The Language There has been not a little difficulty with regard to the language employed as medium of instruction in the schools. In Quebec, both English and French are officially recognized. In Ontario the school act provides that English shall be the language of instruction, except where this is impossible because of the pupil's unfamiliarity with the language. An attempt in 1912 and 1913 to make regulations covering this point led to a heated discussion. The famous "Ottawa case" was fought out in the courts. In Saskatchewan, Al berta and Nova Scotia those of French origin have special privileges, and in the first two prov inces any language may be taught at the expense of the ratepayers concerned. But the medium of instruction in regular school hours is English. In Manitoba the Laurier-Greenway compromise made it possible, in any school where 10 or more pupils speaking any language were en rolled, for the parents to demand teaching in that language. This gave rise to what were known as bi-lingual schools with bilingual teachers. In some districts teaching in as many as four different languages could have been asked for, and in several schools teaching in three languages was demanded. In 1916 the school act was amended so as to do away with bi-lingualism as a system. English must now be the medium pf instruction in all state-aided schools. This would not prevent French, Ger man and other languages from appearing on the program of studies for elementary schools as they now are found on the high school curriculum.
The Support of The schools of the Dominion are maintained by a fund drawn from three sources—a state fund, a municipal or county fund and a fund yielded from dis trict assessment. The government aid is dis tributed in different ways. In Prince Edward Island and New Brunswick the grant depends upon the sex and the grade of certificate of the teacher. In Nova Scotia it depends upon grade of certificate and the number of days school is open. In Quebec the sum depends upon the population of the district, and in Ontario it is divided among the counties, townships, cities, and towns in a similar manner, special grants recognizing the grade of teachers' certificates and length of experience, and grants to rural schools recognizing school accommodation, equipment, teachers certificates and experience and the municipal aid rendered the school. In Manitoba a definite sum depending upon the total grant available is given to each school open the full year, and a proportionate sum to schools open for less time. In Saskatchewan and Alberta the grant depends upon the size of the district, the number of days school has been kept open, the grade of certificate held by the teacher, and the percentage of attendance. In British Columbia the government meets prac tically all the expense of education except in the case of cities. Here a per capita grant is
given, the smaller towns getting a higher rate than the larger cities. In Manitoba, Saskatche wan and Alberta no less than one-eighteenth of the whole land is set aside for school purposes.
The Salaries of In the older provinces, when free schools were introduced and districts began to be formed, it was natural that every settler should wish to be near the schoolhouse. This led to small school districts. When the burden of supporting the small dis trict fell upon the small district there was a tendency to reduce the salary of the teacher to the lowest amount possible. The result has been most unhappy. In spite of excellent provision for the instruction and training of teachers it is now sometimes impossible to get as many who are fully qualified for their work as there are schools; and the male members of the profession are becoming fewer every year. This is particularly true in those communities where there is great industrial activity and con sequent openings for men. Relief can come about in only two ways: (1) There must be an increase of legislative aid; (2) there must be increased local support. The former is prob ably an impossibility in some of the provinces because of the limited resources; the latter will come only as a matter of education. No people are in a better condition financially than the Canadian farmers. The burdens of taxation are comparatively light. Yet the salaries paid to teachers are very meagre. In Prince Edward Island the average salaries in 1910 ran from $146 to $289 for women, and $201 to $487 for men. In Nova Scotia the salaries vary from $562 for male teachers of the grade and $358 for female teachers of the same grade, to $222 for males of grade and $198 for females of the same grade. In Ontario the salaries average $711 for males and $483 for females. In Manitoba the average for all is $628—an increase of $134 since 1902. In the new Province of Saskatchewan the rate in 1910 was $1,052 for males and $730 for females hold ing first-class certificates. In Alberta the sim ilar average was $1,092 and $749 respectively.
Wherever salaries are small two things are noticeable: (1) The percentage of female teachers is large; (2) the percentage of trained teachers is small. In Saskatchewan very few of the teachers are untrained; in Manitoba con ditions are almost equally satisfactory. In Nova Scotia about 43 per cent of the teachers have taken normal training. In New Bruns wick where salaries are small less than 20 per cent of the teachers are men; in Nova Scotia about 18 per cent; in Ontario 24 per cent; in Manitoba 30 per cent; in Saskatchewan about 43 per cent. In the older provinces teachers' pension schemes are in operation and other provinces are considering the matter. The city of Winnipeg has worked out a very satisfactory schedule.