CIHM Microfiche Series (l\/lonographs) ICIVIH Collection de microfiches (monographles) Canadian Institute for Historical Microreproductions / Institut Canadian da microraproductions historiquas 1 Technical and Bibliographic Notes / Notes techniques et bibliographiques The Institute has attempted to obtain the best original copy available for filming. Features of this copy which may be bibliographically unique, which may alter any of the images in the reproduction, or which may significantly change the usual method of filming are checked below. n n n n n D Coloured covers / Couverture de couleur Covers damaged / Couverture endommagte Covers restored and/or laminated / Couverture restaur^ et/ou pellicula Cover title missing / Le titre de couverture manque Coloured maps / Cartes gdographiques en couleur Coloured ink (i.e. other than blue or black) / Encre de couleur (i.e. autre que bleue ou noire) Coloured plates and/or illustrations / Planches et/ou illustrations en couleur Bound with other material / Re\\6 avec d'autres documents Only edition available / Seule Edition disponible Tight binding may cause shadows or distortion along interior margin / La reliure serrte peut causer de I'ombre ou de la distorsion le long de la marge int^rieure. Blank leaves added during restorations may appear within the text. Whenever possible, these have been omitted from filming / Use peut que certaines pages blanches ajout^es lors d'une restauration apparaissent dans le texte, mais, lorsque cela 6tait possible, ces pages n'ont pas 6\6 film^s. Additional comments / Commentaires suppl^mentaires: L'Institut a microfilm^ le meilleur exemplaire qu'*! lui a 6\6 possible de se procurer. Les details de cet exem- plaire qui sont peut-dtre uniques du point de vue bibli- ographique, qui peuvent modifier une image reproduite, ou qui peuvent exiger une modification dans la mdtho- de normale de filmage sont indiqu^s ci-dessous. [ I Coloured pages / Pv. ^es de couleur I I Pages damaged / Pages endommagdes D Pages restored and/or laminated / Pages restaur^s et/ou pellicul^es Q Pages discoloured, stained or foxed / Pages ddcolor^es, tachet^es ou piques v\ Pages detached / Pages d^tach^es Showthrough / Transparence I I Quality of print varies / D D D Quality in^gale de I'impression Includes supplementary material / Comprend du materiel suppl^menta ? Pages wholly or partially obscured by en-ata slips, tissues, etc., have been refilmed to ensure the best possible image / Les pages totalement ou partiellement obscurcies par un feuillet d'errata, une pelure, etc., ont 6X6 filmies k nouveau de fa?on ^ obtenir la meilleure image possible. Opposing pages with varying colouration or discolourations are filmed twice to ensure the best possible image / Les pages s'opposant ayant des colorations variables ou des decolorations sont filmdes deux fois afin d'obtenir la meilleure image possible. This Kem is filmed at the reduction ratio chaclcao balow / Ca documant aat film* au faux da rMuetion indiquA ci-dassoua. lOx 14x 18x 22x 26x 30x 7 12x 16x 20x 24x 28x 32x National Library of Canada Th« imasM •ppaaring h«r« arc tha baat quality filming contract apacificatiena. Original copiaa in printad papar covara ara fllmad bagmning with tha front eovar and anding on ?«•« !* f^^t'^L* • •*""*•** «' "'"-tratad Impraa. •ion. or tha back eovar whan appropriata. All firat paga with a printad or iiluatratad impraa- or Iiluatratad impraaaion. Tha laat racordad frama on aach microficha TVlSncS"!"" *1* •^'"'*" "^ ""••ning "CON. TINUED ). or tha symbol V (moaning "END") whichavar applias. M«pa, platas, eharti. ate. may ba filmad at diffarant raduction ratios. Thosa too larga to ba •ntiraly includad in ona axpoaura ara filmad bagmning in tha uppar laft hand cornar. laft to nght and top to bottom, as many framas as roquirad. Tha following diagrama illuatrata tha matnod: 1 2 3 Bibliotheque nationals du Canada trJs'flr'SVsoInT^" ""* *'* '•P'oduita, sv.c I. da tan!««li '."'"•**• *•"" <*• '• condition at firmagr*** '"'' "• ""«'•«*'"•• '^^ 'onuut da Lm axamplairaa originaux dont la couvartura an par la pramiar plat at an tarminant soit par la Sml • I"* •'"• "'"Pot* ""• •mpraim. piat, saion la cas. Tous las autras axamolaira* orlginaux sont film*, an commandant p., 1 pramiAra paga qui comporta una imprjint. I. Jlrn!!,1'*" **" '<'"."'«'««on « •" tarminant par la darniAra paga qui comporta una talla amprainta. Un das symbolaa suivants apparaitra sur la darniAra imaga da ehaqua microficha. salon la cas: la symbola -^.ignifia "A SUIVRE" Ta symbola V signifia "FIN". Laa cartas, pianchas. tablaaux. ate. pauvant atm .Im*. A da. taux da reduction dlff*ran,s Lorsqua la documant ast trop grand pour «tra « J- h! . '^i"*"' '•"*="•• "• 9*"«=»'« * droit., •t da haut 90 baa. an pranant la nombra d imagaa n«caaaaira. Las diagrammas suivants iliuatrant la m«thoda. •"'»«nw 1 2 3 4 5 6 MICROCOPY RBOIUTION TMT CHART (ANSI and ISO TEST CHART No 2) ^ /APPLIED IM/1GE I a^^ '653 Eaal Mam 5tr«el •_^B ("61 ♦82 -O300-Pl,or,<. ^^ (716) 288 - 5989 -Fa, w mn •^ M MANUAL TRAINING /V .t«.c AND HIGH SCHOOL COURSES OF STUDY REPORT OF JOHN SKATH, B.A., HIGH SCHOOL INSPECTOR (ONTAaiO), ON THE MANUAL TRAINING SCHOOLS OF THE Ui^lTED STATES, WITH SUGGESTIONS AS TO CHANGES IN THE COURSES OF STUDY IK 'MlE HIGH SCITOOLS OF ONTARIO. ISSUED AS AN APPENDIX TO THE REPORT OF THE MINISTER OF EDUOA- TfON (ONTARIO) FOR THE YEAR 1900. PRINTED B' ORDER OF THE LEGISLATIVE ASSEMBLY OF ONTARIO. I fiiif TORONTO: Pbinteb AND PrnLis.iED BT L K. CAMERON Printer to Uie Kiog'a Most Excellent Majesty. 1901. P > MANUAL TRAINING 20 U AND HIGH SCHOOL COURSES OF STUDY REPORT OF JOHN SEATH, B.A., HtOH SCHOOL INSPECTOR (ONTARIO) ON THE MANl'AL TRAININO SCHOOL OF THE I XITED STATE.S, WITH SIOGESTION.S AS TO CHAN(iE.S IN THE COLRSES OF STIDY IN THE HIOH SCHOOLS OF ONTARIO. ISSUED AS AN APPENDIX TO THE REPORT OF THE MINISTER OF BDUCA. TION (ONTARIO) FOR THE YEAR 1900. PRINTED BY ORDER OF THE LEGISLATIVE ASSEMBLY OF ONTARIO. TORONTO: PaiNTED AND PUBLISHED BY L. K. CAMERON Printer to the King's Most Excellent Majesty. 1901. I »s. \V\K\VU K liKOS & nrriKH, r.aM.:KH A.M. liocKmNhK..-. T i: ox TO. • ,• ; • •• .. . . : .• *. • • • •• • ,■ • • ■ o9boo:n4 MANUAL TRAINING AND HIGH SCHOOL COURSES OF STUDY. TU Han. the Minister of Eiluration /or Ontario : Sir ;— In accordance with your lettfi of in..vruotioni o( Aug. iOth i i, directing (1) To viiit the Manual Training Schooli ot the United 8tatei and to embodr m* Tiewi on the tobject in a report ; and ' (2) To coniider and report upon the preMnt High School coariei of itndy with na- geationt regarding anj detirable improvement! to be made when next the resalaUona ara amendeih ■ " I Mg leave to submit that, having in view the two ubjeoU on Iwhich I had to report, 1 not only made mjnelt acquainted with the character of the work in what I had reMon to believe were the chief and tvpical M»naal Training centre, in the United SUtfi. but I duouMed thi. and othbr phaaet of ednc*tion with some of the leading educational iaU in that country. And, further, etpecially during the pa«t half year, I have taken paini to and out from Ontario educationaluu and other cla«Ma of oitizena what chanKea ther think dedrable in our proMnt course, of atndy. The following report contain* the re.ult of the special investigatfon I have just completed and of my own experience as inspector and teaohei I have the honor to be, sir, "»l«oM»r Toronto, Feb. 9th, 1901. Your obedient servant. JOBK SlATH. PA^RT I ANUAL TRAINING. The thr> expreaiiot Maana' cation are present oli-^u oMd however, not identical, and it in ' according to edncationalisis, [.rop- prove the power, of the mind I a mar/ and Mcondary schools in » restricted sense, itti aim is an > generally the training in dom ■> properly, that in drawing. Sot cooking, but these gnbjeots owp ian value. In iu widest genm , he given for any g|)ecial calling in liie w: iTOal and limited sense, it ig gynonyiB education given those who ore enc[«f>»< general. The object of technical educ* an Rconomic one. But technical edu<»Uc educational value ; and manual trailing -^ the secondary schooU. Indeed, most of ib States had confeemdly a double purpose, p. f»ining, Industrial Education, and Technical Edu- mymo' Aj. Although similar in meaning, they are, »t the ontset to define our termr. Manual training, ■ means any training in hand-work designed to im- -estricted sense, it means the training given in pri- nt' in woo i <%!) t metal. In both the wider and the ■^nn, Indfr this head we find included • y ag and cooking) and occisionally, but ry f»ining is, of (;ourae, involved in sewing and - »ncB an J desiriWlity nhi*fly tc 'j«ir utilitar- ; I hnicftl education ;» applicable to the training ther it bft a trade o a profession. In its more ^' with industrial e iucation ; that U, the special the industries or commercial production in difl. rs from th»t of manual trdkining in being "niei; involve in»nual training has alsa an >W)init ne, psi cially in the later years of «»»»»'*1 tritining systems I saw in the United "; *tional «nd partly economic, and the \ y ■dToeatra of this kind of traintBg m put of • well orguii'Mi lebciBO of publio edacation ■rged it* clainii olten from on« of thnan point* of view I iit ttitl ofcnner tiom both. Thia •imply ni««ni, of ooun*, tb»l the trkining of thn miad throagh th« hand mud the e\ «> ii Tftluble for pverjr boj and girl Mkd pipcciallr v»lo*ble for tbox- who are to ragage in indiiiilrial purtaite. TicHNirAL Education. It ii now gvnertlly brid that a complete lyttem of Teohnioal Kdocation coniiata of three par** : — (1) The Manual Training couriei of the elementary ichooU. not with the object of prodnoing artiiani of any kind bat for edaoation alone. Tbeie oald be the foundation of all technical education. (2) Special trHining in the technique of the diflerent tradea. For thi4 the Trade School ia the provision. (.1) Higher training in the fundamental principlen of the iciencet for fitting mrn in the broadeat Henae to Iti-como leaden m the application of icience to art. Tbii higher traininK is provided in the dill'erent i.-hoola of applied Hcience — Polytechuic Inititiitei, Iniiitutei of Technology, the Appli'd Sciencn dupartmenta of the nniveraities, etc. In the Trwde School practice ii cmpbaiized ; the amount of theory ii imtll. In the School of Applied ScieLce, on the other h nd, the prime object ia the teaching of th 'ory. Practice appears here, too ; but only lo .i ii it i» needed in the illuatration of theory or in research. The most typical example we have of a syBtvm of technical edaoation is the German one. As I wiil point out further on, it is ditferent from thoee of the United States ; and, ihoogh much beyond oar oapabilities, will be found to be very saggestive For the materialof the following outline I am indebted to I .esident Loudon's convo- CHtion address of 1 891) and to Prof. Kirscbman of ToroMO UniverHity. TElHNK'AL KDVlUTKilf /X i/EBMAIfV. I. Ehmenlnry Manual Tniining, So far as concerns manual trainiug in wood with bench toots, the condition ot Ger many >• not lO advsrced as that of many of the other European countries '''herr^ the trade-8chool idea, which led the way, bas proved to be an obstacle to the \ y educa- tional movement. Now, however, the latter is gaining ground, and bos gone far that, according co the rejiort of Mr. Sadler, the English commissioner, its -lUims fi. ntate aid have been recognized by the governments of Ruesia, Saxony, ar..i Hadt'ii (a) In the Viil/.iichuli' (onr public ichool), throughout the wt >.e oourse (from the seventh to the fifteenth yt'»r), manual training is by sta* '"^w compui^ r;' for ^irls. It con- sists ot inHtruciion in sewing, knitting, mendiuB, darn.iL', mbroiddr>. ■•-nd making shirts, ciothfs, etc. (housekeeping and, occasionally, cooking i... aiten up in some city schools). Thn teacher, a woman, ih not neof snarily a public school tijacher. She must, however, have passed a professional examination. Manual training is not compulsory for boys. As I have already said, in comparHtivr-ly few states of the German confederation Ims it as yet been adopted, f-ven an an optional subject Where introduced it has been elementary, concisting usually of wood carving, basket weaving, work in paper or cardVxiard, aometimos wire work, and rarely other metal work. It haH no r ference to special trades. The teacher may be an artisan. Drawing, however, is taught boys and girlH in all the public flchnoli. (A) In the /Vrt6»/(i«H.'/»C'7t?i/en,— supplementary schools for apprentices (our night BchooU), the general and the technical systems overlap. They vary according to locality and prevailing conditions, and are to be found in every town and city, but not always in the smaller villages. Attendance is compulsory for all apprentices up to 18 years of age, not, howe\er, by state law (as in publio schools), but by tb municipalities or by the atsociated trade guilds of the citifs. etc. These sapp'ementary schools aim at a continuation of the instruction given in the public schools, with elementary technical education. Their programme includes : drkwing, with inodnlliDX, iU diff^wnt branobea Wng kdApM t d nwHb of th# tnwie (la H»roborg, for piamplf., in l.«t98, no few^r th»n 40 tr^drs r« ntpi : ifnUNl) ; book- kM>ptnK •nd coiaiD»»-cl»l Menc« (lo iU tilfmanU) , •ritbniotit .•nrl in«niur«tion clwimmt. •ry •conomicf, phytic*, ch^irNtry, pbyiiology -td hygi^n- ; tieri.mn Ungu»iin and .om- potition. 8omflllu.ii, itlio. lo r»w OM«t, wn tind mMU«l tra,!iini<, nunii r to that tfivvn in B blic rchooli, bjt morf »d-pt.-l to th.. trmim. Tbii ii e«p«cmliy ih. c(m.. , citi.-« »nd dirtricU wit* p*rtjcnl»f inlufriei, .nd tho manatl tniniog in then in c i r«l»tion with the initiL >n in J; yng »id modelling In oiticH likn NurnUfK thii initriiction blendi more or I«m will >l MgY ^r technical •chool ( K anstgnwerV* .ohol..) Thp twichwi of the tortbildongi ic. .00) mm roatly th« poblio nchooi tnachp™ .f tho pUco, or lome of them. But Ihe t»obnic»l •...•cbrr, th»t ii, the drawing u:e of the technique of the subject, and his manual training is continued on the same lines as in the previous exercises. Pattern makins is followed by mouldint;, lU natural sequence. Next come blaoksmithing and foreine At this stage the pupil receives a special training in quickness and decision, and, as the models are of a decorative character, his aesthetic sense is also cultivated. The last course consists of filing and chipping iron with practice in the various tools of a fully fquipned machine shop. Occasionally girls take the course in wood- work in the Grammar grades and though rarely) in the first year of the High School ; but usually in these grades parallel courses are provided for them in drawing and domestic science and art. The pre- ceding IS, of course, a mere outline. Further on I submit typical school courses which give dttinite details of what is attempted in both the primary and the secondary schools. THB SWEDISH AXIi THE IIUSSIAX SYSTEM. As I have already said, no general system has yet been evolved between the kinder- garten and the wood-work of the higher elementary grades. The same remark applies, in a measure, to the exercises in wood-work, owing, I think, not so much to the difficulty of the problem as to the fact that they came to this continent from two sonrces-Rtisia and Sweden The mam differences between these two systems in their original forms were that the Russian emphasized the value of the working drawing ; the SVedish sys- tem, or, as It IS called, Sloyd, neglected it , and that Sloyd required each piece of work to be a complete and useful article, whereas, the Russian attached no importance to this fea- ture, being, in the earlier part of the course, only so many specimens of joinery. But both of these Bystems have been modilied. Sloyd now emphasizes the working drawine while the Russian exercises have been simplified ; and both have been adapted to Amen* can conditions As defined by its advocates, Sloyd is tool work so arranged and employ- ed as to stimulate and promote vigorous, intelligent self-activity, for a purpose which the learner recognizes as good. Its aim-and this should be the aim of any manual trainine system— IS the harmonious development of the pupil during the formative age, givine him by manual exercises and the use of the creative instincts such general training as will fct him mentally, morally, and physically for any subsequent special trainine. The Rus- sian system assumes that the forms of tools are the product of evolution, being the result of the best^ thought and the highest skill. Each tool has its functions and its correct methods of use. Again, each material has its characteristics, its limitations, its weak and Its stro.ig sides. 1 heae must all be brought out, contrasted and compared. And again con- struction consists chiefly in methods of conihining pieces; hence joints, unions, and tit- tings constitute the chief elements. To a subordinate extent individual parts are to be shaped or modelled m accordance with the laws of simplicity, strength and beauty. Finally, the muscular strength ot the boy's hand and arm, and his ability to bo accurate, to be logical, and to l)e provident, must be duly considered. Sloyd, however, has some advantages, especially for elemfntary classes. It makes less of the tool and more of the child. Its gymnastics are better and its exercises have a more human interest. The completed article appeals more strongly to the sympathy of the young than the more formal exercises of the Russian system. The latter are more suitable for High School pupils, especially if tho course leads to an economic goal As a matter of fact, however, the character of the models I found in many place.s varied so much as the result of the teacher's individuality, that, although I often heard the terms "American Sloyd" and " American Russian" many of the systems are eclectic Tu' ll'^u" "" "* "'^ *^''*'^'' ^g"ded as the best feature of each. This is, of course as It sbould be. ' THE A/U/l/MEXT Foil .ifANUAr, TRAININd. Hero it will be well to summarize the arguments for manual training as a necef sary element in all education : ' (1) Theoretically Manual Training is necessary. As Froebel has shown, education consists in developing all our faculties fully and naturally. To use the language of tho Froebellian : We must put the whole boy to school." It develops a large area of motor brain-energy which the old departments left untouched. \'',\'^.('*r;it^- '^^jK^l^i Our populationfi are fast bt\ cniing urbanized. The boy and the girl on the farm or in the village still get this trainiag in a haphazard fashion, but the time has gone by even in Ontario when such home-training was general ; for the bulk of onr school population it is no longer available. Besides, every child enjoys creative work. Drawing, itself a limited kind of manual training, is the only other subject we have wLich recognizes the craving. (2) Experience is in favor of Manual Trainiuj;. Those who have to do with it all testify to its value : (n) As an intellectual stimal'iH. Psychology tells us that, when we develop the motor activities, we stimulate the sensory and other brain areas. It comes, too, as a rest and agreeable change from the purely intellectual and is thus a help rather than a hindrance to the regular class work. Manual training helps any boy — the dull boy, in particular — in his other studies. (b) As a Hocial influence. It is itself labor, and its presence in a programme digaifies labb.-. The professional man is better for it, audit counteracts the present tendencies to despite manual iabsr — agriculture as well as the trades — and to crowd the profeesions. Schools in whiihbook studies are the only or the chief ones make thepupilsdiscontented with occupatiouH in which bodily labor plays an important part, and incite them to leave their rural home for the city and the genteel occupations. (r) As a moral agent. It cultivates habits oi independence, orginality, self-control, accuracy, observation, truthfulness, taste, and neatness. Children engaged in trying to give material expression to some form of usefulness and beauty, grow themselves into unconscious goodness. It seems also to hold many in school who would otherwise lose interest and drop out for all sorts of frivolous reasons. (d) As a preparation for manual occupations. While it does not aim to prepare for the trades, it is the best practical preparation that can be given. Even the ability to read and apply the working drawing is itself of very great value. For the various minor duties of life, requiring manual skill, it is equally valuable. What more useful household accomplishment can there be than " handiness f (e) As a physical gymnastic. Exercises like sawing and planing develop the larger muscles, while the smaller ones are developed by the more delicate work of drawing, designing, and finishing. Sloyd, in particular, attaches much importance to a correct position at work. Manual Training is the United States. The history of the evolution of manual training is interesting and valuable, for it throws light on the present situation. A few epoch-marking events it is well to note here. When trade schools were established in Belgium, France, and Germany, it was found that, to secure satisfactory results, mathematics and science, and drawing in particu- lar, must form part of the course of instruction. At first, the object was wholly economic ; but it soon became evident to educationalists that training in the use of tools based on fundamental principles was of educational value. In 1858 a simple system of manual training was devised in Finland which recommended itself so highly that, eight years later, it was by law made obligatory in all the primary and normal schools of that country. It is well to note that the author of this system credits Ffoebel with the educational theory that underlies it. Sweden, which also claims to have had some for ■\ of manual training for over forty years, has given us the Sloyd system, already describee. Of late years manual training for the young, often associated with technical education, has spread all over Europe, so that it is now found also, in some form or other, in the schools of Belgium, Germany, Austria, Switzsrland, France, and Eagland. In London, England, for example, it was introduced about 1886. The law, how- ever, did not then permit the use of public funds for this purpose, and, in 1887, one of the Commercial Guilds gave a grant of $5,000. So successful and so popular did the new training prove that, in 1890, it was placed by the Education Department on the school programme ; power was given thn school board to apply, municipal funds ; and grants were made for its maintenance by the Imperial Parliament. Last year, in the City of London alone there were over 150 centres at which the boys of the primary schools received instrnction in wood, leather, and metal work. The late National Com- mission for Ireland, after a thorough investigation of the subject, has also, I may add, reported very strongly ia favor of the introduction of manual training into the national achoois of that coantry. The first ■uggestion in the United States came from a repor: of the director of the Impenal Technical School at St. Peterburg. This, the Rassian system, was originally designed (or students who entered the Technical School at 18 years of age It M, however, held th»t the credit of adapting it to boys of fourteen or even younger beionn ^,J'^. United , tates The Russian educational exhibit at the Centennial Exhibition (18<6) presented a full degcription of the gyatom with a set of models to show how the tools were to be used Pres. Knndle, of the Massachusetts Institute of Technolo 'y was so impressed with the pdac»tional value of this exhibit, that, on his return from Phila- delphia he published a full report of it and established classes in tool instruction in his own college. As early as 1872 a shop for tool instruction and practice was ennii.ped in Washington University, St. Louis, by C. M. Woodward, now director of the Manual iraining School of the University, and, I believe, admittedly the protagonist of Manual Training on the American continent. In 1882 the subject was presented at the meetings of the American National Education^ Association, and a committee thereof reported in its favor. In 1888, through the liberality of Mrs. Shaw, of Boston. Slovd was introduced into the schools of that city, where the Russian svstem was also on trial Au ol' ''?i,°°' ''^•■y successful, but, as adapted by Mr Gns-.av Lwrson.now Principal ot the Sloyd Training School, it has achieved remarkable success and is now the vogue in the grammar ichools of Boston and many other cities, and its motive, indeed, has pene- trated farther and deeper than the name itself. It has proved to be the leaven of the system. As originally introduced, both the motive and, consequently, the method of manual training were different from ihoie of the present systems. The motive was technical. The earlier exercises were nnderUken to give a skill of baud to be used in industry. The later ones give a skill of organism to be used in life. They are designed to train the mind through the hand. On this subject, for the last ten years, there has been no difference of opinion amongst modern educationalists. Any differences there are regard only its organization. IHE PRElii,\T SITUATION. Advance sheets of the U.S. Bureau of Education (for which lam indebted to the courtesy of Dr. W. T. Harris, the U.S. Oammissioner of Education) show that in 1899 m»nual training had been introduced into at least some of the leading cities of nearly all tne Sstates of the Union, and that the number of centres is rapidly increasing. Thus for example, in 1890 there were 37 centres in cities of 8,000 and over; m 1894, 93 ; in 1896 \u •\^«^'* ('•»« •"* ye" *<"• ''»»'ch 'here is a record), 140. In this, as, indeed, in any other subject that makes for education the State of Massachusetts took fro n the first the leading place In 1887 the first text book for beginners was published in Boston, and is !r ; "^^^ 'j ^.^l'^'^- ^'^^"''^^ **»« «*"'*« °f **>« Hon. Frank Hill, now secretary of tne btate Board of Education, and by general consent one of our foremost educationalists • law was passed requiring every city and town of 20,000 and over to maintain manual training aspect of Its High School system, and in 1898 a clause was added requirina such communities to provide for this training in the primary schools also. While the State makes no distinction between boys and girls, the early provision was for boys only Of lat^ the claims of girls have been recog-.iz,d as well in the provision that now exists for instruction in the arts that pertain to the household and the sciences that underlie them The last report of the Massachuetts State BDard (18981899) shows that not only have al- most all the cities affected complied, often most generously, with the manual training law ?Sn« u-'^u ^'"^ eighteen other cities and towns with populations of from 1000 to 1900 which are not affected by it, have voluntarily made provision, I have so far dealt chieflly with ono side of the new movement. The asaooiated depirtraents of sewing and cooking have not met with the obstacles that havs stood in the way of manual training. Their introduction and maintenance cost less, and their utiluarun value commends itself more directly to the people. The^e subjects are very common m the grammar sihools. Oooking I found of tener in the high schools than m"^ 10 All this has not been accomplished withoat much effort and a large expenditore of pnblic money, f specially in the high sohoola. Local sentiment, however, still varies from strong advocacy to antagonism, and, although in Maisauhasetti the general feeling has ex- pressed itself in legislation as being favorable, the work of educating the people has atill to goon even in this enlightened commonwealth. It is well to note here that, while the labor unions still look askance npon trade schools, they are invariably favorable to manual training. As an illustration I may record the fact that the last annual report of the Illinois bureau of labor statistics recommends the passage of a law favoring the compulsory establishment of Kindergartens in towns of 5,000 inhabitants or over. In citits of over 2C,000 people it recommends manual training schools, and also suggests that provision be made for the tritining of Kindergarten and Manual Training teachers in all the State Normal Schools. A bill based on these recommendations and including domestic art has just been introduced into the legislaturPB. Still further, under date of January 24tb, I find that the Building Trades Council and the Bricklayers' Labor Union of Ohicago have petitioned the Board of Education to have their apprentices take technical training at the English High and Manual Training School of that city. This also is suggestive to Ontario. BKIBER TECHNICAL lySTIIUTIONe Of the higher institutions for technical education in the United States, although I heard of a large number, being directly interested chietly in primary and secondary education, I vibited only the Armour Institute (Chicago), the Drexel Institute (Philadel- phia), the MtMsacbusetts Institute of Technology (Boaton),the Pratt Institute (Brook- lyn), and some of the departments of Applied Sciencn of the universities in manual train- ing centres. My object in visiting even these was as much to ascertain what estimate their authorities put upon manual training, as to see the highest phases o! technical edu- cation in the United States. One very remarkable peculiarity about almost all the higher technical institutions that I visited or heard of, is the fact that they are either endowed by private benefactors and maintained in the same way or partly by fees, or they are wholly self supporiiog. So far as my experience goes, the Massachusetts Institute of Technology is the only one w><, is that a by no means inconaiderable amount of general literary culture is required in addition from every candidate for its degree. Recognizing the fact that few students of technical schools are university or college graduates, and that the aim of the institute should be first of all to seed out broadly trained men, the faculty has always insisted that libeml studies should be incorporated in every department of the curriculum. With Prof. Schwamb, to whom with Pretident Pritchell I am indebted for much valuable information, 1 visited the " chops," or mi chanical laboiatories, which are considered au important adjunct of the other laboratories. These consist of a fully equipped shop for carpentery, wood turning and \ * rn making, foundry for iron and brass, a forge-shop and power-hammer, and a 11 machioethop with •bout 40 l.thet-.n eetabli.hmert corresponainR, in fact, to the mechanical la xratories of the beat manaal training b-' u achooli "^ "' ' The Armour, Drexel, and Pratt Inititatea of Technolog,, named after the gentlemen to whose munificence th.y owe their foundation and chief .upport. have depart menta correapondrng to some of thowo the Boston In.titute. but they ha^e preparatory and other .chooU affiliated and are wider and more popular in the r.rge and character of their courses. Ihe words of the year book of the Dreiel Institute are applicable to all. ^e chief object of tl-sflinstuutions 18 "the extension and improvement of industrial education as a means of opening better and wider avenues of employment to youne men and women ' and "providing means of culture for the public by evening cLes! free lee me. and roncert... .he library and the museum." The building, and the equipme^ of the Drexel and Pratt Institutes are very fine-especially those of the former, which, being of more recent estublishment, represent the best features of similar older institn' tions. The Armour Institute is not so well equipped as either of the others, nor are its courses so comprehensive; and. notwithstandi.g the long continued generosity of the late ™«^ 'kV" """^ """''' '"""P*'^ '1' "^'"' ^''^ "'^*^' •""! P™" Institutes present more ambitious programmes, and the range is extraordinarily large, embracinR almost every existing pha«, of education- Fine and Applied Art. Mechanic Arts, Electrical Engineering lechnical courses, Science courses. Commerce and Finance, Domestic Science and Art, Library Schools (to prepare librarians). Language and Literature, Physical v«™ fil UK '^f""'7'"' entertainments, organ recitals and concerts, choral cla8«», with ZltlX"T''^^^T''T.u ?^ ^'.'"""' and Pratt Institutes have also pr^para. tory high schools attached, and the latter has a trade school with evening classes in car- T^irf' rr*^'"^ """^'^ f''^"'^*'u°«fV *'°'"'^-P"°ti'>?. "gn painting and fresco- painting. These ins itutions are attended by thousands of students of all clawes, and aeem to me to be the natural product of a prosperouc, liberal, and progressive people of „^^**"t^°^'*'"°''^«»^*'"'^«««"t»te.»llspe terms of the value ofiJ fi» 7""^ ?'■ ^»'=^"''"«" (ot the Drexel Institute), in particular, was one ot It. hrst and most strenuous advocates, even maintaining that it should be continued wWH »f ,1, } "choo course as part of a liberal education. His contention, in which the other educationalist. I met concur, is that there cannot be lull development ot the motor centres of the bram without a cystematic training in metal work »n,l ^L ""t" 'ater. the manual training high schools oHV^r. in addition' to general Chl^n/°""''''K^ ^^'''''^'"w''''^P*''''°'y'=°''"'' '■"■ '••« '"Sher technical schools. Such courses may be projected Wore long in Ontario, and I thought it wise to ascertain hi^W^TT °i '»'°'f,''*'°,*'*J ^^^ ■«» opportunity of tenting thn results. All of these higher schools, 1 should explain, have ".hopH" for wood and metal work, duplicating, in th« T7 ^ course of the manual training high schools. The only exception I know o in ^J u t '*i^' d«l'«tmont of Applied Science in Yale University. President Had ey has been good enough to explain to me that Yale has found it necessary to avoid thpufeofshopwork in the department of mechanical engineering; not because the university undervalues manual training, but l^ec^use, in the ,tage ofVcialized educat on preliminary to actual professional life, the young men liked sho'pwork^so much that thev frn^'th ^°7" '*' '"r '° P-'^P"'""" '° «tter things He has received testimonial's from the best engineers all over the country that the effect of this practice on the part of ll h«tl f f ; f"*' ','''' y°'J,°S "'"" ^^° ""^^ ♦" '»>™ ''"ned in college shops not ly had a great deal to unlearn, but had false ccnceptions which stood in their way ere It may be wel to note that the position of the president of Yale in this matter is for not r ' P"-'P»' "» !'^«'«'h of our School of Practical Science, although hrreason for not desiring the ••^hops" are. as he stated in his addrtss last December, not the same as those given by President Hadley. O/iiniong of Univ'rsiti! awl r.th'>r A--'tk vr'tttrs. f„ *J^V^^ qnestion of the relation of the manual training sihools in the United Sta' to the higher technical institutions, I am able to submit the following opinions : From the Sec. of the alass Inst, of Technology, T iton. 'Hows : In luld have ipletiDi, the firiitlw'''. mr^.'.l ?""*'•' *"™u 'IV* 1"™ »" to preparation in manual training ine nm place, a maDual trainiDff echoul attracts am hdlds a cunsideral.le ourtio. . abandoned the ordmary academic high .chool cour.e to g„ ,nto practical wolk w It prep»r»tioB for mlmi-^lop to the Inrtitnto. The M«ch»iiic Arte High School m Bo»tnn tha» «»ndii ii« tt prMont more ipplicantu than any other whool. while the aunibor coming from the Knuliiih High HchiMil hu fallen off very conKiUfrahly. Thone li:>y« ircliirte a Urge proportion from the iniiii»trial and even the (xwrer clanxw, increaiing inciil,>ntally the iletnaml for ncholariihiii aid. In the aecond place, the value of th«ir preparation for our work dependi much on the ijuality of the hoy, and much, of ccume, on the >|uality of the teachinff. apart fn>m the «bntract meritu of the kind ff elucation itself. Th-i l'oy« wli- cr)niB to »• from the manual training nchiM^le are to loroe extent thixe whoie particular mechanical umtincti' were at the outset relatively »tron(t. These boyn. when thev come to u«, are therefore likely to be .,ne-»ide.l, and to show weakneM, or even to fail In our literary reipiirementu which are considerable duriner the tirBt three years. In the third place, the direo anticipation of our drawinx and Bhopwork in the manual traininff ■chool ia an advantage "f varying imimrtance. The work can rarely lie ho well dime as by our own »tu- deiits, in the hhortor time which the latter ijive to it The drawing i« required in all our ccmraes, l.ut shop- work i« rei]uiied only in particular ones in varying atinpunts. , . . " Ou the whole, I am dispoied to adviur experience has been, however, so fsr, that com- parativelv few students with only hiuh school manual training are able to pass up very much ,. vBe work. Neither do we find that at the end of the four years' course the man who has had high school manual train- ing is likely to be in advance of his fellow who has not had such training. In othor words, we hnd that the condition of the student »t the end of his course will depend more upon the manner in which he ha s utilized the advantages which we provide than u{«n whether or not he baa had previous training in the high «ch,nol. I think that I may fairly sav that for purposes of university preparation we do not place any great value upon high sehi^l manual training. We are quite content that the ftudent should come without such trainini;, an-1 believe that for our pur|>oses the time miRht be better spent in thorough training in the elementarv subi-cts re.iuired fo' entrance. It does not (oll..w that high scliool manual training has no value. It is a faa, of course, that but a small percentage of high scho.il students finally reach the university and take a full university cou'se. For the great majority who go from the high school into the world it may well be lhi.t they would find a course of manual training of great valud : but I am convinced that if manual training in the hiuh school has to b justified it must be by reason of ita value for this class of .students rather than for the one who goes on to take a university technical course. Harvard Unlveisity recognizes the Mannal Training .System in its requirements ' admission Vj us department of Applied S'-ience. This conceesion is, no doubt, dub Pres. Eliot's appreciation of the subject, an appreciation which he has publicly proclai. • ed. He is absent from the country at present, and I was unable to obtain his views. To some of the Harvard authorities, the chief value of manual training, I understand, seems to be in the education of young m?n who need to have their interest stimulated by mannal exercises. Such training is also held to have an important place in provid- ing the large number of young men who are employed in the smaller trades to be found about every large :ity. It is also believed that the system has not been long enough in operation at Harvard to justify any general conclusion in regard to ita dttairability as a preparation for college work. Evidently the relation of the Mannal Training School to the higher Technical In- stitutes has not yet been worked out in the United States, and the situation there would not justify as in making any immediate provision for preparatory coarses in Mannal Training for our University hwnlties of Applied Science. V.l MAXUAL TSAIA'ISO HWH ACUOoLH. . *i.^V,'"*°''^i ^ *«n.P««"bi«> to Kive any deliaite general lUtemenc o( the ore-nization Of the Manual TraininR HiRh Scbooir Although having the laniR general character, they diffsr according to the individoaliam o» the cities and towni in which they ar^ •ituated. The moat important I law are thoie of Boston (Mass). Brooklyn (N: Y ) Cambridjje (Mass.). Chicago (III.). New Haven (Oann.). Philadelphia (Penn.). Pro vidence (K. I ). and Sprmgtield (Mass.). All of them have separate buildings and are well equipped and well manned. Coordinate with them in their localities are EnglUh and Latin High Schools, also in separate baildings ; the number of auch High Schools in a city varying from one in Springfield to about a dozen each in Boston and Chicaeo 1 may Hay m parsing that an idea of the attitude of the American people towards a sec- ondary education may he got from the fact that, in Philadelphia, the Boys' High School alone cost .«l,300,000,»ndin Springfield, a city with a population of only 00,000 its new High Scheol— a rao8t magnificent edifice— cost ahcnt -^-.-iO.OOO. The cost of thebniiJings and he equipment of the Manual Training High Schools [ visited runs from about S25. 000 to nearly «300.nOO (the Boston Mechanic Arts High School). All of the High fi, P l7 o'u ; ?"u' »°'* M-nn*! Training-are free to residents, as, indeed, are all the Public Schools of the United States that I saw or heard of. The Manual Training Schools enumerated above are now all owned and managed by the local Boards of Edu- cation. The R'n^ge Manual Training School of Cambridgp was founded in 1888 and maintained until 1899 by Mr. F.H. Rioge, a wealthy merchant of that city. In the latter year It was unconditionally handed over to the Board of Eduiation and is now a part of the public school system of Cambridge ; the fine new English aad Latin High Schools having been built on adjacent g.iaures. The Boardman Manual Training High School of New Haven IS a gut of the widow of the Hon. W. W. Boardman, who donated .«-0,000 for a build- ing, the City Board of E.lucation furnishing the land and the equipment and defravine the current expenses. All the others I visited had been established by the munioipalitiM in which they are situated; all, without any excption, are in a llouriehing condition- and most are in pressirg need of more accommodations. All of the above mentioned Manual Training Schools are real High Schools with the same entrance requirements as the English and L»tin High Schools, but differing from them in substituting courses in Manual Training for some of th- r academic work in the languages. AH have courses in English, Mathematics, and Science; a few have Latin; all have French ; most German ; and one Spanish. Five of them-those in Boston Cambnc^ge. Chicago. Philadelphia, and Springfield-are for boys onlv ; the IJomestic Art and Science for girls being in one or two of theae cities provided in the English tJ^X t Tt °! t''T °"^^'- "^J"' "^ <"'»«d " General Courses" : that in, courses (with Manual Training) suitable tor those who want only a general education as well as preparatory courses for the diir.ront Higher Schools of Tochnology. The Schools of Boston and Springfield are known as Mechanic Art Schools, because they have specialized in courses developing the principles of the Mechanic Arts, and the same ajd Philadelphia. The Manual f.aining S.hooln of Brooklyn, Providence, and New Haven provide courses for p-irls in Art and in Domestic Science and Art, while the UrooKlyn and Chicago Schools provide Coium-rcial Courses also. In Philadelphia there 18 a special c ,mmercial Hi^h School attend.d by about l,OoO girls, but usually this branch of instruction is provided for in the English Hiijh Sohoo s. in Boston, Brooklyn (except for commercial students), Cambridge, New Haven, Providence, and SpHn^field the courses are ot four year. ; and in the others, of three, except in Philadelphia (rvhich has two public Manual Training Schools in different parts of the city), where there is a post 8r|idnate course in the Languages, History, >rHthematic.s. and Science. I)} High Schools which have a manual traiiiii.j- d,-partm.nr. in addition to the ust^l academic ones, I may mention in particular those at Albinv (N.Y.), Brookline (Mass ) and Lynn (Mass.). The accommodation at, Albany consi.^ts'of some rooms in tho base- ment, and the equipment U by no means el.^borate. The courses are in woodwork only and are taken as an option by both girls and boys. Here there are two teachers a man for the boys and a woman for the girls. The teaoher of the girls had taken a sum- mer course at the training school in Nain (Sweden), and wa, as enthusiastic an advocate •ft'-* 14 » *5 I ■3 a? of Americanized Sloyd ai the tMoher of the boys' work WMof Aroeric«nized KuMian. In the iMt year of the girl*' coorie, day modelling and carving in wood are subatituted for the boy*' machine work in wood. The woodcarving and joinery of the girli, I may tay, waa exceedingly good. The t>oyi of the Hrookline High Mchoo! take under a ipt-cial teacher the work in wood and >ron in tbu building of thd William T Lincoln Orammitr School. The coarae htre is a good one and was spoken of in high terms of compaendation by the ■nperintendent of the mechanical shops in the Massachusetts Institute of Techuology. In Lynn, near Bosti n (popalation 00,000), the work in both wood and iron is Uken in the old High School building, adjacent to the new English and L»tin Schools (which cost $280,000). The equipment is of the best, and the staff (of four) is the largest 1 saw in any of the manual training departments of an English High School. The cours« in shop-work is a three years' one : — Joinery (28 weeks), wood turning (12 weeks), for tbo first year ; wood turning and pattern making (23 weeks) cabinet making (5 weeks), and forging (12 weeks), for the second year ; and tool making, tempering, compounding of niecals and alloys, moulding anr* casting (16 wexks), and chipping aud tiltug aud machine work (24 weeks), for the third year. Drawing, of course, is here as elsewhere, closely correlat- ed with the shop work. Here I was especially struck with the attention given to such parts of forestry as could be taken up in connection with the course in wood. A peculiarity of the school which is suggestive to us tn Ontario is that the teachers of manual training take a share in the academic work in the High School proper in English and Mathematics. A course in Domestic Science is provided for the 8;h Grammar School girls of Lynn in two different centres, but no such provision exists in the High Schools. As I have already said, these schools are not regarded as trade schools either by their staffs or by the public, and I seldom heard the education they give described as technical. Both terms seim to be studiously avoided in this connection. It is always held that the schools have as much claim to be considered educational as have the Englibo or the Lttln High Schools, They specialize in manual training; the English and the Litin schools, in English and the languages. Indeed, it is maintaiued that the Manual Training Suhools are more important educationally than are the other two classes of High Schools, for they educate the whole nature, the creative as well as the acquisitive powers. It ia not, however, denied that in the later years of the work, the courses ire a direct preparation for the industrial pursuits ; but it is pointed out that the c^nrses in the other schools are a direct preparation for the professions, and that the industrial arts have at least an equal right to consideration. Some of the Manual Training Schools as, for example, those in Providence and New Haven, may fairly be described as lower grade Technical Schools ; they emphasize the industrial aspect more than some of the others. Such schools supply a demand which the decline of the apprentice system and the marvellous progress of in- dustry have of late years developed in the United States for technical training of a grade below that of the Schools of Technology. They prepare young men whose funds and time are limited, for positions as designers, draughtsmen, and superior workmen, mary of whom eventually become foremen and managers; and, with the education they givSi » man of ability may rise to any position in industrial life : not all a man's education is obtained at school or at college. It is, I should think, exceedingly probable that the Manual Training High School idea will develop more and more in this direction eMoeoially iti the smaller cities, where limited financial support will prevent a more romplete sub-division of educ»tiocal labor. An examin*tion of the records of seven hundred or more of one ^f these institutions shows that 70 per cent, of its former students are engaged in pursuits in which what is rsquirt'd is a high order of intelligence with skill of hand in dealing with force and matter. Already a large number occupy positions of trust and responsibility as superintend- ents, managers, and foremen. That such schoo's also foster a desire for higher learning is shown by the fact thar 20 per cent, of the graduates become stndents in the colleges, nni- versities, and higher technical schools. On another point, emphasis wag laid by all the principals Isaw; many of the students go intoiiiudred comiuercial occupalious (hardware stores, et ;. ), or become dentists, doctors or lawyers. These, I am told, bear witness to the great advantage from hand and eye training and a general acquaintance with indus- trial pursuits. The resulting sjinpaihy with and respect for labor are also not the least of the recommendations of such courses for those whoie occupations are of a more literary character. 16 The tiexibility of the American Hyttcm— iU MitDtobilitv to Ine.1 nii^. t. Arte High School, evening tnde, dMte. in tool making and plnmUnB The.e cIj™^ had to be charged and the attendKnce at once fell off At Dr«.pnf „ni- .1 P' • plumbing «rviv„. It i. al^ .i,n.«c.nt of .he llrali.y ^d'Sgenc^o ''he Zeri src^MTn? fr '' ^'""'*^'°« 7i^ii'°og':;'';hinir.' in^ iXTt f':r zt,- Mr. -Ihoa. M. Balliet, the cty ^upwiitondent, asea wordi which show ciearlv the , !« ' t.on m which the ...annal trainin« idea is drif,,,,, in ,oa.e part, of the U„S -Sutel " month to t.r"vd.-f,.rlh».nU,.„|ih.- ch.,,1 J n, u r." „i i , .°*'> '' . ^ '"■ •» '"icr-aHL^l tti.^ |,r«ent .h„„ pract'ic, pattern „,»kin '-, a,„ .ini V i r° In. T^T±:T1,'^:; I' r''^""' "! f'"'' .""«••'"»• involve n,„re or Je»»a.l,'R„.nalHx|.,.„.s-.- I «•• KWinK of oti.or tr.4.1e» would, at thi- li,ii« M.I. y UAL TRAI.SIMI HIUH SCHOOL iOl/ltsfS MECHANIC ARTS HIGH aCHOOU BOSTOX. roURHK OF .STUOY. .u.,j«t';o';h.™;lt"i';;l?ti;":" aXX^z: ':i:':t' ""■■■ '•."' •'■"'''''* » "'■" —- -^"^^ '• been added. y v > ' ■ At nrst trie course wa. a thrw. years' ,mp ntly a f^rih year Im. KiRST YXAK. Academic. Hours per week. Al^'ebra general Hiatory (alternate d.iytil.' En,;li»h (alternate day»). 2* 2'. a I mi.. ! Houra J 'S S Mechanic Art«. I iwr S i week. S 10 Drawinor ... r 10 Car|>enterlnK ..!!..!!. ,0 I'J Wuud-carving lo a ^ .Sk(om) Vkar. Algebra (alternate day») oi Plana Geometry [ -, ' History of tie Ignited States,' Civil Government (alternate (lavB) 2V r-nRli^h ..." oi French 10 111 1(1 10 Drawing (»lteroatedayH) . ■ Woml-turnuiK, pattern niakini,' ; ''Ii French Grnnan 10 10 10 10 tit II) 10 10 10 DriiwiiiK Mn<'lilii>- ^ti"| ji-ctn Mivolvuiif the lirrceilinfr yrw, . I'rkclico ati'l hm h»|> W'>rii i>f 10 10 10 The unliierti' pi|i»K:iH«1 f>r ttw (.tirlli v<*»r, with thi- pxcfp f KnK'li«h. i»ri> n|ptiiiimt. CaniliiUtM ("r iliplniiia« »rH rr'|tiirM(l t< tiiki' thripiii;''iiiit the year tlin ri|ii>\iiivnt if l."i linur- per Hw!t m tlif ttcftdciiiii liciiurtliiPiit, ami \2'. hiiiiin in thr 'irpititiii>-nt <'• n rchitnie urt*. liiit ihp walk i.f Hithtr mibntitulH.! fc r<|Ui\ali'iit wnrk in the ithi-r A pri'imrnl ricitatii'n laniimtiil »o tli" t (liviilout of two hour» iif liii.)r»tc'r\ w.irk. »li"p •»"rk. i.r ilrmwiniJ. The nniiiixiiii) Kt chnici' I'l i> 'tnily iniut ln> nulijMt to the approval of the principnl. MfCHASlC AllTS hKI'ARTME.\T. Y»t each 'f thf iiiethunicul ■lepirtmpntu i» canfullv (frailnil - < of loo.Ulo hii« l»fn chinen, the cnn- Ktruction of which illii-tr*leit every tiin'liiniental priiut|il"' or proivHr.. Tho moilelH in the primary neriei are iiia'le l>ynll the meriiiiHrn of a cUhk. KiinninK pirallel with the primary »eri."t ii< a net "f "iipplemen tary niocleU that iniohe the application of principlet already learneil to more ilithcult work The HUpple- mtntaiy exertmen art \ini1prtaki-n only by thone who arecapalile of cliiintr more than the rei noihi. Kleinentary 11 letric pr itil>!m-<. ISeometric de4iKn:4. <)rtho^ra|ihic projenion of «impln ioli.|4 : cuttm,' i^laiie*, Mjotiou-, an I de\eiopiii-!it<. Deiignf of ,upple- nientary ■'-' ; biok-rack, t '.il box, ^mall tables. Kreeliand nppe^ranco drawings of typeti, Hin,-ly and in Krr>up<. Freehaml liintoric ornament. ^KrONIi VIA 11, OrtlioKiaphic proiection-. interjection-", and de\eloi>iii»i'tii. Apiilication< of line -hadini! and tinting. Freehand an 1 insCr^imental workini; dr.iwim;-" of -ho,) e\»rii)rl.'inal desi^'iH for wrouKht-iron WMrk: t;rille, andiron-. Kre »et, to he .■xeciited in the fori.'" »hi|i. 1- .metric drawing of de- tai's of bihlling con.f 'ipeiiini,'! : an-h— '. wiiid"W.-i. Freehand app-ar«iii'e drawim; : c:i-it-. liiit one •I'naiiient, furniture, p.art- of room, macliinery. C.nuiPtric problem.: ellip-. Kl-iient irv arcli.t-ctoral .l—iKu an.l .1-.^ .r.iti on ; i.lan-.. el.vati.i-n. ■, try square, and pencil : bevel ami pen- cil. On a sm.i.th pieo.) w'tli mirking gi','e ; try r..p;ire and knif- : "' bav-' vid knife. On a smooth piece with c >ir.pi«e-', ncrai^'ht e.l,'e. and knife, making i prjtt > dcf :e division.-t. 17 ID 10 J. rt«win(( mMoii«, ii»|«r«»i.iii f «tlMif nurfuco frpph.nH 'i-i ♦. _„ Ap,.l.c..on, : CO.. h«K.r. bread tr«nch.r. h.Jm" handK .et.i';;^'"!',.:; ''», V "^ ' '"""^ 10. Wood-oarvlDK exerciaea. at.ndl^'''""""""' • ^"""'" """y- ''""■' ""''• I"""" '"">«». » -x ,. el , ■wnax. "'^i I n. .icK. nower |i .t 'trf,iee«. WnOD.TfRMNCi AND I-ATTt .S-MAKIN.. 1. Turiiinjr Iwtwe.n centres l,it,. ume. cylimier'^''""'"™' ""^f^=' - ■ "''"••f- »■"! el.i--U. Cylin.|,.r : rourc. Cv , 2. (-;..ov^x c.rv,., : chiH,.|.. IWd, ,„ ditl..-..„t »iz««. 1!«„I. ...m.c-a „ , i -vU. w • •. 1 oiiKivf curves : i-.iiiires Cmw^ ,,( l,,n,, ,...ii; i" '"'•;'""■"«"! -^tWiir 4. C..ml„„ati.„„ an,l a .Mk-atinnnM-. .,[•/■ '""''" "' "'"'" ''"^'"- " '' "■■*-"•'■ V..V curv... con,|..mnd n.rv 'J and cylinder.', "c ," v,'.'^ n ,;,'".";' .'-;;!,■');' :•,/"'"-•";- ^ "^ ""d <'»"H'1'''. Cn- »urfacr», I. avMi- a t,|,iare l.a«.. - "'v. x, cmcaw and c pumidcut-. cylindera, an • |,l.,.ri al U. ( hii('l( turniiiff. l: r;r:l.';!r";:(;;;;r;.""'" '-"•■"•'-"'-'' -i- -ynn^iriual, c..„ica., andcurv..d..rface- ... .t.. „i„e. •'. Nai'liiii riiii; w. limit. ■4. Gi.hlet hanlw.jiicl, glued nil. Ml Tl.KMK.NrAllV WOIIK. •^^^'■^"''^^iu:lr^'':^A::''Z^^^ Mane, „.„,... St..ek,n.,,all - trade-„i„e. M,c,.,„,e,er'.al„. r h.Mer-eher ;."' 'wi r Z'*" chefn"''!" "-I.an el,.l„_,„a„Ie. Hal,,.. noKS- walnut. Cu,. and «„blet»- hardwo. ds r1..^ „„:' S rre.- Wy ' Ci.'ji'rripin:.'" '''"■'''" 18 Itl. I'Kttcrn making. Vtnli. all 'WMK'' l'>r ahrinkAvr : itm Mask. Oiwn •»») i:<>i*, alloWMM* for l- : hollow rliii' k. Ati|>licatiiia>> o| 1, 'J, ami A ; »taiiit (or tool r>-al. Hi l'l'LICMKNT\M1, l'»|H-r w.itjlit, lilank for tatwr «'ick»t. I Vliar, fac* platr. Hanifer boi. lortw chuck. Tool mt, hand wh<*»«l, «!cpntru', FOIititNU. I. T>»«ri|iti'in anil oinrition of forjfp, and i-ari- o( tin-. S. N»iii>'«, I'liaracu-rUticn aii'l iwM ol Iii.p1«,^ t, Typical |>room«.« : ilniwliis-, "h.iuiilirlnK. foiiiiiOK. Ik-biIIiik. iilPMttiDH, twiatinK, acarlinit. wxlilinR, iiUDchioK, Imr.l.'niiiH. «nl t-iii|» rioK. .. . „ , . .u . i 4. Hoiir(i-« anit pririwrtiMof inatfrialu : coirmon iron, Norway iron, Itfuwiiier tlrr\, .>|wii lirurth itxcl, anil crucitilo st f I. . . . i l i Ti. Appliratlonn : Jmtt rlnif, hook ami fiUple, Ixilt, nut, tiuilH-r haORir, lir»ck«t, ry Ixilt and rlOR, ohalD and hiNik. tonK«, ><-ntr» imncli, culd chi"»l, ca|>t' cliiwl, "prinn. lathx toiU, io|Uarg rcamtr. MACHIM: SHOI' I'RACTICE. I. HIM H WOHK. 1. Chiptiinx anil filinfr of plain niirfacan— caitla(t with atralRlit «dt(e. 2. Drilling caat iron hni»h*d nioitel No. 1. Acciiratr location of holm. Action o! Hat drill. 3. Chipping anil filing of ciirvwl mirfacen. ami plain nurfaccaat ri(fht annln— caat iron. TnitiDX with a try amiaro. Killng a convex atirface. Chamfering curved and itraiRht tdgt: Draw Hling, and puliahinii with em»ry cluth. 4. A '..iIIdk fit -cant iron. Production of pMallel lurfacea, tMtinR with cali|>eni. Fittlnf piece to ilide in Kroove of fixed dl- menaiona. B. Drilling and chipping— wrought iron. Uae of twiat drill. Key aeat chipping. Uae of round-none chiael. Uie of hack aaw. Chipping in oornera. ti. Surface plate— caat Iron, hram handlei. Planing a rial inrface. Drilling and tappinK. Hand taming in braaa. Uae of die. imping. , iirfac)> gage caat i'mi, malleable iron, machinery steel, cant ateel. E:» naion of prtci-aana of chipping, tiling, and fltting, with introduction of new furnia of toola. Hand- Uthe work GO atoel . Tempering. Aaaembling tiniahed parta. 8. Paperweight. — corapoaition metal. Haud turning. I'olialunt: and lucipiering. 9. A net of lathe toola, Shaiiins' tacM that form a cutting edge. Supplementary cseroiaex. Calijiera. Iiatnmer, binding jmata, brass ornamenta, akata runneri, and projecta of a aimple nature. Simple machine tool work on atock for claaa estrciaea. II, M.^criisK Tool Work. 10. Stepiwl cylinder,- wrought iron. „ , , , „ v. , u j- j • ^ 1.^1 Centering. Si|uaring ends with aide tool. Uae of parting tool. Knnghmg with diamond point, lin- iahingaurfacen,— dry, with nula water, and with emery cloth and oil, 11. Perfect cylinder, -caat iron. . . , . ^ , . , ^. .. Truth of live centre. AliK'nment of the dead centre : geimelrical relation of the axil ot revolution to the tool path. IS. Stepped cylinder,— tiniahed nmdel No. II. Determination of aizn :-\Vith spring caliper" «et by ateel rule. With apring calipers aet by atandard reference guage. With micrometer calipera. With atandard caliiwr guage. 13. Taper aleeva and plug. . . . , j . n j Uae of iathc chuck. r«e of chuck dri!!. Pfoilueti vp. of e.-.Dieal surface by c"ir.p.-.-.iod riwt. Prodoe- tion'of conical burtace by adjuating the dead centre. 14. Right and left hand acrew. Principloa of screw cutting. Knurling and finithing. l.''i. Element* of machinei that involve the uae of chucking reamera, hand reamera, nianare..., boring bar, back reat, face plate, and taper at^achn.ent. Kxamplea: Pulleya. near wheela, eccentrica, lathe apindlea, ateam-engine cylinder, lathe centrea. Thete piecea may call idao f>>r work upon the planer, ahaper, milling machine, or grinding machine. 10 in. Cox, 1 1.1 CI ION C)K M*. HIXIKV. I I tlin bnJMInc MANl ALTKAININii HIUH .SCHCMH,. I'KOVIDKNCK; r.OfllSK OF sTUhY. th* Rombrr ..f w^Hk- th.. «tmii« ar- t»keii noml^r of .trrclx-. a wck; the tiirum in i»»r.nth»»Mi, Skfccol ««i ,0. (rom :< »..„. to 3 p.m.. with a lu.lf hour r„c,., tor l.moh. which h ,:e,ve.J in ( FiKiir Y»AH. I. AOAIIKIIII' WOHK ! Literatiirt. KlemH„,„y Kh-toric «x,\ V.ngMnh Co»,«,.it,on' (40). American Literature and Author,' (W). M'lthnnaiita. Algebra' (40). Arithmetic' (4lt). Phy«ioKraph> ■ (20). BookkefpinB altematlntt with Phyiici' (30). II. Manual ani> Aki Wouki Drauinif (40). Fnr Bojit. Carp«nt-y and Joinery ' (iJOl. .SuiithinR and ornamental iron work ' (2<)). Fur Qirh. Sewing" (20). Carpentry M 15 1. Kmergen=y Note.. Phy.iolo«y .->p I fir-t Aid to Injured M6). SicoNii Year. I. AcAD«jiii' Work : Litiraturr, fundtSaS?i^!r?!..t!;s:^^!§i,. "i^^Hn^^s^r •"' ^•-""-"-^if^o). En«H.h h^ot, Math,vuxtit». Geometry" (4(1), Scicncf. Phyiiica altematinx with Civil QovemD.ent' CJO). Physics'' CO) Rpnoral ('k»m!..».., c- i- preparatory to cooking' (20). roysics \m). Ueneral Lhemistry— dirU couree II. Ma.m'al and Art Work : Drawng'' (40)— /"or noya. Dr.w^?^"^i^hrnrtL'r ior'te'-^^^^^^ ^'"-o''- >=>— V Machine For Oirlt. /"or Boyj. Clay Modelling and Woodcarving' (20). SmithinK-Toolmaking and'ornamental wrought iron" (20). For Oirlt. Ctay Modelling and Woodcarving' (20). Science of Cooking and Cleaning" (20). m'^ 20 I. AoAituiic Work : *5 ■y: Thirii Ykar. Literature. (a) German" (40). ()>) Engliah Literature and Composition' (40). Matlii matiei. Algebra completed' (10). Plane and Solid neoim-tr; ^ (30). Meniuration. Sciencf. Physics ot Heat, Light and Electricity' (20). GenerarChemiatry " (20). Structural Botany'' (20). NoTK. (tills take Phyvics for first half and Botany second half year, II. Manual ani> Art Work : Drav>ing'^ (40). Building and Constructinn' (20). Mechanical Urawing or Architecture" (20). Ndtk. At the middle of the third year a choice is offered between a course of Mechanical Drawing or Architecture, extending through the remainder of the student's course. For Boiii. Wood Turning and Patternmaking" (20). Molding and Foundry Work" (10), Vise Worki (10). For (lirls. Chemistry of Food and .Science of Nutrition^ (20). Millinery and preliminary work in Breasmaking ; water colorx, drawing in connection with millinery and designs for embroidery (2U). I. AoADKMic Work : German'' (40), Knglish Literature- (40) Fourth Ykar. Literature. Review Algebra and Geometry" (10). Surveying- (20). MathevMties. Trigonometry and Surveying" (10). Field Work • in Science. Analytical Chemistry" (20). Klectrical Kngineering ' (10). Photographic Science and Engraving'''( 10) II. Maniai. ami Art Work: For lh>ii. Mechanical Drawing or Architecture, For ilirh. Charcoal Drawing from tlie Antique, Tlieory nf color. Pen ami Ink work — (Jt)pies and from life, for expression of taste and form in design", for Dressmnking. Designs for Book Covers and Illustrations. Mrtchine Shop rrat;tice'' (40). Strain 1'*ii;rineering ■ (tl). Fttr lio'is. For ilith. Himsi'licild Sanitatinn ; Study of Ye.ists, M'nilds, and lower furm- of life ; Home Nursing ' (211), Dressiiiiiknu', C-'Ol. Psycliolci},'y in place of Klectrical an 1 Civil Kngint-erinK'. Tl both Boston aivl I'rovidencp, the cDmruercial courses which wo find in the Brooklyn and Chicago Manual TrainiDg ycbools, aro ptovidtd in the English High Schools. WditnsTiH'K \ii\r.) COLLEHE. So far I have iloalt with iIih luaiiuai trftiiiin^ schools of tho Unicid States. I visited also the college at Wcod.ftock, Out., the pioneer in 1S8',) of manuu' trtiinin),' in Canada, Here the departnii nt is opticniil, atd ii f i e of 8') 00 a jfiir is chai!:;ed to cover the cost of material. The object of the course, from the c()lle<;e standpoint, is purely educational — to dt-vtlop thf ''-o) e' p^S'^ti-j.i! iiaturt- . the Ir.-yn i:ike it !);i;uUoe they hkc it and bi ciasc they find it will bi UHeful to them in after life. No attempt, however, is made to produce articles lor tlio n)ttik<'t or to teach a tra.ie. The department is in charge of Mr. I >, K. Olarke. I!. A., who is also modern Languages Master and who acquired his knowledge of nianu.il training aftx^r he had graduated— l))th facts siiggestiva to the Ontario High School Master. The coursis given in outline balow, is taken daily daring the regular acbool 21 in ^'':::.i^nL^:x:^-^;i::^.^z^::^^ '■"">""-' i^-i^n -,»oi„i,„ .„, Turning Ten.|X;, Bra"nK*^''°''"'"°'" ""'' A'eh.tectural working drawing,, BI.ck»n,ithi„K. Forging. Welding, ^UcliinB Work, Chipping, Scraping, Filing, PUninu, Milling, and Lathe Work. Mr. Clark t. lis me that the time devoted to thn FuLject in no wise impairs the character of th« 8tudent»' other work. l,«t that, on the contrary, they take a hi/hor aver eT,H i'nVh 'T ° "•'; "I'""''-.- ^.^ '** '■"""'* '''^° ^''^^ «"«'«"'' '•"y °f"^n »«-^« inter, eatod in the subject and that thu inten-Ht produces a Konrral iaiprovement in their other ckas work and what ,s more iu.portant still, in their conduct. I'hi* conclusion is son Sv *„ H' ^' i"- ,'"'P«'-'°'''n^entH of the Unite,) States Industrial Schools, who testify to the benehc.al effect produced >,y manual training in the moral regeneration of the criminal and his intereH and advancement in other work. All this we might con- clude a ;,r,or, from Psychological lawn, hut the average citizen is more J„„.ressed by tt»tZT'^ , their operation. Mr. Clark also adds-and this too is significant- that the stu_ient8 who take manual training usually remain at school for a lon.,er period the .nlfpitior' ^he average citizen again, looks with suspicion on the testimony of «th.,Xh f % *''"-.r'r "'.i*" '"^•'•'"'- ^^'- Clwk'8 opinion in supported by o hers who are tam.liar with the evidence. The Principal and the rest of the faculty have always been unanimous in their appreciation of the value of manual training in their l„.rlrH T ' ^^' K^vernors of the .chool have shown their appreciation in the most practical way, by npending about 810,000 in erecting and equipping a special bulding. Most of the evidence we have on thi« subject is foreign. We have here the ProvTnce '"'''"''''''' "'"""' ''"'"'"^ ^°' °^" *-•» years in our own MANUAL TRAINIXa IS THE GRAMMAn HfHOOLS. ™.„n^ iT .^«"<'"« ^'»"»««' 'e^ o' the cities I visited have even a fairly complete system ot manual training; that is. a system correlated, on the one hand, to the kinderuarten and, on the other, to the industries. The most comprehensive I saw was in Chicago. A^ thCJtirr f ^f^«°l^'* M Smith, M.A.. the very able supervisor in th\t cify JakL „^»n„.T?-"''' ^"' /r**""- ^'"' *""'■«''<=« "^ the enrolment of the pupils taking manual training are as follows : *^ o« ^^^''■'""T'',,*^""'''' • ^'*'^'' I- l-"**^**' 8'"«'1« f^- ^■"■'O, grade III •' 800 erade IV 20,000^ grade V. 21,019, grade VI. 40,71,-., grade VII. .50,813. grade VIl'l. "i.gK? Manual Tratninff Iliyh School, G32 . T?«?'^''« these public schools there are also private institutiors. The Ohicaeo Man- rHt^Zy:'^\""'VTt^. *° ^^^^ ^y *•>« C''''=''«° Commercial Club and hw LZl'tbe w ^:r'^T^ '"^ *he University of Chicago. This was the tirst school of the tf«n. ih 9«n "'"^''^.u^* " °' t'"' "^g** '"^hool grade, charge, high fees, and ig of SL^ ''°P;''- 7k° '"^u'' '>« •^"^'«'' *^'"""'l Training school, in the "Ghetto" an™*^'r "?'"°'"r'*T''^ subscriptions. Its building and site cost $91,2,50, with Ts o? th« 1'°" 7 ^^°- J' " ''"^°<»«'»/hiefly by the children of poor Russian Jew's and York which TwrrH*^'l!' /°':rP«»'ding to the Hebrew Technical Institute of New CraLa, K 7 T"^ *"*^^'' °°' ***°"»' *"''»*°8 " "'«» f^ght in the Dewey me„TrP»H^ '" Tnu-^ ^^Perimental elementary school associated with the Depart cTpLl!r^TF A ^^""'^? University. There and in the Chicago Institute (under Col. Parker) I found some of the latest phases of this and other educational movemenU. some al rAlVanJ' H t."""-..'** had manual training in some part of the system, but in in Uiicl to theJ T ^'""tT' 'r •\'=°"fi"^'^ t" the High school, and in others, as confir«HV!f^«.KT"/u '""''"• '" "'^ "°''""' Grammar schools wood-working is TtacSin alU^ *"'*" '^^''^\ V'^ * *°*'' "' °"'y 2.12G. The cost has been the chief dZl^A 1 ^ cases; for, although wealthy, the populous centres have many other demand.upontheai, In Providence, for example, both manual training and domestic r„» hTI'' 1.*° 1°'' V ^l- ^'■•"'?" '"hoole on the establishment of the Manual Train- ing High school. In Chicago, however, although, «. Mr. Smith tells me. in times of 22 b 1 fiii»iici«l ■tringenoj, thn local economista lyitematically propoae to abolish the Manual Training department, the agitation has heretofore always ended in a greater extension of the system. As in the High Schools, associated with Manual Training and often included under the same head, I found the Domestic Arts (sewing and cooking). These subjects being of evident utility are oftcner found in the elementary schools than Manual Training. They are, of coursK, taken by girls, sometimes along with wood-work ; usually in place thereof ; but it is by no means uncommon to find boys also taking sewing and even cook- ing. I may add, in passing, that very properly, a course in cooking is a recognized part of the curriculum for M. D. in the Harvard Medical department. In the Grammar Schools the teachers of Domestic Art are women. So, too, usually are the teachers of Manual Training. In Boston, for example, there are 20 special female instructors in cook- ing, 40 in sewing, and 18 in Manual Training, there being 7 male teachers also of the last named subject. With our Ontario prpjudicei, it will seem strange that working in wood should be taught by women; but, as I have already said, this is naturally regarded by educationalists as the best feature of thp organizaLion. Most, indeed, of the elementary teachers I saw were women, and most of the students in Mr. Larrson's and the other train- ing classes were also women. Sometimes the teachers take these subjects in addition to their other work, but in the larger cities and where the Grammar School is large, the teachers are specialized. The centre system in i)articular (the system adopted in Brock- ville, Ottawa, and Toronto) is found to be both effective acd economical. In some other cities, the teache- goes from school to school ; but, in the case of cooking and manual training, this ri ;ails considerable expenditure for accommodations and equipment. Of all the Grammar Schools I saw, the equipment and organization of the William T. ''incoln School in Brookline sef ms to me to be the best. It is under the principaUhip of woman and showed every sign of being ably managed. It is exceptional in having not only the usual Grammar School equipment but also a physical and a chemical I'lboratory like those in our smaller High Schools. For Domestic Art it is also well equipped, Sew- ing and cooking are taught by special teachers, and its outfit includes a room ior cooking and a well furnished dining room In its two higher grades it is practically a High School. Probably the work there is as much as many of our Schools can attempt, and I accordingly give its programme. The average age of pupils in the ninth grade is over 15. The total time given Manual Training and Domestic Art in the Brookline Grammar School is 50 minutts a week in grades I — III, 60 in grades IV and V, and two hours in the higher grades. Latin and French, which are taken in grades VII— IX of the other Grammar Schools of the city, are not tuught hera but more time is given to Domestic Art and Manual Training. BROOKLINE GRAMMAR SCHOOL. M.VNLAi. Traim.ni;. The KinderKarten, (Jiftn and Occupatinns : Grade I. .Selected Kiiidfri;arten occupations wivk in connection with other studies. " II. Paper cutting and folding. Cunatructiun work in connection with number, language and history. " III. ("lay modelling ami card board work. " ly. Knife work with wood of two diinenHinns. " V. Advanced work with knife and simple tooli. " VI. Mechanical Drawing, Modelii constructed from drawings with the use of suitable tools. '■• VII. Mechanical Drawing, Projectionii of neometrical solids, working drawings. Advanced Sloyd and wood-carving. ^___ - "VIII. Mechanical Drawing, wojk of Grade VII continued. Designs copied and [original wood' turning. ' IX. Mechanical Drawing continued. Bench work. Elementary Cabinet making.^ As will be seen from the scheme which I give in Part II. of this report, drawing is also taken up in its other aspects. Domestic Art. Grade III.— Use of scissors. Short leams. Basting, stitching, back-stitching, rnnning, hem felled, oversewing, overcasting, hems measured and finished. Supplementary work. Work-bag of checked linen. 93 ••'-'Sr^r— r??^''^-=''-^^^^ He™»ed.„„„..H. Stitch- loojj.; .ew on button, wit'h t.pe ".h^p^'nVr i.n*;'::^:';''^^ 'Sf;M=i;r-^„ji;!'";{;;;!:TtS with^albiyjinTutJ^ch^Colki^roVr" '"el't.n""' "h" " '^'i'"' £,""",■ u"^" '" '""'"'"'■ Kx.^-riment, five different mo.lel, „f "ewiw StfpD emf'^ ni.J*'""'/ ''^";' **""" "-''""■ "»""''" *"*> '^irty- ment. : study ditferHnl quaufiea of cloth '^ ' "'»•'"'"- ''-"• "nd«^rK»rn>ent. drafte,! fr,„„ n.ea»ur«. di,het'^YeT"L;d?"B»\"i^°;K:;'dt'i"rer" sludv^^^^^ "', "h"^ and meat „,e.t .,u„h an.l ^eUtine to different u»e«. »Iateri«l, 'f'.rstock n^^ hii^h^^/^ ^^^^^ and their adaptation dishe^s^tvidid'cooke;?:' "shirf wal't '^it^and '& V.Trt'' <""""• ,?™P''-,P"''1in«s. salad,, fro.en "artofpinninKon." Dres, cut fitted and i^uH^H J ^^ ''» '"^^}''^- Ure«, lininK fitted by the begun. Xote/tak^n of a7ue88„n. "'*''• «<"'''■' »■"! "><''• «««-.«« on of braid, etc. Millinery KiyoSTO.V (OJfT.) PUBLIC SCHOOLS. Manual Trainino. TMhS^ZhJr ''"^ ^''''.f''''.^'"* for elementary Manual Training in fho KinKaton (Ont.) Publu hchoola, no^ partly m operation, and to be carried out More long in all iu de- S ;« f ?^ *""' "°* y"' '^"^ '"^''•'''' ''"*• "^ doubt, it will Boon come. The nndertak- belondthnanahl^rT""^ ""^ '^f "' '^^ ^'"'^''^^ ^^'^''-'' --^ should not be nnfT^ M ,'=T^''*'«'' "' «^«n O""- smallest city and town sohoolR. The cost here will ieLlrrsiovd r^ """r v' 'I' 1^'.°' f'P^'^"* *"*=''-«• ^ noheme like this. wTS elementary bloyd in Form IV, should also be practioable in the larger centres. FOR BOY.S AND GIRLS. FlBHT. Juniiir'ParOI. pape"fSg,P:ewing'""'"^ ""'''"""' '*^''"^' ""• "' ^"'"-J '^^let. for simple Me,ign, and borders. Sniiar Part I. papeVfordinl'lTwins^ combining them into ,i„.ple geometric figur.,. stick layin,, u,e of colore! tablet. Part II. cuttinr»odtldL\'?"fwfnrNat^;»tu3r'''' "■""" •"^"'^' "'"' '''^'"'^' "" °' -"'"-i^blets, pa.er Secomi. study's S^ii^:^ foi^:aS5'^/^:l:"^r ,^;t^'S!^jr:?a;:r ^'''*' "'^"""'- ■-"'"^ ^'''"- FOR BOYS. Jl.NIOB TmIRI>. FOR GIRLS. Freehand drawinsr. Object drawing, freehand and with rulers. Nature study from objects only accompanied by color work with crayons. Cardboard work, cutting, scorinff. folding into geometric soluU. Drawing, freehand and object. Nature study from objectn only, accompanied by colur work witb crayons. Sewing. Freehand drawing. Object drawing with rulers and squares. Nature study from objects, with drawings. Coloring of patterns and drawing. Designs in water color. Cardboard work. Chip carving and catting. Senior Third Freehand and object drawing. Nature study from objects with drawings. Coloring of patterns and drawings. Designs in water colors. Sewing and making of simple articles. 24 JtNIOR KOI'KTH. ■A i I -•1 Frp«haDd dnw'mg. Object drawing with mien and squares. Oeometric drawitu;. Nature study frnni objectn, with drawing ami water color .sketcheHf leading to simple detii^n^ for iiriiainentatioii and nne. Chip carviuK atid cuttinK' Freehand and oliject drawing' Atakinf? Hiinple dexi^tiH. Nature Btuily from object!, with drawing and water color Hket<'hPf*. Ppfii^nH in water colorH for nrnainentation and use. Sewing, cutting', and making aiuipla garments and other articles. Aa in Junior IV. Continued, Skniou FoniTii. As in Junior I\'. Continued //tViiiiir TECUyiCAL INSTITUTE. A peculiar development of the rnanoal training movement — the HeV)rew Tpchnical Institute of New York — deserves special notice. I had been advised to visit thiH institute as one which had grown up under adverse conditions and which accordingly presented some exceptional features. It happened to be a Jowish holiday when I visited the school, but, owing to the courtesy of the principal and another member of the staff, 1 had an oppor- tunity of discoesing the situation ani of icspecting the building and the equipment. The school has been in existence over 1 7 years, and is supported by the voluntary contribu- tions of the Jewish community. Until recently, none but Jews were admitted, but it is now open to all comers. So far, however, none but Jews have presented themselves. Tuition books, tools, are all provided free. To be admitted a boy must be over 12 years of age. The average age of the senior class is, I find, about 16, and, so far as I could ascertain, the acadejaic stindard corresponds to that of our public school 3rd, 4th and 5th forms. The school is peculiar both because it represents a lower grade than the Manual Training High School, and because it confessedly partakes of the nature of a Mauual Training School, a Polytechnic Institute, and a Trade School. As a matter of fact, though, its courtes seem to me to differ from those of the Masnal Training High Schools only in being of a more elementary character and in emphasizing the economic side of the course. In many respects the work resembles that done in the Toronto Technical (Evening) School as at present organized. Daring the first two years the pupils are instructed in those subjects that will be of use to them, whatever pursuit they finally chooso ; and, in the third and final year, they give special attention to that branch of work which is most agreeable and suitable to each. Some of the graduates of the school continue their studies in the higher Polytechnic and Engineering Schools ; but the large majority eventually become skilled mechanics of various kinds, foremen in wood-working and metal-working shops and the different electrical industries, and draughtsmen in architicts' offices and manufacturing establishuients. Below I give its programme, as the courses are typical of another class of school and may prove suggestive in those localities in Ontario which i^ay begin tiie technical work in the Poblic Schools and continue it into the High Schools. COURSE OF INSTRUCTION. The methods of instruction include recitations, lectures, liboratory practice, and shop work, JlNlOB Yrab. English Stuiiiks. -Reading ; SiwUing : Definitions- Vomnanship (vertical system); Language Lessons : Exercises in Composition and Letter Writing ; American History ; Elementary Geography ; Map Drawing. Maihkmatics.— Arithmetic: Common and decimal fractions ; denominate numbers ; 8(|uare root. Geometry. Study of form : plane mensuration ; inventiimal gemietry. AriLiKi) SciKNiK.— Properties of matter : elementary labo ..tory work ; simple experiments m eltfCtricity. Experimental chemistry.; construction of simple apparatus at home. Mkchanical Dkawino.— Instruction in the elements of drawing: hand"'ng of instinmonts ; exercises in the use of T-square and trianglen ; working drawings of jivints and bench exercises ; lettering. Fhkkiianii iJKAWiMi.— Object Drawing. doliO , with straight edges, single and lu groups ; sphero and cylinder : practical applications. . Decorative Drawing ' Construction of rectilinear plane figures based upon the square : borders m Greek and other styles : practical applications. The circle, regular triangle, and polygon ; simple rosettes ; oil- cloth patterns ; use of water color. . . Wood Work.— F» wd models ; usee of the bench and the chief woodworking tools ; principal characteristics of wo itruction in thin wood, using the br,.'ket saw ; exercises with plane, chisel, law, and other tools id articles illustratir ■ their use. so MiiMiLi Ykah. Si ikS( k. l*hy»ic» ; iiiHclianics ; heat ; lii,'ht : nound ; laboratory work Wectncily ; lab .ratory work in static electricity and iiia^'Deti^in. MKdiANUAi UKAUING.-Workiiijf drawin^f. for bench «d Uhe exer.ise, ; ^Mometrical drawine ■ Tdk n'l''rpmln's**'"''' "' "''' «" •"»^hi'»' "'"'I' exerci.e- : elementary architectural drawing -letter: FiiKicHAM, Dhawin,;. Object drawing: Cylinders: wheel,; cones; va»es ; classic and modern form-. ; practical applications, iloine lessons. >-i»sn- .inrnaments base,! on practical form. : wall pai«r deiigns ; water col'"' '.Vonii \\,,i,K. -hxercisesin joininKaudcon>^tructivecarpei;try. Lathe work: Centre work : face plate work ; neonii'tric solids. Construction work : Joints; model of a window saah ; modal of a locked box Wood carvinff. mJu"^!' ^VoKK.-Iiistruction in the .piality and manufacture of brass and iron; use of thn ditferfnt clusds, hie., and small tools; chipping and HliiiK ; speed lathe work; u«e of dr'l press, planer, and SiNion Ykah. specill'co'urs'!?' ''"""^'' °" "'^ '""''*■'' "' '*"* *'""'' '^'"^' ""*' '° "ddition, those of one of the four (t'encral <'our;tc. essays ; physical geotiraphy ; in- Ksci.iSM Stii II us.— Grammar: American and English literature- dustries and natural resources of the United States. Talks on woo.ls, metals, coals, buildinj; materials, ami kindred subj, cts liectures "1'™^ Krj^'^'ajJ. jicience, illustrated by sterecpticon views ; upon the preservation of health ; .'c».— I^hysical arithmetic as applied in the laboratory, uenera view and final examination in arithmetic. Algebra. Plane and folid geometry as applied in the shops. AiTLiKi, SciKNCK. Physics: Kxperimental mechanics: advanced laboratory work : construction , if andfi;'rSno^''^w^^^^^ """ '*''«"'''■• ^^n>h>mB, lighting, transmission Primary and storage batteries ; electric heating ,ind welding. Chemistry: Lectni-es and elementary experiments ; laboratory work .nH I l''.'''"■""'i"'■'^'''"'u!,'^"■''*^'°""''!"'°>'•''"''"*f• '*'»"'»'''•'« "nd "«e "f varnishes, paints oils and insulating materials. Klectro chemical action. p»iuio. oiis, Steam engine: Practical illustration in the engine room ; boilers, pumps and valves .VKi-HAXICAL DuAwi.so. Cabinet projection ; working drawings for pattern making ; working draw- Sa"ni"" '' *''"'"'*' ' arehitectural and machioe drawings. Lecture, upon mi^hine designs a^d work^^sketcliing!^"*"""'""^"""''^ from casts, Howers, and fruits: practical applications to decorative i„„ }y°";"WoKK.- Advanced lathe work: pattern work . moulding and casting ; cabinet work; veneer- ing and piplishing; construction work in carpentry. uov ^um , vBueor «,».;!? *'^'*'' ^^''■"'- . Klen;entary exercises on speed lathes ; turning on engine lathe ; planing ; drill press exercises; gear cuttiug : tool making. = n , i ."-."k , uim pre™ Special Courses. (.,) MicHANiCAL Dbawino. Two HiiCRB PKB DAT.-Par»llel and angular perspective • archi- ^S'l^Z ieSgTt?niin7" ""' """' = *"""' '""''' '"•* ""'"•'' ^ "'™'='"'' -™ --" ' "-^ ^„,3 \' W"'"''.^". T;vo aoiRH PKR Day. -Advanced pattern making at the bench and lathe- moulding and casting m lead ; carpentry work : cabinet work ; wood carvin- .. oil ['^".'k '' Y""*"""' T«o HoiHs PKB Uav -Machine work: Building some machine or apparatus, a. speed lathe, dynamo or galvanometer : thread cutting, inside and outside ; use of milling mKhine* reannng an.l boring ; making taps, chucks, and face plates ; gear cutting ; tool making. "«"">« . lempering and grinding tools : die sinking ; forging. (" '«'« M"- H^'nen- way. oi ine same city, am tor domestic scienco and art Tha n^t vr i o i , . '•fc-^ From tha preceding acoount of manoal training; and technical edaoation in the Unitfd States, it muit be evidt nt that the provision therefor iw, in gome rupectn, »trilt- ingly dill'etfnt from that o( Germany, which I have already dcscribtjd in the United States the apprenticeship fysteni has almost entirely disappeared. In Germany it is still 'n existence, reinforced by compulsory supplementary training of an elementary general sh well as technical ch«rsot«'r. In the United States, where education is a matter for losal control, the'e is no gentral Hjsteni of technical educatior, and what there is is still in its beginnini].-!; nnd, in some impoit^t respects, both opinion and (jractice are yet unsettled, In «iorm«ny, on the other hand, where the state has fall control even when it givei no grantH, there i^ an elal>)rato and well organiz'>d system ot intermediate and higher technical eductkliou which ha* existed for over h <|uarter of a century. And what is equally important, (Jermany diUerentiateH the general from the technical ; the United States does not. [!oth systeniH are of couise the natural products of the dilfurent con- ditions and the ditt'erent characters of the people, Thb Hituation in Ontario. For a year or so there has undoubtedly been a well marked, though limited, move ment in this province in favor of domestic art in pur schools i"'d, to some extent, in favor of manual training. This is probably due ps much to th . widespread feeling that, in ■owe respects, our courses are not practical enough, as to the progressiveoess and liberality of individuals. A further impetus has been given to the movement in favor of manual training by the eflTorts of the Ontario Manufacturers' Association to secure a share of attention for the industrial interests. So far as I know, no important provision has been made in Ontario for inotruction in the household arts except in the Ontario Normal School of Domestic Science and Art in Hamilton (opened in 1900) which we owe to the energy of Mrs. iloodless of that city, and the Victor School of fiousehold Science and Art in Toronto, which was established by Mrs. Lillian Massey Treble, to whoee munificence the citv is indebted for what is undoubtedly the finest school of the kind I have seen. Both of these schools provide special courses for teachers m t7p11 as for all other classes of >«tudent?. These courses, so far as 1 can judge, are at least the equals in every way of tne best in the United States. Sewing is, I believe, taken up in a few of our public schools, but as yet to only a very limited extent. To Sir William Mac Donald of Montreal, the nenerons benefactor of McGill University, Ontario owes the manual training department of the public schools in Brockvillr, Ottawa, and Toronto, all of which (with others in the other provinces) he has equipped and proposes to maintain for three years a^ an o>>ject-lf sson to the people of Canada. For some years the Kingstoa Board of Education has had carving and some other simple forms of manual training fiystematically taught in its public schools by a specially trained teacher. Last year it established also a manual training department in its Collegiate Institute, and a similar department is under weigh in connection with the Public Schools and Oollegiate Institute of Brantford. Here I must include the manual training department of Woodstock College, so far the best equipped of the class in the Dominion. We have also, of course, the mechanical and industrial departments of our Art Schools, but the courses there lack the vitalizing elements of the manual training schools. Of evening classes of a somewhat technical nature, we have a very few, the result of volun- tary effort in one or two of our cities. There are, I find, only two such classes in connection with our Mechanics' Institutes. But, from financial and other causes, all these are as yet an inconsiderable factor in provincial education. The most important institution in this connection is the Toronto Technical school, established and maintained by the city of Toronto. As I will refer to it further on and as it should eventually become the leading intermediate technical school of Ontario, I submit a statement of its accommoda- tions, equipment, and courses. I visited it last month with Dr. McMaster, the principal, and am indebted to him for particulars. The cost of the building and ' equipment will total about 883,000. It contains as follows : 17 lecture and demonstration rooms, with ample provision for drawing and modelling, -3 lecture rooms for chemistry, mineralogy, and domestic science, with 2fa other rooms, waiting rooms, private rooms, store rooms, etc., and a salesroom for students' supplies. The heating and ventilation are excellent, but the position of the windows and the size of the corridors might be more suitable. Al- 2!t roll. Applicwi. n.u.t b * .t r.,t TonVtiT! "• ^5"" "'" »»'"• ^ -« °» '»«• knowledge of the elemenUr-LblicJho^^^^^^^ u*" ""* ""»" POMe.. . workinff on their *n..then,.Satt.?nn^enU The w^rH ' **" «»•" "'r^'"* '" 'h" -chool i, b„ed (I) ph,.ical .cienoe. (2) SnTc oon^noZ /•.V"'?-"''' '" **■" '""""'"K departn.enU : (*) mineralogy, geolOBv, ."d me funr^lr f « .^•."•'* '" '"^ d«>m««tic Hcienoe .nd «rt, modelling. Ve .oiolS^Sfq^Ll" ^ ^^'•"'•- .<''' "'•^ institution, in the United State. i„ BavS-gTo^^hlj;; ^trnl^iTbo^^^^^^^^^^^^ in tb^.^rvinie?«drh?:Sd'l''l^?h^^^^^^^^^^ '-"-'"^ •«*-««»- of the nece.8ity of «tendin« the .vitrm ofSnW ' '•'"' P™''"""- A. . further proof been informed in v.rioo. t?,«tworthy ^lll^TtlTT^T^V"^ ^- "^^^ '^'^ '^''' ^ ''•^« School, of the United SiJ^doT''ZTtrS:'' Jfth t^r'*'""*' ^°r"P<»«»«'>« citie. and town.. Indeed, in my in.pe3 w^k T Tal- ^"".^ mechanic, of our •gent, of these in.litntioni in the hoteT«itHnL 7^ " oocMionally come acrou the loi»l f«;torie. who were Vrran.in„ 1^^^^^^^ •chool.can bemade to take the Ze of LZ.T"" i ^''!"*"" *''««' corre.pondenoe .vaiIable.i.,ti]laqne.torun.ettlerfrl^^^^^^^^^^ evening clawe. where .uch are not donbt of their fiBandal ncceM Thedde. of hr^'""!^':**^ °' ^'"T- ^»' ♦»«"« '" "«» .tudents on it. roll, with thcu«„d. toS oiurio" "C tuh «chT *^".'°^-«°« logical llTtl ?nr the'd'an^:; ^ S" rPlStn°""^h' ^' *'''' ij"*^''" °- norne jears ago. The school ocrnnie. a LtLff^' ^ -^J "'' "ho opened it in Toronto ent. About $5,000 hw beeT SMnt on I'ht ■ ''"''f«'8 « *"" ''«'>'««' ""d <«nveni- experience there'i. a on" y^s T:L°l.XrT,m/:h\To' ^Tu "'''' "r those without experience is two vears • Ihn f^» L- aQm i^f^^^" "^ '"'^ ^O""™* 'or times an attendance of abS^t frthere Sr^l"'' f'lT ^l''" /^".^ .-*;«?> ^'•"ome- efficiency is vouched for by comnetentTlI! i^, P""*"' 'H" I visited it-and its also in Toronto. I believe^wo Jr vatl Sol ft r"'""* °* *•" P"P''« T*'«'« •" manufactory; and in St. TWs the S C^R^Jj^L"'' *''''• ?' ''' connection with a Tn fK» I,- I. . , provides evening classes Jor its apprentice. in ou VcLl'Stgric" AJtuS ''T %' K^T'"^« "" -*'«'' • Sood beginning both Mate .uaintain d i tutL^ Seeni 'V ■^'^'^^ of Practical Science at Toronto! Tffi- £COA'O.V/C.(A, .l.V/> THE EDVCATUXAL ASfECT. and -iz;ruiir"irthr;'Sti:f b'^r'*' *""""°« '" "" -■*"- '° •---y most by far th« X^portant xt ?o''? °-. theformer bei.g in the n.i„ds of can we do to improve thoTn S crour' in i 'T •"' *"*;■' """r '° '•"^«''''"- '« ^ ^^h" needed change, i„^„^«y8t^of education J '"'' ""'* "' *''" «»-« time to a.xur,, a I coutri^ij^L-zrrc-jd :^;i:!irr^ -'^-''-"^ 'f ---^^ Y- - ^- - but enough wa« g." n to sLo? h it^Lu m"^ -Be. deUa.te num>.er. were not prccurable: to their population and the variltt^^ I '^ u*'"" "^ """'^^ ^'"^ Toronto, owioj have beek Lable to ota^^an/S'nitt^X. ^ U'tThrv^'tt""! ««'*'"f --'«• "'' me m concluding that the conditions the'^ areir^'ei'^Jhe same " "°"«'' '° J""*^ .10 Thn Rxneritl ROnclBNionii I ilraw from thx unnwiirn an- tut Tollowa : — 1. I'ndpr pirHent ciicuin«Uncp>, rxtrpnioly tew llJKh S^-hool |iDpiia from any of the forniR— not, I belipve, .') per cnnf. o( the toU! att»uf«utariPK rHtab- lishinputM in any othfr capaciry than that of ciprki or otticn handH 2. Of thcRo that entpr from thn P;'>lic Hchoolt, ami tlit-y am qui'ii nurocrooii in the manufaotarinit centm, with fpw pxcpptionM thiy go from thn fourth torni, and in many — moat, I fpar — of the locAlitipi ontnidn of the larffPHt cxntrei tbpy leave iclioul bpforr they have complpted the itadipi of thn form. Knoh papiJN are often reportpd aH rei.iaining at ichool only until they are old rnooKh to lipgin work. The following illuHtratni the iitua- tion : In Hiiniilton, four Ipft the Culiegiate Inntitotr laat yer.r fur thn t'autoripH ; 1 iO, the public ichooli (not incladinft tho«e I'rom the «p|i«rate ichooU) ; iu Toronto Junction, of tt)o*e now in the factoripi, 19 am from the high Hchool a . I'JO from tho public acboola ; and in Lindiay 'JO |ier cent, of all the hnndx hive comn from the public ■choolH, the remaining 10 pfr cent, being about rqually divided between old country- men, and Canadian! who have bad a short courie at thv Cu1lei{iate Inititnte. 3. Manufacturer! generally, having in view, of conran, the inda!trial aipect of the qaestion, favour the introduction of manual training into the public and hi^h lohooli. Some of tbcui hold that we shall then retain the pupils longer in uor schools, and thus supply a better educated and more useful nlaMi oi workmen. Many complain of tho lack of education and trained intelligt^nce of the t>o,vs and girls that come to 'i.hera. We have provided in our '.igh schools for the preliminary training of profes-tional men, and we un- dertake in our bookkeeping, our stenogr.tphy, and our typewriting, to prepare boys and girls for the merchant's otHce. The latter provision i.^, of course, technical. To be con- sistent, they hold we should recognize the industrial occufiations as well, especially in view of onr enormous natural resources and the increasing importance of our manufacture*. In order to show their appreciation and ztal, some of the manufacturers are prepared to give the preference in employment to those pupils who have had this kind of training. ="^> OPllTKiys OF ONTARIO PRINCIPALS. I quote a few passages from some of the answers I received, which show tho general aitnation. "The maatifscturerf xeemed to think well cif iii»Dual tr»inin«r. nne furniture man Hity'ni; that a conne of woixl-wnrkinff would keep away from mi lome that can never learn \\U trade. Another In the hame line "aid that the Iwya he eniployi ale u. many caaeH hampered by *.heir imperfect know'adge of frac- tiooa. Ax the lioy.i are UKUally about fourte<>n when taken on, the (piextion nrom why ilid they noC know fractionx V The answer wan that they had left nchool yean l>efore and I ail been hanffiiik' a) out h< me. Mr. Cairnefi Raid that in cutting out gloves what he mainly wanted was intelligence, nhowint; me how a former pupil of mine cut 7H5 h<{. in. of Kloven out of a akin which wah reckoned enough for 75L' intheM, while a bad or rather a stupid hand (fot 44 inches less than had l>een expected out of a Humewhat lariier nkin. Few of the manufacturers seimed to have any idea to what e.xtent they empl oywl Public or Hiuh School pupils. Many workmen liere are Germans or Poles who came ^■rown up. Largely, boys are net to tend machines. As Haid before, manufacturers favor manual training;, and drawinfit ti> scale. The Public School princi- pal thinks that the time could be spared if the Kntrance Kxa:niu:ition with its excessive meniori/in)f, were done away with. To me it seems a question turning mainly on the readiness of the Provincial (govern- ment to pay expenses. High School boards are hard enough put to it alnady for funds." -Prin., Berlin Hiijh HchiKjl. " Alsiut .SO per cent, of the boys who enter the High School, attend abuuC one or two years and then find emiiloyment in the factories of the town. A considerable number of boys from the Public School never enter the High School but find employ- ment in the factories. These boys either run machines or act as assistants to men who run thi- Uiachines. About 20 per cent, of the boys from the Public ScIuhjI never even enter the senior fourth class. After discussing the question with o'jr manufacturers, the principal of the Public School, and some members of out Board of Education, I do not hesitate to say that manual train'ini; in our Public o- High School is quite practicable and desirable. If some of the subjects now on the school course, which are of no firacfical value to these boys, could be dropped and manual labor substituteil in their stead, I think we would be able to hold many of these boys and girls one or two years longer at school. This in itpelf would be worth much to them. If this change in our school course could t>e effected, the large number of unskilled laborers whiuli we Ouw have. Would Ira replaced, iu time, by iutetiigcnt Uiiutei Wurkoieu who would have i, ° wiiy for every how.'*' — i*rtn., (ianano'/ue High Sthuot. " All of the pioprietors thought that manual training should be taught in the schools, so that boya might, at an early age, say at 13, begin to acquire skill and knowledge of tools and machinery. After such a preliminary trainmg they coulil more intelligently decide w!. at calling or department of work to follov A course of this kind wou!il also keep the boys longer in school, and their hterary training might go on simultaneously with the mechanical drills. Veohanical drawing was wtrmly advocated."— Prtn., Chatham Collegiate Inttitutc. 4 :il woKliI ninr.' (Iipectly Ht hini f.ir thn ohiwi ),.• ha. /'/in.. '.■.(,/,,;! r„il,,„at' Imtiluf, fw BhI.. tn tinit ...t wliKthnr » child hiM »nv IikiiiR ..r .i.titu.!- fi.r » tr>.!> »|i|.rfntiri.. W..11I1I l,« itiufH tiit..|li«Hnt iTnirwrnilTiIot wn«t» » tr».l», anil iimiiulix'tnrxra «.iy tliiit »mh • iriiioli rii:it»rinl. Nn .. "•■•■" "■ •- Hi«-.r- iiirritlifMllc ari't WriMiil nil n Ic. till, .li-iticl. It 1, „nly .1 .i.if.ti.in i.f fiiii.U H. l^'u*"' ri"^hmk:It""'..n I""';""' """''■" '".'"r "'"""-''" '" '*^"' "' »>av:n» -nann.l ,r»ininK in th. Public hand kn.,w. ,n\yZnXl n n hi " wn .''.chin 'HV'in^k. '.r' "■ '■"['""■l'""^*' th« ""linHr; factory for .h.T':ork''r„'';::r';;rer7;';J",l"h ril^^^l'r'IilrriT' ■■'"•"•9'-«" «nd it harder t., .eour.. l„,y, with a knnw^elVeiTrhl „«.,** ,0' an thr'ahrhr"": /('''J^ '.''l" ""i"".'* ••;"«'i»'"«l"'="inn, e,„ip|«i the IliKh Sch.M.I the place tn .iv. Mam"* T, Un'n^ an the Kl^^H^^ '". """"'^'■' '^" """"'>'» lUliiDK "uchrcmr'e wm n,H „ mCn^rr^ '^.l*" "" '^""'■'- Th« chief dithculty in -.tab and k,^^:^;;:';^;;r:;::^'!L!^ii'^^;:r?r \^, t ;;:iixjr"!:;r^f^r^- - '^''^"-'"•■ are hrieHy .mmnar.zed in thi» way : In cm^tnictive work"?. pprenike, ,h."ff ha e ab ^ r'f ^"mTk'' -o imp.:rt:n\"u'.;i:s:thebV'Vi:r;tore^^^^^^^^^ «PpIv b„tthe mathe^ati^are not factorie., in orde' tha he m»^ be »b e to re, air ^, .U^, n 1' 'Vi'^'"* *'"'='' 'u'"'"' " P"' "' ■»"" '»'»« bett^7X"a°urK»'" m<«=h»ni» wa« the need of . package of .n,we^r ^^^^tl'ltZ^.f^:^^^^^^^^^^^:^^^^^^^ te'lCi? .tt MUlnmaat* wcra nf • low irr»d«. !■ »vry tuw Ih* nnployan enmiiUinwl •ImiMl liitlDrly nf thU luk mi tha part uf th>'ir apprrntlcM. I wa< tuld of • (kiv who liail iliHiculty In wrltiiin hia <>«ii iiaiii*. In anolhcr oaM Ih* viiiploTrr (uiiml that i>n« ■>( 'ii» iii>*->t ■mnparativaljr jroanK man could Dot rrail. In iiianj inatancra, Inijta »n fi'iinii whu riMwl anil wrltx with hkioIi ilillicultv. *' Wh«thi*r thi* I'ontiitlfrtia wilt Im found tha aani*^ in otht*r c«ntri*a aa th**y am hi-rt* I am o«tt prrpar**) to aay. hut It la a driilorablii (act that laiya ahoiiM liotiin thrir lif« work ao |io no ilntilit that |>arf>nl» who Intend thnr Ixiya to Ii^coimk nm'lianica, and aa a I'onwincncr the boya thfuiaa-l vra, pU<:*- vrry littla vatim on a fairly rixhI rduration, Thf arifiiniMnt l« oa w to )i« It niwhaniii ; ul v lat a>( morn than tha nirrnt alaniant* of an rduea- tlnn^' To aaalat in rmnodyiDK thia atata of thioka •••■nia < ni' to Iw thi> prima M:omH blackaniitha, cariatntrra, Ac , loricr at •cImhiI than thry ramain al prrarnt ; and toulva thrin conaidcrabia iciantific and anma practical ac>|tiaintancH with the aubircta to which they art* to ilrvota thaniH>lvM.'' — Pnti , Striitfiir4 Cittliiiiitti Iti'MvU. I inbmit alfo the opinion of on* of onr ablfit knd Boat eiperienced PrindpaU : Mundi • note of ftlarm th«t deiervM kttcntion : — he b ■< " In tha lowar fr''*daa of tha P.!*., wharn both i(irla and boya do the aaniu work, pa;>«r work, drawinif, earvinir, I anpimaKit Could ba dona hara aa wall aa in Toronto. Altor that, whan iHiyi, anil frirla hav)< to ba aaparatfd, the ilitticulty la tha rtiianaa. A naw nan for each would hava to be built, and a trachar n( aw|iantry. and a K-achrr of domxatio icIancK rnffaKcd. It a<*an>a to me the aanit* dllt'iculty would praaant ilaelf in the Hk'h Schiail There ia not a vacant room In either Hlfrhnr Public ScbimK In fact, thetruataaa may have to build new ruoma fur Public Hchool accommodation ihia year. Many irrunihle at theex|«oa« ol the ichooU now. I am aura the addition of manual trainluK auch aa will be <>( any real u»>, will larxely add to the burdi'n. There la no doubt it ran be ilone, if |>ple will stand the ei|ien«e. I may be wronir— I have never ae<-n manual traininR ordoineatic acifnca tiriKht— but itdiiea aeem tomp the world la demanding more and more of the teacher every day. Where do the parenta come in? Have they no reaponaibllitiea any more. What ara the mothera o( the land doinx if they cannot teach their little daufthtera Hewing, conkinfr. *c. ? Ho (athera no more teach their boya to make little articlea 7 It aeema to me the %Re ia an aire ol hal>xi$ that have to lie taugKt riiri/lhiny. Cannot they do anything theniaelvea ? la the whole rea|xinaibility to b« thrown on the teauhera '! We are to taach them relinlon, ao aay the preaeh- ara ; teach them to cook, aew, aeruh, iron, Ac, ray Mra. Hoodleea and her (olluwera : if a Toronto judRa linda a bad txiy. the tenchen are not doing their duty, &c. Where doea the parent come In ? Another dilticntty ia the different employnieota carried on in our towna. In Uermany and England and Bome o( the citlna o( the Tnitrd 8tatea the whole |Mipulation ia employed at one trade, vlove luakinff, ahoea. weaving, &c. It is an eaay matter to furniah training (or one particular trade, but what can tech- nical tralninK do in a town like thie t In indiiHtrlal Kchooln manual traininK ia excellent and indiapenaable ; in larfte centrea o( popnlatiun both manual training 'nd and technical lehoola are (awaible, but I fear not in nur amall towna." As to the edncational upect f{ener»11y : Moit of the High School Masters and the Pablic School Inapectora and other cdncationaliits in Ontario with whom I have corres- ponded or diicaaced the aubject, are in favor of givinc domeatic art and mannal training a place in oar ochool course, provided always that, the obstacles which I will discuss further on- -the initial cost, the lack and cost of teacher^, want of accotnmodationc, the already crowdfd carricalum, t xamination pressure — c«u be sati.sf ictorily cvfrcome. There ar^, of course, some educatiocalists and others so imbued with the spirit of the old hntnanities, that they can see no value in this training. Some, not without reason, droHd the taint of commercialism and the impairruent of our present systen?. Others again, soinetimea through thoughtles!) prf-judice and often throoph self interest, deride the whole subiect. We may hope, I l- ust, that t'lere will be no just ground for the fears of the former. The latter, like the poor, are always with us. IlEt0M.Uf:\/>ATI0y>>. In vi«w of the situation in this province f h*ve to recommend : — (1) That, for educational purpoerp, manual trainin^f, including instruction in iloniestic Foif-nce and art. be placed on a par with the o'her aobjectg on the programme of lioth the hiah an 1 the public schooit. These subjects ehould, «f course lie opti' nal ; for if. will V>o many yeiirs before public opinion and our resources will juHtify thu action of M'iasBohu- fetls with ith obligatory law. Here 1 should say that, in the lart>" luajorilv of sc-huols, the only availalile form ct manual trainini,' will he ilrawing; an'l, as 1 will point out further en, the cocr.-e in this tubject shouid be "nrichfd and anipiified, to diviiip more fully the nesthe ic sense and to meet our economic retiuirt-meiits. (2) That, for economic purposes : (n) A system of evening classes for artisans and others be orsanized ar d puo in an (ffective ccntlition. For the actual mechanic, this provision would always bo an import- ant one. Xi nj.nt. in oor «i.tin" -chock b't uk 'I 'iTn ^S.. Tn''"''^'' "•'"/' V.'"""'"* ''-"'•^» .11 Mch provWon .held (h. ^J tle,ib|«V.rlct.n L ""Pt"": •"«*• •"='">°'' And .nd town. ».con... difl-.r..n.i.t..d f-om ye.r to tl/'' S T '^Z '^*'*"'"'r' "^ «"' •««'• lo local condition. ; »,at m, ..ch provi.fon ,ho,.ld fill S^ V* !!'•'' •^'P' '«"" P"^"' Thi. I. the .ource whenc .on.,: n.OHt of Th^ u '"' '"'<'"«'*»«» r)«p»rtmont. .apply otten prodace. th. demand .^j ,h°/ 11^^ A r,*".""' manafactorL The i. to the Public School. forHom. year. at. "v^HttrJ,''°''"'T"'"''°''«"^ ^°' it meagre c.n.pared with Vat remain' tfdl Tn'o'taHo In" ""''"' "'''' •'^' *"- "1°- - w .ewing ,n mo«t of oar Public School, and c^kinl i ^K ^t '"'° "."P*'''' ''"" '""»•' y"*" continued in Home of the Hieh .chcT' '.""^^^^f'"*," '»>« c.tie. and town.; both Cine .imple character, in our city .nj^^n f^£ *~"""f -« ^-Y have, .ometime. of I ten8lon.in.doz.norsoofourlarKe.tr^i.h.chir.^.^^^^^^ ''"«• '«chnic,l ex- Technical .chool I do not l-elieveTiib le at Sr?i„. ^°""S""» Institute.. A.eparate In its Technical .chool. now for cweS cllf, o2 '" "7 °'^"'■ P''"^'' ''""' ''"'-"to. rate in.titution. With a win« ad! forT,o' ?'^T'''' ^r" '^^ Potentiality of a fir.t .s..mbly hall, a completed equipment, and eZtive'ta;i''Lt'''' '""T " "'"''P''" •'"^ «> course., we .hould have at a co«t ea.ilv wi bin ,V ' ?.w°°''°' *^° addition, to it. technical day .chool inferior to few r L UnjL S^T'^'Tr °'^ ''" mnnicipallty. a the need of .uch an in.titntion or the°nexped.encJ of n Ifn. ^*^" "'^ ''"'"" '°°8 ignore equipment for evening clause, alonr TKuchnlri'"'"*- "*•'-■'''*'■'' baildin|.nd .chool .y,tem would J'.o most .ureTy fo low ^he e^^a^r*^ reorganization of the Toronto The propoial occa.ionallv nT^^ !T t*"*" '"''"'Wi.hment of .uch k .chool Bchoo,si.L^hich"^rrn'^r :t'';rr„t:ru.;:j "vy^ r'r'* '-^ ^-»'--' chiefly m the larger centre., and in them a. well a Tn the^n'^n"* ''^""'^*'"' '* '"^'^^'^ value mo.t i. a general education and rou«e7for bn2eL f ."L""""',"'"" *'"' ?"''»'= teacher.' certificate.. A. I havealreadrBaW we .Ho.HhT' *'"' Pro'e.BionH. and for in Toronto In all theeihrr cities undifrJren LL w u ," * "*■?»"'« Trrhnica! ..bool tion .uch a. we find in the SuJe" Jil ""rvet .^t^ ''v '' "^ SP^"*"^"" centres be willing to have th« proLmm^ of" thefr f"?/- T""'! ""^ "^ »*'*' ^-^aller work done by soL of the .maLr' choT hlrd^ iS° the* "^t '="'''"^- '^''^ and yet. during the past twenty years onlv one 1 J^l / ^ • '^»P«'>'l't"fe upon them ; For.,y,tem of Technical eduLuon we iut fifvl ^ ^*V*r'*° "P *'« «'«'' ""^^xh)! have propoMd. ^ °"'"' '"^ y«»" '"ok to some such .cheme a. I m :H The (|aP8tioii of the Trade school we may disregard for the present. Its mainten anct! by the Lecfislatare, either in whole or in part, cannot now be a (|aeHtion of practical politics. Indeed, only in Toronto, could such schools be possible. Elsewhere, in the smaller cities and towns, our manufactares have not yet become 8peciali/"d as they are in England, (Germany, and some [mrtsof the United States. Trade schools in our smaller centres would be an impossil>iiity. When, owing to increased resources and the develop- ment of our manafacturef, this problem presents itself, private (nterprise in Toronto, as well as in the States, has already shown us one way in which it may be partly solved. Besides, every vf ar the ijuestion becotiies of less importance. Every year Kees a greater specializntion of machinery. Even now ir,- can operate a machine which does the work formerly done by over a hundre !Oc. e;ioh IL' U'l I dish ;infi utensil cupboard, 7 fret il inclies loii^f and 7 feet high, witii seven drawers, .'i sei-tiims. !.]ieh.ii 40 fJO I tensils ;iii(i disht s 7,") 00 1 Kadj^'H witli wanning closets ;(;"» C*0 1 ^ink inin en:iiiu'llf d witli back 1.^ .^0 •J -luk t;iblfs. s 1.00 eacll ..'.'.'.'.\ ...... .. s 00 Lineu f.'r t'twels ,,, 10 r,o Cupboards to be ash ; desk and tables, ash body, birch top ; hnnsen burners and a lamlior of minor necessities are oini.ted. Refrigerator not included. No provision for children 9 aprons are mentioned, as such provision may or may not be needed. In a good many cooking schools I visited, theie were several ranges — one for coal; one for gas ; and, occasionally, one for electricity ; the obj.'ct, of course, being to accustom the pupils to the ditl'erent kinds. Koi ..i,> following .statement of the cost of a "shop" for woodworking, I am indebt- ed to the otlici"*! report of the King.stop C. I.: it includes the cosi, of the drawing depart- ment : IS Driwin^' Tables at S1.-J5 .s 711 .-,0 ■W Drawing; I ■.imnls at fide " 21 tiO ;.s ?^(-r^ ( irrtwi!',;^- fp-tr-Dr-riN it* ^>i.7r> l.*,7 ,50 .Misceliani'ouH l>fa^vin^■ lustruinHnts for demiinstiatiun ami iiccasional use fi;; 00 IS \Vn id wnrkiiiK luTiches, with .|iiick acting vise, at ■* 1 7. 25 :U0 "lO IN Sets bench tc nils I'.. r students iisf at SI 1.14 200 n2 .Miscellaneous wo.id workini: tuuls Inr deiuunstratiiin and occasitinal use 5:1 00 Kittins'up thi' wiirkshcp 140 00 ■*I,012 62 .T) For High Schools that would attemnt conraps in hnt <.„ i u wood, the cost would he much lareer \Vhat7t LI 1 1 . '°'^ °'^"''' "« '*«" "'^ i-- U gathered fron, the following statomonrnf ' "1"° '" " "'°'''"'' ''"X. '"'^V of the department in vCdTo!k S „ ° ' 1 » '^"' °/ "^^ '""''''"? '"''' r.iuip.n.nt one class of 10 in iron work ' '^ ° ''"'""' "^ '* "^<=»' '" *°°'' ""d of the depL .„ .,„„„„„ one class of 10 in iron work : Biiilciiii- biick 2'. .■.t.,rHy» :iOxSO fnet -4 ( ^irpfotHr-.' HfiicliuH at sl2 W 24 -etadf t,,..l« iit s|.-,.(X) •-'4 W(]r ID Machine Shnp T„.,l.s f„r Ir„„ Work ' .' .' .' : Small r.mlH f„r Machine .Shnj, ' ' ' .Scr..!l.Saw. etc. i.' •2,:>on ■Ml 720 12(1 100 l.-iO 4011 7ri(i :«0 ;,.".(«( 2110 •:',o."o up on. of >b. n,.„o.l «„,„, roo™ >l«t™,.nt j,ve, ,|,„ ^ct of Uttlna board., „„,.„| „„ «ck.,.ta,'™id c",V.„„r^3mO,.'°' ''" .""'''"'"''■"?■ dred boys per week. ^ ' ^'^""^'' '° ^^''^^ with two him The following is the list of tools that have been provided : 5 Siiioi.tli IManes. 3 Koie I'Lines. >* Round Head Mallets. 1 Draw Knife. 1 .Mitre liox. 2 Try .S.iuare.j, 4 Kile Cardn. >* Screw Drivern, small. 2 .• lievels. ■"' Xail .Sets. f< Wood .Spoko Hhave.s. 4 Hand ^S(Tew.s. .'".J*'*' Awls, assorted han.lles. 2 I o/. I.rad Awl«, not handled. - .>lips for (iouj;e«. ^ Scrapers, I Mort. 'Jniipert. • Win»? Dividers, ."i in, 4 Pincers. 1 Cultini; IMyer. 5 in. I Rule. 1 Drawing Unle. 1 «l"y I Knif-. I IJuaRe. 1 Try .S<|uare. 1 .'ack Mane. 1 Firmer Uhiael, each J, \, Kllll I UK l{l)OM. I Flat I'lyer, ,'i in. 1 Kotind PIver 2 Oil Cans.' 2 Centre Hits, each |, J, 1 .\u(fer r,il, e.ich ' , i" t Drill Hits. 2 rtci"w Driver liits. 2 Wood Counter Sinks. I Iron C.iunter-Sink S Oil Stones. 1 Hahlwt I'lane. 1" Haiijiners. 2 I-'irmer (;oii^,'e,s, each .', 2 Kirmer (Jouffes, each !\ >i,l :, 1, ij. ■■ i and ,, liev. It. inside. '■ach ( and i 2 Mortice Chisels. 2 Chisels, 1 Id. t Kirmer Chisel" 2 llatchetB. I I'ad Saw, 1 tirind Stone. 4 Itii. .Saws .an^l I < '! S,l>, Corks. 2 Sp({. Diviilers. ■> Ciittint; l^iio-es. (iimlets. 1 Tool (irinder. 2 Bent (Joules 1,-, each , and 1. . Ulacklioaril Conipa.sses. "»s Cut Saws, Koi;' iiiK Ek.v, 1 Bench Hook, 1 Pencil CoinpasB, 1 Back Saw, I Mark inn Awl. 1 Drawing Kit. 1 Brush and Hook, •H'^ m Under the MacDonald sygtem, I may say hpre, the boys have one gession each a week, latting the whole forenoon or afternoon ; the girls of the corresponding classes in Brockville daring these periods taking under the regalar teachers, sewing, knitting, and catting oat, and listening to talks on Domestic Science. In the opinion of Mr. Robert Meade, P.S.I, of Brockv Mp, from whom I have learned these particulars, the ses- sions are too long and muc better results would be obtained if each pupil had two, each li hours long. Hy the present plan, the papil Is completely tired out bodily and men- tally. Hesides, the sessions are so fat apart that he has forgotten mnch of his previous lesson and his interest in his last piece of work has been gradually fading away. In Mr. Meade's estimation, the " Centre " system is to blame for this. In the elementary schools I saw in the United States, the time given to Manual Training varied from an hour once a fortnight to three hours or four hours and a half a week, the latter provision being regarded as the best one. Nor, in counting the cost, can we ignore the important fact that very few of onr Schools have accommodation to spare, and the equally important fact thpt the cost of the present system is, in most localities, as great as the taxpayer is prepared to meet, until, at least, this subject is more generally understood. And, farther, I can think of almost no High School in Ontario, and this is true, I believe, of the Public Schools as well, which, to do full Justice to both the staff and the pupils, does not need additional teaching power for the existinc courses. Many of our classes are far too large, and many of onr teachers are sadly overworked. We must be prepared to do a good deal more than simply add the new subjects to the programme. ( ;; ). As to the lack of competent teachers. Notwithstanding the provision for training teachers that has been made in the United States, this is still a serions obstacle there, and for some years it will be a very serious obstacle in Ontario. The Hamilton and Toronto Schools of Domestic Art with their Normal classes are fortunately ready to hand. All that is needed is the demand. But, for Manual Training, no similtr provision has yet appeared. Ivingnton had to import a teacher from the United States at a sxlary which few boards would care to pay, and the MacDonald Schools are manned by teachers from England. True, the latter schools provide instruction for the teachers of the locality, and a summer school was opened last year; but is the product of such classes likely to be sat- isfactory in view of the fact that the courses in the United States schools take at least one year, and oftener two ? This phase of the question is a most important one. All the educationalists I have met are unanimous on this poin^. Mr. 11. M. Smith, Supervisor of Manual Training in Chicagr 'las made a special study of this subject, expresses an emphatic opinion. " Man ' ag stands or fa'.ls with the character of its repre- sentative. 1 should recomme. reat care be taken in its introduction, otherwise we shall bring the new branch ii , uisrepnte, and, when a thing of this kind is tried in a community with failure as a result, it is very hard to reinstate it in the minds of the people." As to technical evening classes : only in the University centres — Toronto and K' gston — could competent teachers be secured without, as in Germany, drawing upo'. I he staffs of the High Schools or Public Schools. But, as matters stand, it would he unreasonable to expect our teachers to do the work of the evening classes in addition to the work of the day school. To do so would be to sacrifice their own health or the interests of both classes of schools. A special grant to School Boards concerned might overcome the difficulty by enabling them to increase their staffs and thus relieve one or more of part of their day duties RECiiMMENDA TIOXS. In order to assist in overcoming these obstacles, I beg leave to recommend as follows : — ( 1 ) The Education Department should take steps to provide a supply of competent teachers. The expert mechanic as I have already pointed oat will not suit. The indus- trial side of the question is important, but the educational side is more so, and, even for the technical departments, we need the trained teacher. The difficulty may be tided over for a year or so by importing foreign teachers ; but we must look to Ontario for a perma- nent and effective supply All our teachers must be "to the manner born." From the nature of sewing, it may form part of the course in our Normal Schools, and before long ^ •SiS'.h-K-- i^^dl^jfi :J7 in our remodelled Model Schools. As to cooking, it shoald at first be an optional course in the Hamilton Normal College. The Ontario Normal School of Damestic Science and Aft 18 available. All that is needed is a departmental regulation to set the machinery in motion. In Toronto we have also the Victor School, and, no doubt, before lone, facilities of a similar nature will be available in London and Ottawa. These cities cannot Ian behind even if no action is taken in the matter by the Education Department. In this way eventually provision can be made for all the Normal Schools as well, even if the Edu- cation Department itself does not act. Under present conditions, a Normal course of four or five months may have an educational value; but it is insuH. 'tnt preparation for teaching. For a time, the Normal College would, I believe, produce a sufficient sup- piy. A8 to manual training ; for some years, the demand for teachers will be small If an arrangement were made for the establishment of a Manual Training Department in the Hamilton Normal College (which might also be a city Public School centre) our requirements would be met for some years at any rate. Provision in our professional courses is an absolute necessi^v. The first step in Sweden was to make manual training a part of the Normal School iourses. There is no SUte system in the Lnited States; but this was e' o the recommendation of the Massa- chusetts State Commission appointed in 1891, " w investigate the existing system of Manual Training and Industrial Education." And, as has been shown, such provision exists m some of the Normal Schools. .,,(-) - view of the importance of Domestic Science and Art, and of Manual Trhinine with lU technical extensions, the Legislature should, for a time, stimulate their introduc- tion by a special grant, proportioned in each case to the masjnitade of the undertaking and limited only by its liberality and a due regard for other departments. The Mac- Donald Schools are to be maintained for three years. The Legislature of Ontario might fairly give its special grants for that time at least. Afterwards any sum voted should be apportioned on the same bases as is the present legislative grant— on the character of the accommodations, the valuo of the etiuipment, the average attendance, and the amount of the salaries paid the special teachers. The percentage at first alio ved might be Urr'er than that given under the scheme for distributing the present grant; but it should be gradually reduced as the subjects commended themselves to the people, until Manual 1 raining and Domestic Science and Art are placed where they should be— on the same footing a8 the other departments of school work. Only special considerations can justify specia .grants. The utilitarian value of sewinp and cooking will, no doubt, cnn--Tiend them heiore long to most School Boards ; but with Manual Training;, the case is .Jerent As to the Technical eveni-^fj classes I have already suggested a special grant. tor all Mich grants we have a precedent. For some years, under the late Chief Superintendent, when Litin became an optional subject in the High Schools- »he re- modelled Grammar Schools— Collegiate Institutes were created with a special "rant to each of .-:•, ..ij, over and above its share of the ordinary High School grant. It was feared that otherwise classical culture in Ontario might decline. Before long, however this fear was found to be groundless and the special sum voted was then added to the ordin- ary High School grant. The first step in this direction haa been already taken by tl.- Legislatui-e. All that is now needed is an increase of the grant, proportioned to the necessities of the situation. PART ir— HIGH SCHOOL COURSE.S OF -STUDY. When discussing the obstacles to the introduction of manual training and domestic ait into our schools, I stated that some are the result of our present organization As a matter of fact the evils that cause these obstacles ought to l.e dealt with on broader gruands. They are of long standing ; and, though the intiufince o*' some of them is much less than It was over fifteen years ago, we can have no satisfactory system of education in this i rovince until they have been removed or reduced. Our examinations are so intimately connected with our courses of study that they cannot be discussed separately nor can certain other considerations which affect both be left out of account This part of my report will, accordingly, deal with the whole situation so far as it bears upon the work don, in our High Schools. a 38 TiiK Causbs of the Evii.8. Most of the evils we suffer from may, I believe, in the final analysis, be traced to two main caases : A. The excessive pressure of examinations and courses ; /i. The excessive unification of examinations and courses. To prevent misapprehension, let me say at the outset that, when the teacher's repu- tation is established and when he is reasonably secure in his position, he can atford to ignors and he dots ignore many of the inrtnences which injure education ; and that there are many school boards which consider only the real educational well-being of their schools; but there are few, if any, localities in Ontario where the evils I am about to point out do not exist to a greater or less extent. a Uii U Vi ii THK E.\^eB, ic gpeme only in the Collegiate Institutea-andTn n^ I^'^nlT "T^^'"^- ''"'• ^'^••''» "O"' it •■ for physical traininR, and I hft^e ,S oocaatnl lfS'""ir**'-?"'^'''" P^°""'°° " •"'»''^ If, n the arrangement of the tim^ able anv?hL»hr^ ^! '^ the reading regalations. drill. Neither %o^ counts at The examSon a- '^ - "" "*^'"« "' '*•" importance. In order to give prominencrtordinrirH^T^'"^'^''*' *' '""^ ""'« year, made a point of examining thelMtcirss of .nf: f ^'^}1'*'°°' I"''P'«=t"" h»v<> for the subject. The statement below giv" the resnlts of « ""'' ''" '"*'"'" P"P''« ''^o take schools in the Province with one orTw^^ 'ri'!' 1""^°^° l<«t examination of all th, viiassna 1 uave examined on a timnln •■ nnooo^ " . -- "^^™.cu. in me entrance them has been clear .rticuUMon and faiH"teIliJncT"i; fh "^ "" ^''r "P*"^''"' '"-o- have examined them on the work done b Se f^a'ad I haVe"'' "' *••' °,"'''" P"P"«' ^ standard. In a numerical valuation. 'Vood'' mean, -.rt ''"^""^ '"*» '»'«''«' between 35 and 50 per cent. ; " poor"' betwSn •'S.r'^ P*' •="'• *»'' »^". " '■^ir." per cent. ; the last cTas, should h^e 'been rnXlird bo^r "'* " "' " '*'•" '«'"' --' /^««/ Class of Entrants {JS99 and imo.) Collegiate ~ , Institutes. ^•^ 5G0 ^'"'- 804 1 oor p . , Bad :;;;:■.;;;::;;;;; %t 2,100 •-'.083 Total. 1,031 1,539 1,379 234 4,183 II. Other ""upils. Oolhffiate Good '''^"'"'^'• Fair ■*30 ^::::::::::: S Bad '^.fi 1,C9G 1,974 .-',670 76 Hirslr.td'ferr\tVf^^^^^^^ .''"'^ ^^^ ^o.legiate Institutes and 43 High Schools fewer than 5- and in the ca,f^f\atr}r'"'1 ' n "'^i"*^ ^'"'"*°'" '""l tutes and 8 of the High Schools iLrf n »IT ^ l^ ""'^ "^ "^ the Collegiate Insti- 53 of the High Sch" if h'ad'TelJ^fh 2 "' OnS '°'indtd'':f'^''/.T'; ^''^' '"'«« -"^ record. It is fair to add however th^t „„,„ . li' i°"^«"' <»' «" had a really good ment unduly favors the en ran^Z" es m.nvof who„ h'*!i'r °' "^^ ""'« *»»« above^fate- the High School teacher- and riRnnT? / H.',** ''''^° ^''^ "'<''»''»« •'"d over under whom Ld been less than a year Ind a haJf i^ t" H^'h S^'", '\'^'' P"P"«' --^ ''^ viewed in the light of these facts ^ "'"^'*' ^''^ statement must be practice in oral reading, and in extremelv few ^Tl 1^^^ '"'^'' ^""^ °'' »' »l»OBt no given the subject. All the time had gone forThewrittte" ^'-^ ^'^''l"' °* **■»« ^''^ English composition, too, hw suffered in thlLlr "'"""""'i""' «"bject8. 4(1 ■$ portant Hobject on the progrkmme, ia quite incommeninrate with ita naefulnesi and its value M cultare. To t»ke an illustration of «nothi .■ kind : To gecure the proper gtudy of botany, the most important part of the examination wai made practical, and, as all that could be ex pected from junior candidates was the description and clatsitication of a plant. These were for -ears the staple BubjectH of study. Most pupils who have taken Botany in Form I only, have left school with the idea that its ch'ef end ia to be able to bunt out the name of a plant in the Flora, and the difficulty of the terminology has made a more lasting impression upon them than anything else. Since the abolition of the examination, far be'.ter and far more enjoyable work in Vjotany has been done, notwithstanding the drawbacks of the general sitaation. The reign of the Flora and the Schedule is over. However admirably our questions may be pnt — and onr questions compare most favorably with those of any oi^er conntry — the examination destroys the symmetry of our conrseB by giving an adventitious importance to some parts and detracting from the due importance of others. Besides, there are elements of culture — the highest, indeed — which the exaoainations cannot reach. We may examine a boy, for example, on the meaning and the literary qualities of one of Tennyson's poems ; but no questions can dia- cover whether it has entered into his inner life. The best literature defies every attack of the examiner's scalpel. The general evils I have been dealing with would exist under any examination system. My experience leads me to believe that there are also other evils indiponoun to Ontario. Our system is practically a competitive one amongst schools T. ' initial impetus came from the Intermediate over twenty years »go, when the legislative grant was distributed on its results. During this period there was a fierce scramble for pupils, for a larj,'e annual grist mtant more money to a school. After a time the grant was dis- tributed on another basis ; but the evils of the former system did not diflappear. On the contrary they were kept alive and reinforced by the continued prominence given the examinations. The annual publication of the results in the Toronto dailies with the ensuini; local comments and comparisons based thereon, have much to answer for. Un- fortunately, the feature of our echools which sho.ild be kept in the back ground has been exploited and the consequences have been serious. Some of them I must point out : ( 1 ) Boards of Trnst'es and the general public have been educated to regard a largo attendance ard success at the examinations as t/ie proof of the teacher's competency and the school's e tilciency. For years, in many localities, the attendance was congested, being swollen by numbers attracted by the examination successes Boards were put to ex- pense to maintain establishments which their necessities did not justify and for which the localities them.selves got no adequate return. Of late years the situation has im- proved ; for, owint; to the general progress of the schools, candidates are seldom com- pelled to leave their own counties. But the evil still exists everywhere to a greater or less extent. Hoards still attach special importance to a large attendance. Frequently, too, when, owing to an excessive attendance I have had to report that an addition to the sta:f was absolutely ind'sj)ensal)Ie if justice was to bo done to all con- cerned, I have been confronted with the examination record. The Greek pedant, when he wanted to sell his house, carried around with him a specimen brick to show to possible purchasers If yet lives and walk-t this Province in modern guise. It is by no means uncommon either for Boards to require and teachers to present an analyfis of the ex- amination results, showing how many have failed in tae subjects taught by each member of the staff. At the present moment, indeed. I have such a statement before me, pre- pared on last year's results, to show a lioard the relative merits of the ditlerent teachers and sent to me for a similar purpose. Even if the examination were what it most emphatically is not — the most reliable test of the teacher's efficiency, the moral aspect of the whole affair is most objectionable. Success al au exauiiuatiou year after year is a proof, not thfi proof, of a teacher's efficiency. The success is duo at least as much to the character of the attendance as it is to the competency of the teacher. Xo sane man would base a claim for the superiority of the Collegiate institutes of Toronto, for ex- i ample, on the ground that the number of examination successes scored by them ia larger I than those by schools in the other cities of the Province. Besides, there are moral 41 elements In education, which the examination ii powerlesi to test (.nd in oomiiariHon with which the pHty triamphi of the examinations are utterly inaigniticant. (2) Many High Schoola attempt more conries than their statfg can undertake with juatice to all concerned. I have visited some with only two teachers in which the work of all the forms was attempted, with almost all the options ; anj there are few, if anv, of the schools that do no suffer in this way. This moans, of course, work after hours for both teacher and pupil, not to speak of the necessary neglect of the junior classes and of the individual pupil. Nor is this evil confined to the High Schools. I am, indeed, much mistaken if thf teacher of the Continuation Class, with bis candidates for the High School Entrance and the Public School Leaving, and, it may be, for the Junior Leaving, could not also "a tale unfold." (3) The desire to stand well at the examinations has led to too much teaching and to joo little independent effort on the part of the pupil. The latter does not believe that full justice IS being done him unless he is in class all the time, and the teacher feels un- comfortable unless he is. The pupil too often resorts to the teacher for the solution of his difficulties when he should solve them himself ; and the teacher, against his better judg- ment, often succumbs to the exigencies of the situation. Besides, the situation is some- times such that he cannot resist. 1 have known teachers to be looked upon as inelH^ient for reasons that actually demonstrated their efficiency. This emphasis of the examimtion has brought with it a train of other evils— a reduction of the length of class periods, too rapid advanjeuent in the forms, too great reliance upon the text-book, the socill.J " School Helps," over annotated text books, the too general use of " cribs," too hurried preparation, a distat-fp for study and so on. (4) The exam; .tion pressure is increased bv the number of the subjt-.-ts— by what 18 often called the" Uiplicity " of subjects. As usually understood, this means that there are too many s.. /'cts in our School curriculum. And yet, there are few, if any, that our critics would agree to or- it. It is far easier to name aubj ;c s which modern conditions would justify us in insirting than to name those which can be fairly l.lt off. But there is a sense in which the objection has force. The options are numerous, and the programme for some of the forms might fairly be reduced. The difficulties cf the situa- tion are, however, due not so much to the excessive number of subjects in the forms, as to the examination pressure on all or nearly all of them. Some of minor importance ure magnified out of all proportion to the educational value. With the examinations in view the teacher has to keep all of them going. His own zeal and the pupil's anxiety practi- cally force him. (;■)) About twenty-tive yf ara ago, the legislative grant was apportioned on the st- tendance in Latin. The result was that almost every pupil was put into Latin. Al- though the cause is different, the present situation is practically the same. Very many pupils on entering do Eot know what their future occupation will b:-, or how Joni; th-y will remain at the High School. As Latin is obligatory for Matriculaiion, and for the Leaving examinations, and as, with few 'xceptions, all take these examinations who reach the stage, the teacher naturally enough advises such pupils to take L»tin But many of •^hem for various reasons, drop out of School a'ter a joar or so. Many again have at first great plans and take up all the examination subjects, but drop Latin jvhen dilliculties begin to develop. When, too, some who enter intendin).; to remain only a short time, in the end take a complete course, it is easy to see how i mb ir- rassing the teacher's position is. With his organiz»tion in view, he very properly dc-ir^s all pupils who may need Liitin to take it in Form I. As French, (ierman, and ihr- k are also options for the Leaving examination, the languages have thus assumed an adventitious importance. The following tables bear out my contention. Table I. shows the number taking the languages, and Table IL the number reaching the examination stages, with the total and the form attendance. Table L shows a falling off in atrm.i- ance in Forms I. and II , especially in Form L, due, I may say, to the Continuation Classes. Many pupils now remain in the Public Schools for a year or so after pas.sing the High School Entrance examination. This, of course, intensifies the evil in the High School ; for they come either, knowing no Latin or having learned it badly. As a result, the organization of the Form IL and Form III. Latin classes is, in many schools, very defective for a ' — ' -' '' very i good part of the year. mc^^ 42 I. Stati-mtnt of tkt iitttnilanrfs, l89o.i;t'i(> % £4 Totnl. lS9!t •i-.',4B(l 189».. 2:i,.iiil 10 :.. l'4,:l!H) 1" ... ji.m; IHM).. 24.IW:! 1«>4.. 2:<,rc':i 1H!1».. 23,0.^-. U9i. . 22,s;t7 l«ll . . 22. '.':«) IH'.iO.. ist.aa-. II. H,407 :i,;ti;7 liM3»i !'.742 •■'.••1\ 10,S2il 17,:its 14,»&0 tl.1'12 7.I0I 7,lii4« 91 IHN 109 24S 134 343 155 591 145 r!:t7 175 .■|40 802 1191 312 Scni'tr Lfatinij, V%mA. I'art I. Form 1\'. 1B.-I lOH 2I:t 43K Part II. Ki.rm IV. 148 75 «9 408 In 1900 when a camiidate to fnr ..,.1, p» . ——...-„ .'.>(ik till' wliole Senior L.»vin(f, and was .--uccee-fiil, twa certiticateH. vi? one for each Part, were issued in each ca»e. Of courne. many took only one of the parts. , „ LatiD became obligatory in 189G, but aa the iormer regulations remained in force the lull eflect baa not yet been apparent. It is only in 1899, when, indeed about ,50 still wrote under them, that we can form a proper idea of what it will be. Before 1896 L»tin was an option ; French and German have always been options, and Greek has been one for many yearo. Further on I will deal with this subject again; but, without going into fo'^A^' , ° P°'°* *""* •'^'^ ""**• ''*'®''^« '" l*^^'^' o"' of » tot»l attend »nce of 1J,J95, only 7,114 were in Latin (then an option), in 1899 the number in Lit n rose to i9,! jl out of a total of 22,4C0. In view of the educational necessities of this rrovmce and the fact, shewn by Table II,, (»dding about 100 for those who took the honor and scholarship examinations) that, of those who begin High School work, only about lb per cent, reach the very humble sUndard of the Junior Leaving, no one surely will )u8Ufy the present situation. ^ But the educational side of this question is not the only one to consider. In some places the High Schools are not so popular as they should be. Strong objection is t«ken '^^^UffKBSS^Bm^^Si 4» t^it I .?i 5 .K '^.J!?' '«'!"«",''"'• encounter.. The .itu.tion h the pe,.lt of the ob" aa tory L.tin, and the Edacation Department getH the blame. ''^ T-z/i' lA-ress/KA- f/.v///f;^7-/..A- of rornses am> kxami^atioxs. tion '•'""^i'';^''!*'"''* =°""-«'^ and waminatloni. have been the... for l-niverslty Matr.cuia tion. The Univere.ty authorities are, nevprthelew, dws.ti.fied and ai a re.nU of th« Msmnlation, other important interest, have suffered. ( I ) In this connection it will be well to state generally what the situation is A on~l rsidSnTn l^tr^T"""" '"" J''*' ^''^ ''*•»•"« °' the mind shored be thVo^ hX „l!!l H Tw"u^ ". curncQlMm. At one time, Indeed, not even book-keeping tor ~ ^ • ■ !t' "'«^«<=,»>»°l PWRramme. This theory few now hold. The neStv for recognizmg the practical soon forced itself into prominence. Disc.wing this sSt t^^h'^ TTT"' ""r"" '"•"' '«' °"- »' •»'• »Jdre««s: "If a man h«i to sharpen t^s teeth he had better do it on good bre«i and cheese than on shorts.' Thwe is no re^n indeed, why we should not secure both culture and the practical in our schemrof LTt^Vfirgir^ret-?'*'""- "-'• **'"« -"•'«'•-• -'"'«»' «choor"u«trw:„.d' matri*cnla^iT"Jfif°'*"r*'' •^■' •'"■""T"^ <•■", aKriculture. (4) the industries (r,) university «.mbiTon^ P'*''"""^'"-^ P'ofe-^onal exan.in.tions. (7) teacher." non-professiona^ latio^r„d^;;:rn'!^V*"°''" *~ f-P'^-P'OviBion has been made for university matrion- Jation and the preliminary professional examinations As these courses have been nni fied .ad have been the Procrustean bed on which m..3t of the other, have £n stitched lation con™r th"- T'^ f'^^t'^"; ,• ^"* '•» '^^ ?'«"«'« «« """imiUtion tTthe matric«: iy,« I r • ^ i"^'''*" "' *•" P"^'"° "=*"«''' •>»^'' "">«'"««»• For the indnstrie. and for .tn has Tb'nlldrTo"' '"°'""' T ' '"^•^ ''''°''" '" ^^ " • P'-ticallTno "rov"': ..^^In / f "... *^*" commercial pursuits, on the other hand, the provision i. takeuTor whZl' «"J«f<'-^'". "bookkeeping is an obligatory subject, manv aK3l^ t?on wi/h «I^»r ?• ^T ' 'T* «B comparatively valueless. In a mon h or so-in conned me«raUra^?Tf' • k* "^^l ''«■-'«'« ordinary pupil can acquire all the knowledge of com- f kniw «fTT u'j^'^'l ^7'. °*^- Agriculture has a place on our programme but L V. Jf 1'^ °'"' ^'«'' '"'''°°' '" "'''•'^ ■' »>'« *^" taken up, and then onwTw nter for half an hour or so a week. The regulation making the provision is a de.^ Tetter Be.,des, the courses in physics, chemistry and biology .re theVnive rsky cour.^ thtv have no relation to agriculture, nor have they any other practical applicLtin T^nerl^ course,. re«,gn,zod in our scheme, but it hL bLn squeeze outTy the otherl fnd bv the examinations. Many people, I find, do not even know of iu exi«enL This con«I Itde'tiol*'"" "''°'' - '"' °' ''^ °'^"''"' •^''«""'' '"^ •" controlled b" the SlmeTn- in,. niftH^L'lC T '"*"r^ ««''«>in'»tjon., (a) the junior and the senior leaving (includ- ing matriculation), the preliminary professional examinations, and the examinations for lion, part 1. of which is unified with part of the innior l«.airit,» Ti,;. -»;c ^- ^ been attended with evils. Under it, t'^e ex.minernt s t^kno Jo r^e .Tway" e^ iSfs ifvolvef ° a7 1"'" ''^^ have attempted t^ recognize the 0..^;. 7the dXe„t ihlrfi "i u-"^ '^ •!'""°'" '"'^"'''' *'' P""cnla^ circumstances, for a time led them to consider chiefly the interests of the teachers, to the disadvantU it is held „f o tKndtbld ""I '"T' "r^"; t '"''T*^ °* ''"^ m-tricula" haveTe;,n d^Sn" ierop„f»„^ f n ''"»^y»f»*8« »'*''« teaching profession. Until lately, too, the p»s pewentage for all candidates was the same ; and, although the teacher hw now to make t^f Tflu°^ *••" *"'''• •'" P^^Pa^tion is still too mlagre for his dnt^ Even sun posing that the same courses and the same grade of question were suitabTe for aU X Uke the junior leaving, the allowance that should be made for th. .matriculant should no? iSle to .0 on titrh'*'"'- A ^^' r'r^'^T *'"'°"* "^ '«1»'"'J '^ «•«>- ei-ply that t b faeshoufd h^vr L '°°h>'r'^"^T''' ,««°8 young he is mentally immature, and atleastlJtf.. ft J* °!.'^''?:''°"''"-. ^' " '^'«'«'-«°' "'^^ '*»« 'oacher : he should at least show that he knows the subjects of the public school courses well enough to teach 7^ them. Up thould be older and iiioro uikture, vnd thn poli. ntnrnsti do not jaitifjr extending to him the Mme coniideration at* to thn matriculant. In thn matter of the com- mercial diploma aliw, the rrqoirementi of different placet are Jitfertrnt. The itandard and the couraei that luit the larger city arc often unsuitable lor the viilagi' or country to%n The High School Kntrarcn examination all'ordi a« another example of the effrcti of the nniticittion tdcH. Inititatrd at lirst lolely to teat the competency of the pupil to begin hia work in the High ichool, it hai gradually ttecome an examination for tenting the etliciency of the I'nblic schools, and it is even yet aseU nn a final examination for pupils of a lower grade than those who take the regular Public School Leaving examina- tions. Experience haM, I believe, demonstrated the fact that it has soitpd neither class of candidates. Subjects are prescribed for the entrant and emphasized by the examina- tion that are unimportant for his snbseijnent courses ; and the examination standard has iisnally been too high for him and too low for the Public School Leaving candidate. PRorOHRi) Amendmknts. i have now pointed out what seem to nie to ite the leading general defects of our present organization. Before suggesting amendments, I desire to express my conviction that, notwithstanding the serioDs defects which have grown out of the excessive pressure and nnihcation of courses and exaniinaMons, we owe the wonderful growth of our High school system more to them than to almost any other cause. No one who knows the condition of our schools twenty years ago can doubt thix. Then the professions and the universities held each its own matricniation examination with, in most cases, different requirements, all again differing from those for teachers' oertiticates. Under these con- ditions there could be no proper economy of the teaching force, ard effective organization waH an impoaeibility. The examination system has done still more. It has provided a stimulus which, under the lesnlting com|ietition among.st the llii^h schools, has forced Boards to provide better and better paid teachers, bettfr equipment, and, tosomn extent, better accommodations It has improved the character of the teaching; in l>oth the Public and the High Schools, stimulated t>oth pupils and teachers to greater diligence and zeal ; and, while it haH put more responsibility on the teacher, it has aided him in his discip- lim by providing his pupils with an incentive to study. No tuore etfective moans could have been devised to remove the grave and far reaching evils which existed before the Intermediate was p.stabii8hed. But, as with everything olae in this present evil world, the evil is mingled with the good. Unification has been carried too far, and the p. ! has proved to be excessive. But few would advocate the complete abolition of oui . tme ntal examinations or the iim dutioi of hi* I niversity conrae. This ih a wise provi.ion, and the teacher nendH it an much aH the matriculant. Under this propofwd redu. tion of our departmental examination*, the fir*t that would atl.Hjt the High School, would be held at the end of the preijatFarmllL and in u T*''' • ■'^'^ ^"^^ "' ''""'• '*"■ "'*'^''*" •"'^ '^^ 6Fdlnary pupil would be fie., from the direct inllnence of the oiit*ide exaiuiner. Thi* involve*, of couiw, the abolition of 1 Junior Leaving, Part I. It *e«m!< to me unnecessary to di*cui8 the propriety of thi* change. The examination han *hown itnelf to \h; an nnnoce.sary interference with High Hchooi work ; and, an a Public School I^'uving examination, it i» an inadequate tent for It cover* only *ome of the aui.j.ct* of Korn. V. and hu led to the neglect of th.i other* Thi* II reco(,'nized to be the fact from \Vind*or to Williamstown. The propoBal involve* aluo the abolition of t. ■ departmental commercial examination and ot the departmental commercial and leaving diploma*. The bnsine** requirement* of different localltie* and the capabilitieH ot their *choolM ditlVr among themselveH The question of a commercial examination and of a diploma «hould be left to the local Ujard* ; ' for*uch diploma* can have at b€*t but a local value. Some yeari ago (Jalt held it* own i examination on its own course and awarded it« own commercial diploma, much to the •dvaniage of all concerned. But thi* feature of the nchool disappeared under the pressure of attendance and the departmental examination*. A* to leaving diploman If lioard* wi*h to make the result* of the matriculation and the teacher*' non-profe; sional examina- tions the basis or part of tne basi* of their award, well and good ; the responHibility will be theirs. But th.y will have the |)ower to take into account other important considera- tion* which under a general system cannot bo recogniz-d. It will alio be at their option to make their awards wholly on the examination* and other te*t« of their own *tatra. Kor the last three years, indeed, the Toronto Collegiate Institute* have given their own grad- uation diplomas, tak ag into account other elements besides the result* of the departmental examinations, and granting them to pupil* who have passod neither the Junior nor the benior Leaving examination. Thi* practice should become general, and the Department can make it so by abolishing its present diploma certificates. In time, the diplomas granted ' l>y Boards may acquire a current value, and we may gradually reach the much to-l«>. desired conilition in which departmental control will be a far less important factor than It now IS, With the diplomas would also disappear the names junior and senior leaving rhege examinations should be cond; -d to suit the rer|uirement8 of the Public School* alone. Thi* change and the omission of the language* at the lir*t examination would M direct eUewhere the zeal of the language masters, and so reduce the very great importance now attached to the le»cher»' examination. The Universities would control their own matriculation, using, a* now, the machinery of the Education Department. The Medical Council, the Law Society, and other such bodies would select the courses and papers that suited them, prescribe their own standards, and receive such consideration in the way of special paper* as the necessities of each case might justify. (2) A* I have already said, it i* not now possible to abolish the ex*mination8 held hy an ontmde board. In mod.ratiou, thuy are a means of stimulating work and of keeping in hand the general character of the teaching. We may, however, accept the teacher f certiBcate of the candidate's competency in certain gubject* which do not lend themsel-s* *o readily to examination by an outsider, or the examination in which leads to a lopsided course of instruction. This reform would do much to improve the character of the teach- ing as well as to reduce the examination pre sanre. The proposal, a* will be seen further on, may be readily applied in the case of the High School Entrance and Teacher* non- 40 ;:i profpMtonal .•x»niin»tionM. Here 1 ni».v »ay that, lo far m thp Kntrancn examination i« concprnwl, all thi- •ahieoH an- rnvicwnU in thw Hi^h School, and, in thn caii.i of the Tea ■him', thi-y nhoolil tp«i rcvicwcl in tht> training ichool-i. Imlwd, many )«laoationaliiu in Ontario bavo long ln'«.n of tho opinion that th< practical livorci-ni^n' f th^ profewional from thf non profi-Mional iiilo of th« ti^chiTM' preparation haa Wen L.'.rriid too fur ; and that initriiction in m-tho«lolo({y ihonld alway* ho aojoiiipanicd by a thorough nview of th.' acadtiiiic HuSjcctn. So far an tlu« r<>adiiij{, drawing, l.oolc kcoping and liotany of KoruiH I. and II. nv concern.d, thr cirti(icatf> of thn Principal and thi> Chairman of the ■fchcol Hoard in now lecppted in li«u of a dt-partmi-ntal .'xamination. I'ndor thc< opera tion of thiH regulation, thr gin.-ral charai ter of thn work ba» improved very greatly, and the relief thus «lloriled haa heen a l>oon to hoih puptli and tracherg. I am well awarn that then- are (liilicultiea connecte.l wiih the propoaal lo accept the teaiher'H rertiflcale lor part of the examination, and former experimentH in thia diteoiion liave, it muit I>h admitted, not *"een encouraging I'hen, hDwevcr. th-i other conditiona weie unfavorable. Part of the prenent acheme i« to make them more favorable. I'nder any conditions, this reapomibility would, no do t, Ixi an oneroua ono for the le/uher. He might bo subjected to pressure from the parents and th« friends of tho pupils, and he aight fear the r>'»nlt. There is force in this. Hut we have to chooae be- tween two evils, tlie greater by tar U'iinj the inordinate prensure with its concomitant evils, uniler which every part of our school system now Ubors One of tho comforts o( the examination by outsidu authority is that it relievts th" t.aohr rn|uired to certify to the observance of the regulation. No reduction of the prescribed time should be allowed without the consent of the Education department on thv report of the Hij^-h School Inspectors, and the certificate shoald invariably be exacted. No reasonable man could object to this. (.'!) At all the examinations— the Entrance, the Public School 1,-aving, the .\Utricu- lation, and the Ti achers' non professional— thn teacher's confidential estimate should be a factor in determining the results. In any general system it is dillioult to recognize this ; but till' ditliculties are, in no c*p, wholly unsnrmountable. The High School Kntrance and the Matriculation ar,^ only promotion examinations when held for their proper pur- poses Kolh pupil and teacher should look forward to them vith absolute certai.ity that all proper allowancos would ba made, and that no fairly prepared caadidatfl would be rejected. At tlie High School Kntrance tho ditlicolties inseparable from a scheme in wliich the " personal < iination " of the teacher has a sh^r^^ would be less than in the case of the matriculant; for the Public School Inspector who must hiive at least some know, ledge of the value of the teacher's opinion, is a member of the Hoard, and the Board itself is in a better posiiiuu to dt a! with each c^m on iu m.-riw. This mfuroi aione would do much to relieve the present pressure on both the pupil and the teacher of the Public Schools. True, the standard might not be absolutely uniform all over tho Pro- vince and there might be cases of personal favoritism as well aa of poor ju.igment. But these defects— it, indeed, the tirgt is a defect (which, 1 doubt)— would Ije far outweghed by the resulting gain to education. I^ess coasideration should, I lielieve, be shown at I the TMcheri non profiwwMl «x»niin»tion«. M-r.- th.- ctndidftte Rhoul.l diiplav .onin .m»ti.ritjr of ludKiuent m wcH •■ do.- coii.,...t«ncy to toad, tho «ol.|,,elH of th/Pubhc .School proKram.i.e. Kor him, in iu*ny r;»»,.H, hlH Ur»t oxunination i» hin la»t. Kor the MiRh .School ."utr^nt or iho luBtricalant. it in only a Ht..|. in a .ourn.. *l,ich ih not v.t coniplitte. ^ (I) Tho itandard for til- t«achef.V ,\n p,.r rrnt, ol th.. toVal on h carri.uluu, »n.l ..x;iniintttio„H i.mi.. ou- to suit Ibv r..,,aireni-ntH of Public School ..du.;ation , mui th<- Hn«w«rH HhoulU Im r.v.d l.y . xamimTi who Icrrp thin ohj.ci .olHy in vi.-w. VixM r.ontly when ..0 .>„r c-nt of th' tola! h*« hern rr.,mr.d for to^chntM, th- Htand.iriis of th.. Inivi.r«av havf I. ..-n donii nant at hoih th.. Matriculation and th- T..aoh..rH' .xinninationa K,.r vario.n ,-moA. thiH haH l,..en t,Kj l„w too low „v,.n for th- univ,r«iti-i tl,-mHelv.M, ,»nd lo«,.r than I, jOHtitied l.y th- ca|.,U„liti-H of th- ..chool.. Th- preparation of th- Pul.l.,. s ,00! t-acher for hia dutus ha« also hull„r-d ; for th- Mtandard has I)...,, iusuiti {..nf for ta- re,,nire..i-ms of mont ot onr Pol.hc Schools Thin, cor, ,iu«.l with th- lo« .r:„„lard «-t hy the Mod-1 School lloaulB. ha« produc-d »o lar^- ,. supply that, in many rur;il h-c- tio.is .alari.H hav- b-i-n rtduc-d, and th- .schools ar- in tli- handd of ni-re yo.alis wh.) navH no int-ntion of renminini; in th- prof-Mion. I)iirin« th.- laHt lift-n >-arH, tl... a.;coniniodfttion^ of our Public S, hoola hav- I.-en Rr-a ly in,p,ov-d, far b-ti-r Mi-thoas of t-a-hing hav- b-en iatroluc-d, ,ui.| far r,-rt-r r-8ulta hav- follow-d , but it cannot b- d-ni-d that Publi. S l,oy| -dncation a, a whol- haHnotadvanc-dcomm-nHurat-ly with th- advanc-nu ut of oth. r partn of th • .^ysi-m >o ha^-up<.rat-d, but ih- immatoriiy and ih- inf-.ior ,)ualitic,»ii,.,i8 of th- owest Krad- of t-ath-is hav- l,f-n a prim- tV-tor in tli- r-sult. .So lon^ as most of i-ach-rg ar- wcm-n and 80 lor- »« oth-r ava.'abi- av-nue« oH-r greater induc-m-nts to ni-n, th- . xist.iiR -viIh -an n-v. r b- wholly -radic»t-d ; but th- pr-sent . ondition .^f allairs may b- ^rt ally imiirov-d. From couv-rsation and corr.^gpond-nce with Publi. S,-hr)ol InsiiPc.torH and oth-rn there an. I bnd, dibtrictK und ridinj-H of uounti-H for whioh tl,.' propos •(! j^titulard would I.- too high and would produc- what in eai.l to bo showinif it8( If alr-ady, a d-ai th of te«.h-r- owinK to th- low nalari-H th-H- localiti-s can otb-r. It will not, ,|., to k-p th- - n- , .1 standard low to nuit th- capabiliti-H of th- lowest. Our pr.-H-nr system of .listri^ct r-r- utuatea H-.onld b- coutino-d Th- -xamination th-r-for, might b- held oath- Public ^ Uool L..av.n^ p.ip-rn with, if n-c-snary, a hi«h«r pass porc-uta:,'- than that for th- ordi- nary candulat- : the answ-r pap-fH t«in^ -xa.nin-d a- Tiront... and th- preparation of the candidat-s b-in« con(in-,l to th.. Kish and Public .SchooU o! th-s- districts an.l coanti-8. ih- l;i8t provision is an impnuive n-cesaity ; othrrwis" w- should liav- this work done in many of our High Schools, with all the -vils nf at, additional ex»n.intuion As 18 th- case at pr-h.nt with th- Art School -xamination.s in som- localiti-s th-s- .-xami- nations would b- taken, and th- results would b- parad. d as so many counts in the record ot the Hij;h .School. (Tm Th- pr.-.^-nt examination scheme should be r-mod-lled. One of th- co.nmonest objections to our examinations is their unreliability. It is often 8*id, with good grounds, 1 belu.ve that, withirj certain limits, th- poorly prepared candidate has just as -ood a chanc.. of parsing as the well prepared one ; and one of the commonest complaints I hear in the .s.hoola is ilmt th.- good candi.iat.- has failed while th- poor one haa passed The proper recognition of the t-acher's estimat.- will ,lo much to rera-dv this evil. But cannot wore be done ,' Kach paper at the Teacher's eAamination, in particular, should con- tain more questions than th- candidate is r, (,nir-d to answer. The examiner can ask only a small n-Tiber, which at best touch comparatively few points of his subiect \ye do note?, a the average candidate to have mastered it completely ; few would paaa It we did ; and the smaller th- number.of questions set, the less reliable the result in the case of a « discrepancy this kind of work.C convictL^s thafff .K"''^"r°"' *° """"action with all phaTes of >ery large numbo;o7thZ now Inowp] " '"^'"^ corresponded to the appearance, a examinations are .rerel^MuahS thev r"'"? ''"""'* "°' *""""• T»»« departmental Bait the average candidate and^ he standVrd'fnr T'^'lt'"'- ^" '^^ ''"«'"'°'"' "•«""<* ate one. Otherwise, wro^ "dea s of schoui. W^ ""? *'"' '""^T"" ''"'"''« '^ ■"» »<'«°- i« tempted to a se fr.O^afce and a ^^iTm^ "" "^ = *"'' ^^^ '""='=-'"''"' candidate are, I nfed not eav other moral cnn!ii * "^ onwarranud by the facts. There these I need not enfa'rge ^onB'derat.ons connected with th.H .juestion ; but on ^^JLTJtT/.:rzitn:.^^^^ '-•>- '--"^act ^ mentsatd capabilities of cor system The R™rH '"•'«'. •'""versant with the reqnire- State of New York is a nermanent^ne .1 ..? ° '•'"•""ne™ of the University^f the a profession. We canL'^^^y^t haverch n' In "'''''\^' ^ '^''''"*'' ""•» ""'''« «"^*°'i''«« examinations held by the DCr^en woKab?;!; IV '^"1°" '" *'"' ''"•»»«^ ot thoro-.ghly con.potent teachers. More than retlnnlwfi?''''''-'' '**"'" ^''^ ""^'^o^ <>' gcod examiner; and, whea the ex.mrer is found t2 be ' * ?/ ""'r<=''«»T to make a nnfl an e,,«ally ^ood one is fonnd to replace him Pe rfectfoni °'' '"I"*"""'' '""''^ ««■•=« .n th« world but this world will te betL if we stri v: t a tain it'°^ '"'"^ '" *°'P«"**'''' (6) Lwtly. I recommend mo.,t strongly that the resnlt^^? !'u j nations )>e not published in the Toronto dailks Thev .h„ u 1 ^^ ^^"'"'ental exami- to the candidate, to the Principal of the sch^i Ir fnt? 1 ^ '''°* *"' con.mnnication the School Board, and. in certain cases to the plr "J'u"?' *" "■« ^^'-'t^J of rather than the plan we now follow. tL the „,a^S f'^^ I^'Pector-anything of the teachers themselves is shown by a condemnato?v """ T'"' "''^ '^' 'PP'"^*' ineetrng of the Ontario Educational Assocfat^n The '*^k"''°" P*"''"* »*• '*t^ true, prevent the too frequent local jaWat.-on over ^K '^?«'' '°"''* ""t- i' « and often unjust ccmpansons; but, L time I better sniH." ''m'*'' "''^ ''" ''>^*d*0U8 nation woa'd take iu proper place. 7oib^TlJZl^'^^T''^''''^'^^'^<^«^i■ education in this Province than the annual expStio^ nf ?h T""" *"*"" *° ""ondary The adoption of ,he foregoing proposal would. 1 feeTce"tl 1 ^^'*^ examinations', tone in cur fchouls nnd He? up a pioper ideal of edu!! ?' ,? '° P''^"'^'' » »'«»l'»>y cnange that could be made. *^ '^ °' education in Ontario than any other rorn.sfs of srv/.y.. oeaeual I'Riynri.ics M i^*TJ,*'r''*' P''""P''^'' "eed to be stated • capail^ti^:/ri:::;^^S-^^^-X:^^-^'>ou.d be arranged .o meet the consideration of the shortcomings of schools that aJ^Tn 1- '■'"P:''"^ ^^ '""'^'''S a prime y equipped. Modifications should be Zwed but '^^ "'"^ ^ "'""'"^ °' •'""*^'''°'- to two or three masters' schools to atten.p Jorfc for wh kT"''^'"'"* *''°''''1 ^ offered matter of fact, the Continuation Classes are producn'''" ""'^ "T '"'^""'Petent. As a time IS not far distant when the relation o7 such cSUTe F""^' °' '^^.'"*'«' '^'^ ">« w,l> force Itself upon the attention of the EducattTnen 1 "'"'-"•»'»*««• High Schools legislative grants the present scheme is an anomr«8 o^ '"'• '" ''"' """«' "^ '^e accoiiit'Ufh rrt^irt^etirs-r PriTtr-' ^'^-*^'- -- ^-^ morally, mentally, and physically The n!nn , "™ ' ^° "•**> ''''"e being trained useful for generai;swelffrBpC.pSji^''^B^^^^^ ' '"T'^^*" »' -^t U onr educational system. ^ PBrpoees. But culture mast be the main goal of I 4!> (3) The number of conrgpg and ti... ..«. i < . ~ «hoald.,„ reduced ag much ash consistent w/Lr^^^^^ thernin and for each form ments of the diff.ront loc»lit,e«. Pap iTs h3 have '/? "' *■'"'. *=""'•'"''' •""< '»•« '-q "ir^ formn ; and I hope the time i. at hand wtn elch Zh •' f""°:'' ""^^""^^y '» 'ho lo Jer which to hel,, th. backward pupil and It end tl n .t''° T'" ''»"" " p'"°d >» 'J»y ^n r;ut ,.f Hchoo.. Such periods are a usual Lroti«ilTl°'^/'" ''""'"« '^hich he now taVo" sivp «t.i ly of a comparatively limiterrr Tu^ """ American schools. The inten curriculum; and. .It in ex^ Egfy ?„Xtant V""' '^'^^'-'''-''aracteristi o ' a . v S„"l/ •".'•'•"r-'^ f™« the pressure oXexamluo"'' v '•"" ^-'-i-^-'t^ "h Posnibl > whol y take the place of the teacher-s «ense of du v a„d hi- n V """''*' «"">"'"» '=*" Here «g.,n all necessary modifications should u. at ,H P'-°f««'on'»l judgment. P. ncipal n other wordn, to meet the oond itbns of .hi ^rt^'''"'' ."^ "•" "'"'^ ""') f'^ which will, ,a .ome respects, vary more and .^ '^."'"'■'"'' 'o^'alities-.-oDdition., J?^;-';'-b;n reasonable limit:.Rreaw7xibi'tv and n" "T T'* «" ''J'— « ^^o^^ of Btudy Thm is no new principle. A eoula „, not "' " °"'' ■ "°°*'"''' "' "•"■ '=o«>-«''h of pupils preparing for University Matriou a ton "r/[^:°8"r" " *" Part: "In the case Diploma, or where the Hoard introduces .(,"«! °TraTnin" ""' T''" ^°' "^ Commercial education, on the recommendation of the Frinc „Il e , H°' ""^ "'^u""" '"■*"'='> »' '"^hnicl inany localities, particularly in tbrHiJh s-bn'r ■ ' '\*'°"'"' ""'^ ''«r.- that, in a good .nterest .n the organi.Uioa of their scho^t and thr'ow? of Trustees take too S Principal. It is important that the lat^r shoJl. cont,?.,"'"f '••TP"'«''i'ity up,n the and. withm limits, ,1 . prescription of hTdut^l of h '" '''"•*''' °' ""e organizuion be well for our system if School «../i . ^ °' •"" "'"""ants ; but it wou'd I fhJnl of theirlocamies'and ^L^^t'l^lutuZ^^^^^^^ '»"'"- 7^ the^r^^ieL^ ' the Legislature a year or so ago (but suTsraTntl. Vi?h7 "^ > ^ '^"' '»'roJuced into Eduction, contained a provision which in mv Id *' 1 "■"""' ^'^ """ '"'« Minister of threw upon the High School Boards the resZ^i 1^™/' ." * "'"«' ''"«'r«ble one It selection to be made at a s,ncial letinc to K h ^u' '}" ««'"'=''°"» °f the courses a rnonsfbTf "i«\''^^'«' «<'-'l"-t^ °^ """ •*-"-■'' responsibility of refusing to take up snbmcts and i h '" ^row upon the Principal the hM been greatly embarrassed. The^rindpal' of co„rr'. '^"°"° """'' "here the latter would be the main adviser, but Boards shSl ^^Z^'.^^fJ^I^Si^^ ^^^ -J-t, COURSES OK STUDV abov:L%':;':ritrp3;rdV:o'^^^^ pri-ip., ^id down deal here with the outline. : the detTils'^llir^ji^lJ-^^'l^^'he intore.st^ involved" I PfBLic School Ooi-rsks. My report is concerned chiellv with the IH„i, « u i , Public School Leaving examinations at wWrh n^fn, f """""S*" '^e Kntranco and the lo row!'" °' '"**• '^''«'"'« °' -hools would I .E: "be'^'' **"!:;•■ f" "'^^'^ •'^'-•''-'- Th« following courses and examinations: ' '"^ '"■"^'^ ''>' the adoption of the Fottr/fi Form Sv^rtg -tic<* 0/ //i^A *,/,<„, ^;„,,„„^, AV„,„i„,„/„,, ^^^^^6-,y. Re^i,,, ^,,„^ selling. Oeography. Oramm.r. Composition. Arith- iA 50 tZLLL -I;'.*^/*'"'" H»t°'y. I^rawinjf. Hygiene, and Nature Study. ,n iJ^^^r? I A T^ '•. •" *'* "*' ^ '""' ^y ""^ EJ-^^ation Department ; the answer, to he valued and adindicated upon tinallv aa at nreaent ■ .n,< »!,„ ""^ '"'>,""' ^^'^e" tidential report to he given due LnsideratL ^ ' ^ *" '""'*''" '""""^ <^°''- The exHm,n«tiOD8 in the suhjectg of (Jroup II. to he held by the IVincio.I • and hi« S See^Btd.' '' ''' ""^"^- '-'-' ^-P-^-- *° "' aocept.dT;'th:",^i'«h Fi/th Form Subjteta. iieading G.-ography, (Jran.n.ar. Composition, Arithmetic, Literature Historv Algehra, Ruchd, Drawing Book ke,.pinr. Elementary Science (including AgricuK' and the langnagra (Lat.n, Greek, French, German) u-h.n ., comjLnt tr.LrT'^Sje and t/ie orynmzation wilt / ermit. /*>=•■• t iciicr ix >iuxilal>le Subjects of i'uhlic »-/,ool Lmring Examinatioi,. ♦ ""n"!? r" Iv^Vf""'. **"" "''""''f-nof 'h" PuhlicSchool Leavinsasan examination nart controlled hy the Kdncation Departm, nt woul.l he contrarv to the wishes oTmoHtTf1v.n^' The following la the ^chen.e I eugerst for this ex«mination • Algebra?buclid. '''^'"^' ""'-"P">'' <'"»""»">■". Composition, history. Arithmetic. a""-''' i^' '^''7»'"''fV I>r*wing, Book-keeping. Klementary Science. on thtM?l r ''.T "t J"-"'r»^-'- '»"' P'*!'-'-^ to h« "ft by the Kdocation Department on the ^ul.iectsot (.roup I and th.- , xam.nations to he conducted by the same Board and m theHBn,.. w«y, exc.pt a, already no,o,i, where the papers are lo be used to test the 4ual.hcatK.ns of teachers in the district, and the les, a.Kwed counties In this cas' he fZr ZVlr:r-' ''" ''^''"'"'' ■""* -li-'i-t^d upon by a central BoaJ^of Exam IhnnlH ''"''''''?•'"« examinations and his general estimate of the candidate's litn^s should he accepted as proposed below in the case of Teacher.' Non-professional exiS Hi'.H SflloOL COL-asES. =...11^^ ""i!*^? ' i"' P'^S""""""" recognizes only four forms. Practically, except in the smaller schools, there are at least live, where the work of Form IV. s taken'^uD In schools with four masters-the smallest number capable of doing effectively all the'^ wo k aLu il .fT' P*°"" "•.*"'' 'L'"*"^' '"''' '^''^'^"^- ^0^' however.^winTto °he abolition of the Primary and to the examination pressure on promotion what is reallv the upper division o. Form H. is frequently counted^ division of Form I H To do tie shonlH T T^'^'^r' "•'*" P-'^P" '•'8"'* '°' b'«'> 'he pupil and the eaoher th ,re o completrthe'Zk" ""tT""'"' '" """ '"J'-^"'"" " -"""'y'-'^- 'he average enSJr 10 complete the work. The necessary moditications of this division of forms would of course, he^made by the .smaller an well as by the larger schools. ' 1 submit accordingly, the following scheiuu ot suhiMcta which mav be taken „n fn e'ts afte^':'- h'' " "^'t °"^ °"u ''''' '""'^ °' "'"'^^ P"'"^- day L the Lmber n iXk ets after each period sho^s the amount of time that should be devoted to each suSt under norma, conditions; ,n F.ra. I., few. if any. new text-hooks will be needed rrHRIi'i-ix'M Of SUbJEOTs. Gramma?n'{ A'Jl'fl,'!!"*- ''"/It"""'' ^■?'»P°'*"o" (*)■ English Literature (.3). English f'™n *"?' ^""'.'^^'■'''"d Mensuration (4), Canadian History, with elemen g of Civil Government and duties of citizenship (3), Geography-Political [tirst term] and Phys ica '•"^sim 51 (7), Domestic Art (3) L«peciaij (J), Manual Irainmg, with special Drawing Special technic.,1 wok (li)) ^'°'' '*"''"°8 i^P«="»' Art Coursr! (',), (3). PhyH,W'(r,,. OhM^iH.;; "') u'n T;°L f4 ' P '?7.'*>. ^'s*^''" <*'• •"-'-■lid Culture (3), Special ' ,ohnK>a work M r ' /'• T*l <''>' '^'•™*" ( O. Physical l..!. (7). Greek ,.,,, f,,n.i\l,).ul,^"rjl,'' '"°'^'' " "'-"'"Sy "d G„lo„ ,„, ''"UliSKS OF iTClty. prescribed "y';t^Bid;aSrit^'*OnlT?h''''Pr' P'^'^'^''-"' — -ations .re ■ng. and p^^eal Cuit'^u^r^^Sd ^f^Jf^^.^^lL^^S'^;^^^-^^^ -" VVr.t- Depa^'l^eS'r'^'"^ " ^'"' ^'-''-' ^^^^ "'■ ^^s tJtr„Se°d ., the Educuion droup I. Obli.j.itory ,S,.i;,,cU of Forms I— IV. VfnMA \\ • "'"e"*i'"J'> .fV'i'iinietic and Mennuratton Tof Forma I rii i »i i tucl.d, Drawing and Writ ng (of I'ortua I and ri Tv\ / ;,t'" '' Algebra, I.-III ), Physical Culture. ^ " ' Elementary Science (of Forms Grou], II. EUi-tiw t;o?(w.;.v. then, i„ the case of fupils for whose physical or J^In.ll' ^°^'"'° T'' °' '"'"^"j' '^^l "« whose future callin/they areIor£{TL 'hi "L'*^^*''''"^'^''^ ■"■" "°««it«I,le' to .. .k. «™ iit '.„i .,X' ,„hy;'j (" taiTTv '■' ■'*■" " " ■■°" ""'"■■ ■"°j«« •^e thl'r'feaSs'forirSio^auLSS '^.^P-'-- -"''» with those I have proposrfor throtWramr.tioas^ '"""""^ "''^"'^^ '''^ ^ "^ fi2 FIRST KXAMINATIOX. In the fiul^iocts of group I. the Education Department would examine as at i.reBent the teachers' estimate beine given due wfiiffhf In fl,„<.<. .« "'","'"•"''■». ".Present, hi. Bta,r would examine. an'd'theTr reporTw'ou d be"accepte^'b|'Z Edocrti'^'Tr' ",' when endorsed by the High School Lapector or orh^r'^Sho^i^e'dV^pSr^^^^^^^ Under this scheme no certificate should be valid except that of I HirT ^ij.^ i School (or in » Private School of a similar character) equipped and org.niz^ 8«2fac Sie^s'h''^^ '^ L"? °'ly"l"i '^' y^^^^^^^or. Dep,rtmenf PractLllTsuch Pub^ or Pnvate Schools would be High Schools with a more limited programme iTth^o^LZ ^l^'tt Th'^l ''"",;' '^r schools where they have done someOTe work, the P,Sa of the School would not grant the certificate until he is gatiafiod ao t« V» L^l * *^ of the candidate. It is a necessity of the educational situatTonl^'h" Provin "T'thT work of prepjriag teachers should be done in the Hieh Schools and it U.^Jr.w ♦ recognize local intere.ts^ But it would be a ,rievou« calamftrt^elcaUon f th^ntisU of the large majority of the pupils were sacrificed as is now too often the case to S^ sS^theS-rthtir' "'"-"-""-P' --'' "^^ond the capatitKd ^00!^ SfXONIt EXAMINATION. Subj.cts of Form V. English Composition and Rhetoric. Enelish Literature /in.inJ On these subjects, as now, the Education De artment wnnU i.«u *i. „ ^ orm^v ;, but the Principal and teacher's certificate tLi.rtrk in Sc2e had b^^^^^^ practically (endorsed by the High School Inspector) would braccepted ^nlie^of th^ present ,.ractical examinatir - in the department accepted in lieu of the difle Jn'^tirrSro!: ' ' °"^ "■"<'• ^^^ '^ ^ ^'^^^^ -^ *- P^^^-d taken at ^^nJ^l^Sl^^::^^ ^^' ""'-^^^ ^'>«"«'> I^^— re. (or M^ne'raJogy L^lltSTSiu. '"' '''^*"*^' ^''''"'' ''^"'^*'^' ^'''^'^«' ^'o'"^' repealed rC'/riM'". '"l ™?k '™''°f*f"' '^"8""*' """^ MathemUical subjects are repeated in Part II , so that, when the candidate passes, he will have them fresh in his m'%ChT- *" '^''n'; "" "^-oination. a, now, for the following regions : (1) Such division will IPBsen the examination pressure. Few candidate hnt tt.„». of good ability who have taken the regular course in the Form! could pas? in al the ofrrd'edXi^e""' ^" *" '- —^ p-« «>* the\rcix;;aii (2) Teachers could prep^ re at home wholly or partlv for Part I ^J fl ri j7 '''u**'^ '" matriculate from this Form could do so >vithout anv uTvLt;. "' "''"^ '° '"^ ""''"'« °' ^«* " ^"^ •>'»»« l-«-«e preLVbed''b; thi (4) Some of the smaller schools would thus be able to take up Form V. work. 53 RBMABKS ON THS COURSES. //(>A 5cAoo; Entrance Standard. wj. u'';;;,:^ r.i^2Tinl t k= tro°;r ?r""° ^'»"-«'- '°-*^-- •ible to have pupils ready any earlier ThlH.i-u'^Tu?"' '"*• " "^^"'^ t" ^e impos- t/pewehave.a„d this may be taLen al the St°hat o ''k^^*"^'^ "*' °^ *•>« •''«h«''- aysfem. I have no sympathy withThose who advoLf- J.. "^^"^ ''?"' P/°P'""'y ""'l''' »"«• •re 9 or 10 years old But they shoSde^ter plrli! M *'^°'""°J? »' P-Pi'" when they /ensible pro'posal ever BubmitteV to the El»ti 'f n T"' ^"^"^'J' "»« '«"•«' de- High School course after the subjecte of th^ PubHc Sl^Z '""''' T T '" *"8in the True, this is the general rule iil many nlrts nf h« ^^^"''S"^ ^"^^ ^'"' <=°°'l'Ieted. who knows the situation can maintain ?2I? f„ S« .'"f ^i^^"' ^° °"^. '«"^«-''r. liberal culture, the product of The American Hi ^''^•"^'7 " '•>»» »™ the mainstay o product cf the secondar^ schools of GrlatBr^tat ^r n ' " '° \^omp..,.i with the rule in the most advanced citie / In Sto„ wkh L r'"^' ""'" '" """ **" coming from the highest, pupils enter from the J' k / °f S^'-'mar gra-^es, besides other cities, as in Brooklhie. provision has 1o TtiT', "'tr"/*"" °* *«^> = *»'' "« highest grammar grad.s. So far a. t«r p^?, ^"^^ ^°' '''*' '^nKuases in the two of many educationalists of thirProvire_Tn Xh rT' r? ^""'="°''''' ">« °P'°'- energy is now expended by both pupi^ and teaehe 1o t^2' '°"'"~-* '}^' '"^°"-"'' or thereabouts. WhatischieHv needed is the r^f;^ i . . P'^P" "'"ndard at 13, and examining. ■* ' " ^^ "tionahwlion of our methods of teaching t'lig/iafi. strucfur^r/hl i^ut:. rr^rop'S'^itr '^r ■""'"' * ^--'•"'s-' *•»« written speech, and to give an ™ ntln ' ,1^' .?'"* ^""•'ctnesg in both oral and Systematic composition aTd wide";'d X f ehLrn co^r' * I'""'i°' °" '^"''«' "'^-'"- tive points. In our Public Schoor« iTn nlrT I K l ° "'"^'''^ "" '''« ""»•'» °hje> early enough, and the scope ot the su*; J ' , IbJ y'^MT'orT-V"' """• ■ ^'''^ ^^ '« attempt, too, to train him to "ive rrasons for ,h7'. }, \ ? f*"°'^' '"^''«''- ^^0 the Himplest case«. is a UBeio«8^one He ha „, thT h' 1 " '"'"" 'y°'*^' ' ""^^^P' '« knowledge. The 9*me remark apoli " in « " "'"" /'"^ '"'^'J-a' PO^er nor tho necessary For the ordinary pupii, thr'ubi c^rJhou " not r7mad° • "''" ^""^ '" '^" »''«'' ««'^<'-'^ and third years of tie High Hchoorcole a d b^n T ""P^.l""' °"f ""'" ''"^ «^'='""« that sometimes form the staple o the "'oaohin . ' l ^" .'""''^'''' ''°'* P'*'-'''''^ arrangements for teachers n,a t be made but tE so Z l"""^ • '° ^ '''"■■' ''• ^P'^<='''' intertsts. As to En^lieh comroBiTinn IL . f*""^'' "°' '"'erfere with the general whole .chool coursef to beTC ^.a^r haV'i^tS''"!,'! '' ^"P^'^'^-^'' throughout the highest product of culture. Owing tT b ,,° Lr^,"?!'" ^t"*'''" ':"'='-«« ia the com,K>8ition now sailers from comnarative nJT/f . i P'°^^'"g 6"''ject8. English Schools Ural reading, alL as ^hT^'? hoJ^ 'I n t°"' ''"' "'^'" ""'' ""' P^^ic '■eing a mo.t admirable culture subiec it is the b^ '" r'' *''"°''°°- '^«''''»«« the detectH of enunciation and expre8;ion t„ wM.h T*"' "^ systematically removing prone. It is an unfortunatc.neceE o°' L^tntilT^ ^*"*^**" '' "^P^^'^'ly apent in formal reading in the High Schlls th.. K '"'' *" '",°'='' "■"" •"»« to be of the Public Schools.^ In literature our 'J^Z "'r '"■ '""^''^ "P '"^ ""- School Reader Bhould be banished), conjoined w„h the greater maturity of the pupil and the vivifying influence of a cultured teacher produce more .atisfastory re.nltg. Even here, however, there is much room for improvement. The American scheme ia. in many regpect., a better one than onri.. In It, K.nerally, a course of reading, ccn»i8tins; of a dozen or more anitable bockg, i» laid out for each school grade, beginning usually with the aecond in the Grain- ♦T P .u I u • ^°'". T P'?^"''''* ""••" ^y '•'« ^"'^' '"•• •« I ''i" 'how later, by ,u . I:'^'?"'"*' ^""^ '»•« •»*J«"<=' '• ""»de an important feature of the course. Ihe lollown.g extract (rom the report of the Superintendent of the Utlca Schools shows what IB beiDg done there in the Grammar Schools ; a similar scheme is followed in ail tne High SobooU 1 visited : hourl°Z%'c"r"«ch"e»tor«riT7h^iLlf^^ provide,!: om- for the reRul.r exeroi«« during .chool n"ur», one icr tearhera to read to thepupilc, and one for the pupi » to read out of school Each nf thoax hfrn h",'h'""' P""""" !""' I?"'V''<=''- The firat i» the ordinary reading wt^k of -ch^ls and Ud.aiined to mitil to Vii'i" ''!''""VT"r '"' '^"hinK the pupil- to read/ The -4ond ,h„al.l "e u^d to inuJ^DfoJ "Jpie'themwUrhTJ^^td^/t^l'Tf^' '"'*"'' *'""t'''".:'"1'^ «"<^ '"-linK .nd noble thenT^and to .lirinJ .i T ,'^X. , *•"* '".''7 I>orpo»«»- In the third courae, teachera may do very inuch to uA oLuUnr~»inP"lt'''°'°M"*''''='!?°?'"^»'!'*i°=^ 'he habit of reidinVonlyK^d liter; „J5 '- si if »*"'"'< tl'e I'ui'il" to read the desired booka and for deriving the moat Kood from lueh reading would be for each teacher to have charge of a certain part of the pupi .with re^ren^t. ThT. out uSald^v fuZat?.; ^"'f'ii "ll'i "''^" '°t ™»^'°« "V b,«,k the pupil mu^ep."t i to h^S l:c'Srd"o"ltT.\hufreTorrernddUu:a^'' " """' '" """"«* ^-^ '"e te^^Ker. Te«=he,? will keep . This is what I mean by " Literature " in the scheme for our Public School Entrance and Leaving. The examination there spoken of is one that could be conducted by the teacher in any way and at as many times as he pleased. The course should be introduced by each local board, as circumstances might permit. The progress of the rest of the Province need not be kept back because of the financial weakness or t he indifference of some localities. Besides the usual literature examinations ot norms n. and \ of the Hish schools, a similar certificate should be expected from the Principal of the High school. Here there would be less difficulty; for most of our High f cbools have fair libraries, and it will be easy to utilize the public one. I should add to this statement in recard to English, that, in many parU of the Province, the prescription of a spelling book out of which the dictation is to be taken, is felt to be another wrench of the examination screw. The propriety of the prescription is also more than doubtful trom the educational point of view. Hiitory and Gfogiaphy. Probably no subjects press more heavily on Form IV. of the Public schools than history and geography. The formtr has always been a grievance, and the necessary memorization cf details connected with both h«8 'een proved to be excefsive. In the proposed scheme for the Entrance examin»tion, tLv course and the examination in history are to be left to the staff, and it should be understood that the course and the paper in geography will be less exacting. The amount o» geographical knowledge that serves the ordinary citiz.'n is by no means great. When he needs a fact that he does not know, he simply hunts it up. Tt is worth more to know where to find and how to we. details of current value than it is to have burdened the mind with a load that soon becomes obso- A A A n '^,. ?°'' * '^'^ Months' special study ia ample. No new text book is needed ; the Public school geography contains enough, and the snbjecB in its political and comm»rcial aspects should be taken up in connection with history. Physical geography, the Btndy of the physical environment of man," U the side of the subject that connects It with science. It is a High school subject and should be made an important one. As we count time, Its facU are permanent, and it lends itself readily to the best kind of training. Jn the American schools it is made as practical as possible : trips being taken, especially in the large cities, to observe and discuss the character and phenomena 55 «"«r.pb,i '»«k..fr.fc».„,„;,"«b„k"."'L"°" ""° " " "*°'"°' '■'""'" furnishSd /.to t) siuVli .„V ''""'r'''"'' "' '"«-*• -"int. (1 MakL liiLJ''''','''^ 'j^^'Kht «' hill or withr«iBon«l-, Oh! '?•' "'I"""»'''"=""n"f weather mai) Ml iw/^ ," , "" '"'' '""*""■ ">»!>' from ground te,„,irZ;^'i'e'?^.f''frt""4' "'Mat' ""^"''«' ''y - inch^^"no•w!'' .pr,nkl,„K.pot, (2). In fall. f„„r e^curlm, one', wtk^s" i. --I'ytirKliLTSL'r^^^^^^ ^-e -tud, of history High School couMe in the snbiwt Th» .^^ » t^ " '.'*'' "* "»" construction of the i. not .in>p)y the limited Jen" dTcr ulfvereuH .tr^. • " f"™ ^^'- <°«'' P"'-- "'•> Md Roman Hi.tory a. is^ntained in AT^r 'V • f I? '°"' ''" '"•'='' * «>""« «" «reek Such an outline would give T orfiiarf Cirr?'''^''^^''L'°" •^' ^^*> ^ew York). University student bii»\dv^nU^^nolJl^.!^\ IV' f^* "^ **■« ^'""« «'»'J«=t T. , the High School course. It ii fi^orttaTSt n^ p' ''T ""J""*^ "' ^^^"^ "»>» t»ke outline of European butory l^^t^^l^V^''^ TJ''''^ , ^ " P°P"' """"t l*^ given an probably .11 tharcan be S^l]. att^nTpS ^t p'efn?' "' "'"'' *"" *="""« '-P"" «» » tional^ra' ^ ol faT^^ ^t'^rL^^•;,rnt?rr' '^'^T '^'^' '^^ »--^- rowfnl spirits still sigh for the wld^n dav^^f/ ^'' '""' *'" tongues." Some sor- the mathematical me/are noXttJ "^TealabirKi^ ^ ^"* *'^ '"«« "'•J''"'^ »' bers of the other departments. Tbeycomol^^ .LV^^ ^''^T''''''' " *'« *»>« '»««- of the teachers' with the matricuhtion „Z' ' ° 3 '''1°'' '""^'y' *■"" t*"" unification standard of scholarship in math"m "c^ T.d thTl °° ^^ 'T''"'^ annecessariiy the . rea«,n for the separation of the examinat^ns %rj° '^l' ^"''^"^^ "' ^''^ "'^dard mMters in the case of English grammaT ItTs t» i L Tfr '""' ''*'''*'' "'"> English will provide suitable training in the Two subiect. wt.h '^ *5'* '°^ °"^ """^^ °' "'"Jj Public School teacher. Ten year or so «oliI .• "^ °' ^P***"! importance for the uhed from the U. S. High ScC s The Bos.ol ^n " ^"«.''"»' 8"'»""»r were b.„. that they are being reinstated In some srh^? r"^. '^T?'"' «'^«° f""***' »''. «»">''8 year of the course '"'"^ *=''°°''' * '""""<1 »»»«"> " reviewed " in the last .ween the algebra of Form ^V. S that of F jr^a^nSt^^^^^ \l '?.° ^' » 8*P '- geometry substituted for euclid. But the ain i=T u,^ """^ ''°"''* ''^^ *° ««« modorn •nd. until the University of Toronto se«*fiTto J. "k**"^, 5 *\^ examination standards ; be discussed. The faults of our mathemrtiSi"^''''''' '"'''I' ""« '""«' ""^ject need not the entrant from the Public ScKthe^^L« ) .u"^"' '*'''^ ^^ '""^''""l- As to inaccurate in mechanical work aS' i.noS Tf "** * • " •'»'«'°«°t t^'t he is too of^en •rithmetic. To quote the words of oneTour l-T" '°''"""*r' P"*' »' elementary - .ccuratel, «Xhi. ^.^ ^:^:^XZZ^i^ S^^S ^^^ff ''f oti £,* teiS'i"i?h''™'''""*: '.'"' '" '"l' 'P""'"« "'•'>"'»• »' 0'«'» 'oo n.uch the claim, ot TAe Litnguagtf, teachlnB*"ihe'Ztf .'^i"'"' out what is probably the chief defect of our l.ngnage teatninR-the negltct of pronunciation. So far aa my. judament Roea. our courts of study are good; what we need i. a better standard of 8cholar.hip .Ziis oaL thTex ?rn''rr™rS^-,h' '"^-^ "r^'' ^'^-^ -^-^ havepasl'thrfulr'aW^/in Th. thriTl '=<'"""<'°- 'nJe*^. ^^ fflany caaes, the second language for the Senior Leavine (in the honor ccurse, i« ,t remembered) hag been got up from Sept to Jnlv I hav^n found pupil, reading Plato after a three months' p'reHmiLry"ouZ in (Jr^k " uSSIr h'fd I^bervttW.f '-P'--' ''-"•»'« UniveLties thai our schools 1 not ("Ji 17 i« „„, ' n **';7 ''*?"°'> P^P"'^ '"°'^""'' for matriculation by the time thev .re iadua"/ airrii ",'r^"r ^P"'--'- "- — -1 with' honor univeV, ty fJhSs wilU Ln ,h , ''* "'■'°' the universities to set a proper standard, and the result nfnh^ themselvfs to ,t. Subjects that are now emphiiHized too muih as the per?i^pr ii ?«7'°*"°- -•". »-ive Ics. attention, and th.rmatriculant will bo pro examinltfon '■"»«o°»hle „me. Everything in the schools follows the Hag of the Sms'n 1 W.r 1 I "'"' *■ " ^•'"°"" «*'!<">»' kno^vlcdge in th« case of French ana entm h.. Hi'l V^Tf ^T'"'^ ^ 't""''^'"' '^ S^^""'' ^^^ ho'din« that the pnp.l now The"Ji, . ' ,':!\::'''=°' .''^V*''' : ''"V^*""' '' "° "^""^ S^"""'* '«' ">" ^^■^°°'" complaint. hgh.rof.jrctHof sehoUreh.p and Iifraiy cultur,.. Tne amount of tim." n..cP83a?v to and, as a matter of tact, it is not given in iiny Univr rsity in Ontario. Even if it could our ^alue to one in hvo hundrfd. The nituation is of course, ditferent u. (J.r.nany and in other countrifs ,„ Karope where a collr,,„ul ac.,a»intanc« with n.odern la, guaLs hL a oZZ ^ K ' university graduates can do this ,' No system can be copied for Untario : we have our own peculiar needo. ^ l.-^^*^!"''^*'"'^ J'**'? *'"* °P''°°"' ^'^"""^ forteacherH' certilioate. have crcaUd very large classes m these languages in our High School., classes tco often, necessarily, S h Ihll l i •"■ °ir""°"y ^" '"^ '^'" ""*■ *° J-' i'iJividual teaching. Latin is too Ge'riareTf torm"«t""V°'r''r'' ^^ ''^ 'h"'"'^- pro/.„u,„, and French a^d our Soh^I? Neither ?),''" *;■*' T'"'- ''" *° ^ "^'''«*""* *° » subordinate place in our schools. Neither the modern languages nor the classical master need fear that he will be reduced to the .traiu of Othello ; his ooc.ipation ^vill not bo gone. -i^»Mi H. and HI. of the High Hohoo s and i to ?„ in n^: J'^k*''' *'*""'" "' *'«""'' '• I quote f«.™ .he repon ofV^e^VS 1& Sr/rp^fint^itt"?''' »'''^"'"»-'- IDK anil trulnm^. tliH f,.H|i„jf, wliiil, CMn»tit iWl.V. 1 . , '•'|"''atinn the child s higher nature an,t of uwak "n- have really seen what a was de«ired th-v ,1 ,ml^;M "„,.'. f»/''r '-"»" n.ay »how wheUe, year. pupil* have really seen what it was d^Vred ' they -^h,,,,].] ,,\, '^^yiZ',""^ "--u.i may »now wheUier the applyini, principle, learned in „ther .IrawlnR le"Jn« ' ' ■•PP"rtun,ty may be a».,r,|ed t.,r I . -- t 1" = •' wi ill II III iivii^r urawiii _ But. ;^;r ir^-:z:i,^ -r s ^ ;X37^^^^ in UHo .n the tirst six grades cf the Uti.H (JraLar sS it i^Tn";^ ■"' .^^ teacherH pr, pared by Prof. Scott cf ,he Uawe^o .State Vorm^'sohoo': ""'' '° " "°''' '•" (.V.I,/. /// j,! J'^l"""""- ■""! wi'iK Air, it< prea.iice and iwe«. compared tlii..uKh..iit year. ' '* "istcry ,.t two milike plant-, tw„ unlike tree/ ^.^^^AMM.,,s. Sp,.,e,.,antH,,,..„s. l.etle.. „r l.i.. and their lar.., crayH,h, ,i„h. turtle ,.r frc. cral/ ti.re; n.aM.malsaud.,th,-rw.itel,i,itc.s; sLrkli T«.| cl'i^l!, "'" ' "'""'«"•■■"'. h»bit« and -trio- .•*''v''"^i-^--'"^ai"t.'t..ne and .tratiliid n.ck : :'rnnitH rock., f ,r.„..t; ,„ , Rlaci.;r«). and ,i«_s : .„il-,„ak,nc a„.l i..rn,i,ti..i, ,f Sy, reviewed ' l""''"'"-'. t'a"-p..rtati..n l!,y AMM.M.; A^t^:^:;!^!'^:^!:'' "'^-r -wit'""«i fee, »tu,iied from eifK), 1 .islcs.i.ravitati.,,,, pressure ,.f li,|„i Jh. and pressure „f air. wmter. "^ "•■^■''^- '■'""■"■" ^■"' '•■■"'"•■"-'. .lis.en.inati.,n ,f .,eed-, preparation ,.f ,,la,its f.r cati.,nr"'""-'"'"^''""'^'''"'^ = '''- '''"''">•• -•*''-'" -vir„nment and man, .truc.uie and .la^it;- rHV.sa... -Capillarity and .«.n„si,, I, ver, pulley, wheel and a.vle, and inclined plane Of Ko^: Lrn'ofThrs^sin'';,?' t: t" ''"^^*™t 'r ''^•' "^'^--'-^ «<=--« A\M1>|> \,",'." " 1 . • -VV '"■■ '" '.""e ^iiiuil.l..n»l tree.s stu.licd. ^"^"hai,it;!S!^lr;:,';^l::':^^.:t;:::r'i,i:r^;;;;Lst '"" * • ^^'"'^'"^ '-'-v, .levei,,, t L's. - f»ravitatum. itr»'^^nrM ..f K.,.,: i^ — t . _ _ !• A .-^H m n M :lll rr:; r^/^i:?'?,^- ^^.e-s^^SeT- ^^.^sxi^:^:. •ad po..tion of the vwiou. p.rU to meet the i^Lu,condMon^S'\M^^^^ \ >™ for exutence. 8,„.e pUnt 5i.eMe.-bI.ok knotT«7lc.?o„H"«; mS, ""*'"' Wu« «''^'»" '^^^ o'h^r ■"embers of the 2. PlaneUry relation, of the earth, 3. ^be^Atmosphere J Treated in a general way as the envelopes of the solid 4. Solid crust and probable nature of the earth's interior. 0. Ueneral chemical composition of the crust. 6. Miaaing of term Mineral ; cry.talline state of matter Minerals *" ""'°" "''"*°""'' ^''**''' ^"'"•^- »«'* Specific Gravity, as applied to wmmmm .«■ '- — P'«. -7 from D^X'drelToC^rtciJ.'l \fTf "".''' *''15*'« ^ "l-''^ ''»" " '«»»«' »» -« q«ak.o'isinThe^ch:o"g'ro„nT °^ ""« «'•-'»'""''* High School ;, he Arboretum he rrovince. In GraTenhurst it h^ bwnTou^d mnr» ..JT^ti!^ u '^'"""'^ '° exten.ivelv in th»t part of the jnd for . like purpo« .n .Vl^re^unT where neTlv ilut^nH?™^'* '"T ""'"J "j '^•^^"'* '■> ""> » me w.y belt mmy be seen iad .tudied There is eve?vwh«,!;il,„H *'';"' "^? t^j" '''™'« "' 'he northern foreet to the matter and when pr^erl v u%«nt^ Iu^ht5^,t « ''"I'l •■' '"»"*"»•' '''' 'he method i, far superiw of great worth in it«If «uch^7rk 7"h^rL3,t?fr?' '"' '"'.'"«'*'" p.-rmanently. Be.ide«^ing valuable whether leafing to the far.n or thTunrvJ^ty'^'' '" "P^"''^'-^' »t"• Piotur.. ai,,l .ll„.lr..i„u l.r.x.'r:.", ,.'*!;;."' '"•' '" ""■ '•"-"'■'- »■"' »■>'■-' *-''!■ S,*o,a! ,f,..y „f i . U ami tw,«- to d,.o„v« when'f^'i,:;''; (!, ,«!!:;;;,'Ki:ll,:,:!:^ ^"■'•■- "<• '■"'•■•'"«•' «"->l^' -' d'awm.. .,y ..rly I.,U.a„ ,„..t.r, Draii;;;;; .[/..^x;;,.. i:^zi^,;^^r 'ii^l;i;:i,i:^ i-;^?'';:- r'-r' ""'"' •-""■ '■'■""• auluinn , ,„|,. ,.erri.., „";d '^^^uT :^uX^J^"'\^!:::rCl '™''"« "' . ' 't "i""^"" '"""'' "> .Spring: K,„w.rH, iJa.en. m..er, ...?i b'rii Hf-°^ "IVeii ITrani'.;! m '*""' '" ''""' "'"' "' "«'^''- How„:t.:^a.:dr"'l":r':I:.:tk:!*?;,^i:;t^"'''^*'''- ""« -•"- "-Kn w.,rk an.l .n tl,es„nn«,.,i„, .K>d»';.;;;i';„,t/'.„:!;;'f:r?.,rd;::;;:- *"■' •™"" '" "''"^ ''"^■'^™i- -'"»-.ti..n: ,.cti.,n ,.* ..^iMe>. «ilh h,.t..,v, ht.ratur., ,.n.| J^:.ira,.h,v »"<""'■■" '" I>r..|».iti„n and ma... (■„„„.et ,k,... drawing w,th .,,,4, in .,,,,„. ,„,, ,„u. Ar;::„!.„;:t''fn' ':JL«,.':::;'i;;'^r- ' "•"•"• -^'^ ■ "-' "— " -"i '-"- uir., by c, r, t M lu" Vt. ,. , -■n'l",-"i"n. I'raw.n^ u. hn. .,„.! n,a.,, !>,,,„ rV|.r.» Fr.,,n.nt ,t,dy.fB ■,;?,;» h?r^ "7 '" '"''"'S'' Vr^"'' '" '''^'^■'' ""' *'""^ -^ :-i'aiiH w.irk. "IctlMlla ,,( Jjic- •■'lTI!"witl"D. I ccili)r id piiHr I'liiii-o^nh /iii.iiviy,; I ounsh run ontahi I SI HO', I. Which m«'i f f "i*""*"" 'I "'y "Ugsestion.. 1 ibmit th. following ». , coarse in Drawing pt::Sr:l^'^d::edr^e:o:".i''' '■'^■•' ^'"°^'"^" ^-^^'-^ «-'"■•" --»' ----*- I'li:li( •""(.iiooi.'j. atnnJ' ^*^i'"' f'!"'"*"''' Jl*" should in th.. lowest forms bo co-related with Nature study. papiU being Unght the drawing of familiar nataral object, aach ^ leave, flowers raita. etc. The objects shoi. . be of .uch a character and I, p .'edaa^, avoid ^n.pect.ve pos.t.on,. Mejnory draw:n, of the aam« and .imilar ob,'. a ahr, d foUo w the drawing from the models. The drawing shoald ac lir.t be mad. in light broken ou t 01 b« .ntn,dac..l hat .11 t^.-hnu.:, torn., luid W^, i ^ !>" '"""P'-'*-" P""'*'"'-^ '-f ot.j.ct. in i,. .d.pt.hilit/to p"ub ic hLl wtk T k""m '" ."'" '"'"•'••"1 ■'^•"'"K of ..t. for the i„v,r„ti„„ It ,.i;t.rnV«u?u.r,or A 'f"""' T*'""- ^J"' P"noipl»« ro'ui- «f.er«.rd. 1* tilk.1 in witj. ,1 .t . „|or an d^Z in ?h« r'"" P?""'"" '"" »l"»-«» n»V Jent ..ginning f„ „„,, »dv.„c,.;Sl ^ol,. .H Jhllj'J^rrt "" °' """"■ ^'"' '' *" """^ d.„..nd.;'„•^;i;pi,."^uTd^iri„{;'f:;?;«;^^^ ^«> •p.-.i,. .„,. .^en >n« id.M for deti«r,H. ^ |"'ipo»fl of improving tochniqup and furni«h- •n ..jcellent ex^roiw, for th.- high-r form,. '^""'"S »' im.ginary icenfli, etc., forma Hi'iii SriiooLs. i'ortiu I. and II 4: Su^fXKei:^.::; '"•"""^*'^- '"'-"-''■'^ t"" -re.i.p,. term.. form* HI, ai.fl /r. 3. OrnamfnUJ design with color. 4. Projection of golidH. ;?• ^'f ^*°" drawing with inatrn.mntB. b. 8tyl.« „f architecture and .iu.ple ar.h.tectaral drawing. Tkaciikr.s'Ev \minatiok.s. If we are to have Nature Study in our teachera nonprofessional examinations oar cation. In the N,^mal and Model .School„ ogical aide, bat the Ifiah HchniAa mas* abolition or the options for this oxatii' Mhool., will do much to reduce the u igher grade ahonld enanrs wider c- profession. 1 have pointed o i! ing Latin obligatory for the lower ,-.„. T »• "^^'"''y popils nowentei Korn i^tin. Diaorganization of the Form Public Schools, . « most prescribe for the scien. e courses with their practical appli. h' te«ch*r will >«^ trained on the pedag ■ '"* ''> 'i ^traction. The IS i, i»ve folio- 1 iTOi, ttiai- consideratioii.s: 'Z!..*"^""'* *°y preparation in irie.; .mofth ^ ct naturally follow. •I (i2 (2 ) All papili,eapecially those described in (1) above, spend more time on their Lat- in at home than on almost any other snhject — sometimes more than on all the others pat together. (3.) The result of (2) is that insntfieient time is given to preparation in the Public School aubjpcts. Latin is, of conrsp, not wholly to blame, but, it is the most important factor in the result. (4.) The arKamenta advanced lor the study ot Latin are the language and the logi- cal training it givrs. Th« one great argument— the inestimable value of its literature— cannct I* urged in the case ot the large mii.jority of those who take it up in our Schools. Its value in the elementary stages will always be a matter of opinion. In my humble ojiinion, the discipline of classical study in the stage at which the large mnjority of our pupils tinith it, can be obtained Ijctter from studies which touch more closely the practical life of the large body of our population. I'.iit these objections do not hold the same exte t against Latin for the second ex- examination. The course reprfsents some culture if the standard is a really good cue. No unnecpstiiry pressure will be put upon the pupils of Form I. Many intending teachers will take some Latin before they roach Form V.; and the few who do not, can take two years to prepare Part 11. There is force in the objection that the existenceof this rf i|uirenient for the highei and not for the lower grade may prevent some from going on. But, if the standard of the first examination is raised, and e.s| ecially if salaries increase, it will be worth the teacher's while to prcj.iro himself for the higher grade I may add that the teacher's courses, while not nt. ssarily identical with those for the Uni- versity, should include the work therefor, so that no barrier would be placed in the way of those who det-ire to take a University course May the lime soon come when all our Public and High school niastors shall be the cultured products of the best University life : . Practical Ccuhsks. In the commercial course, .t ; the obligatory subjects being all taken excppr, perhaps, euclid and algebra, in the .j.- of those who remain at school for only a year or to. Flexibility in this course is much to be desired. As to domestic science and manual and ter-.hnical training, 1 suggest no detailed i nrses, par ,y because my own experience is limited and partly because the details should be left to the Board and a competent statf. In a technical education, English, Mathematics and Science— the last two in their prictical applications— should always form an imjKjrtant part; and in the other courses, the obligatory fubjpcts should be prescribed. AGRICULTURE. One subject yet remains, repreienting pro! ably the most important interest in On- tario. Is nothing to be done in our schools for Agriculture ? The (inestion of agricultural teaching was one of those considered by the Imperial Commissioners for Ireland on Man- ual Training and Practical Instruction. The following .juotation puts the case admirably even for Ontario : Wc ar^ »tr.,nnly..f opinion tlmt tven if the in»truction were mure erticicntiv jfiven, the TObjpct of I ractic^il [ arniinK funii^. nu httint? part of tliH |.roKramni.. of a primary tchool, lli.. .I^tajln of the art of aK-nculturH c,in only b.- learned l,y practiLc on a (a.n, and by pupils who r.r.-, aa a rule, In-yond the ii,.ual p.iinary »ch....l a«.-. Tht- att.'inpt to teach th.w d.laiU th.-orctically to children ..f «<;h..o| aire can be .>f little i.rotit A- reKanls the «-ientiMc a-iiect of a^ricnlture .m the other hand, some preliminary traininir HI t ... «iinpl.-t elementa ..f Natural and f'hy-ical .Science is absolutely necessary f..r a proper appreciati.m of the beanntf of sci.utihc principles on the practice of farming. While therefore we fully reo.iirni/.r the (rrea importance, .specially as ivgar.ls Irel.nd. of instruction in Practical FarminK. «■■ c.nsider that this shonld be ijiven only in K|»Tial scliools o( a technical character. We are. c..ns,.,uently, of opinion that the course in Agriculture at present prescribed for Nati..n»l School, simnid be a Iteied. I he new curse should consist of in.structi..n in the elements of the Natural an■*' •■?">■- y within the capacity of the chihlren of a primary scl It will 'fb'ril a good disciplinary trainin(r for all children, even for thone who are not to be subseooentlv .■nira^.d in the practice of agriculture, whde it will enable those who are to be n. enitaeed. at a later «taae to make intelliKent use of acientihc tieatisea on the subject. k-b . i a i.ver -[.ige for bT,''s in'rar*»l'»chiS,"i'r''"""' "'"' """'''^*''' "'" n*'""'!? constitute the course in Elementary Science l ^ ' ^'WIBl •;.■} can bo takrn np bv the teach'.r as cart ofX V ^ J "^ J^raeB'd very excollent m»nual tho Elon..ntary Science co„r8.B of ElthL^^^^^ can, a« I have nhewn, be ml anted to thf ^^ ' *'"lSc'«n'=« of Forms IV. an.l V. doing n>ore than thh. ThSL^rn' latraHi/.'^'r' ,^° <=°"ntry ha, .ueceeded in one. Tn Part J. I stated that ThLd vi^lrd tU 1 -^"T 'r.''"^' '•='"'°' »"" '''« »P«"»1 had heard that it had done soUthin/for fb '^\*8"'^"'t"'»l. department at OorneH : I its extension work I fit?l !.oSo?l,n,n, i "! '" "^'^T^' "' ^"^ ^ork State. Part of lication of leaflets on th^ s^e buI I "r^wH . 'r!°M ^*?? «'ndy.and the regular pub- teach,r8. These eive th. V^Z-!^ ' '^ distrilmted) for the nse of thi primary that they an. Te ?; Vop"W a'd t:at^^e T if r' 'T' '""' ^'°'- ««le7 tXm^ Some^of th..titleH^f ^hL JanTpMetLf .Xfl'ar • '"" "^'^^^'''^'^ ^'^"'^'"S- Plantl^vX^tSTlnt^^'i'Takto;^^^^^^^ ^ «-«'. ""w our Common Oaks, The L° e His orv of tSS^Th ^u^f'' ?^ ^"'"^ "'"^ Scorns of In Winter. Evergreens and how °hey shed £r T ^'"^V'"^ '' "°^ '^' ^rees Look Shower, A Handful of soil. The PotatV ^*''''' '^"*"°"' I*»^««. A Summer direcSn%rtt"AIire^rK;;iStth/ ^ '=''"-'' ^ -««- »»>« .eal for fndnstrial Education it S not ^o ')''""''^' "'^ Agricaltnre. In our newborn ments of at least equal importance ««bordmate the claims of other depart- U. S. E.N-.LisH AND Latin Hioii Schools. ing ^:t^Z:S^:t:^ 7^'^/:^ ''r' ''"''^ -^ '"^ ^^-"' Train. In uianyof the larger ci'fes Tin W n '° "?';'^ "»'»'" ^•n«li«h and Luin School" the EnJliBh and .hrLuirJchl Is arrrtlrSttted? ^"'-•'--- -^ New Haven.- the En„lish ...d the Latin cours.. are tak „ n t e san e 1 X""'"°^' ':' ""'«"• "^"'^ c.pal, as m Ohica,;o and Spring.iel.i ; or u "der differen ''""^'P^ »"'««'•. '»•« *ame prin- caarses of study and their org,ini/.tion ditb r frn P"ncipals. as in Lynn. The " electives ■• and • options " We'l^n.^" ou'rof°l"rk''uKn\l'"'' "«^','^^>' J'^eir day and during a se*Mon ; and. in our judument hT «hn,f » -^ " .P^P' ''•"'' «»<=•' are ' completed." One of the leadin« educZn'airst. T fTn'" ''^''^ *»>« "Indies course in Algebra, for example, wm provided for a hiJhTl ^'^ ""t ^'"'* " «"'"'='«»* hrst and the four,!, year of his co^rse*^ Ho wm amaz^ h°°' f'' ^ •"' '''«* «' '^e gramme. Toe want of continuity of he sublcTs in 7 u *"! ^'^P'^ined «>" pro- defect Of their organi»tion. ThJre .l^lT^i'Z^, wr.Veftt ^ZTC^S. (ii ... much behmd our avtrag. s.hool in what wo consider thoroughne.«. The Bo.ton 1 Z Tf^ "^T '"7" °' '*•" P"^"'i*"tieH of tl,e American lyMvw than moat of .„^ H 1 r/J^ ""^ \°'* naturalmsH of the prrscnLod uiethotU ar« much to te I* .j.A r ^*"" "'«'' •^'^'"'"'^ ""^'""'^ .xamination O.her pupil, maybe admnt.d to the L»t,n Schooln who are at le.s' .lev..n year, old and hav.'^prLd a/ex' Sokl.T.."^'r '" "i"' 'T''"^ '"■■ ^'l'"'««i«" t" ^h'- H^'venth gra.ie of the Grammar bchooU ( iliout onr senior fourth toim) ClUKSKS UK STrnV : BOSTON HIGH SCHOOLS. I.Aiiv Hi. H .SiHom.j .nd „,en.i,er, of th. upp..rcl.,..,!„:tLor:tC twelve',;:!?,;;'': ;;',.rk'"'"' -'" "^"^ ''""' '^•'' ^"'"' « -,ek ; Th< number ,n hrarh ts afUr a »r,/,;,o< ,« (A, ni/w'.cr „f '•«..«-•., ' 'jiien it a v;,li. Class VI. (Lowest.) of ..rson. famous in A„..,ic.n h!lt..ry'a*-„:r,5:^r'i 11"^, STmpJttt cvrt,"""""""'"" = ''' -""" '"'^ «J\.^v/i^^^:^Tt:^!^^':::::r^^ -^^^^-fr.,. ,t.ndard author, and npeakinK, rnadinp, and recitrnV Kxi'rcue., for cultivatin^t clear and distinct utterance in and ■ wSt:n"d:c'ir-^'',:T\'i:i{rt!;r ;::ric^ter- " buildinJ"'" "."'^ "' •""" '^'°' '-""»• '" ^^«' (^)t^mver..tion.au,.wr, tenexerciL«rK::M±?:?;a't::i'Ko^^^^^^^^ '" ■«"' »»'™' «""'-• of wirj; Ind tnll^i^fe: ,r"yS?a"" .tptlSn" aLre^xt "" '""" "'•"•'^'"'' = '="'"'«- <° '^^ '»"» and in reproduction for tlm ,7, w^e of tra min^ ir.??,!? ^ ''' '="I'>'"'K. .m writinR from dictation comimsition... l'">-pi..e ot traininft in ccrrect spelling, punctuation, and foms of written 'oi^'^^o^loJ.'^JePM" bnoU, that „,ay be taken from the thepurp,.«of 'Nieclaination; however varihr^^^^ o memory and recited, not chiefly for with go^ thought, and bea.titoUnd noblf entiment, a?d of";,', /"''• "'" l"""'""' "f Hllin^ tlie n.ind voice and in a »imple and suitable M.annerMWrv^.Ji. "f expreMmg tbe-e .n a clear and distinct opportunity f,.r teiehing Kniflish ' ' "' ""^ '" '"""■° «■■«"'»« of the school give, an J^VJ^ri'*!' J KeKular f.,rm«, with s mpla exarcii-es iIlu«tratinK their use Latin :i*l'h''e'h'Jif.,rfTt"ea'c^;;°;"'*'"" °' '''' ^•'^ ""'^ En.lislf T^e^^Vrepared translation of eaa, the sane o'r ' mTur.'L'fa^ef i°n,ft::nLa^?Vh;m^:t'7KLt:h -■"' -■V''''""""*'1 »"'' '"'""'< -»" "-I form., and the force of theTe change" m/vb.,.o,^^fim,''f/'' t*""- '^'""' *""'»• "'" '^hanmi, in their to the vncabuh.ry of the p,,, il. ' '^ ""''" ^ '«" ^""' "'"'l" "''""W ^ "ddel.each day, it, im|H,^]^t^eX;;Tand m:i!inK?:I^';,l'':HtLr';:;°'J^^^ American history and description, of written de.ri,.,ons of visits ,o'',:!;ir;;,—:ri?diratir.:ui ty '^^^^^I'^n;:::'';:^^;:':^^:^^'^^ ^y ™llate™;re«,ing and the memory with unimportant facts and d.*tes Tim main ^^^, I •,''/",'','"*• ■'° a"empt to load »r„p mentally tj. leading event, in their o^. .:^^^^;J:;:-:^:':;^ t^!^:i^^^^^Ji:^Z pl.no^;or\•al^'!'^e::nti:^t1;;^;l;';n^^ '"^ "•-•>--"' K.'»^'i-H.they will form t..Kether.nch . ope UoMhe' ™;;i'„i;,g^!S.'"of R'SS""'^ " '•" '"* ^■'"«* ^'•'^ = <''» «" — t"" of E"'- •;.) iukH, ■■iifi 1 ('IP-M, » in KnK'li«h f ) I Vnii!an«h!p ; pxercist-M ■l'i''liiiif, imnctnati..ii, ;ind KlEMKNTAKl SMKNtEMi) Phy.ioIoKy »„J hy^i.-ne. It« ..p|.l„.»u„„K t„ c..„„l,i..si,.„. prntit ad" «,.,;„■ ' V'" "'*"'"'^. "y"'""'- <-'' I'«r<-'^"ta. •^. < •t.r.rrvatiunal i:^,„„etrv: ( '." ' ' "'''J''''l-. »'"' "• »i>"l'le .nterf»t. a„ji^::"i,;pi'';;i:m;:;:.a/;*;^:-' "••■''""- ^'"'i-rr ut.,.:^,u, .urfac. .,..1 h,,.,, „„, ,„i„,,.,, ,, I-HV,,,.,. T....,s,v,. .v„ s,>,;,v.: ,„ ,;y,„nasHc,a„,l„„«i„,, f,,,. , ,;,.,„„,,»„, ,,„ ,„y CLA8S V. ^...':.; H,';::'^*^^:::,::;:;';;!:;;:: f,;;;i:u':r:,r! ^^r-;:^";;:- ^r""-.'-" --'i-^i -»-. .nd ver.;t,;:„. f ' w:^;ltr ^:: -i::;:l;'^:;;r:±'^:i'-:l^;-^;;^- -•- -^ ..t... r ..,*„. < ,,> con. . ^Sll';^Ef^:E?SS^^ .. ...,.V U.„a„d ,. . ... :i. (a) Ueading al.Mid c. vinJ pn,l wri.int i ' 'i "l'r'l"^'-f'l "■'•■•"'»""•"•' ^'V Latin. S.n.th'wlcaV ,!;!1. Uvl^';^;;;:!,':;!^ Mo'^h^'cZ;;^^"''^ ^'"' .'""-Irawin^ „f „„ tl.e cuntrien of and nther islan,!, „f tho Pac-itic ' ^ countntM of Asia and „r Africa : (■{) Australia Malaysia, 2. Physical and astronoiKiial L-eoirraphv. o, KeviewH. Klkmem.uiv Sc.kx.k: (J). Botany, inductively studied. writ^S,^;:; li) Appi^t!;;n'oi'\;ie^|;r,acipL:'"1Z:n^ri!!''^^^ '"■">'"-ti9« "'Kht, and and coni()ound interest. (M Conii«iund numbpri J^^ith J; .^V ^ .• , K .'*''''^^''''"'- '«"■•'»' payunents, tion. ((i) I>„wer» sunare ro.^t an 1 it^ Ln m „ . ".'"'."""I''f practical prolilems. (,) Ratio an I pru,,or The algebraic express ,n of t^e Kenerahv^t "n .^'^.'^fhir' ' "">":/" ",""*' ''""I''" '"»'••"'=='' P^-Ue „„.' (') -xpressin^ arithmetical facuor ^mh- arithmetic an.l the solution of simple algebraic e.iuations trape;,"r^pe^M.i''ci,^;:Tt;;otl^:'S:rrti:^ 'f paralleIo«,..n,. triangle, nud, cylinder and cone : an,lof^Z^;tr;!''',8ee'^•X/^Lfder^ "" """' P"'^'"' "y-' Pmv«i.alT«.,ini.v; AN„Si.N«i.v,.. ,-,. As in Olas. VI, Clas-* IV. x\-.ri;r;a:;;r,,; iMutlr,.l!?il;:^f.'^!y'i:^i;;:;l'^;^ J- '« 'n^'din:"^ " -'"^ = <'" ^•"" ^'' ' •^"'-- ■■' 'he oi i someof Lowell's, .'rays and "us ,'f , Id " thV\^^^ 'T' "'i''"''"<' »"th..r.. and "3 !;,"; r-V'"?"";:""'^""-" "■ »>'«^i"K rladii;:;,!- r,i:itinr "" "'"--""^' c'-ar, distinct, jn^s ; r^ C^^;T'^-:{r^:^!X:: t^[^-l,l:;^!^' 'l?^r^;- -•-?>'!■'-■. -<1 other read. Kn.l,sh to the correction of ^.stakes made byX Xds'ln ;;™kin^t' Iw^Uin" "' """ "''""^^'' "' '''°«"J teaclp:'^::::;?.^^!!^.^^;,i^^Vre;:J::'^ti"'^ •'-'■ --• '—'iatelv after the •'--t^^^i^a^'-l^-ltJ^^-btic^lnteHn^rr^?-"-^ verbs, and at least twenty irr^ular verbs ''"' "^ ..rono.ns, adjectives, article?, reRul.r S. M.nple oral and written transFations of HnKlish into French or German. e f..nii» iinil i.lin»,, ,,,1^1 tli» fmc^n ,,f thi-xp, ami tlm* Bh. uld aciiur.' «mi,P tf»l kn..wlf ,|i,r ,.f tli.. forriu-n laaKMaKi* '"-("r'- tli. y l..K-in t.i «tiuly it< f"rni»l Rramnmr. . ..''W-'" ''''• '■ "■■•'' *f''- '"■'•»"i""»llv. writtfii trniislnHnii. al lfa»t, (,i! It liiMk> IV. . mil V.ipfC.rnari. (.allic War; (/.i..f 1.0«)0;in.-«..f Ovid: aii.l (.)..( r.....k Land a|i»rt ..f Houk II. ..f iIip .Ku.'id. (.0 Unpri- pared traiwlati.iii r.l an ra.;" iin-.ajtwi frnin C.-^ar .ind of the eauicr |iui«»ai{cH (mni Ovid. L'. (a) Writiiiff fr .111 dictation and ..n iiln,- tn nieniurv. iia»»»;.'P!. (rmn d lar. {/) Readintf nietri cally and cnniniittiDL: to nifniorv |.aii»a)f>« from Ovid, ;f. Kn;;li»li into l.,itiii. ill. Iiidinjf .rn! and writtiT) evi-rcH.. I>»i««.d upon pasaagei from d other Latin pi"«e tloit the piipil« have translated into Kii(fh»h. Ni SiiKMK: '. ("ij Botany, inductuely studied. (' ) I'hysiolopy and hyffiene. NntKll. Thv time in the viar for U'ninniniJ or closim: a study may he determined liy the principal: but the cla-s mi st give to each .^tudy the sjj^regate time pre-cribed. Matiikm.iTH s 4 AlL'ebra, ineludind In) xenerali/atiors if arithinetic and of observational i;eometry. acd ('.) the s,.luiion of e.iuatioiis evpressinK aritlimetical and sin pie geometrical faii« and truths. I'HVsn AL Tr.^i.mno .\Nh Si.voi.N.; : 2. Det.iils an in Class VI. Cl.ass III. Kncli.-h : i."ii 1. Readinjr aloud nr silently in) Addison- iiajierB in the Spectator: ('.» one of Scott's novels: (<-i I'lutarth s Lives of Famous Romans : and of) Macaulay's Lays of AncientKome ; (() Heading descriptions of and studying; the ereat events in the history of ancient Home. 2. I'll KeadioK aloud, committinR t.> memory and recitiUK prose selections from standard anthors, and either some poems if Tennyson, Kmers.m and Wordsworth, or a part of the Knglish and American poems whose study is reipiired for admission to collefje. (See under Class II.) (I) Kxercises for cultivating clear, distinct, forcible and e.xpressive utterance in s|)eakini;. readinfir and recitinf?. ;H, (ti) Oral and written reproductions or abstracts of lectures and of the histoiy and other reading lessons I/.) Coinpisitions. {<•> b^ome stuily of Kn;,'lish as used by the beat authori ; and exercises for training pi.iiilb to correct their own mistakes in sjieakini: and writing. (3«> Xote 1, under Class IV.) Kkkm H OK (IKKMAN : (2) 1. Ml Reading ;doud and translatinir into idiomatic Knglish, French or Ger- man Mireil to the proirress of the class. ('.) .Simple exercises in conversation based on this French or Ger- man (rl Unprepared translation if eahy French or German into Knfflish. '.'. Forms reviewed and irre^-ular forms studied, with exercises thereon. 3. (ai Writing from dictation or from memory French i.r German containing only familiar words and forms and common constructions. ('.) .Simple oral and writi.-n translations of Knglish into French or Ger- man, including exercises based upon passages already translat.-! into Knglish. NoTK 1 I See Note 2, under Class IV. ) Most of the time assigned this year to French or German shouhl be used by the pupils in reading the loreign language and translating it into Knglish. Occasionally there shouid be practice in getting th.iughts directly from the French or German without translating it into F.nglish. Latin (4i. 1. Oral and, occasionally, written translation la) of the remainder of I'.ook II., and the whole of Books III . IV. and V. of the Kneid : ('<) of Sallust s Catiline: and I') of. at least, one of Ne|si«'s Lives, o/) Unprepared translation of average passa^'es from Ca-sar and of the easier pass- ages from .Sallust, Nepts. and Veru'il. (2) III) Writing from di.^tation and committing to memory passages fr .in Sallust or Nepos. ('.) Read- ing nietrically and committinc to memiry passages from Vergil. 3. Knglish into L.atin, including or.".l and written exercises based u|sin passages from Caesar, Sallust or Ne|K)s. (See Note '->. under Class IV.) GiiKKK {f>] 1. Forms and cimstructions with simple exercises iliustratini! ti.eir use. 2. {a) Oral and written translation of easy Greek into Knglish. ('.) Oral translation of, at least, a part of Book I. of the Analiasis, or of easy passages from any other work of .Xenophon. (c) Unprepareii trrns- latiun of easy Greek, with the help of the teacher. :>. (a) Reading alou.l, ropying an.l writing from dictation (ireek simiile in construction and composeil of words familiar to the [.upils. i',) Simple oral and writttn translation of Knglish into Attic Greece, including exercises based upon passages from Book I. of the Anabasis or from any other work of .Kenophon that the pupils have begun to fansLate into Knglish. NoTK 2 : That pn|iils may. early in the course, acquire some knowledge of the Greek language ax a foundation for their study of ils formal Krammar, th?y should reail aloud and should hear the teacher re«d much connected Greek, and should, with his help, translate it into English. They would thus gradually learn, through ear and eye. changes in the forms of words and. through tbe understanding, the force of these changes ; and, at the same time, interested in the connected narrative, would gsin dailv in the power of translating readily Greek into English. HisroHV: sv, K,.i,l..\ K.*li,„.I-|„tarcl,-,LKeH„f ^•uHKMAri.s. ,.,,,H,,. review „,,,r„hm..tie.n.l „f „b»ervat,.M,al < i.i\eH .>t hun.iiH K mi^uM, and Macauluv-i Lavs .,f \„,.i„„» •tiean.l .,f „b»ervat..,„al K«,metrv: u|.|,lTO.ti..„. „f ,)..,.i,„ tli. hnal ..x.„n„atin„ in Arilhm..tic XMlidll^^'^n'''' '""'" ■='"'•■'• ''-"• ""■ el„« „f this ich.H.lyeir; J'H>... At Tkmn,.v., .,s.„ s,v,.,n„ .. ,,, A, in Cl«„ Vf. t.> anthm;.e» nH„| (,,, ,m|,r,.vine -tyl.. "f .vpr..., "n ' ' J| . ' 1 '"'J**"*'! J'T'"^ "'h-r that, ,l..f«.t. in the '';;"<^"''-%"'';' ' "'•^. thPv will nnt neil t', ■. ri^ 1 If' '^'•''^'■, ',"''•:•■'• *' ""'PN. d. n.,t vlolat.- tl e ..the ban,), l„.y ,„e U.l Kn^li-h. it w,ll 1,. -Mil • A,t fo, h'' ' ' Tr, ''" ■"'^■"•' "' "t''"" ^ »"'l ^f. "" the &r^i^^:^S:si;:fK,-i£^^^^ .er..s..: 1;„,.|„. . s,...,,b „:, r.„,,|,.ji,,/,,j, / V, . •,, .^''' '■» - '^ ' '"mn.. l/Al|.^.,.., an.l 11- ' K„KN, „ ,„; i;krmkv (•., 1 ,,~V . An,.n,. . .Maea„l.y s K-,ay- „n Mi;t„„ ,„j ,v.M,-.„. ..ther ..,„„l.. Fr.-,„.l, „r ,i..n„,.„ |,.„1 „4.vl .,v tli.' ..n ,' ■ '"'""^"- '■ ' H |.n.du..-t,. cl.-.«».r. M i;"..r..p;.,HtV:,,r,l.t,,.M., ..V: ,;„■':::.;.. '','!: '""";■■ "' •i!'*- ■"■. ""'" ^>en,•!■ or (",. „aa i'udied ' ""'''• '"'■'■"''"" ■"■'' • >^'-i'"" Hv,.ro-.M 11;",;-, ,"'"' '■"■'•'^'■"'^ "?"'^"'' ^'-^ T'^'"-'^' ^'":IK2: The Kr..ncl, „r Ct,,., fh'iul.l in,..|,„|,. n,,5„,||v ,i,.,j,„| |„„ .^|_ ' '',~ I translatf rea.lily Krfi,,-li ,,i ■Vn- if ...i-y French 'f »l..rie~ .)t uf r ren.' ♦Tcise,-' 'n piMsaif.'t Kelnt-.e I fr laimn •m th.' aM'h.irs .■i.| t.lii- vear ■>\\,ki\.\ •L,'' ipliv :i.i.l hiwt.i.y. 'Tin,. . II,!,, i.lioin.tio Kniriis ii'iinly nine'.,..ntli leutui y pi and thea,ah,,,Nth,,nKht.th,-,,,,,,bV:;. !,Ttl,XlJ,';i ,,''''"'''"'^^^^ ""•' '-' '•■ "-'inir.. and ■lU.re a crrect pr.,n„„:Mat, ,„ au,l a fan.,, itv witi r,! a IT''"'"'"' ""■"■, "'"'*"'- "'- "'"1"^ i-..nve,-,e m th.. f.ireiKH Ian;;,iav'e. ■'■'■'f't> "ith |..r„i, aii.l .y„i.,x. .i„,| 4,„„|,| i,,.^,,; j' f;';-^,^^_^||r,,,,re,„,re,ltran.!a,i.,„ofa^^^^!::..':^^^^ - " ^ ""' '■' "' a,,.,K;£dlnf;;;iSv':'"^;;::;.:;:;;l;i;;::7''""- - - -v p>«...... .... api.i...(.iat.. ■.• t 'le t w 1 .ih,.iil,l ar- c ilnp .,e iin.l .•.are of the worku rrail or ■tudied. 8. (n) Committiof; to mpmory and reeitinK lelectionit from utandard authara of prone and |«)etry. {'.) hvercinee for cultivating' correct ami enirimive utterance. .1. (Hi CumiMMitlona. ('-) Some critical etudy of itandard KaRliab proee aa to cnrreetneH, proprinty, pertpieiiity, and force; and exercinee for training pupiU to correct their own mistalcee in •ppakinx and writinir. (See Notf 1, under Olaxe II.) Latin : (4) 1. Prepared and unpre|«red trannlatioD, oral and written, from Vnrgil and Cicero. 2. (a) Writing from dictation and coiiimittinK to memory |«iiiiaffeii from Cicero ; and ('.) reading metri- cally and cnmmittini.' to memory pa«HaKf> from Vergil •'. Enfflinh into Latin, incluimK oral and written exerciitea haeed upon paiHatfee from NeiM>i, Ciriar. or Cicero. (See Notes, under ClaM IV.) Note 1 : Thp productionn of I^atin and Greek author* ahould now lie read and interpreted aa literature. Bowever valuable the etudy of Latin and Greek grammar may be made, it ihould be kept strictly "uli- ordinated to the etndy of the Latin and Greek literature read. Qrkkk : (4J) 1. Tranalationa from Attic proee and from Homer, ineludinff unprepared tranalation^ of average and eaaier pa>i..lAT[l■^<: (4). KithiT plane geometry, completed: or plane geometry, completed, and solid ceometiy, studied. NoTiM: A part of the regular work in geometry should be original demonrtrations of theoremn and applications of geometnoal truths in the aolution of problems. Physical Trainini: a.M) Singing : (.i), as in Class VI. NoTi 4: To meet the special needs of some pupils, th. / will be allowed— if the 'eireumstancea of the school permit and the headmaster consent -(a) to substitut.' the history of the United States and England for the history of Greece and Rome ; (6) to substitute advanced French, or advanced physics, or advanced algebra together with logarithms and trigonometry, for advanced Greek; ((•) to suTbatitute in the boys' school elenienUry German for that part of advanced Latin or advanced Greek studied by Class I ; and U, to " anticipate " studies of the Frenhman year. GIRLS' LATIN SCHOOL. CXIl'RSE OK STIDV IN KLIMI.VTART AND ADVANCID OIRMAN. Notk 1 : The course of study in elementtry and alvanced German may be taken by pupils in the Girls' Latin School instead of the course in elementary and advanced Greek. (d) Committing to memory and Class III. EnjiiNTAEV Gibman: (5.) I (a) Translating into English, reading aloud, and. immediately after the teacher, repeating aloud, easy German. ('.) Simple exerciaea in pronunciation and conversation based on this German, {e) I^nprepared translation of easy German into English. ' " reciting German |>oetiV. 2. Oral and written practice in the forms and use of nouns, pronouns, adjectives, articles, regular verbs, and all the e oetry. ' 3. The review of forms and the study of irregular verbs and of constructions, continued, with exercises thereon. ,1, ^iL.*"' Oral and written reproduction of stories or of other simple German heard or read by the pupils. (5) Oral or written translation of English into German. vv"- Notes. The German read this year should be mainly nineteenth century prose, and sl-otUd include biography and history, ae well as fiction. The German langu«ge is. whenever it is practicable, to be u«d in the ciasfl-room. (iil Class I. ou.l'r!iS*~"'*"'''°" "'''•'"'"• "«'"'*-''^''=°'"'' '•''*"■' "■'•"•>i~'«dr.,n fnm, German lK.«k, pr.vi. KNOLISH HIGH SCHOOLS. or If th. iL.^„"pupn.T,u ire them to ml^ "' l""""tK° '"." ""', ""»"'" <=""* "' •"«'?. to ,mr.>.e prtW couVji ..( rtidy „d to c ,n«LeTh™ 4^^^ "'* I"'":;'!'*' '"fV """w "'ch pupit.' ..noot .« .wrded pupil. un.« fhe^h.^e rm'&'r rl^^Ur'^urii; o7"Jdy"' '"'''"""' "' ^""^"•"•"' KlHST Ykak. Knolish : liitcrittnre. UiHTORT ! (2). Ancient Hiitory. FOREION Unodaoi (Sm Note 1) : (4 or 5). French, Germ.n or Latin i.r.,'?*r '^j^cj^ *^';.n::.h;.t;;.*oT;'r.';h:lc'.''' '"-'• ' ■■ '""'■ '-- - '*- *-" « --^ «''- Sc-IINCE : four hourt a wttk alter March 1. Botany. Dbawiho : (2), Misir(SeeNote2) ; (1). Singing. !^!!!^?'I"*'u"'" • '"• «'-»-««"»' IP'1«- Gymna.tic.anJ Military Drill (,„ boy-. n2^ 9 ■• PH^f.^"'" "IJ ?*'"''' """I" •* '»''J»«* »" the approval of the principal eonrie ' " P»P"» "«»"<«'«"» -nB-ng mu.t do additioSil work in J.me'oXr rtudy ol the regular F.mr hcmr, „ „„i till Marrk I ; „„c Hour a week after Man h 1. Kngli.h Language and English : (3). HlHTOBT : (1), FOBIIQN Lanouai^e Maihkhatich : (3 SctiNCE(3«eNote 1) Dbawino : (2). McBic (See Not* S) : Physical TaAiKiNf; ELimvKs (See Note 3) metic. Sicoxi) Ykah. Engliah Language and Literature. Mediieval Hi.tory. Modem Hi.tory l)egtin. (3 or 4). French, German or Latin continued. 4). Plane Geometry. : (3). Zwlogy ; followed by a abort courw. in Phy.iologj- and Hygitne. (1). Singing. (2). Gymnattio. for girU. Gymnattic and MiliUry Drill for boy. Elective 8ub.titute for Z.ology : Book-keeping, including Commercial Arilh. NOTK 1 Notk2 Oour». NoTi 3 : pZL" i^!ri"? *" enter the Normal School are advised to study Zoology Pup.I. excused from Mnging n,M.t do additional work m nome^.th^/^idy of the regular The choice of a itudy mv <:t to the approval of the principal. T ,\KU Ykak. Eholish : (3). Engliah Language and literature. HwTORV AN.. Civil Govihnmist : (3). Modern Hi.tory. Civil Government. orGf™Tn"h:,^n!"''*""^ ~°"' *' ' '•'>• '''""'"'" *■«««•'• «''™"' - I'-'tin continued, or (M French Mathematics : (2). Algebra and Plane Geometry completed.: Science ; («). Phy.ics, three hours. Chemi.tty, three hour^ Mdsic (See Note 2) : (1). Singing. Phtsical Tbaininc. : (2). Gymna.tic for girU. Gymna.tic, and Military Drill for boy. tnte?or'MLXilSic^:%Jiwln'^g.""'""""^*""'* '"' ^°""""' ^»<'"»^'" ^ Phonography. Elective ..batl" ij J. 70 aiM..Mr,7nt i J.'pr'm'iM.'" * "■""'" ' ''"'"'■■'"' '" ""■ ''^""' "' '' '""•'"" '»»'■•"»-•-'■ "'.Ml b. .ub.ect t., th. curii'.'"'*' '"'""'■' ""'"''*"' '""" "'"•""* '""" "'" •J'"'""'*' *"'•« In «"■"« "tl.« .tii.ly of thn r..(>iUr Km Hill Ymk. Kl.;iiB»P K.\..ii-ii: i;)i Khct..ric uii.l I 'i>iii|».»itinn. MisiriSeeNntel) (1) SiiiKinK. (•1 M>-.\iTic.<: (21. u ^■L*'I.'\m,i'~'*^"''*.T.' "% . '•■■'«li"li Literature; lli,i„ry : Kreiu-I. ; (;eri.mi. ; Latin- Adv.need ,Vl^el,r», Soli, (J.-,.a». ry I'Une riiK,.o..„„try with m.,.lie»ti,.,i tn Survey n« »nd Nk.i^ation Anlkt^ ■"- "'•"•: Phytic. Clieiniitry,. \itr„„„„y, See N„ts;<) Oraw.n,- : I'li .no^-raphy "»"'»"'""'•*"»'»'"« tjt»fnir-fcr> ; » iiyHiL-x. v/iiHiniiirv. .')iTr\))i itnv (.Sm*» %".if« !^^ iWo..,...., . m. .-.. ,j,j.-,u„ c.mr^e.'"' ' ' ''"'■''" "■""*'' '""" ''■"''"* '"""' ''" »''J"'"»»1 ""'k '""'"ne „tl,er .ttily of the re(ful*r XfltK 2 : The chuice of itmlie^ mint be .iil.ject to the appro^.i! of the principal. Non 3 : I'lipiN intejclinsc to ent«r the Xoriiial 8ch«il are a^ Hoi K> \ Wkkk t« iK hhknto riiK .•(K\kual Ki.i£cnv« Siii.in Of THK KiUlUII \K\ll Cl.AM-l. J-:n..ii~h LirtinTiRK Kitherl hoiiror 2 hour- a week. This time 14 m »dditi,,n to the ■ l,o.,r. . week Kiven to required 'Rhetoric and I'oiiip mition.- i"'" t™e ,n aa.lition to the .. Imiira ■ HI-.TIII11 ■ (2). lanKuX- ■'''''''"'■*"'"" ''"'^ ''"'"■ ^""^" '" '"""' '"'*' *''"■'"" ""''' '"""■' "'" "'""' '""•" M.xiliKM \ih x Advanced Alifehra, (2) ; Solid (Jeoinetry. (2) ; I'laiieTriu-onoiiietrv with ai.i.liciliion« to 'r i^;^h?:'^ii\;r;;:it!:; '^■'■''v-""'-'^y.»^)- ^^-'.t'i.. hour,tX ji^.r!:,:i^'fc:i\^: the thr'.t'science'!*'""'''' ''*' ^ ^'^""""'y- ••*' = AHr,.„o,„y, (H). Credit m l,.,ur. to he ^iva to only two of Dkawinu : (2i. th- limly!'^''"'"' ■ '* '"""" •' *"'■''• '"■ '"""'" '"'«"">"'« "»■ -^"Jy : 2 hour, a week for pupil, continuing IIIIWI SCHimr, CiiMMKKCIAL ('0UR3K, TiK^i Ykak. LiteJiture"" ' ^'"" """■'" "^ "" ''*'"''''' ' ' "" ''"""■' ""* """ •'^'"'■" '' '■="«"^'' I'-n^""**- »nd HltTnln ■ CJi. .Vnciell! Hiatoiv rHO.VnoKMin, I'>:nma\.,hii. ami C.MMKi;. ial Kohms : (lor.'.l. nlhr?'''u"""'-l'" •\"""«"'-;''^" H'H'KKKKIMN.. i-.kmn: A-,(Acr -m, „. /.,»r y, ...r. ,a t.ll M„r.h I; (uncr 'vii ■ ,■ Hrt, «oii<-< n .'(<4 mif .March 1. ' SciK.Mi.:; /••„,, y,„„r< , •.,< ../(ir Uir. ;i /. liotauy. l)RA»;N(i . (J). .Ml -<,•■ (See .\,.te 1 ) : i 1). .Simriiitr. riivsi.M, TliMMSc ;2.. r.ju,i.ianio>fori:irl,-. (Jyi.iii.i.ticH and .Military Urill for b..v«. XniK I : l''ipil«evLM.ediroi,. ,iT,s-inL-n,u«td..al.litumaUork insMme.ther i-tu.ly ..f the course. Sn.lMI Ykmi, K.V.LIsii :.Hi. Kn^li^.'i Lanu'ia^-eand Lileratur-. lli>r(,in : i-.'l. M.fi. lal History, (2). .Mod.-rn Ifino.^v. l'Ho.vn..KAiun, TiiKWKiriN.., (\n Ki,i.mkm-< ui Mkikani iik I.i.i \:\ or 41. BlXlKKKiriN., AMI CoMMKHIlAI. tjElX.KAIHl ! (3 or 4). S.IEN. K • (:v.. /..olo^y ; followed by a A\ .rt curse in ri,y«i..|u(;y and Hygiene. l)ii«wi.\,. : ,.'). MfMc iSee X,,te 1): (1), SillKin^•. rHVsiCAi Traimn.. : (2>. »;vmna«tic. tor i;irl«. ijynina.tic- and Military Drill (or boy. XoiB 1 : Pupil, excused fr..n, sinKin^ must dj a-lditional work in <..nie other «tudy of the course. (iEXEKAl, OoNsilHKAllONS. I'nll'ii- mill Sehocl [.ibrurin jectu i;:.. w'di.l:.?;;';"' "**""- "-'"' '" - ^°"'"- «» '° — «"„ with th,. ,„.,. ell. «e. .ome ye.r, ago. ander .he direction of m Suie ii't SdenTof sE '''^'''' o\ el™! ' ^'^-V"-*-- of book., cla..ifi.,J them foMl! cJooKs an^^^^^^^ 10 • committee aiiDointed to ffrniin fhmn i ;-» _ .l """■ ^r^ucs, ana reported were placed in Ihe'hb^r/fTtKe of the £^^^ V " P""':""" ''"'S'' «»rd. which debate, the ^^r:^;^^Zr^:^ ^, rdte^TliiXlt^' 'IT/r ^ '"' placed npon the nspection table for their n.P \L,Z^^ '"^,. '"«"'• ."«*"ng of them are library h^ been pla^^d in a teTarat'e c^e i^n" he Jlr/'ridtcl^d'Tor U th#"«""' A room m the Ubratv 1. al^ .et apart fo, the u.e of .h'e teachers "" ""' '^' '''"'^'^''■ ^^^^^£^^^^^^^^:^:r' "'" -'-"- '"• --^ teach^in%2?f?hVrKct"oK^^^^^^ * T'^' "^'"'^ -'^*'''" ^^ '^^e Hbrarie. which we hope to^e Ze day t^ ever, p'obirc L''d"''t'"n' '^\ '!'"'""=^ Province. I venture here to exorem fh« nniti 7 ■ I- ? r P^P'""**^ School in the that the general intere.J w uld nT. ..^.r ifThTanroint'^; mon ^'r'« "-^ -"«"- «10.000 a year, were diverted f.om the p;e:L;^«rro"M:lhri7ln;ti;'^^^ ^'^ 5f//oo/ Boards and tlieir Pownrs. An I have already pointed out, one of the evils reanlHno #,«.„ .u .«.ong.t .hool. i. the attempt often made to aLi:KieTo;Llr';TicM\:raKt r •dttiaatr. Tbe tenii>'ui-y i« rciuforcthl hy ih« very iiit'aial <|»>iiirM on the [imtt o( even the •niallmt (iutrict to provide, iimlf. for all iU rducstlonal want*. Thia ia t-tpecuklly noticfkble in the cmi> of the two niMtt-n' end tome three inaiier*' High Huboom. Here, •gain, we iu»jr learn from what it done in .MiiM»chane, thia omi pupil coal ^100, aiul the proviiion for the other pupila wae quite iniutlicient. It wonlil have b^n far liftter Knani ially and educationally for all concerned had the locality paid thia pupil'a hoard bill and ichool feea at another achool. 8ome principHlf, rt'cogni/in^' the Hituation, advia«' anch pupila to go eUewheff ; but, fur evident reaaona, th'' practice m not gunpral. (n thia connection I may note alito aa ii proof of the parauiouut iroporUncf attached to ediicatioa by (he people ol Maaa-ichnietta, ihtt laat year a law wim pa rcaide in the city or town or any other city or town. Heie and thi-ro in thia report I b.ivi- itpoken ot thi^ necefaity for co-nperution on the part of all tlii> Ixidiea connected with edacaiion — the Pablic School, the HiKh Sohool, and the Mechanica Inatitute (or the Free Library) lioardn. Wo in jo Boardit of Kdnca- tiun in iiirfny parts of the I'rovinct- . but, uotwithatamling the fact that High and Public achool Boarda may Amalgamate, few have availed thtroaelve!! of the proviaion. The objec- tion to union UHb.i'ly cornea from the High School Hide. The triiateeafetl — often, I Intlieve, without antllcicnt ground'!— that, being in the minority, they might not lie able to protect the inttreata they especially repreHeot No provision vet exiata for union with the Mechanics Inutitnte Itoarda — a provision which sei'iiiH to be noceaaary if the librariea are to be the important factor in education they ahould be, and it technical evening claaaea are to lie etta^ilishnd and etiiciently maintained, 'i'be separa-.ion of thu School Bokrda ia the survival of the theory which once existed, but which haa now pretty nearly diiap- peared, that the Puolic School is tor *he lower and p>»irer claasea and the High tor the upper and richer. Owing to the genesia of the High School it woald undonbtedly have been unsafe in the then tempt r <>f the people to risk the future ot tht) aecondary Hoboola by entrusting it to the diiec control o.'the maasea. Hat the sitnition ia now different. In my judgment, the consolidation of tht« Boards could be more oaaily brought aliout if the law provided tor the aubstitutiun therefor of a Board ot Education compoaed of memlipra partly nominated aa at prtaint and partly elated by the people at large. The ward ^jatem haa suiioua evils ; und, though now and then unaiii^ahle membera are found on the High School IScarda, there are very few localitiea in which any but the bfat are appointed. Moat of the Boards in .the United Statea are, it ia true, elected by the people at large, but by no meiins all of them. The principle of nomination to secure the presence of desirable members who would repreaent special educational interests or who would not submit to the ordeal of an election, is often fully recogni'r'l ; and I found the general opinion to be, even in the home of democracy, thkt a School Board should l>e partly nominated and partly elected by the citizens at large. If the change proposed is too radical a one, the school trusteea might be given repre sentation on the Mechanics Institute Boards The existence of separate Technical School Boards will only add to the complexity ot oor system. Free lliyh Si'hoofs. When the late Chief Superintendent changed the Lame of our primary schools from "common" to "public,' he did it lor wise reasons. Bu'. the name "public" haa turned out, I think, to be an anfortnnato one ; for it haa tended to perpetuate 7« the ttMory Uut th« Public Mcbooli vt for the Kenm-al poblfc muI the lli>h HchooU for. rwher cI.m. In the UnltH Htttee .11 the ichool— priniar,. «.»m.r. Ln»t\ and h gh— •«. BOW c»lloa Public School! ; Md they nr« Public Hohooli. ?or all are the MbooU of th. |)eoi.U«w.y, under the ^,..„ Ixwrd. with fre« tuition »nd often with fre« te.t- boofct. The High School there .- ,., much the people's care m the Unmmtt School, knd eMh city or town vie. with iu neighbor in miniitering generously nn.t manitic«tttlT to the reqnirementa of l>oth. « j t How ia it with ua in OnUkrio 1 Of our 130 High Hohooln and Collegiute Institutes 4.. »» tree to raddenU and IH are free to ull ;t3 which charge fe... charg.. none in I J *M oa" "^ "S^u" 'H*''" "'•'^'' ""*»•' "'»'«*■ "' »»>o"' "hich charge fnee for Form I. ia «8.29 ; 24 of them chMging leaa than *10.00 The time has not y^t come, unfortu- nately, when all our High Sohoola can be made free by law. No one. howev.,r, who studies the hUtory of educational roovemenU can doubt that we shall eventually follow the ex- ample of the Republic to the south of us. Even on the low ground of economic eipedi- rocy the coniae will be a necessary one , for we cannot otherwise compete succeMfsJlT with the rival at our doors. Probably the first step would be to make Form I. free by law. The diilioulty that now exists hero and there in adjusting to each othur the High and the Public 8chool system would then disappear. ^}*''^ "f