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1 eeeeeeeeeeeaeleeneeeeceseeeeeei 'Hon. 0. MOWAT moved that a clause be TRUE PRINCIPLE OF EDUCATION | serted providing that an election should not _ and what Matthew Arnold had advocated for | be set aside because of an irregularity .prell.m- Enflish schools as a result of his investigations im\r'{ to the polling, and not ailecting the . undertaken by him at the instruction of the '_01 result of the election. The motion was C&"-- | Britigh Government a tew years ago. 'The / | ne«'l. " i | great progress made by the educational insti-- | __| _ Some discussion took place on a clause pro-- | tutions of the Province was shown by the fol-- | --< viding for the «pportionment of the expense of 1 lowing figures :--In 1843 there were but | | enforcing the Scott Act in case of the 901931" 96,756 scholars in the Public schools of On-- | | ation of a city or town from a county Wher¢ | tario, but in 1684 there were no fewer than | the Act is in force, $4k 4. $ ._ | 466,917. In 19843 the expenditure of the Gov-- \_ Hon. Q. MOWAT said that it was his ) ernment on behalf of Public schools was opinuion that in the cases where any portion Of | §236 220 ; in 1884 it had risen to nearly four | territory is removed from one municipality £0 -- millions, In 1843 there were but 610 Public | another it becomes subject to the laws of the schools in the Province ; in 1884 there were | new municipality. C 85,516. The High school system ! Mr. FRENCH said that the Scott Act was HAD GROWN PROPORTIONATELY + s r »as 5 * # kHL 3 z+ being enforced in New Edinburgh, lately . having increased from 24 in number twenty '5_(,: : transferred from the Scotb Act County Of -- years ago to 106 at the present time, while the & | ("'"'l""'" to the City of Ottawa, where the teachers connected with the same now num-- 8| Scott Act is not in force. bered 358. as compared with 99 twenty years 2 ) The committee rose and reported progres$. ago, Speaking of the thoroughness of the * Sitremommnetimeg High school system of education, Mr. Ross i House in committee on the bill for consolidat-- Sh'-'":cf--l that a large proportion of the students " | ing and amending Acts respecting insurance Went from these schools into the learned Fm' $ | companies. fessions, or immediately upon leaving these | 21 Hon. 0. MOWAT said that it was proposed schools, matriculated at the University. He | 2 | to make the bill come into force on the 20th @uoted from Tir Gromy's correspondence in " | June next. regard to the Johns Hopkins University in the ' S | _ After some progress had been made with the -- United States, showing how highly the writer | > | bill the committee rose, and it being 6 o'clock . --4N old High school pupil, now taking a post : | the Speakor left the chair. Sokke "of o2 comane Igfsthlmt};';l":;;f;'l;' INTVRRSITY FRDF y iinks o e Ontario High se & 3 UNIVERSITY FEDERATION. Aunother feature to be notificd was this, the > After recess. k High schools were dependent upon the univer. 5 Hon. (@i. W. ROSS rose to move the second _ sities for their teachers. 'The school could ~ | rewding of the bill respecting the federation Of pnog rise higher than the teacher. If the ©| Toronto University and College with other geacher were thoroughly trained in a univer. @ | universities and colleges. HMe said that the gity, eyery hour spent upon his training bene-- | @| House had, during the last few years, reviewed figod those who were to be his pupils. Again, | i | every part of the school system except th¢ ghe High school master trained the common | i | university. | HMoe wished the House to rcgart% school teacher, so that the | | university . legislation as a necessary part o INXFLUENCE OP THE UNIVERSIPY : | the school system,. Treating it from that percolated down through every part of the f {)(;int of view he thought they would get" a educational system. -- The question thel} arose, : broader view of the subject. Looking back was it the duty of the State to provide this : at the history of the question they found that university education ? The prmf:lple had _ from 1829 to 1843 King's College had not ex. _ already been decided that the Province must _ ercised the power of granting degrees. Since _ undertake primary and secondary education, :C then _ great progress -- had been made | Were they to stop there ? Assuredly not, if / in educational imatters. Just about that | they appreciated the inter--dependence of all 5 time the late Dr. Ryerson was laying the _ the departments of education which he had | 'i foundations of our Public school systein ; and -- tried to explain. In England, the univer. :/ no doubt he considered the genius of our : sitiecs were largely endowed by the State. / :~ people--our fondness for democratie institu-- In Germany the State assumed the w.'hole con-- j tions and an auxicty to educate our children _ trol of university education _ and paid 72 per :4 well, All through the school system cent of their maintenance. So, in the United j THB DEMOCRATIC PEATURE \ States, although there were private universi-- :q was strongly marked. 1t was seen in the | ties, the universities were very lurg'ely endow-- :1 common school system. 'The people elected | ed by the States, So that in Germany, in '2 the school boards, which in turn elected the | England and in the United States : | inspectors, and the people had the control over |; THEY HAD AMPLE PRECFDEXTS : | the funds which were necessary to conduct the || for the principle that in order to the com-- y | schools. In a less marked degree, but still to a pleteness of a school system the State must 5 } considerable extent, the democraticfeature was to | attend, not ouly to primary and to secondary, 8 | be observed in the High schools and in the |} but to superior education, and must follow P ' Provincial University. -- Another feature which ' with a liberal education every young man, and | 4 | ran through the whole educational system was l he was happy to say every young woman, q l that to a very large extent education was free. | | who was disposed to take advantages of its & | The Public schools were entirely, free, . The priviliges. The -- next question _ was _ by 7 | High schools were so nearly free that while it || what standard were they _to _ measure * cost half a million dollars a year to maintain }| thig university -- education. In the first : ! them the fees received from theim were only |* place Ontario was a wealthy Province ; ' $40,000 a year. And while the fees at Yale || with great agricultural resources ; and -- the : | University were $140 a year, and in some ' endowment ofgour University should have re-- : | other American universitics the fees were $100 || gard to our abundant wealth. We spend four : a year, the fees in the University of Toronto || million dollars a year on the Public schools 2 woere merely nominal,. -- The next feature | ind half a million dollars on our High schools, § of the system was that it was unifiecd | and was it to be said that the enlightened ¥ after well understood _ principles. | 'The || liperality of the people should be paralyzed Public School Department was practically |!| when they reached limited to that point at which the High schools ¢ began, and the High schools were in the same situation with regard to the university. This was what Prof, Huxley called the |