SUMMER SESSION, 1921.

ONTARIO COLLEGE OF EDUCATION.

UNIVERSITY OF TORONTO.

To enable Teachers, Inspectors and advanced students of Education, to take advantage of the expanding opportunities offered by the above institution, we have pleasure in giving the information following. We have not the latest published course, nor the dates of opening and closing, which can be had with the terms, we presume, from Dr. Pakenham, Dean of the College.

One part of the course is being planned for “refresher” work for Inspectors; the other will consist of courses for degrees in Pedagogy. During last winter more than 200 educationists were in attendance representing nearly all the Provinces of Canada. A summer course will enable all the Provinces to take more advantage of such a well equipped and central Canadian institution.

The following is an outline of the Summer Course proposed (which will, of course, be definitely announced as soon as the arrangements are completed).

Courses in the following subjects will be offered:

I. Educational Administration.

In this course the main emphasis will be placed on problems confronting Canadian educators. A survey will be made of the educational systems of England, France, Germany, and the United States, in the belief that such a comparative study will be valuable to Canadian administrators of educational systems.

II. History of Education in Western Europe and in North America in modern

times:

This course will consist of two parts. The first part will deal with the history of educational theory during the nineteenth century. The second will discuss the evolution of modern educational systems. In both parts the chief stress will be laid on the evolution of educational ideas in Canada, England, and the United States.

III. Educational Psychology.

Under this heading six separate branches of the subject will be offered.

(a) The original nature of man-a discussion of man's heredity and native equipment for learning.

(b) The learning process-a discussion of the ways in which children learn; of habit formation; of practice and fatigue.

(c) Genetic Psychology-the psychology of childhood and adolescence from the genetic standpoint.

(d) The Psychology of elementary and high school subjects, including standard tests for the same.

(e) Intelligence, its nature and measurement. The various tests of intelligence will be discussed and demonstrations of their use made with individual children or with groups of children.

(f) Statistics applied to education; methods of presenting and interpreting educational data by statistical and graphical mdthods.

IV. Science of Education.

This subject comprises a study of the philosophical and sociological principles underlying the practise of education. The evolution of educational principles thruout the centuries will be included in this course.

Peter Sandford.

SECOND MEETING

of the

IMPERIAL CONFERENCE OF TEACHERS'
ASSOCIATIONS

to take place in

TORONTO, AUGUST, 10-13, 1921.

By invitation of the Hon. the Minister o. Education for Ontario and the Government of Ontario.

SECOND ANNOUNCEMENT.

The Canadian Committee sends you herewith the second announcement of the Imperial Conference of Teachers' Associations, supplementing the Preliminary Announcement of July, 1920.

You will find herein a general outline of the agenda and a tentative arrangement of the agenda by sessions.

The Canadian Committee extends a cordial welcome to the Educational Authorities and the Teachers' Associations thruout the British Empire and hopes they will be represented at this meeting. The Committee is planning to make the stay of the delegates in both Toronto and Canada as enjoyable and as profitable as possible. Both the Conference itself and the post Conference events will be of the highest interest.

An announcement of travel and other arrangements will be sent shortly. On behalf of the Canadian Committee,

Toronto, February, 1921.

James L. Hughes, Chairman.
D. J. Goggin, Vice-Chairman.
H. V. F. Jones, Treasurer
E. A. Hardy, Secretary.

Kindly address all communication to the Secretary, 81 Collier St., Toronto, Canada.

Canada is to have the honor in August of this year of receiving distinguished educationists from all parts of the Empire who will assemble for the second Imperial Conference of Teachers' Associations. Meeting on August the tenth the sessions will continue thruout four days, after which it is planned to arrange post-conference events for various groups of visitors. Arrangements are in the hands of a local committee consisting of Dr. Jas. L. Hughes, Chairman, Dr. D. J. Goggin, Vice-Chairman, Mr. H. V. F. Jones, Treasurer, Dr. E. A. Hardy, Secretary, Principal Maurice Hutton, Dr. A. H. U. Colquhoun, Sir John Willison, Charles G. Fraser, Esq., Mrs. H. S. Strathy, Miss F. M. Standish, Miss Emma Duff, John McClelland, Esq., Col. Vincent Massey, Prof. C. B. Sissons, J. R. Bulmer, Esq. The previous conference was held in July 1912 in Caxton Hall, Westminster, when the invitation of the Ontario Government that the next quadrennial meeting should be held in Toronto was accepted. Owing to the war it has not been possible until this summer to carry out the undertaking then made.

The program has been arranged under five heads. First, "Imperial Co-operation in Education"; second, "Canadian Education"; third, "Vocational Training"; fourth, "Health and Education"; fifth "Civics and Education."

Under the first head the important question of standarizing teachers' certificates and of facilitating the exchange of teachers will come up for discussion. Already the interchange of teachers between Great Britain and Canada has attained considerable proportions. This year no less than seventeen Canadian teachers are engaged in teaching in London and it is expected that the number for next year will reach approximately one hundred. The British teachers who take their places will be distributed in various parts of the Dominion. The benefits likely to accrue from such an experience in the impact of new methods and the widening of outlook can not fail to have a large and beneficial influence on the profession.

The second head which has to do with Canadian Education and the papers of which will be given by Canadians will serve to familiarize the visitors, as well as some Canadians perhaps, with the fact that we are a Federation with as many educational systems as we have Provinces. A feature of this session will be a discussion of agricultural education in Canada. delegates will have a big interest in this subject since so many people in the British Isles are turning eager eyes to Canadian farms and will welcome further information as to our methods of agriculture and the character of our farm life.

British

Under the third head will come the discussion of Continuation classes. Here the purpose of adolescent education and the difficulties which are standing in the way of the Fisher bill and similar Canadian Legislation will come up for review. In many ways the most important years in the education of boys and girls are those immediately following the age of fourteen when in the past education for most children has ceased. It is hoped that the papers in discussion on this point may help to reveal a way in which in spite of financial burdens of the war the claims of children during these years can be met.

Under "Health and Education," the question of medical inspection and the treatment of mentally and physically defective children will be discussed. The place of games and recreation in the life of the child will also be discussed. The British delegates no doubt will have a good deal of value to tell us about the use of games in school life, while Canadians for their part will contribute to the discussion the experiences of summer camps and school excursions as factors in education.

One of the most delicate and important of the problems confronting teachers to-day, that of the place of civics in education forms the last division of the program. Here the work of the League of the Empire and of other organizations which aim to inculcate sane and intelligent patriotism will be presented.

Among the list of prominent delegates to the Conference who have already been selected and who have agreed to come are, Sir Sidney Lee, the Shakespearian authority, Sir Geoffrey Butler, lecturer in international law at Cambridge University, Mr. C. R. Fay, lecturer in history at Cambridge, Mr. D. Cowan, director of education for Hampshire, Mr. E. W. Abbott, director of education for Maidstone, Mr. E. Salter Davies, director of Education for Kent, and Mr. W. E. Watkins, director of education for Suffolk. Australia, New Zealand and South Africa are all sending delegates, and among delegates from more remote parts of the Empire are the superintendent of Education for Bombay, and also the Superintendent for the Fiji Islands.

It is hoped and expected that a very large number of Canadian teachers, as well as officers of the various educational departments will attend the Conference. The Canadian papers will be presented by some of the outstanding educationists of the Dominion. Announcements will be made later when the program is complete as to the exact title of the papers and the names of those who are preparing them.

The Conference is being planned so that visiting delegates will have an opportunity of seeing something of the charm of Toronto in summer. The sessions will be held in the stately University buildings. Delegates will receive accommodation in the University residences surrounding Queen's Park. It is expected that arrangements will be made for such postconference trips that the visitors, who are the best of publicity agents, may see a good deal of the scenic beauties and resources of Canada.

AGENDA.

A. IMPERIAL CO-OPERATION IN EDUCATION.

(a) The Standardising of Teachers' Certificates and the Interchange of Teachers' Scheme. Visits of Teachers to parts of the Empire other than their own.

(b) Further Training of Teachers Already Certified. (c) The special importance of the study of the Geography and History of the Empire.

(d) English Language and Literature.

B. CANADIAN EDUCATION.

(a) The Distinguishing Features of the Educational Systems of the Canadian Provinces.

(b) The relation between Primary and Secondary Schools in Canada.

(c) The Relation of the High Schools and Collegiate Institutes to the Universities in Canada. (Comparison with relations existing elsewhere in all branches of this section is invited).

(d) Agricultural Education in Canada.

C. VOCATIONAL TRAINING.

(a) The Correlation of the Work of the School with the Activities of Life.

(b) Rural and Urban;

(1) Agriculture, Horticulture, School Gardens, School Fairs. (2) Commercial Work, including Bookkeeping and Stenography.

(3) Domestic Science and Art, including Cooking, Needlework and Mother Work.

(4) Home Gardens and the Beautifying of the City. (c) Continuation Classes.

(d) The Organised Movement to direct the young people into lines of Activities and Occupations for which they are specially qualified.