REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR 1887, WITH THE STATISTICS OF 1886. TO THE HONORABLE SIR ALEXANDER CAMPBELL, K.C.M.G., Lieutenant-Governor of the Province of Ontario: MAY IT PLEASE YOUR HONOR: I herewith present the Report of the Education Department for the year 1887, together with the statistics for the year 1886. The several comparative statements submitted will, I trust, be found worthy of perusal. YEAR. I. PUBLIC SCHOOLS. 1.-SCHOOL POPULATION-ATTENDANCE. School Population. The school population of the Province is ascertained through the assessors, and shows a fluctuation for which it is impossible to give a satisfactory explanation. The number of pupils registered seems, however, to bear an intimate relation to the school population, as both have varied during the last ten years in about the same proportion The number registered in 1886 was the largest since 1878. Details as follows: Attendance. The following Table shows the attendance for the periods therein named : : From the preceding table it will be seen that there is some improvement in the attendance of pupils. I am glad that it is so. One of the greatest difficulties the teacher has to encounter is irregularity. The best matured plans for the advancement of his school are often defeated, and his own energies not infrequently dampened from this cause. A few of the evils arising from irregularity are: (1) Its effect upon the classification of the school. The irregular pupil requires additional attention from the teacher in order to bring him up to the average standing of his class. This can only be given at a loss to the other pupils. (2) Its effect upon promotions. The pupil who sees his classmates promoted while he, from no fault of his own, lags behind, is discouraged, perhaps disgusted with his studies, and is often led to abandon the school with a very indifferent education. (3) Its effect upon the completeness of the pupil's education. True education is a matter of steady and well directed effort. The want of clearness in any part of a subject affects the certainty of a pupil's knowledge in regard to the whole. How then can there be any accuracy or precision with the many breaks which frequent absence from school necessarily produces? (4) Its effects upon the pockets of the ratepayers. The teacher is engaged and paid for teaching 220 days in the year. As a matter of fact he could accomplish almost as much as he now does, in 6 months, if the pupils attended every day; or to put it in another form, he is engaged to teach, say 100 pupils, but the Pupils between 7-13 not attending school for 100 days during the year (up to 1881 7-12 and 110 days). |