tended to fix rigid limits as to either quantity or time. Circumstances may occur in which studies not embraced in the Course may be carried on collaterally without detriment, or in which the time allotted for certain subjects can be extended or abridged to advantage. In determining the suggested subjects reference has been had simply to educational principles in their general bearing, no apprehensions of danger having been entertained from the alleged possibility of 'educating" any or all of the youth of Nova Scotia "above their station, a meaningless phrase in a free Province and Dominion in which each man carves his own station according to the extent of his abilities and the energy of his character. 3. A practical difficulty in carrying out the provisions of the Course has been stated, to which I think it proper to allude. The objection has been urged that a considerable part of the instruction contained in the Course implies knowledge not possessed by many of the teachers. I am free to admit that for years the Course will experience some limitations in its practical working from the fact that heretofore attention has been so exclusively devoted to textual instruction. But I am by no means convinced that the measure of fact embodied in the foregoing objection affords any valid reason for postponing for a single year the introduction of this reform. Schools in charge of teachers incapable of intelligently directing object-studies will be, in an absolute sense, in no worse condition because other schools enjoy benefits whereof they are destitute. The large majority of such teachers as may be deficient in this ability will carnestly set themselves to prepare to meet the new requirement. Those who will not or cannot do so, the profession and the country can afford to lose. 4. As I have already intimated the Course of Study for the Common Schools requires as its supplement a Course for High Schools covering the ground between the Common School and the College or University. It is important to give to the educational operations of the Province a character of consistency, solidity, and strength, but this is quite impossible in the absence of unity of plan and method. I may observe that the Committee of the Provincial Educational Association at present engaged in perfecting a scheme of High School studies with the view of its ultimate submission to the Council of Public Instruction, aret aking steps to secure if possible the assent of the Faculties of the various Colleges of the Province to common matriculation stan lards. Till this is effected our High School Teachers, so far as the preparation of students for College is concerned, must labor under great embarrassment. I would express the hope, without I trust giving offence to any, that it will be found possible to settle this matter on principles which will afford every reasonable incentive to the prosecution of proper High School studies in our High Schools, free the Collegiate Faculties from the necessity of expending their time and strength on that which properly belongs to secondary education, and establish harmonious and helpful relations between institutions whose work must be imperfect in proportion to its isolation. Without assuming any responsibility for special opinions expressed therein, I have pleasure in directing attention to the Reports of the Inspectors of Schools (Appendix B). It has been wisely said that the distinct recognition of defects is plainly the first step in any process of reform." All suggestions of improvement, therefore, whether by legislation or otherwise, emanating from officers having such large opportunities of practical knowledge concerning the matters of which they affirm, should receive careful hearing. Several of the reports refer to the important question of legislation directly tending to secure a better attendance at the schools and rescue from illiteracy thousands of innocent children, the victims of parental ignorance, or indifference. That there is in some parts of the Province a strong drift of public sentiment in favor of a legal enactment providing a moderate degree of power to compel attendance, is beyond question, though the embodiment of this sentiment in equitable and effective legislation is confessedly a most difficult problem. I desire to testify to the general zeal and fidelity with which the Inspectors during the past year have discharged their laborious and responsible duties. I have the honor to be Your Honor's obedient servant, DAVID ALLISON, Superintendent of Education. |