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 SCHOOLS

571

SCHOOLS

It would be somewhat difficult to determine the number of pupils attending the schools in the Catholic pubUc-school districts or in the Catholic separate- school districts. The Diocese of Prince Albert, which comprises all that part of the Province of Saskatchewan, has 54 academies and schools attended by Catholic children. (These schools are not really Catholic. They are neutral schools attended by Catholic children and endowed with a government grant.) These children number in all about 3000. The southern part of the province is in the new Dio- cese of Regina. The first Bishop of Regina was con- secrated on 5 November, 1911. There are a great num- ber of Catholic schools in that flourishing part which is found in the Archdiocese of St. Boniface. The Sisters of Notre Dame of the Cross of Maurianais, France, have here two schools, one at Forget, and the other at St. Hubert. The Sisters of St. Joseph of St. Hyacinthe have a school for Indians at Lake Croche. The Sisters of Notre Dame of the Missions, from Lyons, direct three convents: a boarding-school for English-speaking girls, at Regina, and two others in the French-speaking centres at Lebret and at Wolseley. The Oblate Missionaries of the Sacred Heart and of Mary Immaculate direct a school for Indians at Fort Pelley. The industrial school at Qu' Appelle has 242 Indians, under the Sisters of Charity.

The Diocese of St. Albert comprises all the southern part of the Province of Alberta and a part of the Province of Saskatchewan. It has an industrial school, 14 convents, 8 boarding-schools for Indians. The pupils in the schools of the Catholic school districts number about 3700. ^\e find here again the Sisters whose mother-house is in Quebec: Sis- ters of the Assumption, Gray Nuns of Montreal, Sisters of Nicolet, Gray Sisters of Nicolet, etc. There are also the Polish Sisters of the Ruthenian Rite. The petit seminaire of St. Albert was founded by Bishop Grandin in 1900. Father Cullerier O.M.I., was its first director, but the Oblate Fathers have now given up the institution and the Missionaries of Chavagnes, or Sons of Mary Immaculate, direct it at present (1911). There are 33 pupils in attendance. The Oblate Fathers have opened a juniorate at Strathcona, where they have 14 pupils.

H. British Columbia. — This province entered the Confederation in 1871. In it there is not one Catholic school in receipt of a government grant. The dif- ferent dioceses bear the expense of Catholic education. The Archdiocese of Vancouver has eight industrial schools for Indians, with an attendance of 513 pupils; four academies for young girls; seven parochial schools, with a total attendance of 729 girls. New Westminster possesses an excellent institution of learning. Saint Louis College, under the direction of the Oblate Fathers. In the Diocese of Victoria, which comprises Vancouver and the adjacent island, there are two academies for young girls, with an at- tendance of 342; nine parochial schools, with 450 pupils; two industrial schools, 110 pupils (boarders). The secular priests direct a college of 50 pupils. Among the Catholic educational institutions there are nine directed by the Si.sters of St. Anne, whose mother-house is at Lachine, near Montreal, viz.:

1. New Westminster 6 religious, 162 pupila

2. Ste-Marie Matsqui 7 " 76 "

3. Kamloops 4 " 85 "

4. Industrial School 3 " 63 "

5. Victoria 27 " 323 "

6. Cowichan 5 " 43 "

7. Vancouver City 14 " 390 "

8. Kuper Island ( 7 " inn "

9. Lady Smith S

I. Territories. — In the vast regions of the West outside of the provinces regularly constituted, there are large territories where missionaries are engaged in God's work, under the guidance of vicars-Apostolic; and wherever a church is built, a school adjoins it. There are six convents in the Vicariate of Athabaska.

The Gray Nuns have a boarding-school for Indians at Lake Laplonge in the Vicariate of Keewatin. At Cross Lake, 4 Oblate Sisters of Mary Immaculate carry on a boarding-school for Indians, in which there are 20 pupils. In the Vicariate of Mackenzie there are, at Great Slave Lake, 7 Gray Nuns at the head of a school of 45 pupils. At Providence 13 sisters give instruction to 75 pupils. At Yukon there are 9 schools, and at Dawson 3 Sisters of St. Anne from Lachine, near Montreal, teaching 65 pupils.

J. Newfoundland. — Although the Province of New- foundland does not form a part of the Canadian Con- federation, it should be mentioned here. In each parish there is a school under the care of the parochial clergy and supported by a government grant. The principal teaching congregations are Irish Christian Brothers, Sisters of Mercy, and Presentation Nuns.

Meilledr, Memorial de I'Education au Bas-Canada (Quebec, 1876) ; Chauveau, Instruction publique au Canada (Quebec, 1876) ; Desrosiers, Ecoles Normales primaires de la Province de Quebec et leurs aeuvres compUmentaires (Montreal, 1909); GossELiN, L' Instruction au Canada sous le Regime Frangais (Quebec, 1911); de Cazes, Instruction Publique dans la Province de Quebec (Quebec, 1905) ; Boucher de la BruIire, Education et Constitution (Montreal, 1904); Paquet, L'Eglise et I'Education au Canada (Quebec, 1909) ; Desrosiers and Fournet, La race franfnise en Amerique (Montreal, 1911); Bourassa, Les Ecoles du Nord-Ouest (Montreal, 1905); Derome, Le Canada Eccles- iastique (1911); Chapais, Congregations enseignantes el Brevet de Capacity (Quebec, 1893) ; Congris d'Education des Canadiens- Franfais (Ottawa, 1910); Pierlot, Legislation scolaire de la Province de Quibec (Brussels, 1911); Rapports annuels des Surintendants ou des Ministres de I'Education (1909-10) ; Dionne, Vie de C. F. Painchaud, fondateur du College de Sainte-Anne de la Pocatiire (Quebec, 1894); Choquette, Histoire du Siminaire de Saint-Hyacinthe (1911); Douville, Histoire du Seminaire de Nicolet (1903); Richard, Histoire du Siminaire des Trois- Riviires (Three Rivers, 1885); Dugas, Noces de diamant du Seminaire de Joliette (1911); Souvenir des fUes jubilaires du College Sainte-Marie (Montreal, 1898); Roy, L'Universite Laval et les files du Cinquantenaire (Quebec, 1903) ; Les Ursulines des Trois-Riviires (Three Rivers, 1888); Les Ursulines de Quibec (Quebec, 1863) ; Faillon, Vie de la Mire Bourgeois (Paris, 1853) ; Alexis, La ProtJUice ecclesiastique d'Oltawa (1897); Sisters ofthb Congregation op Notre Dame, Histoire de I'Eglise du Canada (1908); Documentary History of Education in Upper Canada (Toronto); Schools and Colleges of Ontario {1792-1910) (Toronto, 1910); HoDOiNS, The Legislation and History of Separate Schools in Upper Canada (Toronto, 1897) ; Idem, Historical Educational Papers and Documents of Ontario (1793-1S.53) (Toronto, 1911); BuRWASH, Egerton Ryerson (Toronto, 1906) ; Lex in La Nouvelle- France, (Quebec, Jan., March, April, 1910) ; Lindsay, La Nouvelle- France (1903); L'Enseignement Primaire (Quebec); Le Collegien de Saint-Hyacinthe. PHILIPPE PeRRIER.

In England. — It was the common belief until quite recently that the grammar schools of Imiij;1;uii1, that is the main part of the machinery of Englisli middle-class education, were the offspring of the Reformation, and owed tlieir origin to the reign of Edward VI. This legend is now exploded. A. F. Leach begins his mas- terly work, "English Schools at the Reformation" (London, 1896), with the sentence: " Never was a great reputation more easily gained and less deserved than that of King Edward VI as a Founder of Schools". The truth is that the few educational foundations made by the Government either of Henry VIII or Edward VI were but re-foundations forming a small salvage from the wreck of educational endowments confiscated with the monasteries and chantries. In fact England was singularly well provided with schools previous to Henry VIII. Among them were the cathedral schools, collegiate grammar schools, monastery schools, guild schools, and perhaps most numerous of all, chantry schools. For the duty of teaching a school was frequently combined with the obligation of singing Mass for the soul of the pious founder. The great majority of these were termed "grammar schools". They usually taught reading, writing, and Latin. Many reached a good standard and included rhetoric and dialectic in their curriculum. There were also song schools of more elementary character. As most of the grammar schools taught gratuitously, a very liberal provision of education was open even to the poorer classes. Indeed education as a whole was on a more democratic basis, and good secondary in-