The sun. [volume] (New York [N.Y.]) 1916-1920, 1919-07-08
BROADER SCHEME OF EDUCA TON
PLANNED FOR ONTARIO PROVINCE
Work of Reconstruction Includes Compulsory School Attendance Of Every Child
Between Eight and FounMedical Dental Inspection Pro-
vided-Lessons of the War to Find Expression in Laws

Hon. II. J. Cody, d. D., LII. D., Mn
tster Of Education for Ontario, oho con-
tributes the Joliotcin1 article TO tho
Canadian section Of THE Sum on tho
present educational situation IN Ontario,
Is one Of the outstanding Of tho younger
| statesmen Of tho Dominion. DR.. Cody
has been conspicuous success IN the
| church Hfs Of his PROVINCE, and V one
! Of the Jelo cases Of minister Of the
Gospel leaving his pulpit to enter Par
itdment. As matter Of fact he has not
left the pulpit altogether, being stal
rector and sometimes preacher at ST.
Pdufs Anglican Church, Bloor street,
Toronto, one Of the foremost churches Of
the city, and Which has been brought
to its present high state Of success from
very small beginnings BY Or. Cody him
self
Or. Cody, tcho 10 q native Of Oxford
county, OntdyIo, has singular piJts Of
ordtory and personality. Whom he be-
come Minister Of Education about q
vedr ago much toos expected from him,
as he took oUer q run dotcn depdrt-
ment, regarding tohtch there tods much
d1itation and discomfort. Hts plans for
betterment tpero long IN allegiance. but
In the session Of the Legislative re-
Gently closed he announced neD polt-
ctes tuhich have attracted much atten-
ton and to tChich reference Is made IN
the yollotoirD article.
ny HON. II. J. CODY, d. D., LID.
Minister Of Education for Ontovto.
Written Especially for tho CanodiGn
Section Of THE SUN.
In the earlier days OF the war the
term reconstruction was used to ex-
press a return to the conditions Of July,
1914. The practical tasks OF recon-
struction were the two related problems
Of rehabilitation and restoration-how
TO get men as quickly as possible from
their war positions in the army or In
Industry back into their old inches in
civil life, and how to free employers
and employed from the restrictions ard
control Of war with a view to restoring
the methods of the past. But as time
went on and the deeper lessons of the
struggle were being impressed on mems
souls the word reconstruction" took on
deeper meaning. Men sought for
more than a simple return 70 pre-war
conditions There grew the ideal of a
better world after the war. By war
achievements there was developed an
enlarged sense OF what Is possible and
"a qulckened sense OF what is just Not
the old conditions. but better conditions
for all, is the aim OF n true reconstruc-
ton.
The basis of reconstruction Is the
conservation and development OF our
human resources. All plans for COM
merce. industry. agriculture-all plans
for the general utilization of our mate
rial wealth-depend uron the intelli-
gence and character OF the people. Re-
construction is thus ineStrlcably bound
up with the broad subject of education.
Lesson. Of tho War.
The Importance OF education has re-
ceived fresh illustration from the world
cataclysm Of war. We have seen on a
colossal scale the power of education
over the souls ana minds of men. 1t has
been able to poison the spring OF ma
tioral life. to change and degrade
national ideals, TO minister to monstrous
vanity and egotism. Education, applied
| with persistence and pedantic pertina-
city, is the most formidable instrument
| in the modern world for the control of
conduct and the moulding OF purpose.
| We have seen also that the application of
acience to industry and commerce can
| enormously develop the markets of ma
| tion and increase its wealth.
Technical and Industrial education lie
| necessity II country Is 20 hold Its
own in world competition. Nothing but
| the best product, sold and pushed in
the most effective way, can win a world
me rket. This best product can be Sc
cured only by the best management and
the most skilled labor. and these once
more are linked with education. We
have accepted as one OF the aims of the
war the making Of the world safe for