Journal of education, 1 mai 1875, Mai

THE iRELICjpasciENCCi mmm JOURNAL OF EDUCATION Devoted to Education, Literature, Science, and the Arts.Volume XIX.Quebec, Province of Quebec, May, 18Ï5.Ko.5.aa TABLE OF CONTENTS.The First Steps in Teaching a Language.65 Whipping Children.67 McGill University.68 In Memoriam.75 Official Notices : Diplomas Granted by Board of Examiners.75 Wanted.75 Ladies’ College.Official Documents : Table of the Apportionment of the Grant in Aid of Superior Education to Catholic and Protestant Institutions, 1874.Meteorology.80 The First Steps in Teaching; a Language.(Concluded).Let us think first of Mastery.By Mastery Mr.Pren dergast understands repeating a foreign sentence till one can at last give it with as much ease as its English equivalent ; e.g., most English school-boys have mastered in this sense a certain portion of the French language viz., Comment vous porte: vous ?But they have not mastered that expression in the same way in which a French school boy has mastered it.To the English boy it is a mere hocus-pocus, to which a particular meaning is attached quite arbitrarily.To the French boy it is the natural expression of thought.The words live to the French boy ; but to the English boy they are mere jargon.And, unfortunately, mere jargon is frightfully hard to remember.But on Prendergast’s plan the pupil must not advance till he has “ mastered” the first lesson This requirement hardly seems to me wise, for two reasons—first, because, as I have pointed out, real mastery is at this stage impossible ; secondly, because beginners —young beginners especially—are anxious to get on an if they make no visible progress, their mental activity is checked.This last is, to my mind, a fatal objection to the methods which require everything to be retained from the very beginning.The Christian is to avoid the appearance of evil, and the teacher should avoid even tire appearance of stagnation.As a rule, I beleive we do not think half enough of what our pupils think.We 'sometimes seem to regard them as the Strasburg people regard their geese.I am told that they deprive these geese of all liberty, and stuff food down their throats till they consider them fit for examination.The crammer who has the credit of passing a great number of geere, and the owner of the goose, who gets the pie, think this i most satisfactory system ; but we have never heard the opinion of the goose.Perhaps the opinion of the goose may be neglected, but the opinion of the boy most assuredly may not.After all, when you think of it he is himself concerned to some extent in the result of your teaching ; and he is perfectly well aware of this, so you cannot calculate on driving him, as a stoker drives his engine.It is not enough that he ought to learn on your system ; he must feel that he is learning.So here I find myself obliged to differ from the rapid-impressionists on the one hand, i nd from the total-retainers on the other.What, ihen, do 1 propose ?I propose to find out where the vital organs of the language lie, and to seek to give the learner power over that part of it.My rule would be.Teach only what the beginner wants—just the essentials of the language, and do all you can to familiarize him with these essentials by presenting them to him in a variety of forms and teaching him to use them himself.But the learner is powerless in the language, until he is familiar with its main inflections.I would therefore, from the first, set about teaching him these inflections.Here I am afraid that I shall shock many advanced innovators.What can be more absurd, they will say, than the orthodox plan of grinding pupils in the grammar before they know anything of the language referred to?But let us not be deceived by the various meanings we give to the word grammar.That a good deal of the grammar we were taught as boys was absurd—monstrously absurd—is so obvious that one wonders it could ' it of Bedlam.Things really valuable were mixed up with a number of things which were then valueless.As much time was spent upon the declension of domus as of dominus.When, as a boy of eight, 1 began Latin, I had first of all to learn about the letters ; that, /, m, n, r were liquids, whatever that might mean, and that some other letters were mutes ; I forget G6 THE JOURNAL OF EDUCATION May, 1875.which, and during the five-and thirty years that have intervened, I have never had occasion to remember.This knowledge, and a great deal more that I was taught in the Eton Grammar, was absolutely valueless to me, as I never had any use for it till it had gone again.But the declension of musa, Ac., and the conjugations, were of very great value from the day that 1 began the “ Delectus.” One hears a great deal about the dulness of grammar.If by “ grammar ” one means the complete account of the beginning of the learner’s career—of course it must be dull to those for whom it is both useless and unintelligible.Butif we mean the common indexions, I deny altogether that learning these is disagreeable work.Of course it can be made dull.The Greek verbs, as they are commonly taught, are absolute torture, the contracts especially ; but this is because we demand more from the memory than w'e can possibly get.Everything as it is learnt should be used viva voce till it is known thoroughly.Suppose, e.g., the first Latin declension has been learnt.Give two or three words like mensa, penna, regina ; and ask such questions as—Latin for of the queen ?with the wing ?What is the Latin for table, in the sentence, I sec a table ?What in the sentence, The table stands on the floor?You can then throw in an adjective declined in the same way and with the present of sum, there will be no lack of good questions from the very first.If, when a question has been aske'l, the answerer is not named till everyone has had time to prepare the answer, and then, when a boy has been named, the question is passed rapidly with place-taking, I do not know any sort of lesson which young boys find less dull, or in which the master can more easily keep them all on the qui vive.I would then, from the first, drill the learner in the inflexions beginning by preference (though this does not much matter) with the verb, the word par excellence, as Marcel remind us.As I shall presently show, I would by no means confine the learner to this drill, but I would not let him discontinue it till the forms were as familar to him as the multiplication table.I would have the verbs say sometimes by tenses, sometimes by persons, sometimes forwards, sometimes backwards.They may be said rapidly iu class, the first boy, c.g., saying amo, the second amas, Ac., as if they were numbering.In French and German I should prefer the words to be given first viva voce by the master, and in complete sentences— Ich hube es, du hast es,.Ac., ich bin arm, du bisl arm, Ac.In order to pronounce well, the pupil must often hear the sounds he is to imitate.For this and other reasons, 1 would urge teachers from the very first to cultivate what M.Marcel calls the power of audition in their pupils.By audition he means understanding the foreign language when spoken.At present so little attention is paid to this, that people who have learnt to read and write a language, and even to use it a little in soeech, very often cannot understand the simplest viva voce sentence, But audition may be cultivated very easily.One can soon ask intelligible questions in the foreign language, especially about numbers, the multiplication table, Ac., or about something that has been just learnt, and require brisk answers in English.I have contended for a drill in the common inflexions of the language, stipulating that everything it to be used as soon as learnt.But the beginner must not be kept to this drill exclusively.My principle is to attack the most vital part of the language, and at first to keep the area small, or rather to enlarge it slowly ; but within that area Ï want to get as much variety as possible.The study of a book written in the language should be carried .on vari passu with practice in the forms.Now arises the question, Should the book he made with the object of teaching the language, or should it be selected from those written for either purposes ?I see much to be said on either side.The three great facts we have to turn to account in teaching a language, are these :—first, a few words recur so constantly that a knowledge of them and grasp of them gives us a power in the language quite out of proportion to their number ; second, large classes of words admit of many variations of meaning by inflection, which variations we can understand from analogy ; third, compound words ar formed ad infinitum on simple laws, so that the root word supplies the key to a whole family.Now, if the book is written by the language-teacher, he has the whole language before him, and he can make the ast of all these advantages, lie can use only the important words of the language ; he can repeat them in various connections ; he can bring the main facts of inflexion and construction before the learner in a regular order, which is a great assistance to the memory.lie can give the simple words before introducing words compounded of them : and he can provide that, when a word occurs for the first time, the learners shall connect it with its i root meaning.A short book securing all these advantages would, no doubt, be a very useful implement, but 1 have 1 never seen such a book.Almost all Delectuses, Ac., bury the learner under a pile of new words, from which he will not for a long time be able to extricate himself.So as far as I know, the book has yet to be written.And even if it were written with the greatest success from a linguistic point of view, it would of course make no pretention to a meaning.Having myself gone through a course of Alin and of Ollendorf, I remember, as a sort nightmare, innumerable questions and answers, such as “ Have you my thread stockings ?No, I have your worsted stockings.” Still more repulsive are the long sentences of Mr.Prendergast :—“ How much must I give to the cabdriver to take my father to the Bank in New Street before his second breakfast, and to bring him home again before half-past two o’clock ?” I cannot forget Voltaire’s mot, which has a good deal of trnth in it,— “ Every way7 is good but the tiresome way.” And most of the books written for beginners are inexpressibly tiresome.No doubt it may be said, “ Unless you adopt the rapid impressionist plan any book must be tiresome.What is a meaning at first becomes no meaning by frequent repetition.” This, however is not all together true.1 myself have taught Neibuhr’s Heroengeschichten for years and 1 know some chapters by heart ; but the old tables of Jason and Hercules as theyr are told in Niebuhr’s simple language do not bore me in the least.“ Ein BegrifFmuss bei dem Worte sein, ” says the Student in Faust ; and a notion—a very pleasing notion, too—remains to me about every word in the IleroengcschiclUcn.These, then, would be my books for a beginner, say in German :—First, the principal inflexions, followed by the main facts about gender, Ac.This we will call the Primer.Second, a book like the Heroengeschichten.This I would have prepared very much after tire Robertsonian manner.It should be printed, as should also the Primer, in good-sized Roman type ; though, in an appendix, some of it should be reprinted in German type.The book should be divided into short lessons.A translation of each lesson should be given in parallel columns- Then should come a vocabulary, in which all useful information should be given about the really important words, the unimportant words being neglected.Finally should come variations and exercises in the lesson, and in these the important words of that and previous lessons should May, 1875.] FOR THE PROVINCE OF QUEBEC.G7 be used exclusively.The exercises should be such as the pupils could do in writing ont of school, and viva voce in school.They should be very easy—real exercises in what is already known, not a series of linguistic puzzles.The ear, the voice, the hand should all be practised on each lesson.When the construing is known, transcription of the German is not by any means to be despised.A good variety of transcription is, for the teacher so write the German clause by clause on the black board, and rub out each clause before the pupils begin to write it.Then a known piece may be prepared for dictation.In reading this as dictation, the teacher may introduce small variations, to teach his pupils to keep their ears open.He may, as another exercise, read the German aloud, and stop here and there for the boys to give the English of the last sentence read ; or he may read to them either the exact German in the book or small variations on it, and make the pupils translate viva voce, clause by clause.He may then ask questions on the piece in German and require answers in English.As soon as they get any feeling of the language, the pupils should learn by heart some easy poetry in it.I should recommend their learning the English of the piece first, and then getting the German viva voce from the teacher.To quicken tire German in their minds, I think it is well to give them in addition a German prose version, using almost the same words.Variations of the more important sentence should be learnt at the same time.From all these suggestions you will see what I am aiming at.1 wish the learner to get a feeling of, and a power over, the main words of the language, and the machinery in which they are employed.To use a mathematical illustration, I look upon the study of a language as the study of forces, like mechanics ; and I wish to have the forces, not at rest, but in every kind of action ; I wish both the science and the art to be not statics but dynamics.I hope I have now sufficiently explained my main notion on this subject.I can do no more than this at present ; though 1 should prefer writing a volume to giving a lecture.Before I sit down, I should like to mention two matters of practical interest ; first, what is required in the way of good elementary construing books ; secondly, how any book may be turned to account.The learner, as a rule, wants much more help in tackling Ins first construing book Lhan is given him.This is especially the case in Latin.He is given him.This is especially the case in Latin.He is given a dictionary and a Cæsar, and he is supposed to make out a chapter for himself.As we all know, he doesn’t do it.The translation is really driven into him by the master in school, and is in fact connected with the Latin in what is, to the boy, a manner purely arbitrary.It would be much better if the Latin were at first put before him in short sentences, as it is in Mr.Isbister’s Cæsar ; and if each lesson were furnished with its own vocabulary, as it is in Mr- Woodford’s “ Epitome of Cæsar.” I believe that a good vocabulary in the order of the text is a most valuable addition to a construing book.Mr.Muller Strobing and I have endeavoured to furnish such a one for Wilhelm, Tell' and every one I know of who has tried the plan speaks well of it.And lastly, I wish to point out how I would have the teacher use his construing book.He should carefully go over it, and mark in his own copy a selection of words and sentences which he intends to teach from it.With Companion to Schiller's Wilhelm Tell, by Strübing and Quick (Nuit,, 1874.beginners these marked words and sentences will be the most ordinary things in the language.With more advanced pupils the teacher will mark idioms and less common words.What ever he has thus marked he will question about again and again, always spending some part of every hour over the back lessons.If the boys are old enough to take things down correctly, he will dictate to them a vocabulary of the marked words, and make them learn it.He will have the marked sentences learnt by heart, and will practise the pupil in variations of them.He will dictate for translation into the foreign language sentences involving the marked words and constructions.When one of his marked words or constructions recurs, he will require his pupils to point out where they have met with it before.His pnpils will then by degrees get familiarized with a part, and that the most vital part of the language.I am afraid these suggestions will seem a very lame and impotent conclusion after discussing the theories of the great methodizers.II so, it may remind teachers of the terrible descent one always makes when one comes from theory to practice.Still, there is no gulf fixed between them, and if we get accustomed to pass from one to the other, the distance may at length not seem so great.I shall be well satisfied if I have to night induced any practical man to think of the theory of languageteaching.or made any theorist conscious of difficulties which have to be overcome in its practice Whipping Children.Did Adam and Eve ever spank Cain and Abel ?Was the first experiment of a box upon the ear made upon the heads of the two unfortunate babies ?Did the hands which had been washed in the waters of Eden, and had gathered asphodels and amaranths in the bowers of paradise, when expelled therefrom, learn the ungracious work of tingling the w-hite surface of the little ones, who, but for them, might have been beautiful cherubs, with wings and shoulders only ?It is to be feared that the initiative in the agressive warfare carried on in the world by brute force against helpless innocence took its rise at a period no less ancient than this; and it has gone on from age to age Irom the time “ When wild in woods the noble savage ran, ” down to our own, when the convenient toga has given place to the use of the difficult trousers.Putting aside all other aspects of our humanity, what a measureless aspect of meanness, cruelty, and injustice, does not this one feature present ! What a picture of giant strength domineering over cowering pigmydom ! red wrath and pa'e terror ! threatening vociferation and imploring tears ! It is enough to cover all men and women from countless generations with shame and yet, there are those who would prolong, perpetuate, and justify, this humiliating spectacle ; those who would see the boy who, at the age of ten, should feel his person to be sacred, and if properly trained, would feel the holy premonitions of one whose body is made a temple for the Holy Ghost to dwell in— would see this boy lashed in our public schools like an | ancient helot at the will of any irritable, incompetent teacher.I If a man has a fine animal of any kind, he is careful in his training of it—careful that, neither by neglect, harshness, nor blows, its symmetry be impaired, its [nerves shocked,or its stubborness excited, and the creature 68 THE JOURNAL OF EDUCATION [May, 1875.thus be irretrievably given over to ineradically vicious habits and yet, his child, who should be precious as the apple of his eye ; his child, the inheritor of his name —the inheritor, also, of what is best or worst in himself—an epitome of the universe, an incipient Plato, Shakespeare, or Milton, it may be ; with nerves so delicately organized that there are a thousand possibilities of what may disturb his moral or intellectual well being is not so well cared for, nor so tenderly cherished, as the young colt in his paddock.“ "Woe unto him who shall cause one of these little ones to offend ! ” said the tender, loving lips of the Divine Master, who took little children in his arms and blessed them.I confess to a certain awe in the presence of a child—its white tablet, open to all impressions, and so soon to he filled with undying records; its weird questionings ; its unearthly intuitions ; its intimations ot something latent and visible ; its cradle-smiles ; its quick coming tears ; the half remembered vistas of the spheres, where— “ Trailing clouds of glory do we come From God, who is our home.” IIow any human being can take such a one, and wrench him in the whirlwind of his wrath, or, with deliberate intent, scourge his white limbs in the expectation of infusing moral ideas through the integuments of the skin, is to me incomprehensible.The rush, the jar, the whole category of discords, is enough to mar the fine, delicate organisms forever.I remember, when I was a child of nine, I was present in a school where the master attempted to “ flog ” an unruly boy, who turned upon the teacher, and what was to me a fearful contest, ensued.How it terminated I never knew, for I was carried home in what seemed a dead faint, and it was long before my nerves rallied from the shock.Here was an injury inflicted, not only upon the delinquent, but upon a little community of outraged and terrified children.A child is either rendered callous and brutal by blows, or his self-respect becomes impaired, and he grows up without honor or manliness.I beleive our families and schools can be managed without the rod.The very young child may, if sullenly obstinate in character, need a slap to teach it that there is a wholesome law which it must obey ; but this should be administered while a child in arms, not old enough for reasonning.In the school room, if the whole system of corporeal punishment and monitorial surveillance were done away with, and the children put upon their honor, taught the love of order and the courtesies and amenities which should characterize all intercourse, there would be far less cause for complaint of misbehavior on the part of the young ; but this presupposes that parent and teacher have perfect self-control, and a natural insight and sympathy for the child.It will be said that Solomon, the wise man, warmly recommends the use of the rod; but it must be borne in mind that Solomon, in the Proverbs, is very worldy wise, and some of his sayings are probably the collected aphorisms long current among a prudent people.I have seen a child whose whole soul was up in arms at a blow ; he developed a fearful hatred and rage, and I could not but think there were the elements of the hero in him—a Spartan tumult of being I judge that, out of such material, wisely respected, grew the wonderful three hundred who stood shoulder to shoulder in the noblest battle the world has kown—that of Thermopylae.The great object of education is to instil into the mind of the child a sense of justice, a rigid adherence to truth, fortitude, constancy, honor ; and how can all this be incorporated into the growing fibre in the presence of injustice, violence, and disorder ?Old Montaigne has most aptly said, “ It is not a soul, it is not a body, that we are training up ; it is a man.” And again, remembering that we boast of our progress, and Montaigne said as follows, three hundred years ago : “ Do but come in when tney are about their lessons, and you shall hear nothing but the outcries of boys under execution, and the thunder of pedagogues drunk with fury.A very pretty way this to tempt these tender and timorous souls to love their book, leading them on with a furious countenance and a rod in hand ! Away with this violence ; away with this compulsion ; than which, I certainly believe, nothing more dulls and degenerates a well born nature.If you would have him fear shame and chastisement, do not harden him to them.” And much more of a like nature is uttered by the wise old philosopher.Our modern system of education is defective in many ways, and greatly in this, that we have not unlearned the brutality of the past ages.The child is still scoui 1 when it is the parent or teacher that most deserves The child of to day feels that he is subjected to unjust or ignominious punishment, more by instinct than reason, as is evinced by the many sad and deplorable suicides of mere children after having been cruelly treated.And, again, such is the modern rage for cramming the child’s head with book-knowledge, that the moral nature, the manful nature, is greatly neglected.We do not educate a man, but a pedant.Many of the old knights and the noble barons of Runnymede, who would scorn treachery, falsehood, dishonor, irréligion, compared with whom our bank-defaulters, untrustworthy officials, and shortcoming legislators, are blacklegs and felons, could not write their own names, and signed with a cross.Our prisons are filling up with cultured men, who might from literary coteries and lyceums within their prison walls ; yet all these men xvere duly flogged in their youth, and trained to the learning of the schools.How like “ A lump of ice in the clear, cold moon seems the character of John Stuart Mill, isolated from ball, and kite, and top, and studying Greek at three years of age ! The first years of a child’s life should be little trammeled by the study of books ; it is the seed-time for the soul ; it is the period for training a man, for inuring him to the practice of the hardy sports, those sturdy virtues, those high moral perceptions, that in afterlife shall yield the fruitage of a solid manliness an unflinching, honest, honorable manhood.ELIZABETH OAKES SMITH.—{Appleton?,'Journal).McGill Uuiversity.CONVOCATION.The annual public meeting of Convocation, for the conferring of Degrees of Arts, was heid in the William Molson Hall, on Monday, May 3rd, at 3 p.m.Members of Convocation met in the Library at 2 p.m., for the reading of minutes and election of Fellows, for the Session of 1875-76, which resulted in the election For the Faculty of Law of Edward Holton, B.C.L., and J.J-Maclaren, M.A., B.C.L For the Faculty of Medicine—John Reddy, M.D., and Samuel B.Schmidt, M.D.For the Faculty of Arts—R.A.Ramsay, M.A., B.C.L., and J.R.Dougall, M A After the election, the Members of Convocation took their FOR THE PROVINCE OF QUEBEC.69 May, 1875.] seats on the platform, lion.James Ferrier in the chair.Among those present we noticed : Of Governors—Messrs.Andrew Robertson, M.A , Q.C.; The Hon.Christopher Dunkin, M.A., D C.L.; Peter Kedpath, Esq., and The Hon.Frederick W.Torrance, M.A., B.C L.Principal—John William Dawson, LL.D., F.R.S , F.G.S., Vice-Chancellor.Of Fellows—Ven Archdeacon Leach, D.C.L., LL.D., Vice-Principal and Dean of the Faculty of Arts : George W.Campbell, M.A., M.D., Dean of the Faculty of Medicine ; Alexander Johnson, LL.D-, Professor of Mathematics and Natural Philosophy, McGill University ; Rev.George Cornish, LL.D., Professor of Classical Literature, McGill University ; R.A Ramsay, M.A., B.C.L., Representative Fellow in Medicine ; C.P.Davidson, \l.A., B.C.L., Representative Fellow in Arts ; J.J.Maclaren, M A., B.C.L., Representative Fellow in Law; Edward Holton, B.C.L , Representative Fellow in Law ; George A.Baynes, M.D., Representative Fellow in Medicine.Secretary, Registrar and Bursar—William Craig Baynes, B.A., and Edward Alfred Baynes, B.C.L., Assistant Secretary.Of Professors—William E Scott, M.D., Professor of Anatomy ; Robert P.Haward, M.D., Professor of the Theory and Practice of Medicine ; Rev.A.DeSola, LL.D., Professor of Hebrew and Oriental Literature ; Charles F.A.Markgraf, M A., Professor of German Language and Literature ; Pierre J.Darey, M.A., B.C.L , Professor of French Language and Literature ; G E.Fenwick, M.D., Professor of Clinical Surgery and Medical Jurisprudence ; J S.C.Wurtele, B.C.L., B.C.L., Associate Professor of Commercial Law; George F.Armstrong, M.A., C.E., F.G.S., Professor of Civil Engineering and Applied Mechanics ; Rev.J.Clark Murray, LL.D., Professor of Logic and Mental and Moral Philosophy ; George Ross, M.A., M.D , Professor of Clinical Medicine ; Bernard I.Harrington, B.A.Ph.D., Professor of Assaying and Mining, and Lecturer on Chemistry; Wm.Osier, M.D.; Wm.Gardner, M.D.Lecturer—Thos.G.Rodrick, M.D , Demonstrator of Anatomy.Of Graduates—Messrs James Kirby, M.A., D.C.L.; John S.Proudfoot, M.D.; S.B.Schmidt, M.D.; Rev.C Chapman, M.A.; John R.Dougall, B.A.; C.J.Mattice, B.A.; F.G.Gilman, M.A., B.C.L.; Georgs Jenkins, B.C.L.; N.J.Crothers, B.A.; W.B.Dawson, B.; L.A.Hall, B.A.; K.N.McFee, B.A.; John McIntosh, B.A.; John S.McLennan, B.A.; C H.Murray, B.A., &c.After prayers by Ven.Archdeacon LEACH, The DEAN of the Faculty of Arts (Ven.Archdeacon Leach) read the graduate list as follows : PASSED FOK THE DEGREE OF B.A.Price, Prize for Collection of Plants.E.T.Rexford—First Rank Honors in Mental and Moral Philosophy ; Prize in Moral Philosophy: First Rank General Standing.Archibald McGoun —First Rank Honors in Mental and Moral Philosophy ; Prize in Classics' Hugh Pedley-First Rank General Standing.PASSED THE SESSIONAL EXAMINATIONS.Crothers, Rexford, Pedley, Lyman McGoun, Watson, Graham, Cox, Gray, Duffy, Matheson.SECOND YEAR.Eugene Lafleur—(High School, Montreal)—Prize in English; Prize in rench ; Prize in German ; First Rank General Standing J A.Newnham—(Private Tuition) Prize in Botany ; First Rank General Standing.Chas.S.Pedley—(High School, Cobourg.) Prize in Logic.Calvin E.Amar m—Prize in French.W.H.Warriner—,Private Tuition)—Firt Rank General Standing PASSED THE SESSIONAL EXAMINATION.Lafleur Newnham, Warriner, Gould, Pedley (C.S.), Scott, Graham (J H.) Amaron, Russell, Robertson, McGregor (J.H.) Amaron, Russell, Robertson, McGregor (A F.), Atwater, Anderson, Forneret.FIRST YEAR.James Ross—(Huntington Academy)—Prize in Classics ; Prize in History ; Prize in Chemistry ; Prize in Trench ; First Rank General Standing Ranking Dawson—(West End Seclect School, Montreal)—Prize in English Literature ; First Rank General Standing.Jas.T.Donald—(Montreal High School)— Prize in Classics ; First Rank General Standing.Allen S.McFadyen—(Manilla High School)—Prize in Hebrew.PASSED THE SESSIONAL EXAMINATION.Ross (James), Dawson, Donald,Thornton, McFadyen, McKeem Lymon (C.), McKillop, Lynn, McLaren, Ross (P.R.), McCrae.DEPARTMENT OF PRACTICAL AND APPLIED SCIENCE.GRADUATING CLASS.W.B.Dawson, B.A—Certificate of Merit in Engineering ; Alvin A.Batcheller—Certificate of Merit in Engineering ; Arthur E.Hill Certificate of Merit in Engineering, and prize in Geology; D.F.H.Wilkins, B.A.(Tor.)—Certificate of Merit in Mining and Assaying.MIDDLE YEAR.Willis Chipman—(Weston High School)—Prize in Engineering Subjects ; Prize in Zoology.PASSED THE SESSIONAL EXAMINATION.In Honors—George H.Candler, Wm.F.Ritchie, Gustavus G.Stuart.Ordinary — Class III—Earnest M.Taylor, Wm.McKibbin.PASSED IN THE INTERMEDIATE EXAMINATION.McGill College—Class I—Eugene Lafleur, J A Newnham: Wm H.Warriner.Class II—Chas.H.Gould, Chas.S.Pedley, Matthew II Scott, John H.Graham, Calvin E.Amaron, W.D.Russell, Robert Robertson, Archd.McGregor, Albert W.Atwater, Jas.A1 Andersod, George Forneret.Class III—None.Morrin College—Class 1—S.G.Bland.Class 2—Robt.Cassels.Class 3—None.BACHELORS OF ARTS PRO EEDING TO THE DEGREE OF M.A.John Allworth, B.A.; Wm.J.Crothers, B.A.; Wm.J.Dery, B.A.; Alexander E.Duncan, B.A.; Robert Ellis, B.A.; Edward II.Krans, Duncan W.McClennan, B.A.; Robert W.Wallace, E.A.TASSED FOR THE DEGREE OF BACHELOR OF APPLIED SCIENCE.Course of Civil and Mechanical Engineering.(In order of Relative Standing)—William B.Dawson, B A.; Alvan A.Batcheller, Arthur E.Hill, George Ross, John Page, Robert A.Wilson, John J.Frothingham.Course of Mining and Assaying—David F.Wilkins, B.A., (Toronto.) GRADUATING CLASS.B.A.Honors in Mathematics and Natural Philosophy— George 11.Chandler—First Rank Honors and Anne Molson Gold Medal.B.A.Honors in Mental and Moral Philosoph—Gustavis G.Stuart—First Rank Honors and Prince of Wales Gold Medal.THIRD YEAR.R.A.Crothers—First Rank Honors in Classics; Prize in Classics ; Prize in Zoology ; First Rank General Standing.H.II.Lyman—First Rank Honors in Natural Science ; Logan Chipman.JUNIOR YEAR.William J.Sproul—(Toronto High School:—Prize in Engineering ; Prize in French ; Prize in English ; G L.Pasche.—(Bedford Academy)—Prize in French; J.H.Stewart—(Carlton Place High School;—Prize in