Volume 23 - Section XII - ElectricCanadian.com

GENERAL INDEX 55mission of assembly in 1836, 286 ; report ofspecial committee in 1840, 286-8 ;inadequate salaries of teachers, 5 14 n., 18 286-7 ;proposal to erect model schools, 287 ;needfor uniformity in text-books and subjects,287 ; illiteracy in the legislature, 288 ;restraining effect of pioneer conditions, 288-9 ;problem of school maintenance, 289-90 ;voluntary element in school administration,290 ;selection of school-house sites, 290 ;school buildings and their primitive equipment, 290-1 ;school repairing and cleaning, 291-2 ; boarding-round system forteachers, 292 ; tow scale of remunerationfor teachers and its effect on profession,292-3 teachers ; required to be British subjects or to take oath of allegiance, 293 ;importations from United States regardedwith suspicion, 293 ;Dr Ryerson s testimonyto work of teachers from United States,293-4 ;school attendance and discipline,294-5 ; courses of study, 295-6 ;schoolbooks, 296-8 anti-British ;teaching of booksimported from United States, 297 ; wastefulmethods of instruction, 298-9 ; conditions atUnion, 5 14 ;Hincks s Act, 18 300 ; Ryersons report of 1846, 302-4 ;act of 1846,304-6 ;National Series of school books ofIreland adopted, 306-7 ; supplementary actof 1847, 307-8 ;act of 1850, 308-9 ; provincial normal school founded, 309-11 ;teachers certificates, 311-12; auxiliaryschool agencies, 316 ;school statistics (1850,1870), 317 ;School Improvement Act of1871, 317-18 ; Compulsory Attendance Actof 1881, 320 ; changes in courses of study,320-1, 329-30, 336 ; department created, 319 ;text-book problem, 321, 330 ; controversyover religious instruction, 322 ; the bilingualquestion, 322-3, 330-1, 339-40; kindergartens, 324 ; teachers training agencies,324-8 ; reorganization of machinery, 328-9 ;night and continuation schools, 329 ; training institutes, 331 ; examinations reorganized, 331-2 ;curriculum of 1904, 333 ;ruralschool problem, 333-4 ; administrativechanges, 334-6 ;school reconstruction, 336 ;reform in teaching staff, 336-7 ; modelschools, 336-7 ; increase in salaries, 337 ;summer schools, 337 ;dearth of teachers,337-8 solution of text-book : problem, 338 ;abatement of examination evil, 338-9 ;boards of trustees, 17 220-1 ; duties ofteachers, 221 ; duties of inspectors, 221-2 ;high schools, 222 ;boards of education,222-3 ;normal schools, 223 ; separateschools, 223-4 ; university and schoolstatistics for 1912, 225-9. (Secondary andUniversity) Early educational develop:ment, 18 345-57 ; private schools and schoolmasters, 349 ; subversive tendencies ofAmerican text-books, 349 ; establishment offree grammar schools sanctioned, 350 ;land endowment for educational purposes,350 ; the act of 1807, 351 ; Anglican exclusivenessin district schools, 351 ; firstacademy established, 352 ; Midland DistrictSociety incorporated, 352 ; the acts of 1816and 1819, 352-3 ;Board of Education established and dissolved, 353, 362 ; conflict overcharter of King s College, 354-7 ;rivalcolleges, 363-5 ;conflict of contending ideals,365 ; university centralizing movement, 366 ;attempts to settle university problem, 367-373 ; reorganization of secondary education,377, 379-82 ; growth of university education,383-402 ;future of higher education, 400-1,402 ;schools founded on English model,401 ; successors to academies, 401 ;institutions for girls, 401. See also SeparateSchools.Manitoba :agitation in favour of nonsectariansystem, 19 108 ; French educationin the Red River Settlement, 20 417-21 ;act of 1871, 426-7 ;first board of education,426-7; school statistics (1876, 1883, 1890),427 ; provision in newly settled districts,427-8 ;school lands set apart, 428 ;drawbacks incident to pioneer conditions, 428 ;subjects taught, 429 ; religious instruction,429 ; training of teachers, 429, 439-40 ;actof 1890 and school question, 429-34 ;RomanCatholic schools incorporated in publicschool system, 434 ; progress since 1890,436-40 ; changes in courses of study, 436 ;consolidation of school districts, 436-7 ;schoolinspection, 438-9 ; comparative school statistics (1876 and 1911), 440; growth ofsecondary schools, 440-2 ; secondary schoolstatistics (1885, 1912), 442 ; consolidation ofrural schools, 534, 535 ; problem of foreignborn,19 142, 20 434-6 ; movement forEnglish Catholic college, 11 195. See alsoSeparate Schools.Saskatchewan :summary of work aecomplished,1871 to 1911, 20 451-2 ; first primaryschools, 451 ; bilingual schools and problemof foreign settlers, 457-61 ; school ordinanceon language question, 461 ; text-books instatus of French as abilingual schools, 461 ;school subject, 462 ; supply of teachers,462-4; statistics (1906-11), 462; salariesand professional training, 463-4 ; teachers,percentage of male to female teachers, andpupils (1910), 464; high schools, 464-7;courses of study, 466 ;school buildings andequipment, 470-1 ; water-supply problem,471-2; the school expenditures, 472;government grants (1890, 1900, 1910) andtheir apportionment (1910), 472 ; thesources, method of division, and yield ofschool grants (1910), 472; apportionmentof grants, 472-3 ; high school and collegiategrants, 473 ; teaching of agriculture, 567 ;Laurier s educational settlement, 11 188-9.See also Separate Schools.Alberta : mission schools, 20 478-80 ;first government schools, 481-4 ;settlement effected by Laurier, 11 188-9 ;theeducational system since autonomy, 20484-92 ;statistics (1906 and 1912), 486 ;average salaries of teachers (1905, 1911,1912), 486 ; free readers, 487 ; progressamong foreign population, 487-90 ;course ofstudies, 490-1 ; training of teachers, 491-2 ;agricultural education, 493-4 ; growth of city