The educational record of the province of Quebec, 1 mai 1901, Mai

[" OnanLLLL LO Ore ale iv J iv J THE EDUCATIONAL RECORD OF THE PROVINCE OF QUEBEC.EEE RETRACE TES QE RE RE MAY, 1901.Vor.XXI.Articles: Original and Selected.A CAUTION TO THEORISTS.In seeking to ascertain for ourselves what forms of instruction and discipline are really operative upon the life 8 of a pupil and carry in them the germs of future growth ; iE and on the other hand what teaching it is that \u201ctouches cE only the shell and husk of his being, and never penetrates \u2019 to the sources of life at all, we do well to recur more often ; than we do to our own experience as learners.Those of a you who are young teachers are not so far removed from | childhood as to have lost the power to do this.Older teachers must supply the lapse of memory by imagination and experience.But in one way or another we should seek to put ourselves in the attitude of mind which is occupied by our pupils, to hear lessons with their ears and to see illustrations with their eyes.The elementary teacher is going, let us say, to give a lesson on some new fact in natural history.He gets together his whole formidable apparatus of blackboard, pictures, diagrams and specimens.But the testing question for him isnot « How does the sketch of this lesson look in my notes or on the board ?How will the lesson display my powers to the best advantage ?In what light will it appear in the eyes of the head master, the inspector, or the adult critic?\u201d but \u201c What should I have thought of this lesson when I was a child, sitting on that bench?How \u2018would it have impressed me?How should [ have liked it?How much of it should I have remembered or cared to remember ?\u201d In \u2014 152 THE EDUCATIONAL RECORD.like manner, it may be, he is about to select a piece of poetry for recitation.He is tempted first to think of its length, the appropriateness of its moral, the ease with which it may be explained, the sort of exercise it will give in elocution and taste.But it will be well also to put the question, \u201c How far should I have been stimulated and enriched if, at that age, I had learned the same verses?Would they have remained in my memory now?Should I, at any time in the interval, have found my leisure brightened or my thoughts raised by remembering them ?\u201d We have said that the inductive method is indispensable as an instrument of teaching; but it is not less so as a guide for ourselves in forming an estimate of our own procedure, and of the principles on which our work should be done.Education is said to be a science: but it is essentially an inductive science, a science of observation and experiment.It is not one which will be brought to perfection by the study of speculative psychology alone, by accepting what are called first principles; by walking worthy of the doctrines laid down by Co- menius, by Ascham or Quintilian or Rousseau or Pes- talozzi, or Spencer or Herbart.All such doctrines have their value, and a very high value to the professional practitioner in the art; but they do not serve alone as the basis for a science, any more than the theory of vortices, or the + speculation of Thales about moisture, or the old doctrine that all matter is composed in different proportions of the four elements of earth, air, fire and water.We must look a little nearer at the actual phenomena the school-room presents if we would arrive at a true science of education.From this point of view we may regard with much sympathy and hope the efforts which are now being made in America by Dr.Stanley Hall and Mr.Barnes, and in our country by Professor Sully, to observe children\u2019s ways and character more carefully, and to derive, if we can, practical guidance, from child-study as well as from the \u201c a priori\u201d speculations of the philosophers.Butthoughwe may regard these experimental enquiries with hope, we must not blind ourselves to possible sources of error, unless those enquiries are conducted with due caution and a careful observance of the laws of induttive science.There is a danger of encouraging introspection and self-consciousness on the part of little children, when we ask them to tell us their motives mis re tie) A CAUTION TO THEORISTS.153 or their thoughts.There is, in many of the experimental exercises, of which I have read reports, a tendency on the ; part of the teacher to ask children for their opinions on subjects on which they have never thought, and on which in fact they have formed no opinion at all.Hence he sometimes gets random and foolish answers, sometimes mere guesses and sometimes answers which are framed because the little one has some suspicion of what it is that the teacher wants.More often answers are given so various and so Inconsistent with one another that it is impossible to base any trustworthy conclusion upon them.So although the desire of many teachers to engage in child- study evinces a true philosophic instinct, we must in pursuing it guard ourselves against its dangers, and must be aware of its limitations.We must not be probing the minds of children to discover what is not there, nor encourage them to attach exaggerated importance to their .own little experiences and opinions.We must beware of unreality, of confusing the real relations which should subsist between teacher and taught.Above all we have to guard ourselves against mistaking accidental and exceptional phenomena for typical facts; against drawing general conclusions too hastily from insufficient data.When I read in American books the contradictory, confused and grotesque replies which have been so diligently compiled, I am more than ever convinced that generalizations founded on such data may often prove useless and sometimes misleading, and that they need, therefore, to be held in suspense for the present, until they shall be verified or corrected by a larger experience.Some of the plans adopted in these investigations seem to me highly ingenious, and a few of the generalizations obtained from them to be fruitful and suggestive.The experiments made in connection with the earliest and crudest attempts of little children to draw familiar objects have shown clearly how common it is to attempt to portray not what they actually see, but what they know to be there.Such experiments are most instructive to teachers of drawing and design.But when we get into the region of morals and of conduct, when we seek to measure the forces which are at work in the formation of the child\u2019s character and sentiments, it does not appear to me that the enquiries have yet conducted us to any valuable results. 154 THE EDUCATIONAL RECORD, This is not a reason for abandoning the quest, or for discouraging researches into this interesting region of experience.But it is a strong reason for caution and patience, and for resisting all temptation to accept general conclusions while the data are incomplete\u2014Sir John Fitch in \u201c Educational Aims and Methods.\u201d Price $1.75.The Copp, Clark Co., Toronto.THE NEED OF SCHOLARS.One is exasperated almost beyond measure often, in these days, by the apologetic tone which is taken about a University training, and, most of all, I think, by the reasoning which is used to justify or excuse it.Young men are told in fact, if not in form, that their brains are merchandise, and the college is the mill that will best coin them.Young men are urged to get a college education, shun as much as possible all classical training, or any other that cannot be converted immediately into a wage earning product, because knowledge and especially certain kinds of knowledge, is power in the same sense that a mill- dam and a dynamo are power.And so we are getting a class of students to whom whole ranges of highest learning \u2014those that deal with the philosophy of history, with the sources of social and intellectual movements, with poetry, literature and the finer arts, the foundations of ethics, personal, social, national\u2014 are matters of large indifference.Believe me, gentlemen, that if our children are to have any republic that is worthy of the name to live in, such matters cannot afford to be! Whatever other classes we have and conserve in the land, artisan, agriculturist, trader, shipper, railway builder or capitalist, there is no one among them all who can contribute one iota to national stability and national honour, unless, behind and above them, all alike, there is another class, the scholar class, who stand, not only for ideas but for ideals, those higher standards and those enduring measurements of human wisdom and conduct which are born first of insight, and then of enlightened outlook ! It is yours, yours, my brothers\u2014I beseech you who are students here, never to forget it\u2014to give to your age these things! If you have come here simply to train your mind, your eye, your hands, to be tools in the mad race for acquisition, then the sooner you go home the better! It is not edt tsa) THE LAST JOURNEY.getting or grasping that this nation needs to learn half so much as to know what to do with its gains ; and, in justice, equity and righteousness, how to rule its conquests.In such an age as ours, the clever, smart, unscrupulous man becomes, every day, a more dangerous foe to the age in which he lives.He demoralizes youth, he destroys manly independence, he deifies greed and gain.And never more than now, does the land wait for scholars\u2014scholars who shall be thinkers and seers too, eager to find the truth, willing to own and follow it when it is discovered, and then with fearless note, to tell it out to all mankind.\u2014 Bishop Potter in an address at the University of Pennsylvania.THE LAST JOURNEY.A GRAPHIC DESCRIPTION BY DR.CoNAN DOYLE, THE AUTHOR.The Great Mother has gone down alone upon the dreary road which leads to the black portal.With reverent silence we have seen her this day pass through us, and never more shall the eyes of her people look upon her.Of all the millions who lined her course how many would have given their own lives to have her back?But we watched in helpless sorrow while through the black banks of the mourners, down the valley of white faces, the Great Queen swept onward out of the sunlight into the gloom.The little body on the dark gun carriage yonder, frail and fragile, scarcely larger than a child\u2019s, is that to which 400,000,000 of us who dwell under the red-crossed flag looked as the centre of all things, the very heart of our lives, our inspiration, our standard of duty, the dear mother of us all.* But there came one who summoned her, and amid an awful hush in crowded London she passed on into the shadow.Living pomp and power were round her in that last journey.The measured tread of her soldiers sounded in front, Kings and the children of kings followed behind.But to us who stood by they were all shadow.The one mighty reality was that silent woman who would pass no 156 THE EDUCATIONAL RECORD.more, the dead saint whose work was over and whose rest was come.To the old it seemed that it was their own lives which had passed upon the dark gun carriage, for an epoch\u2014the only epoch they had ever known-was passing down with the Great Queen.The young might learn new ways and new ideals; to them the future belonged.But gray heads bowed and dim eyes wept as their Queen went by, for their era was closed and the rest was but a lingering and a remembrance.And England! How stands England ?Can we think of any England save the England of the Queen ?Has England, too, gone down into the shades with the Great Mother\u2014the England that led the world in commerce ; the England that coyered the sea with her ships ; the England that was the solid heart of the greatest empire that the world has ever seen ?That was the England of Victoria.She has gone, and will that also go?Have we the wisdom, have we the strength, above all, have we the virtue ?Clouds drift up before us.We peer into the darkness and the gloom still gathers.It needs no seer to tell us that the days are coming, may even now be at hand, when we shall be tested once more by the iron hammer of destiny, to break us or to weld us firmer still.When that hour comes pray God that the spirit of the Great Queen, gentle, firm and wise, may be with her people once again.Take past the frail and outworn body upon the dark gun carriage, but leave us the memory and the example for the days that are to be.An Educational Experiment.MENTAL FATIGUE OF PUPILS.Many educational reformers urge that school hours should be shortened, arguing that pupils get so mentally tired out that they cannot study to advantage in the latter part of the day.An article in the Psychological Review combats this idea, on the strength of a series of actual tests.The multiplication table, lists of words to spell, etc., were given to pupils in the morning and again given to the same pupils toward the end of the day, and it was found that el PROVINCIAL ASSOCIATION OF PROTESTANT TEACHERS; 157 there was no diminution whatever in the ability mental work.Dr.Thorndike, the author, contends that to do day is not due to overwork of the pupils\u2019 minds but to the fact that the pupils become bored by too much of the same thing.The remedy, he adds, is \u201cnot to give the student make the work interesting.\u201d \u2014 The Pathfinder.\"PROVINCIAL ASSOCIATION OF PROTESTANT TEACHERS.REGULATIONS RESPECTING EXHIBITS OF ScHooL WORK.(In force November, 1897.) 1.The regulations governing the preparation of school exhibits have been made to harmonize with those gov- the Honourable Superintendent of Public Instruction, so that one and the same effort on the part of a school ment has concurred in the following arrangement: \u2014 (a) ELEMENTARY ScHoOLS.\u2014School Inspectors are authorized by the Superintendent to have the specimens required by Regulation 9, sec.9, of the accordance with the rules hereinafter enumerated, to retain them for exhibition at the Annual Convention of the Provincial Association of Protestant Department of Public Instruction.nually sent to the Department from these Schools may be made up in \u2018wo parts, ONE marked \u201c For exhibit at Convention\u201d THE OTHERnot so marked ; and the Department will forward to the Convener of the Exhibits Committee, at the proper time, all \u2018 packages marked \u201c For exhibit at Convention.\u201d 2.Elementary Schools must send in specimens of school work from six pupils, in writing, arithmetic, map-draw- ing, drawing and English composition ; and from at least three pupils in book-keeping.\\ the lack of interest commonly seen in schools late in the à K A k less to do, but to make it worth while for him to work, to \u201c 1 erning the preparation of specimens of school work for 5 will satisfy both requirements.To this end the Depart- } j Protestant Committee\u2019s School Code, prepared in | : Teachers, and subsequently send them to the E (b) SUPERIOR ScHOOLS.-\u2014The specimens of work an- \"IE THE EDUCATIONAL RECORD.These specimens (38 in all) must be selected from Third and Fourth grades and from no others, three specimens in arithmetic, writing, drawing, map-drawing, and English composition from grade 1I[ Elementary, and three specimens in arithmetic, writing, drawing, map-drawing, English composition and book-keeping from grade IV Elementary.Drawings must be from authorized text-books or developments of types contained in such text-books, Superior Schools must send in three specimens (from different pupils) from each of at least four grades in Academies, and of at least three grades in Model Schools (the lowest being Grade I.Model School) in each of the following subjects, viz.:\u2014 Writing, arithmetic, map-drawing, drawing, English composition, and at least two other subjects.The Elementary Schools of Montreal, Quebec, and Sherbrooke, and Elementary Departments of Superior Schools shall compete with one another, and form a separate class.Specimens of Kindergarten, Botanical and Industrial work may be sent from any school.Such shall be styled SPECIAL EXHIBITS.Ordinary exhibits must be fastened and protected between stiff covers; and special exhibits sent in suitable boxes or cases.Schools are recommended to prepare their specimens on authorized paper (8 x 10 inches).Any school, however, may submit its specimens on any other suitable paper of uniform size and mounting.All specimens shall show (a) the name of the school and municipality from which they come, (b) the name, age and grade of the pupils whose work they are, (©) the school year in which the work was done.All specimens must be the bona fide work of the pupils whose names they bear, and must have been prepared within twelve months previous to exhibition.All exhibits must be sent addressed to \u2018\u201c Exhibits Committee, McGill Normal School, Belmont Street, Montreal,\u201d so as to reach their destination af least two days before Convention opens.Exhibits of Elementary Schools must be sent through the Inspectors of their districts ; Exhibits of Superior Schools through the Principals or the Department. PROVINCIAL ASSOCIATION OF PROTESTANT TEACHERS.159 RE 10.Prizes and Certificates will be awarded annually as follows : \u2014 : (a) Two prizes, consisting of school apparatus, of the a value of $10.00 and $7.50 for the best exhibits sent | in from High Schools and Academies under the above regulations, provided in the opinion of the judges such exhibits possess sufficient merit.(b) Two prizes of same value and under same condi.= tions for the best exhibits from Model Schools.y À (c) Two prizes of same value and under same condi- 3 tions for the best exhibits from Elementary A Schools.a (d) Two prizes of same value and under same condi- y tions for the best exhibits from the Elementary E Schools of Montreal, Quebec and Sherbrooke, and ; the Elementary Departments of the Superior Schools.(e) One prize of the value of $10.00 for the best special exhibit.(f) Certificates of Standing to schools taking prizes.(g) Certificates of Honour to schools not taking prizes 1 or debarred from competing under Article IL, bnt JE sending in exhibits (ordinary or special) of remarkable merit.11.A school obtaining a first prize is ineligible to compete again for prizes for three years, and no school may receive more than one prize for ordinary exhibits in one year.12.The Executive Committee at its first meeting after each Convention shall appointa Sub-Committee on Exhibits, whose duty it shall be :\u2014 (a) To receive and display exhibits.(b) To appoint three judges to award prizes and certificates, and to receive their report.(c) To see that exhibits fulfil the prescribed conditions, and to arrange and classify before submitting to the judges all exhibits entitled to compete.(d) To return exhibits after the close of Convention.To secure their safe return all exhibits must be dis- tinrtly labelled.This Sub-Committee shall continue in power until its successors are appointed, and shall report to the Executive Committee. 160 THE EDUCATIONAL REVORD.13.À grant not exceeding One Hundred dollars shall be made annually to defray the expenses of the Committee on Exhibits.14.It shall be the duty of the Corresponding Secretary of the Association to notify prize winners, and to arrange with the Treasurer for the distribution of prizes and certificates within a month from the close of each Convention., 15.Prizes not applied for before the close of the next succeeding Convention cannot be paid.Editorial Notes and Comments.Empire Day is growing in popularity.Every year sees an increase in the number of places where it is celebrated.Almost all the cities and towns, and not a few villages from the Atlantic to the Pacific now recognize this day not only as one of public rejoicing but also as one set apart for national education.The schools spend the morning in serious study of the Empire as to history, wealth, extent, trade connections, eic, etc., and the afternoon in kindling to brighter glow the patriotic spirit, thus inereasing throughout the Empire the love for home, for country, and for humanity.It is a good thing to belong to a great country.In other parts of the Empire, too, the day is being observed with greater and greater interest.The time is coming when this will be the all important day for the peoples who go to make up the vast British nation.Our highest national ideals have been portrayed for usin song and story and have been painted for us by master artists.Show the the children good pictures.Read with them choice extracts from the works of great writers.Let us keep ever before our own minds and the minds of the children true patriotism, * Love and devotion to one\u2019s country : the spirit that originating in love of country, prompts to obedience to its laws, to the support and defence of its existence, rights and institutions, and to the promotion of its welfare.\u201d The flag, the song, the patriotic address, recitations, the drum beat, martial music, the steady march of soldiers, all these things have their value in any national celebration, CURRENT EVENTS.161 but we must not forget that knowledge in this respect as in so many others is power.Increase the child's knowledge as well as his loving sentiment towards it.A short blackboard talk on \u201cWhy we Wave the Flag\u201d would bring forth some very profitable reflections.In connection with this celebration we must remember our King The March number of the RECORD contained a short sketch of his life.All the magazines at some period, from February to the present time, have had articles, illustrated or not, touching the lives of the heads of the Empire \u2014the King and Queen.For the first time we must meet \u201c Empire Day \u201d without her who did so much to make the celebration of such a day possible.She has gone but the story of her noble life remains with us to encourage and give inspiration : \u201c\u2018 Peace, peace, she is not dead, she doth not sleep! She hath awakened from the dream of life ; \"Tis we, who lost in stormy visions, keep With phantoms an unprofitable strife.She has outsoared the phantom of our night ; Envy, and calumny, and hate, and pain, And that unrest which man miscalls delight, Can touch her not nor torture her again.From the contagion of the world\u2019s slow stain She is secure, and now can never mourn, A head gone grey, a heart grown cold in vain ; Nor, when the spirit\u2019s self has ceased to burn, With sparkless ashes load an unlamented urn.May we make this strife that we call life, as profitable as she made it.Hoist the Flags for Empire Day! Current Events.A PRACTICAL DEMONSTRATION OF COOKING IN SCHOOL.The \u201c Open Day\u201d at the McGill Model School, Thursday, the 14th of April, was brought to a unique and happy closing in the Girls\u2019 Department by the senior class entertaining their parents, patrons, and friends at a five o'clock tea.» 162 THE EDUCATIONAL RECORD.The menu, consisting of cocoa, coffee, home-made bread, rolls, biscuits, cakes and candies was entirely prepared by the girls.Miss Peebles\u2019 well known executive ability was shown in every girl having her allotted duty, so that each moved as a unit of a harmonious whole.The deftness and unconscious grace of the girls was noticeable as they flitted here and there \u201c On hospitable thoughts intent,\u201d with pretty seriousness, taking upon themselves the responsibility of entertainment and filling the 16]: of \u201clady,\u201d which, we are told, means \u201ca loaf-giver.\u201d \u201cTo the manner born\u201d they looked in white gowns and dainty caps, and as sweet as Easter lilies.The oft deserved criticism of young people appearing on the public platform making school-girls too much en évidence could not apply to this gathering as the atmosphere breathed of thought for others, of geniality and of coffee ! the latter seeming to lubricate as effectively as dinner is said to lubricate business.Probably on account of the flow of language on such occasions, this sort of function has been called \u201c a gibble\u2014gabble\u2014gobble\u2014and git.\u201d Let us hope, however, that this one partook also of «\u201c A feast of reason and a flow of soul,\u201d for we noticed amongst the guests: Dr.Peterson, Dr.Robins, Rev.J.Fleck, Rev.E.[.Rexford, Rev.D.Winter, Messrs.E.W.Arthy, S.Finley, J.Johannson and other gentlemen, all of whom are famed for their conversational powers, and no doubt, by persistent watchfulness the fair sex, when occasion offered, could slip in a word side-wise.\u2014A Visitor.\u2014ONTARIO Educationalists, at their annual convention in April, pleaded very strongly for an increase in the number of male teachers.At present, the male teachers are less than 40 per cent.of the whole and have not increased in actual number since 1867, while the increase of female teachers has been nearly threefold.\u2014 THIS same convention, in the mathematical section, passed a resolution to the effect that the time for introducing the metric system into Canada had not yet arrived.\u2014 WE congratulate the Montreal High School on the acquisition of a rifle range.All Canadian boys should learn to shoot. se aintitratmn past d Rid ned cities pe te OFFICIAL DEPARTMENT.Official Department.DEPARTMENT OF PUBLIC INSTRUCTION.McGILL NORMAL SCHOOL, MONTREAL, February 22nd, 1901.On which date the regular quarterly meeting of the Protestant Committee of the Council of Public Instruction was held.5 4 Present :\u2014The Reverend W.1 Shaw, LL.D., D.C.L., in a the chair; George I.Masten, Esq.; Professor A.W.Knee- NE land, M.A., B.C L.; the Reverend A.T.Love, B.A.; Samuel Finley, Esq.; H.B.Ames, Esq, B.A.; Principal W.Peterson, M.A., LLD.; W.8.Maclaren, Esq\u2026, M P.; Gavin J.% Walker, Esq.; C.L Cotton, Esq., M D.; the Reverend E.I.RE Rexford, B A.; Principal 8.P.Robins, LL.D., D.C.L.; John \u2018B Whyte, Esq.; E.W.Arthy, Esq.N The meeting was opened with prayer by the Reverend KE A.T.Love.iy Apologies for absence were read from the Lord Bishop ME of Quebec, Mr.Dunbar and Mr.Parme'ee.; In the absence through illness of Mr.Parmelee, Mr.Pax- ; man was requested to act as Secretary.oy The minutes of the previous meeting were read and con- A firmed.It was unanimously resolved\u2014\u201cThat the Protestant Committee of the Council of Public Instruction, at its first meeting held since the death of the late Queen Victoria, desires to associate itself with the expressions of profound sorrow which have gone forth from all parts of the Empire, and indeed of the whole world, in connection with this great national loss.The late Queen\u2019s personal virtues endeared her to her whole people, who rejoice even in their sorrow .that her long and illustrious reign should have witnessed such conspicuous progress in every direction.Education is only one of the many interests which has made notable advances during the Victorian Era.It is the desire of the Committee, which hereby resolves accordingly, that the memory of the late Queen shall be perpetuated in all the schools of the Province, by arranging that the celebration of Empire Day shall be henceforth transferred from the : 23rd of May to the 24th, being Her Late Majesty\u2019s Birthday.\u201d H It was moved by Professor Kneeland, seconded by Mr.Masten, that a sub-committee, consisting of the mover, Mr.Arthy, and Reverend E.I.Rexford, be appointed to recom- 164 THE EDUCATIONAL RECORD.mend a board of assistant examiners for the June examinations, to suggest such amendments to the regulations governing thes: examinations as may seem necessary, to report at the May meeting, and that a similar sub-committee be appointed annually at the February meeting of the Protestant Committee instead of the sub-committee provided for in the resolution of February 24th, 1899.\u2014Carried.The secretary\u2019s report giving the opinion of the Honorable the Attorney General on the the revision of the text-book list, and also giving information regarding recent changes in McGill Normal School salaries, was read and received.The question of appointing an associate member to fill the vacancy on the Protestant Committee caused by changes in the school law was discussed.It was resolved that election by ballot should follow nominations, the majority of votes deciding.Mr.W.L.Shurtleff, LL.M., of Coaticook, was declared duly elected.The date of the next superior school examinations was fixed for Monday, June 10th.The lists for the distribution of the poor municipality fund were submitted to the Committee, and on motion they were received and approved.It was further resolved that the sub-committee of last year be re-appointed to examine the lists next year before they are submitted to the meeting.On motion of Mr.Rexford, seconded by Mr.Arthy, it was Resolved,\u2014That the Central Board of Examiners be authorized to establish in the McGill Normal School a centre for 2nd grade academy examinations.Moved by Dr.Peterson, seconded by Mr.Arthy, and Resolved,\u2014* That a standing sub-committee be appointed, consisting of the members of this Committee, who are also members of the Central Board of Examiners, to which shall be referred as they occur, applications for recognition of extra-provinciat diplomas, and other applications requiring special consideration.It shall be the duty of the sub-committee to prepare cases and report from time to time to this Committee, for the purpose of enabling it to determine what examinations, if any, each candidate must undergo, and what grade of diploma he shall receive.Dr.Robins convener.\u201d The Chairman, Dr.Shaw, submitted an analysis of the report of the Inspector of Superior Schools, which was received, and the following references regarding pictures of the Queen and King was ordered to be entered in the OFFICIAL DEPARTMENT.165 minutes :\u2014* I notice the Bulletin of Inspection asks, \u2018Have you a picture of the Queen in your school ?\u201d .\u201cIt is very gratifying that this question receives uni- : formly an affirmative answer.However, 1 presume that not even the transcendent virtues of Her Gracious Majesty i Queen Victoria, which have commanded the admiration of à # the world, should interfere with the manifestation of our \u201c9 loyal devotion to our liege lord, King Edward VII., by x similar deference to him.I therefore advise that the bul- 1.letin be changed and the enquiry hereafter shall be \u2018 Have KE you a picture of the King in your school \u201d At the same 7 time it is hoped and expected that the picture of the Queen 5 shall everywhere be*retained in our school buildings.I gE further recommend that provision be made for the supply \u2018B to our schools of suitable pictures of His Most Gracious Ng ; Majesty King Edward VIL.\u201d LE It was resolved that the authorities of Mystic Model School be notified that the school will not be retained on the superior list after the close of the present year.; The Reverend E.I.Rexford, convener of the sub-commit- tee on the course of study, submitted a report with a proposed scheme, and a table of time-limits for the several subjects of each grade.After discussion, clause by clause, the report was received and its several recommendations were adopted on motion \u2018BE of the Reverend BE.I.Rexford and Dr.Cotton.The recom- BE mendations just referred to follow, with the course ofstudy and time-limits, namely : © 1.That the entrance to the McGill Normal School shall be from grade 2 and grade 8 academy as at present 2.That the preliminary examinations shall, for the future, consist of dictation, grammar, composition, Iinglish ; history 1485-1900, and arithmetic, and shall be taken in \u2018 grade 1 academy.48 3.That the scheme for the distribution of the school time proposed for the general guidance of teachers be adopted ; and issued.G 4.That the proposed scheme for the extension of the | course of study submitted be adopted.5.That the sub-committee be continued with instructions ; (a) to fix a maximum number of marks for each grade ; (b) ' to prepare a series of suggestions concerning the extended course of study ; and (c) to carry out the recommendations of the Committee concerning the course of study, and to report at the May meeting of the Committee. THE EDUCATIONAL RECORD.* COURSE OF STUDY FOR PROTESTANT AUTHORIZED BY THE PROTESTANT COMMITTEE OF THE COUNCIL OF To take effect The Opening Exercises in all Grades consist of MODEL SCHOOL Subjects, I.Life and Words of Christ.Scripture.| Writing.Simple Business Forms, addressing | of envelopes, and easy Bills.Dictation, Word-Building, Sentence Building ; Lamb\u2019s Tales, Pt.II.(W.& R.Chambers).History.(1) Canadian Régime.# il M Na 7 a | i i H History : \u2014 French Geography.North and South America.RR BART ESS i 4 hi Arithmetic.Mental and Rapid: Vulgar Fractions.* For information concerning Grade-Subjects, Time-Limits, &e., : see memoranda of Instructions to Teachers.1) Miss Weaver's suggested.amar tical OFFICIAL DEPARTMENT.MODEL SCHOOLS AND ACADEMIES.PusLic INSTRUCTION OF THE PROVINCE OF QUEBEC.September, 1901.Scripture Reading and Prayer, withSinging.GRADES.IT.III.The Gospel of St.Luke.The Acts of the Apostles.Business Forms, including, As in Grade II, and also to Ru Promissory Notes and short] make a Day Book and Per- [ business letters.sonal Ledger accounts from easy transactions.Dictation, Word - Building, Dictation, Word - Building, IE Sentence Building, Long-| West\u2019s Grammar for Begin- +I fellow :\u2014King Robert off ners to p.89, Analysis of | Sicily, ete.(Simpkin &| Easy Sentences ; Scott\u2019s Marshall).Ivanhoe (Nelson).Canadian History \u2014 English Rule.(2) British History to 1603.Europe with special study of the British Isles.Asia, Africa and Australia.Mental and Rapid : Vulgar| Mental and Rapid ; Per- and Decimal Fractions, centage, Interest, Gain and Compound Rules.Loss, Time and Work, Square Root, Areas :\u2014in- cluding triangle, parallelogram and circle.(2) Gardiner\u2019s Outlines suggested. THE EDUCATIONAL RECORD.MopezL ScHooL Subjects.Alg bra.Lance eeeeseseesane eeeeasereiieneeres th eneens Geometry.aoncenees assurent sesesese.sresesesesceet somserans French.Curtis\u2019 Oral Lessons, Part.III, or Fasquelle\u2019s Introductory French Course, pp.26-80.cecoeses au.\"mee es SRscsscsepessssTIOROINNLS sou van.* 6 CENVEF BORON RPO OP LL QOO NOONE RR ORRE\u2019 se Greek.casse Leanaanna anna ie aseeressens oi eseseennnnen oe Science.Lessons on Temperance and Health Drawing.No.2.D.F.C.or Prang.(8) MacMillan\u2019s Shorter Latin Course suggested. OFFICIAL DEPARTMENT.GRADES.\u2014 Continued.II.III.Simple Preparatory Exercises es asecsaenat00c0o08 1020088 Curtis\u2019 Oral Lessons, Part.IV.or Fasquelle\u2019s Introductory French Course, pp.81-164.Curtis\u2019 Oral Lessons, Pt.V., or Progressive Fr.Reader, Part I, Fasquelle\u2019s Introductory French Course, pp.164-242, 6060000 \u2018anrsnente 090000 9oc0an 62 000D 00009 Accidence :\u2014to the Personal -Pronouns, with Exercises as in S.L.C,, pp.1-80 (3) 408900 000090 cûtaau ANa0n00 tas0se Ou0oe0e0s one half hour per week.eo.nec.e0090000s202 6e 10000 n068 Accidence:\u2014to end of S.L.C., with written Exercises ; .Fabulæ Faciles (Ritchie).\".0000000 sétéèéeé CACHOS0O sesesee boone 298908 0040000004000 gpodod No.3.D.F.C.or Prang.No.3.D.F.C.or Prang. Eu 170 THE EDUCATIONAL RECORD.ACADEMY Subjects.I.Seripture.| eerie cee eee cree ren evans Writing.To make a Day Book, Cash Book and Journal from easy transactions; to post from the Journal, and to close the accounts in the Ledger.English.Dictation, Word - Building, West's Grammar for Beginners, Composition; Goldsmith ;\u2014Vicar of Wake- field (Sankey\u2019s Extracts).History.British History, 1485-1900.Geography.|i ee eee Arithmetic.Complete Arithmetic, including Metric System and easy examples in Stocks and Present Worth.Algebra.Simple Rules; and easy exercises in Factoring and in Simple Equations of one unknown quantity. OFFICIAL DEPARTMENT.171 GRADES.IT.IIL Tennyson :\u2014-Selections Pt.I, West\u2019s Elements of English Grammar.Tennyson :\u2014Selections Pt.I, Shakespeare :(\u2014 Richard II., Literature : \u2014 Selections from Brooke.Greek and Roman History or Colliers Great Events.Physical Geography and Physical Geography.Agriculture.Mensuration.Extra Math.Pt.IL, (Algebra, Geometry, Trigonometry).Factoring, Fractions, G.C.M.and L.C M, Simple Equations and easy Quadratics.Quadratics, Involution, Evolution, Fractional Indices and Surds.mn eg a om - - 172 THE EDUCATIONAL RECORD.ACADEMY Subjects.I.Geometry.Euclid I., 1-26.French.Progressive Fr.Reader, Part I, Ber- tenshaw\u2019s Gram., pp.44-72.German.\u2014Ÿjarrvvose suvsenonssevece sonsou