Training of Teachers.—The training of teachers is something to which all the provinces have given much attention, though the system followed is not uniform throughout. In On tario and the four western provinces, the course was designed to be purely professional based on academic preparation in the high schools or university. It has not been found possible to adhere to this intention as there are always some branches in which academic instruction has to be given, such as history, geography, the school arts and the newer subects on the ele mentary school program. In the eastern provinces the tendency is to combine academic and professional instruction as in American Normal schools. (See TEACHERS, PROFESSIONAL TRAINING OF; SCHOOLS, COUNTY TRAINING). In some of the provinces a short course of train ing followed by actual school room experience of a year or two precedes the longer and more philosophic training. The fact that all certifi cates are granted by provincial rather than local authorities does much to elevate the standard of the profession.
Teachers' Institutes.— The work of the normal schools is supplemented by teachers' institutes which are of two kinds, (1) Those arranged for and carried on under the direction of the department of education; (2) those which are purely, voluntary on the part of the teachers. These institutes do much toward de veloping a professional spirit, toward bringing teachers into touch with educational progress in other lands, and toward bringing school and home into closer relationship. The most im portant gatherings are the provincial conven tions held each Easter. An attempt to hold a Dominion educational association has not met with marked success. Either the territory is too great or provincialism is too marked. Yet such an association could have great value. Such an association and a national bureau of education are two things that have yet to be worked out in Canada.
School Inspection.—In all provinces in spectors appointed or approved by the depart ments of education report on the conditions of the schools, not only to the central authorities but to the local school boards. In the cities superintendents are employed, and in some of the provinces their reports are accepted by the department of education. The inspectors or superintendents have to be professionally quali fied in order to serve. In Canada the machinery of politics is not permitted to control school ap pointments.
School Libraries.—It is recognized through out Canada that school libraries are a neces sity in education. In most of the provinces grants are made to supplement the grants of trustees. The newer provinces have made the most complete provision by making it com pulsory for trustees to spend annually a portion of the regular grant in the purchase of books for library purposes.
Coeducation.— A distinctive feature of Canadian elementary is the coeducation of the sexes. There are exceptions to this rule in Quebec and in a few leading cities of the other provinces. In all rural communities co education must continue to be the practice, and it is doubtful whether there will be any depar ture from customary procedure in cities and towns. The results morally and intellectually under present conditions seem as satisfactory as in lands where separation of the sexes is con sidered a necessity.
Consolidation of Schools.— In most of the provinces the School Act makes provision for consolidation of schools, but in Manitoba alone has the legislation been followed by consider able action. There are about 50 consolidated schools in operation, one operating in a school district of 120 square miles. The children pre fer driving seven or eight miles to walking three miles. The idea is gradually gaining ground that it is easier and better to convey the children to the schools, than to bring the schools merely within walking distance of the homes. Consolidation can not include all the schools of a province. The little district school will al ways exist, but the influence of a neighboring consolidated school with its higher organization and better equipment will always urge to greater efficiency.
Compulsory In all the prov inces with one exception education is compul sory. The acts are now enforced more rigidly than ever before. The openings in commercial and industrial life tempt young people to leave school early; some parents, particularly immi grants, are careless; and in many cases the distances from home to school are very great. Nevertheless the of is increasing from year to year, there are very few native born who cannot read and write and the incoming settlers are becoming more and more anxious to give their children the advantage of a school education.
Courses of course of study pursued in the various provinces does not differ very greatly from that followed in other civil ized lands, though emphasis may not be placed on the same subjects. Though direct moral instruction is not systematically given in all the provinces, it is doubtful if anything could be more salutary than the influence of the schools. The high moral standing of the aver age Canadian citizen must be attributed in a measure to the faithful labor and supervision of the public school teacher. In addition to the study of the five central subjects,—lanKuage, literature, mathematics, geography and history, — emphasis has of late been given to manual training (q.v.), and nature study (q.v.). The former branch received prominent notice owing to the liberality of one of Canada's most worthy citizens — Sir William MacDonald. The work in nature study is carried on successfully in several of the provinces and with excellent results. In the cities and towns particularly music and drawing are taught. The play im pulse is recognized in the games of the school. In these the teacher frequently takes a promi nent part. Many of them at summer schools and on school playgrounds have become ac quainted with the method of organized play, and are capable of exercising skilled leadership. In most of the provinces provision is made for medical inspection of schools, not only in the cities but in rural districts. Physical training usually according to the syllabus of the Strathcona Trust is given in all the provinces. companies are numerous especially in Ontario. Instruction in hygiene is compulsory. The temperance wave in the Dominion is said to be owing in part to the teaching given in the schools in the use of alcoholic beverages. A great interest is being taken in rural schools in school-gardening and elementary agriculture, and this interest is on the increase. Vocational education is not attempted below the high school, unless the domestic science, sewing and manual training, given in the senior grades of the elementary school, be counted as such.
It is generally recognized in elementary schools that the method of study, and the mental atti tude developed in pupils, are of as much im portance as the facts learned. The power for self-direction developed in Canadian youth, is amply proven by the behavior of manhood. The method of classification even in the large city schools, does not appear to have crushed out the individuality of the pupils. It may have removed idiosyncrasies, but it has still left power for independent action. The ideal of school government in Canada, though not fully realized in many cases, is that of a kindly authority which induces power of self-control. In this, the temper of the Canadian people is expressed. However, in the home as well as in the school, well-meant liberty often develops into license. Intelligence, right habits of thought, and good morals are often noted where manners and good taste are in a marked degree lacking. Yet on the whole the type of life rep resented in Canadian elementary schools is of a very high order.
Canada may be considered the land of the common school. With the one unfortunate ex ception already noted, there is nothing in the public school system which recognizes class, race or creed. The school is the most potent agency for unifying the diverse elements of the population. See articles in this series SECOND