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by fees, which may exceed the fees charged in the elementary schools. Both model schools and academies share in the provincial grant for superior education. As regards the course of study, the model school proper-that is, excluding the elementary division-begins with the fifth year or grade of the public school course, and covers two or four years. In the latter case the third and fourth years are called the academy course. The model school is intended for pupils who attend school up to 16 years of age: the academies may prolong the education to 18 years of age. These distinctions, however, are not rigidly maintained. Speaking generally, we may say that the model schools and academies cover the ground of our own grammar and high schools, excepting that the Roman Catholic schools of this class do not provide instruction in the classics.

In 1900 the total enrollment in model schools and academies was 113,757, distributed as follows:

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Of the total pupils in the Roman Catholic schools of this class, 87.408, or 83 per cent, were in the elementary division; 14,595, or 14 per cent, were in the model course or fifth and sixth grades, and the remainder, 2,858, or 3 per cent, were in the academy course. Of the total pupils in the Protestant model schools and academies, 8,896, there were in the elementary division 2,538, or 28.5 per cent; in the model course, 1,345, or 15 per cent, and in the academic course 5,013, or 56.5 per cent. If we regard the academic course (which comprises two or three years) as the equivalent of a high school course, this gives altogether 7,871 pupils in high schools of Quebec having a semipublic character.

Training and qualifications of teachers.-Besides the schools above enumerated, the law makes provision for the establishment of one or more normal schools with attached model or practice schools. The lieutenant-governor is authorized to make all needful provision for the housing and equipment of these schools. To provide for the purchase of suitable sites and the erection of buildings for the normal schools, the chief executive may order that the sum of $8,000 shall be yearly set aside out of the grant for superior education, the same to form a fund called the normal school building fund of the province of Quebec. Besides the annual sum set apart from the superior-education fund, there is also allowed yearly, out of the common school fund for the Province, a sum not exceeding $6,000 to defray the salaries of officers and other contingent expenses of normal schools, and a sum not exceeding $1,000 annually to facilitate the attendance of teachers in training at normal schools. The lieutenant-governor is authorized to increase the yearly allowance for normal schools, if it be found necessary; such increase not to exceed $10,000 in any one year.

General regulations for the normal schools are made by the council of public instruction, or by its committees, with the approval of the lieutenant-governor. The normal schools themselves are under the control of the superintendent of public instruction.

The law requires that persons desiring to teach in the public schools of Quebec must either have a normal school diploma or a government certificate. The certificate is obtained by passing an examination before an examining board formed by the appointment of the lieutenant-governor upon the recommendation of one or the other of the council committees. The following are, however, exempt from the above requirements: Every priest, minister, and ecclesiastic, and every person who

is a member either of a religious order instituted for educational purposes or of a religious community of women. In the Roman Catholic schools a large proportion of the teachers belong to the orders specified.

Although the law is thus specific as to the requirements of teachers it is very imperfectly enforced.

Sources of income.-The sources of income for the public schools are provincial grants, local taxes, and fees. The official reports do not enable one to indicate exactly the amount of public funds appropriated for each class of schools. In the financial year 1900-1901 there were paid for public education from local taxes, $1,466,611; by the provincial government for public and normal schools, $216,000; for inferior education, $78,910; for other educational institutions and purposes, $159,040; received from fees, $1,533,193; total, $3.453,754. Of this sum it will be seen the government contributed 13.14 per cent, local taxes 42.46 per cent, and fees 44.40 per cent.

The provincial grant for education comprises a grant for elementary schools and a grant for superior education. The former is paid by the superintendent of public instruction to the district school commissioners or trustees.

In order to share in this grant a school municipality must furnish proof that it has conformed to the requirements of the school law as regards length of the annual school session (eight months), number of registered pupils (not less than 15), the annual public examination, the annual report to the superintendent of public instruction, the collection of school fees, the employment of certificated teachers, the payment of teachers' salaries, the use of authorized books, and in general make it evident that the regulations and instructions of the central authorities have been carried out. It is provided, however, that if the "school commissioners or trustees, as the case may be, of a school municipality have endeavored in good faith to have the law carried out, a share of the school fund may be allowed them."

The fund for superior education is distributed to the model schools and academies and to colleges and universities. (See list, pp. 460-1.)

With this general survey of the educational system the following statistical summary becomes intelligible:

1867-68.

1872-73.

1877-78.

1882-83.

1887-88.

1892-93.

1897-98.

1899-1900. 1900-1901.

Comparative statement of educational movement in the province of Quebec.

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Comparative statement of general school contributions in the Province of Quebec.

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NOVA SCOTIA.

Prior to the passage of the school law of 1864, which provided for a uniform system of pablic schools in Nova Scotia, private and parochial schools existed in Halifax and in the more settled portions of the Province and were fostered by grants from the public treasury. During this early period several measures were passed which showed plainly the sense of public responsibility in this important matter and the recognized necessity for legislative action looking to the educational interests of the entire Province.

Thus the system established in Nova Scotia by the law of 1864, like the Ontario system established twenty years earlier, embodied the results of a series of efforts and experiences. In Nova Scotia, as in Ontario, the need of centralized control, especially in view of the disabilities of poor and isolated districts, was clearly recognized, but the former Province did not intrust such large powers to the central authority, and in particular sought to avoid political entanglements in its constitution.

The supervisory functions of the central authority and its control of the provincial grant to the schools make it a unifying and stimulating force without prejudice to local freedom and initiative.

The principal measures leading up to the passage of the law of 1864 and the distinctive features of the system created thereby are set forth in the following citation from an account of the system by the present superintendent, Hon. A. H. Mackay,a

Historical beginnings.-In 1832 the Province was divided into districts averaging the size of half a county each, under a board of school commissioners appointed by the governor in council. These boards were intrusted with the power of organizing school sections approximating 4 miles in length and breadth where possible, and of otherwise stimulating and directing the formation and maintenance of schools in the district under their charge. The funds for each school were obtained mainly from local subscriptions, which were supplemented by the grant from the provincial treasury. In 1841 the legislature was opened by a speech of Lord Falkland, the governor, in which he advocated the adoption of the principle of assessment; but the house of assembly was still afraid, and contented itself with the further amendment of the act of 1832. Provision was also made at length in nearly all the schools for the education of free scholars, but they were a small minority.

In 1850 a provincial superintendent of education was appointed in the person of the late Sir John William Dawson, of McGill University. Under his short term of three years there was a rapid advance in the education of the legislature and the country with respect to the advantage of improved buildings and methods, the establishment of a provincial normal school, and the adoption of the system of local assessment. In 1855 the normal school was opened under the principalship of the second superintendent, Rev. Dr. Forrester. Under his advocacy from the platform and the press the time came in 1864 for the establishment of the free-school system.

The present Sir Charles Tupper, who was leader of the Government in 1864. was able to introduce the bill with the ultimate concurrence of the leader of the opposition, the late Sir Adams G. Archibald, and without any serious resistance it was eventually passed.

Central authority.—The council of public instruction consists of the members of the executive council of the provincial government, five of whom constitute a quorum. This body determines the regulations for the expenditure of the funds appropriated for educational purposes, the classification of teachers, and for the administration of all matters generally which fall within the scope of the educational statutes. It prescribes the school books and the courses of study for the schools of all grades. It directs the normal school, appoints the provincial examiners of the high-school students, inspectors, and district school commissioners, and has power to make provision for any exigency not inconsistent with the statutes.

a Cited from volume 4 of the Special Reports on Education issued by the Board of Education, England.

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