dated April 1, 1893, it is declared that, to make it possible for remote districts to keep their schools open, "provisional certificates are issued to persons who present such evidence of scholarship that there is a reasonable probability of their being able to pass the next teachers' examination." These certificates are not issued till the trustees declare that they have advertised for a qualified teacher and have used all reasonable effort to secure one, but without success. Then, upon the application of the trustees-not of the would-be teacher-a provisional certificate is issued, valid for that school only, and terminating at the opening of the next examination for teachers.

Schools are maintained by legislative grants and by local taxation. From the former source was derived in 1896 the sum of $126,218, or 46 per cent of the total expenditure $274,648.

The elementary course of study includes the three R's, history, geography, grammar, nature study, and agriculture. Temperance is a compulsory subject for all grades.

There are no separate secondary schools, but the sixth, seventh, and eighth standards, the enrollment for which in 1896 was 126, 39, and 5, respectively, are termed "high-school standards," and have an entirely separate programme, based upon the matriculation examinations of the universities of Toronto and Manitoba.

Preparation for the "academic certificate" for teachers is given in these high-school standards." The examination comprises the following subjects: Spelling and writing, the English language, rhetoric and composition, poetical literature, history, geography, arithmetic, algebra, geometry, trigonometry, chemistry, botany, and physics.

Preparation for the first and second-class professional certificates is given in the normal school at Regina during the last four months of every year. Sessions for third-class candidates are conducted at convenient local centers by the inspectors under the supervision of the superintendent, who delivers a course of lectures at each. Of the 433 teachers in the schools 96 (62 men) held first-class certificates, 207 (98 men) second-class, and 130 (51 men) third class.

Among the text-books recommended for the normal course are to be found White's School Management, Quick's Educational Reformers, Rosenkranz's Philosophy of Education, De Garmo's Essentials of Methods.

The higher educational institutions of Canada—1895.

The higher educational institutions of Canada-1895—Continued.

a The classical colleges in Quebec are a combination of school and college, attended by both boys and young men. They confer certain degrees and are mostly aliliated with Laval University.

b No returns.

e Government expenditure.

CHAPTER V.

SYSTEMS OF PUBLIC EDUCATION IN AUSTRALIA, NEW ZEALAND, AND TASMANIA.'

For previous articles on education in Australasia, see:

Secondary Education in New Zealand, by Sir Robert Stout, K. C. M. G. Report for 1890-91, Vol. 1, pages 45-94.-Education in New Zealand. Report for 1892-93, Vol. 1, pages 258-261.

TOPICAL OUTLINE.-Current statistics of public schools in the Australasian colonies-Brief account of the systems of public education, including administrative and controlling authorities, sources of income, and special schools for rural districts-Care of pauper children-State aid for higher, special, and technical schools-Tabular view of private schools and universities-Appended papers: Report of personal observations of the school systems of Victoria, New South Wales, and South Australia, by Mr. D. White, M. A., rector of the normal school, Dunedin, New Zealand; Extracts from an address on educational reforms, by Hon. C. C. Bowen, of New Zealand; Report on working of "The school attendance act, 1894," by J. Stormont Small, esq., truant inspector, New Zealand, and on Industrial schools in New Zealand, by Mr. Mark Cohen. In the five divisions of Australia and the adjoining colonies, New Zealand and Tasmania, liberal provision has been made for education by both public and private agencies. The latest official reports present the following particulars respecting the public schools of these colonies:

Unlike the English system of public education, the systems established in Australia show a decided tendency to centralized control, a natural consequence, it would seem, of the social and political conditions of the country.

1 Prepared by Miss Anna Tolman Smith.

CENTRAL AND LOCAL AUTHORITIES.

The State, or public schools, in the several colonies are controlled by a minister of public instruction, or secretary, as in Queensland. This chief officer has charge of the school properties, the establishment and classification of schools, the regulation, the course of studies, etc. A system of public inspection is maintained in all the colonies. Inspectors and teachers, excepting in New Zealand, are appointed by the minister, or as in Queensland, by the governor, and belong to the civil service. Local advisory boards, appointed also by the minister or governor, exercise a measure of supervision over the schools and advise the central authority as to the location of schools and the general condition of the school district. In New Zealand local control is more highly developed than in the other colonies. This colony is divided into thirteen educational districts, with at least one school in each. There are district committees, selected by the householders and parents, which committees in turn elect school boards. The minister controls and directs the school affairs, but the administration of the school law in the district falls upon the district boards. They erect the school buildings, appoint inspectors and teachers, etc. The local or district committees exercise advisory and supervising powers.

SOURCES OF SCHOOL INCOME.

The public schools are maintained in all the colonies by appropriations from the general treasury, supplemented by fees in New South Wales and Tasmania.

As a rule, the district contributes the site for the school building and bears a certain proportion of the cost of building and furnishing. Local effort is further stimulated by the very general policy of distributing the public appropriation on the basis of school attendance.

COMPULSORY LAWS.

A compulsory clause is embodied in the school laws of all the colonies, and in all the colonies, except Queensland, efforts are made to enforce the same, but this is extremely difficult, owing to the sparse and isolated population of the agricultural districts. In New Zealand the compulsory law is applicable even to the aborigines, and their interest in the schools is said to be constantly increasing. In 1896 there were enrolled in the native village schools of this colony 2,203 Maori children, or 5 per cent of the Maori population. There were also 73 government pupils in boarding schools, natives maintained by private or denominational efforts, but receiving from the public funds appropri ations for the expenses of government pupils.