LVIII THE ROYAL SOCIETY OF CANADA 
be the solution of the problem of vocational training. Education 
to be effective should be continuous. We must, therefore, rely mainly 
upon day schools for the industrial education of boys and girls. Every .. 
public school should be a pre-vocational school in the sense that a 
pupil will find in it opportunities for discovering his aptitudes.” 
Technical and industrial day schools are found at Brantford, Hailey- 
bury, Hamilton, London, Sault Ste. Marie, Sudbury, and Toronto, 
those at Haileybury and Sudbury devoting their attention especially 
to mining. The magnificent scale on which the Toronto Technical 
School is planned shows how seriously the people of the city are taking 
the question of pre-vocational education. In the session of 1914-15 
the registrations in the day school numbered 1,030, and in the evening 
schools 2,981, and have since largely increased. Great freedom is 
allowed in the selection of a course of study, but eleven diploma 
courses are specially recommended, and are admirably arranged to 
prepare students for almost all forms of industrial activity. It has 
been well described as the people’s university. 
In Manitoba under the supervision of the Director of Agri- 
cultural education the interest in rural science in the public schools 
is increasing. In 440 schools the subject was receiving attention 
from 5,500 pupils, though this seems a small proportion where the 
total registration was 51,888, the Province being so largely agricultual. 
Out of 33 high schools and collegiate institutes, during 1914-15 five 
have added agricultural specialists to their staffs, and have introduced 
courses of a more advanced character suited to those engaged in 
farming. The work covered in two winters is similar to that taken 
in the first two years by students of the Agricultural College at 
Winnipeg. The growth of this movement means much in a region ~ 
so distinctly agricultural as Manitoba, especially when it is remembered 
that the Province is chiefly dependent on its high schools for the aca- 
demic training of its public school teachers. Summer schools create 
opportunities for qualifying teachers in rural science and manual 
training. 
In addition to the Agricultural College at Winnipeg which is 
largely engaged in educational work, there are in Manitoba two 
experimental stations, at Brandon and Mordan, occupied with agri- 
cultural research. 
In the chief centres of population much interest is shown in 
manual training. The expense of equipment is in many places a 
deterrent to any considerable advance in this subject. In Winnipeg, 
however, are two technical high schools, St. Johns and Kelvin, with 
a staff of about thirty instructors and with well equipped workshops. 
