Journal of education, 1 juillet 1863, Juillet - Août

/ mint' W iRluc,i?ïïhQEH,c£i / jmiK s i UE£RiJ/jlf,MçrjfS''n JOURNAL OF EDUCATION Volume VII.Montreal (Lower Canada), July & August, 1863.Nos.7 & 8.SUMMARY.—Literature.— Poetry: Given and Taken, by Mrs.Leprohon.—Scenes of Indian Life, by J.G Hind.— Education: Arithmetic, by John Bruce, Esq., Inspector of Schools.— Drawing.—Philosophy of School Examinations.—Official Notices : Erections of School Municipalities.—Appointments of School Commissioners.— Diplomas granted by the Normal Schools.—Diplomas granted by ihe Boards of Examiners.—Situations Wanted.—Donations to the Library of the Department.— Editorial : Public Examinations and Distribution of Prizes and Diplomas in the Normal Schools.—Examinations and Distribution of Prizes in Colleges.Academies and other Educational Establishments.—Annual Meeting of the McGill Normal School.—Nineteenth Conference of the Teachers Association in connection with the Laval Normal School.—Twentieth Conference of the Teachers Association in connection with the Jacques Cartier Normal School.— Report of the Superintendent of Education for Lower Canada, for 1862.— Extracts from Reports of School Inspectors, (continued).—Notices of Books and Publications—Eyrna : La Légende du Mescliacébé.-Lauza : Le Moniteur Illustré des Inventions et des Découvertes ;— Le Moniteur des Brevets d’invention.— Quelques réflexions sur l’organisation de la milice, par un Vétéran de 1812.—Célébration du 200e anniversaire de la fondation du Séminaire de Québec.—Bagg : Coins and Medals, aids to the study of Holy Writ.—LeMoine : Maple Leaves.—Langevin : Notes sur les Archives de Beaûport.— Les Ursulines de Québec —McGee : A Popular History of Ireland.—Calendar of the McGill University —Annuaire de l’Université I*aval.—Eighty years» progrès of British North America.—The British American —Monthly Summary : Educational Intelligence.—Scientific Intelligence.— Necrological Intelligence—Miscellaneous Intelligence.—Advertisement: Borthwick’s Reader.LITER ATTIRE.POETRY.GIVEN AND TAKEN.BT MH3.LEPROHON’.The snow-flakes were softly falling Down on the landscape white, When the violet eyes of my first born Opened to the light ; And I thought a9 I pressed him to me With loving, rapturous thrill, He was pure and fair as the snow-flakes That lay on the landscape still.I smiled when they spoke of the dreary Length of the winter’s night, Of the days so short and gloomy, The sun's cold cheerless light— I listened, but in their murmurs, Nor word nor thought took part, For the smiles of my gentle darling, Brought light to my home and heart.Oh, quickly the joyous spring-time Game back to our ice bound earth, Filling tields and woods with sun-shine, And hearts with hope and mirth, But still on eartb’3 dawning beauty, Rested a gloomy shade, For our tiny household idol Began to droop and fade.Shuddering, I felt that the frailest Flower in the old woods dim, Had perchance a surer and longer Lease of life than him :— In the flush of summer’s beauty, On a sunny, golden day, When flowers gemmed deils and wood-lands, My blossom passed away.How I chafed at the brilliant sun-shine Flooding my lonely room, How I turned from the sight of nature So full of life and bloom.How I longed for past wintry hours With snow-flakes falling fast, And the little form of ray nursling In my loving arms clasped.They put up each tiny garment In an attic chamber high, His cradle—bis empty cradle— That they might not m.et my eye ; And his name was never uttered, What e’er each heart might feel, For they wished ibat the wound in my bosom Might have time to close and heal.It has done so, thanks to that Power That has been my earthly stay, And should you talk of my darling, I could listen now all day, For I know each passing minute Brings me nearer life’s last shore, And nearer that cloudless kingdom Where we both shall meet once more.SKETCHES OF INDIAN EIFE.1.THE ABENAQUl’s STORY.‘ I was going along my line of traps, when I met an Indian with a sledge hauled by two dogs.He was a Montagnais, so that I could not understand much of his language, but he spoke English a little, and we could easily make one another out.I said toLm, “ You have a heavy load on your sledge.” « A heavy load,” he replied, in a mournful tone.* I saw he did not like to talk, so I asked him 1o come to my lodge and pass the night.We got there early, and cooked borne 86 JOURNAL OF EDUCATION supper.The Indian bad plenty of caribou meat with him, and gave me some, which he took from the sledge.After a smoke he began to talk, and said he came from Ste.Marguerite, which enters the gulf a few miles above Seven Islands.He had a nice little pack of furs with him, more than I had ; and the caribou were numerous about seventy miles up the river, but there was a camp of Nasquapees there who were killing them off.After a while, just as it was growing dusk, he asked me if he might bring his sledge into my lodge ; “ for,” said he, “ I have a body there, and I am afraid the dogs will eat it if it is left outside.” “ He brought the body in and laid it in the coldest part of the lodge, where there was a little snow drifted through a crack.“< Oh ! ” said the Indian, “ if the snow does not melt here the body will take no hurt.” ‘ We sat and smoked together.‘ After a while, I said, “ Did you bring the body far ?” Six days up the St.Marguerite : perhaps eight days from there.—I came with some Nasquapees across the country, who had come from the Trinity River, and were following the caribou.The Nasquapees got enough meat, and went back.I came on to go down the Moisie to Seven Islands, and leave the body there till the spring.«“ How did he die ?” I said at length.‘ The Indian looked at the fire and said nothing.I knew that there was some very sorrowful tale to tell, or he would have spoken at once.‘ After a long pause the Indian said, “ He is my cousin ; I am taking him to be buried at the Post.He asked me ; I promised him.It is a long journey in winter ; but he wished it, and he will soon be there.“ The Indian then began to tell me how it happened.“ He and I, ” he said, pointing to the body—but he mentioned no name— “ were hunting together ; we came upon the track of a cat.” ‘ By cat you mean lynx, of course,’ said one of the listeners.‘ Yes ; we always call them cats : many white folk call them lynx.—It’s an animal about the size of a big dog, only lower and stronger, with sharp pointed ears, and a tuft at the end of each,’ < Yes, that’s the lynx.Go on.’ ‘ Well, the Indian said, “ We came upon the track of a cat, and followed it.My cousin was first, and he turned round and said to me, ‘ I’ll go round that mountain, if you go up the valley with the dogs, and we are sure to get him.’ We separated.In an hour I heard a gun, and then sat down, and I waited long.Night was coming on ; I thought I would go and look.I could find nothing, so, as it was getting dark, I fired my gun ; no answer.I fired again ; no answer.Something, I said, has happened to my cousin ; I must follow his track as soon as it is daylight.“< I pulled some sapin, made a bed on the snow, drew some branches over me, and slept well.Next morning I followed the tracks, and before I got half round the mountain I saw my cousin.He was nearly dead—could just speak.Close to him was the cat, frozen stiff.My cousin had slipped into a crack of the rock just after he had fired and wounded the cat, when he was within twenty yards of it.One of his legs was broken.As soon as he fell, the cat sprang upon him, and tore off part of his scalp; he killed it with his knife, but could not get out of the crack on account of his broken leg ; he could not reach his gun to fire it off, and let me know.There he must have remained, and have died alone, if I had not chanced to come.I lifted him out of the crack, but his fingers snapped off—they were frozen.He just said to me, ‘ Nipi ! nipi !’ —water, water.I quickly made a fire, put some snow in my blanket, held it over the flame, and got him some water.He told me to take him to Seven Islands or the Moisie, and bury him there.He pointed to his gun.I brought it to him ; he put it into my hand, turned round his head, and died.” ‘ The Indian sat looking at the fire for many minutes.I did not want to interrupt his thoughts.After a while I filled bis pipe, put a coal in it, and gave it to him.He took it, still looking at the fire.Perhaps he saw the spirit of his cousin there, as Indians often say they do.He smoked for a long time.At length he spoke, looking at the body, and pointing to it, saying, “ He said last winter that some one would die before the year was out.c I knew well enough that it was one of their superstitions that had troubled him, for he was a heathen not more than a year ago ; So I said to him, “ Did he see anything?” ‘ “ He came across tracks.” ‘ “ Tracks ?” ‘ “ A Wendigo,” said the Indian.< “ Have you ever seen one ?” I asked him.‘ “ I have seen tracks.” ‘ “ Where ?” < “ On the St.Marguerite, the Mingan, the Manitou, the Oa-na-ma-ne, My cousin saw tracks on the Manitou last winter, and he said to me and to many of us, 1 Something will happen.’ ” ‘ “ What were the tracks like ?” I said to him.“ Wendigoes,” he replied.• 1 “ Well, but how big were they ?” ‘ He looked at me and said nothing, nor would he speak on the subject again.< These Montagnais think,’ continued Pierre, ‘ that the Wendigoes are giant cannibals, twenty and thirty feet high.They think that they live on human flesh, and that many Indians who have gone hunting, and have never afterwards been heard of, have been devoured by Wendigoes.They are dreadfully superstitious in the woods, but brave enough when they get on the coast.II.THE WINDING SHEET.— MINGAN.Five hundred Montagnais had pitched their tents at Mingan, a fortnight before we arrived,—there to dispose of their furs, the produce of the winter’s hunt, and to join in the religious ceremonies of the Roman Catholic church under the ministration of Père Arnaud.They had assembled from all parts of their wintering grounds between the St.John’s River and the Straits of Belle Isle —some coming in canoes, others in boats purchased from the American fishermen on the coast, others on foot.A large number had already procured their supplies and started for the most easterly of the Mingan Islands and different parts of the coast in consequence of an epidemic which had already carried off ten victims.Others were preparing to start, and only waiting for a favourable wind ; a few still lingered in their birch bark lodges, some of these being ill and unabîe to move.The poor creatures seemed to be attacked with influenza, which rapidly prostrated them.I went with one of the clerks into the Hudson’s Bay Company’s Store, where a group of Indians were assembled waiting to obtain their supplies.Among them I observed a woman, who stood aloof until the others were served, and then repeated some words in Indian in a low tone of voice.I found that she asked for a winding-sheet for her husband, whose death she expected at sunset.I followed her to the beach, and saw her husband lying at the bottom of a boat, with two or three Indians near him waiting for the tide.As we approached he turned his head round, looked at me, then at his wife, then at the winding-sheet, which she carried on her arm.The eyes of the sick man rested for a few moments on his shroud, and then turned to the setting sun.The wife stepped into the boat, and taking her place at the feet of her husband, rolled up the cloth, and placing it upon her kpees,sat motionless as a statue.A dog sat on one of the "seats of the boat ; every now and then he raised his head, and howled low and long as if he were baying at the sun.I turned away, not wishing to intrude upon the silent sorrows ot the poor Indians ; and on looking back, when some distance from the shore I saw them still in the same position, and heard again the long low howl of the apparently conscious dog, bidding farewell to°the sun, which at that moment dipped below the western waves.Early on the next morning I went to look for the boat, but it was gone : I enquired of some Indians who were just returning with a°seal they had shot in the harbour, whether the man was dead ; they said, < No, not when they started, but he’ll die to-morrow night.’ III.WINTER LIFE ON THE TABLE LAND OF T7IE LABRADOR PENINSULA.This is one of the winter hunting grounds of the tribe of Montagnais of which Domenique is chief.No doubt, before the fire occurred three years ago, caribou moss was very abundant, and the deer sufficiently numerous to sustain a few families.How utterly desolate I thought the whole Ashwanipi valley must be, if Domenique preferred living last winter on the shores of the lake before us, with such a wide expanse to the north-east and north to choose from.He himself killed in this neighbourhood thirty caribou ; and yesterday Michel pointed triumphantly to the last lake we had crossed, saying, “ Here I killed a caribou last winter.” What a life to lead amonrr these rocks and frozen lakes! But no doubt when a puie mantle of white covers rocks, blackened trees, lakes, boulders, and burnt land, the aspect of nature changes, and assumes the same outline as in all other undulating regions where snow falls deep and lasts long.Five or six families wintered on the other side of the low dividing ridge in the valley of the Ashwanapi.They were FOR LOWER CANADA.87 Nasquapees, and Michel told me that his father’s tribe and they were accustomed to pay visits, for the purpose of holding a feast, when either party had been successful in killing two or more caribou.Savage life, in such a wilderness as the one I am describing, is sometimes joyous to the Indians themselves, when they can kill enough to eat.The excitement of the chase, the pride, delight, and temporary comfort ot success, more (than compensate for privations to which they are accustomed, or for the anxieties which they do not trouble themselves about.They kill a caribou, store away a little, make a gluttonous and wasteful feast of the greater part, sing, boast, and steep, until hunger awakens them, and the co d reality of their desolation is before them again, to be relieved and forgotten in never-changing routine.At no time does an Indian look so well, and, if fine-featured, so really handsome, as when just returning from a successful and not too fatiguing hunt in the winter.His step is firm and proud, his eye dilated, clear and brilliant—not bloodshot and contracted, as it usually is from exposure to smoke in his lodge.His cheek is perceptibly tinged with crimson, seen through the dark skin ; his hair is soit and drooping, wet with severe toil, nothwithstanding the intense cold.He enters his lodge with a loud shout of greeting, throws down his burden, cuts off a slice, hands it to a relative, saying : “ Eat ; run and tell so and so to come ; I have killed a deer we will feast.” Michel told me of a great teast his father made last winter, when he had killed a fat bear,—how he and one of his cousins were sent on a a message of invitation across the Dividing Ridge to the people of his own tribe, bearing also with them a small supply of meat for the squaws and children who could not come such a long distance—a full day’s journey on snow-shoes,— that when he was close to their lodges, he met two hunters coming to Domenique’s camp, bringing part of a caribou, and an invitation to a feast; for they had killed four.The whole party returned to the Nasquapee camp bringing the news, and on the following morning nine in all set out, each with a little present of meat, and arrived late in the evening at Domenique’s camp.The fejst then began: the bear was cut into two halves, and one half placed on each^side of a large fire in Demenique’s lodge.Each Indian had a short stick and a knife.They cut off bits of meat, roasted it for a minute, and ate it, and so continued feasting untill the bear was demolished.Some of them, when satisfied, would lie down, and, after a short time, rise again and renew their meal.The bear was not completely eaten untill daylight on the foliowing morning.They slept during the whole of that day and the following night.On the third morning, Domenique and several other Montagnais went back with the Nasquapees to their camp, and had a similar feast of caribou.Michel spoke of this savage enjoyment without much emotion ; but poor Louis, who eagerly interpreted his friend’s narrative, was painfully affected.To use a common but expressive phrase, “ his mouth watered ; ” he wished he had been there.It did not often happen to the lazy Louis to be the invited guest to such a feast, and his diet during the winter had been seals, which he said were very good, yet not so good as bear.“ Nothing like bear—fat bear very fine.” “ On which side of the lake did you hunt last winter?” I enquired ol Michel, who was surveying the country from the summit of a knoll near Caribou Lake.Louis had to repeat the question thrice before Michel answered, and even then I saw him looking towards the east, moving his hand gently up and down, and apparently following some imaginary object.His face was particularly bright and intelligent, and when he suddenly turned round to Louis and pointed towards the north and north-east, I was very much struck with the peculiar excited expression of his face.« What’s the matter with Michel?” I exclaimed.Louis made due enquiries ; but although Michel spoke rapidly, and pointed in various directions, yet Louis answered not.Arousing him, I said— “ What is he saying, Louis ?” “ Tell you soon ; wait a bit; ’’ was the only reply I could elicit.Louis now began to question Michel, and an animated conversation sprang up between them, in which Michel made many references to the surrounding country, and Louis listened with more than ordinary attention.At last, with his face brighter than I ever observed it before, he told me the reason of Michel’s excited manner and the subject of conversation.It appeared that last winter Michel and two of his cousins had been stationed near Caribou Lake by Domenique to watch for caribou, and prevent them from taking a certain path over precipitous rocks which they were known to frequent, and over which the hunters could, not follow them swiftly enough when only a little snow was on the ground.The object of the hunters was to drive the caribou through a favourable pass which would make the death of some of them a matter of certainly.Michel, when we first saw him on the knoll, was mentally reviewing the incidents of that day’s hunt, and indicating with the undulatory motion of his hand the direction the caribou had taken.The story which he was telling related to a singular incident which happened to himself.He had been watching for some hours with his companion, when they heard the clatter of hoofs over the rocks.Looking in a direction from which they least expected caribou would come, they saw two caribou pursued bÿ a small band of wolves, making directly for the spot where they were lying.They were not more than three hundred yards away, but coming with tremendous bounds, and fast increasing the distance between themselves and the wolves, who had evidently surprised them only a short time before.Neither Michel nor his companion had fire-arms, but each was provided with his bow and arrows.The deer came on ; the Indian lay in the snow ready' to shoot.The unsuspecting animals darted past the hunters like the wind, but each received an arrow, and one dropped.Instantly taking a fresh arrow, they waited for the wolves.With a long and steady gallop these ravenous creatures followed their prey, but when they came within ten yards of the Indians, the latter suddenly rose, each discharged an arrow at the amazed brutes, and succeeded in transfixing one with a second arrow before it got out out of reach.Leaving the woives, they hastened after the caribou.“ There,” said Louis, “ quite close to that steep rock, the caribou which Michel shot was dead : he had hit it in the eye, and it could not go far.Michel stopped to guard his caribou, as the wolves were about ; one of his cousins went after the deer he had hit, the other went back after the wolves which had been wounded.The wolf-cousin had not gone far back when he heard a loud yelling and howling.He knew what the wolves were at ; they had turned upon their wounded companion, and were quarreling over the meal.The Indian ran on, and came quite close to the wolves, who made so much noise, and were so greedily devouring the first he had shot, that he approached quite close to them, and shot another, killing it at once.The caribou-cousin had to go a long distance before he got his deer.” Such was the substance of Louis’ narration of Michel’s story ; and the excited manner and heightened colour of the Nasquapee arose from his killing the caribou over again, in a happy mental renewal of the wild huntwhich he and cousins had so triumphantly brought to a close.“ Did you always have plenty to eat during last winter in this part of the country, Michel ?” I asked.The bright eye soon resumed its natural lustreless expression as the young Nasquapee’s thoughts reverted to painful scenes of distress, arising from want of necessary food, and even absolute starvation, to which he had been an eye-witness, not three months since, in these same dreary wilds.In the spring of the year, before the geese began to arrive, the caribou left this part of the country, travelling north.Domenique could not follow them, as it was impossible to transport his family across the country when the snow was beginning to go.The ptarmigan, or white partridge, passed away with the deer, and the in-erval between the disappearance of these animals and the arrival of the geese is always one of suffering to the improvident Indians of this country.“ Wbat did you eat ?” 1 said to Michel.He pointed lo some patches of tripe de roche which were growing on the rock close to us.“ Is that all?” I asked.He advancec a step or two, looked round about him, then said something to Louis.“ He says they made broth of the birch buds.” “ Tripe de roche and broth of birch buds ! anything else ?” “ Nothing.” Ask him whether he ever heard of Indians eatinsr one another?Louis asked the question, but Michel made no answer.Louis, however, volunteered the information, that Indians did eat one another when they were starving, naively saying, “ if they did not, all would starve.”—British America9.H.Y.Hind, 88 JOURNAL OF EDUCATION EDUCATION.ARITHMETIC.When the Almighty Power created all And spanned wiili compass this terrestrial ball, Its vast foundations then by Him were laid By weight, and measure, and by Wisdom’s aid.Arithmetic has a special claim on every one.Who needs not a knowledge of numbers?What business can be carried on without them ?Are they not the great instruments by which the world moves on, anti without which science and art could not be?The study of numbers has an excellent effect on the mind.No one can make arithmetic a study without variously invigorating his faculties.Some studies have the faculties little moved, little affected.Arithmetic, intelligently taught, provides the mind with a healthy stimulus to diligence and activity at the very outset of its study.And seldom or never does the knowledge acquired, and the practice to which the infinitely varied vocations of life demand, lie on the memory as a burden—useless to its possessor.Its cultivation, either as a science or as an art, is, indeed, one of the best and most effective instruments for vanquishing mental inertness arid rousing the mind to action — giving it direction and elasticity— enabling it to turn and exert its powers in ways without number.Nor is it a branch of education which lies beyond even the humblest mind.Weak, indeed, must the mind be, and its power to comprehend, which cannot be taught a knowledge of numbers.The wisdom it gives, and the practice for which it prepares act on the mind as gravitation does on matter,—ever leading it to something positive on which the mind can rest,—to realities, which bid defiance to contradiction.Its conclusions work no delusions ;— it leads the mind into no obscure snbleties.Every thing within its reach is plainly and conclusively demonstiated.Its processes unfold and lead to absolute results.Its training ensures arid corroborates the mind to constant continuous onward effoit,—tends to fortify the mind against credulity and scepticism, and gives strength ami clearness to the understanding.It produces no habit that is valueless.Its lessons belong all to the useful and practical, and offers wholesome food to every faculty of the mind.It is the world’s great business branch.Arid its value, as I have said, in developing, training, quickening, ami consolidating the powers of the mind, fully equals that of any other branch of education.To develop its principles as a science, to show the infinitely varied application of these in computations ; the varied powers of numbers in giving results, and how best to employ them in the multifarious affairs of life, are subjects which most specially concerns every educator.And he who studies them most, and how mo^t intelligently and profitably to lead others to have a thorough practical knowledge of their application must ever be classed with the most valuable members of society.We know no period in man’s history, when education occupied so much of public attention, or was so deeply considered by every rank and by every class, as the present.The man of biith and the man of fortune ; the man of genius and the man of humble toil, are alike interested in its advancement,— seeking the benefits of its results.But I view it not as Lock’s marble beauties brought out by art, but as the urifohler, the developer of the living man, bringing to light the wonders of his being, the powers engrafted on his spirit, helping to give them a health, activity, skill and wisdom which can never perish, but become the grand initial unfoldings of nn ever advancing intelligence, reflecting the image of his maker.To this great business branch, as indispensable to the humblest mechanic, as to the erudite mathematician ; to the tiller of the soil, in laying off a field or measuring a ditch, as to the astronomer in calculating the motions arid distances of worlds, I beg to direct attention, and give a few suggestive hints in teaching this part of education.Within the last few years much has been done to improve the methods of teaching arithmetic; but much more has to be done to make it sufficiently rational, interesting and profitable, to reach a higher standard of perfection.The methods employed in commencing to initiate children in the nature, power arid use of figures are perhaps the most defective part of arithmetical teaching.No part of the education of a child is encompassed with so many difficulties to him ; nor requires, on the part of the educator, more skill, more tact, more knowledge of the working of the mind in its immature untrained state, and just setting out on the career of efforts, altogether new, and restricted to specific objects.His ideas then are few and vague ; his capacity to comprehend, and ability to use his faculties, are little ; his efforts fitful and volatile ; and too immature for much continued effort.Ail this renders it a delicate and most difficult task, when, how’, and at what point to commence.Commence the education of a child every way favourable to his growing capabilities, to the natural development of the powers of his mind, to the generation of those mental habits, necessarily to be called forth and invigorated, and in a way interesting and winning ; and the work of education from the beginning will be comparatively easy and pleasant, and the teacher will be pretty sure of success.But let any teacher miss the true way to deal with his young neophyte ; let him begin to teach, not considering where to begin or how to begin, what his initial steps, to suit the weak expanding mind, should be ; how to bring before it in the simplest and most taking form the elements ot truths ; how most effectually to work them into his mind, and there to take a deep hold, and so to make the whole of his first tiaining sure and effectively preparatory for successful onward progress,—and most certainly it will render his own labour most difficult, and that of his pupil, difficult, barren, and repulsive.Teachers, do you wish to be successful in your labours?Then study well how to beuin a child’s education.Do you desire to make school work easy and interesting to him?Then make its first beginnings every way suited to his infantile capacity.Are you in earnest in the work ?Then—slight not the advice—be careful how first to deal with the faculties of a rational being, placed under you, to have these exeicised and developed — strengthened, and enriched with truth, that ultimately they may reach that manhood of maturity which will make them a blessing to himsell and to the community into which his lot may be cast.Do you view education in its beginnings, a training of the mind that is to bioaden, and deepen, and enlarge at every step of advance?Oh, then, lay your foundation materials deep and sure.As a right-minded—true-hearted educator—as prudent as earnest in the work committed to you—prove yourself a wise foundation-layer.Remember that every act you do, every word jou utter, or example you set, in educating your scholar—especially at the outset of his school-life, carries with it an influence, anil extends over, and gives a colour, less or more to the whole of his school-life.In commencing to teach a child a knowledge of numbers :— 1.Remember your pupil is but in the childhood of his schooling : and as such should he be dealt with.‘i.Make it a special study, how and at what point to commence.3.Endeavour to so address his mind as to quicken it to selfmobility.4.Work on his mind till you have made thereon a positive, enhanced effect.But see that this is through the understanding.5.See that your voice so reaches his ear, and your illustrations and examples so meet his eye, as to reach the understanding, and make impressions correct and permanent.It is thus that the mind is inspired to effort—that its action receives spring—and a directive spur.6.Advance from step to step as each is understood—and because understood—and his mind is suitably prepared for the next.Be sure that you teach and train till you are sure that what you have taught is annexed to the understanding, and so made a sure step-pingstone to the next gradation.Arithmetic all over presents us with realities.See then that the effects of every part of your teaching bear the impressions of realities,—rooted in the understanding.7.As you proceed, test results.Trace the developments of his mind—to what degree it is passing out of ignorance into light comprehending what before was to it incomprehensible—able to take in truths, which at first it could not grasp,—and understanding processes and principles in their multifarious applications, by its own reflections and reasonings.Attention to these suggestions will be found of value.8.Never lose sight of this,—that a child, to teach him rationally and successfully, has to be taught what he does not know, by what he does know ; and that the knowledge acquired is the most suitable preparatory for a farther advance.9.In his first gradations, never hurry a child onwards from one to another.By daily reviewing what is gone over—and thus familiarizing his mind with what has been taught him, time is given to digest what he gets, till they become in his mind familiar and ready truisms—always at his command.10.Guard against making any incorrect, misty impression on the mind.Every such impression made, or aliowed to remain, FOR LOWER CANADA.89 becomes a difficulty in teaching:, a difficulty to the child in comprehending - generating in his mind indifference or dislike to his studies—a false idea of school-work and of school,—when the work will become tiresome, if not disgusting, and he is rewarded perhaps by charges of inattention and stupidity.Nothing tends more to give facility to the work of school and ensure progress, than making the pupil clearly comprehend, every thing taught; and as his capacity enlarges, giving him by little and little, a knowledge of the practical varied uses and applications of what is taught him.Such a course of procedure in dealing with the mind of the pupil, has an excellent effect on the teacher’s own mind.It tends to prevent the hasty, unguarded use of foolish, unbecoming school expletives, so much Used by some teachers; it helps to guard against ha.-ty sallies of passion, so unbecoming those whose every example should be looked up to by youth.Let us now proceed to bring before the educator a few illustrated hints.1.Introduce your subject attractively, and use the plainest language at your command.2.Give first a correct idea of unity ; and pass not this initiatory step till clearly understood, and how ihe numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, successively increase, anil correspondingly decrease.A clear knowledge of this is a key to farther advances.In giving them an idea of one or a whole, use the word one in connexion with objects with which they are familiar and with these placed before them—separately in rows, from one up to Jive.Then, make them one, associated w ith each individual thing before them,—thus, one hand, one foot, one head, one.house, one tree, &c.In this way, make them familiar with one as joined with thing' they well know.Repeat and vary the application of the word one till you are convinced that the impression on their minds is correct.In this exercise give as much of the palpable as possible.Present them with tilings they can see and handle.L°st any thing about their idea of one—unity—or a whole, be defective or incorrect, vary your words, and language in exercising them : as, a man, the man, one man; a seat, one seat, and no more.Question much and variedly :—I- one foot the same as a Joot, one boy, the same as a boy by himself—a single boy—a boy alone, &c.?The next step is to show how individuality can be represented by a figure as 1 finger, I eye, 1 toe, &c.The class, (for I would strongly recommend teaching in classes,) should be prepared to be exercised now on totals ; and how totals can be represented by figures.Two is a total of one and one, which we tepresent by 2 ; three is a total of one, and one, and one, indicated by the figure 3, &c.The fust exercise in this step is, to make them know well the numeral words—one, two, three, four, five, six.seven, eight, nine, ten—as words; their figurative representatives to be ne.rt taught.Work these words into their minds till they become to them as arithmetical axioms, each expressing its own totality of units from one.Upon them question them backwards and forwards, till they know the relative place of each word: that two comes after one, three after two, &c.Interrogate thus, is seven above or below six ?is eight next above or below nine ?How many are between one and seven ?When this exercise is mastered, take the first five words, viz., one, two, three, four, five ; and explain how each in succession takes in one more—two, mear.s one and another one, put to it ; three, takes in, one, and one, and one ; four is the same as one, one, one, cne, put together ; and five, takes in one more.The hand shows five, it has one, and one, and one, and one, and one finger = five fingers, a whole.Two, is Ihe whole of two ones ; three of three ones; four of four ones; and five of five ones.Make them repeat these phrases, and statements, till they become ingrained in their minds.And let the questioning be so continued and varied that they cannot but have correct ideas of how the words, two, three, four and five, from one, means one more added in regular succession: Make the decreasing by units be to them as well understood as the increasing; and as this is a universal principle of numbers, too much time and pains cannot be bestowed on these exercises.Tu represent these totals by figures is Ihe next exercise.The next step of advance is to simplify the representation of numbers by figures.This may be done in a variety of ways.The following may be succesl'ully practised: 1.By known objects, as a preparatory exercise.One book, and one book, are the same as two books.One book, and one book, and one book, make three books.One book, and one book, and one book, and another, ate four books./I book, another book, one more, one more and one more, are five books.2.By different marks, showing their totals by figures, thus : = 1 or ! = i or 0=1 = 2 or ||=2 or 0 0=2 = 3 or | ||=3 or 0 0 CO II o = 4 or | | ||=4 or 0 0 0 II o = 5 or I II 11=5 o o 0 0 0 0=5 Thus arranged on a blackboard or slates, exercise them backwards and forwards, up and down, till they know how many dots, upright lines, or oes, any figure represents.Show them how every successive figure from i, includes 1 more, up to 5.Then exercise them on these by the application of objects—thus : One book =1 Three books = 3 Five books = 5 Two books =2 Four books = 4 Then give variety to your illustrations.Show how the five digits represent objects,—such as they can see, feel and count, as within their reach, or which they well know.As yet avoid ab.'tract calculations It is too early a siage to make them reckon in idea.The more familiar the objects are, selected to exercise them on the application of numbers, the more clear and definite will their notions be.I et me here subjoin a few questions to illustrate my meaning:—How many trees would this figure (3)—[pointing to the figure, but not naming it]—represent ?How many flowers would (6) represent,— [figure not named].How many would you add to this figure (2,— to make 4, tell it?How many joints are in your thumb ?Point to the figure on the blackboard or slate that would tell.How many in each of your olber fingers?What figure would tell?How many in your thumb, and forefinger?What figure would tell ?How many in your middle and little finger?What figure would te[l.Point to it.When you are sure that they understand how the figures, 1, 2, 3, 4, 5 represent, each, a definite number of objects; how they regularly increase arid decrease by ones; and they can tell the difference bel ween any two ; t hen bring before them the rest of the nine digits—6, 7, 8, and 9.On these exercise them in the same way—giving as much variety as you find necessary.3rd Exercise Table.One two three four five six seven 1 • II JM, m| m mm- jimii 1 2 3 4 V 'IT' 7 eight nine 07 ’oj Ü O7 53 6 7.’c3 O CO rt Ü to O , mu® icj./iuc>cmcu — vdicing me oojects— till you find impressions to be correct and permanent.And let them be restricted to this range till they can count—and readily— by addings and subtractings up to nine.As this Table gives a wider range for exercising ihem, let me enlarge moie on hou they may be exercised.The following classification may be found convenient in questioning them.1.Questions by showing the objects ; or questions by intuition — contemplating things face to face.Thus the teacher says, holding in his hands the objects, two balls, and one ball, are, how many balls?— Six desks, and one desk, how many ?- Three seats, and three seals, how many are the two t/irees?&c., &c.1 * 3 * 2.Questions without intuition, but naming the obiecis tn />„ counted.Thus, three trees, and two trees, make how Zny trees ?bice flowers, &ni\ four flowers, how many flowers?Three hens and six hens; tell the two numbers pul together, &c.'’ 3.Questions without intuition, and without naming the object.Follow up these questions, and vary them within the ran0f the nine digits, till you are satisfied that they understand how the figures up to nine successively increase and decrease by ones twos, threes, &o„ according to the places of the figures in the senes hesitation'13 ' ^ S‘Vâ ,he addinSs °r subtractings, wahou The next set of exercises should be of embracing what they have gone over.a promiscuous character— 90 JOURNAL OF EDUCATION 4th Exercise Table.a a e a e t a e 0 t a e 0 d t a e 0 d t b a e O u d t b a e 0 u V d t b a e 0 u V d t b = la i = la+le = 2 i = la+le-l-lt = 3 i = li + lt+Tlo+lei" la = 5 i = i t d oe a = 6 i=ibtdoea=7 i = ibtduoea=8 i = aeoudtbiv = 9 i = btiduvaoe = 9 9a 8e 6o 3u 2v 5d 7t 4b 8i On this Table, exercise with thoroughness, till they are able readily to totalize the letters up and down, and from left to right in line ; and let the subtractive and the additive principle of numbers be always worked together, that they may understand,—and from the beginning of these exercises,—how putting numbers and quantities into totals, must have a corresponding reversal : that is, that the undoing of the adding, must reversely agree with the adding; for example, if to 4, one is added, 5 shows the sum ; take away the added one, and 5 becomes that one less = 4 ; or thus, one added to 4 makes 5; but one taken off 4, lessens it by one = 3, showing a difference between adding one to 4 and taking one from it of two ; for one added to 4 gives 5 ; but one taken from it leaves 3.By such simple processes, interestingly, and spiritedly gone through, children very soon will understand how adding differs from subtracting, by correspondingly reversed processes.To vary these exercises somewhat, a Table like the following might be given on slates or on a practice board, adding to the nine digits, the number 10—thus completing the arithmetical circle of calculations.But a simple explanation of how two figures are used to express ten should first be given.The word ten appears to be a compound word, meaning both hands, or 'the hands, including the ten fingers ; and which are represented by two figures, 1 and 0.The 0 indicates a complete circle of figures in our arithmetical scale ; and 1 placed before it, means one such or denary circle; 2, TWO SUCH CIRCLES ; 3, THREE SUCH ROUND OF FIGURES, &C., thus, 10, 20, 30, &c.Dwell on this till understood.5th Exercise Table.Ann Tree Ann Tree Ann Doll Tree Cup Ann Doll Tom Tree Cup Ann Doll Tom Top Tree Rose Cup Ann Doll Tom Top Tree Rose Cup Ann Doll Tom Top Tree Rose Cup Ann Doll Tom Top Tree Rose Cup Ann Doll Tom Top Tree Rose Cup Ann Doll Tom Top Tree Rose Cup 10 Anns 8 Dolls 7 Toms 6 Tops 10 Trees 6 Roses 8 Cups Children can be exercised from this Table in the four funda' mental rules.The different columns maybe added as wholes, or partly.The words can be taken in twos, threes, &c., up to ten ; and as they add a column they can reveise the process by subtracting successively the words ; thus, the total of the first column is 8 ; off 8 cups, take one, 7 remain ; off 7 take one more, 6 cups remain ; off 6, take another, only 5 remain, and so to the last.When they can readily in this way undo the adding, let them take the words in twos, threes, &c., and find their differences.The principles of Multiplication and Division being the same as those of addition and subtraction, only processes by these being differently gone through, children from the very first should be taught how to put numbers together and disunite them by the more concise processes of multiplying and dividing.In the third column we have a total of ten trees : group this number into twos, and we have 5 ; group into threes, we have 3, and one left ; into fours, we have 2, and 2 left ; and into fives, we have two divisions, each containing five trees ;—again : increase the 5 groups by 2, this gives 10; increase the 3 by 3, and add in the one over, we have the same number, and so on.Once, in earnest, begin to exercise juveniles in these different ways, and experience will suggest almost an endless variety of methods for effecting your object.Bui remember that method—and that so well studied as to make it every way suitable for your purpose, so as to enable you to carry the understanding of the child along with you at every step—is indispensable.Nothing requires so much thoroughness in learning any thing as the first initiatory steps ; nothing is so essential for success in any mental pursuit as soundness in elementary knowledge.Meagerness, incorrectness, misconceptions of acquaintance with first principles, create difficulties at every stage of advance.Olten they render advancement impossible ; cause many a headache, and heartache to the pupil ; create stupidity instead of quickness ; cramp and paralyze, not healthily unfold and energize, the mental faculties.Not only do they affect the child’s present educational position, but his intellectual power and standing when he becomes a man.I do aver that educators are all more or less faulty in the want of thoroughness in their initiatory processes, especially in relation to arithmetic.Nor do many of them seem to be aware that the more defective the first steps of their training are, the more they increase their own labours and difficulties, as well as those of their pupils, and increase their want of success.The young minds in daily contact with our own, will never be staminated by flimsy beginnings ! At this stage, their advancement should sufficiently prepare them for being profitably exercised in abstract numbers, ‘ one, two,’ &c., up to ten, for drilling and questioning.Pass not, however, from one graduated exercise to another till your object is well effected.To make first impression deep and permanent let ample time be given.And in giving lessons, keep not their minds on the stretch too long ; and when symptoms of weariness or inattention are shown, stop.6th Exercise Table.o 1 0 1 8 7 5 6 1 4 3 3 2 1 2 3 0 1 1 1 1 1 2 3 O 3 2 1 1 2 0 1 0 0 2 1 5 1 1 2 2 1 3 4 9 2 1 0 1 1 1 1 1 1 2 1 2 0 1 5 0 1 1 1 1 1 1 1 2 1 10 10 10 10 10 9 10 10 10 10 8 10 10 5 In exercising on this Table, give variety to your questioning.Make them add, subtract, multiply, and divide—within the range of ten.But give every part of the exercises a demonstrave character ; and do not urge to answer very hastily ; but allow them time to see clearly each combination, each process, before giving their answer.Be sure that the understanding of each under questioning, is going along with you.7th Table.—Figures differently arranged, given as a review exercise.To one add one — 2.To two add one = 3.To three add one = 4.To Jour add one — 5.(Up to ten.) To five add two = 7.To seven add three = 10.To four add five = 9.Adding and Subtracting.To 3 add 2 and from their sum subtract 2 = 3.To 5 “ 1 “ “ “ “ 3 = 3.To 2 “ 7 “ “ “ “ 4 = 5.Put together 2 and 3, and 5 = 10.Put together 3 and 4 and subtract 2 =5.To 4 add 5, subtract 3, add 1 and 3 = 10.Make them give a reason for every result ; and to remove doubts vary the questions, and change and simplify your language in questioning, till their understanding is reached.Division and Multiplication.Put these upright lines into twos—1|, ||, ||, ||, ||.How many ?ans.5 twos.Explain.—Double the 5 twos ; how many would there be?ans.10.Explain.Would two 3s be the same as twice 3 ?How do you know, if FOR LOWER CANADA.91 you think so?Join these lines in 3s—1||, j||, |||.How many threes would there be?ans.3 threes.Would three threes be the same as three times three?Tell me how you know.Write the figures 1,2, 3, 4, 5, 6, 7, 8, 9, 10, and put opposite the different figures the numbers of lines, told or counted by each.To prepare them for a farther advance they should be well exercised on the first circle of figures.And the questions should be much varied.To the adding question should be appended the corresponding subtracting question ; and to the multiplying the dividing question : thus, immediately after the question, 1 how many three and five make ?’ should be given, ‘ if five be taken from eight, how many are left?’ How many would three, and three, and three make ?Would three times three make the same ?If three, and three, and three, or thrice three, make nine, tell me how many threes are in nine ?Such exercises should be perfectly mastered, though weeks be taken to accomplish it, before the range of numbers be extended to twenty.At this stage I would recommend another very important exercise, viz., measurement, and how it is expressed by figures.For this exercise provide yourself with a foot measure, correctly divided.First : give them correct ideas of measurement by examples, simple explanations, till the understanding is reached, and they are able in turn satisfactorily to explain it to you.[The word measure appears to come from root, which signify—lengthening out—running out—stretching out, extending, as from a middle point with the idea of size, with reference to length, breadth, or thickness.] When this first idea is well impressed on their minds, show them how to find the extent of spaces with which they are quite familiar by any thing or things, of whose length they have some idea, as a joint, a finger, a foot, a step, &c.,—as, how many joints or finger lengths a book, a slate, a stick, a piece of cloth, has ?How many lengths of the foot, steps or paces, a room or a 6pace has—not going farther than the range of figures on which they have been exercised ; but not as yet with reference to any standard measure.Let them first know well what measuring is ; and how variously a length, breadth, space, or an extent may be ascertained by such means as they themselves understand.Mastering this step well, prepares them for measuring with reference to some special standards.The next exercise alter this 1 would recommend, is training the eye on lengths, or short extents of space.This may be done on any surface, as on paper, slate, board, blackboard, &c., but with reference to a standard measure of inch, foot, or yard,—not higher than a yard.Draw lines on a blackboard, exhibiting to the eye, inches, feet, and yards ; and exercise them on these till the eye can pretty correctly make out lengths at sight.The first part of the exercise should be on exact lengths of inches, feet, and yards ; then on the same promiscuously arranged, as follows : inch.12 inches = 1 foot.3 feet = 1 yard.H I I I II I I I I I I I I I-1-—1-1 Then lines to be measured.How many inches ?How many feet ?How many yards t Continue such exercises till you have gained your object.This exercise, which, judicious'y managed, would be an amusement, is admirably calculated to give just notions of the measured relations of space—a thing sadly neglected as yet in our schools.This exercises also the mind of the child, and strengthens the habit of counting.And it is remarkable how quickly children come to measure by the eye lines and spaces, and with a correctness to shame an adult.This exercise might be followed by one on weight ; but I reserve what I intend to recommend in giving children a knowledge of weight for a farther stage of advance ; and proceed to numbers higher than ten.John Bbuce, Inspector of Schools.(To be continued.) DRAWING.“ Every man should be able te sketch a road or a river, to draw the outlines of a simple machine, a piece of household furniture, or a far- ming utensil, and to delineate the internal arrangement and construction of a house.”—Horace Mann.The importance of drawing, as a study, is by no means acknowr-ledged or appreciated.It is regarded too much as an accomplishment, and left for those who have time for it, as they have for the piano and guitar.Strange that it should be thus left, when, as part of the education, for the discipline and improvement of the mind,-it should take rank among the first means to that end.Besides, its practical benefits in every-day life are innumerable.Drawing, if rightly taught, gives us skill and power, it improves the judgment and the taste, it cultivates habits of observation and accuracy ; and if pursued in its higher departments, it disciplines the mind like mathematics,—indeed, it becomes mathematics.Who has not tried in vain to describe to the mechanic an article to be constructed by him ?The mechanic has never seen the article, and words cannot excite an image of the thing.A few strokes of the crayon, or, it may be, of charcoal, on the rought board, make it clear, and the article can be made.The lady who has learned the art, will arrange her house more tastefully.She vrill make her own designs for many purposes ; and, in a thousand ways, even in her household matters, the knowledge and the discipline acquired by the practice of drawing, come to her aid- .Persons often say, “ I have no taste for drawing, and it is of no use for me to try.” Yes, it is of use.If you practice drawing, and persevere in it, you will become less awkward in using your hands than you now are.Your penmanship will be improved ; for I can predict with almost absolute certainty, that if you draw poorly, you will write a poor hand, and an improvement in one will improve the other.Indeed, so many powers of bodies, mind, and perhaps heart, are trained in the study and practice of drawing, that if I see pupils nowhere but in the drawing class, I can unerringly describe their character and habits as pupiTs in ordinary branches.There have been great errors, both in teaching and learning drawing, which have made it appear of trifling importance as a part of education.Drawing has been practiced, and is now practiced, for the sake of the pictures, rather than discipline.The real end of drawing has been lost sight of in thinking of the means.Pupils wish to obtain a picture of some sort, in some way,—“ large enough to frame,”—one that shall pass for their own work, and adorn the walls of “ the best room ” at home.The pupils are not to blame for this, for they are too often taught by those who can only copy the productions of others, and that indifferently.So a picture is placed before the pupil, and he is to make something as nearly like it as he can, by any means within his reach.He may rule, and measure, and rub, and scrape, and the result is one of those dark deformities so often seen in “ the best room,” —painfully annoying to the eye of taste.What should we think of a teacher of mnsic, who should place before his pupil, just beginning to learn the art, a difficult piece of music, telling him he may perform it ?Such a mistake is not made in teaching music.The pupil expects to begin at the beginning,— from simple things to go on, when prepared, to those more difficult.So it should be in drawing ; and when pupils are willing to submit to this slow process, then they will have the full benefit of their training in this branch of study.In attempting to correct the error just mentioned, many teachers have fallen into an error in the opposite direction, allowing no copying, except from things, or from Nature itself.In many cases, especially for professional instruction, this is undoubtedly the best method ; but for the brief time that can be given to the study by ordinary pupils, my own experience is in favor of copying from the best drawing studies, as a means, in part of attaining the real end of drawing, viz.: the ability to make correct representation of objects, either in nature or art.My reasons for using them as a part of the training in this branch, are___i.It adds interest and variety to the study.Pupils are not so easily discouraged if allowed to copy occasionally.2.Many of the mechanical benefits of drawing may be secured as well in this way as in any other,—more readily, even, than without some such definite ^uide.For instance : the control of the hand,—freedom in the use of the pencil,—and the training of the eye.3.But perhaps the meatest advantages to be gained from this practice, are in the formation of a style—and in learning correct methods of shading— and the best representations of different kinds of foliage.These things must be acquired ; and if the models are good and are judiciously used, I think they can be more easily acquired in this way than in any other.To present a “ Plan for Teaching Drawing,” would be almost presumptuous : yet, “ hints from experience” are often acceptable 92 JOURNAL OF EDUCATION anti beginners may improve upon them indefinitely.Therefore I will present a plan which in many respects has been successful.The fiist lesson in drawing may be a familiar discussion of ils merits, the advantages to be gained from it, the end to be accomplished, and the means to be used.Then may follow an explanation of terms constantly used in drawing,—such as u horizontal,” “ perpendicular,” and many others ; also, the definition of “ line,” “ angle,” and similar terms, as they are used in drawing.The practice of drawing may now commence.The pupils will 6tarid at ill-* board with chalk in hand, anil as the teacher himself illustrates the terms ami definitions, the pupils will follow.And, from the first, let the teacher insist on attention, promptness, neatness, and accuracy.The practice should be for a longtime confined to straight lines, but the exercises may be so varied by the ingenuity of the teacher, that they will not become tedious.From simple exercises in the combination of straight lines, the punils may be led on to inventive drawing and to designing, ami in this practice, they will be thrown upon their own resources and acquire independence.These exercises rnay be continued indefinitely, and the pupils "'ll attain a high degree of accuracy and skill in linear drawing.On alternate days, the pupils may, from memory, place on paper the black-boatd exercises ot the preceding day.Then may follow the drawing uf the outlines of simple objects,— when lhe outlines are straight lines,—either troin memory or from the things themselves.Or the teacher may request the pupils to follow him, line by line, until they find they have before them a church, a cross, or a monument, and the pupils will oe pleased and surprised to find how easy a thing it is to “ make pictures.” Passingon to curved lines, the same general plan may be followed.A greater variety of designs, and much more graceful ones, may be pioduced with curved lines, and with curved and straight lines combined, and a much greater number of simple objects with curveil outlines will present themselves to the eye and to the mind for models.This practice will naturally lead to the drawing of leaves, flowers, and fruit.And here Nature must be studied, and the drawings made from the things themselves, or, better still, from the memory of them.This must lead to the cultivation of hab.its of accurate observation.The leaf of the elm must not be mistaken for that of the oak, nor must the rose be drawn with the leaf of the lily, and in the minutest details, every line must be true lo Nature.The drawing of animals will furnish more difficult practice, though the drawing is still confined to few lines, and to simple forms.The pupils will soon learn that with a few strokes of the crayon or the pencil, they make a good representation of a rabbit, a squiriel, a mouse, or a bird; but they will not do it correctly from their previous observation, unless they have observed with a view to drawing.Toconvince yourself and your class of this, ask them to represent a fly, and probably notone of the class will produce anything like a true representation.One lesson may with profit be given on the human countenance.—its proportions, and the general outlines of the features; also to the changes of expression produced by slight differences in these outlines.Leaving this department of drawing for future application and practice, I have been accustomed to give some attention to the use of the scale, to the drawing of plans, and to the principles of mapdrawing.The pupils will now be prepared for a course in perspective.The details of a simple course in perspective might be «riven, but it would make this article, already much beyond its intended limit, — quite too long.It is sufficient to say, that perspective, often so dry and complicated, may be simplified, and the pupils in our Grammar arid Hn>h Schools may be led along, step by step, with as much enthusiasm as in an any study, till they learn all the principles of perspective, and all they will need to apply in ordinary drawing from Nature.Some instruction may be given in the rules for shading, shadows, and reflections, with practice from Nature and from «rood models.If the teaching has thus far been right, and the pupil has done his part welt, he will now be able to make his own pictures.Mass.Teacher.Philosophy of School Examinations.An eminent educator has said, that a man never knows anything fully until he has told it^—wisely implying that whatever is learned and is partially fixed in the memory, becomes far more deeply impressed by communicating it.The idea that it is somewhat nebulous, yet perhaps sufficiently clear to satisfy most scholars, must be more distinctly apprehended before it can be staled in terms that ought to satiety any teacher.This is one of the great benefits of a well-conducted recitation ; it requires the pupil to set forlh in words the thoughts or principles which his lessons contain ; it accustoms him to study how he can justly express what he has learned, so that it shall be intelligible to others.Any argument in favor of public examinations of schools, at the close of the term, seems unnecessary ; yet it may be proper to state some considerations in favour of a practice, which I trust will be adopted in every school of the county.If teachers know that their scholars must pass the ordeal of a public examination, they will naiuially have them review carefully and frequently, which is one of the most useful exercises, if rightly conducted Scholars, too, will be more willing to review, an I less anxious to get thiough their books, knowing that spectators will judge of their proficiency far more by the thoroughness and readiness which they evince, than by the number of pages or books run over.1 i w-y pupils will form lhe excellent habit of trying to understand por oct } w.-lover they are studying.Parents will be much and justly grati/io .' « itn-" fair examination of their children, and to be assured ot the r -.jtu « lOgress.But let no teacher dare lo deceive paicrt; ry show exercises, trying to make them believe their children have .earneil more than they leally have.—It is not safe ; the deception is 6ure to br detected, and the teacher who practises it, merits and will inevitably receive only contempt for his reward.I wish teachers throughout the country would immediately decide to close their schools with an honest, thorough public examination ; let iheir pupils understand this decision, that they may have the healthy stimulus to incite them to gieater and more careful effort ; let parents understand that they aie desired to make arrangements lo attend it without fail, as well as to visit the school previously.Then let teachers resolve to resist the temptation to make a display and conscientiously labor to render their scholars capable of sustaining a strict examination.I think it is no exaggeration to estimate very highly the value of such an examination and of the Ihorongh preparation necessary for it.Will teachers give lhe plan a fair trial this season, and let us know the result ?—A.Smith, in Lewistown Gazette.OFFICIAL NOTICES.mm ERECTIONS, AC., OF SCHOOL MUNICIPALITIES.His Excellency the Governor General in Council was pleased, on the 3rd July— 1.To erect the Village of Victoriaville, in the County of Arthabaska, into a School Municipality under the same name and with the same limits as are given to the said Village as a Rural Mnnicipality by the Statute erecting it as such ; not including, bowerer, Lots 7 in i acb of the 2nd, 3rd, and 4th Ranges of the Township of Arthabaska, which shall henceforward form part cf the School Municipality of Arthabaskaville.2.To divide the School Municipality of St.Denis, in the County of St.Hyacinthe, into two parts, and to erect these into the School Municipality of St.Denis No.One, and the School Municipality of St.Denis No.Two, respectively.The said Municipality No.One to comprise all that part of the Parish of St.Denis bounded as follows : On the north-west by the River Richelieu ; on the south-west by the line dividing the two lots of land of Louis Hoard, in the first Concession, and by the soulh-west line of the land of Elie Fenix dit Dauphinais, in the second Concession ; on the northeast by the north-east line of the lands or lots of land of Isidore Jalbert and of Cléophas Dragon, in the second Concession, and by the seigniorial line between the Parishes of St.Denis and St.Ours, dividing the lands of Pierre Plante, in the first Concession, into two parts; on the east by the front road of the third Concession, and by the line of the lands of the first and second Concessions intersecting the lines above described.And the said Municipality of St.Denis No.Two shall include all the remainder of the territory forming the Parish of St.Denis, not comprised in the limits assigned to the Municipality of St.Denis No.One. FOR LOWER CANADA.93 3.To detach from th» School Municioality of Ste.Monique No.Two, County ot Nieolei, that portion of territory extending f.oni the mouth of the Rivière Noire to the Township of Wendover, on the south of the south-west btanch of the Rive ' Nizolet, being two-thirds of a league in extent, and to unite the same to the School Municipality of St.Zéphirin, in the County of Yatnaska.4.To divide the School Municipality of St.Anicet, county of Hunting Ion, into two [tarts, erecting the one into the School Municipality of St.Anicet No.One, and the other into the School Municipality of St.Anicet No.Two, with the following limits, viz:— No.One Municipality shall comprise the whole of the first Concession in the Parish of St.Anicet, with Lots 52, 51 60, 49, 48, half of Lot 47 (from its front), Lot 34 ami half of Lot 33, in the second Concession.No.Two Municipality shall include all the lots of land in the third Concesriun of the Parish of St.Anicet, from Lot 18 to Lot 6.1, both inclusive ; with ilie whole of that part of the second Concession not included in the School Municipality of St.Anicet No.One.5.To detach from the School Municipality of Rivière Ouelle, County of Kumouraska, the lands of Romain Dutié, Georges Dubé, Flavien Dub', Sianblas Michaud, Louis Michaud, Léandre Michaud and Alfred Michaud, and to unite the same to the School Municipality of St.Denis No.Two, in the said county.6.To divide the School Municipality of Terrebonne (in whose limits are included both the town and parish of that name) into two^ parts, and to erect one of these into the School Municipality of the Town of Terrebonne, with the same limits as the said town ; aud the other part into the School Municipality of the Parish of Terrebonne, to include the whole of the territory heretofore forming the said Municipality of Terrebonne, except that portion within the boundaries of the town aforesaid.7.To divide the School Municipality of Cap Santé, County of Port-neuf, into two parts, erecting the one into the School Municipality of Portneuf, and the other part into the School Municipality of Cup Santé.The School Municipality of Portneuf to be boundi d as follows : On the south-east by the River St.Lawrence ; on the north-east by the line dividing the land of Augustin Bryère frt m the laud of Roger Lelièvre, in the Barony of Portneuf extending from the River St.Lawrence to the depth of the said Bryère anil Leliévre’s lands; the ice, running towards the north-east, by a line following the road cubed Chemin neuf, passing by the bo mdary of the said Iar.ds till it strikes the south-west line of the Parish of St.Bazile ; thence towards the north-west by a line following, first, the said south west line of the Parish of St.Bazile, then the north-east line of the Seigniory of Pcrthuis tili it reaches the depth of the said seigniory ; on the nonb-west by tbe north-west line of said seigniory; on the south-west, beginning from the River St.I.awrence, part y by the line dividing the land of John Childs from the Domain of Sir Charles Stuart, in the first Range of the Seigniory of Deschanibault, partly by the line dividing tbe laud of Joseph Pohquin Loin that of François Hamelin, in the second Range of the said Seigniory, and partly by the line dividing the land of Augustin Gignac from the land of Augustin Delisle, in the third Range of the said seigniory; then, from this last line, runniug in a north-easterly direction, by a line following the line of separation between the said third Range and the fourth Range to the south-west line of tbe said Barony of Portneuf, then the south-west line of the said Se'gniory of Pei lhuis to the depth of this seigniory.And the said School Municipality of Cap Santé hereby c instituted shall have the same limits as the fotmef school municipality of the same name, except that portion ot territory above described as now forming part of the School Municipality of Por.neuf, 8 To detach front the School Municipality of .St.Bernard, in the County of Dorchester, the following territory, and to annex it to the Schooi Municipality of St Lambert, in the County of Lévis, viz., all that portion of territory, depending on the Parhh of St.Bernard for civil purposes, and on the Parish of St.Lambert for religions purposes, being about twenty-five arpents in extent and bounded as follows : On the south-east by the River Chaudière ; on the west by the front line dividing the lands of the second Range Lorn those of the first Range of the Parish of St.Lambert ; on the south by the line dividing the laud of Antoine Duclos from the land of Charles Dussault and the emplacement of François-Xavier Beaudoin ; on the north by the line dividing the laud of Norbert Dallaire from that of David Morin.9.To erect the Township of Hincks, County of Ottawa, into a school municipality, by the name of the Schooi Municipality of Hu.cks, and with the same limits as the said township’s.10.To detach from the School Municipality of Wakefield, in the Comity of Ottawa, that portion of territory hereinafter described, and to erect it into the School Municipality of St.Joseph de Wakefield, viz , bounded on the north by the line dividing the Township of Wakefield from the Township of Low ; on the east by the line dividing the Township of Wakefield from the Township of Portland; on the south by the division line between the 71h and 8tli Ranges ; on the west by the boundary between the Township of Wakefield aud that of Mashatn.11.To annex to the School Municipality of Low, County nf Ottawa, that portion of territory lying within the liunits of the Township of Aylwin, bounded on the north-west by the River Kaz»bizawé ; on the north-east by the River Gatineau; on the south by the boundary between the Township of Aylwin and the Township of Low ; on the west by tb“ boundary betwecu the Township of Aylwin and the Township of Alleyn.12.To detach the Village of Coaticook from the School Municipality of Barnston, County of Stantead, and to erect it separately into the School Municipality'of the Village of Coaticook, with the same limits as those assigned the said village for municipal purposes by His Excellency the Governor General s Proclamation of the 29th January, 1863, published in the Canada Gazette, No.7, Vol.22.13.To detach from the School Municipality of Rimrmski, in tbe County of Kimouski, that portion of territory incorporated with the Parish of St.Anaclet for civil purposes by His Excellency the Governor General’s Proclamation of the 4th June, 1862, (published in the Canada Gazette of the 7th June, 1862, No.23, Vol.21), and to annex the same to the School Municipality of St.Anaclet, in the said County of Rimouski.14.To divide the School Municipality of Acton into two separate school municipalities, erecting the one under the name of the School Municipality of St.André d’Acton, and the other under the name of the School Municipality of St.Théodore d’Acton, the first with the limits ns-igned ihe Parish of St.André d’Acton, and the second with the limits assigned tlie Parish of St.Théodore d’Acton, as described in both His Excellency tile Governor General’s Proclamations of the 10th April, 1862, published in the Canada Gazette, No.15, Vol.21.15.To erect the Townsbin of Havelock, County of Huntingdon, into the School Municipality of Havelock, with the same limi s as the said township.16.To detach fiom the School Municipality of Grande Rivière, in the County of Gaspé, that portion of territory extending from the land of Clovis McGinnis, inclusive, to the line dividing the above school municipality from that of Cap-Désespoir, to wit, to the stream known as the Ruisseau-d-Lapierre ; and to annex the above described portion of territory to the said School Municipality of Cap-Désespoir.17.To erect the V wnship of Aylwin, in the County of Ottawa, into the School Municipality of Aylwin, with the following limits : bounded on the north, east, and west by the north, east and west limits of the said township, and on the south by the.River Kazabizawé.18.To erect the Township of Thorne, County of Pontiac, into a school municipality, with Ihe same name and limits as the said township.His Excellency the Governor General in Council was pleased, on the 6th of this month— 1 To assign to the School Municipality of St.Bonaventnre, in the county of that name, the same limits as those assigned to the Parish of St.BonaveDture in Sec.46, Subs 11, Chap.18, Consolidated Statutes.2.To detach from the School Municipality of Grondines, County of Portneuf, the following portions of territory and to erect them into the School Municipality of Grondines No.Two ; viz., that portion lying between the land of Augustin Côté, in the first Range of the Parish of Grondines, and the land of Joseph Trottier, inclusiv., with that portion lying between the laud of Frs.Sévin and the land of Joseph Pâquin, inclusive, in the second Range of the said par sh.The name of School Municipality of Grondines No.One shall he that of the other municipality formed of the remaining teriitoryof the former School Municipality of Grondines not included in the limits above described.3.To detach the following portion of territority from the School Municipality of Cox, County of Bouaventure, and to erect it into a separate school municipality by the name of School Municipality of Pas-pebinc, viz., that portion extending, on the east side, from the properly of Richard Murray, incluiive, to that of LeBoutillier & Brothers, inclusive, towards the west, and bounded on the south by the waters of the Bay.of Chaleurs, and on the north by the wild lands of the Crown.4.To detach from the School Municipality of Litchfield, in the County of Pontiac, that portion of territory included in the Village of Portage du Fort, and to erect it into the School Municipality of the Village of Portage du Fort, with the fullowing limits, viz , bounded on the north by Lot No.28; on the east by the line dividing the Township of Litchfield from the Township of Clarendon, and on the south and south-west by the river Ottawa.5.To detach from the School Municipality of Eaton, Connty of Compton, that portion of territory lying to the m rth-west of the River St.Francis, and to a nex it to ihe School Municipality of Ascot, in the same county.6.To detach from the School Municipality of St.Fabien, County of Rimouski, that portion of the first Range in this municipality lying between the south-west line of the land of Abraham Morin and the line dividing the said School Municipality of St.Fabien from that of Ste, 94 JOURNAL OF EDUCATION Cécile du Bic, in the same county, and to annex it to this last mentioned municipality for school purposes.1 To detach from the School Municipality of Litchfield, in the County of Pontiac, that part of its limits known as Franktown, and to erect it separately into the School Municipality of Ste.Elizabeth de Franktoum, with the following limits : Bounded on the north, east and west by the °* *5® Township of Litchfield, and on the south-west and south by the River Ottawa and the line between the fourth and third Ranges in the said Township of Litchfield.8.To divide the School Municipality of Hartwell and Ripon, County of Ottawa, into two parts, erecting the one into the School Municipality of Hartwell, with the same limits as the Township of Hartwell, and the other into the School Municipality of Ripon, with the limits of the township of this name.APPOINTMENTS.SCHOOL COMMISSIONERS.His Excellency the Governor General in Council was pleased, on the 6th instant, to make the following appointments of School Commissioners :— North St.Roch, Quebec : Mr.Louis Cloutier.County of Yaudreuih—Newton: Mr.Gédéon Cardinal.County of Témiscouata.—Village of St.Edouard : Rev.Joseph La-gueux, Curé.County of Arthabaska.—Tingwick : Mr.David Pore.DIPLOMAS GRANTED.MCGILL NORMAL SCHOOL.Model School Diplomas.—Mr.James "Walker, Misses Sarah Cairns, Frances Parker, Isabella Crichton, Jane McGinn, Margaret J.Freele RobinaH.Patterson, Margaret Ryan, Jennie O.DeGolyer, Annie Cooper’, Margaret Walker, Catherine Nolan, Emma J.Hampton and Jane Irwin! Elementary Diplomas.—Messrs.John McCaig, Andrew Cook, George Bennet, Misses Isabella R.Morison, Lucy Ann Merry, Anny F.Murray Mary L.Herrick, Alicia J E.Corey.Jane Cameron, Abastania McGinn! Ellen Watson, Annie L.Simpson, Maria L.Pelton, Allice Savage, Margaret Cambell, Elisabeth A.Fraser, Sarah A.Millar, Emma Sutton, Margery Irwin, Annabella Murchison, Elizabeth Knox, Elizabeth H.’ Smith, Catharine Gowdy, Isabella Sternberg, Agnes J.Rowan and Ellen Hancoe.—July 1863.JACQUES CARTIER NORMAL SCHOOL.Academy Diplomas.—Messrs Siméon Longtin and François Desrosiers.Model School Diplomas.—Messrs.Joseph Octave Cassegrain, Azarie Chénevert, Calixte Brault, Moïse Guérin, Gilbert Martin, Alexandre Dupuys, Anthyme Taillefer, Siméon Boutin, Joseph Gariepy and Tréfilé Molleur.Elementary Diplomas.—Messrs.Jean-Baptiste Dorais, François Verner, Eusène Monette, Oscar Desrosiers, Jean Blais, Lawrence O’Ryan, Ovide Lamarche, Antoine Malette, Lawrence C’Donoghue, Charles Ferland, Calixte Dupuys and Gilbert Coutu.—July 1863.LAYAL NORMAL SCHOOL.Academy Diplomas —Messrs.Cyrille Lacombe, Thomas Tremblay, Si-froy Laroche and François Xavier Drouin.Model School Diplomas.—Messrs.Alexis Fraser, François Parant, Joseph Pelletier, François Xavier Chabot, Joseph LcBœuf, Misses Louise Gosselin, Julie Dancausse, Catherine Vézina, Adeline Dumas, Philomèhe Gagnon, Caroline Massicotte, Luce Vallée, Sophronie Bernier, Marie Martin, Séiaphine Lapointe, Joséphine Larochelle and Elmire Bélanger.Elementary Diplomas—Messrs.Cyrille Fournier, Edouard Bacon, David Pichet, Victor Bérubé, Misses Louise Noël, Angèle Dumas, Louise Belley, Aurélie Noël, Philomène Lachaîne, Adèle Lespérance, Pbilo-mène Mondor, Virginie Bianchet, Odile Toussaint, Sophie Noël, Philomène Lemay, Margaret Nevill, and Mary Malone.—July 1863.BOARD OF EXAMINERS OF THREE RIYKHS.Misses Marie Philomène Brassard and Marie Euphrosie Esther Pratte —First class Model School diplomas (F.) Mr.Théophile Roy, Misses Marie Philomène Bourk, Clorinde Crevier, Victoire Dupaul, .Marie de Lima Duchemin, Marie Marguerite Genest, M.Rose de Lima Guillemette, Marie Géminiue Hamelin, Marie Sara Lacerte, Marie Hermine Plourde, Flore Elise Part,—First-class Elementary diplomas (F.).Misses Marie Henriette Dubord and Marie Elmire Germain dit Magny—First-Class Elementary diplomas (F.E.).Miss M.Vitaline, alias Vitalie Décoteau and Miss Marie Pepin—Second Class Elementary diplomas.—May 5th 1863.At an adjourned meeting Mr.Joseph Ludger Eugène Belcourt obtained a second-class Model School diploma (F.) J.M.Desilets, Secretary.SHERBROOKE BOARD OF EXAMINERS.For Academies, 1st class (£.)—Joseph W.Marsh ; 2nd Class (£.) Edisha J.Fessenden.1st Class Elementary (£.)—Edith W.Bompas.2nd Class Elementary (E.)—Mahala M.Sykes, Eliza Ann Kent, Ce-nath Ryther.2nd Class Elementary (F.)—Anathalia Gendreau.—August, 1868.S.A.Hurd, Secretary.BONAVENTURE BOARD OF EXAMINERS.1st Class Elementary {E.j Jane Henderson; John McKenzie.2nd Class Elementary (£.)—Robert Baxter Kew.—August, 1863.Charles Kelly, Secretary.AYLMER BOARD OF EXAMINERS.1st Class Elementary (F.)—Désiré De Cœli.2nd Class Elementary (£.)—Mathew Cregan, Charlotte Belton.— August 4, 1863.John R.Woods.Secretary.R1M0USKI BOARD OF EXAMINERS.2nd Class Elementary (F.)—Pierre Roy, Elizabeth Lavoie, Hermine Labrie, Rose P Pineau.P.G.Dumas, Secretary.SITUATIONS WANTED.—A Teacher who has completed a philosophical course in Ireland, and who is provided with testimonials, is desirous of obtaining employment in an Academy or High School.Salary must be liberal.Inquire at this Office.— A Teacher of nine years’ experience, provided with a diploma, and who can be well recommeuded, would accept of a situation under School Commissioners or Trustees.He is competent to teach English and French.Address (Post-paid), stating amount of salary, &c., A.Bour-geau Esq., Member of the Ottawa Board of Examiners, Aylmer.DONATIONS TO THE LIBRARY OF THE DEPARTMENT.The Superintendent of Education acknowledges with thanks the following : From Messrs.D.& J.Sadlier & Co., “ History of Ireland,” 2 vols.; by the Hon.T.D’arcy McGee.From Rev.J.Gastineau, College of St.Laurent : “ Lexique complet des racines grecques,” 1 vol.—“ Nouveuu livre de lectures f 1 vol.—“ Exercices méthodiques de déclinaison et de conjugaison sur les racines grecques,” partie de l'élève et partie du maître, 2 vol3.—“ The Metropolitan Illustrated Series,” first, second, third and fourth reader, 4 vols.JOURNAL OF EDUCATION.MONTREAL (LOWER CANADA), JULY & AUGUST, 1863.Public Examinations and distributions ot'Prizes an