There were during the session 170 women students in attendance at University College.

h. Subjects taught by the Faculty of the School of Science.

Year.

Year.

IX.-ART TEACHING.

a. Art Schools and Departmental Drawing Examinations. Tables showing the number of Certificates awarded since the commencement of this branch of the Education Department. (i.) Certificates awarded in Primary Art Course from 1882 to 1899.

(ii.) Certificates awarded in Advanced Art Course from 1883 to 1899

Total.

(iii.) Certificates awarded in Mechanical Drawing Course from

(iv.) Certificates Awarded in Industrial Art Course from

3

223

39 1,221

Wood

Carving.

Engraving.

Wood

1723I4QI223235

8

Total.

(v.) Certificates awarded for Extra Subjects from

b. Literary and Scientific Societies receiving grants. The following Institutions receive Legislative Grants: 1. Hamilton Literary and Scientific Institution; 2. Kingston School of Mining; 3. Ontario Historical Society; 4. Ottawa French Canadian Institute; 5. Ottawa Literary and Scientific Society; 6. Ottawa St. Patrick's Literary and Scientific Association; 7. Ottawa Field Naturalist Club; 8. Toronto Canadian Institute; 9. Toronto Astronomical and Physical Society.

All of these Institutions give popular lectures on literature or science; some of them publish their transactions and others have museums, all of which are greatly appreciated by the public and assist in developing a taste for Literature, Science

and Art.

c. Progress of School Architecture and Decoration.

C.

Extract from an inaugural address given by Dr. S. P. May, Superintendent of Art Schools, to the officers and members of the Dufferin Art School League, in December 1899.

A History of the Progress of School Architecture and the Decoration of School Rooms in the City.

It is not generally known, and I presume that even some members of the Advisory Board for School Art Leagues are not aware, that fifty years ago the Education Department supplied architectural plans for the erection of school houses. The late Chief Superintendent of Education, the Rev. Dr. Ryerson, the founder of the public school system, whose memory we all revere, and whose name will be handed down to posterity as a great Canadian educationist, philanthropist and true Christian, was the first man in Canada to direct public attention to the importance of school architecture.

It was through his exertions that in 1850 Parliament voted the sum of £200 per annum for purchasing plans, engravings, etc., for the improvement of school architecture; these plans were published and distributed from time to time through the Upper Canada Journal of Education, and eventually school trustees made so many applications for specifications for erecting school buildings, that it became necessary for a book to be published on this subject.

In 1857 Dr. Hodgins, then Deputy Superintendent of Education, published under the authority of the Chief Superintendent, 'The School House, its architecture, external and internal arrangements." This book was profusely illustrated with engravings of elevations and plans for school buildings, and was of great value in awakening an interest in school architecture, for, as some of us remember, at that time we had a large number of log school houses, and the trustees of rural schools seemed satisfied that so long as they could afford shelter for the school children, they need make no attempt to make the school attractive to the pupils; they considered learning to be a good thing, and approved of children attending school, but they did not care about external architectural beauty, nor the internal decoration of school rooms.

In 1859, two years after the publication of "The School House," the grant for school architecture was increased to $800.00 per

annum.

In 1872 the Education Department offered prizes to Inspectors and Teachers for the best architectual designs and plans for rural school houses. Thirty persons competed, and seventeen awards were made to the value of $230.00; seven prizes were taken by school inspectors, and ten by school teachers.

In 1876 a new edition of "The School House," with illustrated papers on School Hygiene and Ventilation, was published by Dr. Hodgins. I consider that a proper attention to Light, Heat, and Ventilation is of more importance than external decorations in the construction of school buildings. If school rooms are not well ventilated and lighted, most injurious effects are produced on the mental development and physical health of children, which are often felt in after life. It is a well known hygienic fact that if a child breathes foul air, he is in a state of physical discomfort; consequently in his undiscriminating mind the feelings of pain