in Saskatchewan-Its Lessons

in a Folk High-School of Denmark. The object of this course was to promote the study of these English an

reezy atmosphere of new and progressive ideas. I will limit my present remarks to a brief sketch of what was known in Saskatchewan as the "Better School Movement." This educational movement has an interesting history and carries with it a very profitable l

. Moreover this exchange of ideas in an immense Dominion like ours is, we claim, absolutely necessary to keep the mental equilibrium between East and West. There are let us not forget it, many other problems beside the tariff problem which are wide

education, to study facts and to suggest means. This invitation of the keen-sighted Premier was accepted by the people without any distinction of race, creed or language. The leader of the Opposition indorsed the idea and pledged the support of his party. This non-partisan movement crystallized itself in the "Saskatchewan Public Education League" which was formed at the general meeting of delegates from all over the Province, held in Regina, in Sept., 1916. The league became a forum for the expression of public opinion. The newspapers of the Province gave wide publicity to the new movement and threw open their columns to a public discussion. Teach

rvey. "This survey is in no sense of the word an investigation; for investigations are necessarily based on assumption of some sort of misfeasance or malfeasance.

from August to November, 1917. His report was dated Jan. 20, 1918. At the session of that year it was submitted to Parliament and served as the basis of new legislation. Its

it a pointed lesson. In our humble estimation and from our view-point

of our Western Provinces in dealing with problems. Here we have a beautiful example of

revailing conditions will show facts and figures. Let us see and admit

st not forget that the human mind is a living thing-ever re-adjusting itself to environments that various factors have created. This readjustment of our methods i

s ahead to blaze the way. To find or, at least, to train specialists to direct the forward march is the easiest part of the problem. The greatest difficulty in all great movements is to overcome

t educational movement the sympathies of the people: 1. To arouse int

only means of arousing the people from their apathy. It takes time to see the ideas of leaders and experts filter down into th

ncoming tide it creeps in. This will suppose, to be efficient, a recognized leader and an e

rmeates Dr. Foght's report from cover to cover. In general, legislation is looked upon in our new Provinces as the universal panacea for all evils. The West is the land of experimental legislation. In this we should not imitate our youn

e consolidation of rural schools. Reasons of better administration and great efficiency, no doubt, militate in favour of this change. Particularly "Consolidation" is on a working basis in many Provinces. But the great danger we see in this chang

e may take from the "Be

accept the invitation

*

ovinces and creating another Dominion beyond our Lakes. If conditions are not changed, the Provinces "down by the sea" will lose their influence and cease to play their part ar

lecture given in Antigonish, N.S., at t