APPENDIX A LVII 
there was an enrolment last year of 155. It will thus be seen that in 
technical training Quebec has made an excellent beginning. 
In Ontario in spite of the evident eagerness of the Department 
of Education to encourage the study of Agriculture, the public does 
not appear adequately responsive. In 1914 out of a total of 5,489 
rural and village schools in the Province only 278 had formally under- 
taken to give instruction in agriculture. An increase from 33 such 
rural schools in 1911 to 278 in 1914 shows that public opinion is growing 
in favour of the work. 
Nature study is so generally taken up that I find enrolled in it 
in the public schools 421,200 out of a total attendance of 480,243. 
Teachers’ classes are held during five weeks in summer for public 
school teachers who seek the certificate in elementary agriculture, 
and for high school teachers who seek the intermediate certificate. 
In 1914 eight field agents were appointed. They visited the schools 
engaged in rural science work, assisted the teachers in practical work, 
spoke at Women’s Institutes and at Farmers Clubs, organized school 
fairs, and taught in the summer model schools. In 1914 thirteen 
high schools had introduced agricultural instruction. Altogether 
17,042 pupils took agriculture in the public and high schools of Ontario 
in 1914 of whom 13,867 were pupils in rural schools. ‘The chief 
hindrance to progress in the work is lack of informed public opinion.” 
It is to be hoped that the organized energy with which the Education 
Department is pushing the work will be rewarded with success. 
The admirable educational work of the Ontario Agricultural 
College is too well known to require notice here. Over two thousand 
students in 1914 received instruction there. While the great majority 
belong to Ontario, its reputation is shown by the presence of students 
from Japan, India, Spain, Argentine Republic, Russia, South Africa, 
etc. 
The Dominion Experimental Farm at Ottawa is specially devoted 
to research work. 
In manual training, which may be regarded as the earliest form 
of technical work, there were in 1914 in the schools of Ontario 84,376 
pupils, of whom about 65,000 were to be found in the cities. This 
number (65,000) compared with the 13,867 taking rural science in 
the country schools, suggests that the cities of Ontario are taking 
technical education more seriously than are the rural districts re- 
garding agricultural education. Evening technical and industrial 
classes are found in 34 cities and towns, and are doing a meritorious 
work. The Director of Industrial and Technical Education is of 
opinion, however, that while ‘“‘evening classes will always be important 
as a means of supplementing other educational agencies, they cannot 
