The day and evening schools are liberally supported by legislative grants apportioned on the usual bases; the maximum grant on sal aries for day schools being $5,000 and for night schools $3,000; on equipment for day schools, $2,000, and for night schools, $1,000. The max imum grant for co-operative classes is $875. The total attendance at the industrial and tech nical schools in 1917 was 16,668. In some urban centres large sums are expended on capital account ; for example, at Hamilton a site for a new technical school has been bought at a cost of $75,000; Toronto recently opened a new technical school costing at least $2',000,000, and London has a new building for a technical school costing $250,000.
The day technical departments of the high schools adapt the ordinary courses to the vo cational needs of the communities. At Hailey bury, a mining centre, for example, the high school has a mining department in which, since its opening in 1910, 104 boys have been enrolled. And some of the technical schools have already courses nearly as comprehensive as those of the best schools in the United States.
The agricultural, commercial, and industrial and technical schools and classes are managed by advisory committees consisting of represen tatives of the high school and collegiate insti tute boards and an equal number of persons engaged in industrial pursuits approved by said boards. The advisory committees may also co opt persons engaged in such pursuits who are not members of the school board. The pro posals of such committees, however, are subject to the approval of the school boards concerned.
Secondary education in Quebec is organized on somewhat different lines from those followed in the other provinces. The Ro man Catholic Committee of the Council of Public Instruction names the three chief kinds of public schools, respectively the 'primary ele mentary,' 'primary intermediate' or model, and the °primary superior' or academy. There are four years of work in the elementary schools, two in the model schools and two in the acad emies. The model schools and academies fre quently teach also some of the lower grades. The majority of the Catholic model schools and academies are French, the others being English. Secondary education proper is that of the classical colleges.
There are three kinds of Protestant schools, namely, elementary, model, and academy, some of the last mentioned being designated 'high schools.' Beginning in the year 1915-16 the Protestant Committee adopted a new classifica tion of the grades as well as a new course of study. There are 11 grades, numbered from I to 11. The elementary schools teach the first seven grades, the model schools the first nine and the academies the whole 11 grades. Successful examination at the end of grade 10 admits to the Macdonald School for Teachers, for the elementary diploma course, and at the end of grade 11 to the model diploma course in the same institution. Grade 11 also affords matriculation to McGill and Bishop's univer sities. The principals of the chief Protestant
academies are men. The Protestant model schools are 'intermediate' schools. The academies are secondary schools proper, although including all the earlier grades.
Summarized statistics, 1915-16: Catholic model schools, 680; Catholic academies, 308; Catholic classical colleges, 21. Pupils in Cath olic model schools, 108,475, of which 239 were Protestants. Pupils in Catholic academies, 83,227, of whom 339 were Protestants. Total of lay teachers in Catholic model schools and academies, 1,315. Total of religious teachers, 5,388. Protestant model schools, 58; Protestant academies, 41. Pupils in Protestant model schools, 5,416, of whom 334 were Roman Cath olic. Pupils in Protestant academies, 12,038, of whom 356 were Roman Catholics. Total of teachers in Protestant model schools and acad emies, 602; of these 66 are without diploma, but in nearly every case the teacher is merely an instructor in physical drill, etc.
The courses o study in all schools are prepared by the Catholic or the Protestant com mittee, as the case may be, but the general school law of the province makes drawing and agriculture compulsory in all schools. Both of these subjects are extensively taught, and there is a director of drawing for the Catholic schools. An extensive program in household science has been carried out for several years now in some of the Catholic normal schools (Ecoles Normales Mena?eres), and the subject receives much attention in the convent schools. Manual training is practically confined to the Montreal schools. The Protestant school board of that city maintains also a large commercial and technical high school, at which the yearly attendance averages about 1,600. The technical schools proper of the province, the large ones at Montreal and Quebec particularly, come un der the supervision of the provincial secretary, not under that of the Department of Public Instruction. The attendance at these two insti tutions is not yet as satisfactory as the splen did equipment and the qualifications of the staffs call for: the school at Montreal cost $636,187; that at Quebec $405,359. The Poly technic School of Montreal, which has been in existence many years and which gives courses in engineering, architecture and the industrial arts, had an attendance of 140 in 1916-17. The teaching of agriculture in the Protestant and Catholic superior schools has received consider able impetus of late from the aid given by the county demonstrators (graduates of Mac donald College, Sainte Anne de la Pocatiere and Oka) in the form of lectures. In 1910 the Ecole des Hautes Etudes Conunerciales (School of Commercial Higher Studies) was opened in Montreal. It is now affiliated with Laval University (q.v.). All the classical col leges are affiliated with Laval University and give the university courses in arts and science; and their students take university examinations, and receive the university degrees.