636 BRITISH COLUMBIA 

"The Commissioners are of the opinion that the most suitable
site is at Point Grey, unless the soils there and that of the delta
land adjacent are found to be unsuitable for the experimental work
of the College of Agriculture. Should Point Grey prove impossible
the Commissioners suggest: first, a site along the shore west of North
Vancouver, provided the tunnel and bridge are constructed: second,
St. Mary's Hill overlooking Pitt, Fraser and Coquitlam Rivers, pro-
vided residences are erected for the students. Central Park, though
conveniently situated, will probably be surrounded by the Cities of
Vancouver, and New Westminster, and because of this and of the
absence of outstanding scenic advantages is undesirable. 

"While the Commissioners are firmly convinced that it is of the
highest importance to have all the faculties of the University doing
work of University grade located together, they believe that the
diverse conditions of agriculture in this Province make it advisable to
divide the work of agricultural education between the College of
Agriculture at the University and Schools of Agriculture of sec-
ondary grade located in difTerent centres. The College of Agricul-
ture should conduct researches, provide courses leading to a degree,
and supervise the extension work and Schools of Agriculture. These
schools should be established in conjunction with the Demonstra-
tion Farms in typical centres, and should provide short courses
(extending over the winter months) of two or three years for the
sons of farmers. Each school might specialize in one or more
branches, such as horticulture, dairying, etc. 

''Similarlv, Technical Evening schools might be opened in the
different coal-mining centres for the preparation of candidates for
mining certificates, and in the metal-mining districts for the assist-
ance of prospectors and others. 

"The Commissioners have been greatly impressed by the marvel-
lous richness, variety, and extent of the natural resources of this
Province, and by the very generous provision made for the endow-
ment of the University: and they are of the opinion that if the Uni-
versity adopts a policy of ofifering salaries ranging from $3800 to
$5000 to its professors, it will attract men of the highest ability, who,
by their scientific investigations, and outstanding reputations, will
not only materially aid in developing the resources of the Province,
but will also place the University on an equality with the best uni-
versities in America." 

BRITISH COLUMBIA 637 

Accordingly, the site at Point Grey was chosen, and later on, an
appropriation was made by the Legislature for clearing and laying
out the grounds at the point selected. In order that everything might
be done in proper form, in 1912 a list of graduates of British and
Canadian universities, who had complied with the requirements of
registration, was drawn up, and the First Convocation was duly
formed. 

Immediately after the members of this Convocation had been
registered, they were called upon to elect a Chancellor of the Uni-
versity and Hon. Carter-Cotton was elected to this position of trust
and honour. A Senate was also elected by the Members of Convoca-
tion, according to the principles laid down in the /\ct, and a Board
of Governors was also appointed by the Lieutenant-Governor-in-
Council. The necessary machinery being now procured, it was requi-
site to find a president who should at once commence the labour of
organizing the departments required and who should be empowered
to make all necessary arrangements for buildings, plans, and
grounds, suitable for the various requirements of these departments,
finally Doctor Westbrook was selected by the Government as being
one conversant with all the requirements and duties of such an
office. What steps are being taken in this organization, time will
show, but we feel confident as a result of the careful and deliberately
formed plans of the President, that the University of British Colum-
bia will be one whicli will take a high standing among the universi-
ties of our empire. 

The present educational system of this Province may be sum-
marized as follows: 

ASSISTED SCHOOL DISTRICTS 

Assisted Schools are established in outlying districts where the
number of children in attendance does not exceed nineteen pupils of
school age. These schools are erected and maintained by the resi-
dents, the salary of the teachers being fixed by the Legislature and
paid directly from the Provincial Treasury. These districts are
without any exact boundaries, and are managed by three trustees
elected by the residents of the locality. In all other respects they
are subject to the same regulations as the more completely organized
schools and districts of the Province. 

638 BRITISH COLUMBIA 

RURAL SCHOOL DISTRICTS 

In these the number of pupils must at least be twenty. The
building is erected and maintained by the people of the district and
all expenses are paid by assessments levied by the local trustees, except
in special cases when assistance may be given, if considered neces-
sary, by the Government. The teachers are appointed by the local
Board and their salaries are paid partly by grant from the Govern-
ment and partly from the local assessments, the people having power
to fix the amount of such salary or to increase it if considered neces-
sary. Three trustees are elected by the residents at the yearly meet-
ing in July, one retiring annually. The Government makes an allow-
ance of $480 annually for each teacher. 

RURAL MUNICIPAL DISTRICTS 

These correspond with the municipalities and contain within
their boundaries numerous schools, according to their respective
population and requirements. The teachers are appointed and paid
by the Trustee Board, any additional sum required for this purpose
beyond that granted by the Government, being met by assessment,
and building and maintenance of the schools being also paid from
the local assessment tax. Three trustees are elected, one of whom
retires annually in rotation, they holding office for three years. To
these schools the Government makes an allowance of $480 for each
teacher. 

CITY MUNICIPAL DISTRICTS 

All regularly organized cities become automatically City Muni-
cipal Districts of First, Second or Third Class, according to their
population, having respectively seven, five or three trustees, these
holding office for two years. Cities of the First Class can also elect
a City Municipal Inspector, who shall have charge of the internal
conduct of the schools, subject to the requirements of the School
Act, and who shall be the advisor of the Board of Trustees in all
educational matters. To City Schools the Government allowance 

BRITISH COLUMBIA 639 

is $360.00, $420.00, or $465.00 for each Teacher employed according
to the class of the city. 

The supreme control of Education rests with the Council of
Public Instruction, the personnel of which is the same as that of the
Executive Council. The Minister of Education is appointed from
among the members of this Council and takes the direct control of
Educational affairs. To assist him in this, and to direct more espe-
cially the professional side of his work, a Superintendent of Educa-
tion is appointed, who has control of all the various departments,
and whose additional duty it is to frame the Annual Report to the
Legislature containing information regarding all expenditures and
other details requisite for their information. In order that the
Superintendent shall be kept informed on the conditions of Educa-
tion in the Province, each Inspector sends in to the Education De-
partment a full report of the progress, conditions and requirements
of the schools in his Inspectorate when they are visited by him. This
system of reporting is also carried out by the High School Inspector,
and by the Inspector of Manual Training Schools, hence, as far as
possible, cvervthing which will advance the education of the chil-
dren in any particular district is able to be brought to the attention
of the Superintendent and of the Minister of Education. 

As was remarked before, the ever-varying conditions of a West-
ern Province necessitate a constant change in boundaries of school
districts, in location of schools, in the enlarging of one staff of
teachers and the reducing of another, but the progress made is very
evident as all our statistics show. In fact, as in every other case,
life is a constant change, or rather any constant change of growth
has its origin in life itself. Evidently the school system, as well as
the school population of British Columbia, is indeed very much
alive, and we feel confident tliat as the school population makes
greater demands, whether for education or for accommodation, the
Education Department will be both able and willing to meet these
requests in the future as has been done in the past, and that any
demands the Government may make, for tliis purpose, upon the
people of the Province will he as checrfullv met in days to come as
they have been in days gone by. 

A few statistical facts will show more clearly to our readers the
rapid progress of the schools during the past ten years: 

640 BRITISH COLUMBIA 

Expenditure 

No. of Pu- Percentage for Educa- 

Years. pils enrolled, of attendance, tion proper. 

1902-3 23,903 66.76 $397>oo3 

1907-8 33,314 69.62 464.473 

1911-12 50,170 74.88 976,415 

The total expenditure for maintenance of the Public Schools from
1 87 1 to 1895-6 was $3,023,595, whereas the amount expended by the
Provincial Government together with the amount of outlay by the
cities and school districts for 1911-12 alone was $3,882,488. During
this year the number of teachers employed was 1353, namely: in Col-
leges, 16; in High Schools, 77; in City Graded Schools, 580; in
Rural Municipality Schools, 314; in Rural and Assisted Schools,
366; — the cost of each pupil on enrolment amounting to $17.47 ^^^
on actual daily attendance to $23.32. 

Although by the School Law of British Columbia "all public
schools shall be free, and shall be conducted on strictly secular and
non-sectarian principles," yet this requirement does not in any way
prohibit the establishment of private or denominational schools or
colleges, consequently many of these institutions have been estab-
lished in the centres of population, either as boarding schools for
younger pupils, or for carrying out the ideas of any parents who may
desire their children to receive religious instruction according to
their own beliefs, as well as secular education. 

The Roman Catholic Church established in early days, Colleges
at Victoria and at New Westminster, and have Mission Schools in
many places for the teaching and training of Indians. 

At New Westminster the Methodist Church has founded Colum-
bia College. In this institution pupils are boarded and are in-
structed in all subjects up to those required for University Matricu-
lation. In connection with this College higher education is carried
on, and by its affiliation with Toronto University, degrees in Arts
can be gained by those who have proceeded regularly through the
requirements of the University Course. 

The Presbyterian body has established tv\^o schools at Vancouver,
Bracmar School for girls and Langara School for boys, thus pro-
viding boarding schools of a high standard for those parents who 

BRITISH COLUMBIA 641 

are desirous of obtaining the services of such institutions. This body
has also established a Theological College in the city of Vancouver,
namely Westminster Hall, at which young men are trained both in
ihe academic and the theological knowledge required lor the min-
istry of that church. 

The Anglican Church has likewise its Theological Colleges,
Latimer and St. Marks, both situated at Vancouver. 

At Summerland on Lake Okanagan the Baptists have founded a
college for education of their children. 

It is impossible in the space allotted to us to explain in detail the
work being carried on by these schools and colleges; the character
and standing of their teachers are sufficient guarantee for its
excellence. 

It is the intention of the denominational colleges to affiliate with
the University of British Columbia in order that all subjects of
general training may be taught by its Faculty, and yet at the same
time special subjects, peculiar to their own ideals, be taught in their
own class-rooms by their own appointed professors. 

To carry out these plans the denominational colleges intend to
place their various halls on sites granted for this purpose near the
University itself, thus strengthening their courses by enabling their
students to make use of its classes, and also aiding the University by
enrolling these students among its members. The chief advantage
to these students must not be overlooked, namely, the wider view of
education that is gained by them for their work in after-life by con-
tact with men of varied opinions and whose studies have proceeded
along other lines than those of theology alone. 

In concluding these remarks on the Progress of Education in
British Columbia, we can only add this further wish, that the free
education ofifered to all may aid in attracting to the Province, settlers
worthy of being the defenders of Canada's most Western Province,
in any day of need, and who will be willing at all times to lay deep
the foundation for her future prosperity by their acting out in their
life's work the ideals of true citizenship as taught in her schools. 

May the educational life of British Columbia ever prove true
to the motto which surrounds her shield, "Splendor sine occasu." 

BRITISH COLUMBIA 633 

and constitutions of such universities. Under these enactments Van-
couver High School became Vancouver College, and was admitted
to affiliation for the First Year in Arts by the Corporation of McGill
University, which had in the meantime secured such extension of
its charter powers as made possible the admission of extra-Provincial
colleges to the relation of affiliation. Work was begun under this
relation in 1889, and by 1902 the work had grown so, and was of
such a character that an extension of affiliation was granted, to cover
the second year in Arts and the University Intermediate Examina-
tion. This year Victoria College, too, applied for and obtained
affiliation covering the First Year Arts. Later the need of univer-
sity connection more intimate still and essential than that of affilia-
tion, and also of extension of the scope of work, came to be felt and
urged, and the result was the passing in 1906 of local legislation
( I ) enacting that "the Governors, Principal and Fellows of McGill
College and University may exercise and enjoy in the Province of
British Columbia all the powers, rights, privileges, and functions
conferred upon them by the charter granted to them by His Late
Majesty, King George IV., in the second year of his reign, and
amended by Her Late Majesty, Queen Victoria, in the sixteenth
vear of her reign"; and (2) authorizing the incorporation of a body
politic under the name of "The Royal Institution for the Advance-
ment of Learning of British Columbia," and empowering this body
to "undertake the conduct or administration of any part of the higher
education work now carried on bv such Boards," and also to "estab-
lish at such place in British Columbia as McGill University may
designate a College for the higher education of men and women,
such College, in respect of courses of study and examinations, to be
deemed a College of McGill University, and the instruction given
to its students to be of the same standard as that given in like subjects
at McCiill University at Montreal." 

In pursuance of the objects of its foundation, the Royal Institu-
tion established in 1906 at Vancouver the McGill University College
of British Columbia (by agreement with the Board of School Trus-
tees), taking over the Arts work previously done by the Vancouver
College, increasing the number of the options allowed, and adding
two years of Applied Science. In 1908 the course was further
extended to include the Third Year in Arts. 

634 BRITISH COLUMBIA 

In 1907 the act was amended so as to allow of the establishment
of Colleges of the Royal Institution in other cities in the Province,
and in the following year the College at Victoria, hitherto directly
affiliated to McGill, came under the control of the Royal Institution
as a part of the McGill University College of British Columbia,
with courses in the first two years in Arts. The success which
attended the establishment of these University Courses, the ad-
vantages they placed before every student capable of profiting by
them, made it inevitable that further progress in the direction of
some complete scheme for Academic training should be taken. Even
as far back as 1872 a scheme had been planned for the formation and
endowment of a University of British Columbia, but as this was
somewhat premature, the scheme could not be carried into effect.
By the year 1890, the University graduates then resident in the Prov-
ince formed an Association for promoting the establishment of a
University, and next year powers for carrying out these plans were
obtained from the Legislature. It was soon found, however, that
the Province was not in a position financially to incur the unavoid-
able expenses which must be incurred, and also that the selection of
a site for the University was a question on which there was so much
rivalry and diliference of opinion that it was impossible at the time
to come to any arrangement which would be for the benefit of educa-
tion. By the year 1907 the Province had increased vastly in its
school population, and in its wealth, and so many of the brightest
and most ambitious of its younger population had been compelled to
go elsewhere for any higher Academic advantages, that the Govern-
ment felt called upon again to take up the question of University
establishment. Nor must it be forgotten that the number of grad-
uates had very largely increased in all the professions, that many of
those who had received their Academic training in other Provinces
were holding positions of trust and authority in British Columbia,
and that these able men and women were unanimous in their desire
for the establishment of a University in their midst, so that a public
sentiment favouring such a scheme was growing stronger year by
year. Consequently, in 1908 an Act was introduced and passed "to
establish and incorporate a University for the Province of British
Columbia." In order to avoid this time any sectional feeling in
regard to the selection of a site, the Government very wisely deter- 

"l»***"^f""^»w»"T^ 

I 

iMvi;itsiTv SITI-: <'OMnissio>Kus, nrtiTisii roi.i'>iiii a, uho. 

Walter <". Miirrn}, >l.\., 1,1.. IK. <»»«rnr l». Skoltun. M. A., l*h.D., 

PrfHitlrnt I'ntt^rratty of Saitkalrh^tfan. I'rofrmaor of Kconoinirm, Hurrn'm I'niveraity,
Ctknvnnl Ilnnth. M.A., I>.I>., Hlclmrtl V. Wrlilon. M.A.. rh.l>.. K.<'.. M..l>.. Ocll <'. JnncH, M.A.. I,l,.n., 

ytre-Urcior. I.avnl I nivrrnity, Montreal. Itean of thr l.atp School. Itathouaie Vntvrr»ity. thancettor of the fntrrrtlty of 

t hancetto 

ttnmK>4ck. 

BRITISH COLUMBIA 635 

mined to leave this choice in the hands of men who would be quite
unprejudiced by any local predilections, and in 1910, by authority
of the Legislature, a Royal Commission was named and empowered
to select the most suitable site for the future University. This Com-
mission consisted of five members: Dr. R. C. Weldon, Rev. Canon
C. Dauth, Dr. W. C. Murray, Dr. O. D. Skelton, and Dr. Cecil C.
Jones. These Commissioners, after an exhaustive examination of
the several parts of the Province which had been suggested as suit-
able for a University site gave in the following report: 

"Victoria, B. C, June 28tli, 1910.
"To His Honour the Lieutenant-Governor in Council: 

"Sir: — The University Site Commission begs to submit the fol-
lowing report: 

"In accordance with the provisions of the 'University Site Com-
mission Act, 1910,' your Commissioners have visited and made a
careful examination of the several cities and rural districts in the
Province suggested as suitable University sites, and have selected as
the location for the University the vicinity of the City of Vancouver.
"We have the honour to be, Sir, 

"Your obedient servants, 

"R. C. Weldon, Chairman, 

"G. Dauth, 

"C. C. Jones, 

"O. D. Skelton, 

"Walter C. Murray, Secretary." 

Accompanying the main report was the following supplemen-
tary report: 

"Victoria, B. C, June 28, 1910.
"To the Honourable H. E. Young, M. D., LL. D.,
"Minister of Education. 

"Sir: — The University Site Commissioners are strongly of the
opinion that the University should not be placed on a site which
may in time be completely surrounded by a city. They respectfully
suggest that not less than 250 acres be set apart for the University
campus and 700 acres for experimental purposes in agriculture and
forestry. This is exclusive of a forest reserve for forestry operations
on a large scale. 

BRITISH COLUMBIA 633 

and constitutions of such universities. Under these enactments Van-
couver High School became Vancouver College, and was admitted
to affiliation for the First Year in Arts by the Corporation of McGill
University, which had in the meantime secured such extension of
its charter powers as made possible the admission of extra-Provincial
colleges to the relation of affiliation. Work was begun under this
relation in 1889, and by 1902 the work had grown so, and was of
such a character that an extension of affiliation was granted, to cover
the second year in Arts and the University Intermediate Examina-
tion. This year Victoria College, too, applied for and obtained
affiliation covering the First Year Arts. Later the need of univer-
sity connection more intimate still and essential than that of affilia-
tion, and also of extension of the scope of work, came to be felt and
urged, and the result was the passing in 1906 of local legislation
( I ) enacting that "the Governors, Principal and Fellows of McGill
College and University may exercise and enjoy in the Province of
British Columbia all the powers, rights, privileges, and functions
conferred upon them by the charter granted to them by His Late
Majesty, King George IV., in the second year of his reign, and
amended by Her Late Majesty, Queen Victoria, in the sixteenth
vear of her reign"; and (2) authorizing the incorporation of a body
politic under the name of "The Royal Institution for the Advance-
ment of Learning of British Columbia," and empowering this body
to "undertake the conduct or administration of any part of the higher
education work now carried on bv such Boards," and also to "estab-
lish at such place in British Columbia as McGill University may
designate a College for the higher education of men and women,
such College, in respect of courses of study and examinations, to be
deemed a College of McGill University, and the instruction given
to its students to be of the same standard as that given in like subjects
at McCiill University at Montreal." 

In pursuance of the objects of its foundation, the Royal Institu-
tion established in 1906 at Vancouver the McGill University College
of British Columbia (by agreement with the Board of School Trus-
tees), taking over the Arts work previously done by the Vancouver
College, increasing the number of the options allowed, and adding
two years of Applied Science. In 1908 the course was further
extended to include the Third Year in Arts. 

634 BRITISH COLUMBIA 

In 1907 the act was amended so as to allow of the establishment
of Colleges of the Royal Institution in other cities in the Province,
and in the following year the College at Victoria, hitherto directly
affiliated to McGill, came under the control of the Royal Institution
as a part of the McGill University College of British Columbia,
with courses in the first two years in Arts. The success which
attended the establishment of these University Courses, the ad-
vantages they placed before every student capable of profiting by
them, made it inevitable that further progress in the direction of
some complete scheme for Academic training should be taken. Even
as far back as 1872 a scheme had been planned for the formation and
endowment of a University of British Columbia, but as this was
somewhat premature, the scheme could not be carried into effect.
By the year 1890, the University graduates then resident in the Prov-
ince formed an Association for promoting the establishment of a
University, and next year powers for carrying out these plans were
obtained from the Legislature. It was soon found, however, that
the Province was not in a position financially to incur the unavoid-
able expenses which must be incurred, and also that the selection of
a site for the University was a question on which there was so much
rivalry and diliference of opinion that it was impossible at the time
to come to any arrangement which would be for the benefit of educa-
tion. By the year 1907 the Province had increased vastly in its
school population, and in its wealth, and so many of the brightest
and most ambitious of its younger population had been compelled to
go elsewhere for any higher Academic advantages, that the Govern-
ment felt called upon again to take up the question of University
establishment. Nor must it be forgotten that the number of grad-
uates had very largely increased in all the professions, that many of
those who had received their Academic training in other Provinces
were holding positions of trust and authority in British Columbia,
and that these able men and women were unanimous in their desire
for the establishment of a University in their midst, so that a public
sentiment favouring such a scheme was growing stronger year by
year. Consequently, in 1908 an Act was introduced and passed "to
establish and incorporate a University for the Province of British
Columbia." In order to avoid this time any sectional feeling in
regard to the selection of a site, the Government very wisely deter- 

"l»***"^f""^»w»"T^ 

I 

iMvi;itsiTv SITI-: <'OMnissio>Kus, nrtiTisii roi.i'>iiii a, uho. 

Walter <". Miirrn}, >l.\., 1,1.. IK. <»»«rnr l». Skoltun. M. A., l*h.D., 

PrfHitlrnt I'ntt^rratty of Saitkalrh^tfan. I'rofrmaor of Kconoinirm, Hurrn'm I'niveraity,
Ctknvnnl Ilnnth. M.A., I>.I>., Hlclmrtl V. Wrlilon. M.A.. rh.l>.. K.<'.. M..l>.. Ocll <'. JnncH, M.A.. I,l,.n., 

ytre-Urcior. I.avnl I nivrrnity, Montreal. Itean of thr l.atp School. Itathouaie Vntvrr»ity. thancettor of the fntrrrtlty of 

t hancetto 

ttnmK>4ck. 

BRITISH COLUMBIA 635 

mined to leave this choice in the hands of men who would be quite
unprejudiced by any local predilections, and in 1910, by authority
of the Legislature, a Royal Commission was named and empowered
to select the most suitable site for the future University. This Com-
mission consisted of five members: Dr. R. C. Weldon, Rev. Canon
C. Dauth, Dr. W. C. Murray, Dr. O. D. Skelton, and Dr. Cecil C.
Jones. These Commissioners, after an exhaustive examination of
the several parts of the Province which had been suggested as suit-
able for a University site gave in the following report: 

"Victoria, B. C, June 28tli, 1910.
"To His Honour the Lieutenant-Governor in Council: 

"Sir: — The University Site Commission begs to submit the fol-
lowing report: 

"In accordance with the provisions of the 'University Site Com-
mission Act, 1910,' your Commissioners have visited and made a
careful examination of the several cities and rural districts in the
Province suggested as suitable University sites, and have selected as
the location for the University the vicinity of the City of Vancouver.
"We have the honour to be, Sir, 

"Your obedient servants, 

"R. C. Weldon, Chairman, 

"G. Dauth, 

"C. C. Jones, 

"O. D. Skelton, 

"Walter C. Murray, Secretary." 

Accompanying the main report was the following supplemen-
tary report: 

"Victoria, B. C, June 28, 1910.
"To the Honourable H. E. Young, M. D., LL. D.,
"Minister of Education. 

"Sir: — The University Site Commissioners are strongly of the
opinion that the University should not be placed on a site which
may in time be completely surrounded by a city. They respectfully
suggest that not less than 250 acres be set apart for the University
campus and 700 acres for experimental purposes in agriculture and
forestry. This is exclusive of a forest reserve for forestry operations
on a large scale.

628 BRITISH COLUMBIA 

Department is still the supreme authority This is necessary, other-
wise there would be endless confusion in this part of the Dominion,
where so much moving and removing is constantly going on among
its population. By this means a child is hindered as little as possible
in a change of residence, and many teachers engaged in the practical
work of education have begun to feel that if all the Provinces of the
Dominion had a uniform standard in certificates, books, methods or
curricula, the cause of education in Canada would be greatly ad-
vanced, and would then be without so many of the purely Provincial
restrictions often arbitrarily imposed upon it by legal authority,
although perhaps requisite under existing circumstances. 

It soon became evident that as a result of this rapid increase and
of these improvements, that some changes were necessary to render
schools more efficient, and various alterations were made in the
School Act in 1888 and 1901 by which additional power was given
to local authorities both in the cities and in the rural districts, and
finally in place of two Inspectors who had previously visited the
schools at intervals, so far as other duties permitted them, the
Province was divided into four Inspectorates, each with a resident
Inspector who was required to report regularly on all matters of
importance to the Superintendent of Education in Victoria, and the
Inspector was also enabled to visit more frequently the schools of
his District and thereby better enabled to assist Trustees and
Teachers in the discharge of their important duties. 

During this decade the development of the mining industry in
the Slocan and other parts of the Interior caused the necessity for
erection of numerous schools at the newly founded towns of the
Upper Country. Some of these towns are of course, from the nature
of things, no longer in existence, while others have become perma-
nent, and are rapidly assuming all the characteristic educational
marks of Cities, having large, well built schools and numerous quali-
fied teachers. The founding of schools in these Cities was, however,
attended with great expense to the Province. Not only was the cost
of labor excessive, the difficulty in procuring materials very great,
but even the clearing of the grounds had to be accomplished often
at great expense. All of this is the inevitable cost of building a City
in a new and hitherto undeveloped country. When we look at some
of these Cities, with their well laid out and well graded streets, their 

BRITISH COLUMBIA 629 

handsome public and private buildings, their well built schools, it
seems almost impossible to believe that less than twenty-five years
ago these sites were inhabited only by the wild beasts of the mountain
or the forest. With these thoughts in mind, we can be more con-
siderate of the faults and failures of some of these energetic pioneers,
whether in the line of trade or of education, and we must recognize
their daring optimism and unbounded confidence in the future of
British Columbia. 

By 1906 the burden of building schools and of supporting
the Educational system had become too heavy for the taxes of the
Province, and it was evident that only three courses were open to the
Government, — either to reduce these expenses below the point of
efficiency, or to increase the taxation demanded by the Central Gov-
ernment, or to raise additional funds by making local assessments in
accordance with the needs of the District. Fortunately for the cause
of education, this latter was adopted as being both in the best interest
of the pupils, and most fair to those who had to bear the additional
expenses incurred, the greater expense being borne by the better
populated District. A grant varying from $360 per Teacher
annually for a first class City to $480 annually in a Rural School Dis-
trict was given by the Legislature, any additional amount required
either for salaries, repairs or improvements being paid by the resi-
dents. One result of this alteration has been an increased interest by
the residents of many districts in the work of their schools. In other
words, that as the local taxes have increased, those who pay them
are desirous of receiving something for their money in regard to
schools, as well as to other improvements. It has also enabled the
Trustees of any District to recognize the services of an efficient
Teacher by a raise of pay, so that the rate of pay now is not a per-
quisite of the particular school, as was formerly the case, but belongs
to the individual Teacher, and may therefore be increased whenever
the Board of Trustees considers such increase deserved. To encour-
age these additions, the Legislature also grants an additional rate
up to the amount of $100 to any Teacher annually, provided a similar
amount is voted and paid by the local authorities. 

In 1901 another step forward in educational progress was taken
by the establishment of a Provincial Normal School in the City of
Vancouver. Hitherto any one who desired training as a Teacher 

630 BRITISH COLUMBIA 

was obliged to go to some other Province to obtain it, and as the
emoluments of a Teacher's position scarcely warranted such an out-
lay of time and money, very few from British Columbia became
trained Teachers. All that was required to become a Teacher was
to pass an examination proving knowledge, thus the Teachers' posi-
tions were filled with pupils fresh from High School, none of whom
had received any further training in the Art of Teaching than they
might have retained from a recollection of how they themselves had
been taught, perhaps by those as untrained as themselves. The
natural result was that the Boards of Trustees, who were in a position
to do so, always engaged Teachers from other Provinces who had
training or experience, and consequently British Columbians were
discriminated against in such a choice. The School Board of Van-
couver generously gave use of rooms for Model School work for
several years, until in 1908 the Government undertook the erection
of a Provincial Normal School building in the City, which was
ready for occupancy in October, 1909, and which now, in 1913, has
an enrolment of 190 students and a staff of eight teachers. The
Government is also providing for a further expansion in this direc-
tion by commencing the erection of another Normal School in the
City of Victoria. As a result of this change, all Teachers on the
permanent staff of the Common Schools are required to have re-
ceived training for their work, before a Teacher's certificate is
granted, whether this training has been gained in this Province or
has been gained previous to arrival here, as Normal Diplomas of
other parts of the Empire are valid in this Province. 

The schools of British Columbia have always been "conducted
on strictly secular and non-sectarian principles," the Legislature
holding that as all must perforce contribute to their support, "no
religious dogma or creed" should be taught, although it is demanded
by the same section of the Act that "the highest morality shall be
inculcated." 

Attendance is compulsory between the ages of seven and four-
teen inclusive, but children can attend school free, from six to sixteen
inclusive. In Cities and Rural Municipalities attendance is required
on every school day, but in Rural and Assisted Districts the pupils
are compelled to attend for only six months in the year. 

In order that the schools shall be conducted in accordance with 

I 

BRITISH COLUMBIA 631 

the rules and regulations and that all possible help shall be rendered
to the Trustees and Teachers, the Province is now divided into seven
Inspectorates, together with a special Inspector for High Schools.
Over these Inspectorates one or more experienced Teachers are ap-
pointed by the Provincial Government as Inspectors, the endeavour
being to have as far as circumstances will permit, a uniform course
of study, so that pupils will be able to remove from one District to
another without loss of valuable time. To aid still further in carry-
ing out this idea, and that of free education for all, the Department
now supplies every child in the Common Schools with free text
books. Thus in every way the system of Education in this Province
may be properly characterized as "Free," — Free schooling and
books for pupils and free training for teachers. It will certainly not
be the fault of the Legislature if the future population of this Prov-
ince is uneducated. No expense is spared. It only remains for all
interested to do all their duty in their several spheres to ensure even
a greater rate of progress than has been hitherto attained. 

Besides all these schemes for school education, according to the
usual acceptation of that term, the more modern ideas of Manual
Training and of Domestic Science teaching have taken practical
form by the establishment of teaching and training in these subjects
at our larger centres, so that the boys can obtain proficiency in the
use of hand as well as head by having instruction from competent
Teachers in wood work and metal work, and the girls gain a knowl-
edge of cooking and of the reasons for its multifarious operations, of
sewing and dressmaking, and of such other kindred subjects as will
be useful to them in after life. 

Under the influence of the "Strathcona Trust" our Teachers are
now trained in Physical Drill and are required to use these exercises
daily, thus correcting some of the physical results of too close an
application to mere book-work, and aiding in refreshing and strength-
ening the body of the pupil as well as the mind. Nor in this connec-
tion must we forget to mention one of the most important features in
our modern changes, — the Schools Inspection Act. It is now the
duty of all otlkials. whether Teachers or Trustees, to see that the
provisions of this Act are carried out, that the schools are regularly
inspected by regularly qualified medical practitioners, and thus in
the event of any epidemic making its appearance in the District, its 

632 BRITISH COLUMBIA 

spread by means of the school, is prevented as far as possible, and
instruction is also given as to best means of prevention of diseases. 

Further, the Education Department assists local Boards of Trus-
tees in establishing and maintaining Night Schools for continuing
the instruction of any students desirous of improving their knowl-
edge, and also for the instruction of those who may desire technical
knowledge in their various branches of daily work, such as in Build-
ing construction, Architectural and Machine drawing, Dressmaking,
and, in fact, in any branch for which a sufficient number of students
may make application. 

As was remarked above, a necessity had soon arisen for a higher
education than that of the Common School. Accordingly, a High
School was opened at Victoria in 1876, at New Westminster in 1884,
at Nanaimo in 1886, and at Vancouver in 1890. Since that date
High Schools have been opened in the various Cities of the Province,
so that, according to last reports, there are twenty-six High Schools
in operation with seventy-seven rooms, thus providing higher educa-
tion for 2,151 pupils. During this present year several additional
schools have been commenced, and others have added more Teachers
to their staffs. As time went on, year by year more students were
found who looked forward to still higher educational attainments.
To help in supplying this demand, several of the Universities of
Eastern Canada held Matriculation Examinations at various local
centres, many students took advantage of this means of obtaining
University standing, and hence many students were annually induced
to leave the Province in order to prosecute their studies at Canadian
Universities, as well as at some of those in the United States, thus it
became quite evident that some steps should be taken to keep these
sons and daughters of British Columbia at home. Accordingly, as
shown by the very clear and explicit Historical sketch given in the
Calendar of McGill College, Vancouver, in 1894, ^'^ "^^e instance
of friends of higher education in the Province, who desired such
relations between local high schools and universities in other parts
of the Empire as would tend to the inception and promotion of
university work in British Columbia, legislation was passed which
empowered the affiliation of high schools to recognized universities:
and this was supplemented in 1896 bv an act providing for the incor-
poration of high schools as colleges in accordance with the charters 

CHAPTER XX
THE EDUCATIONAL SYSTEM OF BRITISH COLUMBIA 

BV WILLIAM BURNS 

The progress of education in British Columbia resembles, in its
main aspects, its advance in all other of our Colonies, although the
early mode of settlement of this Province, together with the physical
features of the country, have introduced additional elements of difh-
culty in the solution of the problem of providing efficient popular
education. 

The Hudson's Bay Company had, in these early times, small
posts stationed at various points many miles apart, for the purposes
of trade rather than of settlement, hence these stations afforded no
nucleus for any general plan of education, although free public
schools were established on Vancouver Island by the Company.
Even when settlements began to be formed, these being situated in
the fertile bottom lands of the valleys, consisted of groups of separate
farms, isolated from each other by dense forests or steep mountains,
so that in the Interior there were very few places where a sufficient
number of children could be collected together to justify the expense
of a school being located there. As this condition still exists in the
outlying districts of this vast Province, the regulations of its Educa-
tion Department necessarily differ in many of their details from
those of more closely settled or more compact Provinces, by having
an arrangement whereby assisted schools may be placed in such dis-
tricts. In addition, as the sparsely settled area is continually chang-
ing in its position, these regulations must be such as will suit these
ever varying conditions, and cannot therefore be so exactly deter-
mined as legal preciseness would demand; the Department of
Education has therefore often been required to decide on matters in
dispute, not so much according to the strict letter of the Act, as
according to the spirit in which this Act was framed, namely to 

U2:i 

624 BRITISH COLUMBIA 

give every child in the Province, as far as possible, an opportunity
to obtain the education essential to providing such knowledge and
character as will tit each one to become a useful and intelligent
citizen in after years. Thus the history of education in British
Columbia is a history of perpetual change; so rapidly indeed have
these changes been required during the past forty years, that to the
unthinking observer our system would appear to be no system at
all, but to be merely a series of disconnected changes and alterations.
Through all these years, however, onward progress is clearly to be
observed, — from the little assisted rural school with its three selected
Trustees, its few scholars, and its poor equipment, — then to the
School District, with its elected officers, better buildings and
grounds, more experienced teachers and good equipment, — then in
a few years onwards to the City School District with its fine school
buildings, and perhaps possessing also its High School or Collegiate
Institute, Domestic Science, and Manual Training class-rooms — such
has been the progress of every city in British Columbia during these
past years, and such, we trust, will be the progress of many others
whose sites are even now unexplored or unknown, and are perhaps
still covered with virgin forest. The last step has yet to be com-
pleted — the establishment of a University of British Columbia — but
as all the initial steps are completed we trust in a short time to see
a worthy edifice crowning the magnificent site selected, but, like-
wise its work forming the apex of our Educational System. 

In the early days of British Columbia the various posts were
controlled entirely by the Hudson's Bay Company, and the aim of
this Company being strictly that of trade, little was done, or could
be done, in these then remote settlements in point of Education. As
has been alreadv stated, on Vancouver Island the Company had,
about 1855, established some free public schools, for here their settle-
ments were more populous as well as more likely to be permanent,
but elsewhere, as before remarked, little could be done for the educa-
tion of the children of their employes. Ten years later the House of
Assemblv established a free school system, setting apart a sum of
money for that purpose, but little seems to have been accomplished,
and bv the time of the Union of the two colonies of Vancouver Island
and British Columbia in 1868. school affairs would appear to have
been entirely neglected. In 1872, however, the Legislative Assembly 

BRITISH COLUMBIA 625 

passed the "Public School Act," by which a Board was appointed
by the Lieutenant-Governor-in-Cduncil, which with the assistance of
a Superintendent of Education, was to administer the educational
affairs of the Province, to encourage the founding of schools, and to
do all in its power to promote the education of the younger popula-
tion now growing up in ignorance. This appointed Board of Educa-
tion was empowered to place and build schools, to appoint and dis-
miss teachers, and in short to control in every way the educational
affairs of the Province. It was soon seen, however, that such entire
central control was not suited to the needs of a Province of vast area,
with poor inter-communication and a population located in widely
scattered centres, ranging from the Rocky Mountains to the Pacific
Ocean. In 1879, therefore, this Board of Education was finally
abolished, and the supreme control of educational affairs placed in
the hands of the Lieutenant-Governor-in-Council. Local Trustees
were to be appointed with more power over matters of strictly local
interest, and especially with power of appointment and dismissal of
the Teachers in their various schools, subject to the requirement that
such Teachers should be duly qualified, and that the requirements
of tlie Department as to attendance, books and other matters relating
to ihc internal economy of the school, were obeyed. In order that
the Superintendent of Education might be fully informed on all
such points, Teachers were required to send in monthly reports of
attendance and other similar details to the Education office and to
the Trustees. From an examination of these statistics we can see
very clearly the rapid progress that was being made in education,
and also that the Government was doing all in its power to keep
pace with the now rapid growth of the population of British
Columbia. 

We may briefly sketch the progress of the schools in these 20
years by the following approximate statistics: In 1872-3 there were
25 schools with an enrolment of 1,028 pupils reported; in 1882-3
there were 59 schools with an enrolment of 2,700 pupils reported,
but in 1892-3 there were 169 schools in operation with an enrolment
of 11,500 pupils reported. These increases involved necessarily a
similar increase in the expenditure for schools and the sums required
for this purpose in these years were respectively in even numbers: 

626 BRITISH COLUMBIA 

1872-3 $ 36,700.00 

1882-3 50,800.00 

1892-3 190,500.00 

From the foregoing statements we see that progress of the
Province, and changes in its educational system, have both been
carried on slowly but surely. The first public schools in British
Columbia were controlled entirely by the Government, because all
salaries and expenses were paid by it: the ne.xt step forward being
the appointment of local Trustees appointed to carry out the neces-
sary details of school arrangements, and to see that the whole of its
affairs were properly conducted, it being assumed that being resi-
dents, they would necessarily take a deeper interest in the success of
the local school than could be expected from a Central Department
in a distant city. The Education Department also held annual
examinations so that dulv qualified Teachers could be provided, and
inspection of the schools was made bv the Superintendent of Educa-
tion and the members of his staff as frequently as time and distances
would permit. The qualifications of the Teachers would seem now
to have been absurdly low, but as the Certificates were issued for
one, two, three or five years only, when they had to be renewed by
another examination, it became possible to gradually raise the
standard without any change of too sudden a nature, and thus to
improve the standing of both teacher and school, by compelling the
former to keep up with the necessary studies. To encourage the
pupils, Certificates of merit were given to the best pupils in each
school, causing rivalrv and emulation to assist in obtaining progress
in education. 

As soon, however, as there grew up larger centres of population
as at Victoria and New Westminster, a demand arose for some higher
education than that provided by the Common Schools, and High
Schools were established by the Government in the four cities on the
coast, namely, at Victoria, New Westminster, Nanaimo and Van-
couver. Tn these High Schools the pupils could receive a higher
standard of education: Classics, Higher Mathematics and Science
being included in their curriculum, and to ensure that pupils should
be of sufficient education to profit by such instruction, an entrance
examination was required to be passed before any pupil was eligible 

ANGELA COLLEGE. VICTORIA 

OENTHAL miLDIXC (i|; .\ I )M I NISII! ATK >\ lil II.DINC. NIcn'ORIA 

BRITISH COLUMBIA 627 

to attend thereat. This Entrance examination was held by the Edu-
cation Department in the months of June and December, and the
Department also held an annual examination of the pupils of the
High Schools, encouraging them by offering medals as prizes to
those who showed the highest proficiency. 

The discovery of gold in the Cariboo country, the opening of
coal mines in several parts of the Province, the mining operations in
the Slocan and Similkameen Districts, as well as the increase of agri-
cultural areas in the Eraser Valley, Okanagan, Nicola, and other
districts, naturally had brought a large increase of population to the
Province and, consequently, after several years many of these tran-
sient settlers having become permanent residents, they demanded an
increase in school facilities. The first change was made by permit-
ting the establishment of assisted schools, at which the people pro-
vided building, furniture and fuel, the Government supplying the
salary of the teacher. This method permitted of some education
being given to children residing in outlying and sparsely settled dis-
tricts, and hence settlers were attracted to them, and induced to take
up land and clear this for farms so that in the Annual School Report
of 1896-7 we find 244 schools stated as being in operation, varying
from the assisted school with its ten children in attendance to the
large graded school or high school situated in one of the more
flourishing or more populous centres — tlic numbers being given
respectively: 

Assisted and Common Schools 218 

Graded Schools 22 

High Schools 4 

The general principles of school management in this Province
have scarcely been changed in any important particular since the
Act of 1891, the control being still vested in the Council of Public
Instruction, and the duties of the Superintendent of Education being
still the same as before. Whatever changes have taken place are all
along the one line of giving more local control in all such directions
as afifect the District alone; in other directions, such as the books
used, courses of study to be observed and matters which would
necessarily affect the children of the whole Province, the Education