=Development of Education in the Dominion of Canada.=--Canada developed schools in very early days. In the beginning education was cared for in the four provinces separately, and when the Dominion of Canada was finally formed (1867), the federal government left to each province the administration of public education within its borders. The same autonomy was extended to the provinces that have since been admitted to the federation. Two types of educational control,--state and ecclesiastical, have been developing from the first. The former method is best illustrated by the system of Ontario; and the latter by that of Quebec. Ontario was settled mostly by emigrants from England, Scotland, and the United States, and practically all brought with them the concept of public control of education. The French Catholics of Quebec, on the other hand, naturally followed their traditions of parish schools. [Illustration: DIAGRAM OF FRENCH EDUCATION. Fig. 49.] [Illustration: DIAGRAM OF ENGLISH EDUCATION. Fig. 50.] [Sidenote: Universal education, and since 1870 great centralization through minister] [Sidenote: and subordinate authorities.] =The Public School System of Ontario.=--The system of schools in Ontario began with the passage of its Common Schools Act in 1846. This was formulated after a careful study of the systems of Massachusetts, New York, and the European states, and included excellent elements from various systems and many original features of value. By 1871 this fundamental law had come to include free tuition, compulsory attendance, county inspection, and uniform examinations. In 1876 an even greater centralization of the provincial system was effected through substituting for the chief superintendent a ‘minister of education’ with much larger powers, and bringing all stages of public education,--elementary, secondary, and higher schools, into much closer relationship. The minister now has many assistants, including an Advisory Council of Education; and he initiates and directs all school legislation, decides complaints and disputes, sets examinations for the high, elementary, model, and normal schools, prescribes the courses of study, chooses the text-books, and appoints the inspectors. The system is further administered by subordinate authorities elected in the localities, whose duties are clearly defined by law. The province is for educational purposes divided into counties, which are in turn divided into townships, and subdivided into sections and incorporated cities, towns, and villages. The central and local administrations are wisely balanced, and while the one determines scholastic standards through its professional requirements, the other establishes schools and appoints teachers. [Sidenote: Unification of the several stages of education.] [Sidenote: Inspectors.] [Sidenote: ‘Separate schools.’]