In closing this Address, I can merely thank you for the attention with which you have listened to opinions in which you may find yourselves, perhaps, in some cases unable to concur. The subject is one upon which probably no two men think exactly alike; and I am far from supposing that my own views are altogether free from objection. I have, however, felt it my duty to express my views upon this important subject with perfect candour, it being better not to speak at all on such questions than not to speak freely and unreservedly. I can simply hope that if we differ, we may "agree to differ" without any diminution of mutual respect.

Votes of thanks were unanimously passed to Professor Nicholson for his ably written paper, and also to Professor Wilson for reading the same.

School Organization. Mr. Inspector Miller, in introducing his subject, remarked that if Teachers found their School not properly organized under the supervision of the School Inspector, he (the Teacher), should set about organizing the School himself, according to the Limit Table, so as to have the work of the School placed on a proper basis; until Teachers do so, they would not be doing justice to themselves or those placed under their care. Thorough Examinations should take place, and a complete record kept of all work done in the School. Teachers should endeavour to make their Pupils believe they were earnest in their work. He considered it was better to give short lessons to Pupils than long ones. The Teacher should do all in his power to establish a good feeling between himself and his Pupils. A Teacher should devote much time to review, which would help him in his after Studies. There should be a Time Table kept in each School. A Class Book should be kept in which to enter a record of the work of each Class on every day of the week, and every month the Pupil should receive a report as to the progress he had made in the different branches of Study. General Registers should be kept. He deprecated Teachers allowing Pupils to do the work they, (the Teachers), should do. If they did not do their work themselves they had better not do it at all. The speaker further dealt with School Organization. A unanimous vote of thanks was passed to Mr. Miller for his address.

Euclid as a Text Book.-Mr. Thomas Kirkland, M.A., read a paper on Euclid as a Text Book. He criticized Euclid's defects, while admitting the benefits arising from a properly conducted study of Geometrical Science. He argued that there was strong presumptive evidence against the value of Euclid as a Text Book from the following facts:That it has been virtually abandoned on the Continent of Europe and in the United States, being retained mainly in England and Canada; that it was written nearly 2,000 years ago, and, therefore, must be very imperfect on account of its not embodying late discoveries; and that it was not intended to serve the purpose of an elementary Text Book at all. The faults of Euclid were then grouped under the following heads: -Phraseology, method, matter and particular doctrines. The phraseology was condemned as being very verbose, especially in the definitions, as well as stiff and formal; the nomenclature was antiquated and infelicitous; and Euclid was condemned for his want of generalization in the use of terms. His method was described as being impaired by the undue limitation of the number of his first principles, by the rejection of hypothetical constructions and the refusal to examine the properties of a figure before the construction is actually effected; by the neglect of the method of superposition, of which he might, with advantage, have made more use; by there being no explanation given why any particular course is adopted; and by the absence of very proper classification. Such fundamental defects, it was argued, could not be remedied by an annotated Euclid, or Euclid with a commentary. They strike at the very root of the matter, and necessitate treatment of the subject for beginners, on different principles and by different methods. In matter, Euclid was described as erring in his first principles, both on the side of excess and defect. Some of his definitions were mere statements; others were not definitions at all, as they did not explain the terms; others were mere verbal definitions; while others were properly Theorems. Defects were pointed out in both Postulates and Axioms, while it was shown that the elements

contain a considerable number of superfluous propositions, while they omit some which they should have included. In many cases the proofs might be simplified by adopting a different mode of demonstration. Under the head of particular doctrines the deficiency in Euclid's treatment of Angles, Parallels and Proportion was dwelt upon. The definition of an Angle should have been made to include Angles equal to and greater than two right Angles. The many attempts made to improve upon Euclid's treatment of Parallels show that it has always appeared unsatisfactory to Mathematicians. His definition of proportion was characterized as unnatural and a violation of common sense. In opposition to those who argue in favour of retaining Euclid as a Text Book, it was urged that the pressure of educational work was too great to admit of teaching errors merely for the purpose of correcting them, and that, in many cases, the errors would remain fixed in the learner's mind, while the corrections would be forgotten. The practical objections to Euclid were then dwelt upon. Prominent amongst them was the discouragement entailed on beginners by the use of so defective a Text Book. It was further urged that Boys might learn Euclid without becoming proficient in Geometry, as they often failed in the application of principles, their failure being due largely to his defective method, while the mastery of his text largely takes up so much of the Pupil's time, that very little is left for acquiring a knowledge of practical Geometry. Against the argument that Euclid supplies an admirable mental discipline, it was urged that the acquisition of knowledge and mental training are rather separable in idea than in fact, while Geometry, taught by a proper method, might be made equally available as a means of disciplining the intellect, while the knowledge of the Science was far more readily and accurately acquired. Moreover, it was questionable whether the study of Euclid was such an excellent training for the reason inasmuch as the type was imperfect. While his argument was ever faultless, inflexible, incapable of reply, it was conveyed with unnecessary prolixity and verbosity, and with a stiffness of form which is never found in Scientific reasoning or in common life. A caveat was entered against applying to Geometrical Science the exceptions taken to Euclid's method of treating it, and attention was called to the fact that the arguments against him were cumulative, and were, when taken together, more than sufficient to sink any Book not sustained by prejudice engendered by long usage and undisturbed possession of the educational field. A cordial vote of thanks was given to Mr. Kirkland for his paper. Mr. Sullivan pointed out that although efforts had been made to improve Euclid, he had been returned to again in many quarters. Doctor Kelly, Inspector, said that the career of two thousand years in every Country was a strong testimonial in its favour. It was not quite correct to say that the Book was quite disused in France. He thought there was no process of reasoning so satisfactory to the Student as that of Euclid. Mr. Inspector Glashan also spoke in favour of Euclid's style of definition and argument. Mr. Hunter remarked that he was unable to see that any Book intended to supersede Euclid was at all calculated to do better what the old Book did so well. "Common Sense of Logic."-The Reverend Doctor McCaul spoke of the difficulty he felt in choosing a subject on which he should address them, or whether it should be an Address, or Lecture. Having been a Teacher forty years, it occurred to his mind whether he should not address the Association on the duties and responsibilities of Teachers; but from this he thought no good would arise, for he had no experience in the department the Teachers were most engaged in. The next subject which presented itself was one in which he felt a deep interest, that was Archæology, Archæological treatment of School Teachers; but this might be more abstruse than useful, and whilst agreeable to himself might not be so to others. The subject he had selected was "The Common Sense of Logic." In treating of this subject he thought it was scarcely necessary to mention that there is a strong prejudice against the study of Logic, in fact there were people who believed that a knowledge of Logic was of no use in life: indeed, some Persons went so far as to think that the mere fact of a man being a Logician was a proof that he was something akin to a Swindler. He trusted that he

would be able to persuade them that there was a good deal of common sense in Logic. For every nine Persons who had what is commonly termed genius, he did not meet one who had common sense. The mastery of recondite theories was of little value, unless

one was able to apply them. The invention of Logic had been ascribed to the philosopher Leno. The great object of the ancient Philosopher had in view in cultivating it was to bring their disputes to a termination. These men were at the present day often spoken of with contempt, as being ignorant and shallow. This was a great mistake, as

the ancient Philosophers were men of great learning and research, and this was shown by what they accomplished in relation to religion, while labouring under the disadvantage of not having the light of Christianity. These men plunged boldly into the mine of uncertainty and drew forth sparks of shining life. The first inferred the Immateriality of the Soul, from the fact that matter was incapable of reasoning, and from this they came to the conclusion that the Soul was immortal. They then went a step further, and held that there must be a Day of Judgment. The ancient Philosophers, in inventing Logic, did not intend to bring forward any new mode of reasoning. Logic is no new mode of reasoning. Logicians boldly say that a man cannot reason except in a certain way. Some men do it intuitively, and others from knowledge. The Philosophers of antiquity believed that a man must speak of something; it was entirely a modern invention for a man to speak of nothing. The Lecturer then proceeded to explain in a popular style the elements of Logic, showing the nature of Syllogisms, Premises, etcetera. En passant, and illustrative of the subject, he gave a brief and humorous outline of the play of "Clouds," the production of the comic Poet Aristophanes, and touched upon the School of Sophists, who professed to teach men to convert the weaker argument into the stronger. He assured his hearers that they would find it worth their while to study the Science. As a system of mental Gymnastics there was nothing to compare with it. They must, however, take care not to expect a study of Logic to give them knowledge. It was of great service for a man to possess a pair of scales, but if he wanted to weigh butter on them, he must first obtain the butter. A cordial vote of thanks to Doctor McCaul having passed, he said that he had great pleasure in being present at this meeting of Teachers, for he had been a Teacher more than forty years, and he might astonish them in stating, although forty years had elapsed, he would not select any other profession in the world than teaching.

Superannuated Teachers.-Mr. J. Campbell, Chairman of the Public School Teachers' Committee on the Superannuation Fund, reported, That having examined the proposed amendments of the School Bill of 1873, with reference to the Superannuation Fund, the Committee were of opinion that the following changes in the Act should be asked for: -1st. That every Teacher who has been worn out in the profession, or who has taught twenty-five years, or who has arrived at the age of fifty-five years, be entitled to the Pension, even although he may not have become infirm. 2nd. That any Teacher retiring from the profession shall be entitled to receive back from the Chief Superintendent the whole of any sums paid in by him, or her, to the Fund, through the Public School Inspector, or otherwise. 3rd. That the annual allowance to any Superannuated, or worn-out, Teacher shall not be less than six dollars for each year that such Teacher has taught in a Public, or High, School in Ontario. Mr. Anderson contended that a Teacher, on leaving the profession, should not be permitted to draw upon the Superannuation Fund to the full amount he has paid into it. He held that Teachers are placed on a better footing than Government Officers, in regard to Superannuation. Mr. William Johnston spoke forcibly against the principle of compelling the Teachers to pay to the Fund; granting that the end was laudable, but the means of obtaining it objectionable. On motion of Mr. McAllister, seconded by Mr. McCown, it was agreed "That, in the opinion of this Section, the compulsory Section of the School Act of 1871, which relate to the Superannuation Fund, should be repealed." The first and third clauses of the Report were adopted, and the second clause struck out.

Model Schools and Teachers.-Mr. Macintosh presented the Report of the Committee on Model Schools and Teachers, which was as follows:-1. That as teaching is a pro

fession, its Members require professional training, and that no Teacher should receive a Certificate who has not received such training. 2. That in order to provide such training, some existing Public School in each Electoral Division of the County, selected by the Council of Public Instruction, on the recommendation of the Public School Inspector, be constituted a Model School, and that all Candidates for Third Class Certificates, who have not previously taught a Public School for three years, be required to receive a training as Pupil Teacher in some such Model School for that period. 3. That the Head Masters of said Model Schools be First Class Certificated Teachers of at least five years' standing. 4. That Teachers' Institutes be established in each County. 5. That each County Teachers' Association having regular meetings at least quarterly, be constituted a Teachers' Institute. 6. That an Inspector of Teachers' Institutes be appointed, whose duty it shall be to visit each Institute at least annually, and conduct its proceedings during the whole of one of its Sessions. The Report was adopted.

Inspectors' Association.-At a meeting of the Inspectors a base of union between the Inspectors' Association and Inspectors' branch of Teachers' Association was unanimously adopted, and a union thereupon effected. Officers, J. J. Tilley, Chairman; W. R. Bigg, Secretary.

Modern Culture in Schools. Mr. J. Howard Hunter, M.A., spoke of the progress of School culture, referring to that which existed in Henry VIII's time, and to the present system. The turning of the tide in modern culture is, in Ontario, deeply marked by the School Act of 1871, and the University Act of 1873. He remarked that nothing of a practical character has yet been accomplished by the Senate of the University; he wished there was even a hope of the revision of the Curriculum being at once proceeded with. What Kant said in the 18th century of German School of learning is equally applicable to the Toronto University; they needed not slow reform but quick revolution. As the new Act is intended to involve all needful academical reforms, it would evidently exert a most wholesome effect upon the University Senate if its proceedings were opened to the public. The friends of educational progress, who appear to be overmatched by the strategy and volubility of the reactionists, would find themselves strengthened by the sympathies of the Graduates and the general public. Representation, when unaccompanied by an accurate report of what our representatives say and do, certainly appears a merry jest. Important changes in the University Curriculum were required in the institution, to command the hearty sympathy of Educationists. The Matriculation Examinations ought to represent, not the state of human knowledge in the days of Queen Elizabeth, but the enlarged culture of the days of Victoria; it ought to represent a good general basis of knowledge, and should include some acquaintance with the science of observation and experiment. At present the Examinations are overweighted with Classics. In speaking of Teachers, Mr. Hunter said, it will soon be difficult to conceive why the Teacher is so designated, for in his case "the whole duty of man" is held to consist in the filling up of blank Class Books or blank Returns, and in the unfailing use of the authorized Text Books. He considered there was a repressive system of Education now being attempted to be carried out in Ontario, and it is utterly out of tune with the voice of modern times. The Education Department were conscious of the fact, and were seeking to enforce its measures by exacting from the School Inspectors, not only the Public Reports intended for the eye of Parliament, but Secret Reports also, which meet the eye of only the Chief Superintendent, or of his Deputy. A cordial vote of thanks was passed to Mr. Hunter for the paper read.

ADDRESS OF PROFESSOR GOLDWIN SMITH.

The Moral Element in Common School Education.-Professor Goldwin Smith then delivered the following Address:

:

Among the various topics connected with Education, which might be brought before a Meeting of Teachers, I have chosen as one deserving of special attention, "The Moral

Element in Common School Education." I mean the effect of the system upon character, as distinguished by its effect upon intellect.

The circumstances of our age are such that, if our education is common, it cannot be Religious. For my part, I think this a misfortune. Not that I think much is to be gained by teaching children, or anybody else for that matter, mere dogmas and formularies; but I think it a misfortune that we should not be able to introduce into the common education of the young whatever is highest and deepest in our motives to right conduct, and to the formation of a virtuous character. But so it is. This is a period of Religious division and decomposition; of splitting up into Sects, or of the total eclipse of faith. The only great mass which remains united is manifestly held together by tradition and authority; whenever it is exposed to the influence of free knowledge, or free discussion, it gives way like the rest. So universally is this the case that some begin to say that the end of the theological period of history is come; that Religion is about to give way finally to Science as the guide of life; and that spiritual motives will be finally superseded by motives having no relation to anything but the good, or ill, of this present world. For my own part, I am not of that opinion. I believe that the "Sun of Righteousness," although now hidden from many by a cloud raised mainly by Byzantine and medieval exhalation, will shine bright again upon the eye of the soul --that the great vital truths of Religion will become clear again, clearer than they have even been before, and that we shall see more distinctly than ever the reality and the paramount importance of the spiritual life. But, in the meantime, we are divided and uncertain, and a Religious Education common to all is out of the question. Separate Schools we might of course have for every Sect, or shade of opinion. But, to say nothing of the ruinous waste of resources, the Separate Schools are morally, I am persuaded, no better than the rest. The dogma which these Schools teach is morally ineffective. It is before us and not behind us that the Land of Promise lies. Clouds may surround the dawn of the day of Science; but the moonlight of the Middle Ages, however romantic, will guide our feet no more. I have seen that way tried at Oxford by intellects as powerful and natures as high as are ever likely to surrender themselves to imagination and tradition; and failure, signal and decisive, was the result. Nor do I attach much value to any slight or furtive recognition of Religion in the way of a deodorized Prayer or Scripture Reading. It seems to me better to say at once the School is secular, and does not presume to meddle with things to which it cannot do justice. The supreme value of all that which concerns our spiritual life we may teach; and we inculcate the habits which lead to such truth,-openness of mind, candour, sincerity, respect for honest inquiry and for its results. We may make the child feel that life is a serious thing. Religion itself we must let alone, and leave to Home and to the Pastor. But there may still be in our education a valuable moral element, both in the way of teaching and of influence; and it is useful to review this element, to see whether we are making the most of it, and whether it is well adapted to our circumstances and calculated to check the special evils of the particular state of society in which we live.

First of all, however, a word must be said upon the good old text about the silk purse and the sow's ear. Before you undertake to estimate the work, or to blame the shortcomings of any set of Teachers, or of any Educational System, you must ask with what sort of Pupils the Teacher, or the System has to deal. To use a homely metaphor, if, when we have done our best, the potato is not peeled very clean, the fault may lie wholly in the Peeler, but it may lie partly in the potato. When fond parents find fault with the goods manufactured by the Teacher, they should consider, if it is possible for paternal and maternal love to consider, what sort of raw material they sent him. If a child were sent with a crooked spine, Teachers would hardly be expected to set it straight. And when a child is sent with a temper spoiled, and a brain clouded through the injury done its stomach by cramming it, or allowing it to cram itself with all kinds of trash, can it be expected that these effects of physical maltreatment