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Polytechnic College, Fort Worth, Tex.-Bookkeeping, commercial law, commercial geography, business practice, stenography, typewriting.

Burleson College, Greenville, Tex.-Bookkeeping, commercial arithmetic, commercial law, stenography, typewriting, business forms.

Texas Christian University, North Waco, Tex.-Bookkeeping, business practice, commercial arithmetic, commercial law, stenography, typewriting.

Trinity University, Waxahachie, Tex.-Bookkeeping, commercial arithmetic, commercial law, business practice, history of commerce, materials of commerce, banking, auditing, stenography, typewriting. Brigham Young College, Logan, Utah.-Bookkeeping, banking, commercial arithmetic, commercial law, commerce, transportation, stenography, typewriting.

University of Utah, Salt Lake City, Utah.-Industrial history of Europe, economic history of American colonies, American industry and commerce, industrial problems, corporation finance, American public finance, transportation, banking, business law.

University of Vermont, Burlington, Vt.-General economics and taxation, money, banking, foreign exchange, railroad economics and corporation finance, economic history of the United States, economic history of Europe, industrial organization and resources of the United States and of the other leading countries, accounting, commercial mathematics, stenography, typewriting, commercial law.

Bridgewater College, Bridgewater, Va.-Bookkeeping, commercial arithmetic, commercial law, business practice, commercial geography, stenography, typewriting.

Fredericksburg College, Fredericksburg, Va.-Bookkeeping, commercial law, stenography, type

writing.

Hampden-Sidney College, Hampden Sidney, Va.-Bookkeeping, commercial arithmetic.

Roanoke College, Salem, Va.-Bookkeeping, business practice, banking, commercial arithmetic, commercial law, stenography, typewriting.

Vashon College, Burton, Wash.-Bookkeeping, commercial geography, commercial law, business practice, stenography, typewriting.

State College of Washington, Pullman, Wash.-Bookkeeping, commercial law, industrial history of
England and United States, commercial arithmetic, commercial geography, stenography, typewriting.
Gonzaga College, Spokane, Wash.-Bookkeeping, commercial law, stenography, typewriting.
Morris Harvey College, Barboursville, W. Va.-Bookkeeping, commercial geography, history of com-
merce, commercial law, commercial arithmetic, stenography, typewriting.

Bethany College, Bethany, W. Va.-Bookkeeping, commercial arithmetic, business forms, business practice, commercial law, stenography, typewriting.

Wesleyan University of West Virginia, Buckhannon, W. Va.-Bookkeeping, commercial law, commercial geography, stenography, typewriting.

West Virginia University, Morgantown, W. Va.-Bookkeeping, commercial law, commercial geography, history of commerce, stenography, typewriting.

Lawrence University, Appleton, Wis.-Bookkeeping, commercial law, stenography, typewriting. University of Wisconsin, Madison, Wis.-Public finance, money and banking, economic geography, business administration, commercial law, labor legislation, elements of agricultural economics, historical and comparative agriculture, agricultural industries, manufacturing industries, social statistics, economic statistics, financial history of the United States, corporation finance and securities, transportation and communication, special problems in transportation, foreign systems of railways, insurance. Marquette College, Milwaukee, Wis.-Bookkeeping, business practice, commercial law, commercial arithmetic, stenography, typewriting.

University of Wyoming, Laramie, Wyo.-Bookkeeping, commercial geography, commercial law, stenography, typewriting.

STATE LAWS RELATING TO HUMANE EDUCATION.

CALIFORNIA.

Statutory School Studies.-SEC. 1665. Instruction must be given in the following branches in the several grades in which they may be required, viz: * * * humane humane education education: Provided, That instruction in *

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be oral, no text-books on these subjects being required to be purchased by the pupils: Provided further, That county boards of education may, in districts having less than 100 census children, confine the pupils to the studies * [humane education not in the list] until they have a practical knowledge of these subjects.—School Law of California, 1903, p. 38.

SEC. 78. *

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COLORADO.

School boards shall * * * cause to be given in each school week two lessons of not less than ten minutes' duration each on the subject of humane treatment to animals.-Colorado School Law, 1903, p. 63.

SUGGESTIONS OF STATE SUPT. HELEN L. GRENFELL REGARDING HUMANE EDUCATION.

* In order to make this line of instruction effective, it is necessary that a teacher should seize every opportunity to inculcate humane lessons, and there is a never-ceasing opportunity through the every-day life of the child and the teacher. Abstract lessons are ineffective for the young in all ethical lines, and the teacher should therefore lead the child to observe and report his own experiences, and should, in return, through interesting stories of conditions actually existing, illustrative of cruelty through ignorance as well as maliciousness, train him to a thorough appreciation of his duty toward animals.

*** The underlying principle in connection with this work is not that we are trying to prevent, simply, the suffering of animals, but the moral degradation of the person who causes the suffering.

The work of humane education may be correlated with the usual school studies. It naturally is joined with work in literature, reading, nature study, language, and ethics. While this entire line of work is one in which the originality of the teacher may especially be shown, so far as methods and accomplishments are concerned, the following suggestions are made:

Have pupils recite memory gems or read poems by standard authors touching upon the subject. Nearly every great author offers examples. *

The teacher may read Black Beauty, Beautiful Joe, or similar stories to the school, or from especial publications in this line. ** *

Through nature study an excellent opportunity is given to teach habits of kindness to animals, and the teacher should lead the child to observe, write about, and talk about common animals, to notice their habits, and to learn to care for them properly.

In connection with art, instructive pictures of animals by standard artists may be shown, and will invariably interest the child. Those of Rosa Bonheur and Landseer are among the many.

If mothers' meetings are held in the district the subject should be brought up for discussion, and the cooperation of those attending should be secured, since the home sympathy and influence is most important in the work.

Some person of prominence may be invited to address the pupils on the humane treatment of animals, in connection with some special programme, or as a distinct lecture.

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MAINE.

* And it also shall be the duty of all teachers in the public schools of this State to devote not less than ten minutes of each week of the school term to teaching to the children under their charge the principles of kindness to birds and animals.— School Laws of Maine, 1901, Sec. 97.

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ΜΟΝΤΑΝΑ.

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SEC. 1861. All common schools shall be taught in the English language; and instructions shall be given in the following branches, viz: * Also a system of humane treatment of animals as embodied in the laws of Montana. Such instruction to consist of at least two (2) lessons of not less than ten minutes each per week. The principal or teacher in every school shall certify in each of his or her reports that such instruction has been given in the school under his or her control.Political Code, Art. 8, Chap. 6, as amended in 1903.

OKLAHOMA.

AN ACT to provide for moral and humane education in the public schools of the Territory of Oklahoma. Be it enacted by the legislative assembly of the Territory of Oklahoma.

SECTION 1. That in each and every public school within the Territory of Oklahoma it shall be the duty of each and every teacher to teach morality in the broadest meaning of the word, for the purpose of elevating and refining the character of school children up to the highest plane of life; that they may know how to conduct themselves as social beings in relation to each other, as respects right and wrong and rectitude of life, and thereby lessen wrong-doing and crime.

SECTION 2. That in each and every public school within the Territory of Oklahoma, in addition to the other branches of study now prescribed, not less than one-half hour of each week, during the whole of each term of school, shall be devoted to teaching the school children attending said school kindness to and humane treatment and protection of-dumb animals and birds; their lives, habits, and usefulness, and the important part they are intended to fulfill in the economy of nature, and such studies on the subject as the Board of Public Education may adopt.

SECTION 3. That no experiments upon any living creature shall be permitted in any public school within the Territory of Oklahoma.

SECTION 4. That it shall be the duty of the superintendent of public instruction for the Territory of Oklahoma, the superintendent of public instruction of each county, the superintendent of public schools of each city, and the principal of each and every public school in said Territory, to see that the provisions of sections one, two, and three of this act are strictly complied with in the public schools under his supervision.

SECTION 5. That no teacher in the public schools of the Territory of Oklahoma shall be entitled to receive any portion of the public school moneys as compensation for services unless such teacher shall have complied with the provisions of this act. SECTION 6. All acts or parts of acts in conflict herewith are hereby repealed. SECTION 7. This act shall take effect and be in force from and after its passage and approval.

Approved, March 4, 1905.

PENNSYLVANIA.

AN ACT To provide a system of humane education, to include kind treatment of birds and animals, in our public schools.

SECTION 1. Be it enacted, &c., That a system of humane education, which shall include kind treatment of birds and animals, shall be included in the branches of study now required by law to be taught in the common schools; such instruction to be given to all pupils, up to and including the fourth grade, of the public schools of the Commonwealth, and to consist of not more than half an hour each week during the whole term of the school.

SECTION 2. That no experiment upon any living creature, to demonstrate in physiology, shall be permitted in any public school of the State.

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STATE LAWS RELATING TO HUMANE EDUCATION.

SECTION 3. The principal or teacher in every school shall certify, in each of his or her monthly reports to the school board, that such instruction has been given in the school under his or her control.

SECTION 4. This act shall take effect immediately.
APPROVED-The 27th day of March, A. D. 1905.

SOUTH DAKOTA.

AN ACT Pertaining to the humane treatment of animals.

Be it enacted by the legislature of the State of South Dakota:

SECTION 1. That there shall be taught in the public schools of this State, in addition to other branches of study now prescribed, a system of humane treatment of animals.

SECTION 2. Each school supported wholly or in part by the public funds of this State, or of any county or city in this State, shall instruct all scholars in the laws of this State, as embodied in the penal code or other laws pertaining to the humane treatment of animals, and such studies on the subject as the board of education may adopt, such instruction to consist of not less than two lessons of ten minutes each during each week of the school year. And no experiment upon live animals to demonstrate facts in physiology shall be permitted in any school in this State. SECTION 3. This act shall take effect and be in force immediately after its passage.

TEXAS.

SECTION 100. * * * Suitable instruction shall be given in the primary grades [of all public schools] once each week regarding kindness to animals of the brute creation and the protection of birds and their nests and eggs.-General Laws of Texas, 1905, Chap. 124.

WASHINGTON.

SEC. 65. * * * Attention must be given during the entire course to the cultiva

tion of manners, to the laws of health, physical exercise, ventilation, and temperature of the schoolroom, and not less than ten minutes each week must be devoted to the systematic teaching of kindness to not only our domestic animals, but to all living creatures.-School Laws of Washington, 1901, p. 48.

WYOMING.

AN ACT providing that a system of humane treatment of animals shall be taught in the public schools of Wyoming.

Be it encated by the legislature of the State of Wyoming:

SECTION 1. That there shall be taught in the public schools of Wyoming, in addition to the other branches of study now prescribed, a system of humane treatment of animals, as embodied in the laws of Wyoming; such instruction to consist of not less than two lessons of ten minutes each per week. The principal or teacher of every school shall certify in his or her reports that such instruction has been given in the school under his or her control.

SECTION 2. This act shall take effect and be in force from and after its passage. [Approved February 6, 1901.]

CHAPTER I.

EDUCATION IN CANADA, AUSTRALIA, AND NEW

ZEALAND.

CANADA.

Dominion of Canada, comprising seven provinces, with an extent of 3,653,946 square miles and a population estimated at 5,371,051 in 1901.

PREVIOUS ARTICLES ON EDUCATION IN CANADA IN THE COMMISSIONER'S REPORTS.

"Education in Ontario," Report 1892-93, Vol. 1, Chapter VI; "Notes on education at the Columbian Exposition," ibid., Chapter X, pages 1213-1215; Manitoba school question," Report 1894-95, Vol. 1, Chapter VII.

"Current and historical survey of the systems of education in the several provinces," Report 1897-98, Vol. 1, Chapter IV.

Education in Canada: Outline of the public systems of education with current statisties; Industrial and technical education; Historic foundations of the Ontario system," Report 1898-99, Vol. 2, Chapter XXIX.

"Education in Canada: Detailed accounts of the systems of education in the several provinces, with comparative statistics; Table of higher institutions," Report 1902, Vol. 1, Chapter VIII.

TOPICAL OUTLINE.

Outline of the Canadian systems of public instruction. Current statistics. Teachers' salaries. Statistics of colleges and universities.

By the British North American act of 1867 the right to legislate on matters respecting education was left to the governments of the four provinces (Ontario, Quebec, Nova Scotia, and New Brunswick), which were then united under the general name of Dominion of Canada. The same right has been assured also to the provinces that have since entered the confederation (Prince Edward Island, Manitoba, British Columbia, Northwest Territories).

Prior, however, to the federation of the provinces, education had become a matter of general interest. Ontario, "the core of the confederation," had at the time of its adoption a well-organized system of public schools. Quebec had brought its parochial schools under public supervision and the smaller maritime provinces had proved their interest in the cause both by legislation and by grants for schools from public funds.

From the beginning two forces were at work directing the educational activities of the people. Both the English and French settlers had brought with them traditional respect for parochial schools and for ecclesiastical control of 1

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