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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 



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■ I 

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148 
245 

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107 

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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 


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366 

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19 
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85 
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144 
16 


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82 

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84 
95 
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so' 

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246 


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260 
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323 
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506 

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270 
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1 3141>:114!0 


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2719 


3046 


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927 


6119 


1089 


3428 


8126 


310 404 


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2 acm.vxaw 


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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 



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acreK. 

1 
1 
4 



i 



3 
2 

'i 

I 
2 

5 



1 
1 
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5 

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4 



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1 
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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 

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2 

2 
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1 I 

1 ! 
1 I 

1 
I 
1 
1 

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8 

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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 


\ 


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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 


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1 


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t 


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..I 18 
.J 7fi 



3 768 : 



■ 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. 



11 UUBtr'K. 
7 Trinifv. 
2 Albert. 



I 1 Uueeo's, Irduid. 
I 1 Dublin. 
I S Certificate. 



lOfifl I 486 2439 { 34T 



' 10U8 |Hiuh.«i.H.M..»2,3BaLow.H.M.,t 
j 10(W High.ul. H.M., #2,360. Low. H.M..* 



30 IHich^-nl. H. M.,«100. Jx>«-. H.M., 1114. 



44 



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2 2 8 5i 2^ ?5 



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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1 




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5 






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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 
44 
44 
44 
44 
44 
44 
44 
44 
44 

no 

44 

44 

44 
44 
44 

• 4 
44 

no 

44 
44 

no 

y« 

no 
yee 

44 
44 
44 
44 
44 
44 
4t 

no 

y«« 

44 
44 

44 
44 

no 

44 
44 
44 



& 

O 

c 

£ 

o *• 
H 



2A boun 
all day 

4« 
44 

2k houn 
au day 
S houn 
all day 
3 houn 
houn 
houn 
hour» 
houn 
aUday 

44 



aU day 



44 



3 houn 
2A houn 
2X houn 
ail day 

all day 
t« 

t * 

»4 

3 houn 

all day 

(< 

<< 



2^ houn 
3 houn 

all day 
3 houn 
all day 

44 

8 houn 

3 houn 
3 houn 
aUday 

44 
44 



44 
4k 
4( 
44 
44 
44 
44 

no 

4i 
14 
44 

no 
yee 

44 
14 
44 
44 
t* 
41 

• ( 
i4 
it 
«i 
t4 

DO 

y? 

44 
14 
«< 
4t 
<» 

• 4 
44 
«4 
44 
44 
44 
4( 
44 
44 
4t 
.4 
44 
t4 
44 
44 



B 

ra 

Xi 

I 

8 

9 






^4? 
44 
44 
44 

44 
44 
44 

no 



«4 
44 

no 



yeB 

no 
yee 

44 
44 

*i 
44 
44 
«( 
44 
(4 
4 t 

no 

y?f 

no 
yee 

44 
14 
44 
44 
44 
44 
44 
44 
4. 

no 
yee 

no 
yee 

no 

yj? 

44 
44 



I 



> 

a 



no 

IT 

44 
44 

no 
yes 

no 

ye« 

no 

44 

(4 
44 
44 
44 
14 
44 

rtome 
no 

44 
44 

44 
44 



5 



I 



Kinderf^'ntgB. 



yee 

44 

no 

yes 

no 

yen 

no 

44 
44 
»4 



no 
yee 

44 
44 
44 
44 
44 

no 
yee 

44 
44 
44 

no 

44 
44 
4 4 
44 



a few leseons 
no 
yes 
no 

44 

yee 

no 

yee 

Calisthenics 

yes 

44 

no 
yes 

44 
44 

Oalisthenics 



•3 






4) 

•s 


O 


Im 


•*« 


o 


a 


•»< 


•1 


I 


» 


o 


4. 


£ ■ 


5S 


ss 


8 ^ 


8* 


18 


n 


^M 


^M 




1* 


$ c. 


$ C 


40 00 






200 00 




160 00 


125 00 


100 00 


90 00 


700 00 


125 00 


100 00 




175 00 


125 00 




200 00 










200 00 


50 00 




150 00 




120 00 




160 00 






150 00 





• 



yee 


yes 


no 


44 


yee 


44 


no 


no 


yen 

44 


44 

44 


no 


44 


yes 

44 


j;? 



44 

no 

44 

yee 
no 
yee 
no 

44 
44 



44 

no 

yee 

no 

»:? 

no 

44 

44 



130 00 
130 00 
120 00 



190 00 



80 00 
160 00 

25 00 
120 00 
150 00 
120 00 

75 00 

78*66" 

•••••• • 

100 00 
500 00 
250 00 
100 00 
160 00 




125 00 
80 00 



75 00 
100 00 

$6 per week 
125 00 
150 00 
125 00 



I 



120 00 

i66'66' 

60 00 

166 66' 

36666' 
115 00 
10000 



10000 



10000 

150 00 
50 00 

7606' 

156 00 



120 00 

166' 66' 
10000 

• • • • V i 

25 00 



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 
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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. 



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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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^ .. • 



-1 



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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