Excerpt from Public School Text-Books in Ontario
The text-book plays an important part in Ontario schools. In the early days when so many of our public school teachers had little or no professional training it was a prime necessity. With a greater percentage of well-trained and experienced teachers, freer use of laboratory methods in teaching and Ices stress on written examinations the text-book may cease to retain the place of prominence it holds to-day. However, a good text-book is and will continue to be a valuable educational tool, and the best available should be provided for the schools.
In the following pages the Lines of progress in the evolution of public school text-books in Ontario have been traced. If these books are judged by the standards of the times when they were written they rank fairly high; but with changing educational ideals arise new standards of judgment and a demand for Letter text-books. Educational changes are. however, as a rule slow in coming, but when a period of sufficient length is taken, marked improvement can be observed in the quality of the text-books. This investigation of the changes that have been made, from time to time, in our public school text-books will enable us to estimate more justly the quality of the present texts, and help to determine in what respects they should be further improved.
In chapter IX. free text-book systems in the United States and in several of the provinces of Canada have been compared and in chapter X. some phases of text-book legislation in connection with the preparation and the adoption of text-books and uniformity of text-books in the United States, England and Ontario have been considered. On the basis of this comparative study some changes have been suggested for Ontario.
Acknowledgments are due to Dr. Goggin for generous assistance in securing material from the Departmental Library, Toronto and for the loan of books from his private collection; to Dr. J. H. Barnett, London, for free access to his private library (now part of the Western University Library) and for the loan of many text-books that otherwise could scarcely have been secured; to Dr. Peter Sandiford of the Ontario College of Education, for helpful suggestions during the progress of the work; to the Public School Inspectors who furnished data re free text-books in the cities of Ontario; and to others who supplied information or loaned books from their private libraries.
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