these localities having been obtained several Catholic schools were thus affiliated, their work acknowledged, and "they participated in the public grant." The chief voluntary educational institutions other than those already mentioned, are Saint Mary's College, Halifax; La Salle Academy, Halifax; Covent of the Sacred Heart, Halifax; and Saint Vincent Academy; Saint Ann's at Church Point; Saint Patrick's Home for Boys, Halifax; Halifax Infirmary and Old Peoples Home; Sisters of Charity House for Foundlings; Monastery of the Good Shepherd; Saint Joseph's Orphan Asylum.

There are a number of parochial schools in Halifax and Antigonish, while the bilingual schools of Inverness, Digby, Richmond and Yarmouth Counties include 89 sections and 130 teachers. These institutions are of a

Catholic character in attendance if not instruction - the bi-lingual schools being for the purpose of primary instruction in places where the Acadian or old-time French population is still in the majority.

New Brunswick.- Catholic education in New Brunswick is more the history of devotion and struggle than of an organized system. At the time of the passing of the British North America Act (1867), Catholics had their schools established and maintained in their more thickly settled districts. These received legislative grants in proportion to local contributions. Matters went on quietly and satisfactorily until 1871 when an act was passed taxing all the property of the country for schools of a non-sectarian character. This act aroused a strong feeling among the Catholics, who claimed that to them it meant double taxation for school purposes, that thus their condition was worse than before confederation. The courts were appealed to, the Dominion Parliament asked to intervene, and the Crown petitioned. As a result, although the act was maintained, some concessions were made by the legislature in 1875. "Local trustees in cities and towns were permitted to lease from the authorities of the Roman Catholic Church the buildings in which the separate schools had up to that time been conducted, to open public schools in these buildings, and to employ as teachers in such schools members of religious communities and others having the confidence of the Catholic clergy, provided, however, that all such teachers should undergo examination in the regular way as to their qualifications and receive a license from the Board of Education." Under this arrangement matters, if not altogether satisfactory, quieted down. Schools increased in number and advanced in progress. Large schools exist in most of the missions. Besides 12 academies for the higher education of young ladies, there are two colleges for the classical and secondary education of young men. Saint Joseph's College at Memramcook, under the direction of the Fathers of the Holy Cross, has both a classical and a commercial department, and ranks as a university in conferring degrees. Within the past few years a college has been opened at Caraquet, conducted by the Eudist Fathers.

Prince Edward Island.-In Prince Edward Island the Catholic institutions of education are all voluntary. They consist of eight academies for girls and several other schools located in various parts of the island. There is one college Saint Dustan's situated at Charlottetown, in charge of the secular clergy. The

Sisters of Notre Dame conduct a school in the Magdalen Islands.

Manitoba.- In the early days of Manitoba the work of Catholic education was as zealously carried on as circumstances would permit. Settlements were sparsely scattered over a vast extent of country; teachers were few, and what few there were shared poverty and hardship, the common lot of all. The first legislation upon education in the province was passed in 1871. So far as Catholic education is concerned, the main features of the act were as follows: (1) The Central Board of Education, in whose power the whole education was placed, was divided into two sections—one Catholic, the other Protestant, equal in number. (2) Between these two sections the annual legislative grant was equally divided. (3) It was arranged that 12 of the school districts into which the province was divided should be Catholic schools, under the Catholic section of the Central Board. This act was denominational in its principle and action. All was reversed by the Act of 1890. Only one school was recognized. The instruction was non-sectarian; and the taxes for the support of these schools were raised from all the rate-payers alike. This change produced a bitter feeling and roused prolonged opposition. The Catholics of Manitoba strove by every legitimate means in their power to effect a change. At length the Federal and Provincial governments agreed to certain measures calculated to diminish the grievances. An ablegate, Mgr. Merry del Val, was sent out by the Holy See to report upon the whole question. After receiving the report the Sovereign Pontiff wrote in an encyclical: "We have no doubt that these measures have been inspired by a love of fair dealing and good intention. But we cannot conceal the truth. The law made to remedy the evil is defective, imperfect, insufficient." Provincial legislation in 1912 allowed the establishment of separate schools under certain conditions of population. There is at Saint Boniface a large college conducted by the Jesuits, in affiliation with the University of Manitoba.

Northwest Territories.- In the Northwest Territories the principle of separate schools was recognized. The statistics gave for 1898, 44 Roman Catholic public schools and 11 separate school districts, with a total attendance of nearly 2,000 in the new Provinces of Alberta and Saskatchewan. The principle was confirmed by Federal enactment at time of organization in 1905.

Catholic Industrial Schools.- A great deal has been done for children who are placed in these schools. Provincial help is given in both Ontario and Quebec. Besides these provincial institutions there are many industrial schools for the education of Catholic Indians, conducted by religious, and supported by public aid. See also EDUCATION, ROMAN CATHOLIC; CANADA RELIGIOUS CONDITION. J. R. TEEFY, LL.D., President of Saint Michael's College, Toronto. 19. Canada Public Education. Under the provisions of the British North America Act, control of public education in Canada is vested in the provincial governments. The position of dissentient denominational schools is, it is true, specially safe-guarded under the act (30-31 Vict. c. 3, 893), and on their behalf the Dominion Parliament may interpose remedial legislation.

PROVINCE

but with this exception the whole organization, conduct, and maintenance of education lies with the provinces. At the time of confederation the provinces then existing had already in operation a system of free elementary schools, which has since been expanded into the present efficient organization. The figures of the census of 1901 show the high standard obtained in public education in Canada. In a population of 4,728,631 persons over five years old, only 14.4 per cent are illiterate; in the Province of Ontario of the persons over five years old, the illiterates number 8 per cent. There are now nearly 1,000,000 pupils in 19,891 primary and secondary schools of Canada, with about 25,000 teachers. Except in the Province of Quebec all but a small fraction of these schools are government institutions. Throughout the Dominion elementary education is free, compulsory, and co-educational, and the schools controlled (within the scope of provincial statutes and regulations), by locally elected trustees. There are provincial secondary schools everywhere except in the Northwest Territories, and provincial universities in Ontario, New Brunswick, and Manitoba. The following table, compiled from the Canadian Annual Review (1911) and the Annual Provincial Reports illustrates the status of public education in the provinces of Canada:

187 such schools in the cities and towns of Ontario, with an enrollment of 18943 pupils. The exercises consist of singing, marching, sewing, object lessons, etc. Above these are the public schools of the provinces, whose organization (first placed on a comprehensive basis in 1844 by Egerton Ryerson, superintendent of education), owes much to the educational system of the State of New York. Every township is divided by its council into school sections, and for each section, each incorporated village, town, and city there is a board of trustees. The latter are elected by the rate payers, both male and female. Within the provisions of the stateducation department, the trustees appoint the utes of the province, and the regulations of the teachers, determine the salaries, and provide and maintain buildings and equipment. The provincial government makes an annual grant of money to each school according to the average number of pupils in attendance. For the rural schools the county council adds an equal grant, the township council contributes $100 ($150 for a school with two teachers), and the remaining funds needed are raised from the rate payers. In cities, towns, and villages the legislative grant is supplemented by funds raised by the municipal council. All the public schools are free, and under an act of 1891, trustees are empowered to supply text books either reduced

free

or

at

For the organization of education it is necessary to consider the provinces separately. Ontario, the most populous of the provinces and the most advanced in matters of education, having largely influenced the educational systems of the other Protestant parts of Canada deserves the most detailed treatment. The system of public education in Ontario includes, kindergartens, public (primary) schools, high schools and collegiate institutes, and a provincial university, the whole forming an organic unit. Kindergarten schools, admitting children between the ages of four and seven, may be organized at the option of boards of school trustees in cities, towns and incorporated villages. There are at present

prices. In the uniform course of study prescribed by the education department chief stress is laid on reading, writing, arithmetic, grammar, geography, and drawing. In the upper forms British and Canadian history and commercial subjects are taught; agriculture is taught in rural schools. Periodic talks are given on temperance and hygiene. Only text books authorized by the education department are allowed. Attendance is obligatory for all children between the ages of 8 and 14 years, not attending separate schools and not under efficient instruction at home. The public schools are strictly non-sectarian, but the schools are opened and closed with the reading of the Lord's prayer

schools, collegiate | No. of high and model institutes, etc.

and portions of the Scriptures are read daily. The clergy of any denomination may arrange with the trustees to give religious instruction in the school after the regular hours. Any group of five or more heads of families may, upon giving notice to the municipal clerk, cease to pay school rates, and become supporters of a separate school. This privilege may be used by any religious sect or by persons of color; in actual fact, of the 484 separate schools existing in Ontario all but 6 are Roman Catholic institutions. The course of instruction given in the separate schools is almost identical with that of the public schools, with the addition of special religious teaching. Separate schools share in the legislative grant. For secondary education Ontario has an admirable system of high schools and collegiate institutes; these are almost identical in character, the collegiate having a larger and more highly qualified staff, special facilities in regard to apparatus, etc., and receiving a larger government grant. Any high school may become a collegiate institute on fulfilling the requirements. High schools and collegiate institutes are created by municipal and county councils, and managed by elective boards of trustees. The original cost, and the cost of permanent improvements are defrayed by the local authorities. For current expenditure, the provincial government contributes a yearly grant varying according to situation, attendance, etc., but with a fixed minimum. The grants average from $500 to $800. The county contributes an equal amount. The remaining expense is met by the municipality. About one third of the schools are free, in the others the annual fee varies from $2.50 to $26. A uniform examination is prescribed for admission. A graded series of four forms leads to the uniform "leaving examinations (Junior and Senior) conducted by the department, on the results of which certificates are granted for public school teachers. The matriculation examination for the provincial university is almost identical with the junior leaving examination. In 1910 there were in Ontario, 146 high schools and collegiate institutes, with 853 teachers and 32,612 pupils. Coeducation obtains in all of them, 17,416 of the registered pupils being girls. The total expendi ture was $1,636,166. Special attention is paid in Ontario to the uniform qualification and training of teachers. The lowest grade of public school teachers (third class) must pass the high school primary examination (Forms I. and II.) and attend a county model school. Teachers of the second class must pass the junior leaving and attend the provincial normal school. Teachers of the first class must pass the senior leaving examination, and attend the school of pedagogy in Toronto. To hold a position in a high school a teacher must hold a first class public school certificate, or have passed at least equivalent university examinations. For specialist positions in collegiates, higher university standing is demanded, varying according to the subject. Unless by special permission of the department, only the certificates of the universities in Ontario are accepted. At the head of the system is the minister of education, a member of the provincial cabinet.

The problem of public education in the Province of Quebec, owing to the division of the population between the French and English races, and the Roman Catholic and

Protestant religions is one of peculiar diffi culty. The difference of creeds has led to the establishment of a dual system of elementary, secondary, and superior schools. The Roman Catholics of the province, numbering (census of 1901) 1,429,186, had 5,180 schools of all kinds, the Protestant population of 219,712 had 964. At the head of the educational system is a superintendent of public instruction with a council of 35 members, both Protestants and Roman Catholics being represented. Within the council are a Protestant committee and a Roman Catholic committee which control the schools of their respective denominations. Each has its elementary, model, and normal schools and academies. In each parish or township there is a board of school commissioners elected by the owners of real estate. These erect and maintain schools, appoint teachers, and levy the school tax, which falls on real property only. But in any such district a dissentient minority, professing a religious faith different from that of the majority, may organize themselves separately, elect a board of trustees, and conduct a school of their own. In the cities and towns there are separate Protestant and Roman Catholic boards of school commissioners. Real estate is taxed for school purposes according to the religious faith of its owners. Attendance at the elementary schools is free and is compulsory for children between the ages of 5 and 16 years. The cost of all the schools in 1910 was $6,210,530, of which $908,791 was covered by the annual grant of the provincial government, $3,494,399 by local taxation, $1,807,139 by fees.

In each of the three maritime provinces (New Brunswick, Nova Scotia, and Prince Edward Island) there is a system of public elementary schools, normal schools and academies, grammar schools in New Brunswick), whose organization closely resembles that of the Ontario schools. In each province the executive council, acting through its superintendent of education is at the head of the system. The elementary schools are free, coeducational, non-denominational, with compulsory attendance, placed under trustees elected in each school district, and supported partly by provincial, county, and municipal grants, partly by local assesments. In both Nova Scotia and New Brunswick the annual trustees votes the amount of money to be locally "school meeting" of rate payers which elects the assessed. New Brunswick has separate schools for Roman Catholics in the towns and in some French-Canadian settlements. New Brunswick has a provincial university (see article CANADIAN UNIVERSITIES), whose president is adjoined to the executive council in its capacity of board of education. In Prince Edward Island, the Prince of Wales College at Charlottetown is a secondary school with governmental support.

In Manitoba the executive council, or cabinet, is at the head of public education. There is a minister of education. An advisory board, partly appointed, partly elected by the teachers, aids the government in organizing the school curriculum, establishing teachers' qualifications, etc. The provincial system includes public (primary) schools, a higher grade of which are called intermediate schools, and three collegiate institutes, at Winnipeg, Brandon, and Portage la Prairie. Schools are free and are supported