are those Trustees and Parents whose aim is to get what they mis-call a "cheap Teacher," and who seek to haggle down the Teacher's remuneration to as near starvation point as possible, though, in reality, they are intellectually starving their own children and wasting their time by employing an inferior Teacher. Business men find it to their interest to employ good Clerks, as one good Clerk is worth two poor ones; and in order to obtain and retain good Clerks they pay them good Salaries. Experience has long shown the soundness of this business rule and practice in the employment of Teachers; yet how many Trustees and Parents, in School matters, abandon a rule on which not only the Merchant, but the sensible Farmer acts in employing Labourers, preferring to give higher wages for good Labourers than to give lower wages to poor Labourers. Good Teachers cannot be got for inferior Salaries.

V.-TABLE E.-SCHOOL SECTIONS, SCHOOL HOUSES AND TITLES, SCHOOL VISITS, SCHOOL LECTURES, SCHOOL EXAMINATIONS AND RECITATIONS, PRIZES, TIME OF KEEPING OPEN THE SCHOOLS, PRAYERS, ETCETERA.

1. The whole number of School Sections reported, 4,805,-increase, 28, chiefly in new Townships. The number of Schools reported as kept is 4,732,-increase, 71, these also are mostly in new Townships.

2. The increase in number of School Houses was 74,143 Brick, 11 Stone, 84 Frame. There is a most satisfactory decrease in the number of Log-built School Houses there being no less than 164 of this class either demolished, or sold, while Stone, Brick, and Frame School Houses have been substituted.

3. The whole number of School Houses reported is 4,791, of which 1,133 are Brick, 463 Stone, 2,083 Frame, 1,112 Log.

4. Titles to School Sites.-Freehold, 4,466,-increase, 63; Leased and Rented, 325. -decrease, 11.

5. School Visits.-By Inspectors, 10,348,-decrease, 265; by Clergymen, 7,135,— decrease, 789; by Municipal Councillors and Magistrates, 2,029,-decrease, 59; by Judges and Members of Parliament, 332,-decrease, 37; by Trustees, 20,235,-increase, 951; by other persons, 41,829,-increase, 5,455. Total School visits, 81,908,—increase, 5,256. This does not indicate any great diminution of zeal and interest in Public School education on the part of those whose duty, and interest, and privilege it is to elevate and strengthen public opinion in this first work of civilization, and by personal presence and counsel to prompt and encourage the most indifferent Parents to education their children.

6. School Lectures.-By Inspectors, 1,853,-decrease, 436; by other persons, 259,— decrease, 50. The Lectures delivered by other than Inspectors are, of course, voluntary; but the law provides that every Inspector shall deliver, under certain Regulations, a Lecture on Education in the School Sections under his charge. The large reduction in the number of Township Superintendents has, of course, to do with the falling off in the number of Lectures delivered. Many of the County Inspectors have suggested that in most cases it would be wiser to give the time to the Examination and Classification, and where required, to the actual organization of Schools. I trust soon to witness a revival of this most useful and appropriate means of stimulating local zeal in educational matters. It would be singular, indeed, if one Lecture a year, on some subject of educational requirement, or progress, could not be made instructive and popular. It is, however, gratifying to observe that the number of visits to Schools by the Inspectors was equal to the requirements of the law. Their effect has already been most salutary upon the Schools.

7. Time of Keeping the Schools Open.-The average time of keeping the Schools open, including the Holidays, was eleven months and seven days in 1873. This is nearly twice the average time of keeping open the Public Schools in the States of Pennsylvania and Ohio, and about three months more than the average time of keeping them open in the States of New York and Massachusetts,-arising chiefly from our

making the apportionment of the School Fund to School Sections not according to population, but according to the average attendance and the time of keeping open such Schools, that is according to the number of Pupils instructed in the Schools. 8. Public School Examinations.-The whole number of Public School Examinations was 10,347,-increase, 1,144; though less than two for each School. The law requires that there should be in each School a public Quarterly Examination, of which the Teacher should give notice to Trustees and Parents of Pupils, and to the School Visitors (Clergymen, Magistrates, etcetera), resident in the School Sections. I think the time has now arrived, (under the new and improved system inaugurated by the School Law and Regulations,) to make it my duty hereafter to withhold the apportionment of the School Fund from the Schools in which this provision of the law is violated. Good Teachers do not shrink from, or are indifferent to, Public Examinations of their Schools. They seek occasions to exhibit the results of their skill and industry; but incompetent and indolent Teachers shrink from the publicity and labour attendant on Public Examinations of their Schools. The stimulus to progress caused by such Examinations, together with tests of efficiency on the part of Teachers, and of progress on the part of Pupils, cannot fail to produce beneficial effects on Parents, Pupils and Teachers, as well as on the interests of general and thorough Public School Education; and such Examinations will doubtless, under the new and improved Programme of Studies, command a large attendance of Parents, Trustees and friends of the Pupils of the Schools.

9. The number of Schools holding Public Recitations of Prose, or Poetry by the Pupils was 3,056,-increase, 215. This exercise should be practised in every School, (and I am glad its use is increasing,) as it tends to promote habits of accurate learning by heart, improvement in Reading and Spelling, and is an agreeably and often amusing diversion for all parties concerned. The little episodes of such exercises in the ordinary routine of School duties exert a salutary influence upon the mind of Pupils and are happy interludes in the exercise on days of Public Examinations; and the more agreeable and attractive such exercises, as well as School Examinations, can be made, the more rapid and successful will school progress become.

10. School Prizes and Merit Cards.-The number of Schools in which Prizes are reported as having been distributed to reward and encourage meritorious Pupils is 1,801, increase, 93,-there has also been an increase in the aggregate amounts of Prize Books applied for and sent out to the Schools. As noted in my former Report, I may remark that, in every instance, as far as I can learn, where the distribution of Prizes has not proved both satisfactory and beneficial, the failure may be traced to the want of intelligence or fairness, or both, in the awarding of them. In some cases it may be ascribed to the same causes which caused the violation of the law in not holding Public Examinations of Schools,-the want of competence and industry in Teachers, their not attending to and recording the individual conduct and progress of each Pupil, and, therefore, the absence of data essential to an impartial and intelligent judgment as to the merits of Pupils. In other cases, there has been a desire to give something to every Pupil, without reference to either conduct or progress, ir order that none may complian, thus defeating the very object of Prizes, and rejecting the principle on which the true system of Prizes is established, and on which the Divine Government itself is based, namely, rewarding every one according to his works. I may also here repeat again what I have already remarked on this subject, that the hackneyed objection as to the distribution of Prizes exciting feelings of dissatisfaction, envy and hatred in the minds of those who do not obtain them, is an objection against all competition, and is, therefore, contrary to every day practice in all the relations of life. If the distribution of Prizes is decided fairly according to merit there can be no just ground for dissatisfaction: and facilities are now provided and their employment prescribed, with a view to determine the merit of punctuality of good conduct, of diligence of proficiency on the part of each Pupil during each Term of the year, a fourfold motive to exertion and emulation in everything that constitutes a good Pupil and a

good School. But the indifferent and flagging Teacher does not wish such a pressure to be brought to bear upon his every-day teaching and attention to everything essential to an efficient School; nor does he desire the test of a periodical examination of his Pupils by an Examining Committee to be applied to his teaching and management of the School. The objection that the distribution of Prizes to deserving Pupils excites the envy and hatred of the undeserving is a convenient pretext to protect and permit incompetence and indifference on the part of the Teacher.

But the existence of such alleged dissatisfaction is no reason for refusing rewards to punctuality, to good conduct, to diligence, to proficiency on the part of Pupils. There is often great dissatisfaction on the part of unsuccessful Candidates and their friends in the results of Municipal and Parliamentary elections, and the distribution of Prizes by Agricultural and Horticultural Associations; but this is no argument against the value of free and elective institutions; nor does it prevent the people generally from honouring with their sufferages those on whose merits they place the most value, even though they may sometimes err in their judgment. Nor do the managers of Agricultural and Horticultural Societies withhold Prizes from the most successful cultivators of Grains and Vegetables, and Fruits and Flowers, because of dissatisfaction among the envious of the less diligent and less skilful Farmers and Gardeners.

It is the very order of Providence, and a maxim of Revelation, that the hand of the diligent maketh rich, while idleness tendeth to poverty; that to him that hath (that is, improves what he hath,) shall be given, and the neglecter shall be sent empty away. Providence does not reverse its order, or administration, because some persons are discontented and envious at the success of the faithful diligence and skill of others; nor does Providence appeal alone to the transcendental motives of duty, gratitude, immortality, but presents also the motives of the life that now is, as well as of that which is to come.

I prefer the order of Providence, and the principles on which our civil institutions and all our associations for public and social improvements are conducted, to the dead-level notions of stationary Teachers, and the envious murmurings of negligent and unsuccessful Pupils and their too partial friends. Were the true principles, nonpersonal competition, as laid down in our system of Merit Cards, carried out by Teachers, very little objection would ever be heard against the plan of awarding Prizes in Schools.

An explanation of this feature of our School System will be its best justification, and evince its great importance. I therefore present it again as follows:

A comprehensive Catalogue of carefully selected and beautiful Prize Books has been prepared and furnished by the Department to Trustees and Municipalities_applying for them; and, besides furnishing the Books at the reduced price, the Department adds one hundred per cent. to whatever amounts may be provided by Trustees and Municipal Councils to procure these Prize Books for the encouragement of children in their Schools. A series of Merit Cards, with appropriate illustrations and mottoes, has been prepared by the Department, and is supplied to Trustees and Teachers at a very small charge,-half the cost, and these Merit Cards are to be awarded daily. or more generally weekly, to pupils meriting them. One class of cards is for punctuality; another for good conduct; a third for diligence; a fourth for perfect recitations. There are generally three, or four Prizes under each of these heads; and the Pupil, or Pupils, who get the largest number of Merit Cards under each head, will, at the end of the quarter, or half-year, be entitled to the Prize Books awarded. Thus an influence is exerted upon every part of the Pupil's conduct, and during every day of his School career. If he cannot learn as fast as another Pupil, yet he can be as punctual, as diligent and maintain as good conduct. and so acquire distinction and an entertaining and beautiful Book, for punctuality, diligence, good conduct, or perfect recitations or exercises which must be a just ground of satisfaction, not only to the Pupil, but also to his or her Parents and friends. There are two peculiarities of this system of Merit Cards worthy of special notice. The one is, that it does not rest upon the comparative success of single examinations at the end of the Term, or half-year, or year. but on the daily conduct and diligence of each Pupil during the whole period, and irrespective of what may be done, or not done, by any other Pupil. The ill-feeling by

on

rivalship at a single examination is avoided, and each Pupil is judged and rewarded according to his merit, as exhibited in his every day School life. The second peculiarity 1s, that the standard of merit is founded on the Holy Scriptures, as the mottoes each Card are all taken from the Sacred Volume, and the illustrations on each Card consist of a portrait of a character illustrative of the principle of the motto, and as warthy of imitation. The Prize Book system, and especially in connection with that of Merit Cards, has a most salutary influence upon the School Discipline, upon both Teachers and Pupils, besides diffusing a large amount of entertaining and useful reading. 12. Prayers and Ten Commandments. Of the 4,732 Schools reported, the daily exercises were opened and closed with Prayers in 3,910 of them,-increase, 207; and the Ten Commandments were taught in 3,028,-increase, 85. The law wisely provides that "no child can be compelled to be present at Religious instruction, reading or exercise, against the wish of his Parents, or Guardians, expressed in writing." The Religious instruction, reading and exercises, are like Religion itself, a voluntary matter with Trustees, Teachers, Parents and Guardians. The Council of Public Instruction provides facilities, even forms of Prayer, and makes recommendations on the subject, but does not assume authority to enforce or compel compliance with those provisions and recommendations. In some instances the Reading and Prayers may be according to the forms of the Roman Catholic Church; but generally, those exercises are Protestant. The fact that in 3,910, out of 4,732 Schools, Religious exercises of some kind are voluntarily practised, indicates the prevalent Religious principles and feelings of the people; although the absence of such Religious exercises in a School does not by any means indicate the absence of Religious principles, or feelings, in the neighbourhood of such School. There are many Religious persons who think the day School, like the Farm fields, the place of secular work, the Religious exercises of the workers being performed, in the one case as in the other, in the household, and not in the field of labour. But as Christian principles and morals are the foundation of all that is most noble in man, and the great fulcrum and lever of public freedom and prosperity in a Country, it is gratifying to see general and avowed recognition of them in the Public Schools. It is delightful to think that, (although in some few instances, this duty may be unworthily performed, yet) from so many humble shrines of learning the Prayer for Divine Wisdom and guidance goes up with faith to HI who has promised to give "liberally" to them that ask Him and to upbraid them not.

13. Text Books. In a previous Annual report I explained fully the steps which had been taken and the measures adopted, not only to secure a uniform series of Text Books for the Schools, but a uniform series of excellent Canadian Text Books, and the complete success of those measures. These Text Books are now universally used. Although it has been frequently stated that the Text Books of Schools were so often changed, I desire to state that up to the present time no changes have been made, but once, or twice, (in Arithmetic and Grammar) in twenty-five years.

14. Maps, Globes, and other Apparatus.-The Maps and Globes, and most of the other Apparatus used in the Schools, are now manufactured in Ontario, forming a most interesting branch of Canadian manufacture. Blackboards are used in 4,599, (or nearly all) of the Schools,-increase, 18; Globes are used in 1,726 Schools,-increase, 142; Maps are used in 4,363 Schools,-increase, 272. Total number of Maps used in the Schools, 32,870,-increase, 2,123.

VI. TABLE F.-ROMAN CATHOLIC SEPARATE SCHOOLS.

1. The number of Roman Catholic Separate Schools is 170.-decrease during the year 1.

2. Receipts. The amount apportioned and paid by the Chief Superintendent from the Legislative Grant to Separate Schools, according to the average attendance of Pupils, as compared with that at the Public Schools in the same Municipalities, was $12,450,-increase, $938. The amount apportioned and paid for the purchase of

Maps, Prize Books and Libraries, upon the usual condition of an equal sum being provided from local sources, was $907,-increase, $93. The amount of School Rates from the Supporters of Separate Schools, was $47,167,-increase, $6,033. The amount subscribed by Supporters of Separate Schools, and from other sources, was $22,745,increase, $7,395. Total amount received from all coures was $83,269,-increase, $14,459.

3. Expenditures.-For payments of Teachers, $49,306,-increase, $3,482; for Maps, Prize Books and Libraries, $2,342,-increase, $626; for other School purposes, such as building, etcetera, $31,620,-increase, $10,351.

4. Pupils. The number of Pupils reported as attending the Separate Schools was 22,073,-increase, 667. Average attendance, 11,123,-increase, 539.

5. The whole number of Teachers employed in the Separate Schools was 269,increase, 15; male Teachers, 91,-increase, 4; female Teachers, 178-increase, 11. Teachers of religious Orders, male, 41,-increase, 12; female, 53,-decrease, 4.

6. The same Table shows the Branches taught in the Separate Schools, and the number of Pupils in each branch; also the number of Schools using Maps, Apparatus and Black-boards.

General Remarks.-1. It is proper for me again to repeat the remark, that the Public Schools of Ontario are Non-denominational. Equal protection is secured to, and enjoyed by every Religious Persuasion. No child is compelled to receive Religious instruction, or attend any Religious exercise or reading, against the wishes of his Parents, or Guardians, expressed in writing. I have known of no instance of proselytism in the Public Schools nor have I received, during the year, a single complaint of interference with Religious rights so fully secured by law.

2. According to the returns of the Religious Denominations of Teachers, as given in Table D and noted previously, the number of Roman Catholic Teachers of the Public Schools is 675, of whom 269 only are Teachers in Separate Schools. There were, therefore, 406, (increase during the year, 3), Roman Catholic Teachers employed in the Non-denominational Public Schools,- -an illustrative proof of the absence of exclusiveness in the local as well as Executive Administration of the School System. I may also observe, that according to the Inspectors' Returns, for 1873, there were 504,869 children in Ontario between the ages of 5 and 16. Of these, according to the proportion of Roman Catholic population, at least 75,000 must be assumed to be the children of Roman Catholic parents. Of these 75,000 Roman Catholic children, only 22,073, (not one-third of the Roman Catholic School population), attend the Separate Schools; the other two-thirds (allowing even 10,000 as not attending any School) attend the Public Schools, in which no less than 406 Roman Catholic Teachers are employed; and yet not a complaint has been made of even an attempt at proselytism, or interference, with Religious rights guaranteed by law.

3. It is gratifying to be able to state that several of these Separate Schools are admirably managed, and are doing good service in their localities. The law has been fairly and equitably administered to them, and I hear of no complaint from them.

VII. TABLE G.-HIGH SCHOOLS, RECEIPTS AND EXPENDITURES, PUPILS' FEES.

The

Receipts. The balances reported from the preceding year, (that is, of moneys not paid out by the 31st of December, 1873), were $13,259,-increase, $2,960. amount received by the High School Boards from the Legislative Grant for the Salaries of Teachers, was $77,126,-decrease, $1,803. The amount of Legislative Grant apportioned for Maps, Prize Books, etcetera, was $1,337,-decrease, $275. The amount of Municipal Grants in support of High Schools, was $96,650,-increase, $11,679. The amount received for Pupils' Fees, was $19,798,-decrease, $471. Balances of the preceding year and other sources, $39,627,-increase, $11,442. Total receipts, $246.801,-increase, $23,532.