Journal of education, 1 janvier 1862, Janvier

m'WM "Æim JOURNAL OF EDUCATION.Volume VI.Montreal (Lower Canada) January 1862.No- 1.SUMMARY.—Education: School-Days of Eminent Men m Great Britain, by J.F.Timbs, [continued].—Practical Grammar.—Simplicity of language.— Official Notices : Appointment of School Commissioners.—Diplomas granted by Boards of Examiners.—Books approved by the Council of Public Instruction.—donations to tne Library of the Department.*—Teacher wanted.—Situation wanted.—Editorial : To our Subscribers.—The Grants to Common Schools, Superior Education, and Poor Municipalities.—The Census of the Province,—The War in America, [concluded from our last].—Monthly Summary: Educational Intell-gence.— Scientific Intelligence.— Statistical Intelliger.ee.—Advertisement: The Lower Canada Journal of Education and Le Journal de l’Instruction Publique.—Official Documents : Table of the distribution of the grant fur Superior Education in 1861.—Table of the distribution of the grant to poor Municipalities for 1861.EDUCATION.Sciiool-ilays of Eminent Men in Great ili'ilain.By John Timbs, F.S.A.(.Continued from, our last.) CLXVI.SIR ROBERT PEEL AT HARROW AND OXFORD This distinguished statesman, whose name is indissolubly associated with some of the most impoitant events in the history of our time, was born in 1788, in a cottage adjoining Chamber Hali, his father’s house, in the neighbourhood of Bury, in Lancanshire, which happened at that time to be under repair.He descended from the ancient family of De Pele, established first in Yorkshire, and afterwards in Lancashire.His grandfather commenced, and his father completed, the acquisition of a large fortune as a cotton-spinner ; and, as if “ to marshal him the way that lie was goinc,” Mr.Peel, the father, two years after the birth of his son Robert, entered the House of Commons as a member, and as a zealous supporter of M.Pitt : in 1S00 he received a baronetcy.The son was sent early to Hipperholme School, in Yorkshire, where he cut upon a block of stone (now preserved at Halifax) the following inscription : R.PEEL.No tiostile bands can antedate tny doom.He was removed to Harrow School, and appears in the Speech Bill oi 1803, as Peel, sen., Upper-Fifth Form, No.58.Lord Byron, his schoolfellow, (and born in the same year,) says of him : Peel, the orator and statesman, (that uns, or is, or 13 to be,) was my form fellow, and we were both at the top of our remove.We were °n good terras, bat bis brother was my intimate friend.There were always great hopes of Peel amongst us all, masters and scholars—and ie has not disappointed them.As a scholar, he was greatly my supe-r>or ; as a declaimer and actor, I was reckoned at least his equal : as a schoolboy out of school, I was always in scrapes, and he never, and in school he always knew his lesson, and I rarely,—but when I knew it, I knew it nearly' as well.In general information, history, &c., I think I was his superior, as well as of most boys of my standing.” He was (says his biographer, Doubleday,) diligent, studious, and sagacious, if not quick, but never brilliant; preserving a high station among his school-mates by exertion and perseverance rather than genius ; and being remarkable for prudent good sense rather than showy talent.(1) His memory is fondly cherished at Harrow, where the room which he occupied in ahouse in the town is kept in its original state, with a brick on which he cut his name, the genuineness of the inscription being verified by Peel’s handwriting in a ciphering-book of the same date.His name is also cut in the panel of the old school-room, with those of his three sons, whom he placed in the school.In 1804, Peel left Harrow, and entered Christchurch, Oxford, as a gentleman commoner.At the University, he was a diligent and laborious student ; and in 1808, on taking his degree, obtained a double first-class, the highest honours, both in classics and mathematics.Amongst his competitors were Mr Gilbert, afterwards Vice-Chancellor of the University ; Mr.Hampden, Professor of Divinity ; and Mr.Whately, the present Archbishop of Dublin.A boy from Tunbridge School, writing to one of his former class-fellows an account of this examination, speaks with enthusiasm of the spirit of Peel’s translations, especially of his beautiful rendering of the opening of the second book of Lucretius, beginning: Suave mart raagno tnrbantibus æquora ventis E terra magnum alterius spectare laborem ; and ending with the picture of the philosopher gazing from his calm oriental rest on the disturbed, self-wearying, ignorant, erring world.“ Often of late,” said one of those to whom this letter at the time was read, “ have 1 been struck with the fitness of this passage to Peel himself, who, having achieved so much amidst all the strife of party, could free from its entanglements, see men of all parties gathering the ripening fruit of his measures.” Mr.Doubleday describes Peel’s college acquirements “of the solid kind, and such as a laborious student of good practical sagacity may always acquire.Of wit, or imagination, or of the inventive faculty in general, Mr.Peel had littîe; and to such men the absence of these more specious qualifications is a negative advantage.If they are unable to dazzle others, in the same ratio are they exempted from being dazzled by them ; and hence it is that persons so qualified have a clearer view of the characters of those with whom they have to deal, and.are better adapted to the ordinary business of life, than their more accomplished competitors.” In the course of the year 1808, Mr.Peel completed his studies at Oxford.From his very cradle, it may be said, he was destined by his father for a politician ; and in 1809, being of age, he entered Parliament for the borough ot Cashel.It is not our province to record the political life of this distin- (1) Political Life of Sir Robert Peel, 1850, vol.1, p.42. 2 JOURNAL OF EDUCATION guished man, which extended beyond forty years.More germane is it in this place to glance at Sir Robert Peel as a patron of' English Literature and men of letters.He tendered a baronetcy to Southey, and conferred on him a pension of 300/.a-year, and gave the same amount to Wordsworth ; to James Montgomery, 150L a-year; and to Tytler, to Tennyson, and M’Culloeh, each 200/.a-year ; and pensions to Frances Browne, and the widow of Thomas Hood.To iiim Mrs.Sommerville and Professor Faraday are indebted for their pensions; nor should be forgotten his friendship with Lawrence, Wilkie, and Chantrey ; his patronage of Collins, Roberts, and Stanfield ; and his prompt relief of the sufferings of Haydon.CLXVII.LORD BYRON AT ABERDEEN, HARROW, AND CAMBRIDGE.This celebrated man, who, as a poet of description and passion, will always occupy a high place, was born Jan.22, 1788, at No.24, in Holles-street, Cavendish-square, and was christened in the small parish church of St.Murylebone.He was the only son of Captain John Byron, of the Guards, and Catherine Gordon, of Gight, an Aberdeenshire heiress.Owing to an accident attending his birth, his feet were distorted, a defect which was the source of pain and mortification to him during the whole of his life.His mothei’s fortune was soon squandered by her profligate husband, and she retired to the city of Aberdeen, to bring up her son on a reduced income of about 130/.per annum.When about five years old, Byron was sent to a day-school at Aberdeen, kept by one Bowers, and remained there a twelve-month, as appears by the following entry in the day-book of the school :— “ George Gordon Byron.19th November, 1792.19th November, 1793.—Paid one guinea.” Of the progress of his learning here, and at other places, we have the following record, in a sort of journal which he once began, under the title of “My Dictionary,” and which is preserved in one of his manuscript books :— “ I was sent at five years old, or earlier, to a school kept by a Mr.Bowers, who was called Bodsy Bowers, by reason of his dapperness.It was a school for both sexes.I learned little there except to repeat by rote the first lesson, of monosyllables, (‘ God made man.’ ‘ Let us love him.’) by hearing it often repeated, without acquiring a letter.Whenever proof was made of my progress at home, I jepeated these words with the most rapid fluency ; but on turning over a new leaf, I continued to repeat them, so that the narrow boundaries of my first year’s accomplishments were detected, my ears boxed, (which they did not deserve, seeing that it was only by ear that I had acquired my letters,, and my intellects consigned to a new preceptor.He was a very devout, clever little clergyman, named Ross, afterwards minister of one of the Kirks (East, I think).Under him I made astonishing progress, and I recollect to this day his mild manners and good-natured painstaking.The moment I could read, my grand passion was history; and why, I know uot, but I war particularly taken with the battle near the Lake Regillus iu the Roman History, put into my hands the first.Fouryears ago, when standing on the heights of Tuscnlnm, and looking down upon the little round lake that was once Regillus, and which dots the immense expanse below, I remembered my young enthusiasm and my old instructor.Afterwards I had a very serious, saturnine, but kind young man, natnad Paterson, for a tutor.With him I began Latin in Rnddi-mun’s Grammar, and continued till I went to the grammar-school, where 1 threaded all the classes to the fourth, when I was recalled to England by the demise of my uncle.” Byron’s early religious habits were fostered by his nurse, who taught him to repeat several of the Psalms; the 1st and 23rd being among the earliest that he committed to memory; and through the care of this respectable woman, who was herself of a very religious disposition, he attained a far earlier and more intimate acquaintance with the Sacred Writings than falls to the lot of most young people.In a letter which he wrote to Mr.Murray from Italy, in 1821, after requesting of that gentleman to send him, by the first opportunity, a Bible, he adds : “ Don’t forget this, for I am a great reader and admirer of those books, and had read them through and through before I was eight years old.I speak, as a boy, from the recollected impression of that period at Aberdeen in 1796.” It was about 1798 that Byron is said to have composed his first rhymes upon an old friend of his mother’s, to whom he had taken a dislike ; but he himself tells us that his “ first dash into poetry” was in 1800, when he “ made an attempt at elegy—a very dull one.” On Byron succeeding to his uncle’s title, his mother removed with him to the family seat, Newstead Abbey, in Nottinghamshire; and Mr.Rogers, a schoolmaster of Nottingham, improved him considerably by reading passages from Virgil and Cicero with him ; but, in less than a year, he was conveyed to a quiet bording-school at Dulwich, where he remained two years under the tuition of Dr.Glennie.Within the next two years, his mother removed him to Harrow, where he remained till 1805, when he was sent to Trinity College, Cambridge.At Harrow, he was an irregular and turbulent scholar, though he eagerly devoured all sorts ot learning except that which was prescribed for him : his talent for declamation was the only one by which he was particularly distinguished ; he had no aptitude for merely verbal scholarship ; and his patience seemed to have entirely failed him in the study of Greek.He frequently gave signs of a frank, noble, anti generous spirit, which endeared him to his schoolmates, of which Moore, in his Life of the poet, relates the following instance :— 11 While Lord Byron and Mr.Peel were at Harrow together, a tyrant some few years older, whose name was * * * *, claimed a right to fag little Peel, which claim (whether rightly or wrongly, 1 know not) Peel resisted.Ilis resistance, however, was in vain : * * * * not only subdued him, but determined also to punish the refractory slave, and proceeded forthwith to put liis determination in practice, by inflicting a kind of bastinado on the inner fleshy side of the boy’s arm, which, daring the operation, was twisted round with some degree of technical skill, to render the pain more acute.While the stripes were succeeding each other, and poor Peel was writhing under them, Byron saw and felt for the misery of bis friend ; and although he knew that he was not strong enough to fight * * * * with any hope of success, and that it were dangerous even to approach him, he advanced to the scene of action, and with a blush of rage, tears in his eyes, and a voice trembling between terror and indignation, asked very humbly if * * * * would be pleased to tell him how many stripes be meant to inflict?1 Why?returned the executioner, ‘ you little rascal, what is that to you?’ 1 Because, if you please,’ said Byron, holding out his arm, 1 I would take half”’ Upon this, Mr.Moore judiciously remarks :— “ There is a mixture of simplicity and magnanimity in this little trait which is truly heroic ; and, however we may smile at the friendship of boys, it is but rarely that the friendship of manhood is capable of anything half so generous.” At Harrow, Byron was occasional! y serious ; and he would lie by the hour upon an altar-tomb in the churchyard, contemplating the glorious prospect from that elevated site, and viewing the distant metropolis in poetic contrast with the quiet beauty of the surrounding country; the monument is to this day called" Byron’s Tomb.’^Cl) His vacations were generally passed in Nottinghamshire : one of them was spent in the house of the Abbé Roufigny, in Took’s-court, Chancery-lane, for the purpose of studying the French language, but most of his time was passed in boxing and fencing, to the no small disturbance of the old Abbé’s establishment.“ Though Byron was lame,” says one of his Harrow schoolfellows, “ he was a great lover of sports, and preferred hockey to Horace, relinquished even Helicon for Duck-puddle, and gave up the best poet that ever wrote hard Latin for a game of cricket on the common.He was not remarkable (nor was he ever) for his learning ; but he was always a clever, plain-spoken, and undaunted boy.At Cambridge, bv fits and starts, Byron devoted himself to pretty hard study, and continued to cultivate his taste for poetry.At the same time he indulged iu many discreditable eccentricities, and caused great annoyance by keeping a bear and several bulldogs.He frequently evinced the most generous and noble feelings, and chose his associates, with one or two exceptions, from among the young men of the greatest ability, wit, and character, to a few of whom he continued much attached in after-life.In 1806, while yet at college, he printed a thin quarto volume of poems for private circulation.Next year, he brought out his “ Hours of Idleness,” a collection of fugitive poems, which was treated with undue severity by the Edinburg Review ; upon which Byron retaliated i i his biting satire of English Bards and Scotch Reviewers, published in 1809, a few days before he took his oath and seat in the House of Lords.In the same year he left England on a classical tour on the Continent, which enriched his mind with incidents and poetical imagery, and filled it with reflections of some of the finest and most melancholy scenery in the world.His travels finished his poetical education : its first fruits was his splendid poem ot Child llarohl, commencing a long trail of poetic fame ; and he continued to write until the summer of 1823, when (1) In a letter to Mr.Murray, of April, 1822.Byron says There is a spot in the churchyard, near the footnath, on the brow of the hill looking towards 'Windsor, and n tomb under a large tree, (bearing the name of Penchie or Peachey,) where 1 used to sit for hours and hours when a boy.This was my favourite spot.” FOR LOWER CANADA.3 he joined with ardour and impetuosity in the cause of “ Greek Independence and early in the following year, while in command of an expedition, he died, three months after he had reached the age of thirty-six.The bitter grief of his followers and attendants of all nations was a proof of his kindness of heart, and his goodness as a master.CLXVIII.THOMAS ARNOLD AT WINCHESTER AND OXFORD.This devoted school reformer was born at West Cowes, in the Isle of Wight, in 1795.After being for some years at a private school in Wiltshire, he was sent, in 1807, to Winchester College, where, according to a Rugbeian writer in the Quarterly Review, who well remembers him, “ however his dormant capabilities were recognised by his masters, he gave to his schoolfellows no great promise of a future excellence, which ripened slowly ; but even then he showed his love for history rather than poetry, and for truth and facts in preference to fiction.Already in his schoolboy correspondence did he inveigh against the incorrectness and exaggerations of the Roman historians ; and thus early anticipate the views of Niebuhr.” Another reviewer says : “ Along with the elements of classical learning, and a strong Wykehamist feeling, which he ever after continued to cherish, be probably acquired at Winchester an admiration, not without prejudice, for public education, and the system of English public schools.He afterwards became distinguished, and sometimes dreaded, as a school reformer ; but his anxiety to improve, was only in proportion to the degree to which he was attached to the system, alike by the associations of his boyhood, and the convictions of his more mature experience.”—North British Review, No.4.Arnold went to Oxford in 1811, and was elected as a scholar of Corpus Christi College.He did not bring with him any precocious amount of erudition ; but he had soon so mastered the language and style of Herodotus and Thucydides, that he wrote narratives in the manner of either, to the admiration at least of his fellow-students.He devoted himself to the historians and philosophers of antiquity, rather than to the critical and verbal study of the poets, which has always been at Oxfordthe favourite field for philosophical training._ Among his fellow-sludents were John Keble, author ol the Christian Year, and John Taylor Coleridge, nephew of the poet, now a Judge of the Queen’s Bench ; with such minds, in the common room ot Corpus, young Arnold “ debated the classic and romantic question,” and “ discussed poetry and history, logic and philosophy.” He took a high degree, gained the prose prizes, and in 1815 obtained a fellowship of Oriel, then reputed to be the blue ribbon of the University.Aristotle, Herodotus, and Thucydides formed the studies and relaxations of his maturing life ; and on them, coupled with the Bible, he thought the knowledge of a Christian was the best based.There Arnold acted as tutor ; and among his colleagues were Copleston, Whately, Keble, Pusey, Newman, and other celebrities of great earnestness and intellectual activity.He was naturally self-confident; and his independence of opinion and dogmatism offended and alarmed inanyraem-l'8 °if ot^er c°ljeges ; yet, though a true Christian reformer, what he most desired was to turn the capabilities of existing institutions to better results, to repair and not to overthrow.He was virulently misrepresented and opposed; but he pursued his course through good and evil report, and lived down calumny and oppo- sition ; and great and merited was his triumph when he appeared IP the crowded theatre of the University, as Professor of History, ^nnghis residence at the University, he availed himself largely o the Oxford libraries, entering upon an extensive course of reading, especially in modern history.Arnold was then, and continued till me day of his deat h, an enthusiast in his love of Oxford ; he admir-eu its system of tuition, its learned societies, and its magnificent libraries.A successful scholar from an English public school, he became a distinguished collegian : with his opinions and friend-stnps formed at college, to him Oxford was a world in itself; he loved Oxford from first to last.After a residence of nine years, he removed from Oxford to e latn, married, took private pupils, and passed another nine 189~S I,eaoeful,y *n ripening his powers.Thence he removed, in 04/ to the head-mastership of Rugby, where his professional e began, as we have already illustrated.(1) Arnold threw himself into his great work of school reform.r Jp-LWe reiterate our recommendation to the render to turn to the of Unit vv ls!?e Some bright boy has detected the error.The teacher will remember it.He will explain to his school the difference between set and sit, and so dwell upon it day after day, if need be, that neither he nor they will ever forget it.Again—some older 4 JOURKAL OF EDUCATION pupil, in explaining a problem in algebra, says, “ Let x equal to A’spart.” The teacher will correct him by explaining that the preposition, to, should not follow the verb, equal, but the adjective, equal.Thus he may say, “ x is equal to 25,” or « x equals 25.” The exercise will be made more or less difficult, of course, according to the capacity ol the pupils.In a series of simple exercises like this, more practical grammar may be taught in a single winter than can be learned by technical analysis and parsing, without the practical lessons, in a lifetime.Try it, teachers, all of you,—and report the results.—Maine Tacli.Simplicity of Language.We heard, a day or two since, of a young man,—a schoolmaster,—who addressed a person at work near his house, somewhat in this wise, “ You are excavating a subterraneous channel, it seems.” “ No, Sir,” was the repl»“ I am digging a ditch/” Everybody knows that our language contains two principal elements, the Saxon and the Roman.The language of every-day life is largely Saxon, as used alike by scholars and men of no learning.When, therefore, we find in common conversation a straining after the more unusual words of Latin origin, as in the above example, we are struck with a feeling of the ludicrous.It smacks of affectation.We are well aware that a person’s habits of study, his constant intercourse with books, and the use of such language in writing, may render his conversation naturally more classical than the current language of the people.But it should be avoided.Be accurate, grammatical, but not stilted nor affected.The simple, straightforward, “ sinewy Saxon ” is the true tongue for every-day life.— lb.OFFICIAL NOTICES.&3V.Ç Hi3 Excellency the Governor General in Council was pleased, on the 14th December last, to assign to the School Municipality of Lacolle, in the County of St.John’s, the same limits as the rural municipality.APPOINTMENTS.SCHOOL COMMISSIONERS.His Excellency the Governor General in Council was pleased, on the 21st instant, to approve of the following appointments of School Commissioners :— County of Chico itimi—Bagotville : Mr.Thomas Gagnon.County of Kamouraska.—Kamouraska: Rev.Nicolas Hébert, Priest; and Messrs.Edouard Roy dit Desjardins and Louis Roy dit Desjardins.our.ty of Lotbinière.— Ste.Agathe No.One : Messrs.Patrick Noonen," jr., James Noonen, Denis McGinley, James McGinley and Patrick Ryan.Ilis Excellency the Governor General in Council was pleased, on the 24th December last, to approve of the following appointments of School Commissioners, viz:— County of Lotbinière—Ste.Agathe No.Two : Messrs.Abraham Beaudoin, Godefroy Dussault, Louis Cairier, Jean Enouf, and J.B.St.Hilaire.On the 28th of the same month:— County of St.Maurice—St.Severe: Mr.Luc Boucher.STAN5TEAD COUNTY BOARD OF EXAMINERS.Messrs.E.W.Smith and Hiram R.Steele have obtained diplomas authorizing them to teach in Model Schools, and Mr.Charles Gaylord a diploma authorizing him to teach in Elementary Schols.C.A.Richardson, 8th January, 1862.Secretary.Books approved by the Council of Public Instruction.The Council of Public Instruction for Lower Canada, at its quarterly meeting held’ in Montreal, on the 12th and 13th November last, approved of the following books, which approval has been sanctioned by His Excellency the Governor General in Council, viz— (For Elementary Schools.) On the Report by the Committee on Books— Petit Traité de grammaire anglaise, à l’usage des écoles primaires, par Charles Gosselin, Québec.Imprimé par A.Côté et Oie., 1847, Elementary Arithmetic in Decimal Currency, designed for the use of Canadian schools.By John Herbert Sangsler Esq.Second edition, carefully revised.Printed and published by John Lovell, 1861.Manuel d’anglais : Grammaire et Thèmes, par P.Sadler.Paris, 1839.Aussi, Manuel d’anglais, Thèmes et Syntaxe, par le même.Paris, 1840.(For Academies and Model Schools.) Grammaire Pratique de la langue anglaise ; treizième édition.Par P.Sadler.Paris, 1858.Manuel d’anglais.Sixième partie : leçons de littérature anglaise.Par P.Sadler.Paris, 1841.Manuel d’anglais Cinquième partie : Leçons de littérature anglaise.Par P.Sadler.Paris, 1841.Manuel d’anglais.Deuxième partie : Versions et dialogues.Par P.Sadler.Nouvelle édition.Paris, 1857.Exercices anglais ou Cours de Thèmes Gradués.Par P.Sadler.Douzième édition.Paris, 1857.Cours de Versions anglaises ou Recueil choisi d’aueedotes classiques, traits historiques, &c.Par P.Sadler.Septième édition.Paris, 1856.Manuel Classique de conversations françaises et anglaises, en une série de dialogues.Par P.Sadler.Quatrième édition.Paris, 1855.Nouveau Dictionnaire portatif, auglais-français et français-anglais.Deux tome3 en un volume.Cinquième édition.Par P.Sadler.Paris, 1858.(For Academies and Model and Elementary Schools.) Lovell’s General Geography, for the use of schools ; with numerous maps, etc.By J.George Hodgins, L.L.B.Montreal, 1861.On the Report of the Catholic Members of the Committee— (For Elementary Schools.) Histoire Sainte, par demandes et par réponses suivie d’un abrège de la Vie de N.S.Jésus-Christ, à l’usage de la jeunesse.Nouvelle édition.Québec : imprimé chez T.Cary, 1852.On the Report of the Protestant Members of the Committee— (For Model Schools or Academies.) Pinnock’s Improved Edition of Dr.Goldsmith’s History of England, by Win.O.Taylor LL.D.First Canadian Edition, Montreal.John Lovell, Printer and Publisher, 1859.Louis Giard, Recording Clerk.DONATIONS TO THE LIBRARY OF THE EDUCATIONAL DEPARTMENT.The Superintendent acknowledges with thanks the following dona-nation :— From Mr.Joseph Norbert Duquel, Printer, Quebec: “Le Véritable Petit-Albert, ou secret potir acquérir un trésor,” by M.J.N.Duquet, 1 volume./ TEACHER WANTED.—Wauled immediately for the Academy of St.Romuald of Farnham, a monitress competent to'teach the English language.The engagement will be for the unexpired term of the year.situation wanted.—M.Uumesnil, an able and experienced French teacher, is desirous of a situation in an Academy.He is also prepared to give private lessons.Inquire at this Office JOURNAL OF EDUCATION.MONTREAL (LOWER C/.NAEA) JANUARY, 1862.OTTAWA BOARD OF EXAMINERS.Mr.Alexander Grant, on the 18th instant, obtained an Elementary diploma.John R.Woods, Secretary.To Our Subscribers.With this number commences the sixth volume of the Journal of Education.In wishing our subscribers and readers all the prosperity they may desire for themselves and families, may we venture to inquire whether among FOR LOWER CANADA 5 the wise resolves with which they no doubt ushered in the first day of the year, they have not included a determination to co-operate in extending the circulation of this, their journal 1 We say their journal, as it is published in their exclusive interest, and with no pecuniary profit to ourselves.They are aware that any profit would be immediately applied to the improvement of this publication.As however such publications are not easily made self-supporting, and we do not receive more aid from Government toward tbe publishing of two journals than is granted to one in Upper Canada, our readers will at once see that it requires some little exertion on their part to maintain this periodical on its present footing.In calling the attention ofonr exchanges to the Advertisement in this number, we are sorry we cannot offer better terms in return for the publicity therein solicited ; we shall not be the less sensible, however, of the courtesy that may prompt an acceptance on their part.Our thanks are due to the Press for the favorable disposition manifested towards our undertaking on many occasions, and our special acknowledgements are hereby tendered to the Canadian Journal of Science, Toronto Leader, British Whig (Kingston), and the British American Journal of Science.Tlie Census of tïie Province.The following is a very short abstract of the Census by religions and origins.The figures are somewhat different from those given under the head “Statistical Intelligence,” in the Monthly Summaries of our last two numbers ; this is due partly to further corrections made in the Census Office, partly to misprints.In our next we shall give some detailed information on the same subject, with notes and remarks :—- ORIGINS.Natives of England and Wales.Scotland.Ireland.Natives of Canada, not of French origin.Natives of Canada of French origin.United States.Nova Scotia and Prince Edward Island.New Brunswick.Newfounland.West Indies.•.India.Prussia, German States and Holland.F rance.Italy and Greece.Spain and Portugal.Sweden and Norway.Russia and Poland.Switzerland.Guernesey, Jersey and other .British teles Other places.Colored Persons.Indians .Born at Sea.Place of birth unknown.Total.Lower Canada.Upper Canada.7 Total.13139 114200 127429 13160 98792 111952 50192 191231 241423 161578 869592 1037170 847320 33287 880607 13641 50758 64399 977 4383 5360 852 3214 4066 232 487 719 137 532 669 49 203 252 949 22906 23855 672 2389 3061 114 104 218 55 96 151 229 261 590 56 161 227 81 617 698 028 529 1157 128 541 669 190 11223 11413 4876 .7841 12717 61 323 384 414 1395 1809 1110664 139G091 2506755 RELIGIONS.Lower i Canada.Upper Canada.Total.Roman Catholics 942724 258141 1200865 Church of England 63322 311565 374987 Presbyterians, Church of Scotl and 23688 108963 132649 do Free Church 14770 143043 157813 do United 5149 51378 56527 Methodists (Wesleyan) 25879 218427 244246 do (Episcopal) 2537 71615 74152 do (New Connection) .1292 28200 29492 Other Mothodists 874 23330 24204 Baptists 7751 61559 69310 Lutherans 857 24299 25156 Congregationalists .- 4927 9357 14384 Quakers 121 7383 7504 Bible Christians 184 8801 8085 Christians 298 5018 5316 Second Adventists 2305 1050 3355 Protestants 2584 7514 10098 Disciples 5 4147 4152 572 1 941 Menonists and Tunkers so 6r» S965 Universalists 2289 2234 4523 Mormons 3 74 17 No religion 1477 17373 18850 Religion unknown 5728 8121 13849 Other creeds not classed 678 14284 14962 Total 1110664 1396091 2506755 TUe Grants to Common Schools, Superior education, and Poor Municipalities.In this number of the Journal will be found statistical tables showing the apportionment of the grants for Superior Education, and Poor Municipalities.As regards the first a deduction of two and a-half per cent, has been uniformly made on all the allowances, owing to an additional number of institutions of that class having been put on the list.Such a reduction is no doubt, in many respects, much to he regretted ; but that it was unavoidable is apparent from the fact that no increase in the fund appropriated under this head had been provided.A glance at the statistics which refer to poor municipalities will suffice to show the advantages resulting from the relief afforded—especially to colonization.We should he glad to see the Legislature increase this supplementary grant to £ 1500,—the present amount (Æ1000) being inadequate.This augmentation, recommended by the Superintendent in several of his Reports,could not weigh heavily on the Provincial Exchequer, and would be attended with results more beneficial to the country than is perhaps generally supposed.The aid given to these poor municipalities is, as far as possible, proportioned to the contributions made by each.It is gratifying to see some of these poor new parishes—often but partially cleared—doing their utmost to secure the blessings of education for the young ; while the habitual apathy, nay, the apparently incurable moral inertia of the people residing in some of the old localities,—happily inconsiderable in number—present in this respect a contrast, which it is painful to realize.The greater number of new municipalities will have their usual grants increased,—beside receiving the supplementary aid,—in consequence of increased population, a* shown by the recently completed census.The Government has decided that the grant for the half-year ending January 1st, now due, should he apportioned according to the new census.But as the Department of Public Instruction had not been furnished with a detailed 6 JOURNAL OF EDUCATION and correct copy of this census till a few days ago, some time must elapse before the apportionment can be made.Secretary-Treasurers will on this account experience an unusual delay in receiving their remittances.We trust however that all the municipalties whose returns are now received will be paid soon.As our readers are aware it is provided by law that the total amount of the grant to Common Schools be apportioned, between Upper and Lower Canada, according to the population in each section of the Province.And as by the new census the population of Canada West was shown to be in excess of that of Canada East, it might have been expected that the amount of the grant to which the latter is entitled would be less this year than during former years ; but we are happy to state that owing to the increase made by Parliament in the total amount granted to Common Schools, there will be no diminution of the total grant to Lower Canada, although those municipalities which show no advance in population will receive less on account of the general increase elsewhere.This explanation is also due to those who may have been led to expect an increase in the grant through the liberality of the Legislature; they will now see that this was merely intended to guard against any unfavorable result which might have attended the taking of the census.The War In America.(Concluded Jrom our last.) No country ever stood more in need of the services of an energetic and unwavering statesman than did the United States during the latter part of the administrative term of Mr.Lincoln’s predecessor.Circumstances made him the natural mediator between the two hostile factions that divided the country ; yet the obligations which bound him to the Constitution, and which called for his most jealous and far-seeing guardianship, were of so solemn and inviolable a nature that the intervenient power reposed in him could but claim a small share of his attention.In his desire for a conciliation however, M.Buchanan would appear to have taken an unpractical view of his position.Sinking the weighty responsibilities of the statesman in the abstractions of the theorist, he attempted to reconcile very conflicting principles.“ The Constitution of the United States,” we are told in his message to Congress, “ is as much a j art of the constitution of each state, and is as binding upon its people as though it had been textually inserted therein ; ” it does not sanction secession ; the President is bound by oath to enforce the execution of the laws ; yet neither the Executive nor Congress has the right to coerce a state attempting to withdraw from the Union.“ So far from this power,” he adds, “ having been delegated to Congress it was expressly refused by the Convention which framed the Constitution.” To say that the Constitution does not sanction secession, yet that Congress has not the power to prevent it, is merely pointing out the existence of a gross inconsistency in the Constitution itself, which in the nature of things could but lead to a direct violation of one of these two conditions in the contingency of a secession.Absurd as this position undoubtedly was the Democratic press of the North adopted it, and so generally received was this interpretation of the fundamental law of the Union, that some of the most influential anti-slavery journals said, “ let the South go,—we want no part of this Republic pinned to the rest with bayonets!” Had any thing been wanting to reassure those among the disaffected who might have entertained scruples as to their constitutional rights, the declarations of the President, and of so large a portion of the people of the North through the press, were exactly calculated to set them at rest and thus promote the unanimity of the South.Mr.Buchanan having tied his own hands and opened the way for the secessionists by his historical researches and speculative investigations into the principles laid down for his guidance, consistently shaped his policy to one of passive resistance when his authority was openly set at defiance ; he even proposed, as a conciliatory measure, to amend the Constitution so as to expressly recognize the right of property in slaves, the duty of protecting this right in the Territories to which the system of slavery might in future extend; or, in other words, a voluntary surrender of the very principle for which the North had contended during forty years.He also proposed to insert a clause declaring all state legislation conflicting with the provisions of the Fugitive Slave Law null and void.Instead of weakening his own authority by attempting to demonstrate that his peculiar duty was to do nothing, while coercive measures were openly adopted against himself by his less scrupulous adversaries, had he unhesitatingly disengaged himself from all party considerations, and firmly exercised the vast powers intrusted in the hands of the President, had he made use in good time of the immense influence which he possessed over his cabinet and subordinates, had he seen his dangerous position in its true light and shown as keen a sense of the responsibility resting upon his shoulders as he did of the subtleties which he had placed in the way, who can say that the fratricidal war now wasting the blood and treasure of the Republic might not have been avoided ?Had the Federal Government shown an unshaken determination to promptly vindicate its authority when South Carolina withdrew from the Union and openly seized the federal property, the states disposed to follow her example might well have been deterred from embarking in an enterprise which would be unavoidably attended with all the disastrous consequences of a long and bitter war, and offering— especially to states burdened with unsympathising slaves— so remote and precarious a chance-of success.If we admit that the project of a southern confederacy had already 1 een formed, and the plan for its execution matured, still, a determined opposition at the outset from so formidable an antagonist as the central government, must, in a measure, have disconcerted the scheme by dispelling the fond illusion of a peaceful separation, which many at the South had doubtless hoped to see consummated.It may be objected that secession was a foregone conclusion,—that the southern states being determined to withdraw from the Union at all costs, active opposition could have had no other effect than precipitate a conflict which the North was unprepared to enter into ; but this cannot well be urged in justification of Mr.Buchanan’s course, for the defenceless state of the North was owing mainly to that want of penetration on his part which had afforded his secretaries an opportunity to remove the contents of northern arsenals to the South, disperse the navy over the face of the globe and send away the few regular troops of the Union to distant outposts, leaving the roost important fortifications at the South quite unprotected.So well had the work of defection been accomplished under the very eyes of the President that the capital must have fallen into the hands of the secessionists had not Gen.Scott and Mr.Holt remained true to the federal cause.Unwilling to believe that the North would rather go to war or see the Union dissolved than accede to what he considered the just demands of the South, Mr.Buchanan evidently acted in good faith, and only committed a fatal error when he made the all important declaration that coercing a delinquent member of the confederacy was unconstitutional.It must also be borne in mind that the attitude of the North did not altogether vouchsafe a hearty support to the Federal Government FOR LOWER CANADA.7 had it hastily assumed the initiative in a war against the South.It has been said that the secession of the southern states was not to be attributed to the agitation of the slavery question, but that the real cause was the protective policy which made the commercial and agricultural interests of the South subservient to the interests of northern manufactures, and sacrificed the trade and prosperity of southern cities to the cupidity of New York merchants.That a successful secession would build up southern cities is quite patent, but it is not so clear that a protective policy anihil-ated tlieir trade or, more precisely, their foreign trade, as it has been pretended.The commercial interests of New York and the manufacturing interests of Lowell are widely different ; the latter owed their very existence to protection, while the former were injured, not benefited by the high tariff.Each additional burden imposed by the protectionists operated alike against the foreign commerce of New York and of the cities of the South, while the New England towns largely shared, to the detriment of the Empire City, in the trade in home manufactures which supplied the place of imported wares.It cannot admit of a doubt that free trade would have greatly benefited southern planters in common with their fellow agriculturists of the west; but while this free interchange of commodities must have ruined the northern manufacturers, probably it would not have promoted the foreign commerce of southern ports above that of New York, inasmuch as the relative advantages of each must have been still the same.Under the protective tariff, the high duties paid at New York on two-thirds of the whole importations of the Republic were not less than if paid elsewhere ; why then did not the southern ports secure their fair share of this immense traffic 1 We can only account for it by.the well known law that great commercial centres irresistibly attract trade and capital to themselves.This, we think, disposes of the charge of favoring the merchants of New York at the expense of others.But the protective policy, as directly affecting the agricultural interests of the South, had no doubt been long a cause of dissatisfaction, and may have had some influence in isolating the people from their fellow-citizens.Those who favor this view point to the Nullification Act of South Carolina as very tangible evidence of the dislike of the people of the South to protective tariffs.President Jackson, however, declared this to be but a pretext, alleging as the real cause a design of forming a separate confederacy.If we examine the conduct of southern leaders it will be difficult to admit that Protection had an immediate connection with the present movement, for when the Morrill Tariff was about to be presented to the Senate, where southern members commanded a majority, they retired and abandoned the measure to the protectionists ; while Mr.Toombs of Georgia, now a commander in the Confederate army, actually recorded his vote in its favor.Besides, had the measure been of such vital importance to the interests of the South as to have been considered to justify a recourse to arms, is it probable that Mr.Buchanan should have refused to interpose his veto in favor of his party ?We are moreover distinctly told by Mr.Stephens, the Vice-President of the new confederacy, that the cause of the rupture was slavery.Let us now look at the events that immediately preceded the election of Mr.Lincoln, and to which the Republicans owe their success,for the Democrats might have given the Republic another President had they remained united.The breach between the two great sections of the country had been growing wider and more apparent every day, while the same causes of dissension were working a rapid change in the ranks of political parties.Such painful incidents in the history of a nation as the John Brown raid in Virginia and the murderous assault on Mr.Sumner in the Senate, though the mere symptoms of a disease pervading all parts of the body politic, w'ere by no means of a nature to soothe the popular irritation.The immediate cause, however, of the estrangement between the two schools of Democrats may be referred to the discussion of Mr.Douglas’ doctrine of“ state sovereignty,” which took place when a violent attempt was made to secure the admission of Kansas to the Union with the Lecompton Constitution.By “ state sovereignty” it was held that a Territory had the right to regulate its own domestic affairs—slavery included of course.We shall presently see that this did not satisfy the ultra Democrats, although they had already acquiesced in the principle when the Kansas-Nebraska Bill was adopted.At the great Democratic Convention held the 23rd April 1860, at Charleston, S.C., to nominate candidates for the Presidency, the northern delegates wished to secure the nomination of Donglas, as commanding more northern votes than any leader of the party ; but his views ha d drawn upon him the undisguised enmity of southern extremists, and it was soon evident that the Convention could not agree.Three reports were received from the committee instructed to draw up a “ platform.” The report of the majority declared upon the question at issue that neither Territorial nor Congressional legislation could legally interfere with the rights by which citizens in the Territories held their “property;” that it was the duty of the Federal Government to protect these rights, and that “state sovereignty” began only when the Territory became a State.The minority report proposed to submit the question to the Supreme Court, while the third report did not recommend any alterations in the previously declared policy of the party.After a stormy debate the report of the minority was adopted,— the delegates from South Carolina, Alabama, Mississippi, Louisiana, Texas, and Florida, withdrawing to form a separate convention.The next day the majority of the delegates from the southern states followed, and the regular Convention soon after adjourned to Baltimore, where the nomination of Mr.Bell for President and Mr.Everett for Vice-President took place—the seceders nominating Mr.Caleb Cushing and Mr.Lane as their candidates.It was now apparent that thus divided the Democrats would be beaten, and the political proclivities of the Ftepublican candidate were the subject of much speculation at the North.Upon the knotty question of slavery in the Territories, Mr.Lincoln’s opinion could not be misunderstood ; he had thus clearly expressed it in a speech at Chicago: “ I have always hated slavery, I think, as much as any Abolitionist.I have been an Old Line Whig.I have always hated it, and I always believed it in course of extinction.If I were in Congress and a vote should come up on a question whether slavery should be prohibited in a new Territory, in spite of the Dred Scott decision I would vote that it should.” Meanwhile the southern ultras being free from the restraint hitherto imposed by an alliance with more moderate men, assumed an attitude of defiance which, to those willing to believe that politicians could be influenced by other motives than a desire of acquiring “ political capital,” plainly indicated the near approach of the “ irrepressible conflict.” But the people of the North still closed their eyes against the danger, and not until the Stars and Stripes were lowered before the insurgents’ cannon at Sumpter did they awake from their dream.The events that followed are too fresh in the memory of every one to need recapitulation here ; for who has not watched with a feeling of intense interest that sudden manifestation of patriotism which sent tens of thousands of brave but ill-disciplined volunteers to defend the national capital, the advance to the cry of “ On to Richmond ” culminating in the defeat at Manassas, the siege and surrender of Lexing- 8 JOURNAL OF EDUCATION ton ?What generous heart can have felt no sympathy for the sad fate of Lyons and Baker, and more recently for poor Zollicoffer fighting in a war he looked upon as waged without sufficient cause and which he had in vain attempted to prevent?But this struggle is hardly commenced, and if nothing intervene to arrest the strife, who can say how many others must be sacrificed ere the combatants are exhausted ?We shall not attempt to dogmatize upon the issue of this war.But it is certain that an agricultural people who cannot turn the product of their soil to account without a free commercial intercourse will not long maintain a conflict of such magnitude cutoff from all their resources.Their opponents in the mean time may have to abandon the war under the pressure of financial difficulties that seem to be multiplying fast.The cost of maintaining 700,000 of the most costly soldiers in the world, beside improvising a navy, cannot be long defrayed by states whose commerce and manufactures have just received so rude a shock.So long as the slaves, by a sort of tacit understanding, enjoy the immunity of neutrals the South can fight at its ease, but every day brings these slaves more prominently into notice, and if the quarrel be not speedily ended by a decisive campaign, by foreign intervention, or a reconciliation, they must inevitably be drawn into the fight ; then—but we shudder at the thought—frightful scenes may be enacted ere the scourge of slavery shall be reckoned with the past.MONTHLY SUMMARY.EDUCATIONAL INTELLIGENCE.Defective School-houses.—A correspondent writing from Melbourne, under date 13th instant, points out a defect in the mode of constructing chimneys, to which he refers the loss by fire of a new schoolbouse, and again9t which it wqpld be well to guard,—more especially as insurance companies refuse risks on buildings thus exposed.In the present case the base of the chimney abutted upon the gable wall, above the attic floor, so that a stove pipe from the school-room could not be carried up to the chimney otherwise than through this floor, where, it is supposed, the fire originated.The loss of this school-house,—which had been finished only last year, and which had cost several of the ratepayers as much as $20 each—will be severely felt; but we are glad to see that the District has with laudable zeal determined to erect a new structure, which they expect will be ready early in the summer.SCIENTIFIC INTELLIGENCE.— A brief notice of the interesting course of lectures recently delivered by Professor Faraday at the Royal Institution will doubtless be acceptable to many readers of this journal.Though specially addressed to boys and girl3, our great philosopher’s exposition of the phenomena of a burning candle astonished and delighted “ children of larger growth,” even those familiar with the results of scientific research.In his first lecture Farad.iy thus defined the position which he intended to take throughout the course:—“Though our subject be so great, and our intention that of treating it honestly, philosophically, and seriously, yet I mean to pass away from all those here who are seniors.I claim the right of speaking to juveniles as a juvenile myself.I have done it on former occasions, and if you please I shall do it again.And though I know that I stand here with the knowledge of having the words I utter given to the world, yet that shall not deter me from speaking in the same familiar way to those whom I esteem nearest to me on this occasion.” We sincerely hope that the Professor will for many years to come deign to play the part of a juvenile, and bring before the risinw generation those grand truths of science which be has so materially helped to establish.In our limited space we can only touch upon the chief phenomena of a burning candle, and describe a few of the ingenious experiments which the great master of chemical manipulation exhibited to his young friends.We shall treat the whole course as though it were'one lecture, for the division of the subject into six parts could not render this notice more interesting, though it would necessarily increase its length.What are candles made of?To enable his audience to answer this question, Faraday exhibited specimens of almost every variety of candle, from the splinter of candlewood taken out of the Irish bog, to the semitransparent and delicately-tinted pillar of paraffin or stearine which is now used as a source ot light.Some of these specimens attracted particular attention.There was a candle which had been obtained from the Royal George, and though it had been subjected to the action of salt water for many years, it still retained its lightgiving properties.There were the miners’ candles formerly used in coal pits, some so small that sixty went to the pound.There were modern candles beautifully shaped and coloured ; 3ome of these were fluted pillars, others were ornamented witli raised flowers, and those which depended upon colour rather than form for beauty were t nted with mauve, Magenta, and all the chemical colours which have been recently introduced.Having explained the manufacture of candles, the lecturer lit one or two specimens, and called attention to the form af the flame, and to the beautiful cup filled with melted tallow beneath the flame.He showed that this cup was formed by a fine uniform ascending current of air upon all sides, which kept the exterior of the candle cool, and explained how the melted tallow got out of the cup up the wick into the place of combustion.As an illustration of the force which causes the tallow to ascend, he placed a column of salt on a plate, and poured into this plate a saturated solution of salt, coloured blue, when the liquid at once commenced to creep up the salt, and eventually reached the top.Another simple illustration of capillary-attraction was afforded by a bit of cane, one end of which was dipped in camphine, and when the spirit had passed through the pores of the cane to the upper extremity, it was lighted there, and a sort of candle was formed.In examining the flame of the candie, the lecturer made use of the electric lamp to project its shadow on a screen, and thus exhibit the ascending current of hot air which drew out the flame, supplied it with oxygen, and cooled the sides of the cup of melted fluid.To prove that the flame was hollow, he introduced the extremity of a bent glass tube into the middle of it, and allowed the unconsumed vapour to pass through the tube into a flask.Having satisfactorily demonstrated the combustible nature of this vapour by applying a lighted taper to it, he arranged another tube in the flame, and succeeded in lighting the vapour which issued from the orifice of the tube, at a considerable distance from the flame.“Talk about laying on gas!’’ he said; “why we can actually lay on a candle I” The products of combustiou were then touched upon by the lecturer.He showed that water wa3 produced by the union of the oxygen of the air with the hydrogen of the flame, and carbonic acid gas by the oxidation of the carbon.The beautiful series of experiments with which he illustrated his observation on the composition of water and atmospheric air were so carefully arranged, that one seemed naturally to lead the other, and the youngest philosopher who attended the course could not miss the thread of the delightful story of the candle.The heads of Faraday’s discourse—the chapters, so to speak, of this wonderful story—may here be given, as they will enable the reader to form some idea of the greatness of the subject treated :—Candles, the materials of which they are composed and the process of manufacture.— The Flame, its sources, structure, mobility, and brightness.—Air necessary for combustion.—Production of water during combustion.—Nature of water —Hydrogen gas.—Nature of the atmosphere.—Nitrogen.—Carbonic acid another product from the candle ; its peculiar properties.— Carbon or charcoal.—Coal gas.—Respiration and its analogy to the burning of a candle.The Professor concluded his course with the following kind words adressed to his young friends :—“All I can say to you at the end of these lectures is to express a wish that you may, in your generation, be fit to compare to a candle ; that you may, like it, shine as lights to those about ; that, in all your actions, you may justify the beauty of the taper by making your deeds honourable and effectual in the discharge of your duty to your fellowmen.”—The Chemist and Druggist.STATISTICAL INTELLIGENCE.Shipping business at Montreal.—The number and tonnage of vessels entered inwards at the port of Montreal, up to the 21st November in each year, for the last ten years, show the following figures : No.of Vessels.Tonnage.1852, .191 45,802 1853, .242 58,894 1854, .275 .72,305 1855, .197 .47,904 1856, .230 69,777 1857, .208 65,330 1858, .191 ____ 70,183 1859, .191 85,193 1860, .240 118,216 1801,.498 247,247 The enormous increase in the tonnage in 1801 shows how exceedingly prosperous has been the trade this year, as compared with that of former seasons.The number of ships has actually doubled, and the Montreal merchants must have reaped a rich harvest from their season’s business.—Hunt’s Merchants’ Magazine.— The completed returns show that the population found in the United Kingdom at the recent census, not reckoning army, navy or merchant seamen who were abroad, amounted to 29,031,298, an increase of 61 per cent, in fifty years, notwithstanding that they have been planting nationB by a vast emigration.The census found there 14,077,189 males FOR LOWER CANADA.9 s>n¦1 14,954,109 females—an excess of females over males of 876,920.Tin.- overplus of women and girls in England would fill all Liverpool and Leeds : in Scotland, all Edinburg; in Ireland, all Belfast, Waterford and Wexford.There are sixteen towns in the United Kingdom with a population exceeding 100,000, and six parishes in the outskirts of London with such a population—one of them (St.Paneras) with very nearly 200,000 (198,882.) The number of inhabited houses in the United Kingdom is 5,154,985, which allows a house to every 5.0 persons.—lb.— The population of New South Wales, as returned from the census taken on the 7th of April, 1801, is 350,553, against 251,834 in 1856, showing an increase of 98,719, or 39.20 percent.These results are exclusive oftheMoreton Bay district, which, since 1856, has been severed from New Soulh Wales.The population of Sydney is 56,470, exclusive of the suburbs and environs, which contain 36,732 inhabitants.In 1851 the population of New South Wales, exclusive of Port Philip (now Victoria) and Moreton Bay, (now Queensland,) was 181,376.The number of emigrants since 1851 is 147,661, of whom 71,649 were introduced at the public, and 76,012 at their own expense.—lb.—The census of France, completed in 1861, gives as the total population 37,382,225.France therefore ranks the second country of Europe in population, its place being between Russia with 58,470,000 and Austria with 36,465,000.The preceding census of France had given only 36,037,364 in 1856.This would show a large increase, but to obtain the real increase of the population of France itself, it is necessary to deduct the population of the new departments formed out of a portion of the Kingdom of Piémont—that is to say Savoy and Nice, 669.059 ; leaving as the natural increase 673,802.The increase from 1846 to 1851 was 382,684 and for the next period, from 1851 to 1856, somewhat smaller.During the last five years the ratio ofincrease has been nearly double.These figures are exclusive of 90,507 French troops in Algeria, Rome and Syria.The last period also shows an increase in 57 departments against 32 in the former ; and a decrease in 29 against 54.The most populous departments are : Seine 1,953,660, Nord 1,303,300.The least populous are Pyrénées Orientales.181763, Lozère 137,367, Basses-Alpes 146,360, Hautes-Alpes 125,100 and Alpes-Maritimes 194,578.The others average between 250,000 and 500,000.ADVERTISEMENT.The Lower Canada Journal of Education and “Le Journal de l’Instruction t’uhlique du Bas-Canada.” These Periodicals, now entering upon the sixth year of their existence, are not translations one of the other, but distinct publications, seldom containing the same matter.Subscriptions to each journal—One Dollar per annum only.Teachers allowed a discount of Fifty per Cent.The subscription list now includes the names of numerous Teachers throughout the Province.To persons desirous of acquiring both languages spoken in Canada these publications offer many advantages.The Journal of Education is devoted to literature, art, science, education, Ac; and the matter usually contained in its columns will be found classed as follows ;— Literature.Poems selected from the works of English or American contemporary authors, and original.Essays in Prose, Ac.Arts and Sciences.Notes on interesting discoveries in the various departments of Art and Science, and on recently observed natural phenomena, Ac.Education.Republications from modern practical writers on Education.Extracts from English and American Periodicals.Biographies, Lessons, Addresses, Lectures Ac.Editorial.While constantly endeavoring to promote the object with which this journal is more immediately connected, we have sometimes thought it necessary to allude to events not coming strictly within the natural sphere of our labours ; in this it has been our aim to afford 3uch general information to teachers as may have been acceptable to them All current events, having reference to Education and Public Schools are regularly reported ; also decisions of Courts of Justice rendered under the School Laws ; By-Laws and decisions of the Council of Public Instruction, School Examinations, proceedings of Teachers’ Associations, Ac.Ac.Ac.The readers of the Journal will always find in its columns valuable information respecting the progress of Public Education and the various causes by which it is influenced ; it is also the intentiou of its conductors to offer from time to time such suggestions on these and kindred subjects as may be deemed useful or interesting.Official Notices.Orders in Council defining the limits of School municipalities, appointments under the School Laws, Ac.Ac.Diplomas granted to Teachers, Ac.Ac.It is absolutely necessary that all functionaries intrusted with the execution of the laws should be informed of these changes.The limits of this Advertisement do not allow of further particularization ; it may suffice to say that when it is found necessary to publish documents of little interest to the general reader they are usually issued in a Supplement.The Journal may be had handsomely hound in cloth with gilt vignettes for $1.25.In boards $1.10.The two Journals bound together $2.A complete collection of otic Journal forming five vol.$5.00.The same collection is sold to Teachers at half price, and to Colleges, Literary Institutes, Parish Libraries, Ac,, $3 000.These collections may be had at the Office of Education,—a few are still remaining on hand.N.B.—Newspapers giving this advertisement an insertion shall receive in payment a complete collection of the Journal, neatly bound.Any one sending us the amounts of twenty new Subscriptions shall receive a similar collection.ICr” The cost of transmission payable by the recipient.Table of the Apportionment of the Superior Education Fuud for 1861, under the Act I8th Viet., Cap.54.LIST No.1.-UNIVERSITIES.NAME OF INSTITUTION.Number of pupils.Total of the grant for 1856.Annual grant for 1857.Annual grant for 1858.Annual grant for 1859.Annual grant for 1860.Annual grant for 1861.McGill College.233 £ s.d.1000 0 0 £ s.d.700 0 0 $ cts.2730 00 $ cts.2661 75 $ cts.2661 75 $ cts.2591 21 To the same for one year’s salary of the Secretary to the Royal Institution, the salary of the Messenger, and for contingent e.vpenses 167 15 4 167 15 4 671 07 671 07 671 07 671 07 Bishop’s College 92 450 0 0 .450 0 0 1950 00 1901 25 1901 25 1853 73 Total 5116 01 10 JOURNAL OF EDUCATION LIST No.2.—CLASSICAL COLLEGES.NAME OF INSTITUTION.Number of pupils.Total of the grant i I for 1856.Annual grant for 1857.j t Annual grant for j 1858.j Annual gram for 1859.,1 ii Annual grant for 1860.Annual grant for 1861.i ' .£ s.d.£ s.d.$ cts.$ cts.$ cts.$ cts.Nicolet 234 580 0 0 500 0 0 1950 00 1901 25 1901 25 1853 73 St.Hyacinthe 281 900 0 0 500 0 0 1950 00 1901 25 1901 25 1853 73 Ste.Thérèse 185 520 0 0 500 0 0 1560 00 1521 00 1521 00 1482 98 Ste.Anne Lapocatière 242 865 0 0 500 0 0 1950 00 1901 25 1901 25 1853 73 L’Assomption 180 520 0 0 400 0 0 1560 00 1521 00 1521 00 1482 98 Ste.Marie, (Montreal) 243 600 0 0 400 0 0 1560 00 1521 00 1521 00 1482 98 High School of McGill College 299 282 0 0 282 0 0 1128 00 1128 00 1128 00 1128 00 High School of Quebec, for the educa- iion of 30 pupils named by Govern- ment 135 282 0 0 282 0 0 1128 00 1128 00 1128 00 1128 00 St.Francis, Richmond 87 300 0 0 300 0 0 1170 00 1140 75 1140 75 1112 23 Three Rivers 101 390 00 Total 13768 36 LIST No.3.—INDUSTRIAL COLLEGES.NAME OF INSTITUTION.Number of pupils.Total of the grant for 1856.Annual grant for 1857.Annual grant for 1858.Annual grant for 1859.Annual grant for 1860.Annual grant for 1861.1 jE s.d.j£ d.$ cts.$ cts.$ cts.$ cts.Juliette 346 250 0 0 250 0 0 975 00 950 63 950 63 926 87 Masson 272 310 0 0 250 0 0 975 00 950 63 950 63 926 87 Notre-Dame de Lévis 145 370 0 0 250 0 0 975 00 950 63 950 63 926 87 St.Michel 142 310 0 0 250 0 0 975 00 950 63 955 63 926 87 Laval 100 160 0 0 100 0 0 390 00 380 25 380 25 370 75 Rigaud 110 290 0 0 250 0 0 975 00 950 63 950 63 926 87 Ste.Marie de Monnoir 180 140 0 0 100 0 0 390 00 380 25 480 25 468 25 Ste.Marie de Beauce 90 180 0 0 100 0 0 390 00 380 25 380 25 370 75 Rimouski 82 100 0 0 100 0 0 390 00 380 25 380 25 370 75 Laohute 173 100 0 0 100 0 0 390 00 380 25 380 25 370 75 Verchère» 171 100 0 0 100 0 0 390 00 380 25 380 25 370 75 Varennes 110 75 0 0 75 0 0 292 50 285 19 285 19 278 06 Sherbrooke 54 75 0 0 75 0 0 292 50 285 19 285 19 228 06 I.ongueuil 325 40 0 0 75 0 0 292 50 285 29 385 29 375 91 Total 7888 38 FOR LOWER CANADA 11 LIST No.4.—ACADEMIES FOR BOYS, OR MIXED.NAME OF INSTITUTION.Number of pupils.Annual grant for 1856.! Annual grant lor 1857.| Annual grant for 1858.Annual grant for 1859.Annual grant for 1860.Annual grant for 1861.£ s.d.£ s.d.$ cts.$ cts.$ cts.$ cts.Aylmer, Protestant 30 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Aylmer, Catholic 75 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Beauharnais, St Clément 256 45 0 0 67 10 0 263 25 256 67 256 67 250 28 Bonin, St.Andrew, Argenteuil 155 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Baie du Febvre 151 45 0 0 45 0 0 175 50 171 12 171 12 166 85 60 195 00 190 13 190 13 185 38 Barnston 200 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Berthier 49 90 0 0 90 0 0 351 00 342 23 342 23 333 68 Buckingham 35 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Beloeil 98 90 0 0 90 0 0 351 00 342 23 342 23 372 68 65 200 00 195 00 Cap-Santé 24 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Charleston 81 90 0 0 90 0 0 351 00 342 23 342 23 333 68 Clarenceville 91 90 0 0 90 0 0 351 00 342 23 342 23 333 68 Clarendon 58 45 0 0 45 0 0 175 00 171 12 114 08 166 85 Coaticook 80 40 0 0 40 0 0 156 00 152 10 152 10 148 30 Cassville 26 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Compton 108 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Cookshire 35 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Cyprien 125 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Danville 89 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Dodswell 32 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Dunham 91 90 0 0 90 0 0 351 00 342 23 342 23 333 68 46 40 0 0 40 0 0 156 00 152 10 152 10 148 30 St.Eustache 105 40 0 0 67 10 0 263 25 256 67 256 67 250 28 Farnham, (St.Romuald de) Cath 211 40 0 0 60 0 0 234 00 228 15 228 15 222 46 Farnham, Prot.do 36 67 10 0 67 10 0 256 50 256 67 256 67 250 28 Freleighsburg 59 40 0 0 60 0 0 234 00 228 15 228 15 222 46 St.Colomban de Sillery 141 45 0 0 45 0 0 171 00 171 12 171 12 166 85 Ste.Foye 43 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Gentilly 93 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Granby 98 90 0 0 90 0 0 351 00 342 23 342 23 333 68 Georgeville 48 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Grégoire 90 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Huntingdon 103 100 0 0 100 0 0 390 00 380 25 380 25 370 75 St.Johns’ Dorchester, Cath 233 45 0 0 90 0 0 351 00 342 23 342 23 333 68 St.Johns’ Dorchester, Prot 75 90 0 0 90 0 0 351 00 342 23 342 23 333 68 St.Jean Isle d’Orléans 36 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Knowlton 77 90 0 0 90 0 0 351 00 342 23 342 23 333 68 Kamouraska 88 67 10 0 67 10 0 390 00 380 25 380 25 370 75 Laprairie 150 45 0 0 60 0 0 234 00 228 15 228 15 222 46 Lotbinière 23 40 0 0 40 0 0 156 00 152 10 152 10 148 30 St.Laurent 150 135 0 0 135 0 0 526 00 513 34 513 34 500 51 L’Islet 70 45 0 0 67 10 0 263 25 256 67 256 67 250 28 Montreal Catholic Commercial Academy 215 67 10 0 67 10 0 256 50 256 67 256 67 250 28 Montmagny 225 75 0 0 75 0 0 292 50 285 29 285 29 278 04 Ste.Marthe 85 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Missisquoi 45 45 0 0 45 0 0 175 50 262 52 262 52 255 96 Pointe-aux-Trembles, (Hochelaga) 73 90 0 0 90 0 0 351 00 342 23 342 23 333 68 Phillipsburg 27 45 0 0 45 0 0 175 50 171 12 171 12 85 5b Sherbrooke 126 100 0 0 100 0 0 390 00 380 25 380 25 370 75 Sorel, Cath 247 67 10 0 90 0 0 342 00 342 23 342 23 333 68 Sorel, Prot 38 40 0 0 40 0 0 156 00 152 10 152 10 148 30 Stanbridge 133 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Shefford 78 90 0 0 90 0 0 351 25 342 23 342 23 333 68 Suttou 27 67 10 0 67 10 0 263 25 256 67 256 67 128 33 Stansteail 175 157 10 0 157 10 0 614 25 698 89 598 89 583 92 St Timothée 120 40 0 0 40 0 0 156 00 152 10 152 10 ; 148 30 Three Rivers, Cath 41 40 0 0 90 0 0 351 00 342 23 342 23 ; 333 68 18 90 0 0 195 00 229 13 229 13 223 40 85 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Yamachiche 132 45 0 0 67 10 0 263 25 256 67 256 67 250 28 Quebec Commercial and Literary Acad 60 45 0 0 45 0 0 170 00 171 12 171 12 166 85 69 25 0 0 100 00 100 00 97 50 Total 15354 80 12 JOURNAL OF EUCATION LIST No.5.—ACADEMIES FOR GIRLS.NAME OF INSTITUTION.Number of pupils.| Total Annual grant for 1856.I Annual grant for lO 00 Annual grant for I 1858.Annual grant for 1859.Annual grant for 1860.Annual grant for 1861.£ S.d.£ s.d.$ cts.$ cts.$ cts.S cts.Sle.Anne de la Pérade 148 40 0 0 40 0 0 156 00 152 10 152 10 148 30 St.Ambroise de Kildare 90 25 0 0 25 0 0 100 00 100 00 100 00 97 50 L’Assomption 186 40 0 0 40 0 0 156 00 152 10 152 10 148 30 St.Aimé 150 33 15 0 33 15 0 131 62 128 33 128 33 125 11 Baie St.Paul 91 33 15 0 33 15 0 131 62 128 33 128 33 125 11 Belceil 96 25 0 0 25 0 0 100 00 100 00 100 00 97 50 Boucherville 88 25 0 0 25 0 0 100 00 100 00 100 00 97 50 Cedars 65 25 O' 0 25 0 0 100 00 100 00 100 00 97 50 Chambly 120 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Césaire 158 27 0 0 37 10 0 146 25 142 59 142 59 139 04 Ste.Croix 80 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Cowansville 42 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Charles, Industry 270 45 0 0 60 0 0 234 00 228 15 228 15 222 46 Châteauguay 107 25 0 0 25 0 0 100 00 100 00 100 00 97 50 St.Clément .- .276 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Cyprien 159 100 00 100 00 100 00 97 50 St.Denis .130 25 0 0 25 0 0 100 00 100 00 100 00 97 50 Ste.Elizabeth 130 67 10 0 60 0 0 234 00 228 15 228 15 222 46 St.Eustache 91 27 0 0 27 0 0 105 30 102 67 102 67 100 12 St.Grégoire 187 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Ste.Geneviève 68 25 0 0 25 0 0 100 00 100 00 100 00 97 50 St.Henri de Mascouche 102 25 0 0 100 00 100 00 100 00 97 50 St.Hilaire 83 25 0 6 25 0 0 100 00 100 00 100 00 97 50 St.Hugues 80 127 10 0 90 0 0 351 00 342 23 342 23 333 68 St.Hyacinthe, Sœurs de la Charité .190 40 0 0 40 0 0 156 00 152 10 152 10 148 30 St.Hyacinthe.Sœurs de la Présentation 259 40 0 0 40 0 0 156 00 152 10 152 10 148 30 L’Islet 65 40 0 0 40 0 0 156 00 152 10 152 10 148 30 Ile Verte 130 195 00 150 00 150 00 146 25 St.Johns’ Dorchester 404 45 o 6 67 10 0 263 25 256 67 256 67 250 28 St.Jacques l’Aohigan 145 40 0 0 60 0 0 234 00 228 15 228 15 222 46 St.Joseph de Lévis 261 147 10 0 90 0 0 351 00 342 23 342 23 333 68 Kacouna 60 195 00 190 13 190 13 185 38 Kamouraska 121 45 0 Ô 45 0 0 176 50 171 12 171 12 166 85 Laprairie 118 45 0 0 25 0 0 100 00 100 00 100 00 97 50 Longueuil 340 147 10 0 90 0 0 351 00 342 23 342 23 333 68 St.Lin 170 25 0 0 25 0 0 100 00 100 00 100 00 97 50 St.Laurent 150 40 0 0 60 0 0 234 00 228 15 228 15 222 46 Long Point 62 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Montreal, board for 12 Deaf and Dumb Females.120 0 0 120 0 0 468 00 480 00 480 00 468 00 Ste.Marie de Monnoir 140 53 0 0 45 0 0 175 50 171 12 171 12 166 85 Ste.Marie île Beauce 105 80 0 0 50 0 0 195 00 190 13 190 13 185 38 St.Martin, Laval 83 100 00 100 00 100 00 97 50 St.Michel de Bel léchasse 75 67 10 6 67 10 0 263 25 256 67 256 67 250 28 St.Nicolas 34 25 0 0 100 00 100 00 100 00 97 50 St.Paul de l’Industrie 55 25 Ô 6 25 0 0 100 00 100 00 100 00 97 50 Point Claire 58 25 0 0 25 0 0 100 00 100 00 100 OC 97 50 Pointe-aux-Trembles 113 , 60 0 0 234 00 228 15 ' 208 15 222 46 Pointe-aux-Trembles, Portneuf 100 60 0 0 228 00 228 15 228 15 222 46 Rivière-Ouelle 88 25 0 0 100 00 146 25 146 25 191 35 Rimouski 88 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Ste.Scholastique 150 30 0 0 30 0 0 117 00 114 08 114 08 111 23 Sherbrooke 155 90 0 0 351 00 342 23 342 23 333 68 Sorei 333 45 0 Ô 60 0 0 228 00 228 15 228 15 222 46 Ste.Thérèse 128 25 0 0 25 0 0 100 00 100 00 100 00 97 50 St.Thomas de Pierreville 69 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Timothée 150 40 0 0 40 0 0 156 00 152 10 152 10 148 30 St.Thomas de Montmagny 200 67 10 0 67 10 0 263 25 256 67 256 67 250 28 Varennes 75 40 0 0 40 0 0 156 00 191 00 191 00 186 23 Yamachiche 127 45 0 0 45 0 0 175 50 171 12 171 12 166 85 St.Benoît, Youville 76 45 0 0 45 0 0 175 50 171 12 171 12 166 85 Waterloo 46 25 0 0 100 00 100 00 100 00 97 50 Three Rivers 237 67 10 0 263 25 256 67 256 67 250 28 Ste.Famille s.71 45 0 6 45 0 0 219 85 219 85 214 35 Terrebonne 152 25 0 0 25 0 0 100 00 100 00 100 00 97-50 Trois Pistoles, No.1 63 150 00 150 00 146 25 Vaudreuil 85 25 0 0 100 00 100 00 100 00 97 50 Total 1 11225 72 FOR LOWER CANADA 13 LIST No.6.—MODEL SCHOOLS.NAME OF INSTITUTION.St.Andrew’s School, Quebec.British and Canadian School Society, Montieal.Colonial Church and School Society, Sherbrooke.British and Canadian School Society, Quebec.National School, Quebec.Point St.Charles, Montreal.Society of Education, Quebec.do do Three-Rivers.Free School in conn, with the American Presb Sell.Soc.Montreal.Colonial Church and School Society, Montreal .Lorette, Girls’ school.do Boys’ do .Stanfold.St.Francis, Indian school.Quebec, Upper Town, Infant School.Quebec, Lower Town, Infant School.St.Jacques, Montreal.To the Cath.Corn, of the City of Quebec for their Model schools Deschambeault .St.Constant.St.Jacques le Mineur.Point Claire.Lachine.Côte des Neiges.St.Antoine de Tilly.St.Edouard de Napierville.Ste.Philomène.».St.François du Lac.Laprairie.Roxton.Lacolie .Coteau St.Louis.Rivière du Loup .Ste.Anne de Lapérade.St.Romuald de Lévis.St.Charles, St.Hyacinthe.St.Grégoire.St.Henri, Hochelaga.Beaumont.Magog.West Brome.St.André, Kamouraska.Ste.Anne des Plaines.St.Césaire.St.Joachim, Two Mountains.Boucherville .Lachine, Dissentients.Malbaie .St.Hermas.».Ste.Rose.St.Denis, Kamouraska.,.St.Hyacinthe.Chicoutimi.St.Sévère.St.Pierre, Rivière du Sud.Bury.St.Philippe.Châleauguay.St.Hilaire.Ste.Scholastique.St.Joseph de Lévis.St.Michel Archange.Sault aux Récollets.St.Thomas, Joliette.St.Jean Deschaillons.St.Gervais.Number of pupils.Annual grant for 1857.Annual grant for 1858.Annual grant for 1859.: Annual grant for 1860.Annual grant for 1861.£ s.d.$ cts.$ cts.$ cts.$ c*s.84 100 0 0 300 00 380 25 380 25 560 88 100 200 0 0 1 780 OO 760 50 760 50 741 49 125 50 0 0 195 00 190 13 190 13 185 38 196 200 0 0 780 00 390 00 760 50 811 69 150 111 2 3 433 33 422 50 422 50 411 94 125 281 26 274 23 634 280 0 0 1092 00 1064 70 1064 70 1038 09 290 125 0 0 375 00 572 92 572 92 558 05 109 390 00 380 25 380 25 370 79 1152 200 0 0 780 00 760 50 | 760 50 741 75 37 10 0 146 25 142 60 1 142 60 139 45 37 10 0 146 25 142 60 142 60 139 00 45 15 0 0 60 00 60 00 60 00 58 08 30 50 0 0 195 00 190 13 190 13 185 57 55 11 0 216 45 211 04 211 04 205 38 70 .50 0 0 195 00 190 13 190 13 185 77 791 250 0 0 975 00 950 63 950 63 926 35 351 100 0 0 390 00 380 25 380 25 390 85 97 45 0 0 175 50 171 12 171 12 166 71 no 33 15 0 131 62 128 33 128 33 125 81 130 33 15 0 131 62 128 33 128 33 125 15 40 45 0 0 175 50 171 12 171 12 166 10 154 20 0 0- 80 00 80 00 80 00 78 00 62 20 0 0 80 00 80 00 80 00 78 00 35 20 0 0 80 00 80 00 80 00 78 00 98 20 0 0 80 00 80 00 80 00 78 00 66 20 0 0 80 00 80 00 80 00 78 00 96 20 0 o 80 00 80 00 80 00 78 00 92 20 0 i> 80 00 80 00 80 00 78 05 57 20 0 0 80 00 80 00 150 00 146 00 66 20 0 0 80 00 80 00 80 00 78 20 54 20 0 0 80 00 80 00 80 00 78 00 80 20 0 0 80 00 80 00 80 00 78 00 121 20 0 0 80 00 80 00 80 00 78 00 120 20 0 0 80 00 80 00 80 00 78 00 120 20 0 0 80 00 80 00 80 00 78 00 65 20 0 0 80 00 80 00 80 00 78 00 90 20 0 0 80 00 80 00 80 00 78 00 45 20 0 0 80 00 80 00 80 00 78 00 63 20 0 0 80 00 80 00 80 00 78 00 49 20 0 0 80 00 80 00 80 00 78 00 63 80 00 80 00 78 00 85 80 00 80 00 78 00 149 80 00 80 00 78 00 88 80 00 80 00 78 00 107 80 00 80 00 78 00 72 80 00 80 00 78 00 62 80 00 80 00 78 00 106 80 00 80 00 78 00 55 80 00 80 00 78 00 118 80 00 80 00 78 00 97 80 00 80 00 78 00 120 80 00 80 00 78 00 73 80 00 80 00 78 00 20 80 00 80 00 78 00 44 80 00 80 00 78 00 72 I 80 00 80 00 78 00 70 80 00 80 00 78 00 51 80 00 80 00 78 00 88 80 00 80 00 78 00 158 80 00 80 00 78 00 117 80 00 80 00 78 00 SO 00 80 00 78 00 80 00 80 00 78 00 63 80 00 80 00 78 00 42 1 80 00 80 00 78 00 14 JOURNAL OF EDUCATION LIST No.6.—MODEL SCHOOLS___________(Continued.) NAME OF INSTITUTION.Number of pupils.Annual grant for 1857 Annual grant for 1858.Annual grant for 1859.Annual grant for 1860.Annual grant for 1861.$ cts.$ cts.$ cts.St.Nicolas, Lévis 28 80 00 80 00 78 00 St.Placide 52 80 00 80 00 78 00 Albion House, New Carlisle .11 80 00 80 00 78 00 St.Isidore 73 80 00 80 00 78 00 St.Henri de Lauzon 60 80 00 80 00 78 00 Grande Baie.90 80 00 78 00 Sommerset 49 171 12 166 85 Ste.Geneviève de Batiscan 85 80 00 78 00 St.Valentin 115 60 00 58 50 St.Vincent de Paul.46 60 00 58 50 Nicolet 77 60 00 58 50 Coteau du Lac 45 60 00 58 50 Ste.Martine 126 60 00 58 50 Bécancour 124 60 00 58 50 St.Iltibert 60 60 00 58 50 St.Jérôme 51 60 00 58 50 Ste.Gertrude 41 60 00 78 00 St.Charles, Bellechasse 55 80 00 78 00 St.George de Cacouna 85 60 00 58 50 Pointe aux Trembles, Portneuf 57 80 00 78 00 Ste.Cécile, Beauharnai- 98 80 00 78 00 Eboulements 60 80 00 78 00 Protestant Model school, Quebec Suburb, Montreal 205 80 00 78 00 St.Pierre-les-Becqnets 84 60 00 68 50 St.Laurent, Montmorency 84 80 00 78 00 Rawdon 80 00 78 00 St.Christophe iiô 80 00 78 00 St.Gervais, (Convent) 70 * 80 00 78 00 Notre-Dame-de-la-Victoire, Lévis 180 80 00 78 00 Bigaud, (Convent) 108 80 00 78 00 St.Vincent-de-Paul, Sœurs de Charité 111 80 00 78 00 Ecole de la Visitation, Quebec Suburb, Montreal 800 80 00 78 00 St.Jean-Port-Joli, girls’ school 27 78 00 “ “ boys’ school 42 60 00 58 50 St.Henri, Dissentients 43 80 00 78 00 Lacolle, Dissentients 73 80 00 78 00 Ste.Anne No.2, Kamouraska 106 60 00 58 50 Melbourne, girls’academy 71 80 00 78 00 German Protestant School of Montreal 60 60 00 58 50 Cap-Rouge 71 78 00 St.Edouard, Temiscouata 162 78 00 Château-Richer 51 78 00 Lotbinière 106 78 00 Rivière-Ouelle 36 78 00 St.Narcisse 69 78 00 St.Paschal 124 78 00 Ste.Famille, Island of Orleans 50 78 00 Ste.Fove 90 78 00 St.Stanislas 70 78 00 Leeds 51 * 78 00 St.Henri de Mascouche 77 78 00 Ecureuils 116 » 58 50 St.Jean Chrysostôme No.2 130 58 50 Rivière-des-Prairies 30 58 50 St.Louis de Gonzague 133 58 50 St.Léon 81 58 50 St.Aimé 130 78 00 St.Patrick’s School (Catholic), Point St.Charles, Montreal.60 78 00 St.Johns’, Quebec Suburb, 89 78 00 St.Régis, (Indian school) 78 00 Total 16407 41 FOR LOWER CANADA 15 APPORTIONMENT OF THE SUPPLEMENTARY GRANT TO POOR MUNICIPALITIES, 1861.COUNTIES.Reasons for granting Municipalities.j| supplementary aid, and determining the amount thereof.I- .1 Amount of the usual annual grant.Amount of assessment ! levied.Amount of supplementary aid applied for.Supplementary aid ; granted.$ c.$ c.$ c.s e.Mille Isles No.1, 2, 3‘ G9 16 240 00 34 ,0 ° u Gore 21T 05 441 00 34 00 Chester East 1 81 84 162 00 .80 00 34 00 it Chester West ’ “ 11 Poor.Building 2 schoolhouse3, $400 47 82 152 00 80 oo 34 00 tt St.Norbert “ “ Population considerably increased 166 86 192 00 80 00 34 90 (; Stanfold “ “ Levied a high assessment 197 82 700 00 40 00 34 00 it Bulstrode “ “ Population considerably increased 42 62 120 00 80 00 34 00 It St.Christophe “ “ Built 2 seboolhouses, $400 126 96 200 06 80 00 34 00 tt St.Léonard Was not in existence when previous census was taken.29 00 96 00 80 00 34 00 Ct Warwick 11