EDUCATIONAL METHODS AND EDUCATIONAL ENDS. 43 
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designed to suit anybody but ourselves, and it does suit us admirably; it 
has met the approval of our whole people. It is so managed in the Province 
of Ontario that the average cost of text-books per unit of the school popu- 
lation is but thirty-eight cents, and in that respect we believe we save 
money to our people, we promote the efficiency of our schools. and we 
nelieve the system is useful to us. 
Now these are but three features of our system, and that is all with 
which I propose to deal in my limited time. I shall simply conclude by 
saying that I trust this international gathering, which I suppose repre- 
sents the progressive methods of all countries—that its deliberations will 
cement more strongly these international ties which bind humanity 
sogether in this war against ignorance and those baser elements which dis- 
gjurb international peace, which promote disunion and discord, the absence 
of which ties have set loose a feeling of hostility in times bygone. I 
trust that the sentiments which prevail here will be that the public school 
is the citadel of the intelligence of this age. We had universities long 
before we had public schools, but the watchword of the nineteenth century 
is, Educate the masses! We trust from this international congress will go 
forth a cry louder and stronger than was ever heard before : Go, educate 
the masses, educate these people who are so soon to control the destinies 
of the nation ; and educate the teachers so that they shall rise to a higher 
plane, that when they enter upon their varied duties they shall feel that 
the highest duty of the teacher is not simply to educate the child in the 
sudiments of the English, French, and German education, but to educate 
him in the duties cf citizenship, in those higher qualities of head and 
character and heart, and thus to fit him for the citizenship which some 
day he must discharge, fit him for taking his place in the nation, where he 
may discharge those duties in such a way as to make that nation progres- 
sive, and make it powerful in the direction in which a civilized nation 
should be powerful. 
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I'HE RELATION BETWEEN EDUCATIONAL METHODS AND 
EDUCATIONAL ENDS. 
8Y RT. REV. JOHN J. KEANE, RECTOR OF THE CATHOLIC UNIVERSITY 
OF AMERICA. WASHINGTON. D. C. 
Mr. President, Ladies and Gentlemen : During four days this congress 
has been employed in studying the best educational methods, and other 
congresses before this were engaged in the same occupation. We can all 
testify from our own experience that the study has been full of interest, 
full of instruction, full of importance and of profit; but all through 
these days there is one thought that has been running through my mind,