workers, or shall vocational courses be intrct among them than mentary schools? Merely to state some of th

secure the answer. Others, however, remain the 'atistics at our agreement even among experts. deafness is Whatever be the ultimate solutions of these problenity are evident that no single one will suffice. There can be no sing lead of procedure, no single inflexible course of study, but the surth tions will, perforce, have to be such as meet the differing needs of differing types of communities as well as those of differing types of industries. Rigidity and uniformity in organisation must give way to flexibility and variety.

As to the problem of compulsory attendance of adolescents, a necessary step in vocational education, Ontario has made some progress towards its solution. The Act respecting compulsory attendance of adolescents is subject to local option. But the important thing to note is that a beginning has been made. The people will gradually become educated up to the higher standards desired. Under the Act:

1. A board may pass by-laws requiring the attendance of adolescents (usually persons between fourteen and seventeen years of age but including others) in a city, town, or village under the jurisdiction of the board at day or evening classes to be established by the board or at some other classes or school in the municipality.

2. The by-laws may provide:

(a) For the compulsory attendance of every adolescent not otherwise receiving a suitable education.

(b) For the establishment of day and evening classes for adolescents. (c) For fixing the age, not exceeding seventeen years, for such compulsory attendance.

(d) For providing courses of study and instructors approved by the minister of education.

(e) For special classes for either sex, or for both, and for those engaged in particular trades or occupations designated in the by-law.

For fixing the seasons and number of hours in each day and in each week for the compulsory attendance required under the by-law. The city of London, Ontario, put the Act into operation in January 1913.

With regard to the problem of procedure in the establishment of vocational schools, we cannot do better than give the findings, after exhaustive inquiry, of the Dominion Royal Commission on Industrial Training and Technical Education. The commissioners recommend:

1. That in smaller towns the provision at first should be in the nature of courses in industrial science, drawing and calculation, with opportunities for constructive work in wood, metals, textiles, foods or other materials appropriate to the larger industries of the neighbourhood. Out of such

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4. That in every case a Local Development Board or other local authority should make, or cause to be made, a plotted survey of the needs of the population by numbers, ages and occupations, and another plotted survey of the provision (if any) which exists in buildings, equipment and teaching force suitable and available for use. When the one plotted survey is placed over the other, the situation can be studied with the greatest advantage to all interests. In this connection consideration should be given to what was done at Leeds and Edinburgh.

5. That the training of teachers and executive workers for service in industrial and technical schools should be advanced as soon as practicable. 6. That classes for foremen and workmen who are both intelligent and highly skilled should be undertaken for the first object of giving such men greater qualifications for their own occupations. Such classes would primarily be for the benefit of those who attended them. Out of those who attended doubtless a number would be revealed who would have some natural aptitude for teaching, and who during the following years would be disposed to teach in the continuation classes, and to teach to some extent after the method by which they themselves had been instructed. To begin these classes it would be necessary to secure the services of a few highly efficient teachers who had had successful experience in such work.

7. That inducements should be offered to professional teachers, who already had a knowledge of and a taste for industrial and technical work, to spend some time in practical work in workshops or factories similar to those of the place in which they would afterwards teach.

8. That by a combination of these two methods, in a short time it would be possible to secure a local supply of men competent to conduct continuation classes and the trade classes in day technical institutes. Men with more systematic and thorough training would be required for the higher places in technical institutes and middle technical schools.

VII. MISCELLANY AND CONCLUSION

Education of Defectives.-Defective persons may be conveniently classified into three groups-mental, moral and physical defectives. A moral defective may also be mentally defective, and physical defectives of the deaf and blind types

have a far greater percentage of mental defect among them than exists in the ordinary population.

So far as can be judged from the inadequate statistics at our disposal, blindness is on the decrease in Canada, deafness is relatively stationary, and mental defectiveness and insanity are on the increase. This is what an empirical knowledge would lead us to conclude. The greater attention paid to the eyes at birth naturally leads to a decrease in preventable blindness. Deafness is largely inherited, and the deaf tend to marry the deaf. Mental defectives, especially the type known as the feeble-minded, receive recruits from two sources-from the large natural increase of the hereditary mentally defective, and from immigration. Immigration laws are laxly administered, the officers receiving appointments mainly on the ground of political services rendered to party. Canada has too long been the dumping ground for misfits and defectives from Great Britain. Stricter medical and psychological examination of immigrants is urgently needed, not only at the port of entry but at the port of embarkation as well.

The blind and the deaf are well cared for. The schools for the deaf at Belleville, Ontario, and Winnipeg, Manitoba, and the school for the blind at Brantford, Ontario, compare favourably with those found elsewhere. These schools have a vocational bias, the object being to make the pupils as normal and as nearly economically independent as their defects will permit. The work of pupils in vocal and instrumental music at the Brantford School for the Blind is most praiseworthy. The possibilities of industrial training are far from being exhausted at any of the institutions, and there is, perhaps, still too much of the traditional bookish element in the curricula.

The education of the physical defective is still in its infancy. Forest schools for the debilitated are successfully carried on in Toronto. There are now sufficient cripples of school age, aftermaths of epidemics of infantile paralysis, to warrant a special school for them.

But little has been done for the feeble-minded. Institutions for idiots and imbeciles, and for dements, have long been established. Only recently, through the work of Dr. Clarke and Dr. Hincks at the Psychiatric Clinic at Toronto, has the terrible menace of feeble-mindedness in Canada been realised. Dr. Hincks, from preliminary investigations of the school children of Toronto, concludes that about three per cent. should be classified as feebleminded, making over 2000 for the city (70,000 school population).

There is reason to believe that percentages elsewhere are not very different from those of Toronto. The close connection between crime and venereal diseases and feeble-mindedness having now been established, it remains for the various communities of Canada to act upon the knowledge.

Ontario has an excellent law respecting auxiliary classes, as they are called, upon her statute books; she now awaits persons with the necessary force of character and aggressiveness to see that the law is put into effective operation.

The Ontario Auxiliary Classes Act, 1914, empowers a board to "establish and conduct classes for children who, not being persons whose mental capacity is incapable of development beyond that of a child of normal mentality at eight years of age, are from any physical or mental cause unable to take proper advantage of the ordinary public or separate school courses." The act excludes the low grades of mentally defectives, but is wide enough to include the blind and semi-blind, the deaf and semi-deaf, the crippled, the debilitated, those predisposed to tuberculosis, etc. The weaknesses of the act are its permissive character, and that the control of the persons coming under it is relinquished at twenty-one years of age. It is certain that the purity campaign now being waged from coast to coast will, as an important side issue, affect the laws regarding the feeble-minded.

Education in Art.-Canada has developed a distinct school of painters. The rugged beauty of the country and its fine colouring seem to demand a broad, vigorous treatment on canvas. If the results shock those who are familiar with gentler and more finished methods, it must nevertheless be acknowledged that here, in one field at least, Canadians have found themselves. Other fields of art are being affected, but one cannot be positive as yet that schools have been established in them. Although it is not true to say that the art schools have created this renaissance, they at least have not fought against it as in other countries; they have, as a matter of fact, made positive contributions in it.

The Ontario College of Art may be taken as a good example of a Canadian art school. It aims to train students in the fine arts, including drawing, painting, designing, modelling and sculpture, and in all branches of the applied arts in the more artistic trades and manufactures. It also serves as a training institution for teachers of art. The courses of instruction are in three divisions: (1) the fine arts course, which trains professional painters, illus

trators and sculptors; (2) the applied arts course, which leads to the various branches of pictorial and industrial design in practical relationship with crafts and manufactures; (3) the teachers' course, designed to train teachers in the appreciation and technique of the fine arts. A diploma of associateship can only be obtained after a full four years' course, but shorter courses of one to two years are also arranged. The outdoor school for the study of landscape, animal and figure painting, conducted at selected places each year, is a valuable feature of the institution. The annual exhibition of pupils' work shows that high standards of achievement are expected of the students. The new art movement in Canada seems to the writer one of the healthiest features in her whole system of education.

Education of the Indian.-The Indians have had a squarer deal" in Canada than elsewhere. By section 5 of the British North America Act, 1867, the Indians of Canada came under the control of the Dominion Government, and in 1873 the Minister of the Interior was made Superintendent-General of Indian Affairs, and given control and management of the Indian lands and properties. In 1916 the Indian population was 105,561, and it had practically remained stationary for a decade. The majority are engaged in hunting, trapping and fishing, but crops to the value of $1,813,619 were raised in 1914. Educational advantages are provided for the Indians in day, boarding and industrial schools, and for the year 1915-16 appropriations amounting to $984,115 were made. Several bands of Indians also assist, and during 1914-15 the sum of $23,019 was available from this source. There were 11,714 Indian children in school during 1914, and the average attendance was 7218, or 61.62 per cent. Nearly 18,000 Indians can write either English or French; 38,202 can speak English, and 8466 French. The total parliamentary appropriation for the year 1915-16 was $2,039,638. On March 31, 1915, the Indians had to their credit in trust funds the sum of $7,738,146, derived from sales of land and timber and from rentals of grazing and other lands. These figures show how carefully the educational and economic interests of the Indian are conserved. Canada has little to reproach herself about, so far as her treatment of this child race" is concerned.

Rhodes Scholarships.-Each Rhodes Scholarship is worth $1500 per annum. The election of scholars in Canada takes place each year during January. Candidates must be British subjects, unmarried, and between nineteen and twenty-four years of age