28 PROCEEDINGS OF THE CANADIAN INSTITUTE. 



contend against an open enemy in the field, they had to contend 

 against a more subtle enemy at home, a harpy who took advantage of 

 the necessities of the times to impose taxes for his own benefit. That 

 enemy has survived the war and has fastened himself like a barnacle 

 to the ship of state. The disastrous effect of interfering with the 

 currenc}'- at the same time was noticed. Attention was then called 

 to the most important question now pi-essing for solution — the gi'ow- 

 ing ol)ligations on society, not mutual, but one-sided. Every increase 

 of ground-rent and of public debts means an increased burden thrown 

 on one part of society. It was pointed out that in many cases those 

 who had made the greatest sacrifice for society are those who by our 

 present system of finance have increasing obligations imposed on them. 



Mr. Houston asked in what way the teaching of the subject 

 could be introduced into our public institutions of learning. 



Mr. Douglass said the facts being presented to the students, 

 all the teacher had to do was to show them how to correlate 

 them. He gave an illustration how a class should be taught, 

 showing them how with diminished toil there was an increase 

 of wealth and at the same time a diminution of value, leading 

 them to draw their own conclusions and reach the truth them- 

 selves. 



Mr. Marling asked in what grade of schools he would ha\-e 

 the subject introduced. 



Mr. Douglass thought that the subject should be introduced 

 into all the schools. He would have it form part of the 

 instructions of every teacher. 



Mr. Marling said the problem they had to encounter was the 

 multiplicity of subjects that presented themselves and the 

 selection of the most suitable for the purposes of public 

 instruction. 



Mr. Douglass thought that many useless subjects might be 

 omitted, so as to leave time for the teaching of more profitable 

 ones. A great deal that was useless in history could be 

 dropped. He was in favour of banishing the teaching of 

 spelling. 



