VI-HIGH SCHOOL ATTENDANCE AND APPORTIONMENT FOR 1872.

tration of the law has always been to stimulate local exertion, In Grammar, I gave the "candidates," "Few and short were and to encourage a general interest in these "colleges of the the prayers we said." This sentence too difficult ;-e. g., “few people." In this matter success has signally crowned its efforts; a preposition gov. prayers;" "short a preposition, do. ;"" were, aud the Public Schools of to-day stand well in popular esteem, a transitive verb gov. prayers;" said an intransitive verb, pasand our school system as a whole maintains a high reputation sive voice." None of the candidates could parse said; only 12 abroad. But in the matter of Legislative aid to the Public and of all school (50) could solve question in subtraction of fractions; to High Schools, the latter have immeasurably the advantage, and only 8 could find cost of 5,250 lbs. coal at $7 50 per ton of proving that the favour shewn to them rather than to the Pub- 2,000 lbs. You can imagine how much the "candidates" knew. lic Schools has been very marked and decided. Thus, while School No. 2.-The trustees of this school rejoice that the the Legislative grant to the Public Schools in 1872 was only checks to entrance have been removed. 4 candidates for enforty cents (40 cts.) per pupil, it was within a fraction of twenty trance, 20 pupils present. The examination showed that even dollars ($20) per pupil to the High Schools! Even with the with the "hard checks" to entrance which formerly existed, the addition to the Legislative grant of the prescribed municipal pupils had not been stringently dealt with in their entrance assessment, the Public Schools only received at the rate of examination. eighty cents (80 cts.) per pupil, while the High Schools generally School No. 3.-22 admitted; 79 on roll; about 60 present. received within a trifle of thirty dollars ($30) and several of The entrants did badly; analysis and parsing by whole school them more; for as each High School is entitled by law to a anything but good. minimum grant at the rate of at least $400 per annum, no matter how small its average attendance may be, it has followed that some schools have received (including the county assesment) an aggregate sum of from $35 to even $15 per pupil in We leave it to the judgment of any canaverage attendance! did man, whether under these circumstances it is reasonable, just or fair to allow High Schools to do Public School work, and yet receive between thirty to forty times as much as the Public Schools receive for doing that work. INEXPEDIENCY OF ALLOWING HIGH SCHOOLS TO ADMIT THEIR OWN PUPILS.

School No. 4-72 admitted after my visit. I have not seen the papers. There were already admitted as high school pupils a large number who could not have passed (and cannot pass) a fair entrance examination.

School No. 5.-15 admitted; 61 on roll. The examination was better than some others, but much below what it should have been.

School No. 6.-19 admitted; 40 on roll. Reading very bad; history, do. ; geography, do. 8 in whole school found the dif ference between 2,275 and 2,174111. Judge what the entrants could do. Grammar was very bad.

School No. 7.-87 on roll; 38 admitted; nearly whole of senior We have just shewn that for each pupil attending the Public public school division. Examination papers fair, but pupils Schools, the trustees of these schools are only allowed eighty not up to papers. Query, had the 38 been aided by teachers! cents, yet when the same pupil is admitted to a High School That has been done. A year ago there were 28 pupils on roll, the board of such school is entitled according to the average now 87. Even the old pupils did badly. I gave an exercise in attendance of that pupil, to an aggregate sum including the grammar: "and first one universal shriek there rushed louder county assessment, varying from $30 up to $45 per pupil, although than the loud ocean, like a crash of echoing thunder." All that pupil may be only in classes identical with those in the failed in analysis; a large number failed in “ universal,” “ first,” shriek," there," "like.'

6.

Public School which he had left! With such strong financial motives to withdraw pupils from the Public Schools and to force School No. 8.-44 on roll; 8 admitted, not one of whom were them into the High Schools, great efforts are of course made to qualified. 24 were present. Reading utterly bad; only 7 got admit as many as possible to these High Schools. Quite a num subtraction question. Grammar was a poor performance, nearly ber of the best schools, even in the face of this strong tempta- all failed to parse first (see above), and all (in "and then all

was hushed," &c.)—" universal is a noun, 3rd sing," "louder"
» "crash
ocean, noun, obj. case after rose,"
too much for many,
noun obj. after rose," "crash noun, nom. case to was under-
stood," etc., etc.

These

tion to be lax in their standards of admission, have faithfully and conscientiously adhered to the requirements of the programme and regulations in the admission of their pupils. But others have not, and great injustice has, therefore, been done to that very class of superior schools which it is the wise policy of School No. 9.-36 on roll; about 30 to be admitted. the country to foster and support. From a recent return on this subject, which has been ordered by (and which has been laid were already in high school. Parsing was an utter failure.— before) the House of Assembly, we learn that even in the "shriek objective case governed by one," "universal, a verb standards of admission adopted in the various High Schools, in the possessive case," "first, a preposition governing one." I gave "few and short were," etc. It was too difficult for nearly the greatest diversity has existed. For instance (1) in some schools the pupils for admission were only examined in certain whole school, certainly for all the candidates. A more deplo of the prescribed subjects; (2) the character, extent and value rable exhibition of grammatical ignorance could not be ima of the questions shewed great inequality; (3) in some the gined. This school was of course glad that restraints as to adquestions were written or printed, and in some they were viva mission have been done away with. Only 3 in the school got above questions in subtraction. voce; and (4) the percentage of the value of the answers assigned to the questions ranged from 33 to 80 per cent. enormous number of 2,000 pupils passed into the High Schools as the result of these examinations!

The

As to the qualifications of the pupils admitted, and the character of the examination held, we quote from the return laid before the House of Assembly, the following Report on the subject from the Inspectors of High Schools. For obvious reasons we give no names :

REPORT OF J. A. MCLELLAN, ESQ., M. A., LL.B.

At School No. 1.-Found a class of about twenty in training for the entrance examination by the masters, who assured me that "all of them would be admitted on the following day." The reading of nearly all these twenty (whom the regular pupils hardly surpassed) was very bad. Pupils not familiar with common words-pronunciation atrocious-voiolence for violence: turnt for torrent; genus for genius; laborisly for laboriously, &c.

School No. 10.-40 on roll, 23 of whom were admitted. A fair examination would have excluded 20 of the 23.

Schools 11, 12, 13, 14, 15.-Had the same examination. One question in grammar and one in arithmetic constituted the whole examination, e. g., add 3, 4, 3, 1. No. 11 had no candidates for admission, probably because it was not a union school. No. 14 was held in check by its master, who is determined to admit none but qualified pupils. School 16 admitted 5, all far below the mark. No. 12 admitted 47, and has now on roll 188, about three times as many as it had a year and a-half ago.

School No. 17.-39 were on roll, (23 girls), 22 admitted. The trustees and master admitted that these were far below the legal standard, but "had to have two teachers, and must give them something to do; would soon work the juniors up, etc. The teacher gave "to love our enemies is a command given." love;" to love an intransitive "to" a preposition gov. noun verbal noun;" "command, objective case, governed by is."

66

We must obey our rulers. "Must obey," intransitive verb, indic- cumstances, be far better off, more rapidly "worked up" if unative mood, etc. "The boy with long black hair was found in the der the charge of First Class Provincial Teachers. wood." All the entrants failed to parse boy; "hair" is a verb, (4.) Let the number of High Schools be limited-not too third person singular, objective case, governed by " with." John rapidly increased in number. Under present circumstances runs swiftly. "John," a verb, third person singular, etc. None every little village in the country, even though it has not had of these entrants could do the elementary questions above men- the spirit and liberality to keep up a decent Public School, tioned; many of them could not get through the multiplication must have its "High" School, especially since "it pays the table. authors of such young efforts" to "promote higher education,' are sure of at least $600 a year, and "that will pay the High School Master"-i. e., a master to do a low grade Public School work, hence

School No. 18.-36 were on the roll, 25 admitted. Only 7 of the whole school got the subtraction question The admitted pupils were far below the legal standard; arithmetic and gram mar were utterly bad.

School No. 19.—38 were on roll, 20 admitted. There was an utter failure by the entrants, and by whole school: "few and short," etc. was altogether too difficult-bad as No. 17. Most of pupils were mere children, requiring at least a two years' course in a good Public School.

(5.) I would do away with the $400 minimum, or in the classification of schools let those that fall before a certain standard receive no Government aid, and die a deserved death, or let schools be established according to population. Say one school to every 15,000 or 20,000 inhabitants. Two good schools in a county would be of infinitely greater benefit than half-adozen poor ones.

(6.) Let "union" schools be no more. I am more and more convinced that there should be a total separation of the High and the Public School.

(7.) Coll. Institutes, now are only High Schools with larger attendance of pupils than in ordinary schools. If continued, there ought to be regulations as to number and qualifications of masters. Imagine a certain Collegiate Institute with only four masters doing High School (or College) work for 188 pupils, etc. As at present constituted, Collegiate Institutes seem to be not in harmony with our High School system-many places, which have "populous" union schools are ambitious to become Institutes, etc.

(8.) The County Councils should be compelled by law to carry out its wise design.

REPORT OF THE LATE REV. J. G. MACKENZIE, M.A.

The above facts will enable you to form an opinion of the disastrous effects upon the High Schools, which have been the too certain results of the removal of all checks upon the admission of pupils. When it is considered that through the laxity of the old system of admitting pupils to the Grammar Schools, a very large number of totally unqualified pupils were found in the High Schools, even after the new law had been in operation for a year; and that the number of the unqualified pupils has been very largely increased during the present half year, in consequence of the examinations for entrance being free from almost all control by disinterested parties, it can be readily inferred that many of the schools have been so far degraded that it is simply a perversion of language to call them High Schools; and that unless the serious evil be promptly and effectually remedied, we shall soon have a High School system only in name. Some of the school authorities-the masters particularly-have acted nobly. They have refused to take advantage of the powers unhappily placed in their hands, and preferring a high stand- [As regards the Parsing, it may be well to state that for ing for their schools to any merely pecuniary advantages, have Reading the "Trial Scene in the Merchant of Venice" was seexacted a high standard of candidates for entrance. But the lected; and, for convenience sake, the italic words in the folgeneral tendency is towards degradation. Some of the best mas- lowing-no very difficult test certainly-were given to the Juters have informed me that they had resisted, with great diffi-biors recently admitted to the Schools.] culty, the pressure brought to bear upon them, to admit unqualified pupils in order to increase the numbers, and as a consequence, the allowance from the public funds. If I might ven ture to offer any suggestions for the improvement of the High Schools, I should say:-(1) Let there be a uniform examination for entrance conducted by an independent examiner (or examiners). (2.) Let there be two masters for even the smallest, school, and the masters to be increased, one when pupils reach a certain number. (3.) Something more is required than a University Degree to qualify Head Masters-many innocents. School No. 22.-18 admitted. I question whether I should fresh from College Halls in charge of High Schools-many have sanctioned the admission of one-half of these. Spelling with little scholarship, and more with less experience. I pre- and parsing both deficient. Dictation amongst the worst I have sume but few of our Head Masters could take a "First A” under had. Everything in parsing missed except, "Give me," and the new law. Let every High School master be required to, in" twice" by one; one only could give the principal parts of "to addition to his degree, hold a First Class Provincial Certificate, flow."

66 1. Give me your hand! Come you from old Bellario?" "Are you acquainted with the difference that holds this present question in the Court?"

2.

3. "Which is the Merchant here?"
4. "Shylock is my name."

5. "It is twice blessed ?"

School No. 20.-Signal failure in dictation.

School No. 21-12 admitted; 2 only at all satisfactory in spelling. Almost everything in grammar missed.

Dictation very poor.
Dictation very poor. Next to nothing done
One only could give mood and tense of
you," &c. None knew when "that" is
One only could give principal parts of "to

or to teach a year (or so) as assistant master, before he becomes School No. 23.-6 admitted; 3 below 50% in arithmetic, qualified for a High School mastership. It is insisted that a and 1 in grammar. person shall have a Second Class Provincial Certificate to qua- for me in parsing. lify for a First Class; why should not a candidate for High "Come" in "Come School Certificate, be required to hold the highest grade of used as a relative. Public School Certificate, in order to qualify for the highest flow." educational positions?

School No. 24.-6 admitted; general failure both in spelling The subjects generally taught in the High Schools are iden- and parsing. tical (except a smattering in most cases, of classics and French) School No. 25.-14 admitted; Public School Inspector not with those required in the examination for First Provincial present. Questions prepared by Chairman and head master Certificates; and I unhesitatingly assert (and my notes will alone.

·

prove it) that a great majority of our University Graduates are School No. 26.-17 admitted; 11 of these were present when not as well qualified to teach these subjects, as public school I made my inspection. I found these, with some two or three teachers holding "1st A" Certificate under the new law. And exceptions, amazingly weak in arithmetic. I required them to yet a great many of these men prate about the "indignity" of give the parsing of the following simple sentence in writing: having Public School Inspectors associated with them in the Our earth is a planet of the solar system." 6 missed the examining board on terms of perfect equality! A great many predicate nominative; one considered our a preposition; is of the High Schools of the country would, under present cir- was treated in the same way by another.

School No. 27.-19 admitted; 16 present at inspection. Dic- He sets up a man of straw for the pleasure of showing his skill tation, with one very creditable exception, quite poor; in seve- in knocking him down. For instance, he speaks of the Counral instances, indescribably bad. cil of Public Instruction giving the Chief Superintendent "ad

School No. 28 (a Collegiate Institute.) The deficiencies of vice" in framing his educational measures, when in point of the "entrance" pupils in this case took me much by surprise. fact not a single member of the Council has ever offered any 25 were present at the inspection, and were subjected in the advice or given any opinion to him on the subject! Their funcfirst instance to an oral examination in parsing, with the ex- tions are entirely different and are prescribed by statute. ception of the relative "that" everything was missed except Then again, any one at all acquainted with the processes of by some two or three. I then tried them with written work, legislation knows how well nigh impossible it is to get a measthe result being not much more satisfactory. Arithmetic also ure through the House without mutilation. In the case of the was weak. So glaring were the deficiencies of these pupils that School Bills it was stated that the alleged mutilation which the one of the masters confessed they were the worst of the kind measures received in 1860 and 1871, were so many that they they had ever had. could not be "recognized." No wonder, then, that after thus running the gauntlet they should betray "a certain crudity and lack of precision." A dozen men with different views "amending" a measure before the House-(the more symmetrical it might be in its original form the worse for it)— In the last number of this Journal we published a strong would soon reduce it to a mass of "crudity" and destroy whatprotest of the Ottawa Public School Board sent to the Lieu- ever "precision" any part of it might possess. This requires tenant-Governor, against the establishment of a Preparatory no demonstration, and yet the Chief Superintendent is made School in High Schools or Collegiate Institutes. Such classes responsible for all the "crudities" and "lack of precision" are clearly unauthorized under the High School Act. which might be embodied in a measure under such circum

Other cases might be cited, showing how very necessary it is that High School Inspectors' veto should be maintained.

PREPARATORY CLASSES IN HIGH SCHOOLS.

It is a principle of law that no corporation can exceed the stances! powers conferred upon it by the Legislature, or other compe- In speaking of the application of the elective principle to tent authority. Now the Act under which the High School the Council of Public Instruction, a " Head Master" gives exBoard is constituted makes it the duty of that Board "to pression to the following sensible views in which we heartily make provision for giving to both male and female pupils ***coincide::

instruction in all the higher branches of a practical English and "It would, in my opinion, be exceedingly injurious to place commercial education *** according to a programme, rules a teacher engaged in the exercise of his profession in the Counand regulations, prescribed by the Council of Public Instruc- cil. He would have a voice in the appointment of his own intion," etc. The Act gives no other authority on this point; spectors; would have access to the private reports of the innor does it even give any authority to provide for giving in- spectors, and would be in a position to obtain information struction in the higher" ones, in accordance with a prescribed which might give his school an unfair advantage over others. programme. The law, further, only provides for the admission and he might assist in passing measures which would be for of pupils to the High School on their coming up to a certain his personal interest." standard, fixed by the Council of Public Instruction. The

66

HIGH SCHOOLS.

statute and regulations provide also for the employment (dur 2. SUGGESTIONS FOR THE IMPROVEMENT OF THE ing their whole time), and payment of teachers to perform the necessary duties under the Act, and declares that" no High School shall receive any portion of the grant which is not conducted according to law and the regulations."

The Education Department has invariably resisted the establishment of preparatory classes in High Schools; and under no circumstances has it consented to allow any of the time of the masters or teachers of a High School to be taken from their regular classes, and given to the teaching of an unautho rized private or preparatory classes in the school.

The Legislature has made ample provision for the establishment and maintenance of elementary classes in the Public Schools, but it has restricted the High Schools to the teaching of the "higher" branches of an English and commercial educa

tion."

ATTACKS ON THE EDUCATION DEPARTMENT.

In regard to this point we cannot do better than append the following suggestions on the subject from the Chief Superintendent's last report. He recommends :

:

1. That the standard of admission to the High Schools and Collegiate Institutes be uniform throughout the Province. 2. That no pupils be admitted to the High Schools except on satisfactorily passing a written examination, and obtaining a minimum of fifty per cent. of the value of the papers. 3. That suitable accommodation be provided, in all cases, for the High Schools.

4. That the programme of studies and limit table, when finally prepared and authorized, be strictly adhered to, except by permission obtained upon the report and recommendation of the Inspector.

5. That at least two competent masters be employed in every High School.

pils in one or more of the classes.

We have already in this paper met and exposed the injustice of one class of attacks upon the Education Department in 6. That before the principle of "payment by results" be apconnection with the apportionments to High Schools. An- plied to High Schools, their status and classification (as a startother one equally unjust and unfair has appeared in the Cana- ing point,) be ascertained by a written examination of the pudian Monthly magazine for January. It is as follows:"To what do we attribute the failure in framing the laws? 7. That in all cases the Council of Public Instruction shall to the neglect of the subject by Parliament and its mismanage- have the right, through its inspectors, to determine whether the ment by the Education Department. The various measures pro-answers given in a written examination come up or not to the posed bythe Chief Superintendent have all betrayed a certain crudi- minimum standard.

* * *

ty and lack of precision which have been fatal to their success. 8. That an additional High School Inspector be appointed, The head of the Education Department * * * has often, I in order that effect may be given to the new system of payfear, been led astray by his hobbies and by the advice of incom- ment by results; and that the three inspectors be authorized petent subordinates the clerical element (in the and required, in places where there are High Schools or ColCouncil of Public Instruction) has an unfairly strong represen- egiate Institutes, to enquire into the condition and efficiency, of tation in the Council, while the lay element is illiterate *the Public and Separate Schools, which are entitled to prepare it does not consist of men able to advise Dr. Ryerson and it is and send pupils to the High Schools or Collegiate Institutes. therefore no check at all on bureaucratic mismanagement."

*

*

9. That masters of High Schools should, before appointment,

be required to furnish some evidence of a knowledge of the art

The anonymous writer of these unjust and improper remarks has not ventured to offer a single proof of their correctness. of teaching.

II. IMPROVEMENT OF SCHOOL HOUSE ARCHITECTURE.

Country schools generally need accommodations for from forty to eighty pupils. In the ground plan given below sixty seats are provided. The room is thirty-four by thirty-eight feet, and by slight changes in size it may be contracted or expanded. By adding three feet to the length space is given for ten additional seats, and by making the building four feet narrower there would still be sufficient room for four rows of desks, accommodating forty-eight pupils.

In this design two entrances are provided in front, each of which opens into a room which is at once an entry-way and a lobby for clothes. The space between the two entry-ways can be used for recitations, and a room may be finished in the basement, or added to the rear for the storing of fuel.