tailoring, dressmaking, sewing, knitting, the use of the sewing machine, and such ornamental and fancy work as may be desirable.a

The usual attendance at this institution is about 240 children. ture in 1900 was $45,252, derived entirely from the government.

The expendi

Institution for the blind.-The institution for the education of the blind was established in the city of Brantford in 1872. Like the institution for the deaf and dumb, it is intended to be supplementary to the public-school system of the Province. Youths between the ages of 7 and 21 are admitted who are not disqualified by disease or mental capacity, but whose sight is so defective or impaired as to prevent them from receiving education by the ordinary methods. Νο charges are made for tuition in the case of pupils admitted from Ontario. It is not considered that children deprived of sight or hearing should be treated simply as objects of charity, but that the State owes them an education like other youths of the country.

Pupils are taught arithmetic, grammar, geography, reading, writing, and at a more advanced stage, English literature and history. Reading is taught by the use of embossed type traced by the fingers, and writing with the aid of a grooved card, which acts as a guide to the hand. The ordinary expedients in the case of blind pupils are employed to give information in geography and natural history. Where the ability of the pupil justifies, very valuable instruction is given in vocal and instrumental music. Many graduates of the institution have shown marked proficiency with the pianoforte, organ, or violin, and the lives of hundreds have been made happier by the training thus obtained. A kindergarten class is now an important department of the institution, and the work of the little blind kindergartners creates a great deal of interest.

Considerable attention is given to industrial training. Many of the boys find that the willow shop presents an excellent means of gaining a knowledge of chair and basket making. In a few sessions an intelligent youth may graduate as a competent workman and become able to earn a living for himself.

Girls are instructed in sewing and knitting, including the use of sewing and knitting machines, and have in this way been trained to provide for themselves a comfortable living,

Attention is paid to physical training by instruction in gymnastics and calisthenic exercises. The health of the pupils is carefully looked after, and satisfactory provision is made for religious instruction by devotional exercises morning and evening, and by attendance at the churches of their respective denominations every Sunday. The pupils have access to a good library of embossed books, which are increased in numbers from year to year. There is an attendance at the institute of about 150 pupils.a

The expenditure in 1900, derived, like that of the school for the deaf and dumb, from government funds was $33,753.

Mechanics' institutes and art schools.-By an act of the legislature of Ontario any number of persons, not less than ten, may become incorporated as a mechanics' institute or art school. The primary object of these institutes was to form libraries and reading rooms, and to organize a system of instruction by means of lectures and evening classes. In most of the cities and towns, as well as in many of the villages, flourishing mechanics' institutes have been in existence for many years. They have done much toward providing wholesome reading matter for the public, and by systematic courses of lectures much valuable instruction has been imparted. The evening classes that have been established have proved of much advantage to many young persons who have not time to take an extensive high-school course. The subjects taught are English grammar and composition, history, arithmetic, writing, bookkeeping, and drawing. The last of these subjects has received special attention in several of the mechanics' institutes. Freehand, geometrical, perspective, and object drawing are pursued with considerable success, and in some of the institutes many students have shown creditable proficiency in architectural and mechanical drawing and in forming various industrial designs.

As regards this extensive work which has developed under the fostering aid of the Government, no exact statistics are available. At least five organized schools

a Millar's Educational System of Ontario, p. 108.

for instruction in drawing, free and mechanical, modeling, and designing have the advantage of this provision.

In connection with and under the control of the department of education were 263 public libraries in 1900, with over 478.996 books and about 35,329 members. Their property was valued at $381,544, with liabilities of $20.492. Besides these there were 126 free libraries, with upward of 510,054 volumes and 111,879 readers, with assets amounting to $642,757, and liabilities $113,452.

Higher education.-The following institutions for higher education receive grants from the provincial treasury and are under the supervision of the department of education:

The school of practical science, Toronto, registering about 309 students in the first term session of 1901–2.

The University of Toronto, comprising the following faculties and departments:

University College, affiliated to the university, registering 608 students in 1900–

1901.

QUEBEC.

The public school system of Quebec had its origin in parochial schools, which were fostered from the earliest settlement of the colony and which were recognized as the basis of the public system of elementary education provided for by a law of 1846. Government inspectors of schools were appointed in 1852, and in 1859 the form of an organized system was completed by the appointment of a council of public instruction. Peculiar difficulties were experienced in the development of the work because of the religions differences of the French and English populations. The former were adherents of the Roman Catholic Church and naturally resisted all efforts that threatened their relations with the religious schools of which they were staunch supporters. After a period of tentative efforts, a policy was adopted in 1875 which has proved satisfactory to the Roman Catholics, who form the vast majority of the population (1,429,186 against 219.712, census of 1901), while at the same time it affords protection for the rights of the Protestant minority.

The system established by this law, as will be seen by the outline of its principal features given below, a provides for the separate control of Roman Catholic and Protestant schools without destroying their organic unity.

Central authority.-In 1859 the central control of the public schools of Quebec was vested in a council of public instruction composed of eleven Catholics and four Protestants. In this form the council continued until 1875, when the law provided for its organization in two committees, the one charged with the inter

The particulars are taken from the school law in force July 1, 1899, being the latest revised edition up to the present date, compiled by Mr. G. W. Parmalee, secretary of the department of public instruction.

ests of the Catholic schools, the other with those of the Protestant schools. The first-named committee consists of

(1) The bishops, ordinaries, or administrators of the Roman Catholic dioceses and apostolic vicariates situated either in whole or in part in the Province: ex officio members. (2) An equal number of Roman Catholic laymen appointed by the lieutenant-governor in council.

The Protestant committee consists entirely of Protestant members, equal in number to the appointed members of the Roman Catholic committee, and, like them, appointed by the lieutenant-governor.

The powers of the council and its committees are as follows:

School questions, in which the interests of Roman Catholics and Protestants are collectively concerned, are under the jurisdiction of the council of public instruction, and shall be decided by it.

School questions, in which the interests of Roman Catholics or Protestants are exclusively concerned, are decided by that one of the two committees which represents the religious belief which the party concerned professes.

Each of the two committees of the council of public instruction has separate sittings. It appoints its chairman and its secretary.

It is the duty of each committee to make regulations, subject to the approval of the lieutenant-governor in council, to determine what constitutes an elementary school, a model school, and an academy.

The Roman Catholic or Protestant committee, as the case may be, and as the provisions which concern them require, may, with the approval of the lieutenantgovernor in council, make regulations:

For the organization, administration, and discipline of public schools.

For the division of the Province into districts of inspection and for establishing the boundaries of such districts.

For the government of normal schools.

For the government of boards of examiners.

For the examinations of candidates for the office of school inspector.

For determining the holidays to be given in schools.

Each committee shall approve the text-books, maps, globes, models, or other articles for use in the schools of its religious belief, and, when it deems it expedient, it may withdraw the approval it has given.

Each of the two committees may revoke the diploma of any teacher of its religious belief convicted of bad conduct, immorality, drunkenness, or grave neglect of duty. [The mode of procedure in such cases is carefully specified in the law.] The superintendent of public instruction, who is appointed by and holds office at the pleasure of the lieutenant-governor, administers the department of public instruction, which comprises, besides the superintendent, two secretaries, who act as deputy heads of the department under his direction.

The superintendent is ex officio a member of the council of public instruction and of each of its two committees, but he has a right to vote only in the committee of the religious faith to which he belongs. In the exercise of his functions he is bound to comply with the directions of the council of public instruction or with those of its committees. He compiles and publishes reports of all schools and educational institutions, and every year draws up, in accordance with the directions of the council or of its committees, a detailed statement of the sums required for public education, and submits this statement to the Government. He has power to hold inquiries, to summon before him and administer oaths to witnesses or parties in all difficulties which may arise in reference to schools or schoolhouses. He may also delegate this power to hold inquiries to the secretaries of the department or to school inspectors. When the investigation is held at the request of one or more ratepayers, the superintendent may require the person who applies for it to deposit an amount sufficient to cover the expenses.

The superintendent is the depositary of all documents respecting matters under the control of the department of public instruction, and may deliver copies or extracts thereof, in consideration of a remuneration fixed by the lieutenant-governor in council.

The superintendent may delegate to one of the secretaries of the department all the powers conferred on him by law, if he be absent from the Province. It is the special duty of the superintendent

1. To receive from the provincial treasurer, in addition to the amounts appropriated for superior education, all sums of money appropriated for public school purposes, and to distribute them among the school commissioners and trustees of

the municipalities in proportion to their population as ascertained by the last

censas.

2. To prepare and cause to be printed recommendations and advice on the management of schools for the school commissioners and trustees and for the secretarytreasurers and teachers.

3. To keep correct books and distinct schedules of all the matters under his superintendence, so that information may be promptly obtained by the Government, the legislature, or the school visitors.

4. To examine and control the accounts of all persons, corporations, and associations accountable for any public moneys appropriated and distributed under the laws relating to schools, and to report whether they are bona fide applied for the purposes for which they were granted.

5. To lay annually before the legislature a detailed report of the actual state of education during the period to which the report relates; and

6. To state in the yearly report to the legislature what he has done with the amounts voted for education during the period covered by it.

The lieutenant-governor in council may, if he sees fit, assign to the superintendent certain other duties. He may require him to establish or to assist art, literary, or scientific societies, libraries, museums, and picture galleries, whether these be founded by such societies or by the Government, or by institutions receiving Government aid." The superintendent may be required to encourage competitions and examinations; to distribute diplomas, medals, or other marks of distinction for artistic, literary, or scientific work; to establish schools for adults and instruction for workmen and artisans." In fact, all which in general concerns the support and encouragement of arts, letters, and science and the distribution of the funds voted for those purposes by the legislature may be intrusted to the superintendent as one of his special duties by order of the lieutenantgovernor in council.

The superintendent is required to give bonds and receives an annual salary of £3,000.

The government school inspectors are appointed by the lieutenant-governor in council, but are subject to the direction of the superintendent.

These officials must be at least 25 years of age, must have had experience in teaching, and must be furnished with the diploma of an academy or public school, or must pass the examinations for the inspector's diploma (brevet de capacité).

Local authorities.—The local unit of school administration in Quebec is a school municipality, i. e., any territory erected into a municipality for the support of schools under the control of school commissioners or of trustees elected by those who pay a property tax (ratepayers). The commissioners are empowered to divide a municipality into school districts and to maintain one or two schools in each district.

The school law provides that

"If in any municipality the regulations and arrangements made by the school commissioners for the management of any school are not agreeable to any number whatever of the proprietors, occupants, tenants, or ratepayers professing a religious faith different from that of the majority of the inhabitants of such municipality, such proprietors, occupants, tenants, and ratepayers may signify such dissent in writing to the chairman of the commissioners.

"The notice having been duly served, the dissentients may proceed, after the lapse of two weeks, to elect three school trustees, who will have the same power with respect to dissentient or separate schools as the commissioners have with respect to the schools of the majority. The trustees alone have the right of imposing and collecting the taxes upon the dissentient inhabitants."

The commissioners or trustees elected as provided above constitute what is technically termed a school corporation. Every such corporation has the services of a secretary-treasurer, appointed by the body. This official, who is under bonds, has charge of all the books, registers, legal papers, and other documents pertaining to the corporation, and acts as its financial agent. He prepares and submits to the school commissioners or trustees in July of every year a detailed statement of all receipts and expenditures for that year. His accounts are examined by one or two auditors, appointed by the corporation. If any difficulties arise between

the school corporation and the secretary-treasurer they may be referred to the superintendent of public instruction, whose judgment in the matter is final.

The commissioners or trustees, as the case may be, have full control of the public schools in their respective areas, subject only to the general requirements of the council. They engage the teachers, determine their salaries, provide the schoolhouses and equipments, and in general discharge the same duties as the school trustees of our own country.

The separation of the schools in each district by religious differences completes the policy begun by the division of the central council into two autonomous committees.

Classification of schools.-In addition to the schools under control-that is, schools in charge of the elected school commissioners or trustees of each municipality-there are many Roman Catholic schools in charge of the clergy or of the religious orders, characterized as independent or partly independent schools, which receive grants either from provincial or from local funds. It is difficult to classify these different schools on the same basis as the public schools of Ontario or the similar schools of the United States. In general terms, the public schools of Quebec, whether Roman Catholic or Protestant, are distinguished as elementary schools, model schools, and academies. This classification is followed also by the independent schools. The elementary schools correspond practically to the first four or six years of the public schools in the United States. In 1900 they enrolled 201,124 pupils, distributed as follows: Roman Catholic schools under con trol, 169,729; independent Roman Catholic schools, 4,884; Protestant schools under control, 26,511.

Above the elementary schools are the model schools and academies. The model schools, like the elementary schools, comprise Roman Catholic schools (under control and independent) and Protestant schools. They generally include an elementary division which covers in part the ground of the elementary school and an advanced course which laps over that of the academies. A model school can be established by agreement between the school commissioners or trustees of two or more municipalities; it is under the control of the commissioners of the municipality in which it is situated, but pupils from this municipality have no more rights in the school than those of other contributing municipalities.

An academy may be authorized by the superintendent of public instruction upon application from the commissioners of two or more municipalities. When established the academy passes under the control of trustees appointed from their own number by the commissioners or school trustees of the municipalities upon whose initiative the academy is authorized. The schools are supported mainly a The scope of the elementary schools may be inferred from the following programme of the fourth or last year of the course:

Roman Catholic schools.-Programme, fourth year: Catechism; French-reading, grammar; English-oral spelling, dictation, translation; copy writing, exercise copy books, sacred history, continuation; history of Canada, studied in a text-book, principal passages and events; arithmetic (mental and written), review of the work of the preceding year, reduction, the compound rules, practical problems, tables of weights and measures, bookkeeping, receipts and disbursements of a family, accounts, invoices, receipts, bills, or notes; geography-Canada and the other countries of America, the continents, and oceans; map drawing-first attempts, drawing from objects, object lessons, agriculture, oral lessons. The teacher reads and explains a manual on the subject. (Condensed from report of the superintendent of public instruction, 1900-1901, pp. 190, 193.)

Protestant schools. -Programme, fourth year: Scripture reading and lessons in morals; English-reading, dictation, composition, grammar; French (optional)-reading easy translations, verbs; arithmetic, mental and written-fractions, decimals, percentages, interest. etc.; geography and history-Eastern hemisphere, map drawing, outlines of Canadian history, and relations to British history; object lessons continued. (Superintendent's report, 1900-1901, p. 221.)