Journal of education, 1 août 1876, Août

THE IfiUlCipMsciEÜceMésÊÈe .JM a 3p#pî ; m JOURNAL OU EDUCATION Devoted to Education, Literature, Science, and the Arts.Volume XX.Quebec, Province of Quebec, August, 18T6.IVo.8.TAItl.F OF CONTENTS.School discipline 117 Poetry : School Examinations : i The Dark Huntsman 130 Protestant School Commis- ! Miscellany : sioners 122 YVherc the Sun does not Set 131 Model School 125 1 English Reigns 131 The Catholic Commercial Mr.Ruskin's Advice on Academy amt the Polv- Dress 131 technic School 120 Iron in Buildings 131 Pensionnat du St.Nom do Behemoth and Leviathan Marie, Hochelaga 127 j of Scripture from Home Mile End Deaf-Mute Insti- and School 131 tution 129 On Dreaming 132 Official Notices : “ The Pennsvlvania School Diplomas Grant, by Boards Journal ” for August 132 of Examiners 129 1 Advertisements 132 School Discipline.Read by NY.Welcii, Esq., M.A.before ibe College of Preceptors.Mr.Chairman, Ladies, and Gentlemen,—I have been asked to read a paper before you to-night, similar to the one I had the pleasure of reading at the Conference of Teachers held at King’s College ; and, presuming that there are some present who heard that paper, 1 may perhaps be allowed to point out that, whereas 1 then touched upon only one point in reference to discipline, I now propose to take a somewhat wider view.The point on which I then laid stress was not tho use of externals in the maintenance of discipline, but the power of sympathy between the teacher and the taught.Professor Laurie, in 11is recent address, told us that “ The aim of the educationist is mainly discipline, and l l»e aim of discipline is the production of a sound mind in a sound body, the directing and cherishing of the growth of the whole nature, spiritual and physical, so as to make it possible for each man, within the limits of the capacity which God has given him, to realise in and for himself, with more or less success, the type of humanity, and in his relation to others lo exhibit a capability for wise and vigorous action.” Now, though I propose to touch but little on this side of the question, it is a side which after all is most important, and which must have due weight in the mind at all times when we are dealing with School Discipline.This description tells us that the aim of discipline is the training of the individual ; but to practical schoolmasters the word will suggest another idea as well.Discipline, then, being a word of somewhat wide import, I will at once state that by School Discipline T wish to imply one or both of two things : 1.The mode or modes by which those at school are brought to conform to certain regulations and forms.2.The state into which they are brought.And here I must guard myself, by saying that my remarks have reference to hoys’ schools only, my knowledge of schools for the other sex being very limited.I may, however, be allowed to add that, as far as my experience extends, my estimate of their discipline is not very high, though 1 hear of golden opinions which are now being won by the schools lately established by tin* 1 G iris' Public Day School Company.Before, however, we enquire as to what this state of discipline should be, and how best it may be obtained, it is necessary for us to have clearly in our minds the objects of discipline.They are, I think, two :— 1.The training of the individual, 2.The maintenance of order.And whereas the theorist will tell us that the former is the more important, we know very well that in practice it is the latter which we make our primarx object ; or, to put it more pleasantly and perhaps correctly, the latter, viz., the maintenance of order, will be the object of discipline, while the former, viz., the training of the individual, will regulate the means whereby the discipline is enforced.In speaking thus I am contemplating large schools, for it is among such that what little experience I have has been mostly gained, and in these absence of order would mean hopeless chaos.In schools of small size more attention may be paid by the teacher to the training of the individual than is possible with large numbers.1 do not say that it is so, but I presume it is possible.And do not understand me to mean that the training of the individual is carried out better in a small school—I believe it is very much the reverse ; the truth being that the training of a boys lies much 118 TIIE JOURNAL OF EDUCATION [Avgust, 187C.more in the hands of Nature and of the boy’s schoolfellows than in that of his masters.Boys are not born Rood : they are born ignorant, and are toady to learn both good and evil.We do not believe, I am sure, that the majority of boys are morally bad; but we do know* lhat evil counsels spread much more rapidly than good counsels in a school, and one or two black, sheep in a small flock work infinitely more harm than a greater number do in a larger flock ; in fact, in the latter case they are occasionally, if not trampled out, at least silenced, by their opponents.A boy, then, at a small school has a possible chance that more attention will he paid to his individual training on the part of his masters (1 am supposing the small school to be well mastered) ; but he loses much that Nature unchecked and his numerous companions, from whom he can pick his set, will do for him in the way of training ; and he will surely run a much greater risk of coming into contact with the black sheep, which I fear arc never entirely absent for any length of time from any, even the smallest school.There are, then, two things to be considered : (1) the individual, (*2) the aggregate of individuals—the school.Neither must be sacrificed ; both arc equally important ; for, such as the one is, such, to some extent, will be the other.Now discipline, like all other arts, has its theoretical and practical sides, andin this world of imperfectibility the two will not always coincide.“The general practice of any ideal system of education is hopeless," says Mr.II.Spencer, “ we arc not good enough.” But 1 suspect it is equally impossible to lay down a good theory of discipline, it is so complex a subject, so much depends on the character and temper of the master, the character of the boys, their ages, their numbers ; that unseen power, sympathy, plays so important a part, and vet is so variable.We, of course, all admit that a school ought to be in a good state of order, but our opinions differ widely slfll as to how' it should be effected and maintained.I imagine that there may exist one of two kinds of discipline in a school : 1.A sort of formal discipline, where everything is done with clock-work precision and uniformity, and the boys are always under the master's eye.There are, of course, various modified forms of this species.The second species is informal in its nature.It is not absolute order, but there is enough order to allow ,,f the carrying out the work of the school without inconvenience.Of the two, the first is infinitely the easier to maintain, but in my opinion the latter is preferable by far.Thc rlock work discipline is, 1 think, neither necessary nor advisable.The essence of the formal, or, as one might call it, military discipline, is the total absence of freedom, and consequently of the opportunity for self-government, ,-md the almost total absence of sympathy.A system which necessitates such a terrible position as that held bv the “ pion,” as the French boy calls him, must surely be hostile to English notions of”freedom.To this some perhaps mav be'inclined to answer, that no such position exists In an English school.Does it not ‘! Perchance not to quite such an exaggerated degree; but an assistant, or rather subordinate, in many a private school, is but little above the rank of a “ pion.” More than once have I heard “Principals” bewail their unrecognised profession, their position in society ; and vet these very men, I know of a truth, themselves fail to recognise the profession when their assistants, and not themselves, are the individuals in question.Away with this system of military discipline,—an army with only one commissioned officer, a military discipline which culminates in a despotism,—where freedom is withheld from the teacher as well as from the taught, —where the teacher is expected to do so muy^i work for so much pay, and there the contract ends,—where he has no more to do with the government of the school than a sergeant with the command of a regiment,— where he is, in fact, a non-commissioned officer, whose opinion and advice in the daily campaign is never taken or even asked.In connection with this form of discipline, we have sometimes a system of drill in the schoolroom.It is met with commonly in primary schools, but if is not confined to them.To a stranger the sight of a large number of boys going through all the common-place actions of schoolroom life with uniformity and precision is somewhat striking, but it becomes monotonous ; though with quite young children, I fancy the plan succeeds—they seem to find some sort of pleasure, or even amusement, in acting in concert, and it thus makes it easier for them to keep in order.A friend of mine once went to visit a very large day-school where the formal system prevailed, and so much impressed was lie with the appearance of the rooms and with the schoolroom drill, that he appeared to think that numberless blessings arose therefrom, and to wish that his own school, a boarding school, were, in a similar state.I visited the school myself shortly after wards, and was equally struck at first, but I had no wish to see the system introduced into any school with which I was connected.Moreover, when I came to con sider the matter, I remembered that this was a day-school.and therefore it was natural that the classrooms, not being living rooms, should present a much more tidy appearance than class-rooms in which hoys lived from morning to night ; the work too seemed to be done entirely on the paper-work and lecture plan ; the rooms were filled with desks and seats; and there was, I believe, but one lesson going on in a room at once, and therefore there was absent that necessary amount of disorder and noise which is unavoidable when forms are coming up and going down ; for I most emphatically protest against a form being regularly kept standing for a full hour.One obvious objection to schoolroom drill is, that it inevitably comes to be looked on as an end instead of a means, and there consequently ensues a good deal of waste of time in order duly to attain an end which is no end.Moreover, it docs not leave a boy to act for himself at all ; it deprives him of all training in self-restraint during school, since the authority of the master is interposed at every point.In connection also with this form of discipline, we have silence at meals, and silence with supervision in the dormitories ; but of that I propose to speak further on.I need hardly refer to lho baneful plan of inspecting correspondence between boys and their friends, as such a piece of despotic surveillance is, 1 suppose, quite out of date.But let us a take a glance at the other form of discipline which I have mentioned.The general spirit of this is freedom, and self-government.It, is the form which which exist in most, if not all.Public Schools.Too often, under the other system, the hoys regard their masters in the light of natural enemies; hut here there is such freedom of intercourse between masters and boys,—the former frequently taking part in the games of the latter,—that such a view would be untenable.This intimate association does not in the least diminish a hoy's respect fora master, nor does it impair August, 187G.J FOR THE PROVINCE OF QUEBEC.no a master’s authority, unless lie unwisely permits that excess of familiarity which breeds contempt ; for there are men, we must remember, who would fail under any system.Here we find subordinates, who are called Assistant Masters, actually considering themselves the colleagues of the Head Master, and actually adressing him openly without the title Mr.or Sir.i have said that the general spirit is freedom and self-government ; and, as regards the individual, what is the object of discipline if not to produce beings imbued with a spirit of obedience, beings capable and ready for self government ?Hedge your child roundabout with numberless rules, put him under a constant espionage ; and, as I have said, you deprive him of all opportunity of self-restraint, you neglect the whole aim of discipline as regards the individual, you do not even teach him how to submit to the government of others, as the world will count government.Let the rules of a school be Jew, broad, and traditional.Our boys sent forth into the wide world will find that there is no elaborate code of petty and detailed regulations read out three times a year for their moral guidance.In the class-room as much freedom is allowed as is consistent with good work.There is no attempt at drill ; but, of course, freedom must not be allowed to degenerate into licence.M.Jules Simon says that he thinks a quarter of an hour of liberty between each lesson would do children much good, and would do no harm to discipline.In English schools, where our hours are comparatively short, we can hardly afford so long an interval ; but I quite agree in the principle, and I think it a good thing to let boys “ kick up a row,” as they call it.for four or five minutes during changes of lessons.Tnis freshens them up, and puts a little more life into them.I have, at times, on a hot summer’s afternoon, proposed to the boys a short interval in the middle of a lesson for forty winks, to which they have graciously acceded; and after a few minutes we have jumped on our legs again to wake ourselves up, and have continued our lesson with far more vigour than we betrayed before.This may shock those who consider themselves stern disciplinarians ; but it is infinitely better than that the master should fall asleep by himself, and, as a friend of mine did once, fall back off the stool, and in his effort to save himself pull the desk over on the top of him.In mosL instances, as soon as a master enters a classroom in lesson hours, there is silence; though, perhaps, through having to get books out of his desk, or what not, he is not ready to begin work for a minute or so.It is a question, in my mind, whether it is not as well to wait till one really wants silence, and then call for it by voice or other signal.Boys will thus understand that the reason for silence is not the presence of the master, but the desire foi work.Some men, I believe, feel it derogatory to their dignity if boys continue their games and noise in their presence ; for my own part, I cannot endure to think that their pleasure is to he checked simply because I happen to be present.During preparation silence is no doubt imperative, unless it take place under the eye of a master, in which case be can safely use his discretion.I have more than once tried to adopt Dr.Andrew Bell’s system of boy teachers in my form ; but 1 found that, in my absence, it was often the cover for much illicit conversation, and thus brought a good deal of extra trouble and annoyance on the prefect in charge of the form.During meal times, and in the dormitories, the same spiritof freedom should prevail ; but, as in a class-room boys cannot be allowed indiscriminately to leave their places, or absolute disorder would soon be the consequence, so it must be here.I know few things more painful than to be for any length of time in a large dining-hall full of boys, where the silent system is enforced.A meal with one’s friends in constrained silcirce loses, all its pleasure and half its digestibility.Better a dinner of herbs where conversation is, than a silent banquet off the fatted calf! Some may think that I should not argue thus if I had ever tested the plan practically.I am going to make a confession.I have had experience of the plan, to no small extent— the numbers under our charge being over 300 ; and I have, at times, suffered more dyspepsia from the worry of it than I care to say.But what then ?It has probably been my own fault.I have not shown sufficient vigour and firmness, freedom has been allowed to verge on licence, and then one’s troubles begin.It is merely a salutary visit of the goddess Nemesis, it is not fair to blame it on the system.I have already said that the formal system of discipline is far the easier to maintain ; but in every action of life is not the extreme more easy of accomplishment than the mean ?In the former, no exercise of judgmen t is necessary; in the latter, how great ! Reading during meals is a moot point.There are many arguments against it—it is not good manners, and does not conduce to healt ; and, as far as I know, only one for it— expediency.But we know what weight that argument has.Where there are large numbers, it is not always possible for them all to be served at once ; and, in addition to that, boys vary as regards appetite—some cat much, some eat little (unhappily for the purveyors, the latter of class of boys are in a decided minority !)— and yet they cannot be allowed to leave the dining-hall irregularly as they finish—the disorded would be too great ; besides there is a lesson to be learnt of sacrificing self to society by waiting contentedly till all have finished.Conversation will not always command.What is to be done ?Admitting the necessity, I think the matter may be regulated thus :—Where the meal is of fixed length, such as half-an-hour for tea or breakfast, books might be allowed ; but at meals, where the boys are dismissed as soon as they have finished, I am of opinion that they should be forbidden.Their presence, too, is apt to disorder the arrangements of the table, which at dinner is more extensive than it is at other meals.These you will perhaps say are minor details, but you will admit that these details have much to do with the subject of my paper.The discipline in the dormitories is of great importance.As I have already said, I would here have the same freedom as in the hall.The minimum number of beds in a room I place at three ; but I think twenty a much better number.The order of the dormitory should be in the hands of some senior boy or boys—call them monitors, prefects, præpostors, or what yqu please.By this means there is always some one present in authority, whereas, when a master only is responsible for the order, “ high jinks,” at least, are sure to go on in his absence.It may be taken as a general rule, that there is more chance of mischief being in progress when boys are silent than when they are making a noise.I am, therefore, an advocate for freedom of speech in tin' dormitory, though a silence of some few minutes should be enforced, both to show that boys are expected to say their prayers, and to give them an opportunity of saying them in peace ; for, strange as it may be thought, there still exist schools where boys are pelted with slippers if they dare to kneel at their bed-sides ; at least a boy friend of mine tells me of one with 40 or 50 boys where this used to happen when he was there a couple of years since.A light in the dormitory throughout the night is a great safeguard of order. 1-20 THE JOURNAL OF EDUCATION [August, 1870.Before 1 leave this part of my subject it will be well lo say a few words ou a very important point in school discipline—punctuality.It'is very necessary that we masters should set a good example in this particular.An unpunctual master makes unpunctual boys ; and tlie worst of it is, that it is not lie who really has to 'tiller for his fault, it is his colleagues who arc punctual who suiter ; for the boys become demoralized, and get into a habit of being just behind time, and the master who is always on the spot for his Form or Roll-call feels naturally irritated thereat, whereas in all probability the man who is really at fault does not from his nature receive any irritation.A habit of unpuncluality in boys should, I am inclined to think, be nipped at once by very strong measures.No one can possibly foresee the damage it may cause in afterlife.Let a high standard of punctuality, then, be an important item in school discipline.In looking through the prospectus of one of the upper middle-class schools of late foundation, I find this paragraph, “ A whole holiday is also given once a month to those boys who have passed a satisfactory examinational the Warden’s review, and who have not missed roll-call more than six limes during the month.” Now this I call a very low standard.In my opinion, a boy to be so rewarded ought not to have missed a single Roll-call during the month, or.perhaps, allowing for accidents, but one.In connection with this subject of punctuality, another difficult question occurs to me.How about taking boys' excuses ?I have heard men sây, “ Oh, I never take any notice of excuses." 1 really think it would not be a bad plan never to receive them—it would save a great deal of trouble, and, perhaps, much lying ; but was anyone ever able to carry out the plan '! I have made a' determination more than once to try it, but have had to give in, because fear of doing an injustice has been too strong for my resolution.u Weak man,” whispers some one, “ Nature listens to no excuses.” True ; but, did I always follow Nature, I should be unnatural.And now I must pass on to another part of my subject, and inquire by what means this school order can be best produced and maintained.It is, indeed, a very difficult question, and I approach it with considerable diffidence ; indeed the whole question of discipline is an unpleasant one for a practical school-master lo treat of in public, since most of us are standing examples of failure of plans.Moreover, the writing thus in the middle of a busy school Term, seems to me like an attempt to write a description of a battle on the field, while the fight is going on around.One’s ideas and feelings arc dragged first to one side and then to another, and one feels inclined to crowd the page with details and incidents which, however instructive and interesting—for nothing interests like personal anecdote —might here be in as questionable taste as the recent publication of the Greville Journals.I well remember how on a similar occasion, some time since, I introduced an anecdote to illustrate some remark 1 had made in i which a proper name should have appeared.1 ran over the whole alphabet in my mind, and at last fixed on a letter for an initial which I thought was safe from misconstruction.What was my horror on being reminded, after I had read the paper, that the name of a friend, whom I had not in my mind at the time, but to whom my anecdote might have applied, began with the unfortunate initial I had chosen.Luckily the paper did not fall within his reach, or, doubtless, he would have fitted the ready-made cap.I have said that the training of the individual will regulate the means by which the discipline is enforced And here let me pay a passing tribute to Mr.Herbert Spencer, llis chapter on Moral Education I consider to be most valuable,—not perhaps because it contains anything new, but because it lays down cleanly the principles on which wo ought to act, if we wish lo produce self-governing beings.;t To educate rightly is," he says, a complex and very difficult thing.” Well, if it is so with the individual, how much more with a large body.We must take into consideration, too, the fact that the majority of children who come to school have not been educated by parents who have studied and striven to copy Nature’s method.It is my opinion that parents, generally speaking—and 1 by no means exclude schoolmasters themselves—are bad educators of their own children.Their atfection warps their verity.Weak love impels to the former ; love, mingled with disappointment at unrealized hopes which ought never to have been indulged in.produces the latter.Those who have read Mr.Spencer's Essay will remember that all his examples are drawn from home life.Had they been taken from school life, I think we should have seen the impossibility of carrying out to the letter his dictum, that the natural reactions, the true consequences of children’s conduct, must be neither warded off, intensified, or have artificial consequences put in place of them.Now, that this dictum is pleasant, is admirable, is theoretically correct, few may perhaps deny ; but will any master in a large school tell me that it can be wonted ?Of course it is not very probable (to use Mr.Spencer’s examples) that a mania would seize a hundred boys to lay hold of fire-bars, thrust their hands into candles, or'spill boiling water over themselves ; but one can imagine a iage for gunpowder, tobacco, or even gin and water.Nature says, “ Let them be burned, let them be sick, let them have headaches and other pains.” By all means, I say.Nay, let Ossa be piled upon Pelion ; let them have all these consequences at once ; and yet we must still further intensify the consequences, because not only have the individuals themselves to suffer for their sins, but it is necessary that the safety of the community be consulted ; it is necessary, moreover, that an example be set to deter others from following in the steps of the offenders.We know how hard a thing it is to learn from the experience others, and we recognise how much we lose by our inability so to learn.I think boys may be assisted by putting an example before them of intensified consequences, though the natural consequences should not only be disguised,bntshould be carefully pointedout.1 have at times looked into a journal, boasting the largest circulation in the world, which deals in the romantic, the sensational, I might even add the ficti lions—a journal which delights in the wonderful, whether at the distant Khiva, or on our own shores; and there I have learnt that there exist schools in which punishments are unheard of.Besides feeling rather doubtful as to the fact, I do not think such I schools are to be commended.I am certain that large boarding schools cannot be carried on without punishments ; nor do I think it advisable that one of the most valuable means of education should be ignored.Of course.I admit that the better the school, or the master, the less the punishment ; but, before punishmentshould disappear, both should be perfection.Among some of my early notions on discipline was one that it is much better to prevent a boy breaking a law, than to punish him for breaking it, in most cases 1 hold the reverse now.Moreover,' I used to think that it was quite sufficient to tell a boy not to do a thing again, and qui te unnecessary to punish him for August, 1876.] FOR THE PROVINCE OF QUEBEC.121 s first offence.I have since discovered that telling a boy not to commit a certain act again, may, if one’s influence is sufficient, prevent him from repeating it ; hut it l/ps very little effect on his 300 companions.I see .two or three boys lying on the damp ground ; I tell them to get up and not to he so foolish again.Ten minutes later I come by and find three or four others doing the same.But suppose, on the other hand, instead of telling the first offenders to get up, I make an endeavour by means of my walking cane to counteract the chill which I fancy is creeping over their foolish limbs ; I know that boys have so much sympathy with one another, that these will give a warning to their companions about to commit the same offence, of the unpleasantness of the reaction.No, we cannot always leave l he punishment in Nature’s hands, because of our own imperfections.Nature is patient, and can afford to wait ; we are impatient, and demand retribution at once, as a warning to others.Thus we intensify the natural consequences, in some cases, while in other cases, as M.Spencer allows, where there is a risk of broken limbp, or other serious injury, forcible prevention is necessary, and this, in many cases, can only be done by interposing artificial consequences at once.Let us take a case of habitual idleness.Nature’s own punishment for this is not felt till years after.This will not do for us, because of the seriousness of the consequences, and because of the delay ; we accordingly impose a penalty founded on Nature's principle, and declare that the inevitable shall not be avoided : if an allotted task is not done at one time, it must be performed at another.But this course of action cannot long be continued with the same boy, and artificial punishments must be had recourse to.The objections to artificial punishments I quite feel.They irritate both sides : the hoy fails to see the connection between cause and effect, and feels aggrieved ; the master is irritated because the result produced is so slight, and because he perhaps feels that he is not quite sure lie lias punished wisely.But there is a more important objection to them, for they do little permanent good, and when the power of imposing them is removed, the check is at end.There are some perhaps who would raise the same objection to personal influence, in a slight degree, and it must be allowed to have some weight.Our duty, of course, is to teach our boys a rule of action which will guide them when all domestic and school restraint is removed.Having, then, arrived at the conclusion that artificial punishments are necessary in a school, 1 would enquire how they can be made most effective and least objectionable.I think the true principle is that they should be as near as possible akin to the offence.Many actions which are a pleasure when indulged in voluntarily, are a punishment when enforced.I remember being-told by a Captain of a Training Ship in the Thames, that when he caught any of the boys chewing tobacco, he punished them in kind.On one occasion, a boy declared that he had rather go without his meals than give up the practice, the Captain took him at his word, supplied him with strong Pigtail, instead of food, aud saw that lie chewed it.The culprit ultimately changed liis mind.So I have at times found boys chasing one another up and down staircases, out of bounds, and have made them stand where I have found them for a couple of hours.I have never seen other boys playing thereabouts, so long, at least, as my scarecrows have had to remain : and I think the said scarecrows have appreciated the quasi-natural form of the punishment, and have felt that 1 was not unfair.Severity is no essential part of a good punishment.but certainty and quickness is.A punishment which is spread over a long period is oni^ irritating, but not nearly so effective as one which is soon over ; and this is, to mv mind, one great argument for the use of the cane.Mv experience is that boys dislike the pain inflicted bv that weapon, but that they do not dislike it as a form of punishment ; and on more than one occasion, when I have had to set an imposition of some kind, boys have asked me if they might not have so many cuts with the cane instead.The journal to which I have before referred, is, I am told, most strongly opposed to all corporal punishments, as being degrading and brutalizing.I must confess to thinking that there is a great deal of sentimental nonsense talked and written on this score.If I were not a school-master, I could, I imagine, build a very pretty rose-water theory of discipline, in which the rod and other such punishments would entirely disappear ; but my experience leads me to think that I should violate my principles as soon as I came to put them into practice.Not that 1 approve of the indiscriminate use of the rod in the class-room—the effect in the hands of most men is very pernicious, though the-patient temper of the few may well be trusted.There are boys to whom the rod does a moral injury, there are others whose natures seem to require it.To discriminate wisely is our difficult but imperative duty ; and this duty is rendered doubly difficult by the necessity we are under of both being and appearing just.If half-a-dozen boys have committed the same offence, they will think it very unfair if the same punishment is not given to all : and yet the punishment set, say it is so many lines, may take one boy four times as long to learn as it will another.In such a case it is wise to be unfair in order lo appear fair ; but with single cases the boy’s nature and capabilities should be taken into account.A disgrace which will cause one boy’s amusement, will break another boy's heart.1 can call to mind a remarkable and somewhat amusing instance of the ignoring the differences of natures.Some 20 years ago I was at school at a fashionable watering-place in the south of England, and in the same town some near relatives were being educated at an " Establishment for Young Ladies.” On more than one occasion I spenl the evening with them, and I recall with singular pleasure—for now, even as then.I love this world’s sweets—the brimstone and treacle which came round at prayers for the moral and physical improvement of all.I sav 11 moral improvement" advisedly, because such was the simplicity of the regime which obtained in this school, that when a girl was fractious or had scored a certain number of bad marks during the week—I believe the cause was not taken into consideration—a dose of Gregory Powder was prescribed for the delinquent.One smiles when one thinks of this piece of quackery, though for my own part 1 suspect that, from the quantity and quality of the exercise then in vogue at girls’ schools, in nine cases out of ten the supposed cause of the misbehaviour was the true one.Let me now say a few words on a more serious form of punishment—expulsion.The question as to whether a boy ought to be expelled from a school or not, G often a most difficult one to decide.The gain and loss to the school have to be weighed against the gain and lost of the individual.It is so important a matter from all points of view, that 1 think in most cases the Head Master will do well lo consult his Assistants—his own conscience will thus be set at rest, and a mistake will seldom he made.A despotic Tory friend of mine used to a very summary mode of procedure.If a boy came to him who seemed inclined to break the rules of his 122 THE JOURNAL OF EDUCATION [August, 1876.house occasionally, and to be a somewhat idle disposition, he used to say that his school was not a reformatory, and that the offender had better go.I cannot reconcile myself to the belief that the Sage quite did his duty.To find really good artificial punishments, is no very easy matter.Detention, learning by heart, writing lines, and such like impositions, are all open to the objection, that they deprive boys, and sometimes masters, of exercise, and therefore often increase the evil which they are designed to remedy ; for worry and oyer hours of work produce dulness and nervous irritability, in both master and boys.Writing lines is open, too, to tlie objection that it spoils the handwriting.This may be obviated by letting the quality of the writing count as quantity—a plan I have heard suggested dy Mr.Quick.Suppose, for instance, 500 lines have been set as an imposition ; it is given up in batches of 50.and, according to the style of writing, each batch is valued at a greater or less number than the actual quantity.Another plan which is sometimes adopted, is to set so many pages of roundhand in a copy-book— this cannot very well be scamped.If the system of detention pur ct simple be adopted, I am of opinion that it is most effective when a number of boys are kept in silence without the consolation of even a lesson book ; the being compelled to sit perfectly idle without a chance of going to sleep, is most irksome to boys.I mention this plan without recommending it.There is, however, one form of punishment to which the preceding objections do not apply, and that is drill under a sergeant for an hour or half-hour, as the case may be.This has all the advantages of detention without depriving boys of their exercise ; indeed it is physically advantageous.And now let me add a few words regarding ourselves.Let us take care that all our orders arc reasonable, and not lay on our boys’ shoulders burdens greater than they can bear.Let us be firm, consistent, and unflinchingly just.Let us, if we would have a mastery over others, have a perfect mastery over ourselves—not only over our tempers, but over our tongues.One ill-advised sarcasm may cause more ill-feeling than any amount of impositions.Let us, at all times, beware of behaving as passionless instruments when punishing the wrongdoer ; by so acting we deprive the punishment of more than half its sting.Let us be kindly affectioned to all ; but while affection alone is our true guide for younger children, unwavering politeness is a neverfailing check with elder boys.In conclusion, I would claim your indulgence for a somewhat rambling paper, which of necessity has been put together at odd times.But for an event, which we all alike regret—the death of our friend.Professor Payne—I should, I am sure, have been able to have offered you something more worthy of your consideration.It was his intention to read a paper himself on School Discipline, had not illness prevented him ; and after I had been asked to undertake the subject, I was contemplating a visit to him to learn his views, when 1 heard that he was no more.I share with you the feelings of regret at the loss of socarefull a thinker and so earnest a man ; but, as an old pupil of his, I claim to 1'eel a greater loss.To me he was ever all kindness, all gentleness, and by his death has been snapped a tie ol such sort as can never be re-woven into my life.His example of persevering industry, of burning enthu-siam, stands brightly before us ; and so firmly has he impressed on the minds of those who knew him the maxims of the science he so dearly loved, that of no man more truly can we say, “ lie beiilg dead yet speaketh.”—The 'Educational Times.SCHOOL EXAMINATIONS.School of (lie Protestant School Commissioners— The Model School, Catholic Commercial Academy, Ac., Ac.Yesterday (29th June) was a busy day for those in charge of departments in the various city and suburban educational establishments.The schools of the Protestant Board of School Commissioners have taken a new departure from the time-honored system of examinations and taken the time-saving plan of holding the exercises cn bloc.Victoria Skating Rink was engaged for this purpose, seats were provided, a platform raised at the far end, and altogether the preparations were on a large-scale, more than three thousand young pupils being, present.In the Model School, the Catholic Commercial Academy, and other institutions reported below, the proceedings were of the ordinary character, but characterized by increased interest shown in the large attendances.PROTESTANT COMMISSIONERS’ SCHOOLS.Ncarlij Four Thousand Children Assembled—Dorchester Street, the French, Sherbrooke Street, Panet Street, British Canadian, Point St.Charles, Mill Street, Royal Arthur, Grace and Ann Street Schools take part in the Distribution of Prizes.Yesterday morning, between the hours of nine and ten o'clock, the children under the jurisdiction of the Protestant Board of School Commissioners assembled at their respective schools, prior to proceeding to the Victoria Skating Rink, to take part in the distribution of prizes.Each school, under control of its head master and teacher, was provided with vehicles to convey the children to the Rink, and the sight cn route was an exceedingly interesting one.On arriving at the Rink, the scholars filed into the places allotted to the schools, temporary seats having been erected for the purpose, and the name of each school indicated on large placards, enabling the teachers to find their places without any confusion.Shortly after 10 o’clock the chair was taken by Principal Dawson, LL.D.F.R.S., &c., and on the platform were Professor Robins, Superintendent of the Protestant Commissioners’ schools, the Rev.Messrs.Welles, of the American Flock of Knox, and Garden of Olivet churches, Mayor Hingston, Aldermen Stephens, Holland and Clendinneng, Mr.Dunkin and Mrs.Dunkin, of Point St.Charles school, Dr.P.Kelly, Mr.Lunn, Mrs.Scott, and many others.The Rev.Mr.Welles, of the American Presbyterian Church, opened with prayer of thanks to the Almighty for the many blessings enjoyed by the children, and expressive of a desire that their after lives should be now moulded in the schools in a direction that would be to Him a glory and thanksgiving for His tender mercies.Principal Dawson's opening remarks placed the number of schools, inclusive of three High Schools, two Hebrew Schools and the Art Schools at 16 ; number of teachers in High School 9, Preparatory High School 6, High School for Girls 15, Hebrew Schools (paid for by the Protestant Commissioners) 2, Art School I, and City Schools 81 ; total, 112.The number of pupils lie stated as follows ;—High School 179, High School for Girls 162, Hebrew Schools 87, Art School (variable) say 75, City Schools 3,11 i ; total, 3,825.Commenting upon the numbers in the City Schools, the speaker hoped August, 1876.] FOR THE PROVINCE OF QUEBEC.1-23 next year tlio number would reach 4,000.He went on ; to speak of the organization of the schools in compli-, inentary terms, alluding to Mr.Lumas, one to \\ horn the children and friends of education owed much lor the success of the school System, and whom they had therefore reason to thank.Aid.Stephens’ presence on the Board of School Commissioners, lie was Sure, augured well fqr still greater success.Dr.Jenkins, another member ol the Board, was absent in England working for their interests, and another of the Commissioners, the Rev.Dr.McVicar, was absent attending to the»business of the church, but not unmindful of them in doing so.In this connection Dr.Dawson alluded in the strongest terms to Dr.McVicar's untiring zeal and energy in his duty as a member ol the Board, but tor whose labors the Commissioners’ schools could not have reached their present efficiency, lie had heard a fortnight ago that there was to be a change in the Board, and that Dr.McVicar was to lac removed.^ He trusted that such was not the case, as Dr.McVicar would be a great loss to the Board it taken from it.His great experience and devotion to the cause of education could not well be done without.Alluding to the system and organization of the schools he pronounced Professor Robins as one of the foremost managers of education in Canada or any other country (prolonged applause), and the pupils owed him a debt of gratitude they could never repay- And then the noble armv of teachers.To their efforts was due the fact that scholars in Montreal had in their possession elements of an elementary education that no other country could surpass.I he prizes that were to be given away were a gratifying exhibit of the success of the teachers’ efforts, and were a uniform test of the year’s work done.lie did not wish it to be supposed that the prizes were the main thing in the exhibition.They were subordinate to the showing that another year's work in the grand educational system of our Canada had been done, and done well, as the exhibit showed.Applause.) Dr.Dawson then presented the prizes to the successful children filing along the front of the platform, and being introduced by the head master of their respective schools, commencing with Dorchester Street School and ending with the Art School.During the process of giving prizes the children united in singing “ We Are Coming, Happy Children, and other school songs.THE I'RIZE LIST is a long one, and the scholars came filing past the chairman, who gave each little one the prize allotted to him or her as the case occurred, lhe following is the list :— Note—To avoid repetition the names of subjects ol study are abbreviated as follows : A for arithmetic, g p for general proficiency, r for reading, sc for Scripture, punc for punctuality, wr for writing, die for dictation, goog for geography, Fr for French, geom for geometry, .tig for algebra, gram for grammar, mor for morals, Bat for Latin, h for history, mu for music, men for mensuration.DORCHESTER STREET SCHOOL.FIRST PRIMARY.Ellen Mortimer, R; George Donaldson, Wr ; Robert Donaldson, Sp and G P ; E Arless, A, Punc ; A McShane, Se.SECOND PRIMARY.G Arless, R, G 1‘ ; Henry Colin, Wr, Sp and Fr, G P ; Flora Brown, Se ; Fan Le Messurier, G P ; F Pridham, Punc ; a Sutherland, Punc.FIRST INTERMEDIATE.Elizabeth Pridham, R; Ida Graham, Wr; A Taylor, Sp, A, 1st G T ; C Sutherland, Punc; A Hillman, Punc.SECOND INTERMEDIATE.Josephine Belair, R ; Jno Darling, Wr, Pnuc; Isabella Dodd, Gram.SHERBROOKE STREET SCHOOL.FIRST PRIMARY—DOYS.John liingland, R, A, Sc, G P: J Parker, A ; J Robertson So and second G P; A McDonald, Punc; J Burrows, tunc, It Rogers, G P, first.FIRST PRIMARY—GIRLS.Euphemia Ritchie, R ; Martha Carswell, Wr and Sp ; Augusta-Austin, Wr : Agnes Kempt, Sp.G first; Laura I.abelle, i une ; Ella Brown, Punc ; Fanny Wiggins and Margaret .• i , first; Carrie Higham, G P, second.SECOND RRMIARY—DOYS.Charles J Robertson, A, G, P, first ; WBennett A ; D Phillips and G Fletcher, Sc; Thos McGuire and Alexander McKeown.Punc; F Thompson, first G P; D Phillips and llios Carlyle, second G P.SECOND 1'UIMARY—l.MILS.Sara McLaren.R; Alice Wilson , G T.second ; Margaret Cassidy and Nellie Gibson, Wr; Esther Clarke, w*p, *1, » first; Ada McGown, Sp; Margaret Cowan, A ; Margaret Darling and Kellie Collins, Punc; Laura McLaren, G P, first; Jane Bremner, G P, second.FIRS T 1N T EI i M11DIATH—150YS.W Mussen, Sp; E Barlow, A, Sc, Punc; E White, Punc; George Flannigan, G P, first; G Armour and A Martin, G i , second.I ll\S I INTERMEDIATE—omi s.Rachel Heron, R; Mary Riva, Sp ; Eliza Gregg and Annie Dillon, Wr, Ellen Kempt, Sp, Geog, Punc, G P, first ; Elsie Philbin, A; Ella Lancaster, Sc; Eugene Gallet and Eveline Hone, Fr ; Catherine Pete, Punc ; Mary Robinson, Punc and G P, second ; Louisa Phymister, G P, second.SECOND INTERMEDIATE—ROY S.W Lavers, Punc; K Falconer, G P, second.SECOND INTERMEDIATE—GIRLS.F Iligham, R; Annie B Denovan, Wr; Eliza Graham, Sp ; Grace Darling, A, Fr, Gram.G T; E Kemp,, Sc, Tunc, G P, first; Sarah James, Geog.FIRST SENIOR — BOVS.Alfred LeMcsurier, Sp, II, Alg ; Urquhart Colqulioun, L i t, G P, second ; W Peat, Punc.FIRST SENIOR—GIRLS.Elizabeth Connor, R, Sc; Margaret Blair, Wr, Geog, Geom; Carrie Roy, Punc.SECOND SENIOR—BOVS.John G Campbell, R, Wr, Sp ; Geo Falconer, A, Mens, Fr, Geog, Lat, Alg, Geom, Punc, G P, first; Hugh Cowan, 11 ; Isaac Hargrave, Punc and G P, second.SECOND SENIOR—GIRLS, Jessie LeBeau, Mor, Gram, Physiology, Mu, G P, first; Agnus Gilmour, Punc.PANE L’ STREET SCHOOL.SECOND SENIOR CLASS.Punc.MUST SENIOR Jemina Roger, A, Sc, Alg r:m„ W Zip GeO; Hr Geom, II, Gram, Lat, G P; Sarah Little, W, G P, Geo ; Katie Ried, Sp, Punc; Rachael O’Connor, R • Herbert Thompson.R, Punc .A McNaughton, Sp ; A Wick-ens, second G P ; E Charton, W, Fr, G P, Geog ; John Trudeau Sc.SECOND INTERM3DIATE—GIRLS, Annie Kcnnesten, Fr, Geo, Gram, G P ; Jennie Whiting, R, Sc; Louisa Philips, A; Mary Nelson, W ; Anna Bulling Sp ; A Roberts.G P ; Mary Ennis, Punc. THE JOURNAL OF EDUCATION [August, 1876.BOVS.o°lm1îIattO'1’ Sp, Sc, Gram, G P ; W J Kyle, W, A, Fr, G P ¦ A C Bulling, Geo ; C E F Bennett, K ; J 0,Connor, Pune! FIRST INTERMEDIATE—GIRLS.aRo4ge^> Fr> G r- Tunc ; C McDonnakl, Sc, Geo, G P-K, PuncU1S’ A 5 1 lol'cnce Warren, W ; E Robinson, Sp ; M Taylor, BOYS.Allan Golinson, A ; Albert Mason, Geo: \V Skellv AV G I’ second; E Gallagher, Pune., l ., SECOND PRIMARY—GIRLS-FIRST CLASS Ida Ward, Hune; AV Houghton, Pune; W Spooner, Fr, (i 1* Florence Taylor, A ; Annie Littlehales, Sp, G P.ROYS.r.mJi'l'bS'oS/g0!0 iw'!' ».«•» w, 1W?S'£X, o’ ** «'>»»5“,U'.Joseph Ploniendon, Pune; John Lowe, G P ; W Smith, G P.rmST PRIMAR,\—FIRST CLASS.Eva Greaves, R Sc, G P; Rachel Neill, Sp, G P ; Maria Shin-pel, Pune; F Sa ville, AV, A, G P, Pune; J Tyrrell, G P 1 SECOND CLASS.AfnanuL Unhie’ li\ Mary Laruc> A i Emma West, Sp ; Maggie McAl stm, Tune; Florence Sewoll, G P ; Maud 11 Dawes, GP ; Frfd t/sZcrt’G r ln‘n£ m’ Wr’ G P i Chas Holmes, Punc;’ IJIUriSH AND CANADIAN SCHOOL PRIZE LIST.FIRST PRIMARY—CIRLS.Ellen Cairns prize in A and G P, 1st ; Janet Johnson, A and p 1 Xte Pf?Ty’ Raud ti p.-nd ! Elizo D’Olier, G I, 1st, L\el>n Orr, G P, 2nd; Mary Simmonds, Sc ; Annie ,r.?S,°rn' UnCiVCatRt;rlne Sinnnonds.AVr; Alice Wins, Sc; .Ri gt ir.Klson, Die ; Margt Rankin, Punc ; Maria Ferguson, G P, 2nd ; Bannie AViggins, Punc.first mi MA n Y—HOYS.Aubrey Eneas A and G P, 1st ; AA'ni Cunningham, It, Sc, Die RCnftCoaAfflttl i“nw! COa U! C;ath°l3- G T, 2nd ; Jas Sutherland’, R Geo Matschke, AA r ; Malcolm Ross, Die ; Samuel Usher-wood Punc : Henry Hubbert, AA r ; John Manuel, Punc ; John Smyth’ SECOND PRIMARY—GIRLS.Mary Agar, Sc, A and G P, 1st; Alice Fonter, A and G p l =t ; Henrietta Shepard, G P, 2nd ; Harriet Snepard, G p, 2nd ¦ Georgina Stanfield, R.r ’ ’ ’ second primary—CinLS.I rMiGORVa^n'Vr VrEmily Pclland’ TO Ellen Jay, Punc ; Isabella Ciaib, K ; Ellen Henderson, AVr ; Elizabeth Eishop Sc’ Mary Lawrence, Die ; Ellen Law, Punc.’ 1 SECOND PRIMARY—BOVS Wm Schofield Sc Wr, and G P, first ; Thos Walster, Dio and ¦ t P, second ; AA m Bell, A, Die and Punc : Edwd Foote, R and Punc ; Robert I-oster, G P, second ; David Murdoch Pun ¦.FIRST INTERMEDIATE—GIRLS.El*® Lawrence, Sc and Die ; Louisa Sexton, G P, second • Emily Cunningham, R ; Florence Radford, Wr • Florence Dowling, A ; Hannah Robinson, Punc.FIRST INTERMEDIATE—UOYS.Frank Crossley, Sc, Geog and G P, second ; John Lane Wr and Punc ; Edward Lamb, A ; cas Miller, R ; Win AVatson, Die.SECOND INTERMEDIATE—GIRLS.Ellen cole, A, Die, Geog, Gram and G P, first • Eliz Cook.R Ur, Punc and G P, second ; Jane Pcacook, 8c and AVr.SECOND INTERMEDIATE—ROYS James Suttle, Geog and G P, first ; Alex Tolmic, Die and G P, second ; Joseph Barck, A and Fr ; George Hunter, R ; John Boyd, Sc ; Edward Broders, Gram ; Alex Thomas, Punc.SENIOR—GIRLS.Louisa Ode A, Mor, Punc, AVr, Geom, Alg and G P, second : Eliza Cathcls, Gram, Lat and G P, first ; Aland Herring, R.FIRST SENIOR—BOVS.Charles AVitbycomb, Die, H and G P, first ; Charles Ross Punc.’ ., SECOND SENIOR—GIRLS.i>m i?TrUa Nr’î-iV'^V’, Lat> Tunc and G P, second; Helen Koike, Mu ; Matilda Wilson, AVr.AA llham Studer, R, Die, Geog, li, Alg, Mens, punc and G P, ;, „r§e Eorke, Physics and Physiology, Mor and G P, second ; Rudolph Raphael, Fraud Punc ; AVm Thompson, A.POINT ST.CHARLES.MUST TRIMARV—ROYS.Punc03 S CülU0’11 W,SP and 0 T, second ; John M.Turnbull, FIRST PRIMARY — GIRLS.* m j n'ultal’ R ’ Emily Goudie, AV ; Minnie Mattey, Sp : Maud Patterson, Sc ; Euphemia Law, Punc and G P, first ¦ Rachel Anderson, Punc ; Susan Price, G.P, second.SECOND PRIMARY—BOYS.George BCurrie, It j Robert Abraham, W ; John J.Cuthberfc, /.T !, '' “ Robertson, A ; Michael O’Brien, rune ; Jno AVm Clarke, G P, second.SECOND PRIMARY—GIRI S.Mary A Kinnister, R, S, A ; Elizabeth Morton, AV, G P, first ; Elizabeth Bean, A; Christina K Turnbull, Punc; Mary A Myers G P, second.’ FIRST INTERMEDIATE—BOYS.Arthur AA Hostler, R, \\r, G P, first ; James Anthony, Sp, () P, second ; AA'm Sprinklin, A ; AVm K Turnbull, Punc.FIRST INTERMEDIATE—GIRLS.Sarah Powles, R ; Alfreda E Baccr, AAT, Sp ; Eliza Deig, A ; Sarah Robertson, So, Fr, G P, first ; Annie Dickson, Geo- G 1’ second ; Elizabeth AVry, Puni.’ SECOND INTERMEDIATE—ROYS.n,AI «C-d W JIaydcn’ R> Sc> Gmb G T, second ; Alex Gibson, "r; AVm G Rainsford, Sp, A, Geog, G P, first ; Samuel Hall, rune.SECOND INTERMEDIATE—G IRLS.Janet B Carmichael, R, Sc, G P, second ; Henrietta Wood, G Bp, A, Gram, G P, first : Mar}' E Laing, Geog, Jennie Ogilvie, Punc.FIRST SENIOR—BOYS.Wm J McGuire, Wr ; Thos Moisey, Sp ; Thos JMteiLuii, II : J Marks, Alg and Punc ; Albert II Ellis, Punc.FIRST SENIOR—CIRLS.Maggie Currie, R, Tunc.SECOND SENIOR—DOYS.Henry Cockiield, R, Sp, A, Fr, Gram, H, Alg, Geom, Mu, Punc, G I1, first ; Samuel Upton, AVr and Botany.MILL STREET SCHOOL.FIRST TRIM ARY.Charles Smart, R, AAT, Dictation, A.Punc, G 1>, first ; Stephen •Jones, Sc, G P.second ; Mand Lewis, Sc H, G P, second.SECOND PRIMARY.Charles Ellcott, Dictation, A, Sc.H, G P, first ; Robert Jones, R, AVr, Fr G P, second ; Robert Melndoe, Punc ; Editt Jones, li, AVr, Dictation, A, Punc, G P, first ; Isabella Robinson, G I’ second ; Libby Basham, R, AAT, Dictation, A, Sc.G P.first • Jessie Imrie, Punc.FRENCH SCHOOL—FIRST YEAR.Augusta Castier, Octave Mollet, Alphonse Fournit, Pierre Caraulette, Antoinette Caraulette, Marie Hutton, Jeanne Durand.SECOND YEAR.Dominique Viatons, Emile Ste Marie, Joseph Rouke, Eliza Corneau, Valerie Girardin, Leopold Caraulette, Alice Doudiet, Eva Ste Marie.All the above, prizes for general proficiency.ROYAL ARTHUR SCHOOL.FIRST PRIMARY—FIRST CLASS.1 Annie Brown, IstGP; Ellen Spellsey, Punc, second G T; ^.ia,„.,.,iv.u.r.i~,tG P ; Jas McKinnon, Tunc.- ~ O- 7 -tjaa-wa > |A^AiOY_.J , X UliU,, OLiL-VDl j Dither McQueen, 8c ; Howard Noble, R, UtGP ; JasM< ; A, Sc, second G P ; AATlliam AVilsom, AVr, Sp ; AV Nich, FIRST PRIMARY—SECOND CLASS.! Julia Holland, Sp, Punc, 1st G P; Abigail Uazclv, Wr; Florence Tester, A ; Chas Punzier, A, Sc, 1st G P; Geo Perkins, ; R, 2nd G P ; Thos Denovan, Sc ; Eric Hovey, rune.SECOND PRIMARY—FIRST CLASS.I Maggie McNonald, 1st G P ; Sarah Stentson, 2nd G P ¦ August, 1876.] FOR THE PROVINCE OF QUEBEC.125 Maggie McKay, Pune: Chas Walsh, 1st G P ; Samuel Cunningham, R, So and G P; Ingle Ilovey, Wr, A; Patrick Treliven, Pune.SECOND PRIMARY—SECOND CLASS.Louisa Punnicr, Wr, Fr, A, 1st G P ; Jessie Houston, 1!, bp, A and G P; Kate McKinnon, R, Pimc; W Barber, 2nd G P : H Brown, Pune; Thomas Akin, A ; Alfred llowell, A.FIRST INTERMEDIATE—GIRLS—FIRST CLASS.Nellie Nosworthy, Fr, A, Pune, first G P; Carrie Cleany, Wr, Goog, second G P ; Lizzie Jackon, Sp, Sc ; Maud Mathews, R.jrllisi INTERMEDIATE—110YS—FIRST CLASS Sidney Smiley, R, Sp, Fr, A, Pune, and first G P ; It Vincent, second G P; Henry Daoust, Wr, Fr ; Arthur Horsfell, Sc.FIRST INTERMEDIATE—SECOND CLASS—GIlll.S.Victosia Smily, Wr, Sp, Georg, Sc, Pune, first G P ; Ida Morrison, A, second G P; .Jessie [McFarlanc, R, Sp ; Lilly Smily, Fr.SECOND INTERMEDIA I E—CIIILS.Isabella Corner, Sp, Gram, Fr, Sc, Pune; first G P; Maggie Xiblo, R, A,'Pune, second G P; Jessie Mitchell, Wr.SECOND INTERMEDIATE—110VS.Joseph Brown, Geog, first G P ; Neil McKenzie, Sp, Sc, 2nd G P ; A Copie Wr, Fr ; F Selway, R, Pune.FIRST SENIOR—UIRl.S.Lilly Clark, Gram, A, Geom, Mor, first G P : Maggie Bower, j second G P ; Kate Waldie, Lat ; Viola Hollann, Pune, and fourth Drawing; A Swift, R; A Stephen, Sp, Geog, II.FIRST SENIOR—HOYS.William King, R ; James Currie, Pune; Alex Mitchell, Geog, Wr ; F Kay, Sp.SEUON1.» SI.MOU—G ILLS.Kate Rrikmau, R, Wr, Sp, Gram, A, Georg, Pune, first G P ; Sarah Turner, Botany ; Alice Stafford, fourth Drawing.SECOND SENIOR—HOYS.J Barry, Mor and Pune ; H Smith, R, Sp ; D Brooks, Geog and Botany ; J Ramsay, Wr.GRACE CHURCH SCHOOL.FIRST IT, 1MARY—HOYS.G P, George lloartly; R, M Rutherford ; Sp, James Ford : Sc, John Lowe ; Pune, Jno Rutherford; G P, John Thompson FIRST PRIMARY—Gins.G P, M Findlay and Jessie Prydc ; Wr, Margaret Webster ; A,—Cocker ; Pune, Fliza Miligan.ANN STREET SCHOOL.FIRST LIST—FIRST PRIMARY—GI1U.S.Maggie Dixon, R, Sp, Sc, first G ?; Eli,rabothBrown, Wraud first G P ; Marion Allan, Wr, A, and second G P ; Emilio Crowley, Pune and first G P ; Mary A Jones, A and second G P; Jessie Dansey, R; Mathilda Reid, Pune; Barbara Carson, Pune ; Mary Hamilton, second G P.FIRST PRIMARY-HUY.'.Win Dodds, R and first G P ; Win Harvey, R, Sp, A and second G P ; Alex Bowles, Wr and G P ; George Ilamley, first G ,P ; Frank Currie, Wr ; James Roxborougb, Sp ; Arthur Cunningham, A; Ernest French, Sc; Angus McQueen, Sc; Çlias Smith, Sc; Andrew Elliott, Pune; Franck Norman, G P; John Lindsay, G P.SECOND PRIM ARY—GIRLS.Mary Robinson, R, A and first G P ; Elisabeth Hazely, Wr ; Lydia Faulks, Sp ; Jennie Pagan, Pune; Nina Rennie, second G P.SECOND PRIMARY-HOYS.Wm White, R S.and first G P ; Jas Smith, A.Sc ; Chas Crofts, Wr ; James McKenzie, Pune; Orlando Norman, second G P.FIRST INTERMEDIATE—GILS.Mario Thepault, Wr, Fr, Geog, and first G P ; Augusta Fabien, A and second G,P ; Euphamia Allan, R ; Elizabetli Pitts, R ; Jessie Dunean, Wr ; Emily Brown, Sp ; Edith Gressard, Pune; Catherine Lappin, Pune ; Mary Herron, Pune FIRST INTERMEDIATE—HOYS." Albert Nicholson, Wr and second G P ; James McDougall, Sp and Pune; Alexander Pringle, R ; Frank Holiday, Sp , John Holiday, A ; Hugh Convey, A ; Geo Mountain, Pune.SECOND IN TER M EDI ATE—G ILS.Isabella Finlayson, A, Sc, Geog and first G P ; Eliza Clinic, R; Mary Duncan, Wr ; Maria Sharp, Sp ; Mary Mitchell, Fr ; Lena Millan, Pune ; Quenten Muir, G P.• SECOND INTERMEDIATE—BOYS.Joseph Tees, Gram, first G P ; John Gordon, Pune FIRST SENIOR—GIRLS.Martha MeMufdy, Wr and Sc; Georgiana lies, Pune.first SENIOR—BOVS.Donald Fraser, li, Alg, Geom, first G P : Duncan Finlayson ; Sp; Henry Stephen, Pune.SECOND SENIOR—GIRLS.Elizabeth Cuttle, A, Sr, Gram, and second G P ; Catherine Gardner, 1! ; Elizabeth Goodfellow, Sp ; Christina Loss, Pune.SECOND SENIOR—ROYS.Hugh More, Wr, Fr, Geog, Alg, Geom, Mens, Botany, Pune and first G P; Alfred Barlow, Mens, Geog, Gram, Lat, H, and first G P ; James Rutherford, second G P.THE JOHN FTIOTHINGHAM MEDALS were then awarded to the two highest pupils of the British and Canadian School, Miss Christina Galt and William ludor being the successful candidates.As they came on the platform they received a burst of applause from their schoolfellows, the money prizes for drawing were then given by Mr.Lunn.MAYOR HINGSTON delivered a brief address, congratulating the teachers and scholars upon the gathering, he saw belore him.Vs far as his eve could reach, lie saw numbers of well dressed, healthy and happy children, and no one could look upon them without acknowledging the sight ol a complete refutation of the charge of unhealthiness laid against our city.He assured the children also that tlicv ought to be thankful for the circumstances in which Providence had placed them in that they had an opportunity for a capital education thrown open to them but a few steps from their houses.In his (the Mavor's) younger days, schools were not so plentiful, and a walk of three or four miles was often the portion of[lhc scholar of that time.He closed by wishing them one and all—teachers ana scholars—a hearty enjovment of (lie holiday season.Dr.Dawson then announced a holiday in all the Commissioners schools, in order to 111 low the cliildieu and teachers to attend the McGill Normal School examinations to-day.He also thanked the G.1 .L.b.n the free use of their cars in carrying the scholars tu the Link.The national anthem then concluded the day s programme, 1 lie arrangements throughout \\ ere c.u i ied on ^successfully, and the vehicles provided lor the conveyance of t he children from their respective schools to the place of gathering were admirably managed.The accommodations for the press were not thought of, however, and it was only through the thoughtfulness of Aid.Stephens that seats were provided on the platform in rear of the speakers, where hearing was next to impossible.The gathering on the whole, however, was surprisingly successful, when the large number of children is considered, and Professor Robbins and his staff have reason to be congratulated that everything passed off so well in this experimental and inaugural gathering of the city schools.Itlodel School.The examination ol pupils took place yesterday morning, and in the evening the prizes were distributed in the upper hall of the McGill Normal School.T he hall, as is usual on such occasions, was tilled to overflowing with visitors interested in the occasion, and there were present Principal Dawson, LL.D., F.B.S., ike., Professor McGregor, T.Hicks, head master, and Professor Fowler in charge of the musical department. [August, 1876.THE JOURNAL OF EDUCATION Principal Hicks delivered the opening address briefly congratulating the children and teachers upon the work of the past year, and suggesting increased efforts and the necessity of enlarged accommodations for carrying on the work of education in that department to meet the constantly increasing demands which an ever increasing and prosperous population demanded.The prize list of the primary department, under Mies Sloan, was then called up, each pupil receiving his prize, after which singing was led by Professor Fowler.The girls’ primary Department under Miss Swallow was then called upon to receive prizes, each pupil tiling up and receiving her prize amid the applause of her classmates.Some more singing and then the prizes for the advanced classes of boys under Mr.T.Hicks were given.After more vocal music from the whole school.Principal Dawson made a few remarks dwelling upon the early history of the school and the remarkable speed in the elementary branches of education that had taken place since it opened.He was glad to see the proficiency attained by the school in general, and directed the scholars never to forget the debt of gratitude they owed to the teachers and Professors in charge of them.The following are.THE PRIZE LIST.Note.—The following explains the abréviations necessary to condense the list R, Reading ; F, French ; G H, General History ; E H, English History ; E, Etymology ; E G, English Composition ; Cr, Credit Marks ; G, for Geography ; Gm, for Geometry ; A, for Arithmetic ; H C, for History of Canada ; Gr.for Grammar ; Sp, far Spelling ; Al, for Algebra ; L, for Latin ; W, for Writing ; P, for Physics ; M A, for Mental Arithmetic ; P.for Punctuality ; T, for Tables ; C, for Conduct ; R, for Regularity ; D, for Drawing ; G I, General Improvement.Primary department—Senior section.Fifth Class—W, G, C, R, P and A ; Susan Bastian, T, Fr and C ; Lizzie Lawrie ; R, S and C ; Minnie Cooper, W, D and C ; Thos Cooper, P, and C.Fourth Class—Annie Baylis, W and C, Florence Linton, R and W ; Willie Walkley, R, A, T, H, G and F ; Zilla Clyde.P and G I ; Eddie White, P; Jas Boyd, D, A, W and C.Third Class—Johnnie McDougall, A, G and n ; Miles Grant, W and Ü ; John Myers, S and P ; Horace Duval, P ; Chas King, P.Second Class—Joseph Barlow, D.A, T, G, H, P and c"; Annie Murray, R, W, F.P, D, A, C, R and P.First Class—Lily O'Gradv, W, D and II ; Nancy Michaels, S, T, F, F, and R ; Willie Nichols, S, T, G, F, C and R ; Jessie McBralnev, S, R and C.Junior section.Fifth Class—Thos Weir, S, W and R ; Fred Cooper, T, C and P; Willie Duke, A and R ; Harry Cleghorn, S, T, G and R.Fourth Class—Clara Bastian, S, T, A, G and C ; Lillie Hart, S, T, C and P ; John Starke, S and T ; Lizabelle Graber, S, P and R.Third Class—Alice Barlow, T, A, G, W and P ; Isabel Cameron, S and T ; Samuel Linton.S and T.Second Class—David Grant, S and A ; Tommy McMann, T and R ; John Randolphe, C and P ; Jessie Greer, S and C.First Class—Henry King, S, T, A, W and P ; Fred Gross, S and A.Boy's advanced Department.Advanced Class—James Allan, R, F, G H.E H, Ety, E G.Abraham Greenberg, P, A, G, Gm, Book-keeping.Walter Turner, Th, A, P, G, H of C.Dunbar Browne, Gr, E H, Al, L.Edward H Hamilton, W, D, Physics.Duncan D McTaggart, M A and Al.Senior division.l entil Class—McLeod, 8, Ph, Pr A, P, G, E, II and G.Olsen, R, Th A, M A, Phys, G.Swan, D and M D.Baker, C M in Prac A, Cooke, G and F.Ninth Class—McPherson, Th A, M and Pr A and G.Ruston, R, S, P.P G, E H.Lloyd, C M and M D.Chadwick, F and C.Eighth Class—Bowles, R, E C, P, TKA, M A and Pr A.J Ogilvie, Sp, W, E C, P G, Gr, E H, G and M D.D Ogilvie, II, D and C.Intermediate division.7th Class—Barlow, G and C ; Michaels, D and C ; Dresser, Sp, W and Map drawing ; Bradv, M, A and G ; Deles Ddrniers, C, and H of C.4th Class—D Friedman, II.W and Map drawing ; Murdoch, E.C, A and G ; F Brawn, G, H of C, and C M ; A Friedman, R and S.f)lh Class—Lee, D, A and G ; Murray, G and Map drawing.4th Class—Thompson, D and G ; Warrick, W, Map drawing and C M ; Hasley, R, H of C and F ; Hersch, A, G and C, Juniors.3rd Class—McCrudden (S J), A and C M ; T MeCaw, R, Sp and G ; V Marlin, M, A; G and F.2nd Class—Wm Bristowe, G and G ; Wm Greer, W and D; Win Marchbank, Sp and F ; R Cookc, C M and A ; Meyers, Sp and G ; Ogilvy, M A, A and C M.1st Class—Myers, Sp, Gr ; John Ogilvy, M A and Cr.Girls’ Department—Junior division.Class 1—A Kydd, Wr, C and sewing; Maria Graber, P.Class 2—Susie Welsh, Wr, C and G ; Isabel Reed, M A, C M, C and P ; Maggie Longmore,.D and Sewing ; Annie Maltby, S and Arithmetic, Class 3—Ada McCreadie, D and P ; Rosa Silverstone, II, Wr, C, M and P A ; Annie Henry, Sc, II, C ; Grace Thompson, G, G and sewing ; Mary Jane Murray, S, Fr, C M and Punctuality.Intermediate division.Class 4—Ida Robins, Sewing Diligence and C ; Wil,ma Baltzly, It, C, G ; Lizzie Hamilton, M and Practical Arithmetic and C ; Maggie Donovan, Sp, D and Map drawing.Class 5—Dora McMann, Sp, D, Theoretical Arithmetic, Sewing and C ; Mary Cox, G and G.Class 6—Ella Sandham, F, Map drawing and Sewing ; Alice McWatters, M A and improvement ; Bertha Gross, D, C H, Sewing and C ; Martha Cooper, M and P A ; Matilda Anderson, Sp and C ; Alexandra Dawson, W and P A ; Annie McBcath, R, C, T A, G.G and C.Class 7—Helena Hart, Fr, Pune and C ; L Baylis, M A, C H and Map Drawing ; S Thurston, Map Drawing and Sewing ; Lizzie Lyster, C, T A, C, and Pune ; Emily Buchanan, It, Sp and D ; Marv Hurst, G, Gr and Credit Marks.Senior division.Class 8—Eliza Boyd, Wr and Theoretical Arithmetic ; Amelia Smith, Sp and Fr.Class D—Jessie Greenshields, R, Practical Arithmetic and Sewing ; Louisa Cowan, Wr and Fr ; Mary Weir, E H, C, Theoretical Arithmetic and Pune.Class 10—Jane Robinson, Pune and Co ; Maud Martin, R, C, Physiology; Bella Laidlaw, R, Cp, Wr, Dr; Jessie Gardiner, Fr, Pune and C ; Marion Russell, Theoretical, M and Practical Arithmetic, G, Gr, E H and Political Geography.Advanced Class—Barbara Neill, W and Al ; Julia Hurst, D and Pune ; Minnie Greenshields, Sp, T and P A, C H and book-keeping ; Katie Taylor, Sp, Fr and Al ; Sarah Misell, Hygiene and T A ; Eliza Boyd, D, book-koeping, Cr, Pune ; Ella Hilton, P and T A, C, G If, and Pune.Primary Department—Senior section.Class 4—Annio Baylis, W, C ; Florence Linton, R, W ; Willie Walkely, R, A, T, H, G, F ; Zillah Coyle, P, G I ; Eddie White, P ; James Boyd, B, A, W, C.Class 5—Edith Turner, W.G, C, R, P, A ; Susan Bastian, T, F, C ; Lizzie Lawrie, R, Sp, C ; Minnie Cooper, W, D, C ; Ellen Elliott, I , C ; Philip Pearson, D, G, C ; Thos Cooper, P, C.The Catholic Commercial Academy and the* Polytechnic School.In November, 1873, as our readers may remember, the Catholic School Commissioners of this city, with the support of the Provincial Government, established, in the same place and under the same direction as the Commercial Academy, a Polytechnic School, for the education of young men preparing themselves for the industrial professions.The institution of such a means of instruction cannot but be regarded as a great advantage to the country and ought to be welcomed by the public generally as affording an excellent opening for the ambition of those young people, the bent of whose mind does not lead them to adopt the already too over crowded professions ol'law and medicine.Quite recently the school has been endowed with the privilege of granting diplomas in Surveying and Civil Engineering, like the McGill and Laval Universities.A suggestion was made some time ago by the Principal (Mr.Archambault) to the intent that one pupil should be admitted gratis from each county—a system which has been found to work admirably in the United States.It is to be hoped, in the interest of the Province, that the August, 1870.] FOR THE PROVINCE OF QUEBEC.127 Legislature will authorize this movement, which the Minister of Public Instruction has already sanctioned.The success which lias attended the Polytechnic School since it lias been in operation gives promise that it is destined to do a great work in the cause of the higher industrial education, and renders reasonable any desire on the part of those in charge of it to extend its useful ness.Yesterday forenoon a public examination was conducted.under the superintendence of the Principal, by Professors Balate, MacDonald, Pfister and Ilaynes, in the various branches pertaining to the course oï study, including mathematics, pure and applied, physical science and linear and ornamental drawing.The results were most satisfactory and highly creditable to both teachers and taught.Among those present were the Hon.Mr.Guibaud, S.S., the Rev.Mr.Desmazure, Mr.Martin, M.P.P., and Edward Murphy, Esq., Commissioner of Education.The questions employed to test the progress of the students were by no means elementary, and they were answered by the students with a promptness, intelligence and lucidity which fully proved that their acquaintance with the subjects was thorough.The examinations in trigonometry, geodesy, and in several departments of natural philosophy, especially chemistry, were exceedingly interesting, and were evidently enjoyed by the visitors present.The time was too short, however, to admit of all the subjects being taken up, but, if they had been entered on, we have no doubt that there would have been displayed equal evidence of proficiency.Some of the drawings which we had the pleasure of seeing were executed with remarkable accuracy and finish.Want of space unhappily prevents us from appreciating them as they deserve, but we cannot refrain from mentioning a plan of Mount Royal, with the different elevations lately elaborated ; plans of bridges, of various systems, English and American ; of the Pacific Railway, with elevations, reduced from an original plan, 25 feet in length ; of the Fourth Avenue Tunnel, and of the Eddystone Lighthouse.This last is really a most praiseworthy piece of work.Of free hand and perspec live drawing, the specimens noticed were good, and we were shewn some pretty essays in chartographv.One great advantage which the students both of the Commercial Academy and the Polytechnic school possess, is the excellence of the apparatus of all kinds belonging to the establisment.The chemical laboratory has, perhaps, few superiors in Canada, and the instruments and other material for the illustration of natural philosophy, natural history (though, in some respects, as yet incomplete) are also excellent.The deficiencies, which exist chiefly in the department of geology, will soon, we understand, be supplied.In the afternoon the examination was very pleasantly supplemented by another event—the distribution of prizes not only to the deserving'students of the Poly technic School but to the pupils of the Commercial Academy.The total number in the latter at present is 291, and in the primary school attached to it, 172: these, with 12 students in the Polytechnic School, make a total of 475 persons receiving instruction at the institution.To a fair proportion of these prizes were awarded.A full list of these prizes is contained in the printed report of the Academy, considerately given by its authorities to those persons who are or ought to be most interested in its work.We may mention, however,the following special prizes : the “ Edward Murphy ” prize—a gold medal and $50,—was awarded to Napoleon Giroux, a pupil of the Commercial Course ; thc“ Comte’ prize—the sum of $50—was adjudged to Leopold Girard, of the same course ; the “Jodoin” prize—SoO—to Olivier Dufresne, of the same course ; and the “ Mayor s Prize,” (the gift of his Worship Dr.Hingston), was awarded to Peter McCaffrey, of the same course.This is the first year that this last prize has been awarded.Seventeen pupils of the Commercial Course receixed diplomas of capacity, with varying degrees of dis tine Of the students of the Polytechnic School, Mr.Emile Vanier won the first, Mr.Stanislas Pariseau the second, and Mr.Gustave Papineau, the third prize in the second year of the engineering course ; Messrs.Noel Gauthier and George Languedoc obtained prizes in the first year, and Messrs.George Desbarats and Joseph Tessier were axvarded prizes in the preparatory course.The distribution of prizes was witnessed by a large number of the parents and friends of the recipients and of those favorable to the progress of sound education.The pleasant task of awarding them fell to the lot ol the Hon.Mr.Ouimet-, who performed the duty with grace of manner, made more gracious by kindly words.The prizes were all works of beauty and value—consisting, for the most part, ol choice selections from French and English literature.Pensionnat du St.Norn