mission Schooly taught by Miss McCullough was examined June 29th: 31 scholars
present. The teacher has no certificate and never attended a Model School. The scholars
are poorly taught, and the school on the whole in a state of miserable efficiency.
Again examined October 28th, when 14 children were present. The result of
the examination wets anything but satisfactory. The school-house is on an excellent site,
and is a very comfortable building, well furnished with all the necessary maps.
A teacher trained in the Model School, and holding the necessary qualifications, has
been engaged for 1886. I induced the Chief, Sampson Green, to do this. The other
schools are now in charge of qualified and trained instructors.
The matter of selecting teachers has been left 'to me and the Indian Agent. I am
glad to be able to report such marked progress in three of the schools, and hope to be
able to report greater efficiency for 1886.
Mr. Hill, the Agent, has rendered me much assistance and is thoroughly alive to the
importance of securing qualified and good teachers for the four schools on the Reserra
There are 976 Mohawks and 17,000 acres of land in the Reserve.
Pseember, 1885.
135
R B. Harbisoh, Esq., Inspbctor, ' East Kent.
Moravian Indian Ruerve,
School Haute and Fwmiture, — The school house, frame, 22 ft by 25 ft., nearlj new,
k in good repair in all respects, but the floors were not very clean ; it is well equipped
and furnished, and all the furniture and apparatus were in good order and repair,
School Grounds. — The yard is surrounded by a good board fence, within which stands
also a meeting house, and a log building erected for a teacher's residence ; the latter occu-
pied by an Indian family, who rent it, the teacher's family living at Bothwell, six miles
distant, to which place he drives daily. There are no trees planted within the school
grounds, but it is surrounded by primitive woods. The extent of school accomodation is
quite adequate to the number of children in the settlement.
Standing of Pupila, — ^The pupils are not up to the average of those in the sam«
•lasses in the county schools ; but considering that they are being taught in a language
foreign to them, their advancement is quite satisfactory.
There were four classes represented ; two in First Reader, one in Second Reader,
and one in Third Reader ; the several classes read and spell fairly well, but with an
Indian accent. In arithmetic and writing they are somewhat deficient, all things consid*
ered, but their teacher promises to give these subjects more attention. They sing '* by
ear," the teacher singing for them as a pattern ; they get the air fairly, but as each sings
in a different key, the result is not music to anyone but. themselves. There are about 50
children of school age in the settlement ; the average attendance is about 26. On the
occasion of my visit there were eleven boys and eight girls present, but three of the boys
were whites from an adjoining section ; ages from five to thirteen.
Order and Discipline, — The order and discipline were very good, all seeming to ren-
der a cheerful obedience to the teacher.
The Teacher. — Mr. D. Edwards is in charge of the school. His certificate '^ expired **
some years ago, but owing to the difiiculty in getting another person to take his place he has
been allowed to teach without a certificate. I would suggest that he be granted a tempo-
rary certificate from year to year, and allowed to continue here while he performs his
duties efiiciently. His salary is $350 per annum.
Chief Louis and another member of the Council were present during the aftemoou.
They promised to see that the school should be cleaned.
December, 1886.
0. A. Babkbb, Esq., Inspector, East Lambtom.
Indian Schools at Kettle and Sioney Points.
Kettle Point.
Teacher.— Mr. P. Pollock.
Qualifications. — Intermediate and Certificate from London Business College.
fie has had no training as a teacher, and hence labors at a great disadvantage. If
some plan could be devised whereby the teachers in charge of these schools could have th«
advantages of our County Model School training, it would aid them very much in the
discharge of their duties.
Schoolhouse ; equipment^ etc. — The building is very good, and the change made in
seating it is a very great improvement.
At the time of my visit I found the books much worn, with a lack of slates, pencils,
pons and ink, but I have since been informed by Mr. EInglish, the Indian Agent, that these
ra^uiiitas have bMn lapplied.
136
The stove is at present in a very dangerous condition, and will require to be replaced
by a new one before the autumn term begins.
Attendance, etc. — The attendance is verj irregular, there being only ^w present at the
time of my visit ; but since then the number has increased to some 15 or 16 pupils.
Standing of Pupils. — There were three present in 1st Book Class, and two in 3rd
Glass.
The writing is very good ; spelling and arithmetic, fair.
The work in arithmetic is of the most elementary kind.
Reading is monotonous, with indistinct utterance.
I am convinced that little progress will be made, unless some plan can be adopted to
secure a more regular and constant attendance.
Stoney Point.
This school was closed at the time of my visit, in the month of April, having been
closed on the last of March, on account of the small number of pupils.
The school while open, was kept in the church, but the location is very unsuitable;
and, if removed to another locality, I am informed, a school of from ten to fifteen could
be maintained.
The Indians wish to build another school house, and have already got 1,900 feet of
lumV»<'r at the mill ; but the proprietor of the mill refuses to let the lumber go without
some security for payment.
They will I believe, make their own shingles.
I think something should be done to place this school in proper condition, and under
the control of an energetic teacher.
I would be quite willing to accompany the Indian Agent, either before July Ist or
after the midsummer vacation, to see what steps could be taken to put the school in oper-
ation again.
I beg to sugs;est, that if a meeting of all those school inspectors who have Indian
schools under their control be held for the discussion of the Indian school problem, good
results might follow.
June, 1886.
John Brebnek, Esq., Inspector, West Lambton.
Indian ScIiooIh on Walpoh Island and JS'arnia Reserve.
No. 1, Walpole Island. — Rev. Wm. Stout, teacher. I visited this school on the
13th of May, and found seven boys and three girls (Indians) and four boys and five girls
(whites) present. Three of the white children being members of Mr. Stout's family, and
the others children of the saw mill hands.
First Primer, five boys and one girl ; reading, not good ; no spelling ; writing, good.
A white boy in this class did no l)etter than the Indians.
Second Primer, none.
Second Book, four Indians and three whites (Indians, two girls and two boys).
Indians still read indistinctly, but better than last visit ; spelling, good ; arithmetic
(addition and subtraction), correct, but multiplication poorly done ; writing, very good,
but only on slates.
The other classes are composed of white children, and third class one girl ; reading,
good ; spelling very good, and writing good.
Fourth Glass, three girls, one boy ; reading, middling ; spelling, good ; meanings and
roots, middling ; grammar, good ; writing, good.
Mr. Stout holds a First Class Provincial Certificate, but cannot explain in Indian,
hence the pupils do not take the interest in lessons which is seen in schools taught bj
Indian teachers, and know very little.
137
School supplies are much needed ; Indians have not necessary books, slates, pens,
mcils ; all writing on slates.
No. 2, Walpole Island. — I visited May 13th, a.m.; William Peters (Indian),
acher. Fifteen boys and twenty-one girls were present.
In First Primer, nine boys and seventeen girls, of whom six boys and eight girls had
tended only a few days and could not read, but were kept employed on slates. Three
)y8 and nine girls ; reading, middling ; no spelling ; writing very good for such pupils.
Second Primer, three boys and one girl ; reading, fair ; spelling, very good ; writing,
^ry good ; and printing well done ; geography, fair.
Second Book, three boys, two girls ; reading, fair, but still indistinct (teeth kept too
ose) ; spelling, very good ; arithmetic, fair (written better than mental) ; writing., very
>od.
Third Class, one girl ; reading, bad, very indistinct, knows meanings well ; spelling,
ir ; writing, very good ; geography, bad ; but arithmetic good as far as page 39 of text-
)ok.
In this school several bad no reading books. I can see improvement in some of the
ipils, but the best have gone away to "institutes,"
Mr. Peters wrote at the Entrance Examination on 2nd and 3rd ftistant, and did
>od work in arithmetic, reading and spelling, but found the other subjects too difficult,
is ability to explain in Indian gives him a great advantage in his work, which he does
ell.
This and other reports were detained, as I hoped to have • two Indians try the
I trance examination.
8arnia Reserve. — John J. Nuliken (Indian), teacher. I visited the school on the
Ith of May, p.m., and found seven boys and ten girls present. Two had just begun to
tend, and could scarcely name a letter. Two boys and two ^i^^ls were reading in the
irst Primer ; readini^, only middling (indistinct) ; spelling and writing, fair.
Second Primer CIa«8, two girls ; reading, fair ; spelling, not quite so good ; writing,
jry good ; and arithmetic, middling (addition, no carrying).
Second Book Class, live girls and two boys ; reading, middling ; spelling, good ;
riting on slates, very good ; arithmetic, all correctly done.
Third Book Class, one girl (14), one boy (12) ; reading, not very good (indistinct) ;
ritin*?, very good indeed ; arithmetic (multiplication and division), all correctly done,
le following among other examples: — How many pounds of rice can be bought for
672 cents if one pound costs 6 cents ? If 7 yards of cloth cost $6.37, what will onxs
.rd cost ?
The attendance has been lessened by pupils leaving for Mount Elgin and Hhingwauk
istitutes. Could the children be got to attend regularly and to speak out distinctly,
od work would be done. I know some of the children from this reserve who can hold
eir place in public schools with white children ; indeed, one little lad in the second class
8. S. No. 1 4, Moore, held the first place in his class on several of my visits.
July, 1885.
Visited No. 1 Walpole Island.on September 30th ; Rev. Wm. Scott teacher ; and found
irteen Indian and four white pupils present — three of the latter being the teacher's
ildren.
The effect of the teacher's inability to speak the Indian language is seen in all the
)rk attempted by the pupils.
At this visit I examined three men who would like to teach, viz.: — John Kiyoshk,
adrew Jacobs and Peter Thomas. Mr. Jacobs has taught both on the island and on the
.mia Reserve, but I found him unable to work the simplest problems in arithmetic : Mr.
lomasdid the best work in all the subjects, but about two weeks afterwards, Mr.
cKelver sent Mr. Joseph Noddie to be examined ; I found him to be a better scholar
an Mr. Thomas, and he is now teaching No. 1. All these men are Indians.
First Part, First Book. — Four boys, two girls. Beading fair, know the letters, caa
ant up to ten, can write the letters.
138
Second Part, First Book. — ^Three boys, one girl. Read well, spell fairly, writing
fair, arithmetic not so well done as I should like to see;
Second Class. — Two boys and one girl. Reading good but still indistinct, spelling
not very good, writing fair, arithmetic good.
WTiUe Children. Third Glass. — One girl. Reading good, spelling very good.
Fourth Glass. — Two girls, one boy. Heading good, spelling only middling, gramiaar
good.
I visited No, 2 Walpole Island, on September SOth. — A. M. Williams, Indian teaoher •
\t boys and 18 girls present.
First Part, First Book. — Four boys, three girls. Reading fair, spelling (on cards) not
so good, no writing (slates and pencils wanted).
" '* Eight girls, three boys. Reading fair, spelling (on cards)
good ; wrote very little, but well.
" *' Three girls. Reading good but indistinct, spelling not
l^ood, writing very good, can count some.
Seoond Part, First Book. — ^Two boys, one girl. Reading fair, girl's very indistinct,
spelling, girl's -good, boys* poor, mental arithmetic not
good.
" ** Five boys, one girl. Reading good, much more distinct,
spelling (oral) every word spelled correctly, writing
very good, arithmetic only fair.
Second Class. — Two boys. Reading not distinct, teeth still kept too close whsn
speaking, spelling good, writing good, arithmetic also good. The class knows something
of what is read, but does not understand what I say well yet.
Third Class. — Two girls. Reading fair, still indistinct, but much better thaa
formerly ; pupils have more confidence ; spelling (written), fourteen words, of which one
missed '* confederation " and the other " advantages '' ; arithmetic (multiplication and
division) middling ; geography, only definitions ; cannot write a letter yet.
I think fair work is being done in this school ; the children look as happy and
earnest as the white children in most of our schools.
The Sarnia Reserve school was visited on October 26th, but owing to the recent vaoci-
nation of teacher and pupils, I found it closed. From the same cause I was too ill to
visit it again till November 30th ; hence the lateness of this report. Mr. John Milliken,
Indian, is still teaching.
There were thirteen boys and eight girls present. I noticed that the school had been
•losed several times for holiday purposes.
Part First, First Book. — Two boys and two girls just admitted ; had done nothing
except look at alphabet card.
Three boys. Reading fair, spelling middling, but thej
could not or would not count up to four.
Tliree girls, one boy. Reading good, spelling fair, writing
good, no arithmetic.
Second Part, First Book. — One boy. Reading fair but indistinct, spelling faSr^
metic middling, writing good.
Second Class. — Five boys, three girls. Reading indistinct, spelling middling,
metic fair (multiplication by 6, 12 and 73), writing good.
Third Glass. — One boy. Reading good but indistinct, spelling good, no geognphj^
a little grammar, letter writing not so good as I would like to see, arithmetio fair.
The best scholar in the school was absent.
December, 1885.
a n
«( ti
139
John Dbarness, Esq., Inspector, East Middlesbx.
Indian Schools, Oneida Reservation,
The teachers are the same as at uiy two preceding visits ; they have adopted and are
•airjing out most of the* suggestions I made at former visits as to the method and matter
of teaching.
Oneida No. ly Miss Mary A. Beattie, teacher (white). The seating accomniodatioa
has heen increased, but the desks have not been nailed to the floor. There are only eight
slates in the school. A globe and map of the Dominion of Canada are needed. The
pupiJB are making satisfactory progress in learning to speak and write the English
language.
Oneida School No. 2, John T. Schuyler, teacher (Indian). Mr. Gordon, Indian
Agpnt, Rev. Mr. Smith, missionary, Miss Beattie, and Mr. Sickles, teachers, present.
The limited seating accommodation in this school has been improved by a re-arrangement
of the desks. Mr. Schuyler taught better than at my former visit. Some of his pupila
answered vei-y creditably in the exercise on English. He is a good writer, and a few of
his pupils show the ability and desire to imitate his penmanship.
Oneida School No. S, Elijah Sickles, teacher (Indian). Mr. Gordon and Miss Boattio
present No *' advanced^' pupils present this time : they leave to go to the Institutions
at Brantford or Muncey as soon as they are qualified to pass the examination for admis-
sion ; five have thus left since my preceding visit. Progress in the English language
satisfactory. The people here are discouraged about the balance of debt on their school
house ; I would be glad to see the Dep^irtment supplement local effort to remove the debt.
lir. Sickles wrote again at the H. S. Entrance Examination, and came within seven per
tent, of the total number of marks necessary to pass ; he shows the most determination
of any of the teachers on the Reserve to come up to the requirements of the Depart-
ment in re<<ard to certificates.
ATTENDANCE.
■
No. of Names on Register.
1
Largest attendance this
year up to date of visit.
Present at time of viait.
flrfunl No. I
33
85
SO
28
27
22
19
4e No. 2
4e No. 3
18
16
All the school houses were clean and comfortably heated.
While these schools are doing considerable work and improving in method, yet they
still fall far short of what might be accomplished with trained instruction, a more regular
attendance of pupils, and better equipment. The benefits the teachers have received
from 'the interchange of visits show how much might be expected from a two or
or three weeks' institute. But no matter how efficient the teachers become, unless a more
regular attendance of the pupils can be secured, the schools will be nearly worthless to the
majority. Perhsps giving a small reward to the parents for every child who attends a
certain number of days in the year — say 150 — would help to remedy the irregularity ot
attendance.
AuffUit, 1886.
140
J. S. Oarson, Esq., Inspector West Middlesex.
Indian School, Mount Elgin,
TJie Mount Elgin Institution was visited on the 12th day of June. New desks of
approved pattern have replaced those condemned in a former report. The school room is
neat and clean. A good blackboard is required, also some maps and a large numeral
frame.
Fourteen girls and twenty-one boys were studying ; ten boys and nine girls were at
work on the farm or in the Institution. The studies and work are alternated, four days
of the week being devoted to the former, two to the latter. There are three classes,
corresponding almost to the 2nd, 3rd, and 4th classes in our Public Schools. At the
Christmas examinations in 1884, several passed to a High School.
The pupils are healthy looking and tidy in appearance, and about the size and age of
those attending our High Schools.
Mr. Whiting, the present teacher, has been more successful than many of his pre-
decessors. I am of opinion he works very hard, and conscientiously endeavors to discharge
duties that require rare attainments of both head and heart. He withdraws his servioes
at vacation to enter the ministry, consequently another teacher is being sought. I hope
an excellent man may be secured.
I was shown through some of the rooms, and found them scrupulously clean. In
this connection I urgently request that the Institution be repainted. It is sadly in need
of this, and the cost is trifling compared with the cheerful effect it would have on the
pupils.
I am convinced the work done on the farm and in the Institution is based on a correct
principle, and that it must have a powerful influence in stimulating the Indians to greater
exertion on their farms and in their homes. Boys and girls trained here go back to the
reserves with improved characters, and an increased knowlege of farming, handiwork, and
housekeeping ; they should succeed in teaching those among whom they dwell, a great
deal that makes life happy and progressive. In view of such circumstances, I would
advise that as many as possible get their training here ; in fact, present accommodation
would suit sixty instead of fifty children. An increase of ten would add much to the
usefulness of the training, of course. I know nothing of the reasons that might be urged
against such a step ; at the same time they ought to be strong if sufficient to counter-
balance the benefits.
In Mr. Fisher' 8 School I found 21 pupils, most of them reading in the first book.
The pupils of this class are advancing in t}ieir use of the English tongue. Reading,
spelling, writing, and arithmetic are taught. Some progress in these subjects is being
made.
Mr. John Uenrifs School needs whitewashing. It is not as clean as it should be.
Many of the children come late. The children are very slowly gaining the use of English
words.
Miss Scott's ScJwol had only four pupils, three in the Frst Book and one in the Second.
I may add that this is a nice log building pleasantly situated.
In Lower Muncey a new school house has been provided. It is almost rea^y for
occupation, and will be comfortable^ compared with the hovel formerly used for a school
room.
For these schools a better attendance and improved teachings are required. Tlie
teachers are to spend some time under my guidance in the Public Schools witnesnng
elementary teaching.
June, 1885.
141
E. Scarlett, Esq., Inspector, County op Northumberland.
Indian School, Alderville.
[ first visited the school in the Indian village, of Alderville, Township of Alnwick,
ist week in June, 1884.
There are about forty-five children of school age in the village. Average attendance
twenty-two.
Tune, 1886.
lly second visit was made on the 17th of December. There are about 50 Indian
'en of school age in this village, 40 of whom are entered on the school register : un-
lately they are strongly imbued with the besetting vice of their white neighbors —
ilarity of attendance at school.
Che school house is a substantial brick building, commodious and fairly fitted up,
g a play ground of about half an acre.
This school, as you are aware, is under the management of the Canada Methodist
jrence. The children both apeak and understand the English language fairly well.
ifFect of the powerful work done in the civilization of this tribe of Aborigines
e Keverend Mr. Case and his noble and self-sacrificing band of teachers lives after
What an encouragement to the true teacher — grudgingly paid a scanty salary —
ow that the good he doe^ will live after him and that his work will follow him to
ng rest.
Unfortunately the Manual Labor School, commenced under the missionary genius of
>ase, soon ceased after he was called to his reward ; the day school has still con-
d, but not under teachers endowed with that enthusiasm and love of doing good
I so eminently characterized the originator and first teachers. The mantle of good
Mr Case missed falling on his successors. However, I think that a day for good
iawned upon this " Noble Race of the Red Man." Upon my last visit to this
1 I found it in charge of a young Indian teacher, the son of the Reverend Allen
who himself has been very successful both as a teacher and a preacher among his
•eth^en. It will be remembered that Allen Salt was trained, I think, in the Nor-
ichool, Toronto, in 1848, under that prince of teachers, the late lamented Jafira|r
rtson.
?he present Indian Agent, John Thackery, is doing all in his power to forward the
nterests of this school, and from his kindly disposition, gentlemanly bearing and
lense of honor, is the right man in the right place.
'^mher, 1886.
Jambs McBrien, Esq., Inspector, County of Ontario.
Indian School, Township of Rartia,
iince my last visit to the Indian school in Rama a new frame school house has been
d ; it is commodious, well lighted, heated and ventilated, and well equipped
blackboards, tablets and books. The first and second parts of the new Ontario
>r8 are used. It is the purpose of the teacher to introduce the other Readers of the
eries as soon as they are published. In drawing and writing, the pupils excel, as
lave great aptitude for these subjects ; they read with a very fair degree of intelli-
; they are taught spelling according to the most approved methods, and are fairly
lent.
lie Indian appears to be almost minus the abstract faculty, hence it requires great
md ingenuity to lead him into a knowledge of numbers ; they are very weak in
nental and written arithmetic.
142
Miss Williams, the present .teacher, has a deep insight into the Indian character;
and, therefore, she manages and governs them with ease, pleasure and success.
As the supply of maps is defective, I would most respectfully recommend the Depart-
oMnt tc jpply them with maps of Europe, Asia, Africa and America. A large aiiifioial
Globe is also needed.
March, 1886.
J. C. Browh, Esq., Inbpeotob, Countt of Pittbiiboro'.
Indian School^ Mud Lake.
On March the 3rd I visited the Mud Lake Indian School, and obtained the foUaw-
particulars regarding this institution :
The expenses of the Mission are defrayed by an English company. The companj
ewns 2,000 acres of land, on which the Indians live. The Mission House is a comfortable
one, of brick : the school room is a frame, of moderate dimensions : there are about
SO families, numbering in all about 200 pefsons, of whom 60 are of school age. The
children attending school arc provided with a dinner at the Mission House. The Bev.
Edward Roberts is Superintendent of the Mission ; the teacher of the school is an Indisn ;
there are few of the scholars fit for the Third Book ; the children sing remarkably well
in their parts, and of course the great difficulty is that the children, in ordinary, use thor
•wn language ; and in study, English.
I shall have occasion to visit this school again in a short time, and thereafter be ihk
to transmit to you more definite and extended information. A map of the world and on*
af Canada, also an eight-inch globe, would be of great service to the school.
March, 1886.
P dt, ScuTT, Esq. Ikspbctob, »Countt op Rbnprkw
Indian ScJiool, Oolden Lake.
I visited this school on the llth November last, and found that the scho6l house hid
been very much improved since my previous visit, so that it is now a comfortable and
suitable building, with very fair pupils' desks and seats, a teacher's desk and a black boari
There were 16 names on the register, to wit : — 6 boys and 10 girls.
I found eii^ht pupils present, classified thus : — one in Fourth Book ; Vso in Second
Book ; two in Primer, Part Second ; and three in Primer, Part First.
Fourth Book. — One boy reads fluently, though his enunciation is slightly indistinci
and monotonous ; undei'stands well the meaning; of what he is reading, works rednotioB
accurately, knows a little geography, writes well.
S(^cond Book. — Two girls read rapidly, but say the words very indistinctly and run
them together; write on slates, learn multiplication tables, and a little notation; hs^*
not been taught to count or add.
Primer, Part Two. — Read and. spell, learning to make the letters on slates, do nothing
in arithmetic.
Primer, Part First. — Learning the letters ; no slates. The teacher promised toobtiifi
slates for them at once.
Except the boy in the Fourth Book, no pupil in the school understood any EngU
beyond recognizing the words of command used in the school, and the names of objects IB
the school, as " desk," " book," etc They do not know the English names of anythiiC
about their homes, or the names of the commonest English herbs.
143
I spoke to the teacher very fuUy of the neceitoity of instmctiDg the pupils to epeak
igllsh, by having regular and frequent speaking lessons ; and also of the necessity of
iming enough of the Indian language herself to enable her to make the little onm
iderstand what she told them.
Notwithstanding the many and grave defects only too apparent in this school, I
ist nevertheless admit, that there has evidently been an effort, and with some slight
oeess, at improvement on the state of things found at my previous visit.
The real want of the school is a skilled teacher, who to be really competent
onld know both languages. I am not aware, however, that a teacher possessed
these qualifications can be had ; and failing such a one, an intelligent qualified teacher,
th proper professional training, is the only person from whom any substantial improve-
mt can be expected. A person of this description would, I am satisfied, soon make a
irked change in the school. But if the Department wants a competent teacher, it must be
epared to pay an adequate Ralary. I do not think that less than (350 would induce
y qualified teacher to go there ; and if the Department is prepared to expend that
lount for the education of the children on the Reserve, I would suggest that it autho-
» Mr. Paul, the Indian agent, to advertize for a duly qualified Third Class teacher
r the school, stating the salary.
It is practically trifling with the matter to ofier a salary of $150, and expeoi
Seient service.
If the Department is not prepared to increase the salar}^ I would advice that th«
«Bent incumbent be continued, as I do not think a better can be got for the amoun*
fored.
Dee^mbsr^ 1886,
A. MoNauohton, Esq., Inspector, County Stormont.
Indian School^ Cornwall Island.
I visited the Indian school on Cornwall Island in connection with the Methodist
burch, on the 21st day of September, 1885.
The school was under the charge of Mr. Louis Benedict, formerly a pUpil of the
pantford Institution.
The number of pupils present was ten, of whom eight were Indians and two whites.
There were four maps and some tablets for reading lessons.
There were good desks, sufficient for the number of pupils in ordinary attendance.
Four of the pupils were learning the alphabet, and counting in English, up to ten.
Two were reading in the First Book, counting and adding.
Three were reading in the Second Book, writing, and learning the multiplioatiom
ble, and working in the simple rules as far as multiplication.
One was reading in the Third Book, working in the simple rules of arithmetic, and
aming geography.
The pupils appeared to make fair progress.
I visited the Roman Catholic school for Indians on Cornwall Island, on the 28th day
October, 1885.
I find it difficult to hit upon a suitable time for inspecting this school, as there are ao
■ny inducements for the children to absent themselves. In summer, berry picking
koaes many to stay away ; and in the fall, the gathering of hickory nuts interferes with
le attendance. My visit on this occasion happened to be in the nut gathering seasoa,
id my previous visit was made during the berry picking season, so that I tailed t»
id a fair attendance at either visit.
144
The number present at my last visit was two ; one of whom was in the First Read-
ing Glass, and the other in the. Third ; they were learning the usual studies adapted to
such classes, but from the very small attendance I was unable to form any opinion u
to the progress of the school.
The teacher does not possess a knowledge of the Indian language, but the papili
understand a little English, so that she can make herself understood.
December, 1885,
Peter MacLean, Esq., Inspector of Algoma and Parry Sound Districts.
Indian Schools, Algoma and Parry Sound,
Uodgiiia* School. — I visited this school ou the Shawanaga Reserve, about 22 miles
west of Parry Sound Village, on the 25th. of February, 1885. The teacher is Mi«
Christina John, an Indian woman, who speaks good English, but a different Indian dia-
lect from that spoken on the Reserve, consequently her teaching has to be condacted
entirely in English, She holds a certiiicate for Indian schools, obtained from the District
Board of Examiners. The number of pupib enrolled was 17, of whom 11 were present,
classified as follows : — Fii-st Reader, 6 ; Second Reader, 5. I examined them in reading,
spelling, writing and arithmetic. They appeared to know most of the words at sight,
which they repeated mechanically, with a »ort of chopping accent peculiar to Indism.
Their knowledge of the meanings of the words used is almost nil. The spelling and
writing were excellent, being much better than I frequently obtain from whitas in similar
classes. They could execute simple mechanical work in the first three rules of Arith-
metic on the blackboard and on slates very cleverly.
The SDhool-house is an excellent hewed \q\^ building, and is kept very clean, neat and
tidy. The parents seem to take quite an inttirest in the school, about twenty of them
being present nt my visit, both men and women. At the close I made a short address to
the children and parents, which was interpreted by the Chief, Mr. Solomon James.
Ryfir<on ScJtool. — This school is situated on Parry Island, about two miles from
Parry Sound. The teacher is Miss Amelia Chex:hock, an Indian woman, who holdHa
certificate from the District Board. 1 visited this school twice during the winter, but
the teacher was unfortunately absent on both occaaions.
SJieguiandah. — I visited this school on the 2nd of June, and found that 25 pupils
were enrolled, of whom 11 were present, classified as follows : First Reader, Part L, 3;
Part 11., 5 ; Second Reader, 1 ; Third Reader, 2. The children in the second and third
classes read fairly well, but understood nothing of the meanings of the words they used :
the writing was very good, and the spelling fair. The pupils are not very tidy, and
appeared to have been allowed too much of their own way by previous teachers, and con-
sequently are rather stubborn, and slow to obey orders. The attendance is very inegu-
lar. The teacher, Mr. Chas. Sims, is a young Canadian, who has lived most part of hii
life among the Indians, and is well acquaint^ with their language, habits and maonfirs.
He holds a temporary certificate, and is paid at the rate of $300 per annum. The school
house is a good, comfortable building, but with rather dilapidated desks and fumitura
West Bay. — Visited this school on the 8th June, and found that the teacher, a young
Indian woman named Catherine Shagawasagiggig, was absent, having gone away the pre-
vious day, and was not yet returned. From enquiries of Mr. Henry Corbier, a very in-
telligent Indian trader on the Reserve, 1 ! earned that the teacher was frequently absent
from her duties, and was giving but very poor satisfaction in the school : she holds no
certificate of qualification whatever. There are about fifty children of Bchool age <m this
Reserve, of whom but very few attend the school.
Garden River. — I visited this school on the 9th October, when I found the teacher,
Mr James Gallagher, was absent, and had been so for a week. Complaints were made
145
to me that this was no unusual circumstance, and that, owing to the unpopularity of the
teacher, very few children attended the school. The school-house is in a dilapidated con-
dition.
Fori WilliaiH (Girls). — I visited this school on the 18th June, and found 54 pupils
enrolled, of whom 34 were present. It is an industrial as well as literary school, and is
well conducted under the management of the Lady Superior, Miss Martin, and two
assistants, Misses Nagle and Maddon, who appear well qualified for their work. The
classification of the pupils present was — I- Reader, 12 ; II. Reader, 7 ; III. Reader, 12;
and lY. Reader, 4. The Readers used are the Metropolitan Series. I examined the
classes in reading, spelling, writing, arithmetic, geography, and parsing, in all of which
subjects they acquitted themselves well. One very pleasing feature in this school is the
almost perfect discipline and deportment of the pupib.
Wawanosh Home (Girls). — I visited this institution on 29th June. I found 26
names enrolled, of whom 21 were present, classified as follows : — I. Reader, 10 ; II.
Reader, 6; III. Reader, 3; IV. Reader, 2. The reading in the 1st class was poor, spelling
and writing fair ; 2nd class, the reading was very poor, spelling fair, and writing good ;
in 3rd class the reading was fair, spelling to dictation rather poor, but the writing was
very good. In arithmetic their subject was th6 compound rules, in which they could do
simple mechanical work well. The pupils have but a very slight knowledge of £ng]ish.
The teacher. Miss Alexia Cunningham, a Canadian, seems diligent and painstaking, but
is attempting to go over too much ground in a given time to do thorough work. This
school is also industrial.
Shingwauk Home\Boys). — I visited this school on the 10th October, and found 46
names enrolled, of whom all were present, except two or three who were engaged on the
farm, or in the workshop. I examined classes in mental arithmetic, geography, reading,
spelling, and writing.
In arithmetic the pupils could answer with tolerable expertness simple problems in
the first four rules ; in geography the senior class had a fair knowledge of the general
outlines of the map of the world.
In the II. class — The reading was fair, spelling and writing were 80 and 60 per cent, re-
sp)ectively of the work given.
do III. class — Reading, spelling, and writing were 45.55 and 65 per cent, of the given
work,
do IV. class — Reading poor, spelling and writing about 70 per cent. each.
The school room is much too small for the present attendance, and very poorly
arranged, many of the benches being unprovided w^ith desks, so that pupils have to support
their slates on their knees. The teacher is Mr. A. J. French, a clever and energetic
young man, who conducts the instruction of classes under the supervision of the principal,
Mr. E. F. Wilson.
The school is doing good work, although I consider the programme of work laid out
for each term is rather too heavy to he thoroughly mastered in the time allotted. The
boys of the senior class understand and speak English fairly. The order and dis-
cipline is good. There is a farm and workshops attached to the institution, so that boys
desiring to learn trades can do so.
SheguiandaJi. — My second visit to this school was on the 19th October. The
number of pupils enrolled at that time was 28, of whom only five were present. I
examined classes in reading, spelling, writing, and a little geography. The writing was
good, but the rest of the work very poor.
The teacher is Mr. Fred. W. Sims, who understands Indian well, but does his teaching
nearly all in English. The children are just beginning to understand a little English.
Mr. Sims complains very much of the irregular attendance of pupils and indifference of
parents as to whether their children attend or not.
14«
Last of requisites necessary for the following Indian Schools : —
Sheguiandah. — Blackboard : ^ dozen I. Readers part 1 : do. part 2 : 1 doz. slatew : 1
numerical frame : some pencils and chalk.
Wawanosh. — Maps of Dominion, Ontario, and Europe : numerical frame, and small gldie-
Afarch, 1885.
Jambs F. White, Esq., Inspector, Roman Catholic Indian Schoola.
Co)Tiwall Island. — The school building is frame, of fair size, but needing repairs to
render it comfortable : the supply of furniture, books, maps, etc., is quite respectable.
The teacher. Miss Elizabeth Foy, has been trained in Hogansbursb, N. Y., and holds a
temporary certificate from Inspector McNaughton, she had opened school some days
before my visit, with a registered attendance of 24, there were none present, however,
an most of the Indians were absent on their usual trip to the west.
Fort William (Boys). — The building is large enough and quite neat, though not so
-oomfortable as it might be : the seats and desks are passable : there are maps, black-
boards, and a good supply of books. For this half-year the school opened about the
middle of September, under Mr. Thos. Strahum, a brother of the Jesuit order, who has
had an experience of five years in teaching, having previously taught this school for these
years continuously, he is kind and painstaking, and seems to have gained the confidence
and good will of the children. This school closes again about the last of September, an
the Indians then leave for the fishing grounds, taking their families with them, and are
absent for a month at least. All the scholars are provided with slates and pencils,
though the youngest have not yet begun to write, eight have copy books, and in these
the penmanship is good. About half the number are studying arithmetic, but in this
their progress has not been rapid, as they do not seem to take kindly to the subject
Eight take grammar and geograpliy, but the work is elementary and not very practical, as
the text-books are closely followed. Four have begun the history of Canada. The gen-
eral tone of the school is quite satisfactory, though the loss of time caused by the change
of teachers in the early part of the year, seems to have somewhat retarded its progress.
Cornwall Island (Girls). — The Community of St. Joseph has taken the school in
charge this year. The accommodations are very good. There is a large fine-looking framo
building, with spacious well arranged rooms. The grounds are of good size and neatlj
fenced. Several of the pupils are boarders, having come from settlements some distance
ofl*. There are also a few white children. The supply of school appliances is pretty com-
plete ; a list of the articles wanted has been sent in. The ordinary school branches are
taught with most encouraging results. The discipline and general results are all thai
could be desired.
The school at Red Rock has been for some time under the charge of Mr. McKay, a
painstaking and efiicient teacher. A large number of the Indians have moved from the
place where the school is built to a point some distance up the river ; on this account
the teacher's work is greatly increased, as he shares his time between the two settlements.
At Garden River the school is under the direction of the Rev. Thos. Ouellet, 8. J.,
while most of the teaching is being done by Miss McMahon, who began this year. Though
not large, the school houRO is neat, comfortable, and well provided with the requisite
school furniture. The registered attendance was 17, of whom 12 were present Compared
with that of ordinary Indian schools, the attendance here is quite regular. Writing has
been the most successful subject ; in several cases it was better than what is usually done
by a corresponding class of white children : in the other subjects the results were fairly
good, and on the whole, the outlook for this school is quite encouraging. The greatest
drawback is the lack of training on the part of the teacher, though this is partly made up
by the energy and experience of Father Ouellet, who oversees everything.
147
The school at Sheshegewanmg was without a teacher ; it was expected, however, that
one would be engaged at an early date.
Buywaka. — The present building is uncomfortable and much too small, part of it
being used as a residence for the teacher ; but a larger and more comfortable house was
just nearing completion at the time of my visit. The teacher is a native, Miss Agatha
Grabow, trained in the Wikwemikong Institute ; she has had an experience of seven years,
4wo of which have been passed in her present situation ; she is painstaking and
quite energetic, and her knowledge of the Indian tongue is of apparent service in
giving explanations to her pupils. The settlement is rather small. Seventeen pupils
were registered, of whom 12 were present ; all in the First Reader. In general, the
answering in the different subjects was quite satisfactory.
The school at Wikwemikongsing was not open, as the chief was reported to be then
ttsing it temporarily, while having his own house repaired. The teacher is a native, Miss
Philomene Bernard, who was educated at Killamey.
Wikwemikong (Boys). — Owing to the burning of their school house early in the year,
the pnpils are now occupying, temporarily, a large building, formerly used as a workshop.
There is a good supply of maps, books, etc., and the furniture is quite respectable. The
work in the general subjects was done fairly well, though there is yet much room for
improvement, especially in arithmetic and in writing, and speaking English. The teacher,
Mr. Stephen Dufresne, a Jesuit brother, has received a very fair education, and is kind
and attentive ; he lacks, however, any previous training to fit him for his position.
Though the larger boys were reported absent, 30 pupils were registered, with 22 in attend-
ance, most of them in the First Book. For the new school, which is to be somewhat
larger than the former one, the foundation was nearly completed. For want of proper
accomodation no industrial training is now carried on.
Wikwemikong (Girls). — Miss Kintz, educated at Fordham, N. Y., and having an
experience of eight years, has been teaching here for the past three years. The girls
school was unfortunately burned about the same time as the boys' ; but a new building,
larger and better than the old one, was soon afterwards begun, and is now ready for use.
A great part of the pupils consisted of children from other settlements, who boarded in the
institute ; these were scattered after the burning, and have not all returned. On the
register there were 37 names ; 31 being those of children in the First Book ; but 15 were
present on the day of my visit. There is an assistant, who is conversant with the Indian
tongue, and is an efficient help to the head teacher. When due allowance is made fbr the
great loss by the burning of tJie building, the state of the school must be reckoned as
quite satisfactory.
South Bay, — On account of the impassable state of the roads, I was unable to reach
ihis settlement.
White Fish Lake. — At the time of my visit this school was reported to be without a
teacher.
Serpent Biv&r, — ThQ teacher in charge, Mrs. Sophia Peltier, is of Indian descent,
and received her education at Wikwemikong ; her knowledge of English is very fair, and
she has had an experience of eight years, nearly two of whicli have been spent here ; the
building serves for her home and for a school, and is not very comfortable. The school
furniture is respectable, but the supply of books, etc., is not very full. In this settle-
ment most of the Indians live by fishing and hunting, and at this season are away with
their families ; in winter they are at home, and then the attendance is quite regular.
The register showed an attendance of 17, of whom all but one read in the First Book ;
4 were present. The work was fairly done when the great drawbacks are considered.
Sagainonk, — I found this school not in operation, as the building was not yet
finished.
Mississaga, — Here also one building does duty for school and dwelling, to the loss of
the former, which is not kept so neat and clean as it should be : the desks and seats are
fair, as are the other school appliances. The day of my visit was wet, and but one child
13 (B.)
148
WHS present, who was left to her own sweet will ; others were sent for, so that the full
attendance was 5 out of 12 on the register. All present were in the First Reader, but
they did not acquit themselves very creditably, except in writing. There are no evidences
of careful training and watchful oversight. The teacher is Mrs. Mary Cadau, who received
her education at Chatham, and has been in charge here for over a year ; in all she haa
had an experience of six years. The prospects for this school are not the brightest.
West Bay. — On the morning of my visit, about half an hour before my arrival, the
teacher at this place had started off to bring his family there ; he was to be absent about
two weeks. Afterwards I met him at Wikwemikong, where he had received his education.
He is an Indian named Jonas Odjig, who has had no previous experience as teacher ; he
reports that there are about 42 on the register and Q5 in average attendance at his school.
The building is frame, of good size, but not very comfortable ; there is a fair supply of
books and slates, but maps are wanting.
MaUatoa, — The Indian children here attend the separate school, which is under the
direction of two very capable teachers, and they are making substantial progress in their
studies.
General Remarks. — One of the great obstacles to the purposes of these schools is the
very irregular attendance of the vast majority of the pupils. In this regard the parents
are usually most indifferent, many saying that they see but little benefit in the instruction
given in the schools. Some teachers, too, are not without blame in this matter, for to
them there is nothing depending upon good attendance, except, indeed, more work and
trouble ; hence the children, left wholly to themselves in this matter, usually prefer to
spend their time iu some more attractive place than school. I think with Inspector
MacLean that " making the payment of the annuity for all children between the ages of
seven and fourteen conditional upon their attendance at school for at least four or five
months in each year, or granting a bonus to every child so attending," would do much
towards getting the children to come more regularly.
There has been no one very often to advise the teachers in getting proper school
books, and as a result I found scarcely two schools having the same series of books ; some
of those in use are very antiquated, and should be replaced at once. In my opiniou it
would be well to have the Inspectors, after each visit, send to the Department a list of all
the xjpquisites for each school, and not have the teachers choose what books they deem the
best.
It would be most useful, too, to have registers supplied to these as to the Public
Schools, for no record is kept in the school to show the attendance from year to year, and
should the inspection be made in the beginning of a quarter, there is no means of iinding
what has been the attendance, as the only record of it has been sent to the agent.
But the most pressing want of these schools, and that which it seems most difficult
to supply, is the procuring of qualified teachers. The salaries paid are small, $200 to
$250 in general, not enough to tempt properly trained teachers to come here ; but, though
small, I fear that but little return is sometimes received for the outlay. If a bonus of
$75 or $100 were offered, conditional on the teacher having a certificate from the Province
of Ontario, it would, I imagine, induce some of them to come here from counties that have a
surplus of teachers. Further, as this district is visited by Inspectors for the Public and
Separate Schools, arrangements might be made to have the teachers convened at Wikwemi-
kong and Shingwauk, probably the best and most central schools, where teachers' institutes
might be held for a few days each year. I am certain that much benefit would be derived
from seeing how classes are conducted at these places, and from such instruction in the art
of teaching as the Inspectors would he able to give. It might be necessary to contri-
bute something towards defraying the expenses of attendance at these meetings, but it
would be money well spent if it helps the teachers to perform their difficult task with more
skill than now.
149
4. Collegiate Institute and High School Inspection.
(1.) Report of J. E, Hodgson^ Esq., M.A,, Inspector,
Equipment, — For efficient work in training either the mind or the body, ample
apparatus and appliances are requisite. The Departmental regulations recognize this fact
by providing that a considerable percentage of the Legislative Grant to each school shall
be apportioned on the basis of equipment. Most of the High Schools in the eastern sec-
tion of the Province are fairly supplied with globes, maps, and charts, but are deficient
in books of reference, apparatus for the practical teaching of natural science, and appli-
ances for physical training. I find, however, that since the publication of the new Regu-
lations affecting the distribution of the grant, the trustees of nearly every school either
have taken, or are about to take, steps to place the equipment of their school on such a
footing as will entitle them to receive a fair proportion of the grant.
In several places it is proposed to partially meet the increased expenditure neces-
sitated by the new mode of distributing the grant, by taking advantage of the clause in
the High School Act that empowers trustees to impose fees. In my report for the jrear
1883, I ventured to express the opinion that the imposition of a uniform minimum fee in
all High Schools would be a move in the right direction. I still hold that opinion. I
am not in favour of a high fee, such as would exclude the children of the poor (for our
High Schopls are and, I hope, always will be essentially and characteristically the " poor
man's school"), but a fee of, say, a dollar per month, which, while it would exclude few
or none, would act as a spur to parents to see that their children be regular in attend-
ance and diligent in the preparation of their home work.
New and fairly commodious school buildings have been erected at Morrisburg,
Brighton, and Omemee, whilst at Port Hope a very gratifying improvement in accommo-
dation has been made by the renovation of the building and the enlargement and levelling
of the grounds. The accommodations of the other eastern schools are about the same as
they were in 1883.
RemarlcR on Tectching. — English grammar is taught with a much better conception of
its true value as an educational lictor than it was some years ago. The old and mislead-
ing definition, '* English grammar is the art of speaking and writing the English language
with correctness and propriety," has almost disappeared, and our teachers are beginning to
realize the fact that the art of using correct English in either writing q^ speaking is to be
acquired by observation and practice, rather than by studying the formal, and often
arbitrary, rules laid down by the grammarians. Pupils are no longer expected to learn
by note the list of prepositions commencing ** About, above, acording to, etc.;" it is con-
sidered sufficient now-a-days if a boy can recognize a word as a preposition from the
function it performs in a sentence. But although we have made much progress we are not
yet perfect ; we have not thrown off all the trammels of the old methods, according to which
children were taught to use grammatical terms without really knowing the meaning of
them. For instance, if one ask a junior class in a High School to parse '* red" in the
phrase '* The red rose," he will be almost sure to find that a majority of the pupils have a
rather hazy notion of the meaning of the term ** qualifying," most of them being unable
to see that " red" attributes the quality rednessy not to the noun ** rose" but to the thing
for which the noun stands. Similarly of other technical terms, such as " number," ** tense,"
" case," etc.
The prominence formerly given to minute grammatical analysis, and the consequent
waste of time spent in writing out as home work the analysis of long passages day after
day, are dying out in our High Schools. That parsing and analysis are eminently useful
exercises as a means of training the logical faculty, no one will dispute ; but that pupils
should be compelled to do these exercises in writing, and at home, as a part of their daily
work, is a mistake. A two months' drill under a good teacher ought to give a class of fairly
prepared entrants such a command of the madiinery of parsing and analysis that they
might be expected to parse and analyse ordinary constructions at sight. Like mental
arithmetic, this department of grammar is well adapted to develop quickness and accuracy
of thought, and it should be used for this purpose.
150
In the teaching of composition I have noticed a marked improvement since the in-
troduction of the Verbalist ; even the junior pupils in most of the High Schools now
display considerable acumen in pointing out nice distinctions between the meanings of
words, and the force of different constructiona This is pretty sure to result in a cor-
responding accuracy in the use of words. The study of words, their origin and history,
the deflection of their meanings between ancient and modem usage, is fraught with in-
terest and profit ; and this study is greatly promoted by the presence in the school
libraries of such works as those of Trench, R. Grant White, and Matthews.
The plan of makii^ the prose literature selections prescribed for the University
matriculation examination, and adopted by the Department of Education for the teachers'
examinations, the basis of the themes for composition, meets with hearty approval among the
Mastera Composition, as far as the teacher is concerned, is mainly a consideration of form.
There can be no form without matter, however, and as the minds of boys and^girls are not
usually very prolific of ideas, it has in the past been been found difficult to get average
pupils to write compositions of any degree of merit except on common-place subjects, which
are soon exhausted. Now that the subject matter is supplied, we may safely expect, I think,
that the pens of the pupils will grow more facile, and that the greater practice which will
naturally follow their facility, will develop and increase their power of expression. The
systematic study of such an essay as that of Macaulay on Warren Hastings, with its
antithetic, balanced, and periodic sentences, is sure to do something towards arousing a
taste for style, and cultivating a desire for something in literature of a higher type than
the pernicious dime novel, or the extravagant exaggerations of so-called American
humorists. But after all, the acquisition of a correct style in writing is practicaUy of
far less importance than the acquisition of a correct style in conversation, and the bane
of conversation among our pupils is the use of illegitimate contractions, such as *^ain*t " for
'* is not" ** don't" for '*does not," and of slang. The teachers, as a rule, are carefully trying to
remedy this by looking closely after the language used in giving answers to questions ; but
the spirit of slang is abroad and will be hard to lay.
The study of English literature in our High Schools is what we have most to rely on
for the development of taste and culture, as only a small percentage of our pupils carry
the study of the other languages of the course far enough to reap much beneht of this
nature. In very many of the schools this subject is excellently taught. The teaching of
literature has been all but divested of parsing and analysis, which at one time constituted
a prominent part of it. This is undoubtedly a step in the right direction, ka nothing is
more apt to defe£^ the true aim of the stiidy of literature, which is the cultivation of
taste and the acquisition of the power to derive pleasure from the contemplation of
noble thoughts expressed in noble words, than to make the literature selections the
basis of exercises intended and well adapted to cultivate the logical faculty only.
An occasional grammatical question is not amiss, for frequently a pupil's knowledge
of the meaning of a passage may be determined by a judicious question as to the gram-
matical relation of a word or phrase ; but to make such questions the principal pabulum
of a literature lesson is suicidal. As Dr. McLellan forcibly remarks in one of his re-
ports, *' You cannot parse a boy into the love of literature." As of parsing, so of deriva-
tion. Time was when a regular portion of the literature lesson in some schools was to
get up the derivation of all words of classical origin. As I have already remarked, the
study of derivations is of undoubted advantage, but it should not be, and is not usually,
made a prominent element in literature. Happily the treatment of the figures of speech
is not what it used to be. I have in my possession an old note-book in which are written
the definitions of a great many figures, copied from the dictation of a distinguished
teacher. At one time I had those definitions thoroughly committed to memory, and could
''point out and name" the tropes in a passage of Shakespeare with a fair degree of
accuracy, but I have no recollection of having my attention called to the propriety
and force of the poet's use of these figureu ; so far as I was concerned, it was a matter
of mere names ; but perhaps that was more due to my density than to the teacher's
want of perspicuity. This mode of dealing with so important a factor in poetry
may be well adapted to the teaching of literature to undergraduates, but it certainly
will not do for High School pupils. As a matter of fact, the rhetorical forms are
161
well taught in most of our High Schools, and the study of them conduces greatly,
as it should, to the appreciation of the beauties of literary expression. One of the
greatest drawbacks to the educational value of the study of the prescribed English texts
is the use by pupils of the profusely annotated editions with which the schools arc flooded.
In the hands of the teacher such editions are probably advantageous, as they suggest to
him different interpretations of difficult passages ; in the hands of the pupils they are
disadvantageous, as they rid him of the wliolesome necessity of interpreting for himself,
and consequently imbue him with the fallacious idea that the noten are of more import-
ance than the text. There in a possible avenging Nemesis, however, in the fact that the
examiner may, in preparing his paper, studiously avoid coming in contact with the notes.
The preparation and publication of exhaustive series of questions, possible and impossible,
such as we find in our educational papers, has a like depressing effect ; they are published
in the interests of cram rather than of education, and in this respect are on a par witli
the notes.
There is a felt need for a High School Reading Book. At present, in nearly all the
High Schools, practice in reading is confined to the literature selections. The ability to
read a passage expressively is certainly good evidence of the reader's knowledge and ap-
preciation of the author's meaning and spirit, and 1 think it very desirable that reading
ihall continue to be used as a means of teaching literature. But the literature selections
do not furnish enough variety to afibrd an opportunity of practising the different styles of
•locution ; hence the desirability of the preparation of a High School Reader.
Such a text-book would be of great usefulness in another way, inasmuch as, by
means of it. Masters would be relieved of the necessity of teaching junior pupils the same
work as is laid down for candidates for third and second class teachers' certificates, and
for matriculation at the Universities. It is unreasonable to expect the younger boys and
girls to grapple with Coleridge's Odes and The Ancient Mariner ; but they are expected
to do so, and the consequence is that they have to be told things which, with a year's pre-
liminary training in easier work, they would be able to find oiit for themselves. The
superior educational value of knowledge acquired in the latter way, is of course perfectly
apparent. There is quite too wide a gap between the difficulty of the Public School
Fourth Book and that of the literature selections for matriculation. This gap would
be bridged by a High School Reader, as selections could be made from it for use in teach-
ing literature to the junior classes.
In some schools the entrants are immediately introduced to the study of the literature
set for the examinations that will come on in the second year of their High School course.
In their case it is small cause of wonder that the study of their mother tongue becomes a
bore instead of a pleasure. The use of a Reader would mitigate this evil, if it did not
quite remove it.
Of the languages other than English, a far greater number of i)upils take Latin or
French, than Greek or German. The option of substituting French and German for Groek
at the University has resulted in all but banishing the last mentioned language from a
good many of the High Schools ; in fact, very few boys study it except those who are
preparing for an honor course in classics, a very small percentage of the pupils. J.atin,
French, and German, on the other hand, being options at the teachers' examinations, have
plenty of votaries.
The main value of these languages as concerns the majority of the students, who do
not carry the study beyond the standard of a second class certificate, depends on their
influence on the study of English. Translation from a foreign tongue into our own is
capable of being made one of the most I'ffective means of acquiring the power of correct
expression. I could mention some schools in which this feature of the study is made
prominent, but in some others a style of translation is allowed and accepted that is not
really transljition in the projKjr sense of the word. Literal translation ou<;ht to be looked
after first, as showing a pupil's knowledge of the constructions in the lan<j;uag(; with which
he is deiling; afterwards an idiomatic version should be insisted on, as a training in
English coni}j()sition. To use English words and foreign idioms in translating is to make
a literal translation ; an i<]iomatic translation involves the use of English idioms as well
as English words. The L:itin ablative absolute, for instance, can rarely be forcibly
152
translated by the English nominate absolute. Prose composition in the languages is,
except in the case of honor candidates for the Universities, indifferently done, but the
grammars are very fairly taught.
Though examination results are not an infallible test of the quality of work, they
may fairly be regarded as a partial test. The results of written examinations are often
very deceiving, the most successful candidates turning out to be the lea^ successful in
practical life ; they afford a criterion of acquisitive power rather than applicative power.
Taken for what they are worth, however, the results of this year's University and
Departmental examinations prove" that the High Schools and Collegiate Institutes are
advancing. The number of matriculants at the Universities and before the learned
societies is greater than ever before, and the successful candidates for honors are more
numerous than ever before. Some people are inclined to think that too many of our
youth enter the Universities, thereby depleting the ranks of the working population.
But there is ho reason why a liberal education should stand in the way of success
in commerce or in agriculture. That too many are entering the learned profession
I do not doubt; but this evil will cure itself; graduates will soon see the applica-
tion of the old saying that a *' living dog is better than a dead lion," that it is prefer-
able to live as a farmer than to starve as a barrister.
At the Departmental examinations for third and second class non-professional
certificates, about 4,500 wrote, and about 42 per cent, succeeded in passfng. Of those who
were unsuccessful, about 18 per cent, failed in mathematics (arithmetic, algebra, geometry),
9 per cent, in English (grammar, literature, composition, history, geography), 25 per cent,
in science (chemistry, botany, physics, statics), 13 per cent, in LAtin,5 per cent, in French,
and 6 per cent, in German.
The comparatively high percentage of failures in science is due, I think, to the
lack in the High Schools of apparatus for the practical teaching of the subject, whilst
the failures in mathematics may be safely attributed to the difficulty of the papers, as this
department still receives a very large share of attention in the schools.
There is a great unevenness in the percentage of successful candidates at various
schools : for instance, one High School employing two masters sent up eleven candidates,
of whom ten passed ; another High School of the same grade sent up thirteen candidates,
of whom three passed. It too often happens that students enter the High School at
Christmas and expect to pass in July, the result being that they are too hurried in preparing
for the examination, and consequently fail.
The year 1885 will be remarkable in the history of our educational system on account
of the establishment of Training Institutes to enable young graduates to familiarize them-
selves with the details of school management and the various methods of teaching. The
anomalous state of affairs in accordance with which a Public School teacher was forced to
undergo professional training, whilst a High School teacher received none, has been
frequently commented on, and I think that we may congratulate ourselves that it no longer
exists. It is true that some men are bom teachers and display great aptitude in impart-
ing instruction and arousing enthusiasm in pupils from the very commencement of their
career as teachers ; but these are exceptions, and most teachers have to unlearn erroneous
methods into which they have fallen through lack of experience. The Training Institutes
afford an excellent opportunity of acquiring correct methods to commence with. I am
quite sure that those who attended the late session of the Kingston Institute derived great
advantage from their course, and will be spared the making of errors at the expense of
their pupils by the experience they have had under the guidance of Principal Knight and
his able staff of assistants.
Toronto, Dec,, 1885.
(2.) Report of John Seath, Esq,, B.A. Inspector.
Sir, — I have the honour to submit the following report upon the condition of
the High Schools and Collegiate Institutes, with some general remarks, suggested
by what I have noticed on my visit of inspection. Let me premise, however, that
153
80 far, I have inspected onlj the schools to the west and north of Toronto, and about
20 to the east — in all, about 70 of the 105 ; and that, although I have, I believe, seen
enough to enable me to form an estimate of the situation, it is proper that my conclu-
sions should be viewed in the light of the above statement. Let me say also, at the out-
set, that, with few exceptions, the schools I have visited are doing excellent work in
most departments ; and that, although my report deals more with their defects than their
excellencies, it must not be inferred that the former are in the ascendancy.
I. — Accomodation.
Generally speaking, the buildings are good , but a few are still behind the times*
The ♦ Windsor building is an exceedingly poor one. There is scarcely a detail of school
accomodation in which it is not deficient.* Probably, Mount Forest ranks next in this
" bad eminence," with this additional defect, that its grounds' are used for the purposes
of a monthly cattle fair ! In a few other places the accomodation is not all that could be
desired ; but in most oases, the authorities show a praiseworthy desire to set matters right.
I have said that, generally speaking, the High School buildings are good; when, how-
ever, we consider some important details of school accomodation, even in many of
our best schools, there are grave defects. The lighting and ventilation, in particular, have
had little attention paid to them. The light often comes in from behind, from the right,
from both these sides, from three sides, or from all sides. This defect, might, in many
cases, be easily remedied, by changing the position of the desks, or by the proper use of
blinds ; but the necessity for providing a remedy seems to have escaped the notice of very
many boards. In extremely few schools is the ventilation satisfactory. The Masters
are thus forced to open the windows in cold weather, with the usual bad results. Too
much importance cannot be attached to the ventilation. There is little doubt that my.ch
of the ill-health of pupils and teachers — ill-health which is usually credited to over
work — is really due to the draughts and foul air of the school building. The heating of
the class rooms is generally satisfactory, though, in many cases, the hot air furnaces work
badly and the stoves are badly placed. The halls, however, are seldom heated, and
masters and pupils ere thus subjected in winter to violent and dangerous changes of
temperature. The class rooms are almost always good and well furnished with desks and
black boards ; but there is a plentiful lack of private rooms for the masters and of cap
rooms and waiting rooms for the pupils. In some localities the school grounds are
tastefully laid out and embellished with ornamental shrubs and shade trees ; but I am
sorry to say tliat many seem to have ignored your announcement of an "Arbor day" for
Ontario. The disregard for the aesthetic is, indeed, too common. The disciplinal influence
of handsome school grounds and cheerful, tasty class rooms is not fully appreciated even
in centres where better things might be expected. If the new scheme for the distribution
of the legislative grant had nothing else to recommend it, it has this most valuable feature
that it attaches due importance to the above mentioned details. Judging, however, from
what I have been told by masters and trustees, I feel confident that in all these respects I
^hall be able to report a marked improvement next year.
11. — Equipment.
Under this head the new scheme for the distribution of the legislative grant recognizes
libraries of reference, chemical and physical apparatus, gymnasia, and maps, charts and
globes.
Almost all the schools are well supplied with maps and globes, but in other respects
the equipment is generally poor. In Chatham, Gait, Strathroy, Stratford, and Owen
Sound, there were fairly equipped gymnasia when I inspected the schools. I have heard
since of some that are being erected elsewhere ; but, with these exceptions, no school that
I know of possesses a gymnasium. In Chatham, Gait, and Strathroy, the gymnasia are in
separate buildings ; in Owen Sound and Stratford, they are in the school basements. The
* Since the above was written, the Windsor board has decided to put np a new building and to equip
he school properly.
154
interest of the pupils demand, I think, that their physical exercise should be taken in
well lighted, well ventilated, and properly heated rooms ; and I would therefore recommend
that henceforth no ordinary basement room be accepted for the purposes of a gymnasium.
As to apparatus, most High Schools have a supply of chemicals and at least a little
chemical apparatus, varying in value from $5 to $50 ; but no High School that I have
inspected, except Berlin, Ingersoll, and Owen Sound, has even a fair supply of physical
apparatus. In a good many an antiquated air pump is the sole representative of this
branch of the equipment In the Collegiate Institutes, also, with few exceptions, little
provision has been made for science teaching. The new regulations defining the equip-
ment of this class of school have been issued not a moment too soon. Your Inspectors
will have less difficulty hereafter in recognizing the difference between a Collegiate Institute
and several of the High Schools. Some of the ^hools, notably Orangeville, have made a
good beginning of a library, to be credited in some cases to the liberality of the trustees,
and in most, as in the case of Orangeville, to the exertions of the members of the High
School literary societies. But libraries such as are comtemplated by the new regulations
are in most cases yet to be provided. Dictionaries and works of reference in each depart-
ment of study are absolute necessities in every school, and libraries of first-class general
literature will do much to supplement the efforts of the skilful master. It is not enough
that the town or village Mechanics' Institute should possess a circulating library. What
the interests of education require is a collection in each High School of the best authors,
by means of which the teacher may direct the reading and mould the tastes of his pupils
— authors to which he may at once refer in the course of a lesson and which he himself
may put into their hands. A taste for good books is natural to a few ; with most it is a
matter of cultivation ; and the enlightened and enthusiastic teacher, with a good school
library at command, will be a powerful factor in the development of a general love for
pure and healthy literature.
I have reported above the condition of the schools when I inspected them. It is
proper to add that, in the schools I inspected since the passing of the new regulations
there was a general movement in the direction of suitable equipment From correspond-
ence also, and from the notes in the educational and other journals, I should judge that before
long we shall have nothing to complain of under this head. The last half of 1885 and
the first half of 1886 will, I feel certain, be looked upon hereafter as a period of transition
in the history of our High Schools.
III. — Discipline and Organization.
The order and discipline of the schools are admirable. With scarcely an exception,
kindliness and courtesy mark the intercourse among the masters and between the masters
and the pupils. One matter, however, has been brought under my notice. In schools
attended by pupils from the country or situated at a distance from the centre of the town
or village, grown up boys and girls are sometimes left at noon recess without any one to
look after them. Tliis is especially objectionable when, as is too often the case, no separate
waiting rooms have been provided. In some schools the teachers take charge in turn. If
no other remedy can be devised, this one should be adopted. The defect is too grave to
be neglected, even though the remedy may be a burdensome one.
So far as circumstances have permitted, the organization is generally very good. In
some cases, however, a good deal of the teaching force of the staff is, I think, lost by the
disregard for a proper division of labor. Owing to the exigencies of the time-table^ it is,
undoubtedly, often impossible to carry out this principle. Sometimes, also, it is undesir-
able to do so, owing to the special attainments of masters. But there are schools in which
the principle might be carried out better than it is — schools in which every teacher has
some subject in nearly all the departments ; schools, even, in which with the same class one
teacher takes up Mason and another analysis and parsing ; one **False Syntax,'' and another
English composition ; and so on with other subjects. These are, of course, extreme cases
but they illustrate what I mean, and are the natural outcome of a want of attention to
one of the most important elements in the successful administration of a school. As far
as possible, one master should teach the same subject throughout So far as concerns
155
idarj education, this principle needs no defence. Educational force might, I thinkr
be farther encouraged, if the bearing of the subjects on one another were duly considered*
It would be well, for instance, if history and geography were taught by the same master-
So, ioo» with reading and literature, chemistry and elementary physics, grammar and co n-
poattum. In a good many schools a disproportionate and unnecessary amount of time in,
I findy allotted to mathematics. There is, however, some reason for believing that before
long other subjects will receive the attention to which their importance entitles them. On
the rabject of school organization I shall have some further remarks to make, in connection
with the new High School programme.
IV. — Mathematics.
In no other department is so much good and earnest work being done as in mathe-
mfttics. This is, no doubt, due to the energy and ability of my predecessor, the present
director of Teachers' Institutes ; but it must be admitted that the annual " plucking'' in
algebra and arithmetic has clothed these subjects with an adventitious importance. So
aoeostomed, indeed, have all interested become to failures in algebra and arithmetic that
rejection in any other subject is looked upon by some as little short of an outrage. The
papil« too, is always ready for an extra dose of mathematics, and in the construction of
the time-table the teacher invariably '' has his claims allowed." No one who has con-
sidered the disciplinal value of the different subjects on the programme will underrate the
importance of mathematics ; but the enthusiast in this department — and they are many
— are too apt to overrate it. In any properly devised scheme of study, mathematics will
always hold a conspicuous place ; but they are not the panacea for all the ills that mind
is heir to. Other departments are of at least equal value, and deserve and should have
their due share of attention. Of the mathematical subjects, algebra receives most atten-
tion, euclid least. Probably one result of the late revision of the High School regulations
will be to increase the importance of the latter and cause its due value to be attached to
the former. Probably, also, another result will be the proper correlation of the different
subjects on the programme.
V. — Classics and Moderns.
The acceptance of Latin, or French, or German as an option for teachers' certificates,
has preserved the study of these languages from the '* decline and fall" that threatened
it a year ago last September. Your circular of the following October has had all the
efficacy of a " Revival of Learning." Modem languages are valuable, partly on account
of their practical uses, and partly on account of the importance of their literature and of
the language training their study entails. Classics, again, have little practical value.
Like modems, they possess a valuable literature ; but they lend themselves better to
language training, and are distinctively admirable for the logical discipline afforded by the-
atudy of their regular and complicated structure. But the development of these features
i:^uires time. It requires, in my opinion, a good deal more time than is needed to
prepare a candidate for a Third Class certificate. The student who, under the present
regulations, obtains a Second Class certificate, with a respectable standing in one of the
languages, has already derived much benefit from the study, and has been placed in a
position in which be can easily derive more. But with the Third Class teacher it i&
different. He has not yet acquired even ordinary facility in translation, his logical
discipline and his language training have been inconsiderable, and his acquaintance with
the literature is almost valueless. In view, then, of the facts, that only a small percentage
of such students become candidates for a Second Class certificate, that the benefit derived
from so limited a language course is not so great as might be derived from a science course'
of the same duration, and especially that the latter course is nn.re fitted for the require-
ments of a teacher, the propriety of accepting a language option for Third Class certificates
is still, I think, a matter for serious consideration. It is to be hoped, however, that the
equalization of the difficulty of the options and the interest which, with improved methods
and suitable appliances, the science master will be able to create in his department, not
156
to speak of what in the long run should eventually prevail — the influence of enlightened
professional opinion, will eventually confine the language option to those who intend to
enter the University, or at lectst to prosecute their studies beyond the limits of the iirst
form.
So far as concerns the teaching of these languages. I have to report that in those
schools in which specialists are employed, admirable work is being done. One or two
defects in method I may mention as being more or less prevalent :
(1) Too little importance is attached to the pronunciation, especially of modems. I
have inspected schools in which the teachers have told me that they pay little or no
attention to the subject ; it does not pay at the examinations, and their time is fully taken
up with the grammar, composition, and translation, which do pay. For this defect the
teacher cannot be held wholly responsible. Until recently the amount of work prescribed
in the languages for Second Class certificates was practically the same as that for Thirds;
even the examination questions, or the greater part thereof, were the same for lK)th
grades ; it did take nearly all the time to prepare the grammar, composition, and trans-
lation. The public, too, has been trained to gauge a teacher's merits by his examination
successes. Part of the blame must evidently be laid elsewhere. The former defect has
been remedied by the late regulations ; 1!he latter is one of the peculiarities of the age.
But, with more time at his disposal, the ttiacher can afford to gratify his professional
instincts without unduly endangering his professional reputation. It is unfortunate, I
may adH, that at the University Matriculation Examinations more value is not attached
to the oral reading of classics and moderns. The candidates are comparatively few, and
the influence exerted by the examinations is exceedingly great.
(2) In some schools not enough attention is paid to the English of the translations.
Each lesson in translation should be a lesson in English composition. This is one of the
most valuable features of classical training, and those Masters who give their honour classic-
al pupils an honor course in English also, are wise in their day and generation. Gerund-
grinding does not make a classical scholar. A man may be a good classic and not be able
to give the exceptions for the gender rules of the Third Declension.
(3) Very generally, insufficient attention is paid to the meaning of the author and the
connection of his thoughts. Occasionally, after a class had translated a passage in one of
the text-books, I asked the members to tell me in their own words the relation of the
different parts of the lesson. My experience has justified me, I l)elieve, in recording the
above conclusion. I have above mentioned the value of their literature as one of the
reasons for which the study of moderns, and of classics in particular, is assigned a place in
school curricula. In our schools this feature is almost wholly lost sight of. Ko effort is
made to use the text-book in classics or moderns, as the best teachers use the text-book in
English literature — to note the graces ef the author's style, the beauty or the nobility of
his thoughts. This mode of study, the teacher will justly say, has seldom paid at the ex-
aminations.
VI. — English.
Every now and then the public prints contain some sneer at the state of the English
in our schools. Some one for whom our schools are responsible is pilloried for his want
of culture or his inability to express himself in respectable English. Even tirades
haye been written in a denunciation of a system that attaches insufficient importance to
the study of our own tongue. There can be little doubt that there is a widespread feel-
mg that sonifr', at least, of the English branches have not received the attention they
merit. My experience as Inspector leads me to conclude that, although there are many
schools in which English is admirably taught, this feeling is justified by the facts. Here
again, however, the teacher is not wholly in fault. The schools are largely what the
examinations make them ; and in some of the English subjects the examinations have set
what, to my mind, is too Iowa standard. There is little use in declaiming against bad methods
157
in English grammar or in English history, or against the neglect of English literature or
<x>mpo8ition or reading. In these days of examinations, the examination paper is King.
Unsuitable examination papers produce or perpetuate bad methods ; and the subject on
which it is difficult to pass, and neglect of which means failure, is the subject that will
not be neglected. If, then, English is to secure its proper place in our system, we must
have a higher and a better standard at the examinations.
«
The importance of the subject will, I hope, be considered sufficient justification for
the length of the following remarks : —
English Literature.
(1) On the subject of English literature, I find in many schools a great deal of
misapprehension. The history of English literature is often confounded with English
literature itself. The fact is, the present High School programme makes no special pro-
vision for the study of the former until pupils reach the Fourth Form. Before this final
stage, the subject is to be studied as part of the history of the English people, and the
history examination paper is the proper place to set questions thereon. The biography of
the writers and the forces, that produced certain forms of our literature, should be taken
up in connection with the literature texts ; but they deserve special attention, only in so far
as they have been agents determinative thereof. literature, itself, according to the accepted
definition, is the thoughts and feelings of iutelligent men and women, expressed in
writing in 'such a way as to give pleasure by what is said, and by the artistic way in
which it is said. The teaching of literature, therefore, deals with the author's meaning
and the form in which he puts it — with the meaning primarily :
** For of the soule the bodie form doth take :
For soule is form and doth the body make.
The elucidcUion of the meaning sliould be the teacher's grand object. If this be attained, all else
^11 follow. His pupils will have learned to admire and imitate the graces of the author's
style, to feel the beauty and grandeur of his thoughts : they will have acquired the habit
of intelligent reading, and a taste for what is purest and noblest in literature. Any sulv
ject that he can utilize for the accomplishment of his purpose, the teacher of literature
will, of course utilize. By etymology, he can often throw light upon the exact significance
of words ; by the technicalities of grammar, he may sometimes more easily (jxpress the
relations of words, phrases, and clauses ; by the figures of speech, he may denominate the
means taken by the author to give beauty or force to his language ; by paraphrasing, h»^
may satisfy himself whether his pupils have a clear comprehension of the meaning ; by
oral reading, he can best determine whether they have entered into the spirit of what
"they have studied. And further, as literature d^als with so many subjects and borrows
its illustrations from so many sources, there is little knowledge on which it levies no
tribute. But the object of the teacher is always clear and definite. An English classic,
is not, as many make it, a mere collection of linguistic pegs on which to hanj( every con-
ceivable form of biographical, historical, philological, archaeological, and grammatical
questions. Side work, the true teacher of literature sedulously avoids, even when it
thrusts itself forward in its most seductive garb. Grammar and philology, history and
biography are his servants, not his masters.
So small an amount of literature is [now prescribed for the High School course that
thet e is nothing to prevent minute and careful study of every valuable line and every
valuable passage it contains. Any other mode of study would be useless. To this, how-
ever, teachers have raised two objections. First, the method is not possible with the
time at their disposal. To this, I reply that it is possible, if the object of the literature
lessons be kept steadily in view, and the subject receive the recognition it deserves.
Most assuredly, however, it is not possible, if literature teaching involves attention to all
the eccentricities of ingenious annotators. Secondly, it does not pay at the examinations.
So far, sir, as your department is concerned, I think it should be made to pay. This is an
objection that all concerned may conclude can be easily disposed of.
158
In these dnys it is not possible to over estimate the importance of the acquisition
of a taste for good literature. It is an education in itself. The boy yrho .starts out in
life with this possession, avoids the shoals on which many a comrade perishes ; he is pro-
vided with a never failing source of solace and delight. Nor is it possible to emphasize
too strongly the necessity for the acquisition in youth of a ^labit of thoughtful and in-
telligent reading. The tendency of the age is against it. The amount of reading matter
that in later life thrusts itself upon one's attention induces carelessness and superficiality.
Few, indeed, at best, catch thefull spirit of our richest literature ; the subtler meanings that,
like pearls, lie below, are often unseen. But it is evident that, if the objects of the
literature teacher are to be attained, the school selections must suit the capacity
of his pupils. The poetical selections for 1886 are not in this respect all that can be de-
sired. To the Ancient Mariner^ not much objection can be taken. It is, however,
unlikely that its perfection will be fully appreciated by the untrained intelligences that
have to deal with it. But Coleridge's minor poems are almost all objectionable. They
contain little of human interest ; they are intensely subjective ; they lack simplicity of
language as well as of the thought ; and what beauties they possess are beyond the capaci-
ties of even advanced High School pupils. Objection may be taken also to the works
prescribed for 1887 and 1888. With the treasure house' of English iterature open
before us, why should poets like Thompson and Cowper be selected to form the taste
of the rising generation ? I cannot but think that, with some of the best writers of the
nineteenth century, it would be easier for the teacher to create that love for reading and
that conscious preference for what is best, which are the direct and most valuable results
of the study. Matthew Arnold, Tennyson, Longfellow, Scott have surely a more living
interest for the pupils of our schools than the second-rate writers of a by-gone age. He
is, indeed a peculiar youth who would select as his companion a copy of Thomson's
Seasons or of Cowper's Task.
In the matter of English literature, the assimilation of the Departmental course of
study to that of the University, has not been without its disadvantages. At present, the
selections for third and second class candidates are precisely the same. On the ground of
school organization alone, this arrangement is objectionable. Either the texts are too difficult
for the former or they are too easy for the latter. Nor would it answer to make a division.
In comparison with the amount of work prescribed in classics for pass junior matriculation,
the amount of English literature is inconsiderable. It is not reasonable to ask one to
make two bites of a cherry. Separate and suitable texts, of an objective and narrative or
descriptive character, are therefore needed for first form pupils. This neccessity is empha-
sized by the fact that in very many of the schools, mainly through want of a suitable
Reader, pupils who have just passed the entrance examination are forced to take up tlie
same selections as those prescribed for second class candidates. A few masters very sen-
sibly use copies of some of the easier texts published by Houghton, Miffiin <k Co., of Bos-
ton, or Alden, of New York ; but others, I regret to say, have no literature whatever in
their lower classes. This is a matter which urgently claims your attention. One or other
of two courses seems to me to be open :
(a) To prescribe a few easy selections for use in the first form, to serve also as a basis
tor the third class examination. Texts costing not more than 10 cents or 15 cents each.
might be easily supplied. Such texts arc, indeed supplied for the schools in the United
States. On the principle that nothin<r should be told the pupil which he can find out for
himself, the literature selections would be better without notes, certainly without the
vicious and costly padding which is heralded by enterprising publishers as containing
everything that is necessary to pass the examinations.
(h) To insert suitable selections in your proposed High School Reader. While the
best authors do not always supply the best reading lessons, many admirable writers are
available for this purpose ; and it is, I think, possible to construct a book which will
sprve as a Reader and as an introduction to the studv of literature.
The latter course seems to be the more advisable one. It will certainly be more
economical, and it will do much to inculcate the invaluable lesson that oral reading and
minute and careful study of the meat^ing should go hand in hand.
159
English Composition.
(2) In most of the schools there is too much destructive, too little constructive,
work in English composition. Often the course consists almost wholly of exercises in
'* False Syntax " ; the nature of the sentence and the paragraph, and the construction of
themes and sentences, do not receive systematic attention. We learn how to do any-
thing by doing it, not simply by correcting the mistakes others make in doing it. Exer-
cises in *' False Syntax " are not exercises in composition, and there may be even worse
faults in a writer than those iiouted by the Argus-eyed gi*ammarian.
Under skilful teachers, the pupils' other exercises, and their oral answering in other
classes may indeed be used as an effective supplement to the regular work in composition ;
but not every master keeps this object in view, nor would such training be a substitute
for systematic instruction.
The University authorities have taken a step in the right direction, in prescribing a
]>roBe author as a basis for English composition. But they have not gone far enough.
Apparently the selections are only to supply material for the examination essay. There
is nothing to test directly whether the candidate has given attention to the literary
form. For this, however, your Department has provided, by making the prose, as well as
the poetry, the subject of a literature paper. We learn how to speak good English
under proper and systematic guidance, and by frequenting the society of those who speak
good English. Similarly, we shall learn how to write good English under proper and
systematic guidance, and by the careful study of those authors that have written good
English. I am, however, disposed to think that some of the prose selections on the Uni-
versity curriculum are not so suitable for school purposes as others that might have been
made. Macaulay's style, for instance, is not, in every respect, a model ; nor is the essay
itnelf valuable for its contents. No one cares for all the particulars of what Hastings
-did and what Hastings suffered. Besides, the essay often assumes knowledge which few
possess, and which it would be cruel to expect candidates to acquire. If literature is to
l>e studied for the value of its contents, as well as for the excellence of its form, let us
have literature which fulfils both of these conditions. If, too, it be true, that a good
prose style has been the result of evolution, we have the best in the latest masters, and
the propriety may be fairly questioned of passing over more modern writers than Macau-
iay, not to speak of Sou they, or Coleridge, or Addison, or Goldsmith.
English Grammab.
(3) About the value of English grammar as a school study, there are very conflicting
'views. Experience and reflection both show that the mere study of the principles of gram-
mar can never impart the ability to speak and write correctly. The ability comes chiefly
from fortunate associations, and from being habituated to the right use of words by constant
.and careful drill. The conception of English grammar held by those respectable ancients,
Lenuie and Lindley Murray, and their modem admirers, that it is the science which
teaches us to write and speak the English language with propriety, has, therefore, led
many to conclude that the subject is almost useless as a branch of study. The above
view of the domain of English grammar is, in my opinion, incorrect. It fails to recognize
the educational importance of the scientific study of language, the first and most natu-
ral field for the prosecution of which is the n.'^^tive speech of the pupils themselves.
Grammar is really, as Mr. Fitch says, ^' the logic of language in so far, and in so far
only, as it finds expression in the inflections and forms of words. In Latin this logic
is expressed with more fulness and scientific accuracy. In English it is expressed in
an unscientific and very incomplete way. But the logic of language, which is the
basis of all grammar, is discernible alike in both, and our business is to investigate
that, whether it reveals itself fully in grammatical forms or not." Directly, of course,
grammar supplies us with a record of approved usages, and indirectly, it confers pre-
cision of speech ; but '* if the expre^^sion * English gramnar ' be enlarged so as to denote
•exercises in the logic, history, formation and relation of words, it will designate one of the
most profitable and interesting of school studies,'' a study which affords one of the best
~jK)68ible trainings for the intellect.
160
In many of the schools this subject is excellently taught ; but formalism has not
yet been completely banished. Often, in the lower classes^ in particular — and for
this the Public Schools are mainly responsible — the pupil can repeat glibly enough the
contents of Mason, or some other text book ; but the words, though definite, are not the
symbols of definite ideas. Test his knowledge by examples : put a question in an
unusual form, or ask him to explain the meaning of his phraseology — to put his meaning in
other words — and failure is the result. 1 have examined classes of entrants, and of
oven more advanced pupils, who have shown that they possess no real knowledge of the parts
of speech ; for, in some subjects, half knowledge is as bad as no knowledge. In some of
our schools there is, indeed, too much rote work — too much text book. Strictly worded
definitions have their value ; but there is always the danger that, with. the young, a state-
ment once formulated will, by frequent repetition, become a more unmeaning form. What,
to my mind, is desirable in education — and the statement applies to every study on the
programme — is a thorough comprehension of what one talks about, even should its expres-
sion at first lack brevity or grace. As knowledge grows, these qualities also will come.
Of analysis and parsing, the staple of some language teachers, we have in the schools
enough and to spare. No one will deny the value of these exercises ; but they are not
the only ones available, and the dull, mechanical repetition of fruitless details might witli
much advantage be omitted. Greater freedom from the cast-iron systems of martinet
grammarians is urgently needed. The inductive method of presenting English Grammar
is not in general use. Our false conceptions of literature teaching we owe chiefly to the
old fashioned classical master. To him we owe also our false conceptions of the proper
mode of presenting English Grammar. When he devised the first text-book, forgetting
the nature of the language, he applied to English the method with which he was moat
familiar ; he began with the alphabet and proceeded painfully and conscientiously through
all the mysteries oif Orthography, Etymology, Syntax, and Prosody. In no other sub-
ject, indeed, has the influence of classical teaching so many sins to answer for as in the
grammar of our own tongue.
Reading.
, (3) In some of the schools Reading is admirably taught ; but in the lowest classes
of those that are dominated by the examinations, it does not receive the attention it
deserves. In some places, I may say, a curious method is in use — oral reading is taken
up first, and the principles are taken up last. Pupils are even called upon to criticize
one another when they have no principles to guide them. The logical method is, of
course, to teach the art and the science concurrently, and to systematize the principles as
they are evolved. Even for examination purposes, this method would be found most
effective. The commonest defect, however, is unintelligent reading. Here, again, how-
ever, it is the lowest classes that are in fault. Pupils who succeed in conveying to others
the meaning of what they are reading, evidently do not think of the meaning as they are
reading. The mechanical act is unaccompanied by an intellectual act. I have seen it stated
somewhere that the reading lesson should be a reading lesson, pure and simple. The
object of a reading lesson is certainly to teach reading ; but the work of the teacher is
only half done if he keeps in view simply accurate mechanical rendition : the reault is not
beyond the powers of a highly gifted parrot. Stop some pupils unexpectedly after they
have finished a passage, -and ask them to give, in their own words, the author's meaning,
and you soon discover how purely mechanical the exercise frequently is. If the habit of
intelligent reading be formed in youth, in after life the trained voice becomes the willing
and faithful servant of the thinking mind. Good reading is then the result of uncon-
scious effort.
But teachers cannot make bricks without straw. A good High School Reader is
urgently needed. The old series has almost disappeared, and very few of the High Schools
use the Canadian, or the Royal. During the last half of 1884, and the first half of
1885, the Lady of the Lake, and Bip Van Winkle, — thejformer especially — supplied ex-
cellent selections. Since last July, however, owing to the unsuitability of the literature
texts, teachers have been at a loss to know what to do. The new High School Reader
cannot be ready too soon.
101
Allow me, in conclnsion, to suggest that you provide summer classes in elocution as
you have already done in drawing with so marked success. The subject is one that should
be studied under a skilled instructor, and its importance will certainly justify your course.
VII. — Science.
The science course is taken up in afmost all the schools ; but, owing to the want of
suitable apparatus and, in some cases, of the application of proper methods, of real science
teaching there is very little. Probably no other subjects have been, confessedly, so badly
taught as chemistry, physics, and botany.
In most of the schools possessing chemical apparatus the common practice has been
to use it as a means of illustrating the statements made by the teacher or contained in the
text books. The illustration generally accompanies the ** lecture ;" but, in a few schools,
the masters have told me that their '* method" was to take up the theory first and to
spend a week or ten days in experimental work at the close of the session. In schools, again,
that have little or no chemical apparatus the pupils acquire a knowledge of facts —
important, no doubt, as facts, but acquireil in a way that has little disciplinal value.
In still fewer schools is a proper course provided in elementary physics. Here, again,
thp causes have been the want of suitable apparatus and of a due appreciation of the
disciplinal value of the subject. The instruction in physics has been, so far, chiefly of a
mathematical character. The truth is, both physics and chemistry, the former especially,
have run to mathematics. No one, of course, denies that problem- working in connection
with both of these studies — more particularly in their advanced stages — is both valuable
and necessary ; but every one will admit that hitherto too little importance has been
attached to experimental work.
Botany, also, has been generally a matter of memorizing definitions and descriptions.
In some schools no attempt has been made to use plants. In others, as in the case of
chemistry, the teacher has used the plants, observing and generalizing for the class who
listen and follow him in passive silence.
The preceding strictures apply more particularly to the schools inspected before last
July. Since then the new regulations, basing part of the legislative grant on the equip-
ment, and requiring botany to be taught practically and chemistry and physics experimen-
tally, have done much to quicken the teaching of science, if I may judge from the character
of the work done in the schools I inspected during the last half of the present year. I
believe I am even now justified in reporting that henceforth not only will greater atten-
tion be pifd to chemistry, physics, and botany, but the teaching itself will be of a l)etter
character. To this end the recent science cidditions to the matriculation curriculum of
Toronto University will also conduce, provided, however, the examinations are suitable,
and, as the High School masters requested at their last convention, greater im-
portance is attached to science in the valuation of the subjects. It is to be hoped, too,
that the University authorities will outline the course in botany as they have done in
chemistry and physics. The present statement is too indefinite for the purposes of our
schools.
No plea should be necessary for the study of science. Its claims are now admitted
by all except, perhaps, the few whose liberality is bounded by the horizon of their own
attainments or their own selfishness. But even at present there is a good deal of miscon-
ception as to its real function in our scheme of education. Allow me to quote a presen-
tation of the case which seems to me to be correct and clear : "Science is the best
teacher of accurate, acute, and exhaustive observation of what is ; it encourages the habit
of mind which will rest on nothing but what is true ; truth is the ultimate and only object,
and there is the ever-recurring appeal to facts as the test of truth. It is an excellent
exercise of the memory ; not the verbal, formal memory, but the orderly, intelligent, con-
nected, accurate storing up of knowledge. And of all processes of reasoning it stands
alone as the exhaustive illustration. It is pre-eminently the study that illustrates the
art of thinking, *the process by which truth is attained.' To quote from Mr. Mill, * reasoning
and observation have been carried to the greatest known perfection in the physical
sciences.' In fact, the investigations and reasoning of science, advancing as it
162
does from the study of simple phenomena to the analysis of complicated actions, form a
model of precisely the kind of mental work which is the business of every man, from his
cradle to his grave ; and reasoning, like other arts, is best learned by practice and
familiarity with the highest models. Science teaches what the power and what the weak-
ness of the senses is ; what evidence is, and what proof is. There is no characteristic of
an educated man so marked as his power of judging of evidence and proof. The precau-
tions that are taken against misinterpretation of what is called the evidence of the senses,
and against wrong reasoning, and the tracing the thoughts backward down to the ground
of belief ; the constant verification of theories ; the candid suspension of judgment where
evidence is wanting ; that wedding of induction and deduction into a happy unity and
completeness of proof, the mixture of observation and ratiocination — are precisely the
mental processes which all men have to go through somehow or other in their daily
business, and which every human being, who is capable of forming an intelligent opinion
on the subject, sees would be better done if men had familiarized themselves with the
models of these processes which are furnished by science." But how are we to secure this
disciplinal value in our High Schools 1 Permit me to outline methods that hav3 been
practically tested in chemistry and physics by Mr. Merchant, late headmaster of the
Ingersoll High School, now of Owen Sound ; and in botany by Mr. Spotton, headmaster
of the Barrie Collegiate Institute :
(1) Chemistry and Physics,
(a) As far as practicable the pupils perform the experiments under the teacher's
dii-ection, and, when necessary, with his assistance.
{b) The pupils are led by questions to make their own observations, and to draw their
own inferences from these observations.
(c) The pupils are then required to write out under the headings, Expbrimsnt,
Observation, Inference, a concise account of all they have done, observed, and inferred.
These exercises, which the teacher examines and discusses before the class, are kept as an
-epitome for review.
(d) When possible the pupils are required to generalize from the inferences the
principles of the subject learned from the lessons.
To prevent the work from becoming formal, the exercises are varied as much as
possible ; but the principle kept in view is this : the experiments, observations, inferences,
and generalizations are made, as far as possible, independently by the pupils. Home
work of a practical kind is sometimes given. This consists generally of some Experiment
that may be performed with such apparatus as is easily procured by the pupils, or they
are required to observe closely some natural phenomenon and apply to it the method
applied to experiments in the class. Problems involving the principles thus determined
are also taken up.
The new regulations will, I am confident, provide each High School with at least a
fair supply of apparatus, and the skilful teacher canhimself easily make many of the
most useful articles needed in the laboratory. Indeed, such manufacture should be en-
couraged by the Education Department in the distribution of the Legislature grant. In
well equipped schools the course may be supplemented by assigning to each pupil some
experimental work to be done in the laboratory, and recorded as above for the teacher's
criticism.. Even a course of easy Qualitative Analysis, like that provided in Bloxam's
Laboratory Teaching , as actual trial has demonstrated, is not beyond the capacities of the
youngest High School pupil, and is in itself a most valuable means of discipline.
2. Botany. The course begins immediately after the summer holidays. During the
autumn months a considerable number of plants, suitable for the introductory lessons,
are found in bloom ; for example, Buttercups, Shepherd's Purse, Watercresp, Mallow,
Sweet Pea, Evening Primrose, Dandelion, and many other composites. So long as flowers
are available, attention is confined to them, the leaves, stems and roots being noticed in a
general way. At each lesson sufficient specimens are provided to furnish every member
of the class with one for himself. The worh of observation is done by the pupUt^ the
163
^tocher merely directing thevfi^ cmd supplying the necessary technical terms when satisfied
Uiat the pupils liave dons their share of the work. Blank forms of description are pro-
vided for the pupils to fill up after the examination of a specimen has been completed ;
and the exercise is often varied by a fuller oral description, by requiring the class to draw
simpler forms in outline, and so on. The pupils thus insensibly become familiar with the
principles on which the classification of plants is based. For example, if the structure
of the flower of tHe Sweet Pea has been the subject of one lesson, and at the next lesson
specimens of Olover are put into the pupils' hands without any suggestion from the
teacher, there will not be one whose face will not light up as he goes on with the dis-
section of the specimen, and recognizes point after point of resemblance between the old
flower and the new one ; and by the time his dissection and tabular description are com-
pleted, he is himself prepared to state tbe relationship of the plants. Indeed, no more
useful exercise can be devised than to put into the hands of the pupils five or six flowers
belonging to, say, two different orders, and have them determine for themselves the re-
lationship of the specimens. The pupil himself is thus led to classify, the teacher supply-
ing the needed guidance and the needed technical terms. Before the close of autumn
the pupils themselves collect material for the winter lessons — fruits, seeds, roots and
leaves of all sorts. Occasionally a winter-blooming plant is used to assist in reviewing
the autumn work. Ferns, too, may be studied nearly as well in winter as in
summer, if well preserved specimens are at hand ; and, if the school is supplied with a good
microscope, many interesting lessons may then be given in minute structure. On the open-
ing of spring, the examination of flowering plants is resumed, and the training the pupils
have by this time received enables them to master rapidly the characters of the different
orders. By June, the class are in a position to go into the field and determine without
much difficulty any of the common flowering plants about them.
In two or three masters* schools in which there is sometimes not much time at the
Science Master's disposal, the study of botany might be intermitted during most of the
winter months, except for an occasional review, its place being taken by that of physics ;
but, vrith competent teachers the above method forms the best and readiest means of
disciplining the senses that it is possible to devise. Botany is, emphatically, the science of
observation, and the quickening influence of its study is felt in every department of the
school in which it is properly taken up.
Chemistry, Physics and Botany, taught as above indicated, at first undoubtedly put
xnore work upon the teacher, and require more time than the rote or lecture method; but
^he results are so much better, that the method pays. - It pays, indeed, even should the
idiosyncrasies of an examiner make the teacher's work valueless at the examination on
^is special subject. One of the commonest mistakes is the belief that each study is
valuable only in so far as it is productive of marks at the examination thereon. People
iorget that, in a properly devised scheme of study, proficiency in one subject makes it
easier to become proficient in others. The Science Master who does his work well un-
<loubtedly makes it easier for the other Masters to do their work well.
On the subject of science teaching I have a few recommendations to submit for your
^ consideration : —
(a) The regulation which prescribes Reynolds' Experimental Chemistry for the teach-
er's use only should be rigidly enforced. No school should, on any pretense whatever, be
allowed to use it as a text book. A more desirable guide for the teacher of Chemistry
does not exist ; but it is a guide for the teacher. The teacher should be the guide for the
pupil. It is, of course, impossible to prevent the pupil from using the work ; but it is
possible, I am certain, to construct an examination paper which, while it assumes only
such a knowledge of the subject as may be obtained by means of the proper use of Bey-
nolds, will wofully disconcert the ingenious youth who hopes to palm of second-hand
chemistry on the Departmental examiner.
(h) The examination in Botany for Third and Second-Class teachers should be made
practical, like that for First C. There should be no difficulty in making it so. The presiding
•xmminer will be required simply to provide the plants for the candidates. No special
14 (E.)
164
knowledge of Botany is needed for this. The ability to distinguish a cow from a cucum-
ber is amply sufficient. If the plants thus provided be sent to Toronto with the candi-
dates' papers, the examiner there will have all he requires.
(c) I am afraid that the most serious obstacle to the successful teaching of Botany
will be the fact that many teachers have had no opportunity of making themselves
familiar with the subjets. Unlike Chemistry and Physics, Botany cannot be easily
learned without the guidance of a teacher. I would, therefore, recommend that you pro-
vide summer classes in this subject also. Such classes, under a skilful and enthusiastie
teacher, will do more to vitalize this branch of Natural Science than any number of
regulations and any number of examination papers.
VIII, — Physical Education.
In many places, drill and calisthenics are on the school programme. In Londoi!,
Mount Forest and St. Thomas, there are well drilled cadet corps ; in a few schools —
notably Simcoe — a good deal of attention is paid to Calisthenics : and, as I have said
above, in two or tiiree there are fairly equipped gymnasia. I should add that athletic sports
for the boys and croquet for the girls are encouraged and taken part in by many of the
Masters. But I am not able to mention any school in which a systematic course of
physical training has been provided for all the pupils. I conclude, from what I have seen
that insufficient attention is paid to this branch of education. The new High School
regulations make obligatory gymnastics, and drill and calisthenics ; and the new soheme
for the distribution of the grant recognizes the necessity for suitable provision for
physical education. From the mere fact that these subjects are obligatory, not much, I
fear, can be expected. It is possible, in the case of any regulations, " to keep the word
of promise to our ear and break it to our hope.'' Physical education is supposed not to
pay at the examinations. Should, however, the new scheme result in the general erecticm
of gymnasia, we may, no doubt, look for improvement. Most certainly there is no
subject more popular with the younger pupils, and with suitably equipped gymnasia
the examination stimulus will not be need^.
But, in some quarters, the nature of the physical education contemplated by the
regulations is not understood. Some parents feel confident that they can provide suffioieiit
exercise at home — that the bucksaw, for instance, furnishes ample opportunity for every-
thing that can be reasonably desired under this head. Some teachers, too, have said to
me that, so long as they have drill, there can be no necessity for gymnastics. We have
here a confusion between physical exercise and physical education. School games and
pastimes are, of course, valuable from an educational point of view. So, too, are the
exercises kindly furnished by economically disposed parents. But none of these, and no
combination of them, uniformly develops the different parts of the body. Even the back-
saw has many drawbacks. In all, physical development is merely an incidental result.
Hence the necessity for a system of educational exercises which " shall modify the growth
and distribute the resources of the body so that each part of the growing frame shall have
its wants supplied — a gradual progressive system of physical exercises so conceived, so
arranged, and so administered that it will gradually call forth and cultivate the latent
powers and capacities of the body even as the mental faculties are developed and
strengthened by mental culture and mental exercises."
Teachers, however, complain of the pressure of the examinations. There is reason in
this ; but, as a matter of fact, comparatively little time is needed for this
subject ; and I am confident that proper attention to it would have a satisfactory, though
an indirect, l>earing even upon the examinations. The far reaching influence of physical
education is not sufficiently appreciated. Its effects upon the muscular system are gene-
rally admitted ; but its effect upon the other systems, the general health, the mind, the
habits, and even the character, because not immediately noticeable, are assumed not to
exist. Even from an examination point of view it is not profitable to keep pounding away
at mental exercises day after day and hour after hour.
165
IX.— The New High School Course of Study,
The new High School course of study has given general satisfaction. For the first
time in the memory of the oldest inhabitant, a change in this respect has not been the
subject of adverse criticism. The assimilation of the University and Departmental courses
has remedied what has been the most vexatious defect in our system. Formerly it was
almost impossible to construct a suitable time-table, and the differences between the
courses led to a most provoking waste of teaching power. Now, the construction of the
time-table will not occupy the head master's attention during the whole of the session,
and the tesbching power of. each staff may be economized to the best advantage.
Objection, however, is still taken, chiefly by the smaller schools, to the number of
subjects. But no one has yet to my knowledge pointed out one subject that it would be
well to omit. Most, indeed, are forced upon the schools by the University examinations,
and to the courses prescribed for teachers' certificates the greatest grumblers can take no
valid exception. It is admitted that, without the subjects now upon it, our High School
course would not be worthy of the name. A good deal of nonsense, I may say, is every
now and then made public with all the accessaries of wisdom, about the necessity of know-
ing a few things well ; but it would be difficult to point out many subjects on the pro-
gramme of which a well educated man can now afford to be ignorant. That man is best
educated who knows something of a good many subjects and knows at least one
subject well.
Bat it is an undoubted fact that some of the High Schools hav^ more work than they
can manage. For this, however, neither the- programme nor the regulations can fairly be
held responsible. To a large extent, masters and boards have the remedy for their troubles
in their own hands. On this subject, allow me k word or two :
(1) It is not intended, and it is highly undesirable, that every school should attempt
to teach ail the subjects on the programme. The essentials of a good education are obliga-
tory ; but a system of options has been devised to prevent the course from proving burden-
some in even the two masters' schools. If, in each case, headmasters and boards deter-
mined what options could be taken up most satisfactoiily, and refused to take up the
others, there would be no reason for complaint The settlement of the question is, at any
rate, wholly in their hands. Before last July I inspected some three and even two-masters^^
schools in which every subject on the programme was attempted, with, of course, the
inevitable result. The explanation given by the masters is that they have been driven to
this course by the importunities of the candidates for the different examinations. One
candidate, for instance, discovers that French exactly suits his mental capacity ; another
has fully made up his mind that German would be an agreeable and profitable study ; while
a third insists that the Science Course was designed by Providence and the Education
Department for his particular case ; and so on through the gamut. The option selected is
too often decided by the whim of the pupil. Undoubtedly this pressure makes it exceed-
ing difficult to take the stand I have recommended. The evil effects of the system
of " payment by results" have not yet disappeared from the schools. But the
head master should assert his rights. It is surely better to lose half a dozen dissatisfied
candidates than to do injustice to all concerned — to the teacher himself no less than to his
scholars- — by attempting a task beyond the capabilities of the staff.
(2) The regulations especially provide that the head master shall determine the order
in which each subject shall be taken up, " whether or not all the subjects in the course of
study shall be taught concurrently.'' In most of the schools I have inspected, the sub-
jects are taken up concurrently. This is, I believe, a mistake, even from an examination
point of view. A multitude of subjects taken up concurrently only dissipate the energies of
the pupil. Concentration on a reasonable number, with occasional reviews of those that
have been dropped or intermitted, is the most effective method. This method, indeed, is
the one generally followed in the High Schools of the United States. Besides, it is the
natural one. No one studying privately attemjpts a dozen subjects at once, nature would
revolt against the imposition. What may be called the mechanical subjects, as reading,
writing, drawing, require continued attention in the lower classes at least. Those sub^
166
jects, as geography and history, that involve largely the exercise of the " portative **
memory, must be frequently reviewed after the special study thereof has ceased ; but
those that are intended to promote thought, that is, the languages, mathematics and the
inductive sciences, are easjly adapted to the plan which I am now advocating. Here
Again, however, the examination fiend thrusts his unwelcome presence. Many pupils
enter in January to prepare for the July examinations, and some subjects, have, therefore, to
be begun c^ novo. Such candidates simply attempt to do in six months, by cram, what requires
a year's faithful study. The regulations, however, justify the head master in refusing to
admit into the teachers' classes any but those that are fit for the work ; and some head
masters adopt this plan, to their very great advantage in the long run. The remedy is
thus in the heard master's hands. But circumstances, it must be owned, do not always
Justify him in taking the course his judgment tells him is the best. Examination results,
too, are often peculiar : the race is not always to the swift and the battle to the strong.
Probably, as experience modifies the system of examinations and demonstrates to the
public their true value, the pressure that causes this will become less. As I shall show
farther on, it id, I believe, in the power of the Education Department to still further
strengthen the head master's hands.
X. The Hiou School Entrance Examination.
There can be no doubt that the recent changes in the character of the High School
Entrance Examination will bear good fruit. Already the results are more satisfactory
than those of last July. In neatness especially, there is, in most schools, a marked improve-
ment ; and, in many schools, the answering is admirable in all subjects. But it is very
evident, from the answer papers, that in too many public schools the methods adopted are
exceedingly defective. In history, pupils merely memorize facts and dates ; no effort
seems to be made to give the subject its proper disciplinal value. In grammar, again,
while the answering of some schools is excellent, i;i very many, the lessons have evidently
been merely said ; they have not been understood. In literature it is, perhaps, too soon
to expect satisfactory results, though the answering at the last (Dec. '85) examinations
of many pupils of thirteen, is a convincing proof that we have not set too high a standard.
I mention these subjects in particular, sks, in some quarters, objections have been raised to
tbe changed character and increased difficulty of the examinations thereon. These objections
are, I am satisfied, not well founded. Insufiicient attention has hitherto been paid to the
d istinctively English subjects in both High and Public Schools. For this, in the latter, as in
the former, the remedy is a higher examination standard. The groundwork of an English
education should be laid, and laid properly, in the Public Schools. For very many pupils,
the High School Entrance Examination is a " leaving examination," and in very few pub-
lic schools has a fifth class been established. The High School Entrance Examination,
practically, therefore, defines the superior limit of the Public School course. No one,
surely, will assert that the present entrance test sets too high a standard for the Pub-
lic School System of the leading Province of the Dominion. Some, however, urge that
pupils with a University course in view, should have an opportunity of beginning
classics when ten or eleven years of age, and that the High School entrance standard
should be lowered accordingly. This doctrine is, I believe, a survival from the old
humanistic theory of education. But it has, of late, been somewhat modified. Not
so long ago, it ran to the effect that boys should begin Latin at seven or eight years
of age. Many, if not most, Canadian classical masters will support me in asserting that
the boy, who at thirteen or fourteen, or even fifteen, begins classics^ with a good
grounding in English, is at least as good a scholar, at the end of four years, as the
boy who begins at ten or eleven is at the end of seven. And, even if this view were
not absolutely correct, why should the interests of the Public Schools be sacrificed for
the sake of the twenty or thirty that annually take an honour course in classics f In
this image-breaking age, it may not be amiss either to ask if, after all, the full advan-
tages of the study of classics may not be obtained with less labour and in len time
than is even now devoted to it.
167
It is, I think, unfortunate that the High School Act does not sanction, as was
proposed, an annual High School Entrance Examination, and a County Board of
Entrance Examiners. These provisions would certainly remedy some of the defects
which now exist, and for which, as matters stand, there seems to be no adequate
remedy.
The same examination papers are used throughout the Province, and nominally
the standard is the same. As a matter of fact, however, to put the case mildly,
widely different values are assigned to the answers by different boards. It is the duty
of the High School Inspectors to revise the results of the local examinations, but it is a
duty which, owing to the magnitude of the work and the limited time at their dis-
posal, cannot be exhaustively performed. Except to deal with the cases of those who,
having failed, have been recommended for admission, and of those schools in which there
is reason to suspect irregularity, little supervision can be exercised. Were there County
Boards, greater uniformity would be secured. To remedy matters, in the meantime, I
would suggest : —
(1) That, as has been the case at the last two examinations, a competent committee
be associated with the High School Inspectors to enable them to make the work of super-
vision as thorough as is desirable.
(2) That the local Boards be strictly required to have their returns made to the
Department on the day named in the Regulations. The delay of some Boards makes it
impossible to have the finding of the Department sent out in time for the opening of the
schools, when, of course, it is eminently desirable that it should be in the headmaster's
hemds. In the event of a Board's not being able to overtake its work within the cdlotted
time, no objection should be raised to its obtaining the help of other competent examiners.
Nor should it be considered necessary that all the papers of each candidate be ex-
amined. When such a failure has been made in the more important subject or subjects,
as in the opinion of the local Examiners, renders admission impossible or undesirable, no
further examination should be made. Both of these plans, I may say, have been adopted
by some Boards.
(3) That no recommendations be allowed unless specific reasons — age, illness, or some
equally valid plea — are assigned therefor. Some boards have actually recommended, in
some cases without reasons assigned, more pupils for admission than they have regularly
passed.
The establishment of an Entrance Examination in July of each year would be
productive of great advantage to both the Public and the High School systems. It would
enable the Public School Masters to do more thorough work and would relieve them of
the objectionable pressure of semi-annual examinations. Many pupils, too, who now
attend the High Schools for a few months and for whom the High School course can
have little value, would remain in the Public Schools, becoming more proficient in the
studies prescribed for the Fourth Class and relieving the High Schools of an undesirable
attendance. The organization of the High School classes, especially during the first half
year, would be greatly improved. At present, in most High Schools, the pupils who
enter in January from the Fourth Class in the Public Schools are simply put into the
same form as those who entered the previous July. Such organization — or rather want
of organization — is, in most schools, really unavoidable. True, some headmasters make
two divisions in a few of the subjects of study ; but the provision is admittedly
inadequate.
When next the High School Act and the regulations are amended, let us by all means
have County Boards of Entrance Examiners and one Entrance Examination a year. The
advantages are, indeed, so evident that the wonder is the change was not made long ago.
The High School master will be thus relieved of the objectionable pressure of attendance
during the winter term. The Public School promotions would, of course, require to be
adapted ; and, in some cases, local modifications of the system might be also necessary. Let
me add, too, that these two provisions would result in having charged to the proper account
some of the expenditure for education which now devolves upon the High Schools. The
168
present tendency to crowd these schools is a mistake from many points of iriew. We ha^e
everything to gain and nothing to lose by maintaining a high standard for both our primary
and our secondary schools.
XL — Thb Training Institutes.
Year after year former Inspectors pointed out that the greatest defect of our High
School system was the want of specially trained masters. This defect every one admitted ;
but no practical solution of the difficulty was offered. This year has witnessed an attempt
to remedy this defect, and to supply candidates for first-class professional certificates with
systematic practice in teaching of a higher order than can be provided at the Normal
Schools. Training Institutes such as are desirable are not the growth of one session ;
each session will render them more efficient ; but already the Hamilton Training Institute,
with which I have been connected and of which I can, therefore, speak authoritatively, has
demonstrated the practicability of the scheme. Under somewhat difficult circumstances,
the principal and other teachers have brought the first session to a successful close, and
have graduated a class whose professional skill, as evidenced at the Final Examination,
was a convincing proof of the wisdom of your course. Naturally enough, a scheme like
this has had its critics. But most of the objections that deserve consideration have been
due to an imperfect comprehension of what is proposed, or a want of a practical
acquaintance with the details of our High School system. Briefly stated the chief are as
follows :
(1) The work of the Training Institutes will greatly impair the efficiency of the
schools to which they are attached.
This is a very grave objection ; and, if well founded, presents an insuperable barrier
to the retention of the scheme. There is no doubt whatever that, unless proper precau-
tions be taken by the Department and due care be exercised by the Principal and other
teachers, this result will follow. So far, however, as the regulations are concerned it will
be seen that this possibility has been anxiously borne in mind. The selection for the
Training Institute session of the latter half of the year, when the teachers feel less the
burden of the examinations, does much to meet the objection, so far as the staff are con-
cerned. And I am happy to be able to report that, by taking up after schools hours the
special work of discussion and criticism, and in other ways which their zeal suggested, the
Hamilton staff have minimized the evil of interference with the daily routine of the
school.
(2) It is unfair to the Collegiate Institute master to require him to undertake ih<
duties of a new and distinct profession, in addition to the arduous duties now devolvin|
upon him.
The scheme does not require the Institute masters to discharge the duties of
of pedagogy. It does, however, assume that they have an intelligent comprehension ol
the best methods of teaching the different branches of the High School programme,
objective point is systematic practice in teaching for the teacher-in-training under the
criticism and supervision of experienced teachers. The best available works in
have been prescribed for the use of all concerned, and the Department masters ** develo p^ ^
systematically the best modes of dealing with each subject in their departments a^<
each stage of a pupil's progress, using as the basis of their discussions the text books
scribed, and illustrating their explanations by subsequent teaching.'^ A knowledge o^'
principles is most desirable, and this the teachers-in-training — by previous education a
most intelligent class — can themselves obtain from the text books prescribed, under, ir.
necessary, the direction of the Institute masters. A University professor of
would undoubtedly do much to systematize, if not improve upon, the contents of
text books, and an enthusiast in his work might do much for a body of men that above
others require enthusiasm ; but a professor of pedagogy would be the complement of^ nc
the substitute for, the system of Training Institutes which you propose. On the principl-* — ^»
I presume, that omiie ignotum pro mirifico est, it has been fashionable of late in Bov^^^fi
quarters to talk of the principles of pedagogy, as if a just comprehension of what is knoiB^^/7
169
of the subject required phenomenal intelligence and the exclusive and laborious devotion
of a lifetime. T believe, Sir, that you do not exact too much from your future High
School masters when you require them to make themselves familiar with all that is valu-
able in the science of education. . Nor is it too much to expect the masters of your Train-
ing Institutes to be able to apply their knowledge in the direction and criticism of the
teacherS'in-training.
But the test of any scheme is its practical working ; and, in corroboration of the
above views, I append a statement prepared at my request by Mr. P. S. Campbell, the
principal of the Hamilton Training Institute, and embodying his previous report on the
•aame subject to bis Board of Trustees :
'' I think that the creation of the Hamilton Collegiate Institute into a Training In-
stitute has had and will have a good effect on the general working of the school, and for
these reasons : —
1. The teacher-in-training, being on trial on each occasion of his teaching, is naturally
incited to prepare himself thoroughly for his work in order to take as high a stand as
possible. He knows, moreover, that he is about to undergo rigid criticism for any mis-
takes he may have made, mistakes arising from defects of knowledge or from a lack of
teaching ability. Besides, many of the teachers-in-training have already had some pro-
fessional expeiience. Whatever evil effects might be expected are minimized as
follows : —
(a) Only after careful observation and instruction in the methods pursued, is the
teacher-in-training allowed to teach. Indeed, he cannot introduce any faulty methods,
since he has to submit to the Department Master a scheme of the method he is about to
pursue, in the lesson assigned to him. The Department Master points out to him in what
respects any proposed method is defective ; so that the teacher-in-training is not permitted
to experiment on the pupils or to teach in any aimless or irregular fashion.
(b) There is no interference with the usual course of studies, the teacher in
"training bein^ obliged to teach the lessons that would otherwise be taught by the regular
cnaster of the form.
2. Again, the presence of the teacher- in-training has a stimulating effect upon the
members of the staff. They are constrained not only to familiarize themselves with books
^hat treat on educational work, but also to make extra exertions in order to show the
t^acher-in-training how to teach. When a master knows that his methods of instruction
«tre being carefully scrutinized by persons of excellent education, he cannot fail to realize
^he responsibility of his position, and hence to do his best teaching in their presence. In-
<ieed« he feels that he himself must be free from those defects in teaching which he dis-
<x>ver8 and censures in the teacher-in-training. He is thus induced to give increased
^tilioaght to his work, and is prevented from falling into dead formalism.
3. With regard to the way in which pupils are affected by the presence of teachers-
Xn-training, it may be said thfit, while in no form could any material injury be said to re-
sult from the presence of the teacher-in-training, in some of the lower forms I have ob-
^served that the pupils actually prepare their work better for the teachers-in-training than
"^hey do for their regular teacher — a fact which, far from reflecting discredit upon the
^-egalar teacher, is a tribute to his influence : The pupils desire to appear to creditable ad-
"Xrantage before so many spectators and to bring some honour to their Masters.
To make the case complete, I quote also from the address presented to you at the
-^2lose of the session, the opinions of the teachers-in-training, which would under any
^^^ircumstances be valuable, but which is especially so in the present instance, as most of
<;hem are honour University graduates, and some are already teachers of experience : —
'* We (the teachers-in-training of the Hamilton T. I.) wish to express our unanimous
\)elief that the establishment of Training Institutes is a well devised and excellent scheme
^^nd thoroughly adapted to the accomplishment of the end aimed at. In these Institutes
170
our plans and methods are modelled according to the best modelfi, and we, consequently,
undertake the duties of our profession with confidence in our abilities to utilize to the
best advantage the talents of the pupils committed to our charge."
Such being the results of the first and trial session, it is not, I think, premature to
conclude that the Training Institutes have established their claims to be considered an
essential part of the school system of Ontario.
Allo\/ me, in conclusion, to recommend : —
(1) That the number of Training Institutes be this year increased to three or four.
Three will probably be sufficient, but it would be well to be prepared for a possible in-
crease of attendance. These Institutes, with eight teachers-in-training to each, will pro-
bably supply the demand for some years.
(2) That the annual grant be increased to $400 at least. Considering the paramount
importance of the work and the smallness of the total grant — not so much as the saJarj of
one Normal School master — the sum proposed is surely not too large. I would suggest,
too, that, as the Training Institutes impose no additional burden on the localities, the
grant be given, not to reduce the local rates, but to enable the boards to pay such salaries
as will secure and retain the best available staffs and will remunerate the members of these
stafib for the additional burdens laid upon them. The localities will enjoy the advantages-
afforded by an unusually well officered school — in itself a sufficient recompense for their
acquiescence.
XII. — Examinations.
But want of professional training on the part of the Masters is not the only cause
defects in the schools. To the examination systems of the Province, as I have pointers:
out incidentally above, are traceable some of the worst evils. Nothing, I believe, d(
the schools more good, and nothing does them more harm, than the examinations. W hi ^\e
cramming does not necessarily pay at exa'ninations, it is undeniable that cramming
done for them. Candidates deliberately try to palm off as knowledge what Creorge Eli^.
calls ** that strong starch of unexplained rules and disconnected facts which saves ignorani
from any painful sense of limpness," which, however, does not always save it in Ontai
from a painful sense of rejection. That this vice should exist among junior candidal
and in connection with some subjects, is not surprising. But the vice is not confined
juniors, and it shows itself in connection with subjects in the study of which the "
tive " memory should not be the chief factor. At the last examinations for First-Cl
Certificates, in answer to the question : *' Compare the influences that affected Engl
Literature during the Elizabethan period with those that affected it during the
years of the present century,'' almost every candidate gave a detailed account of
different influences, extending in some cases over several sheets, but very
sent in fair answers to the question. In their language, too, were easily recogniza'
the pithy sentences of Brook and the rhythmic swing of Craik and Spaldir
Not the least significant feature of this incident is the evident belief of
candidates that this mode of answering is suitable to the subject. The
the teaching is also largely affected by the examinations. Generally s^
the examination papers in a subject determine how that subject shall be taD|
Even the forms of some of the oral questions one hears in the schools are mod<
on the regulation pattern. In one school I inspected — and I give this as a
extreme case; for extreme cases shew the direction of the current — ^in -^mi»
school, a teacher, an unusually successful one (t/O judge by examination resoH- ts),
made the statement in reference to a proposed method, that it would not pay **
the examinations ; he wanted his pupils to pass next July ; he didn't care whether t>J6ef
became scholars or not. Let me say at once that, while there are few, if any, 8ch.<3oJi
wholy unaffected by the examinations, there are very many in which the ezaminatjozif
hold a subordinate place; schools in which the grand object of education is kept steetdilj
in view — in which the examination is what it should be, the teacher's servant^ not bk
171
master. But even if the teacher's sins were as scarlet, it would be unjust to put the
blame upon him. He is but the product of our school system. The public, too has been
educated to appraise him wholly by his examination successes, and the public engages him,
and pays, and increases when so disposed, the not too liberal salary upon which he sup-
ports himself and his family.
Tne moral of the above remarks may be briefly pointed :
Tho86 who are in atUhoritj ahotdd still further reduce the evil influences of the exami-
nations, and the examinations themselves should still fwriher discredit had modes of teach-
ing and bad modes of study.
The examination problem is an exceedingly difficult one ; its very conditions render
it impossible to obtain a satisfactory solution. But there are some modifications of our
existing system which would do much to remedy the evils from which the schools now
suffer. With a few remarks as to these I conclude :
(1) The number of Provincial examinations should be reduced both by consolidating
those that now exist and by reducing their frequency. To the propriety of consolidation
you are already alive, and you are doing and have done much to secure this desirable
result. The late regulations assimilating the Departmental examinations to those of the
University and accepting some of the University examinations in lieu of those held by
your Department are, 1 hope, only the first step in a series of similar changes. We need,
however, one High School Entrance Examination a year ; consolidation with the Univer-
sity examinations of the present Third, Second, and First Glass non-professional examina-
tions, the present First examination being University Honor Matriculation, First B
being done away with, and First A being an Honor degree in Arts ; consolidation also of
the preliminary professional examinations of the learned societies with some of the fore-
going, no additional examinations being held by these societies for the purposes of
matriculation.
(2) So far as concerns the Departmental regulations, some modifications are highly
desirable :
(a) A candidate for a Third Glass non-professional certificate should be required to
present, as a condition of examination, a certificate of having attended for at least one
year a High or other preparatory school. A similar certificate should be required from a
candidate for a Second. Gomparatively few candidates pass after six months' study, and
the knowledge of many of those who do pass is orude and undi^sted. Besides, the
greatest good of the greatest number should decide such questions. The large majority
of both teachers and students would in this case be greatly benefited ; the former being
relieved of the burdens pointed out above in connection with ** The High School Gourse
of Study," and the latter obtaining a more thorough grounding in the essentials of a good
education.
(b) Strict supervision should be exercised over all the books used in the High
Schools. I have already spoken of the text books in science. Let me call your attention
to the question of annotated texts in literature. Not to speak of the exorbitant prices
charged for them, some of them are directly subversive of good teaching, and
mislead the deluded victims of the pushing publisher. For 10 cents or 15 cents each
we might have in our schools adequately annotated texts, and the conscientious teacher
would be at liberty to do his work as it should be done. This evil seems to be on the
increase. I have before me a book which has been distributed throughout the schools
and which bears on its title page the legend : ** A Synoptical view of the Literature for
1 886, with the characteristics of each selection illustrated. Also a series of examination
papers. A valuable aid to candidates, by an experienced teacher." A worse form of cram
book it would be difficult to devise. The only redeeming feature about the affair is that
the ^* experienced teacher,'* feeling ashamed of his work, has withheld his name. I would
most strenuously urge upon you the necessity for Departmental interference. Science
teaching and the teaching of Literature will become worse, instead df better unless the
present tendency be checked.
172
(c) The examination results should be differently published. The Departmental
examinations are the most far reaching in their effects, and the present mode of publica-
tion is but a survival of the competitive system, inaugurated in connection with " Pay-
ment by results." A more earnest body of men than the teachers of our High Schools
-does not, I believe, exist. They are willing enough to work without being goaded into it.
Besides, the present mode of publication is often misleading. Not all those that pass at
a centre are pupils of the High School there, and pupils of the same High Schools often
write at different centres. It is often unjust, too, in another way. From causes which
the staff cannot control, a school will do badly at one examination, although its general
record may be good. '* He who excuses himself, accuses himself ;" at least this is the
principle on which the public acts. The locality may be made aware of the true state of
matters, but the headmaster cannot publish a card in the Toronto dailies to protect the
reputation of his school.
The remedy is to substitute a number for the name of the examination centre, the
numbers to be changed from year to year. Those interested in a centre will be informed
of its number. As for others, this is none of their business.
Toronto, Dec, 1885.
173
APPENDIX I.— REPORT ON MBCBANICS' INSTITUTES, FREE LIBRARIES
AND ART SCHOOLS.
Sir, — I have the honor to submit herewith my report on the Mechanics' Institutes,
Art Schools, etc., of Ontario for the year ending Ist May, 1885.
S. P. Mat,
Superintendent.
TorontOy Slat December, 1885,
1. Mbghakics' Institutes.
The following abstracts are taken from the Mecheuiics' Institutes and Free Libraries
Keports for the year. For details see Tables A, B, G.
1. — Institutes Reporting, 188 i-S.
Although the annual meetings are held on the 1st of May, and the legal time for
payment of grants expires on the 1st of November, the directors of some of the Institutes
neglect to send their returns until December or January. On this account it is impossible
to give a complete statement of the transactions of all the Mechanics' Institutes for
the year.
Number of Institutes reporting 122
2. — Institutes not Reporting, 1884-5,
Alexandria, Bradford, Brampton, Columbus, Gravenhurst, Markham, Manitowaning,
Norwood, Palmerston, Parkhill, Petrolea, Picton, Port Elgin, Sarnia, Thorold, Thunder
Bay, Vittoria, Watford, Wiarton.
3. — New Institutes Incorporated in 1885.
Glifford, Deseronto, Essex Gent re, Iroquois, Mono Road, Windermere.
4. — Clastijication of Institutes Reporting in 1884-5.
Institutes with libraries, reading rooms, and evening classes 37
Institutes with libraries and reading rooms 4i
Institutes with libraries and evening classes 11
Institutes with libraries only 30
Total 122
5. — Receipts during the Year 1884-5,
Balances from previous year $33, 125 70
Members' fees 13,726 60
Legislative grants 26,770 00
Municipal grants 27,269 42
Donations in money 1,741 37
Pupils in evening classes 1,462 95
Lectures and entertainments 3,775 78
Other sources 9,728 87
Total $117,600 69
174
Fees from Members. — The fees charged for membership vary from 28 cts. to $2
annum. The usual fee for library and reading room is $1 per annum. In a few Institut
where large municipal grants are made, the reading rooms are free to the public.
Legislative Gromts, — Some of the Institutes which received grants for 1884-5 hai
not yet reported on the proposed new regulations for the management of Mechanic
Institutes. This neglect of the directors to report on the expenditure of public mone]
will be obviated, as under the system of payment by results the reports must be receii
before the grants are paid.
Municipal Grants. — It is very gratifying to state that no less than 60 Institul
about 50 per cent, of those reporting — have been assisted by municipal grants this ji
It is to be hoped that ere long every Institute will be locally aided in carrying on
educational work, which is such a great boon to many, and a public benefit, by
influence on all classes of society ; it having been proved that where Mechanics' Instital
are prosperous the moral tone of the people is so improved that it is even noticeable
the children of parents who patronize the libraries.
For
u
((
C(
u
l(
((
u
((
6. — Expenditwre during the year 1884.-6,
rent $5,208 85
light and heating 4,340 95
salaries 15,832 42
books , 35,226 05
magazines, etc 6,655 17
evening classes . . 5,790 80
apparatus therefor 96 27
lectures and entertainments 2,333 41
miscellaneous 31,644 59
balance on hand 10,803 11
Total $117,931 62
7. — Donations of Books^ 1884-6.
15 Institutes received donations of books, value
$1,427 25
8. — Assets and Liabilities in 1884r6.
122 Institutes and public libraries have assets, value $348,700 37
liabilities 96,947 27
do
do
9. — Institutes qualifying Jor grants after the 1st of May^ 1886.
Niagara expended $ 36 84
(C
Oakville
Point Edward '*
Parkdale
Port Hope
Peterboro'
Scarboro*
St Mary's
Schomberg
Wroxeter
C(
t(
((
((
((
C(
cc
10 00
10 00
162 92
33 09
86 60
13 00
375 00
20 00
191 23
Whitby expended $ 70
Brighton
Guelph
Ohatham
Colling wood
Exeter
Goderich
Meaford
Wood bridge
Woodstock
K
i(
i(
((
t(
l(
14
t(
20
78
120
152
38
270
6*1
50
115
These sums were expended after the 1st of May, 1885, in order to qualify for
grants; and ar« to be deducted from the Annual Report of 1885-6, as belonging to
year 1884-5.
10. — Number oj Members in 1884-6.
Only 112 Institutes reported the number of members. The total number on
B shows an average of 138 members to each Institute.
Total number of members in 112 Institutes, 16,259.
'ij
TABLE B.— Memberahip,
UlCBANIOe' iNSTITVTie.
No. or VoLDinB m LnBAKr.
6 Amprior
98
11 BerUo (Free Libnu?)....
13 Bolton .
IT BriBhton
"?,
"on
S9 FeDelon F«]l<
40 Forest
123
12S
42Gdt
418
wGa*""".::::::::::'::
GO
lan
*m
196
1711
SI
77i
64
17.H
MA
288
1M
XXI
SO
S30
flfl
un
in
H4
8
47
5864
1340
162}
sere
2464
1000
lAbrarieB and Reading Roomii, 1884-5.
RBADI1.0
No. or VoLniB Iwdid
Room.
1
1
,
i
.a
ED
1
S
1
1
i
K
i
1
1
1
>
■3
1
!
1
■
P.
■5
91
67
-r
164
18?7
2 i
IG
28
3
6
4
8
4
ai
10
17
348
35
66
19
14
23
6 11
27fl
16
64
248
17
7
17
W
713
U
6
7 »4
2363
S3
116
40
103
176
n
3307
11
1
8 73
1500
S4
280
72S
33
61
72
1335
6763
19
7
10 240
u es
800
929
100
54
■1
31
176
13T
317
004
2158
173
40
4077
IB
21
7
S7
40
321
10
28
72
648
16 109e
32131
1088
1334
1634
884
307
1057
1417
40448
3S
24
160
1391
7
12
18 lOD
308
130
m
10
100
100
25
30 32
495
15
84
9
4
M
35
725
fi
1
n 13
337
14
117
114
2
13
9
618
9
IS
848
65
67
134
307
1627
B
24 80
6275
120
250
200
35
io
100
■a
27
47
291
S8 4U
391
ti60
1756
IKH
129
254
684
90
2fl
10
79
325
27
63
30 126
1380
470
4S
130
376
538
3456
IT
s
31 133
708
84
64
64
3
64
42
144
13l»
7
6
1086
91
1071
106
1767
150
676
673
630
2773
33 673
17
B2
36 139
1877
135
220
9M
70
201
211
3860
14
14
36 386
649
172
356
26
.■w
95
32
1673
37 15
38 112
996
66
217
34
38
60
56
174
53
1796
2
1
SB 95
1640
115
96
10
35
63
67
439
253'J
10
22
40 1!)3
1570
91
148
4>(
96
138
107
2397
4
971
306
607
3329
135
83
310
1S87
14
11380
24
25
44 30
38S
45
324
■/»
13
36
42
4
901
17
110
46 213
1425
. 12B
88
83
16
158
207
2436
18
19
* No cUMified report kept.
TABLE B.— Membership
No. OP VOLUVB IM LlBU^T.
Ukobamioh' Iifrnnrm.
49 Hanover
fiO Harristoi
03 Kumptvillc .
64 Kincardinu . .
fiG KiDgnton
56 Loncoeter . . .
67 Lindtfty , . . .
68 Listowel . , . .
6U London
!!
63 Midland
64 Mitchell
66 Mount Forert....
66 Nupuiee
67 New Hamburg ..
68 Nawmftrket
69 Niagarn
71 Norwiob
73 0»kvill8
73 OranMvillB
74 Orillia
76 Owen Sound
76 Pkwlej'
77 Pmm
78 Farkdale
79 PeDeUngui^ene.
SO Perth
81 Peterborough
82 Point Ednrd. . .
83 Port Hope
84 Port Perry
85 Presoott
86 Preaton
87 Renfrew
88 Richmond HUl . .
89 Ridgetown
Libraries and Reading Rooms, 1S84-3.
No.
OF VOLCMM iBSDItD.
Room.
!
1
i
1
i
^
§
!
i
^
i
1
( i
1
!
1
1
>
1
1
i
1
'i
I
1
V,
'a
47 B8
1711t
4ft
263
T!*
16
16
73
330 65 1
1
3378 1
,,
48 7!e
i»Ill
!I04 rft!
2724
306
483
2321
1163
26331
34
13
.-« 44
Itilli
6
8
1143
90 ] 7iH
1126
67
183 194
3806
54 170
S36a
206 470
1977
ioO ' 57
in 102
24
13610
■J6
8
-■>5 75
riSBO
184 ' 340
3040
63 380
too
lOOSO
28
12
06 4
S3
111 1 16
2 !
13 3
79
1
8
37 130
910
160 347
2303
19
13
59 llfi
3325
162 . 352
147
64 1 5
144 317
4332
20
33
83 7fl
G4f.
46 ; 71
is ■ is 27
14 142
1060
13
5
64 9«
1684
18H ' 103d
U6
3008
n
13
210
] 43 32
9 6
33 1 22 1
■t
m 4H
400
726
13
6
ii7 K
244
3S j iia
10
4 I 14
2
IIOO
35
0712
10
3
70 le
19M
1 137 I 420
140
7B 106
6
71 31
Ilia
7 > 20
13 73
141B
161
Itl [ 31
1 11] 33
44 1 90
13
412
74 113
331C
■JOfI
174
iw i 77 1 ai
214 1092
4iW3
76 76
77 178
35 1 IBO
3410
soe
n9
6063
35
11
11
8
80 361
193;
1 413
24
5167
11
246r
220
2672
163
63
ill
368 1 321
180
6751
83 33
1284
1!KI
123
5
1911
7
21
3
at
119
33
30
30
50
166
1020
790
31 1 06
78
■"206
27
236
460
394
30
11
1758
1968
86 88
29
T
W 47
1741
83 186
108
2471
fm 70
1080
1 139 M
360
'"',
201
403
3D
3889
SO
a
15 Cf.)
* No cimnified repnrt kept.
TABLE B.— Membership,
10 Scarb.nv' 57
11 Schomlwrg ' 90
e 3eaforth .1 346
13 Simuoe (Fiw Lihrirs'). I
\i Smith's F»1Ik 316
If. Stouffville 84
fiStmlford : 116
17 Stmthroy ; 307
e Strvftii-illi- ; 67
fl Si. Catli»riiitiit 271
St. Gbhwb 06
|1 Mr VtanO^ IVl
103 Tecswat«r . . .
MM TbnnidiJi^ . .
105 TilsonbUTV . .
lOG Tnronb. (Fnw
107 ITubridjfi'....
lOH WalkHrton . .
10« Wardsville . . ,
110 Waterdowii
111 Waterloi.
112 Watfoni
113 WDlland ....
114 WesUm
115 Whitby
lie Winirham ....
117 Woodbridge . ,
118 Wcwdnlock . . .
nil Wmxeter . . . .
No. Ol- VOLUUEH IN LlBKAHV.
■21S , .S41 I -^21
390 I 1200 I •ma
•100 ; 700 ; 500
i\i
3tU , 164 234 I 3676
1939
5077
146S
1S3 132 42
ri04 13»0 l4G4 GGH ' 20K5 | 1399 10O44 34«34
300 I 139 72 Iffl 4«fl ■
132
m
182
190
35
16
180
353
340
67
182
207 1 - ,.
75 i 37b l 330 1 120 1110 I.
833 352 I 10R4 '■ 293 184 i
177 las I 100 I 138D
I 36 59 [ 292 116 j
72 : 18 I1&1 i 1»1 I
.^ ' 40 I 41 <
libraries and Reading Rooms, I884-S.
Na or VoLUHsa Isbded.
■&""
1
I 1
i
1
1
;5
t
1
1
•s
i
:2
a
■a
•3
Q
1
■5
i
6C>8 68 76
ail
■'ioee'
28
444
1B79
615
14
1190
176
160
137
33
8
20
346
84
S3
8
137
130
40
S3
175
ao
134
46
86
180
72
IS
21
69
8
783
32
126
51
73
33
730
180
433
51
140
138
68
338
75
238
74
9
13
1448
399
11862
7143
4064
997
4217
6635
1029
7067
1313
3885
4602
631
397
58
IfflO
496
246
82
300
465
^
IIB
S5
203
83
20
12
19
■5'
92 630
98 92
94 303
9G 43
98 2S0
97 180
96 41
99 387
100 62
101 136
102 14B
5042
6608
1718
6ii;
UKO
432fi
6»»
3313
64U
2154
27WI
2<!»
217
1481
322
350
17
47ft
370
34
394
101
193
20B
46
30
812
372
536
164
:i63
33S
56
354
04
398
978
20
38
12
15
14
8
20
17
7
10
13
10
31
IS
u
16
4
'is
6
9
6
5
33
106 4323
107 126
125682
1801
287
56
594
2»7
4126
ISO
17
67
31
239
32450
181
122
179
M
8BS
4B63
200
6m'
706
1353
58
6
35
121
395
117
......
IS
6366
268
30
10
2
52
6676
224
m
81
»
513
3638
86
10
179606
3311
523
516
833
6167
33
9B7
12
110 IS
2705
96
48
■^
S2
38
120
153
8
9413
10
"is
116 S6
lia 103
i26fi
906
68
69
33
101
364
96
60
41
134
73
98
376
490
33
2441
1004
' "w
118 301
7374
182
20
239
34
44
3
09
2
69
7
lU
66
883
1
9333
477
43
IS
* No ctunififld raport Irapt.
TABLE C— EveiuDg Cluses, Elementary.
NAMK OF INSTITUTK
1
II
i
1
1
ll
<
-i
11
12
35
Hi
H
3:!
2*
40
a>
13
27
30
lf>
11
Braiilford (Free Library)
IS
3
17
"
Hespelw
KingHlon ■-
23
44
■IS
24
^«P"»^
40
3B
13
37
14
29
12
10
Urillift
P»i»ley
27
13
10
TABLE O.— Evening CUssea, UraviDg,
XaHK op iMHTITfTK.
1
^
1
,
1
f 1
1 !
J
Aylmer
14
28
16
28
14
19
16
36
27
14
21
17
30
14
21
11
36
37
21
14
23
17
30
10
13
14
36
ae
14
28
16
32
14
IS
15
3
14
14
18
12
22
15
21
BerliD (Free Library!
17
1
18
10
26
2G
70
71
13
35
25
27
S6
20
34
51
33
43
19
s
17
G4
19
12
14
11
ao
36
19
36
39
34
9
le
13
29
18
69
12
10
35
■■■■^■■
66
20
34
51
32
43
18
59
16
10
M
31
12
14
29
30
15
g
6
16
1
H
13
4
Fermi*
4 29
Ingersoll
70
S4
12
35
2
27
96
■■ 84'
49
31
43
14
39
IT
11
64
24
12
14
28
20
16
18
54
19
3
36
s
9
36
E3S":::::::: :;;;;:::::::::::::;:::::
27
27
30
it
32
■ "is ■
98
13
17
64 ■
11
\t
i
24
34
1!
21
31
■■■■is"
69
13
16
64
14
12
14
12
16
<h»nmville
thiD»
la.::::::-:::::;::::::.::::;:::;::-
ih^S. .:::::::;::::::::::;:::::::::::
25
34
36
34
23
34
TABLE E. — Evenmg Olaasee Drawing, showing Oertificftles taken and Extra Granta Ptid.
MECHANICS' INSTITUTES.
{
%
i
1
1
n
Is.
be
1^
g
1
i
ji
a
3
5
HI
4
1
"
14
17
n
7
9
e
13
38
10
10
11
8
6
7
B
8
IS
8
3
U
18
S
13
22
21
10
H
6
a
1
1
5
3
8 00
■n.^^
'
eoo
Berlin (Free Ubrtry)
Bolton
1
uoo
10
16 00
5 00
11 00
11 DO
10 00
thmdw
1
3
1
2
Bb™
Vetpa ...
1
1
Salt
Oaideu laUnd
a
Ingwrsoll
Kincardine
24
15
2
70 00
7 00
300
3
2
2
1
IS 00
1
600
700
OriUi«
PariB
8
1
1
IS 00
Perth
- 00
Petrolea
Pr»cott
6
6
2
1
1
3
11 00
!S00
12 00
SCO
2
4
8
(1 ■ 3
4 1
8 1
6 1
e 4
12
5
3
6
3
1
1
30 00
16 00
37 00
84
353
171
ei
77
13
IB
«6 0.
187
Report of the Association of Mechanics' Institutes of Ontario.
The Seventeenth Annual Meeting of the Association was held in the theatre of the
Education Department, Toronto, September 15th, 1885. In the absence of the Presi-
dent, Otto Klotz, Esq., whom a sudden attack of illness had detained, the chair was taken
by the Vice-President, the Rev. Father Harris.
The Ohaimian called the meeting to order, and 75 gentlemen presented their certifi-
cates of appointment as Delegates by their respective Institutes.
The Seventeenth Annual Report was then adopted, from which the following
abstracts are taken : —
" That Mechanics' Institutes, or similar organizations, are desirable in every com-
munity, is unquestionable. In the absence of the Library, the Reading-room, the Class-
room, and the Lectures provided by these institutions, young men are too likely to
acquire loose habits of thought and conduct, and to become the frequenters of bar-rooms
and other places of questionable resort. Through the opportunities and influences con-
nected with a well equipped Literary Institute, many may be kept from drifting away
and leading lives of uselessness and crime, and their minds be directed to nobler
aims, and they become more intelligent and better workmen and members of society.
Hence, it it is both the interest and the duty of parents and guardians and employers of
labor, and of all other interested parties, to give every possible encouragement to these
institutions, both by money help, and by devoting time and thought to promote their
success.
*' Notwithstanding the liberal assistance given by the Legislature, the members of
your Committee know, by long experience, that the financial problem is the one, more
than any other, that their Boards of Management have to grapple with. If the promo-
tion of industry, intelligence and morality is to the interests of a community, then should
annual and liberal municipal grants be made to Mechanics' Institutes, If in some of the
principal cities of the Province, the authorities deem it proper to tax the people for the
entire sustenance of Free Public Libraries and Reading-rooms, then, surely, there can be
no question as to the wisdom of a Municipal Council giving a small sum of money
annually, to sustain the local Mechanics' Institute, in the absence of the Free Library.
*' To ensure success to the Local Institute, it is also necessary to secure clean, well lighted
and comfortable rooms, in a central position ; and, above and beyond all, executive oflicers
who will feel and manifest an intense interest in, and be willing to spend time and laY)or
in furtherence of its interests.
Evening Classes.
<< Much good is doubtless being accomplished by evening classes, in both the elementary
and technical branches, especially in drawing and modelling, as affecting art and art
manufactures and decorations.
'' The Teachers' Vacation Classes in art studies, so succetefuUy inaugurated last year
by the Minister of Education, in the rooms of the Education Department, has had another
very fruitful session ; and it is hoped the result will be that a larger number of accom-
plished teachers to conduct Institute classes will be increasingly available, from year to
year.
*< Your Committee rejoices in the success so far attained j but would fain see the
class system extended to embrace studies applicable to branches of the manufacturing
arts other than the merely decorative.
" While our factories and industrial establishments are increasing in number and
extent on every band, we have no organized system of instruction provided on technical
subjects, except in the Ontario School of Science, in which but a very limited number of
our mechanics and artizans could possibly attend, even if the studies pursued were more suited
188
to their special requirements, What we apparently want, and what are so fully provided
in Great Britain, France, Germany, Switzerland, and to some extent in the United States,
are schools or classes for the study of the principles of mechanics, chemistry as applied
to the mechanical and manufacturing arts, etc., wherein the pupils should be made familiar
with the chemical nature and uses of the materials and ingredients they are using, or
proposing to use in their future occupations and employments.
*' This might be done by classes forme J in the institutes, and aihliated with and
deriving teaching and other necessary help from the Provincial School, in the same man>
ner that the Drawing Classes are now affiiliated with and deriving help from the School
of Art. Until some scheme of this nature is devised and carried out, our young artizans
and manufacturers will not be able to attain to that skill and efficiency which it is their
ambition and privilege to reach.
'^ As the Minister of Education has done, and is still further proposing to do, all in
his power to advance the standing and usefulness of the Mechanics' Institutes, and the
education of the industrial classes, your Committee trusts that he will take this subject
into his favourable consideration, and endeavour to ensure its ultimate success.
Association Lectures,
" The system adopted two years ago, of one free Association Lecture for each Insti-
tute that would accept of it, was continued in the past year. The names of approved
lecturers and subjects were submitted to the Institutes, with an offer to pay a fee of
$15.00 for one scientific or illustrated lecture, or $10.00 for a lecture on a general subject;
the Hon. the Minister of Education permitting the Institutes to charge, as against the
expenditure of their Legislative Grants, similar sums for expenses.
** During the session 57 lectures in all were delivered — 38 on scientific or illustrated
subjects, and 19 of a general character.
^'The aggregate attendance reported at the 57 lectures was 10,418, or an average
of nearly 183 per lecture — the smallest attendance reported being 38^ and the largest 500.
*' The subject of continuing the lecture system was fully discussed, and it was resolved
that the lectures be continued.
*' The Hon. the Minister of Education now entered the room and was enthusiasti-
cally received j and, on being introduced by the Chairman to the meeting, he said that he
had come to listen to a discussion upon a subject in which he was, himself, particularly
interested. He had come to gain information, and to asertain their wants. He was
pleased to see the Mechanics' Institutes so well represented, and he heartily welcomed
the delegates. He hoped they would return home with renewed vigor, that they would
be stimulated to do all that they possibly could to place their Mechanics* Institutes in a
better position than ever before, and strive to make them a success throughout the Prov-
ince. In the old country such institutions were doing a great service, and there was no
reason why they should not accomplish as much in Ontario. He could only say that they
would always find him ready to do everything in his power to assist them in their efforts
in that direction.
** The meeting proceeded to consider the Minister's * Proposed Regulations ' respect-
ing Art Schools and Mechanics' Institutes.
" The discussion resulted in the approval of the proposed regulations with some
slight modifications
" The Association then proceeded to the election of office-bearers for the ensuing
year, and the following gentlemen were declared elected : —
*• Pretidoit, — Rev. Father Harris, of St. Catharines.
** Vice-Presid^if, — Mr. A. H. Manning, of Clinton.
189
** Secretary-Treasurer, — Mr. Wm. Edwards, of Toronto.
** Executive Committee, — Mr. Thos. Oowan, of Gait ; Mr. N. C. Poison, of Kingston ;
Mr. Harcourt, M.P.P., of Welland ; Mr. J. H. Scott, of Kincardine.
" Atiditorg, — Mr. John Taylor and Mr. J. K. Macdonald, of Toronto.
*• A hearty vote of thanks was then passed to Otto Klotz, Esq., the late Presidenti
for the valuable services rendered by him to the Association, and to the associate Insti-
tutes during his two years' term as President."
*W. EDWARDS,"
" Secretarv."
The Treasurer's audited statement, hereunto appended, shows the total receipts for
the year to have been $1,230.93 ; balance from the previous year, $1,090.02 ; together,
$2,320.95. The total expenditure for the year has been $1,188.55 ; the balance in hand
$1,132.40. See detailed statement and vouchers on the table.
All which is respectfully submitted.
Signed by order of the Executive Committee.
Otto Klotz,
President.
Toronto, September ISth, 188o.
W. Edwards,
Secretary . Treasurer.
Treasurer's Analyzed Statement for tlie Year ending Jidy fM%t^ 18So.
1884. Rkceipts.
$ c.
1884. KXPKNDITUIIE.
$ c
To Balance In hand, Aug. IhI,
1884
1,090 02
1,200 00
15 00
15 93
1
1
By Printing Annual Reports
j and Circulars, Post -cards,
etc
1 " Binding up, Indexing, etc.,
Roll Books and Record
Books
*' Legislative Grant for 1884-5
*' Pnxjeeds of Sales of 19 Roll
Books
120 75
'* Proceeds of Sales of 20 Re-
34 75
cord Books
** Expenses of the Executive
Committee for the year. .
" Postage, Telegrams, Blank
Books and Stationery . . .
'• Fees Paid Institutes for
thirty-nine Scientific or
Illustrated Lectures de-
delivered
'' Ditto for 19 General Subject
Lectures delivered
" Auditor's Fees for 1883-4. .
'* Sec. -Treasurer's Remunera-
tion for the year
'* Balance in hand, August Ist,
1885
46 50
51 66
585 00
190 00
10 00
150 00
1,132 40
2,220 95
$2,320 95
(Signed)
Toronto, August loth, 1885,
J. K. MACDONALD, I ,
JOHN TAYLOR, ) -^^^^^'r<>«s.
190
(1.) Repart of Dr, May^ Superintendent, Ontario School of Art,
2. Art Schools.
Si.cth Session of the Ontario School of Art.
This session comaienced on the 12th January, 1885. At the entrance examination
the following professional certificates were granted.
Toronto Art School.
Grade B,
Freehand Drawing 9
Practical Geometry 13
Linear Perspecti%'e 3
Model Drawing 14
Memory and Blackboard Drawing. 5
Grade A,
Shading from tiat examples .... 3
Outline from the ** Round." .... 6
Shading from the " Round." .... 7
•©
Advanced Perspective ^^
Drawings from Flowers 5
At the same examination the following certificates were granted to other institutions
in affiliation with the Ontario School of Art.
Ottawa Art School.
Grade B.
Freehand Drawing 2
IVaotical Geometry 6
Linear Perspective 3
Model Drawing 4
Grade A.
Sliading from flat examples .... 3 | Shading from the "Round.". ... 1
Special Subjects.
Painting in Oil Colors 2 | Painting in Water Colovs 7
London Art School.
Grade B.
Freehand Dmwing 6
Practical Geometrv 17
Linear Perspective '2
Model Drawing 10
Memory and Blackboard Drawing 2
(irnde A
Machine Drawinsr
•??
Alma College, St. Thomas.
Grade B.
Certiricatp. Gradt^ B 1
Freehand Drawini( 4
Practical (Jeoniotrv f>
Linear Perspective ^
Model Drawing 1
Shading from flat examples .... 2
Outline from the " Round." 2
Shading from the " Round". ... 3
191
Grade A.
Drawing from Dictation 2
Advanced Perspective 1
Industrial design 1
Kincardine Mechanics* Institute.
Practical Geometry 7 | Linear Perspective 1
Oranoeville Mechanics' Institute.
Freehand Drawing 1 Model Drawing 1
Practical Geometry 9
Strathroy Mechanics' Institute.
Practical Geometry 8 | Linear Perspective 1^
The following teachers were appointed by the Minister of Education : —
Elemenlary and Advanced Drawing,
Principal. — Mr. W. Cruickshanks, A. R.C. A., Graduate of the Royal Academy, London,
and Studio Y von, Paris ; Mr. Arthur Reading ; Miss Windeat ; Mr. Holmes.
Painting in Oil and Water Colors.
Mr. A. Dickson Patterson, A.R.C.A., Art Department, South Kensington, London.
course of instruction.
Elementary or Primary — Grade B.
1. Freehand Drawing from flat examples.
2. Practical Geometry.
3. Linear Perspective.
4. Model Drawing.
5. Memory and Blackboaixl Drawing.
Students must pass the necessary examinations in two of these subjects before they
can be i)ermitted to study in the advanced classes.
Second or High — Grade A.
1. Shading from flat examples.
2. Outline Drawing from the " Round" (casts or nature).
3. Shading from the " Round."
4. Drawing from flowers and objects of Natural History.
5. Advanced Perspective.
6. Descriptive Geometry and Topographical Drawing.
7. Drawing from dictation.
8. Machine Drawing.
9. Building Construction.
10. Industrial Design.
Special Subjects.
1. Painting in Oil and Water Colors.
2. Modelling in Clay and Wax.
3. Wood Engraving, including Pictorial Work.
4. Wood Carving.
TERMS.
Afternoon Classes in Drauriny. — $6 per term of thirty-six lessons.
Evening Classes hi Drawing. — $3 per term of thirty-six lessons.
Teachers and Normal School students were admitted to these classes at half rates.
Painting Classes. — ?6 per term of twelve lessons.
192
Modelling Classes, — $6 per term of twenty lessons.
Wood Engraving Classes, — $6 per term of twenty lessons.
Fees to be paid in advance.
The classes were conducted as follows : —
Afternoon Classes. — Mondays, Wednesdays, and Fridays from 2 p.m. to 4 p.m.
Evening Classes, — Mondays, Wednesdays, and Fridays, 7.30 p.m. to 9.30 p.m.
Fainting Classes, — Saturdays, 12 to 2 p.m.
Certificates and Avmrds open for competition to students in all Institutions in
afl&liation with the Ontario School of Art.
Gold Medal presented by the Honorable the Minister of Education for Advanced
Course, Grade A.
Btiles for Guidance of Competitors for the Gold Medal,
The candidates must be bona fide students in regular attendance at the athliated
Institution represented, as no teachers or outside students will be allowed to compete.
1. Work done during the Session, There is no restriction as to the character or
manner of execution, nor the time occupied in the studies of ornamental design, and out-
line and shading from the antique, done during the session.
2. Tinie Study — Dratoing from the Antique^ fuU figure. The drawing shall not be less
than two feet in height, on white paper, in chalk, either with or without the aid of stump,
background shaded or plain. Work to be finished in 86 hours, regular school time,
without assistance.
3. Ort'ginal Design, This is to be executed in pencil, on paper provided by the
Department, size of drawing not less than six inches by four inches ; time four hours.
The designs recommended are those suitable for wall paper, carpets, oil cloth, or such like
purposes.
A Bronze Medal for highest number of marks in Primary Grade B.
A Bronze Medal will also be given for the highest number of marks in Grade B
from a Mechanic's Institute Student, As the Education Department will exhibit Art
School work at the Colonial Exhibition in London in 1886, the work for competition for
medals must be sent to the Department not later than 1 5th February, 1886.
A proficiency certificate will be awarded for each subject. A.ny pupil who passes in
all the subjects in the Primary Course shall be entitled to a certificate known as grade B ;
and any pupil who passes in the first eight subjects of the Advanced Course shall be
awarded a certificate to be known as grade A. Pupils holding certificates on Machine
Drawing and Building Construction may omit Drawing from Flowers, and Drawing from
Dictation, when competing for Certificate Grade A.
The holder of a Primary certificate will be legally qualified to teach drawing in a
High School, Model School or a Mechanics' Institute ; che holder of an Advanced certifi-
cate in an Art School. The Education Department will accept a Primary certificate in
lieu of the non professional examination in Drawing for any class or grade of public
school teacher's certificate.
Any college or private school may, for the purpose of taking the Departmental
Examination, and with the consent of the Education Department, be affiliated with the
Toronto Art School.
Pm*pcses oj the School.
The aim of the Ontario School of Art is to prepare such teachers as may be required
for teaching industrial drawing in Public and High Schools, Mechanics' Institutes, and
Industrial Art Schools ; also, to provide technical instruction and art culture to persons
employed in the various trades, manufactures, etc., requiring artistic skill.
Ths Educational Museum and Libra/ry,
The Miiseunif which is accessible to students for purposes of study, contains a collec-
tion of .several thousand Reproductions of Art, consisting of Antiquities ; Ancient and
Modem Statuary ; Paintings and Engravings of the celebrated masters of the Italian,
193
Ocrman, Flemish, French and English Schools ; Illustrations of Decorative Art, including
Metal Work, Carved Ivory and Wood, Pottery, Porcelain and Glass, Textile Fabrics,
Embroidery, Carvings on Ivory, Electrotypes, etc.
The Library contains a large collection of Publications on Art applied to Science and
manufactures, books of instruction on Drawing and Painting, and illustrated books con-
taining etchings, engravings, and wood-cuts of the pictures and sculptures in the principal
galleries of Europe.
The Art School Rooms are well equipped with modern Art Studies and appliances
for the rapid advancement of studnts.
To prevent overcrowding, it has been decided to take only a limited number of
atudents, who will be received in the order of their application.
The following detailed statement shows the occupation of the students in attendance
this session, and their purpose of study :
OCCX-PATION.
Aftrrno4tn (Hasit.
Artist
Art Students
Teachers
Telegraph ( )i)erator
ImproveiiK'iit
PuRi*osK OF Study.
_•__
No. OK
Stupknts.
ti
Teachers ....
Art Student-*
Teaching
Arti.-t. . .
Teachinj{
<(
ii
No (xx'U])ation
Teachers
No occupation
Improvement
Designing
Not given ...
Point inn CfaMs.
Teaching
«4
ii
Improvement
Not given . . .
/•Jrf'iiint/ CtaatK.
Artist
Art Student
Apprentice
Carpenter
Cabinet-maker
Clerks
Draughtsmen
[Engravers
Marble Cutter
No occupation
Painter
School Pupilx
Sign Writer
Student-at-Law
Teacher
Train DespatchiT
\VcK)d Carver
Artist
Teaching ....
Improvement
Technical . . .
Improvement
Technical . . . ,
Improvement
Technical
Impn^vement ,
Teacher
Improvement
Technical ...
Public Scho»>l Teacher
Art Students
Music Teacher
Teaching,
<(
Improvement
Teaching. ...
Total
Males.
1
2
2
1
Females.
4
19
12
1
8
Females.
2
5
4
7
Males.
1
1
1
3
1
2
2
I
1
4
1
19
1
1
1
1
3
Females.
14
! 14
i 11
1
158
It will be seen from the above that 158 students attended the classes during the
sixth term.
A simultaneous examination was held at the close of this session, commencing on the
Ist of May, 1886. The following list shows the certificates taken by the Ontario Art
School and Institutes affiliated therewith. (For Mechanics' Institute List see Table E).
G»de B Certificates . .
Freehand Diswiojj. . .
Practical Geometry . .
Toronto Art School.
Gi-ade B.
13 I Linear Pfirapective 16
10 Model Drawing '. . 11
18 j Memoryand Blackboard Di-awing 17
fjTode A.
Onde A Certificate
Shading from Flat
Outline from the "'Round".
Shading from thif " Hound"
Elower Drawing
Advancnd Perspective '6
Duiicriptive Gponietry 3
Drawing from Dictation 6
Industrial Design 5
Special Subjeetg.
Oil Painting 2
Goid Medal.
Miss Ida N. Banting. ^
The studies in Industrial D<-sign were published in tint Decunitor, of New York, &
monthly publication of great value to manufacturerx and pi'rsons iiiti-rcRti-d in Industrial
Design, and are reeouimended for reference in M"echaiiicB' Institutea and Art Schools.
We are indelited to tiie Da-omtor for the following electros of desiijns for M*all pftpen
oil cloths, etc., by
Miss Ida N. Bantinu.
DuioN FOR Floor Tilr. Iru X. B.tvrtitc,
^^
W
to
&
ffi
^M
S
w
A
w
^S
5
^
^
w
^^
s
K
w
fe
s?
p
fe
fo
fo
^s
§
^
ts
^
^s
S
(p
^S/V
M
^
^^
^
w
p?
\^^i
^
^^
i
&
fe
/^^
fo
^i
^
&
tM
i%$\ff
&
R Oil, Cloth. Iha N. Bastiki;.
Dbigk tob DtasKRT Pun. Ida N. Baktihg.
In the competition for the Qold Medal two of the candidates did such excellent work
that the Exfttniners recommended the Minister to give special Diplomas, whioh were
awarded Mr. S. Wright and Miss B. Bell Smith, both of the Toronto Art School
The Qold Medal and Diplomas were presented by His Honor the Lieutenant-Oover-
nor, at a conversazione given hj the Btadente and teacherB at the close of the sesaioa ; at
tlie same time an exhibition of stndents' work, from the Toronto Art School, Ottawa Art
School, London Art School, Kingston Art School, Alma College, St. Thomas, Whitb/
I^iies' College, etc., was held in the Art School Booms, at the Education Department.
The attendance was so large and the exhibition so excellent that, at the request of tiio
Iiientenant-Govemor, it was kept open to the public for a fortnif^t.
Bronse Medals.
The B competition for the Bronze Medal was so close between two stndents fron
.Alma College St. Thomas, and the Ladies' College, Whitby, that, at the recommendation
^ the Examiners, two medals were awarded as follows : —
Miss Nettie Nixon, Alma Ckillege, St. Thomas.
Miss B. Campbell, Ladies' College, Whitby.
The Bronze Medal for Mechanics' Institutes was taken by Wilson Taylor, IngersolL
16 (E.)
198
LoNDOif Art School.
Grade B.
Grade B Certificates 5
Freehand Drawing 16
Practical Geometty 24
Linear Perspective 19
Model Drawing 8
Memory and Blackboard Drawing 10
Grade A.
Drawing from Flowers 5
Advanoed Perspective 8
Descriptive Gkiometry 4
Mechanical Drawing 2
Building Oonstmction S
Industrial Designs 2
Special SvJbjecU.
Modelling in Olay 14
Ottawa Art School.
Grade B,
Freehand Drawing 6
Practical Geometry 10
Model Drawing t
Memory and Blackboard Drawing %
Grade A.
Shading from Flat 1
Outline f rpm Round 1
Shading from Round 3
Drawing from Flowers 1
Advanced Perspective » 2
Special Subjects,
Painting in Oil Colors &
Kingston Art School.
Grade B.
Freehand Drawing 9
Practical Geometry 23
Linear Perspective SS
Model Drawing 12
Alma College, St. Thomas.
Grade B.
Grade B CertiGcates 6
Freehand Drawing 3
Practical Geometry 12
Linear Perspective 4
Model Drawing «. 7
Memory and Blackboard Drawing T
Grade A,
Grade A Certificate 1
Shading from Flat 4
Outline from Round 1
Shading from Round 3
Flower Drawing 1
Advanced Perspective 5
Descriptive Geometry 1
Drawing from Dictation 2
Building Construction 1
199
Ojttabio Ladibs' Colleqe Whitbt.
Grade B.
#rade B Certificate 1
Freehand Drawing 10
Practical Geometry 14
Linear Perspective 6
Model Drawing 10
Memory and Blackboard Drawing 4
Berlin High School.
Grade B.
Fraotioal Geometry 5 | Linear Perspective 2
Belleville High Sohool.
Grade B,
Grade B Certificate 2
Freehand Drawing 20
Practical Geometry 61
Linear Perspective 4
Model Drawing 3
Memory and Blackboard Drawing 3
MORRIBBURG HiGH SOHOOL.
. Grade B.
Freehand Drawing..., 3
Practical Geometry 41
Linear Perspective 5
Model Drawing 2
Memory and Blackboard Drawing 6
Summer Session /or Teachers,
In consequence of the great demand for teachers of Drawing, the Minister decided
tiiat free classes should be conducted during the holidays of this year, and the following
«tTtular was issued to the County and High' School Inspectors : —
ONTARIO SCHOOL OF ART.
Education Department.
Sir,.— I am directed by the Honorable Minister of Education to request y%a to
inform the teachers in your district that Free Industrial Drawing Classes will be con-
ducted during the ensuing summer holidays for the benefit of Public, Model School, and
High School teachers.
The Classes will commence on Tuesday, 7th July, 1885, and continue *until the end
of the month.
These Classes will be conducted by competent Art Instructors, and will consist of the
following primary subjects :
Elementary or Primary Grade B.
1. Freehand from flat examples 12 lessons.
2. Practiced Geometry 12 lessons.
3. Linear Perspective 12 lessons.
4. Model Drawing 12 lessons.
5. Memory and Blackboard Drawing 12 lessons.
200
Second or High Grade A.
1. Shading from flat examples 20 lessons.
2. Industrial Design 15 lessons.
3. Machine Drawing 15 lessons.
4. Drawing from Dictation 10 lessons.
At the close of the session examinations will be held, and successful candidates will
l)e awarded certiticates of proficiency. (65 teachers were awarded full certificates in
Grade 6 last year entitling them to teach Industrial Drawing in Mechanics' Institutes and
Public Schools.)
Any teacher not a student in the Art School may become a candidate for examination
provided that application is made not later than 15th July.
The success of the Free Drawing Classes last summer in obtaining for so many
teachers lucrative employment as teachers of drawing in Mechanics' Institutes will no
doubt induce a large number to apply for the privilege of attending these classes, but as
the accommodation is limited, it is probable that all the applicants cannot be admitted ;
therefore the students will be taken in the order of application until the school is full.
Notification will be sent to the applicants as soon as their names are enrolled.
A list of boarding houses will be sent on application.
Yours truly, S. P. MAY,
Toronto, 14th April, 1885. Superintendent.
In response to this circular, applications were received from Teachers in the follow-
ing Counties : —
Counties. i
r
Male.
Female.
Counties.
Male.
Male.
Addington
Brant
3
4
5
1
2
8
1
1
• •
5
3
8
I
2
5
1
4
2
5
4
• •
5
• ■
4
1
1
• •
3
6
2
3
i
. •
4
3
Northumberland
Ontario
1
8
• •
Brace
Oxford
4 1 9
Dofferin . .
Peel
8 '
Perth
3 '
Elirin
Peterboro'
1
2
3
11
1 .
8
9
2
4
5
19
• •
2
Eflsex
Prescott
Frontenac
Prince Edward
1
Grenville
Simcoe
3
Grey f
Stormont
Halton
Victoria ,
» •
1
Hastings
Waterloo
2
Huron".
Kent
Welland
Wellington
• •
4
Lambton
Wentworth
2
Lanark
York
37
Tjpnnox
i
I Total Males, X38 ; Fei
Tiincoln , ,
tS8
ina
Middlesex
■**W> I A.wr
Norfolk
naleH IQA^— 9.iis
» —arwiM
The following teachers were appointed : —
Mr. Beading, Mr. Bell Smith, Mr. Merchant, Miss Hunter.
The two latter were students at the previous summer session, whose sucoeaa was so
great as teachers of Drawing during the following winter that the Minister appointed
thi'm as teachers at the summer classes.
201
In order to provide accommodation for such a large number of students the lecture
rooms of the Normal School were used in addition to the Art School Rooms in the Educa-
tion Department.
The teachers as students were most assiduous and pei^severing and the result wais most
satisfactory. It was fully demonstrated at the examination that school teachers from
their previous training of the eye and hand, can easily acquire the necessary practical
knowledge to become efficient teachers of Drawing, and it is most remarkable that some
of them who had no prior instruction in the advanced subjects surpassed two or three
regular students of the Art School who were in attendance at these classes.
During their visit to Toronto the monotony of hard work was relieved by various
entertainments, including a reception at Government House by His Honor the Lieuten-
ant-Governor, visits to the University and other public institutions, and a trip to Niagara
Falls.
178 Students presented tliemselves for Examination.
The following certificates were awarded : —
Grade B.
Teachers' Certificates 79
Freehand Drawing 32
Practical Geometry 48
Grade A,
Linear Perspective 40
Model Drawing 28
Memory and Blackboard Drawing 29
Teachers' Certificates 2
Heading from Flat 14
Reading from Round 11
Outline from Round 1
Drawing from Flowers 9
Advanced Perspective 14
Advanced Geometry 4
Dn^wing from Dictation 28
Industrial Design 17
Machine Drawing 16
The press throughout the Province were unanimous in their opinion of the benefit to
be derived from these classes.
The following is a Globe editorial of 15th May, 1885: —
ART SCHOOL EXAMINATIONS FOR TEACHERS.
**The High and Public School teachers of this Province may justly feel proud of the
success of their professional brethren at the Art School examinations just closed at the
Education Department.
*'It is only a year ago that the Minister of Education established drawing classes for
teachers during their holidays. It was then considered by some persons that the time
was too short for those unacquainted with drawing to become sufficiently familiar with
its principles in order to impart instruction to others. But time has proved that the
scheme introduced by the Hon. Mr. Ross is thoroughly practical. About one hundred
teachers received instruction in drawing at the summer session last year. A large number
of these taught drawing last winter at Mechanics' Institutes and other institutions.
Two of the students of Uiat year were so successful with their classes that the Minister
appointed them as teachers in the Art School of this year, and the result has been most
satisfactory.
^'Nearly 250 teachers havebeenin attendance during the present session. A large num-
ber of applicants could not be admitted for want of room. It was therefore deemed advisable
to select a certain number from each county, so that the knowledge obtained might be
disseminated uniformly throughout the Province. About two hundred came up for
examination, and their suooess, as-^may be seen from the list published elsewhere, is far
giTeater than that of any previooB class either of taachera or r^;ular Art School students.
"The teachers are certainly deserving of great praise for thus devoting the time usually
taken for recreation and recuperation of health to that kind of work which is not only of
benefit to themselves but to the whole Province. The importance of industrial art educa-
tion is only now being recogniaed in Ontario. Independently of the artistic, there is
202
practical value in the training. Every mechanic should possess a certain amount of
knowledge of drawing, so as to enable him to understand the work he has to accomplish.
Educationists and manufacturers are now united in the opinion that industrial drawing is
the foundation of all industrial education. In machine shops alone it is calculated that
the productive efficiency would be increased thirty-three per cent, if eveiy mechanic could
read working drawings so as to work by them.
" In the system adopted by the Minister of Education, both in Art Schools and the
series of drawing books just published for use in the Public Schools, it has been considered
ttiat the amount of artistic training of the eye and the hand required by the various trades
may be divided into different grades, such as copying designs and drawings, making
working drawings and plans, drawing pieces of machinery, animals, etc., and making
industrial designs. We understand that Mr. Ross is providing increased accommodation
for the ensuing winter evening classes at the Education Department so that mechanics
may pui*sue the course of study and style of drawing most required in their special
occupations.
'* Examples of the work done at the recent time examination are now on view at the
Education Department."
Teachers' Certificates — Grade B»
Granted up to August, 1885.
Namkh.
AnT)RK86.
Males.
John Andrews
A Barber
T. A. Bellamy
A E. Baakervillo. . .
F. M. Bellsmith ....
E. R. Babbington . . .
Richard Bland
Ednur Boggart
O. Buist
J. T. Boweniian ....
John Burchill
Thomas Beath
Louis C. BeU Smith
Alex. Biitchai-t
David Bean
Ira D.^Breuls
A H. Crassweller
Frank Crassweller
Cyrus Coombe
R. Crockett
R. Coates
A Crichton
C. A. Chant
W. F. Cliapman
A E. Caverhill
P. W. Currie
J. S. Deacon i
John K. Dowsley
Ohas. W. DeRose
M. G. Dippel
John Edgington
Chas. Effgleton
N.W.Ford ..
A J. Faiilds
Ruben S. Fralick
H. M. Goring
Henry Gray
D. M. Grant
R. A Gray
John N. Gray
F. C. Gordon
Ingersoll.
Bowman ville.
Preston.
Dundas.
London.
London.
London.
Newmarket.
Bolton.
Ottawa.
Oshawa.
Oshawa.
Toronto.
Mildmay.
Elmira.
Sharon.
Blake.
Zurich.
Solina.
Seaforth.
Burlington.
Waterdown.
Maxwell.
Waterloo.
St. Catharines.
Nairn.
Ingersoll.
Prescott.
Elmbank.
Waterloo.
Mount Elgin.
Bogart.
St. Thomas.
Walkerton.
Plattsville.
Homer.
Milton.
Petrolea.
Eglintoh.
St. Marys.
Oolbome.
I!
Names.
Addbkhs.
II
1 1
FenuUes.
Manila Adams
Bertha Appleton
Jessie Baxter
Priscilla Black
Jennie Bragley
Nellie Burr
Fanny Brown
Lizzie Barron
Carrie S. Barron
Maud Bell
Mina Bee
Aggie Barr
Lydia Barr
Birdie F. Carlyle
Eva Brook
B. Campbell
Lena Cnesley
Jane W. Chisholm . . .
E. M. Chapman
A. H. Diu*ie
J. Dodds
Eva Deake
Mina Faircloth
Hannah Freeman
Eliza S. Fitzgerald . . .
Fanny L. Gillespie. . .
Margaret T. Gowans.
Annie Gormley
Mary Hunter
V. Howard
Susan A. Hegler
Lizzie Hegler
Hattie K Hannah . . .
Mary Hunter .
Clara Holtorf i ....'. .
H N. Harriscm ......
M. Jones
Ada Johnston
Lizzie Koele
Alice Kirk ,
Florence J. King
X
St Thomas.
Keswick.
Ingersoll.
Toronto.
Toronto.
Toronto.
St. Thomas.
Toronto,
Toronto.
I Toronto.
Toronto.
Ingersoll.
Ingersoll.
Woodstock.
St. Thomas.
Whitby.
Ottawa.
' Paisley.
Toronto.
; Ottawa.
, Welcome.
i Mount Forent,
Toronto.
I Toronto.
I Dundas.
! Picton.
Toronto.
Toronto.
j Belleville.
! Toronto.
Brampton.
Brampton.
OriUia.
Belleville.
Lindsay. /
Woodstock.
Shelbume.
London.
Peterborow
Toronto.
Port Hope.
20fi
Teachers' Certificates — Grade B.
ADDRI88.
MoUb.
Graham
Hicks
Hopper
Henderfion . .
I S. Hobbs...
Harrison ....
C. Hamilton .
Henry
. Jaques
James
Johnston . . .
R. Innis
Jewell
D. Knox
senan
I Longman . . .
Lorriman...
Lewis
Laiir
umon Lent . .
1 Martyn
Merchant. . .
aeller
Macdonald . .
kcpherson
McPherson..
Macpherson .
. Moore
iter Moyer. . .
Murray
38 McKay
cClure
Norish
Nutting.. ..
I H. Parkham
m Rannie . . .
as Rosewame
Richardson .
Roberts
Rose
Smith
. Stevenson . .
Shaw
W. Sloan....
It Stoltz
Sinclair
nderson
. Stevens
E. Thorn
Q Taylor
Tilley
Ventress ....
Walrond
Wightman . .
WaUcer
wk
98 Watson
eillace
rd Ward
Young
e Young
Walkerton.
Parkdale.
Newburg.
Whitby.
London.
Georgetown.
Smith's Falls.
Toronto.
Colbome.
Collingwood.
Strathroy.
Alliston.
London.
Parry Sound.
Barrie.
Limehouse.
Port Robinson.
Petrolea.
Aylmer.
Nobleton.
Bath.
IngersoU.
Berlin.
Camlachie.
Prescott
Crieflf.
Newmarket.
Solina.
Preston.
Picton.
Seaforth.
Perm.
Rockwood.
Cannington.
Owen Sound.
Newmarket
Camlachie.
Pickering.
Toronto.
MUford.
Kingston.
Waterdown.
Barrie.
Blyth.
Mannheim.
Ridge town.
Harriston.
Collingwood.
St. Marys.
IngersoU.
Bowmanville.
Kincardine.
Almonte.
Ruthven.
St. CatharineB.
Samia.
Aylmer.
Orillia.
Collingwood.
Nia^ia Falls*.
Ballinafivl.
Nambb.
FetnaUt.
Martha Logan
Carrie D'A. Lang
Nellie Levey
Eva Lennox
Jennie Milne
Helen Macklin
TiUie Moore
Mary C. Moyer
Maud Morrison
Jessie MacRae
Lilian Ross MacRae. .
Mary McKindly
Jessie Niven
Marion H. Nelson....
Nellie Nixon
Ida Northrup
M. A. Northcott
Lizzie Oille
Maria Oldham
Cassie £. Palmer
Jane Pettit
J. A. E. Payne
Gussie Preston
Geoi^na S. Riches . . .
Annie Rose
Annie Ridley
C. £. M. Ridgeway...
Lillias P. Rankin
Jeannie M. Roddick . .
May Ross
May F. Spenoe
L. J. Sheppard .......
Christina M. Smiley . .
Jessie Simple
Mrs. Luellen Williams
Jennie Whitelaw
Sibbald Winterbottom
M. Worth
Edith Wallace
Bertha G. Watson ....
Maroella Warren
Hattie E. Walrong. . . .
Lizzie Young
ADDKHBt).
Stayner.
Lindsay.
Toronto.
Toronto.
Toronto.
Toronto.
Queensville.
Beamsville.
Toronto.
Belleville.
Belleville.
Perth.
Toronto.
St. Catharines.
St. Thomas.
Aylmer.
Belleville.
St. Catharines.
Guelph.
Picton.
St. Thomas.
St. Thomas.
Toronto.
Toronto.
Georgetown.
Chatham.
Guelph.
Dundas.
Port Hope.
Barrie.
Toronto.
Toronto.
Toronto.
Toronto.
Windsor.
Woodstock.
Toronto.
Toronta
St. Thomas.
Trenton.
Toronta
Toronto.
Toronto.
204
Teachers Certificates, Grade A, granted up to Au(iUST, 1885.
Name.
Malf,
T. M. BeU Smith
R. Holmes
Address.
London.
Cannington.
Name.
FeriiaU.
Maud Hughes . . .
Marilla Adams .
ADDRS88.
Parkdale.
St. Thomas.
Special AnHirds.
Gold Medal Ida N. Banting, Toronto.
Diploma S. Wright, Toronto.
Diploma R. Bell Smith, Toronto.
Bronze Medal B. Campbell, Whitby.
Bronze Medal Nettie Nixon, St. Thomas.
Bronze Medal Wilson Taylor, Ingersoll.
Special Certificates,
WATER COLORS.
Name.
Addrsss.
1
Name.
1
1
Addrbs.
May Ballantyne
Ottawa.
4t
4i
Lilly Odell
Ottawa.
A. H. Dnri^T , » ,
Hallie Vosburg
.t
Tilly Wills
.*
Carrie S. Lampman
OIL COLORS.
Name.
Addrrhs.
R. Bell Smith ! Toronto.
Hn. Coatee ..
Annie Hunter
liiMHill . ..
liiM Henry . .
Ottawa.
*i
ft
II
Name.
Miss MacNult . . .
j Eloise Smith
Achille Trechelle
P. A. Watson . . .
Addrsbh.
Ottawa.
ft
t(
Doon.
205
MODELLING IN CLAY.
Name.
AdI)RE88.
(i
i»
Males.
(ieorge L Anundson ! Loudon.
Richard Bland
Cieorge Bennet
H. Harding
J. R, Peel
Mr. Hancock
Mr. Yeates
((
(t
((
Name.
Females.
Miss Brierly ,
MissBabb
Miss Gunn ,
Mrs. A. C. Johnston
Miss Lovebridge
Miss Clara Peel.
Addrrss.
London.
Seventh Session op the Ontario School op Art.
This session commenced on the 12th of October, 1885. There was no entrance
exauiination, the teachers being empowered to advance students to the higher classes
according to merit.
The following teachers were appointed by the Minister of Education : —
Principal — Mr. W. Cruickshanks ; Mr. Arthur Reading ; Miss Windeat ; Miss
Payne.
Painting in Oil and Water Colors.
Miss Peel.
Cou/rae of Instruction.
The same as in the preceding session, with the exceptidh of painting classes being $2
per month of eight lessons.
The following list shows the occupation of students in attendance at this session : —
OCCUPATION.
Purposes of Study.
After tujon J>raivhig Clasgea.
Art Student j Professional
Baker ; Technical . .
Lithographic AHist
No occupation
Painter
Music Teacher
No occupation .
Artist
Teaching.
Technical
(•
(»
Afternoon Moddling (Jlaia.
Music Teacher
No occupation
Teachers
Morning Painting Class.
No occupation
Teachers
Total
Teaching
Impn»venient,
Teaching
Improvement.
Teaching
Improvement ,
Teaching
<t
No. OK
Stddknts.
Males.
1
1
2
2
1
Fenialen.
1
15
19
1
1
5
5
15
8
80
206
Occupation of Students — Continued,
OCCUPATION.
Evening Drawing Clasies.
Architects
Artists
Book-keeper
Bricklayers
Oabinet-makers
Garpentera
Clerks
Confectioners
Draughtsmen
Engravers
Japanning
Litbo^^phers
Machinist
Message boy
No occupation
Normal School students ,
Painter
Paper hanger
Photographer
School pupils
School teachers
Train despatcher
Wood carver
Milliners ,
No oociination
Normal School students,
Public School teachers . .
Evening Modelling Cla$8.
Art Student
Carpenter
!darble Cutter
No occupation
Painter
School pupil
No occu
ipation.
Photographer .
Teacher ,
Total
Purpose of Study.
Technical . .
Professional
Technit
il
Improvement.
Technical
Improvement.
Technical
It
(*
it
Im[>rovement.
Artist
Teaching
Technical
C(
Improvement.
Teaching
Improvement .
Technical
Teaching ,
t(
Improvement.
Teaching
It
Teaching.
Technical
«
Teaching
Technical . . . ,
Improvement.
Teaching
Improvement.
Teaching.
No. or
STUDBIVb.
Males.
2
2
1
2
3
6
4
2
8
12
1
8
1
1
1
18
8
2
3
11
2
• 1
1
Females.
2
12
8
1
11
MaleK.
1
1
1
1
1
1
Fenud^fi.
4
5
1
1
ISl
80 students attended the Afternoon Classes.
131 students attended thid Evening Classes.
(2.) Report op the Western Ontario School of Art axd Design, London.
SiR^ — On behalf of the Board of Directors of the Western School of Art, I have the
honor to submit the report of the school for the year ending 31st December, 1885.
The School is governed by a board of directors who are elected annually, the following
being the names of those at present constituting the Board, viz.: — Col. John Walker,
President; Wm. Saunders, Vice-President; D. McKenzie, M.P.P.; W. N. Meredith,
M.P.P. ; Jas. Griffiths, RCA.; B. Oronyn ; Col. R Lewis ; John Labatt ; John MarsluUl ;
John H. Griffiths ; J. R. Peel ; S. K. Davidson ; and Charles Chapman.
207
The School was opened for the Winter Term in January with 67 pupils for the
evening classes, the latter being principally devoted to oil and water color painting and
modelling in clay.
An extra term was held from May to June (aa many of the pupils were desirous to
continue their studies as long as possible), which was attended by 60 pupils.
The Fall Term of October to December had in attendance 67 pupils for the evening
classes and 27 for the afternoon classes.
In the China Painting Glasses (which are conducted separately) the number im
attendance in the three terms during the year was 34.
The School being affiliated to the Ontario School of Art, and the curriculum of study
being the same, most of the pupils in the evening classes availed themselves of th«
opportunity to take the examinations in the various classes in which they were studying.
The following number obtained certificates of proficiency in Grade B :
Freehand Drawing 18
Practical Geometry 26
Linear Perspective 19
Model Drawing 9
Memory and Blackboard Drawing 1 1
In Grade A.
Outline Drawing from the Round 1
Drawing from Flowers 5
Advanced Perspective 9
Descriptive Geometry 4
Machine Drawing 2
Building Construction 3
Industrial Design 2
Modelling in Clay 14
Taking into consideration that a large number of the pupils had studi^ only
•during one term for the examination, the result under the circumstances must be considered
.SB very satisfactory.
The following are the number of pupils studying in the various classes during tlie
t^rm just closed.
In €hade B (ElemerUary),
Freehand Drawing 18
Practical Geometry 23
Linear Perspective 30
Model Drawing 20
Blackboard and Memory Drawing 3
In Grade A (Advanced).
Shading from the Flat 16
Outline from the Hound 4
Shading from the Round 5
Drawing from Flowers 3
Advanced Perspective 2
Machine Drawing 3
Designing 5
Modelling in Clay 10
In the following report of the Secretary-Treasurer will be found the details of tli«
receipts and expenditure during the year : —
Receipts.
Balance on hand Jan. 1st, 1885 1666 29
Fees from pupils 675 00
Grovemment grant 1,000 00
Interest on deposits 23 80
$2,365 0%
208
Disbursements.
Rent, fuel, light, and attendance $300 00
Tuition, four teachers 1,462 00
Secretary-Treasurer's salary 75 00
Printing and advertising .'^5 40
Studies purchased 35 50
Kilns, etc., for burning clay 110 50
Repairs of models, etc 10 (50
Sundry accounts 44 57
Stationery and postage P 00
Insurance ^» 00
2;085 57
Balance on hand December 31 st, 1885 '279 52
^2,365 09
Charles Chapman,
Secretary Treasurer.
Lo7ido7i, 8th January, 1886.
(3.) Report of the Art Association, Ottawa.
SfH, — I have the honor to submit the following statement, showing the position and
working of the Art School here, for the year 1884-5.
The School opened on the Ist of October, 1885, and closed on the 3l8t of March,
1885. The staff consisted of three teachers. The total number of students attending
was 87. In January a Government Examination took place, 29 pupils being examined,
and 28 certificates granted. At the second examination, held in May, there were 37
pupils examined, and 23 certificates granted, in addition to two teachers' certificates of
the primary grade.
The membership of the Association for the year was as follows : life members, 26 ;
ordinary members, 48 ; total, 73. The fee for ordinary members is $5 a year, while the
payment of $50 constitutes a life member.
The following, being the treasurer's statement printed in the last annual report,
shows the financial condition of the school in April last.
Trbasurer's Statement.
Construction Account,
Balance to credit per last audit )i(l,862 54
Donations received during year 420 00
Receipts from other sources 2 37
$2,284 91
Conira,
Reduction of Mortgages $1,600 00 ^
Payments for Interest 101 59
Improvements 94 50
I^egal Services 30 00
1,826 09
$4&8 8^
(C
201)
Ma/intenance Account.
Grant by Govemifient of Ontario $300 00
Donations received during year 200 00
Subscriptions 195 00
School Fees for 1884-5 $504 00
" Arrears 1883-4 22 00
526 00
Special Donations to Prize Fund 30 00
Receipts from other sources 17 49
$1,268 49
Contra.
Balance to debit per last audit $174 39
Payments, Salaries of Teachers . . $1,020 00
Heating 106 50
Light 95 70
" Printing and Adver- ^
tising 75 20
" Stationery, etc 20 95
Oasts 27 30
Life Models 29 00
" Prizes, 1884 29 60
" 1885 8 00
^* Miscellaneous 65 08
1,487 33
1,661 72
393 28
Balance in Quebec Bank $65 59
Summary,
•
Balance in Bank at date of last audit $1,688 15
Receipts during the year, construction account .... 422 37
" *^ maintenance account .... 1,268 49
$3,379 01
Expenditure, Oonstruction account $1,826 09
*' MiBkintenance account 1,487 33
$2,313 42
Balance in Bank as above $65 00
Douglas Stbwart,
Acting Treasurer.
In preparation for the present session of the School, arrangements will be made with
the« special view to developing the industrial art classes, in '^hich the €k)vernment is
more immediately interested.
Li addition to the premises owned by the Association, the Board rented and adapted
a large adjacent room, and increased the staff of teachers to eight ; this includes teachen
for clay modelling and artistic needlework.
210
The session opened on the 15th of September. The total number of pupils whohaTe
•o far attended is 133. The following is their division according to the subjects studied :
Freehand 77
Design 46
Practical Geometry 18
Perspective 26
Model Drawing 13
Shading from Flat 22
Outline from Round 7
Shading ^* 3
Machine Drawing 7
Building Construction 6
Drawing from Antique 28
Water Colours 19
Oil " 10
life, draped 17
" nude 6
Clay Modelling €
Artistic Needlework 24
The foregoing will, it is hoped, show that this Association is indeavouringtofurih«ry.
in all possible ways, the views of the Groyemment in respect of Art Education.
Fbbdsrick a. Dizon,
Seoretarj.
OUawc^ 2(Hh December, 1886,
(4.) Report op thb Kingston Art School.
Sir, — This school has been in existence only one year. During the first seasion
which opened in December, 1884, and lasted six months, sixty-nine students attended.
The school was then supported by subscriptions and students' fees, and was governed by
directors appointed by the subscribera The present session, which will continue eight
months, commenced in October, 1885. The number of students so far is as follows :—
Advanced Course, Grade A, 24 ; Primary Course, Grade B, 37 ; Oils and Water Colors
Class, 22 ; 13 of whom attend the Drawing Class also.
Classes in Drawing are held three afternoons and three evenings each week ; in
Painting, three mornings weekly. A class for instruction in sketching from nature is
held once a week.
The curriculum of study is that laid down by the Ontario School of Art ; the fees
eharged are the same as in that school. Two teachers are employed ; the head master's
salary is $107 per month, the assistant's $48 per month.
In November, 1885, Dr. May visited the school in order to confer with the directors
regarding affiliation with the Ontario School of Art, when it was unanimously agreed that
the proposed regulations respecting Art Associations be accepted, so that the school now
reoeives the same advantages as the Ontario School of Art in regard to certific«tss^
medals, etc.
211
A subsidy of $400 has been gi*anted by the Provincial Goyemment, so we trust that
%h% school is now firmly established.
The total amount of receipts and expenditure from the opening of th/B school, December,
1884, till December 29th, 1885, is as follows :
Beeeipts.
Subscriptions $308 00
Students' fees 928 75
Qovemment grant 400 00
$1,636 7§
Rent, fuel, light $175 00
Teachers* salaries 990 00
Oasts and models 120 00
Furnishing rooms 161 00
Oaretaker, printing 55 00
Sundries 8 00 .
1,509 00
Balance in hand . . 127 75
$1,636 75
Mingitan 28 Dec,, 1886,
BELLA DICKSON,
Secretary.
(5.) Report of thk Ontabio Sooibty of Abtists.
Sir, — On behalf of the executive council, I have pleasure in submitting the following
veport: —
Membership. — During the year our roll of membership has been increased by the
addition of four names.
Exhibitions, — With regard to our last annual exhibition, it is gratifying to find that
contact with each other is advancing the standard of Art amongst us, as is manifest by the
superiority of last season's work over that of the preceding exhibition. During the year
we have been enabled to hold two loan exhibitions of works of European and American
artists. Those exhibitions have been attended with moderate financial success, and we
trust that the results of being able to study the productions of our more favored brethren
will be far reaching, both as to our own progress, and in the higher appreciation of Art
by the public. The Society being asked to again take in hand the Art department of the
Industrial Exhibition, the work was declined. That department was therefore omitted
last year.
S<iles, — The continued depression in the commercial world has been severely felt bj
the Artists, sales being few and smaU. One auction sale of works by our members has
been held during the year, the result being such as to cause serious doubt as to the wis-
dom of such a mode of disposing of our work.
School of Art, — This important branch of Art labor has, during the year, passed
from our management. Some difficulty being experienced in the working of a mixed
council, the Honorable, the Minister of Education considered it judicious to take it
wholly under his own control. The school has ever been the object of anxious care and
thought, and its future will be noted with the deepest interest.
212
Life Class, — This class has just closed another season of successful study. As in
past seasons, it has been a source of pleasure and profit to the students. At the beginning
of the course it was determined by the representisttives of the Royal Canadian Academy
and our own Society, that apy Art Students may be admitted to study in this class, free
of charge, upon showing sufficient ability by drawing from the cast. This privilege has
been largely used by the advanced students of the Government Art School, who have
thus been able, without additional expense, to enter upon a more pronounced artistic
study. We venture to hope that this united action of the Royal Canadian Academy and
our Society will be continued and extended, so that the higher branches of Art study
may be obtainable amongst us.
Art Dnion. — With regard to the success of this valuable means of promoting a taste
for Art amongst the people, you are respectfully referred to the report of the Hon. G.
W. Allan, Chairman of the Art Union Committee.
Financial, — In laying before you the accounts for the past year, it affords me great
pleasure to say that successful endeavor has been made to reduce expenditure as low as
possible, and we trust that the economical management of the finances will meet with
your approval.
In closing this report your council would congratulate the Society upon the fact that
notwithstanding financial depression and unsettled times, we have been enabled to main-
tain our stand, and also make some little advancement. We look with confidence for
returning commercial activity and prosperity, which will bring a much brighter future for
our Society.
WILLIAM REVELL,
Vice-President
SteUement of Receipts and Faspenditure far the Year ending May Ist, 1885,
Kboripts.
$ c.
EZPBNDrrURB.
$ c.
Balance of Assets, Ist Mav, 1884
571 52
500 00
460 00
221 06
25 00
47 25
Rent and Insurance
335 52
Grants from Ontario Grovemment
Salaries and Caretaker
468 65
Members' Annual Subscriptions
Loss on Exhibition
17 01
Profit on ' Jairus' Daughter' Exhibition
" Photographer
** Loan Exhibition
Old Art Union Coupons naid
44 07
21 19
Auction Sale, Industrial
Repairs*
25 57
Printing, Stationery &nd geu. exdenses
Heatinar, Water and Gas
60 05
57 86
Balance
1,029 91
794 92
1,824 83
1,824 83
218
Statement of Asset* and Liabilities, May 1st, 1886.
Aarvtb.
$ c
LiABiLirnB.
$ 0.
Cash on hand
26 01
618 47
836 92
11 10
1,282 %
Sundry Creditors
643 6S
** at Bankers
Provident Fund
836 92
Provident Fund Deposits at interest. . .
Arl TTnion of OftnadA
Rnilding F^ifd
500 00
Excess of Assets
Sundry debton*
1,980 54
2,776 46
794 92
.
Pbovidbnt Fuhd.
Statement of Receipts and Expenditure for the Tear ending May let, 1886,
Balance let May, 1884
Interest on Deposits
la-^^x JAMES SMITH, \ .
(Signed) j^^j. GAGEN, ) A^ditom.
17 (B.
i
214
APPENDIX K,— SCIENTIFIC SOCIETIES, ,
1. Report of the Canadian Institute, Session 1884-5.
Sir, — The Council of the Canadian Institute have the honor to submit their 3^th
36th annual report.
During the past session, 24 meetings have been held, at which 30 papers have been
read. The character of the papers, and the degree of interest shown in the meetings
have been highly satisfactory.
It is gratifying to observe that the membership continues to increase, 40 new
members having been added to the roll duriug the past session.
The interest taken by the members in the Library and Reading Room also continues
to grow, as shown by the fact, that while last year 860 books and periodicals were issued
to members, the number this year was 1,533.
Last year an effort was made to bind the transactions and periodicals which have for
some years been allowed to accumulate. The effort has been continued this year, during
which 161 volumes have been bound and placed on the shelves.
The number of transactions of learned societies received in exchange for our proceed-
ings continues to increase ; 160 societies having this year sent copies of their publica-
tions.
It is highly gratifying to the (Jouncil to call attention to the fact, that at the Inter-
national Conference held at Washington, in October, 1884, for the purpose of establishing
a prime meridian, the proposals first made at a meeting of the Canadian Institute, by Mr.
Sfuiford Fleming, were largely adopted. All the papers on this subject have been
placed in the printer's hands, and the Council hope shortly to lay them before the Ins-
titute.
We append statements showing : 1st, the membership ; 2nd, the financial condition ;
3rd, the number and source of donations and exchanges ; 4th, the number of books and
periodicals issued to members ; 5th, the list of periodicals subscribed ; 6th, the list of
periodicals presented to the Institute, with the names of the donors.
All of which is respectfully submitted, ^
W. H. ELLIS,
President,
Toronto^ May^ 18SS.
Membership,
Number of Members April 1st, 1884 236
Withdrawals and Deaths during the past year 32
— 204
Elected during tlie session 1884-5 40
Total number of Members April Ist, 1885 244
Composed of : —
Honorary Members 6
Life Members 16
Ordinary Members 222
Total -- 244
215
TreasureVy in ctccoutk with the Canadian Institute, Session of 1884-5,
To Summary : —
To Balance on hand $71 50
" Annual subscriptions 570 25
** Rents 143 50
" Journals sold 101 89
" Books and Periodicals sold 79 23
" Interest on Deposits 8 14
" Donation 50 00
" Government Grant 750 00
,774 51
By Summary : —
By Salaries $342 75
** Periodicals 104 56
" Interest on Mortgage 338 78
" Printing 249 14
*' Fuel 99 50
"Gas 44 80
" Water 21 00
" Postage and delivering Journals 24 50
" Express 16 04
" Stationery 2 45
" Furniture 101 80
" Fencing 68 50
" Binding 183 70
i" Caretaker, for sundries 10 00
" Stuffing and preparing Specimens 32 40
" Repairs 40 20
" Insurance 52 00
" Taxes 9 49 '
9 27
" Cash on hand 23 63
$1,774 51
Assets.
Building $11,000 00
Warehouse 720 00
Ground 2,500 00
Library 6,000 00
Specimens 1,200 00
Personal Property 450 00
$21,870 00
LiahiUties,
Mortgage $3,411 00
Balance in favour of Institute 18,459 00
$21,870 00
216
Donations and ExcJiangea,
Books and Pamphlets received from April 1st, 1884, to April Ist, 1885.
Canadian 110
United States 200
Great Britain and Ireland 160
India and other British Colonies exclusive of Canada 80
Foreign 180
Total 730
The number of Societies with which the Institute exchanges is 160.
The number of Books and Periodicals issued to Members.
From April 1st, 1884, to April 1st. 1885 1,533
List of Periodicals subscribed for is the same as last year.
Periodicals are presented to the Institute and the names of the donors.
The following Officers and Members of Council were elected for the ensuing year : —
President, W. H. Ellis, M.A., M.B.; First Vice-President, George Murray, Esq.;
Second Vice-President, George Kennedy, M.A., LL.D.; Third Vice-President, E. A
Meredith, LL.D.; Treasurer, John Notman, Esq ; E.ecording Secreta»y, James Bain, jr.,
Esq.; Corresponding Secretary, W. H. VanderSmissen, M.A.; Librarian, George E.
Shaw, B.A.; Editor, Rev. Henry Scadding, D.D.; Curator, David Boyle, Esq.
Members op Council. — Daniel Wilson, LL.D.; James Loudon, M.A., F.R.S.C.;
R. Ramsay Wright, M.A., B.Sc.; Allan Macdougall, C.E.,F.R.S.C.; Alexander Marling,
LL.B.; P. H. Bryce, M.A, M.D.
2. Report op the Institut Canadien FRANgAis d'Ottawa.
I
Sir, — I beg to submit the following Report of the doings and transactions of " L'ln-
atitut Canadien Franqais de la Cit^ d*Ottawa," for the year ending 30th April, 1885.
Although we entertained the hope last year to be able to show a considerable increase
in our revenue, as well as a marked decrease in our expenses, and, although we had all
combined our efforts to attain this object, we are sorry to say that it could not be realized.
In fact, our expenditure has over exceeded our revenue by the sum of $994.74.
From this you must not infer that our Institution has lost anything of its vitality ;
on the contrary, it has grown more popular than ever, and instead of registering a deficit
in our yearly transactions we would have shown a surplus of $672.97, only for the great
calamity we had to suffer.
We were on the eve of attaining our most sanguine ambitions, when, on the 6th
April last, nearly all the roof of our building caved in, destroying in its fall the greater
piurt of the concert hall and the furniture.
By the time ,this could be repaired the inclemency of the weather rendered our
lower apartments uninhabitable, the rain having destroyed the ceilings, etc., etc.
In consequence of this calamity we had to suspend all our operations for a period of
nearly four months, which considerably affected our revenue. The total loss sust^ained by
us on this occasion amounted to $1,672.71, besides the interruption of our classes.
1st. We have given our course of public lectures with the following results : —
Rev. Father Villatre, " The March of Civilisation in the World."
J17
Messrs. A. Lusignan, "The Events of 1837."
" U. Beaudry, " Michel Laberge, the Discoverer."
" Napol^n Champagne, " France in connection with the Great Maritime
Discoveries."
Messrs. N. Fancher de Saint Maurice, " A Forgetfulness of our History."
L. Tach^, " The Rebellion of 1837."
Achille Talbot " Intelligence of Animals."
Dr. F. X. Valade, " Impressions of a Trip to New Orleans."
A. Buies, " Habits of Egyptians and Turcomans."
Nap. Montpetit, " Louis Kiel."
2nd. Although our drawing classes had to be closed, the greater part of the pupils
frcquentinjy them have continued their studies either in groups or in isolated form, but so
as to improve themselves, as will be seen by the specimens of drawing, penmanship, and
architectural designs we will send to the Colonial Exhibition.
3rd. The membership, instead of decreasing has, on the contrary, attained 222, as
against 179 last year.
Considering all, this year has been one of the most prosperous our Institution has ever
enjoyed, and with the projects we have in view, and the kind help we expect the Govern-
ment will continue to favor us with, we sincerely hope to soon be able to attain the object
for which ** L'lnstitut Canadien-Fran9ais, de la Oit^ d'Ottawa," was founded.
F. B. E. Campbau,
President.
OUawa, Dec, f^4thj 1886,
3. Report op the Ottawa Literary and Scientific Society.
Sir, — The Council have much pleasure in presenting you with a Report of the pro-
gress of the Society during the past year, which they trust you will find satisfactory.
During the year, some 214 books, among which are many valuable works, have been
added to the library ; of this number 116 have been purchased and the remaining 48
presented. *
The library now consists of 2,059 books.
In addition to the purchase already referred to, the Council have recently authorized
the purchase of works of fiction to the value of $30, to be appropriated from the library
and furnishing fund. The works have been chosen and the Council hope that before long
they will be on the shelves for the use of members.
This purchase has been authorized owing to the fact that this section of the library
is by far the most popular, and it has been a matter of some doubt in the Council whether
the taste for this class of literature should be pandered to in the future.
In the museum there has been very little change. The curator, Mr. McGill, and
Mr. H. M. Ami, have done some valuable work in the arranging and cataloguing of a
number of the specimens ; the former devoting his attention to the mineralogical and the
latter to the paleontological specimens.
218
The lectures of the season were as follows : —
" The Elements of Culture." The President.
"Pianoforte Recital'* Mr. Ernest Whyte. >.
" Methods of Illumination," (with practical illustrations). Mr. W. P
Anderson.
" The Principles of Symmetry in Nature." Mr. A. McGill, B. A., B.Sc.
*• Geology of the Nile Valley." Principal Sir Wm. Dawson, LL.D., F.R.S.
etc., etc.
" John Milton." Rev. W. D. Herridge, B.D.
" Latest Advices." Rev. Principal S. S. Nelles, D.D.
" The Scientific Relations of Botany." Prof. Macoun.
Scientific Conversazione, —
** The Value of the Study of Entomology." Mr. James FJetcher.
" The Origin of Prairie Lands." Dr. Q. M. Dawson.
** Mimicry in Nature." Mr. W. H. Harrington.
Literary Conversazione —
" Charles Lamb and Tom Hood." Mr. J. R. Armstrong.
" The Modem School of Poetry." Mr. A. Lampman, B.A.
" The Iroquois in the time of Champlain." Mr. F. H. Gisbome."
The conversaziones which have been a feature in the lectures for some years have
gained a well-earned popularity.
A library and furnishing fund in connection with the Society was established at the
time of moving into the present rooms. At that time some thirty-three members con-
tributed to this fund, but the amount then collected is now about exhausted. As a means
of replenishing the same the Council would suggest that each member should contribute
one dollar to this special fund. This contribution, if general, though small to the in-
dividual contributor, would place the Society in a position to add very materially to the
attractiveness of the library.
The number of members is 300.
Library and Reading Room Statement.
No. of books in Library 2059^
Issued during the year ending 30th April, 1885 1818
viz.: A. History and Biography 151
B. Travels and Adventure 102
C. Fiction 835
D. Poetry 18
E. Metaphysics, Essays, etc 176
F. Theology 2
G. Geology, Mineralogy and Geography 16
H. Chemistry, Natural History and Botany 11
I. Astronomy and Mathematics 4
J. Science and Art 44
K. Encyclopssdias, Magazines, Miscellaneous 296
219
The newspapers and periodicals taken in the Reading Room are : —
Z>a%— "Ottawa Citizen," **Free Press''; "Montreal Star," "Ga2sette'' and "Wit-
ness "; "Toronto Globe" and "Mail"; " New York Herald"
Weekly— ''^ew York Sunday Sun," "Nation," "Harper's Weekly," "Grip,' "Punch,"
"London Times," "Graphic," "Illustrated News," "Scientific American," "Journal of
Commerce," "Winnipeg Times," "Christian Union," "Forest and Stream," "Pall Mall
Budget," "The Week," "Academy," "Sarnia Canadian."
Semi'MarUhly — ' ' Canadian Lumberman. "
Monthly — "Carpentry and Building," "Canadian Mechanics' Magazine," "American
Agriculturist," "Atlantic Monthly," "Harper's Magazine," "Century Magazine," "Popu-
lar Science Monthly," "Blackwood's Magazine," "Chambers* Journal," "Science GtJBsip,"
"Nature," "Contemporary Review," "Nineteenth Century," "English Illustrated Maga-
zine," "North American Review," "Art Journal," "Sanitary Journal," "London Truth,"
"Andover Review," "Westminster Review."
StaiemeTU of Receipts and Expenditure for Year ending SI 8t Ma/reh^ 1885.
Receipts.
BaUnoe
€k>veniineiit Grant
Members' Subscriptions
Lectore Tickets
Gash taken at door (Lectures)
Sale of Periodicals
Rent of Lecture Room
Waste Paper
Total
144 46
SOOOO
458 00
89 25
52 90
29 15
78 00
S 75
Expenditure.
Travelling Expenses, Lecturers
Subscriptions to Papers, etc
Custodian's Salary
Rent.
Lighting
Fuel
Advertising and Printing. ..*...
Water Rate
Expenses of Premises
Sundries
Stationery and Postage
Balance on hand
Total
$ c.
25 00
151 66
281 00
382 50
126 10
375
103 20
12 51
350
12 07
500
48 82
1,156 U
T. K. BENNETT,
Acting Secretary.
Ottawa, 20th December, 1886,
220
4. Report of the Hamilton Association fob the Year Ending 1st
June, 1885.
Sir, — Permit me to call your attention to the work done by our Geological Section ac
indicated by the list of specimens collected and arranged and found at the end of our
printed report. The truly orii^inal work done in this section by Colonel Grant, one of
our members, alone is of the greatest importance to the science. What he has
done in relation to the fossil sponges brought members of the British Association
to see him all the way from Montreal at the close of t^eir meeting at Montreal
last year.
In Ornithology I might refer to what we have done, especially through Mr. Mcll wraith,
one of our oldest members and one of the best authorities on the subject in the Dominion.
We are about to publiuh his work in a separate form.
Original papers on Botany have abo been prepared by members of our Association.
1 trust this will suffice to show that we have done something in the way of original
wOrk, while I may further state that our Society was never in a more healthy condition
than now.
The following is tin abstract of our report for year ending June Ist, 1885 : —
Number of members, 157.
Membership fte, $2.00 per annum.
Meetings held during year, fourteen.
do of Council of Association, sixteen.
Subjects treated at general meetings —
" Ancient Language and Literature of India," H. B. Wilton, Esq.
" Commercial Transactions im Pre-Historic Times — the Bronze Ag«," W.
Kennedy, Esq.
" The Early Greek Philosophy," Rev. J. W. A. Stewart.
** The Great Landslide on the Grand River," Prof. Spencer.
" The Germ Theory," Dr. Leslie.
" A Glance at Historical Medicine," Dr. Hillyer.
" The Early Home, Separation, and Re- Union of the Aryan Family," Rev. R. J.
Laidlaw.
" The Waters of Burlington Bay and the City Sewage," Dr. Chittenden.
"American Ornithology and the Birds of Ontario,'* Thos. Mcllwraith, Eisq.
"The Physical Development of the Niagara Escarpment," A C. Lawson, B.A.
" Is Language a Test of Racel" George Dickson, Esq.
" Pioneer Traders of the North- West," B. E. Charlton, Esq.
" Psychology, Illusions, Apparitions, Dreams," S. Briggs, Esq.
" Race Identity of the Old and New World," W. Glyndon.
221
Abstract of Statement of Receipts and Disbursements of the -'Hamilton Association/
15th May, 1885 :—
1884. Income.
Balance May, 1884 $8 53
Aug. 2 Government grant 400 00
Sundry subscriptions 246 00
Sale of copy of proceeding 35
$664 88
JSocpenditure,
Sundry payments as per audit $603 49
Balance 61 39
$664 88
May 15 Balance in hand $51 39
. ,., f W. T. Neile.
Auduors ] ^ ^ Ballard.
A. Alexander,
Secretary.
Hamilton, 16th July, 1886.
5. Report of Athenasum and St. Patrick's Literary Association op Ottawa,
FOR THE Year ending 30th April. 1885.
In November last, on the organization of the Winter Evening Classes, as many as 165
pupils were enrolled. It was felt that the St. Patrick's Hall was inconvenient in many
ways for the proper management of so large a class. The Association was, however,
unable to make a change at the time. But on the Ist May of this year four tine rooms in
the central part of the city were engaged. They have been comfortably fitted up, and the
Association is now located in quarters of which it may well be proud. The cost of this
undertaking has been considerable, and the rent is high, $250 per annum. But the
Association felt that for all the purposes of the organization, comfortable, well-furnished
rooms are the first necessity.
The library and r*^ading room nf xt received a careful inspection ; many books of little
practical value were set aside, additions of new and useful books were made, and the
reading room and library are now in keeping with the progress of the Association.
The statistics subjoined show the working of the Association for the year referred to.
Receipts.
Members' and pupils' fees 1202 00
Government grant 200 00
Other sources 659 20
11,061 20
222
Expenditure.
Evening classes $133 10
Reading-room 78 45
Rent and miscellaneous 653 94
Cash on hand 195 71
$1,061 20
Evening Classes.
Subjects Taught. — Grammar and Composition, arithmetic, writing and book-keeping,
drawing.
No. of pupils. — 165.
Lectures. — Weekly papers by members.
Debates. — Weekly by members.
Library.
No. of Volumes in Library. — 250.
do Issued. — 70.
Books read in the rooms every week evening from 4 to 10 o'clock.
(Signed) John A. MacCabe,
President.
Ottawa, 20th May, 1886.
UNIVERSITY OF TORONTO ;
UNIVERSITY COLLEGE, TORONTO;
SCHOOL OF PRACTICAL SCIENCE ;
AND UPPER CANADA COLLEGE.
225
UNITERSITY OF TORONTO ; UNIVERSITY COLLEGE, TORONTO ; SCHOOL
OF PRACTICAL SCIENCE ; AND UPPER CANADA COLLEGE.
1. Annual Report of thb University op Toronto, for 1884-5.
To His Honor, the Honorctbtk John Beverley Robinson^ Lieutenant-Governor of ih4
Province of Ontario^ Visitor of the University of Toronto : —
Mat it Please Your Honor:
The Chancellor, Vice-chancellor, and members of the Senate of the University of
Toronto, have the honor to present their Report on the condition and progress of the
University for the year 1884-5<
The following tabulated statement of the admissions to degrees and ad eundem st€Uum,
and the number who matriculaled in the different faculties is submitted :- -
Law —
Matriculation 18
Degree of LLB 7
Degree of LL.D 1
McUriculation —
Matriculation 20
Degree of M.B U
Degree of M.D 2
Matriculation 189
Ad eundem stttum 6
Degree of B.A 76
Degree of M.A 8
Oiml Engineering —
Degree of C.E 1
During the year, 838 candidates underwent examination in the difierent faculties as
follows : —
Faculty of Law 35
** " Medicine 81
" " Arts 613
" '* Civil Engineering 1
Local examinations for women 108
Total 838
The class lists for the year are appended.
All of which is respectfully submitted.
(Signed) W. Mulock,
Vice-ChanceUor.
Toronto^ S 1 si ^ December^ 1886.
226
2. Annual Report op the Council op University Oollsge, Toronto, por the tbae
1884-6.
To His Honor y the Honorable John Beverley Robinson, Lieutenant-Governor of the
Province of Ontario, Visitor oj the University College, Toronto :
May it please Your Honor :—
The President and Council of University College, beg leave to present the following
report of the progress and present condition of the College for the year 1885.
They are gratified in being able to report, that the work of the College has progressed
in all respects satisfactorily during the past year, and the Council continue to receive the
best assurances that the College meets with the approval of the people of this Province,
in the number of students in attendance on the lectures, and following out the full courses
of study prescribed by the University for proceeding to a degree.
The number of students pursuing their studies in the various departments embraced
in the College courses continues to increase, so that in some branches it is difficult to sub-
divide the classes sufficiently for practical work. The aid afforded by the tutorial services
of the Fellows has accordingly proved of great value.
The total number of students in attendance on lectures at University College during
the past academic year was 395, including 29 students of-the School of Practical Science,
availing thomselves of the instruction which the College affords, in Mathematics, Physics,
Chemistry, Mineralogy and G^logy ; as well as in the Modem Languages, and other
branches of general education.
The number admitted to the College at the Annual Convocation, of October, 1884,
including 23 students of the School of Science, amounted to 162. At the University
Convocation, held on the 9th of June, 84 of the students, who had pursued their under
graduate studies in University College, and had been duly, reported by the Board of Exami-
ners of the University, as having fulfilled all requirements prescribed as requisite for their
respective degrees, were admitted as follows : namely, seven to the degree of Master of
Arts ; one to the degree of Bachelor of medicine ; three to the degree of Bachelor of
Laws ; and seventy-three to the degree of Bachelor of Arts.
Since the re-organization of the University and College on their present basis in 1853,
the degrees conferred in the Faculties of Arts, Law and Medicine, on students trained in
University College, have numbered in all 1319, classified as follows : — ^LL.D. 10 ; LL.B.
52 ; M.D. 19 ; M.B. 65 ; M. A. 244 ; B. A 929 ; making a total of 1319 deg.-ees conferred
on those who have pursued their under-graduate studies in this College, and have proceeded
to their respective degrees in the various faculties of the University.
Among those who have gone forth from this College, many have taken high standing
in the University Honor Lists, and have subsequently given practical evidence of the
value of the instruction they received, by their advancement to places of honorable trust and
professional Standing ; to the responsible offices of Principals and Masters in the colleges
and schools of this and other lands ; as well as to other influential and useful positions.
The following constitute the present teaching staff of University College, including
the Fellows, who in addition to their pursuit of post-graduate studies, undertake tutorial
work in the lecture rooms and laboratories of the several departments to which they are
attached.
Classical Literature, embracing the Greek and Latin Languages : Professor : — Maurice
Hutton, M.A, Fellow of Merton College, Oxford.
Tutor :— William Dale, M.A.
Fellow : — J. C. Robertson, B.A,
Oriental Literature, including Hebrew, Chaldee, Syriac and Arabic : Lecturer : —
Jacob M. Hirschfelder.
Rhetoric and English Literature : Lecturer : — David R Keys, B.A.
Oerman ; — W. H. YanderSmissen, M.A.
French : — John Squair, B.A.
Italian : — David R. Keys, B. A.
227
Fellow in Modem Languages : — C. Whetham, B.A.
Logic, Metaphysics and Ethics: Professor : — Geolrge Paxton Young, M.A., LL.D.
Fellow : — A. S. Johnston, B.A.
Mathematics and Natural Philosophy: Professor : — James Loudon, M.A.
Tutor: — Alfred Baker, M.A.
Demonstrator in Physics : — W. J. Loudon, B. A
Fellow in Mathematics : — J. W. Reid, B.A.
Fellow in Physics : — T. Mulvey, B. A.
Mineralogy and Geology : Professor : — Edward J. Chapman, Ph. D., LL.D.
Fellow :— H. R. Wood, B.A.
Biology and Botany : Professor : — R. Ramsay Wright, M.A., B. Sc.
Fellow :— A. B. McCallum, B.A.
Chemistry : Professor : — William H. Pike, M.A., Ph. D.
Fellow:— T. P. Hall, B.A.
Instruction is given by this staff of Professors, Jjecturers and Assistants, in the various
branches embraced in the requirements of the University for standing and degrees in the
Faculty of Arts ; and in conjunction with the Professor of Engineering in the School of
Practical Science, for the degree of Civil Engineer. By the arrangements provided for
in the Act establishing a School of Practical Science for the Province, provision is made
for the attendance of the students of the school at all lectures in University College,
embraced in the courses of study, including practical instruction in the Physical, Chemi-
cal and Biological laboratories, and in Mineralogy and assaying in the Geological labora-
tory. The large number of students now availing themselves of the instruction thus
afforded, more and more forces on the attention of the College Council the desirableness of
such an increase in the number of instructors, as will admit of greater division of classes
in each year. This is specially felt to be the case in the Honor work, alike in the study
of the Ancient and Modern Languages in the class room, and in the practical instruction
in various branches of science in the laboratories, in which it is indispensable for the
teacher, to a large extent to deal with each student individually, if the highest results are
to be attained.
During the past year important additions have been made to the philosophical
apparatus of the College. The valuable collection of instruments of precision in the
branches of Dynamics, Sound, Light and Heat, previously acquired, rendered the physical
apparatus of great service in the work of this department. Since the last Annual
Report an appeal has been made to the graduates and friends of the institution, to aid in
supplementing the collection in certain branches in which it was still deficient. The liberal
response which this appeal has met with, supplemented by an appropriation from the
Board of Trustees, has furnished the funds requisite for making important additions,
chiefly of electrical test instruments. Further additions required for adequately illustra-
ting the important branch of electricity, will shortly be made ; sp that next year, the
Physical Laboratory of the College will be in a position to offer unusual facilities to those
who wish to pursue the special course in Electrical Engineering ; as well as to furnish to
all the students in the Departments of Science some adequate knowledge of the principles
involved in many novel applications of electricity to the requirements of civilized life ;
alike as a motive power, a source of light, and in the telegraph and telephone.
Examinations were held in Michaelmas and Easter terms of the past academic year ;
and the honors and prizes attained in the various departments were awarded at the
College Convocation, held on the 1 6th of October. The honor lists of the year, along
with a synopsis of the lectures and other details, relative to the work of the College, will
be found in the Calendar of the present year, of which a copy is herewith sent.
All of which is respectfully reported.
(Signed) DANIEL WILSON,
Pj^esident.
University Collbob,
ToratUo, 5th December, 1886,
228
3. Annual Report op thh School of Practical Sciencb, Toronto, 1885.
To the Honorable G, W. jRoss, M.P.P., <fcc., <fec., Minister of Education.
Sir. — I have the honor to submit herewith the Report of the School of Practical
Science for the year 1885.
1. The Academic year of the School of Science begins in October, when the students
enter on their work in the lecture room and laboratories. The Annual Report, as now re-
quired from the Board of Management, accordingly includes, of necessity, [>art of the
work of two Academic years, viz. : — that of the Easter Term of 1884-5, and the Michael-
mas Term of 1885-6.
2. The following is a classified list of the students in attendance during the above-
named terms of the current year, including the regular students pursuing special subjects
in the full courses taught in the School of Science, and also those proceeding to a degree
in Civil Engineering, in Arts, or in Medicine, in the University : —
Engineering — Eaater. Michaelmiw.
Regular strdents 35 48
Special " 8 11
Matheviatics and Physics —
Students in Engineering 29 46
Chemistry —
Students of University College 81 79
Regular students in Engineering ^ 23 48
" *• Chemistry , .' 1 2
" Medical students 54 46
Biology —
Students of University College 42 54
Mineralogy a/nd Geology —
Students of University College 110 102
Regular students in Engineering 11 17
3. The fees of the Academic year 1884 5 derived from students proceeding to a
Diploma of the School of Practical Science in the department of Engineering, and paid
to the Provincial Treasurer, amounted to nine hundred and sixty-five dollars ($965).
4. The work now carried on by the Professors in the School of Practical Science in
co-operation with those of University College, has largely increased the advantages en-
joyed by the students of both institutions. The lectures and all the practical instruction
in the laboratories of the school and college are now available to them, in addition to
which' they enjoy the full benefit of the tutorial services' of the Fellows in all depart-
ments embraced in the work of the school.
The following constitute the teaching staff of the School of Practical Science, in-
cluding the Fellows of the year 1884-5 in the several departments:
J. Grtlbraith, M.A., Assoc. M. Inst. C.E., Professor of Engineering.
W. H. Ellis, M. A, M.D., Professor of Applied Chemistry.
W. H. Pike, M.A, Ph. D., Professor of Chemistry.
N. McEa'hern, B.A., Fellow.
E. J. Cha{)man, Ph. D., LL.D., Professor of Mineralogy and Geology.
H. R. Wood, B.A., Fellow.
J. Loudon, M.A., JProfessor of Mathematics and Physics.
229
J. W. Reid, B.A., Fellow in Mathematics.
T. Mulvey, B.A., Fellow in Physics.
R. Ramsay Wright, M.A., B. Sc, Professor of Biology.
A. B McCalluui, B.A., Fellow.
D. Wilson, LL.D., F.R.S.E., Professor of Ethnology.
5. Departments of Instruction.
•
I
(1) Engineering —
The number of regular students who presented themselves for examination in ihe
E&ater Term of 1886 was as follows : —
First year 16 were examined and 9 passed. .
Second ** 6 " " ** 6 "
Third " 3 ** " "3 "
Total 25 ** " •* 17 "
Two of the first year and two of the third year who had completed the work up to
the period preceding the examinations for the year, and were in active service in the
Northwest, were allowed their years, by resolution of the Board, making altogether 21
students who passed their respective years out of a total of 29.
The number of graduates of the school is as follows: —
1831 .' 1
1882 3
1883 3
1884 5
1885 5
Total 17
I
These gentlemen are, almost without exception, engaged in active practice.
The number of students in this department now in attendance is as follows : —
Regular Stiuients —
First Year 31
Second " ' 10
Third " 7
Total 48
Specicd Students —
Mechanical Engineering 4
Electrical ** 2
Surveying 5
Total ••..: 11
Total number of students in the Engineering Department, 59.
The large drafting room is occupied by the first year regular studentd and the special
students. The room formerly used as a library is occupied by the second and third year
regular students. All the available room in the building is now occupied, and it will be
necessajry to provide additional room by adding to the present building ; otherwise, it will
be necessary to send away intending students next year, if the increase in the number of
applicants for admission is as great as it^ was in the present year.
Tlus Department is greatly hamper^ by the want of a special lecture room. At
present, there are only two rooms in the building available for all lectures. ; one large
18 (E.)
230
chemical theatra and a small lecture room. The latter can seat only about 40 students,
and is used by Professor Chapman, Professor Wright, Professor Ellis and Professor Gal-
braith. It of tens happens that several lectures are going on at the same hour, in which
case the laboratories and drafting rooms have to be utilized as lecture rooms, much to the
discomfort both of the lecturers and their audiences ; and also of the students who are at the
same time using these roqpis for their proper purposes.
The new rooms invnediately required by this Department are a new drafting room
and a new lecture room. Provision should also be made for a large room on the ground
floor to be used as an Engineering Laboratory. This room should be furnished with a
machine for testing the strength of building materials, and with an experimental steam
engine for conducting engine tests.
Mr. K W. Stem, who graduated in 1884, has been appointed Fellow in Engineering.
This has greatly increased the efficiency of the Department. Indeed, it would have been
impossible for the professor, without such aid, to have given the requisite attention to the
large number of students availing themselves of the instruction in the Department of
Civil Engineering this term. The reputation of the school is spreading throughout the
coantry, and as this is greatly due to the reports of its own students and graduates, it
will be seen that its success depends principally upon its ability to satisfy the require-
ments of students in attendance. Mr. J. L. Morris, the first graduate of the school, has
also been the first to obtain the degree of C.E., in the University of Toronto. This
degree is only open to graduates in the Department of Engineering in this school ; and
its principal requirement is, that the candidate shall have spent at least three years in
active professional work after obtaining the diploma of the school.
(2) M(UhenuU\c8 and PhyHca —
The instruction in the various branches included in this Department is carried on by
the Professor of Mathematics and Physics in University College, in cooperation with the
mathematical Tutor and the Demonstrator of Physics, with the assistance of two Fellows.
In addition to the valuable collection of instruments of precision in the branches of
Dynamics, Sound, light and Heat, the physical apparatus has been increased since last
annual report by. the addition of a number of electrical instruments, chiefly test instru-
mt^nts ; and it is expected that the Laboratory will be in a position next year to offer
unusual facilities to those who wish to take a complete course in Electrical Engineering.
By that time also it isexpected that such students will have the advantsige of a well-
equipped workshop.
(3) Chemistry —
The Board was able, last year, to report the completion of an additional practical
laborato ry, placed at the disposal of Professor Pike. The large increase in the number of stu-
dents availing themselves of the advantages which this Department now ofifers, amounting
during the current term to 120, necessarily increases the expenditure. The sum appro-
priated for the Laboratories has accordingly proved quite inadequate to meet the working
•expenses.
The insufficiency of the heating apparatus also continues to form a serious impedi-
ment to laboratory work ; and the Board rely on the assurances of the Minister of Ekluca-
tion that this evil will be remedied before another year.
{4) Biology-^
An appropriation from the Board of Trustees of the University has been made
during the current term, for providing additional microscopes ; the necessity for which is
increasingly felt from the number of students in the several branches of the natural sci-
ences, and the careful attention now devoted to microscopical direction.
(5) MvnercUogy and Geology —
The need of special lecture rooms for the Professors of the various branches of study
is much felt in this department. The necessary defacement of illustrative tabular work
231
on the blackboard by successive lecturers, and the pro-occupation of the room at times
when their preparation is necessary for a future class, are felt as great impediments to
the successful prosecution of the class work.
(6) Ethnology —
The lectures in this department are given in University College. Some valuable
additions have been made to the illustrative specimens during the past year, in accord-
ance with tl^e purpose of securing a comprehensive ethnical collection, specially illustrat-
ing the races of this continent.
The attention of the Government has been directed in more than one previous re-
port to the inadequacy of the heating apparatus provided for the building. This has
been increasingly felt during the past winter, owing to the extension of the chemical
practical laboratories. The necessity for considerable additions to the building, in order
to provide the requisite lecture-rooms and other indispensable accommodation for the
annually increasing number of students, will necessitate a reconstruction of the heating
apparatus. The Board beg leave, very respectfully, to urge upon the Government that
before taking steps to provide the increased accommodation required at the present time,
they will give instructions for the preparation of plans on a scale adequate to the pro-
spective growth of the school and the requirements of the Province, so that any additions
now made may form part of a scheme to which further additions may be made from time
to time, with a view to the ultimate establishment of a School of Practical Science in all
respects worthy of the Province of Ontario.
A synopsis of lectures and other details of the work of the school will be found in
the Prospectus for the year, a copy of which is herewith appended.
All which is respectfully reported.
Daniel Wilson,
Chairman.
TnToiiio, 9th Dec, ISSo.
4. Annual Report op Upper Canada College, Toronto, 1885.
To His Honor y the Honorable John Beverley RolAmon, LieiUenant-Governor of the
Provinct of Ontario, and VUitor of Upfjer Canada College : —
May it Please Youk Honor :
The Principal of Upp«^r Canada College begs leave to present to your Honor, as
Visitor on behalf of the Crown, the following report for the year ending June 30th,
1885. it is compiled from information kindly prepared for him by John Martland,
M.A., the resident master, and from records kept by the late J. M. Buchan, M. A., whose
untimely death deprived the Province of one of its ablest and most zealous laborers in
educational work. In a memorandum of the work done in Upper Canada College, Mr.
Buchan says : —
'*■ The chief distinguishing feature of Upper Canada College is, that it is a statute-
governed boarding school. As a religiously-conducted, but non-sectarian institution of
inexpensive character, it forms a valuable and necessary complement of our non-denomi-
national High School system, inasmuch as it provides a place under public control where
parents, who on account of their distance from a High School, or for other reasons, are
unable to have their sons properly trained at home, may send them with the assurance
that not only their intellectual development, but also their spiritual, moral, and physical
tnlucation, will receive due attention. This work, private and denominational boarding
schools can do, but not as a rule so well, because they are not amenable to the name
extent to public opinion. The High Schools, being essentially day schools, can do but
little toward the formation of character, and they are not likely to develop into boarding
232
schools, because their masters will not undertake the responsibility of placing boarding
houses on a permanent basis and assuming the financial and other risks connected with,
their management. Unless this is done they can never develop the traditional code
of honor and the esprit de corps which produce such valuable results in boarding schools
that have a history and a permanent basis of existence. In other words, the work of
Upper Canada College differs from that of the High Schools, not in degree, but in kind.
While giving every attention to intellectual culture, it makes a specialty of bringing
character and physique under proper formative influences, a work which the day schools,
through no fault of their own, but from the very constitution of their existence can,
except occasionally and temporarily, only partially perform for pupils that are sent away
from home."
Religious and Moral Traimng,
1. All the boarders, except those whose parents object, receive religious instruction
from the boarding-house masters. They are divided for this purpose according to the
denominations to which they belong.
2. All the pupils on the lowest two forms, whether boarders or day boys, receive
regular non-denominational Biblical instruction, a course consisting of a certain part of
the Holy Scriptures being prescribed as the work of each year.
3. Great attention is paid to the development of character. Each Form-master
makes a special study of the boys in his Form ; and particular pains are taken to guide
and, when necessary, correct the tone and tendencies of the public opinion and moral
standard of the playground.
^ Physical Training,
*< Two gymnasiums, in addition to other means of exercise, are provided. All the
pupils in the lower half of the College receive regular instruction in drill and gymnastics,
and many games are encouraged.'' Although the equipment for physical culture is,
perhaps, equal to that of any other school gymnasium in Canada, the appliances for cany-
ing on this important work are by no means complete ; the playground is not sufficient
for the comfort and discipline of a larger number of residents than are now in attendance,
and a capacious play room for use during the winter months, with a workshop for pupils^
is much needed.
IrUeUechval Training,
To understand the organization of the College it is necessary to bear in mind that
up to the end of the Second Form the subjects for all pupils are the same. At that point
the curriculum bifurcates into the classical course, which occupies four years, and the
modem course, which occupies two.
The College is divided into six Forms or classes, and the regular curriculum extends
over a course of six years ; although by steady application and hard study some boys are
able to pass through the six Forms in five, or even in four, years.
The full curriculum embraces an extended course in Latin, Greek, mathematics,
French, German, English grammar, literature, and composition, history and geography
(both ancient and modem), experimental chemistry, Biblical knowledge, the usual com-
mercial branches, drawing, music, gymnastics, fencing, and drill exercises.
Health of Pupils.
The thorough inspection of the College buildings by a competent engineer, the
precautionary measures taken to secure good sanitation, the liberal and wholesome board
provided, the attention given to physical exercise, the regularity of school life, securing
for the pupils ample rest and recreation, gave the College boarders during the year an
immunity from sickness that is exceptional in boarding school life.
1881-82. 18823. 1883-4.
Number of pupils enrolled during the year 243 255 296
Number of resident pupils 116 129 149
233
Number enrolled during the four months ending December, 1885, is 308; resident
pupils during the same time, 1 56.
Beaidence of Pupils.
Algoma
Brant
Bruce
Oarleton
Durham
Essex
Orey
Haldimand . . . .
Halton
Hastings
Huron
Lambton
Lanark
Leeds
Lincoln
Middlesex
Moose Fort
Norfolk
Northumberland
Ontario
Peel
Perth
Peterboro* .....
Renfrew
Simcoe
Stormont
Victoria
Wellington
Wentworth . . .
York
Day Boys.
•v
Total from Province of Ontario .
Quebec
Nova Scotia
N. W. Territory
British Columbia
Bermuda
United States
147
i(
u
iC
Term ending November 7th, 1884
February 4th, 1885
April 20th, 1885
June 30th, 1885
Number of boarders living in Ontario
other Provinces
Bermuda
United States .
147
Day Boyn.
132
147
144
135
Resident Pupils.
1
1
3
2
2
1
3
2
6
8
5
7
1
2
10
2
2
o
Mi
1
3
2
2
3
2
8
5
4
3
20
20
133
4
6
1
T
1
3
it
(I
<i
<{
(I
149
BoarderH.
130
137
131
131
. . . . 133
12
1
3
Number of day pupils
Total enrolment for the year
149
147
296
234
The following Masters constitute the staff for the year 1885-86 : —
Geo. Dickson, M.A., Principal.
Wm. Wedd, M.A., First Classical Master.
James Brown, M.A., First Mathematical Master.
John Martland, M.A., Second Classical Master, and Resident Master iu College
Boarding House.
W. H. Fraseb, M.A., French and Qerman Master.
George B. Sparling, M.A., Second Mathematical Master, and Assistant Mastf^r in
College Boarding; House.
William Jackson, Esq., Assistant Classical Master and Master in Supplementary
Boarding House.
A. Y Scott, B.A., Assistant English Master, Lecturer in Chemistry, an»l Resident
Assistant Master in College Boarding House.
G. Gordon, B.A, Assistant English Master, and Resident Assistant MaHkT in
College Boarding House.
H. Brock, Esq., Assistant English Master, and Master in Supplementary Hoarding
House.
A. Stevenson, B.A., Writing Master, and Assistant in English.
Jos. Blackstock, B.A., Assistant Modern Language Master.
Sergeant Parr, Instructor in Gymnastics, Fencing and Drill, and Ovefse*!* oi Play
ground.
R Baigent, Esq., Drawing Master.
Theo. Martens, Esq., Music Master.
(Signed) George Dickson, M.A.,
PrincApcU.
Toronto, Slat December, 1886.
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234
The following Masters constitute the staff for the year 1885-86 : —
Geo. Dickson, M.A., Principal.
Wif. Wedd, M.A., First Classical Master.
James Brown, M.A., First Mathematical Master.
John Martland, M.A., Second Classical Master, and Resident. Master iu College
Boarding House.
W. H. Fraser, M.A., French and Qerman Master.
George B. Sparling, M.A., Second Mathematical Master, and Assistant Master iu
College Boardinp^ House.
William Jackson, Esq., Assistant Classical Master and Master in Suppletnontary
Boarding House.
A, Y Scott, B.A., Assistant English Master, Lecturer in Chemistry, an»l Resident
Assistant Master in College Boarding House.
G. Gordon, B.A, Assistant English Master, and Resident Assistant Mast^n* in
College Boarding House.
H. Brock, Esq., Assistant English Master, and Master in Supplementary Hoarding
House.
A. Stevenson, B.A., Writing Master, and Assistant in English.
Jos. Blackstock, B.A., Assistant Modern Language Master.
Sergeant Parr, Listructor in Gymnastics, Fencing and Drill, and Overseer of Play
ground.
R. Baigent, Esq., Drawing Master.
Theo. Martens, Esq., Music Master.
(Signed) George Dickson, M.A..
Principa-i-.
TarofUOy Slst Decwiber, 1885.
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