MONTANA. * * SEC. 1861. All common schools shall be taught in the English language; and instructions shall be given in the following branches, viz: * Also a system of humane treatment of animals as embodied in the laws of Montana. Such instruction to consist of at least two (2) lessons of not less than ten minutes each per week. The principal or teacher in every school shall certify in each of his or her reports that such instruction has been given in the school under his or her control.Political Code, Art. 8, Chap. 6, as amended in 1903. OKLAHOMA. AN ACT to provide for moral and humane education in the public schools of the Territory of Oklahoma. Be it enacted by the legislative assembly of the Territory of Oklahoma. SECTION 1. That in each and every public school within the Territory of Oklahoma it shall be the duty of each and every teacher to teach morality in the broadest meaning of the word, for the purpose of elevating and refining the character of school children up to the highest plane of life; that they may know how to conduct themselves as social beings in relation to each other, as respects right and wrong and rectitude of life, and thereby lessen wrong-doing and crime. SECTION 2. That in each and every public school within the Territory of Oklahoma, in addition to the other branches of study now prescribed, not less than one-half hour of each week, during the whole of each term of school, shall be devoted to teaching the school children attending said school kindness to and humane treatment and protection of dumb animals and birds; their lives, habits, and usefulness, and the important part they are intended to fulfill in the economy of nature, and such studies on the subject as the Board of Public Education may adopt. SECTION 3. That no experiments upon any living creature shall be permitted in any public school within the Territory of Oklahoma. SECTION 4. That it shall be the duty of the superintendent of public instruction for the Territory of Oklahoma, the superintendent of public instruction of each county, the superintendent of public schools of each city, and the principal of each and every public school in said Territory, to see that the provisions of sections one, two, and three of this act are strictly complied with in the public schools under his supervision. SECTION 5. That no teacher in the public schools of the Territory of Oklahoma shall be entitled to receive any portion of the public school moneys as compensation for services unless such teacher shall have complied with the provisions of this act. SECTION 6. All acts or parts of acts in conflict herewith are hereby repealed. SECTION 7. This act shall take effect and be in force from and after its passage and approval. Approved, March 4, 1905. PENNSYLVANIA. AN ACT To provide a system of humane education, to include kind treatment of birds and animals, in our public schools. SECTION 1. Be it enacted, &c., That a system of humane education, which shall include kind treatment of birds and animals, shall be included in the branches of study now required by law to be taught in the common schools; such instruction to be given to all pupils, up to and including the fourth grade, of the public schools of the Commonwealth, and to consist of not more than half an hour each week during the whole term of the school. SECTION 2. That no experiment upon any living creature, to demonstrate in physiology, shall be permitted in any public school of the State. CIV STATE LAWS RELATING TO HUMANE EDUCATION. SECTION 3. The principal or teacher in every school shall certify, in each of his or her monthly reports to the school board, that such instruction has been given in the school under his or her control. SECTION 4. This act shall take effect immediately. SOUTH DAKOTA. AN ACT Pertaining to the humane treatment of animals. Be it enacted by the legislature of the State of South Dakota: SECTION 1. That there shall be taught in the public schools of this State, in addition to other branches of study now prescribed, a system of humane treatment of animals. SECTION 2. Each school supported wholly or in part by the public funds of this State, or of any county or city in this State, shall instruct all scholars in the laws of this State, as embodied in the penal code or other laws pertaining to the humane treatment of animals, and such studies on the subject as the board of education may adopt, such instruction to consist of not less than two lessons of ten minutes each during each week of the school year. And no experiment upon live animals to demonstrate facts in physiology shall be permitted in any school in this State. SECTION 3. This act shall take effect and be in force immediately after its passage. TEXAS. SECTION 100. * * Suitable instruction shall be given in the primary grades [of all public schools] once each week regarding kindness to animals of the brute creation and the protection of birds and their nests and eggs.-General Laws of Texas, 1905, Chap. 124. WASHINGTON. SEC. 65. * * * Attention must be given during the entire course to the cultivation of manners, to the laws of health, physical exercise, ventilation, and temperature of the schoolroom, and not less than ten minutes each week must be devoted to the systematic teaching of kindness to not only our domestic animals, but to all living creatures.-School Laws of Washington, 1901, p. 48. WYOMING. AN ACT providing that a system of humane treatment of animals shall be taught in the public schools of Wyoming. Be it encated by the legislature of the State of Wyoming: SECTION 1. That there shall be taught in the public schools of Wyoming, in addition to the other branches of study now prescribed, a system of humane treatment of animals, as embodied in the laws of Wyoming; such instruction to consist of not less than two lessons of ten minutes each per week. The principal or teacher of every school shall certify in his or her reports that such instruction has been given in the school under his or her control. SECTION 2. This act shall take effect and be in force from and after its passage. [Approved February 6, 1901.] CHAPTER I. EDUCATION IN CANADA, AUSTRALIA, AND NEW ZEALAND. CANADA. Dominion of Canada, comprising seven provinces, with an extent of 3,653,946 square miles and a population estimated at 5,371,051 in 1901. PREVIOUS ARTICLES ON EDUCATION IN CANADA IN THE COMMISSIONER'S REPORTS. Education in Ontario," Report 1892-93, Vol. 1, Chapter VI; Notes on education at the Columbian Exposition," ibid., Chapter X, pages 1213-1215; Manitoba school question," Report 1894-95, Vol. 1, Chapter VII. "Current and historical survey of the systems of education in the several provinces," Report 1897-98, Vol. 1, Chapter IV. "Education in Canada: Outline of the public systems of education with current statistics; Industrial and technical education; Historic foundations of the Ontario system," Report 1898-99, Vol. 2, Chapter XXIX. "Education in Canada: Detailed accounts of the systems of education in the several provinces, with comparative statistics; Table of higher institutions," Report 1902, Vol. 1, Chapter VIII. TOPICAL OUTLINE. Outline of the Canadian systems of public instruction. Current statistics. Teachers' salaries. Statistics of colleges and universities. By the British North American act of 1867 the right to legislate on matters respecting education was left to the governments of the four provinces (Ontario, Quebec, Nova Scotia, and New Brunswick), which were then united under the general name of Dominion of Canada. The same right has been assured also to the provinces that have since entered the confederation (Prince Edward Island, Manitoba, British Columbia, Northwest Territories). Prior, however, to the federation of the provinces, education had become a matter of general interest. Ontario, "the core of the confederation," had at the time of its adoption a well-organized system of public schools. Quebec had brought its parochial schools under public supervision and the smaller maritime provinces had proved their interest in the cause both by legislation and by grants for schools from public funds. From the beginning two forces were at work directing the educational activities of the people. Both the English and French settlers had brought with them traditional respect for parochial schools and for ecclesiastical control of ED 1904 M-1 1 |