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.' f ] ee e t V hib * [; 'VE%SDAYI, I'!% 9, 1919. ® i. $ 14. & Other Im f -- | ; iE:;rtamt Changes in Educational Sys-- *# e | : tem of Provinc | i; . Gony 3 e Outlined, Too, by Hon. Dr. | + *# e | _ _Cody in Lengthy Speech in Legislature --| +;' : _ Thomas Marshall Makes Reply | | | i For several months past much has } | been heard from Hon. pr. -- H.: J. Cody on the public platform _ of: changes that could advantageously a be made in the educational laws of the Province. 'These previous state-- ¢ ments have been largely dealing } with the subject in a broad, general | way. In the Legislature yesterday ? he did what was more important, j and gave, although in what he A atyled a birdseye manner, i sketch | of the concrete proposals that he has in mind for amendments to the ex-- isting laws. HMe spoke for an hour and forty minutes. During that time ' he dealt with the entire educational ,| system as it exists in this Province. j Some of the proposals he has in view ( have already been introduced in the House, such as to provide for con-- § C solidated schools and to change the | a A method of enforcing § hool attend-- 'A ance. The other changes have yet to # -- be introduced in A general _ bill F | amending the Public sSchools Act. Dr. Cody foreshadowed a relieving * of the heavy burden placed .upon . % children in the elementary courses. > A revision of the text--books was now . T under consideration, and legislation | 1 was to be introduced to provide for | , peripatetic teachers in the sparsely-- | d. > settled districts. While regulations | r were necessary, inspectors and teach-- e ers were not expected to be slaves * to the rules laid down by the depart-- & ment. They were merely for the s e guidance of the officials. It was Lhet i= first occasion that Dr. Cody hasl e spoken in the House this session, e having returned on Monday to his' )-- office after a three weeks' iliness. He ' a made his address on the second §% reading of the hbill respecting con-- p= solidated schools. Mr. Thomas Mar-l ie shall of Lincoln followed him, and # g Mr. Z. Mageau of Sturgeon Falls ts moved the adjournment of the de-- in bate. | I gé Education and Reconstruction. f o d The war had brought a rro.\h' recognition of education to the | : world, said Dr. Cody. Every pro-- j posal of reconstruction is now linked ; up with education, whereas not so' long ago the idea of roconstruction' § was merely to get the men back into j civil life. The idea of reconstruction : o now obtaining is that of a nobler.| better world. -- The formation of| character and mind was of greater! importance than reformation. He | ; ventured the opinion that what was| done in the training of the young in education would have a more last--| ing effect than what was done in any ; ® other line of public endeavor. + "In all Provinces there is a fresh'i 9videnCe of interest in this vital sub-i ject," said the Minister of Educa-- tion. '"We in the Province of On-' tario are not going to step back into | the rear rank, out of our proud posi-' $ tion of supremacy in regard to this all--important matter of education." | % 'I.jhere were more so--called educa-l : tional experts than there were ex-- perts in any other line. He would + welcome constructive -- criticism _ of the department, which he promised, if _approved. would be acted upon. '"We are all one in our dei';e to § make our educational syste the best system it can possibly be," de--| clared Dr. Cody. I The late Dr. Ryerson had founded | a splerdid system, the idea of which | «_ was to reach all the children. The| h Minister said he recognized that% } there would have to -- be changes made. In all kinds of Ontarioi 4 e schools' there were 14,054 teachers|