The educational record of the province of Quebec, 1 octobre 1901, Octobre

[" THE EDUCATIONAL RECORD OF THE PROVINCE OF QUEBEC, No.10.à OCTOBER, 1901.Vor.XXI.Educational Experiments.SOME RESULTS OF TEACHING HISTORY IN THE PROVINCE OF QUEBEC EXPERIMENTALLY SHOWN.S.P.Roprns, LL.D., D.C.L.My recent paper comparing the programmes of study in the several provinces of the Dominion, as read before the Dominion Association, referred thus to the teaching of history : \u201c History is perhaps best begun, as in the third form of the Ontario public schools, by local history.Bysuch a beginning the same advantages are gained in the troublesome and extensive subject of history as result in the sister subject of geography from the introductory study of topography.Itis well carried on by biographical sketches and striking historical incidents, as laid down in the programme of the North-West Territories and in that of Manitoba, best as to arrangement in time in the former, best as to mode of statement in the latter.\u201d \u201c After reading with much care the historical programmes operative in the Dominion, I am convinced that observation has not misled me in the conclusion that the average Canadian school-boy is ill-furnished with historical information.Of the remote past he gets no glimpse.Canadian history is a thing of yesterday.The history of Great Britain goes back \u201cbut two thousand years.As Scripture history is in all the provinces except Quebec ignored, and in atleast one of them is definitely excluded, TERRES # STE ae Fa ly Ne feu.iw, ï I ake, vO Ww oS * .=, Ÿ 1% 0 7 id 4 i |, SEE ER TRES ar.FN 248 THE EDUCATIONAL RECORD.while Greek and Roman histories are reserved for High School grades, the pupils of our elementary schools are too frequently amazingly ignorant of the primitive formative millenniums that preceded Christ.I fear it must be charged against the majority of our elementary schools in this Dominion that they send out their pupils without any clear conception of the course of time, and of the relation of great critical events and of significant historical personages to time.History is too large a subject for any system of schools.It is too largæ for any student.But surely every pupil who completes the course of the elementary school should have such a bold generalized scheme of the history of the world as may enable him to place aright amid the march of events the results of his subsequent casual readings in biography and history.If he can do nothing more extensive, the teacher, unless forbidden by school law and regulations, might read, supplying dates and explanations, the masterly bird\u2019s eye view of history given in 14 verses of the 2nd chapter of Daniel.My conviction is strong that the pupils of the Quebec schools, if their teachers are faithful, have a distinct advantage over those of other public schools in the Dominion, in that Scripture history is a part of the Common School Curriculum.\u201d A somewhat lurid light is thrown on the question, * Are teachers faithfully using their opportunities for teaching their pupils the general course of history ?\u201d by the results of an examination held by me within the last few days.The following ten questions were submitted to fifty-nine students just admitted from all parts of the Province of Quebec as teachers-in-training to the Advanced Elementary class of the McGill Normal School, all of whom must have passed the examinations of the second grade of the Academies ; submitted also to forty-nine teachers-in-training of the Model School class, of whom twenty-three hold teachers\u2019 diplomas, ten have actually taught in Quebec schools, and twenty-six hold A.A.certificates of the University.The questions were these, not however arranged, as they are in this copy, in chronological order.About how many centuries ago did each of the following persons live : Abraham?Moses?Alexander the Great?Julius Caesar ?Christ?The Apostle Paul?Alfred the Great?Cromwell the Protector?Milton?Napoleon ? SOME RESULTS OF TEACHING HISTORY.249 Bearing in mind historical uncertainties and the possibility of reckoning either from the beginning or from the close of life, or from any intermediate date, the greatest latitude of answering was permitted ; for example, thirty-seven, thirty-eight and thirty-nine centuries were all taken as correct answers to the first question.The papers were carefully read and marked ; but the results were very disappointing.One person in the Model School class answered nine questions correctly; one, eight; four, seven; seven, six; eleven, five.About one-half of the class answered half the questions or more.The average of the class was 4.4, one person having answered none correctly and two only one.Still less satisfactory was the answering of the Advanced Elementary class.Une person answered eight questions; eight, six ; nine, five.Thus about one-third of the class answered half the questions, or more; five answered no question and six answered only one.The average of the class was almost 3.6 answers.Of the persons who failed to answer one or more of the questions, those in most hopeful case were those who knew that they did not know.So from the two classes, one hundred and eight persons in all, thirty-seven made no attempt to say how Jong ago Abraham lived ; a still larger number, forty-five, confessed by silence that they could not approximately state the antiquity of Moses.Nix persons answered the question about Abraham correctly and four that respecting Moses.The erroneous answers gave as much as two hundred and twenty centuries and aslittle as twenty-four centuries as the time that has elapsed since Abraham, and from one hundred and eighty centuries down to eighteen centuries and a half since Moses.All but one answered the question about Christ; but only one half of them answered correctly.Evidently most of those in error were misled, by the fact that this is the twentieth century, into believing that Christ lived twenty centuries ago.But one said that Christ lived one hundred centuries, and another thirty-four centuries ago.Three were per suaded that he lived only eighteen centuries ago.Th only remaining biblical \u2018question concerns the À postle Paul.Sixty-two persons answered correctly, ten made no attempt at an answer, twenty recognizing the fact that Paul was almost contemporary with Christ, followed in their answers the mistakes they had already made in rela- WE ENT ier = ri EG ha Bean SES Se (2e FOIRE ES -> an r.LS i, RH ERIS 250 THE EDUCATIONAL RECORD.tion to Christ.Of the rest one made Paul precede Christ by three centuries, and seven set him from two to five centuries later than Christ.Three noted conquerors are named in the questions.Alexander the Great, rightly placed by eleven students, is ignored by thirty-four; is removed too far back five centuries by two; three assign him to the same century with Christ, one even giving him and Christ a common death- year; thirty-nine bring him well within the Christian era, of whom eleven apparently through some confusion with the Russian Alexanders, place him only from one to two centuries ago.Julius Cesar is more considerately treated.Seventy-eight persons give him his right place in time; almost all the rest displace him only by a century or two, except that one student brings him within five centuries of our own time, and one removes him to the venerable antiquity of one hundred centuries ago.Napoleon, who died but eighty years ago, is placed in his proper century by little more than one-halfof the whole namber examined ; eight do not make any reply; five think he lived three centuries ago; five, four; two, between four and five; three, five centuries ; one, seven; and one nine and a-half centuries ago.The remaining three names belong to England, two names renowned in arms and government and one in literature.Thirteen students declined to say when Alfred the Great lived, but thirty-nine replied to the question correctly.Many of the rest approximated to within a century or two of the correct answer, but one thought he lived three centuries ago; one, four centuries; one, four centuries and a half; one, five centuries; four, eighteen centuries ago; eight from nineteen to twenty centuries; one, twenty-two centuries; one, twenty-eight ; and one, one thousand centuries, although we must suppose that this answer resulted from some confused recollection that this is the millennial year of Alfred\u2019s death.Forty- nine students knew approximately the time of Cromwell the Protector; ten thought it unwise to risk an opinion on the subject ; of the rest of the two classes one person thought he lived one hundred and seventy-five years ago, but there was a strong tendency to place him too far away in time; thus six thought he lived five centuries ago, six six centuries ago, and three seven centuries ago.Milton's name is SOME RESULTS OF TEACHING HISTORY.251 passed in silence by nine teachers-in-training.Twelve understate his remoteness from our own time : seven think he lived one hundred years ago; one is confident thathe was alive only fifty years ago.Twenty-one overstate the time that has elapsed since his life began and ended ; three place him five hundred years back ; two, six hundred, and one seven hundred.Sixty-three place Milton in his own century.That egregious mistakes will be made by individuals in such an examination is to be anticipated ; but that so many serious mistakes should be made by classes of teachers entering on a course of training suggests the need of serious inquiry, first into the wisdom of our courses of study, and then into the qualification and diligence of our staff of instructors.How is it that more than five per cent of the pupils who have recently left the second and third grades of our academies are unable to answer a single one of the questions so submitted, cannot within a hundred years, state the position in time of personages that fill so large a place in the thought of the world?Why should it be impossible for another eight per cent to reply correctly to more than one question of the set of ten, when among them are these two : ** How many centuries ago did Christ live ?did Napoléon live ?\u201d It is scarcely credible that another eleven per cent could not answer three of these questions, that an additional twelve per cent failed to answer four, that more than one-third of the whole number examined were unable to answer one-third of the questions; in fact, the average answered less than one-fifth of them.The most disquieting result is that so many students can have taken our school courses until attaining the age of at least sixteen years without learning to think iu true time relation.It is not from the point of view of the educationist a very serious matter that this or that fact is forgotten by a pupil; it is matter of grave concern if the pupil has not learned to think connectedly and to arrange his facts aright in the great categories of time, space and causation.We are not very much surprised that some pupils misplace facts of profane history in relation to one another and to those of sacred history.We can excuse the pupil who makes Julius Cesar a contemporary of Alexander the Great, or that other who assigns to the same century, Alfred the Great and the Apostle Paul, or even the Re = pw \u20ac Bases = + si, ne 5 fT Le RTA CRÉES LES eae THE EDUCATIONAL RECORD.252 three who think Christ and the great Alexatider to have been contemporaneous.But in these days of schools that teach biblical history, of Sunday Schools in which the Bible and the catechism are the text-books, and of weekly sermons by professional experts in the book of books, how is it that a teacher of two years\u2019 standing can place Abraham and Moses in the same century ?that a teacher of one year\u2019s standing can place Paul three centuries before Christ, and Christ half a century before Moses ?that a pupil who has passed the second grade academy examination can place Abraham one hundred years before Christ, Paul two hundred years after Christ, and Moses two hundred years after Paul ?that another of similar standing can put Christ fifty years before Abraham, seventy-five years before Moses and Alfred the Great, and these in turn seventy-five years before Julius Cæsar ?and that another shall arrange Christ, Abraham, Moses, and the Apostle Paul in this order chronologically at intervals respectively of one hundred and seventy-five years, seventy-five years and fifty years ?One teacher of two years\u2019 standing answers two of the above questions, one of one year\u2019s standing is equally successful, but a third who has been an acceptable teacher for two years, answers none.Editorial Notes and Comments.\u2014THE sounds of joyous welcome to the Heir Apparent to the Crown of Great Britain and to his Most Gracious Consort have been ringing over all the Dominion from the Atlantic to the Pacific.An event unparalleled in the history of the Dominion has been taking place during the past few weeks, the absolute abandonment of a whole people to welcome their roval guests who in all human probability will become the future King and Queen of the great 4 British Empire.M | It is with much satisfaction that we note the high position that education holds in the community, as testified to by the honors that the King has been graciously pleased to bestow upon the Principals of three of our Universities.Upon Dr.Peterson, Principal of MeGill University, Montreal, upon the Reverend George Grant, Principal of Queen\u2019s University, and upon Rev.Olivier Mathieu, Principal of Laval University, Quebec, the titles of Companions FRE 3 Al 7A 2 ARTE EDITORIAL NOTES AND COMMENTS.253 ches SN mn Ee RSS of the Most Distinguished Order of St.Michael and St.George have been conferred.All educationists rejoice in I / these favors, not only because of the great worthiness of a the recipients, but because of the distinct honor thus placed i : upon education in general.He 3 \u2014THE festivities in connection with the visit of the Duke and Duchess of Cornwall and York were saddened by the terrible calamity that threw into deep mourning the great Republic to the south of us.In her time of rejoicing Canada did not forget the nation that was grief-stricken, because wicked men, without provocation, had ruthlessly slain their leader.\u2014IN discussine \u201c The Teaching of English Literature,\u201d a writer in The Pilot recently contributed some good sound common sense remarks on the subject.He confesses, what many teachers think, that examinations do not bring to the front the students who really enjoy and appreciate the author read.The boy who shows the greatest depth of thought in regard to one of Shakespeare's plays is often the boy who can neither spell nor use English correctly.His comments upon the play are not to be found in any authorized notes on the subject, and are therefore not admitted to \u201ci count for marks.Ile has ideas, but as they do not coincide with those of men of great learning and deep research (though they are the best that the child mind could produce), they are ruled out.Children are encouraged to learn by heart the views of others on some literary work instead of expressing what they themselves see.A case is cited among several referred to by the author: \u201c The question, if I remember right, was the character of Hamlet, or some point in his character (whichever it was I did not set it, © Tae En See A : hadnt oc SLPS TELE - ms ETI SA NE pe ae Maw a FRR nr 5 ES Sa STE ES a = RTE we SE TE pelt though I looked over the answers).I came across one 1 ; answer very mature in thought and expression.\u201c What a 5 remarkable child!\u201d Isaid to myself.Then [ came across J another, identical with it in thought and expression except 2 for a hideous blunder towards the close.This was enough.a The same p-ssage came under my eyes over and over a again, sometimes with a hideous blunder, sometimes with- J out.lt was ourold friend \u2018Gervinus\u2019 whom the astute + teacher of a seminary for young ladies, anticipating the iE question, had made these candidates learn by heart.\u201d The SE, author adds: \u201cThe results of such methods are not merely if Fe 2514 THE EDUCATIONAL RECORD.negative; at the best they beget an aversion to literature, or a misconception of what literature means ; at the worst they teach young minds to vent opinions in mangled forms, instead of gathering impressions for themselves.Much of our criticism is simply epidemic, a moral and intellectual cholera, and I deprecate the cultivation of its bacteria in the young.\u201d \u2014No teacher in the Province who can attend the meetingsof the Provincial Association of Protestant Teachers, to be held in Montreal October 10-12, can afford to absent himself.The mental uplift that comes from contact with applied enthusiasm can be obtained in no other way so well as in attendance at this meeting.It is notto the point for a teacher to say that he is not interested in the subjects laid down in the programme, for good pedagogical principles are exemplified in the teaching of each and every subject, and the enthusiasm of the live teacher is contagious.If your work is dragging and lacking in life, come and calch the inspiration of noble thought for noble work.Elementary teachers will find Friday morning\u2019s work in the Elementary section of especial value.Model Tessons are to be given in the important subjects of arithmetic, geography and grammar, by teachers of experience and recognized skill.The many other excellencies of the programme are printed in another column, \u2014WE heartily commend the enterprise of Mr.W.H.Johnson who sent to each subscriber to the Bulletin of the American Bureau of Geography, a neat little box containing specimens of lead and zinc from the Kansas- Missouri-Arkansas, mining camps, to illustrate his article, in the above mentioned magazine, on \u201c The Lead and Zinc Fields of the Ozark Uplift.\u201d Lach specimen is in a compartment of its own and is accompanied by a little strip of paper containing a minute analysis of the rock.On the inside of the cover of the box is a typical scene in the Kansas-Missouri-Arkansas mining region.This idea might be utilized by \u201cteachers in an exchange of natural products of the various parts of the Dominion, for the purpose of making object lessons more useful and interesting.The teachers residing in the asbestos regions might make up little boxes, showing the various forms ot EDITORIAL NOTES AND COMMENTS.2355 asbestos and some at least of the uses to which it is put in commerce, to exchange with the teacher who lives near the cotton industry.So we might go on.We shall be pleased to publish a list of objects that teachers would like to exchange, and would do what we could to facilitate the exchange.\u2014THERE was a misprint in the date of last month's Record.The words July-August ought to have read August-September.\u2014DRr Farrell, of Halifax, Nova Scotia, the Canadian Delegate to the Congress on Tuberculosis, heid in Berlin last May, sends to us a copy of the proceedings of that Congress.We have already brought before the notice of teachers the importance of sunlight, fresh air, good food and happiness in preventing the contraction of the disease, and the part that the teachers can play in wiping out the \u201c White Scourge.\u201d Any teacher desiring to do a little gratuitous good work along this line may accomplish her object by spreading abroad the tidings sent to us by this Congress that the food supply of many children is so limited that they have not strength to withstand the disease.Dr Farrell says: \u201c While much was said at the Congress about milk as a source of contagion, there did not seem to be sufficient attention given to the great value of milk as a food.Good pure milk, properly taken and digested, is one of the most valuable foods we have.Itis one of the very few articles of diet.which contains all the elements for the nutrition of tissue.and when pure and rich it is invaluable as a food, both for the prevention and cure of consumption.A pint of good milk has more value asa nutrient and tissue builder than a bucketful of soup, beef-tea bovril or meat extract of any kind.It is a food par excellence for the young.To have its full value it must be not only rich in cream but it must be pure.In case there is danger of infection in the milk, it should be Pasteurized, that is, treated twice at least to a temperature of 1600 F.There are two ways in this country by which children are robbed of their milk supply.One is the habit of giving young children tea as a drink at their meals, just as it is taken by their parents.The hubit is injurious in two ways: the tea, as it is generally made, may be harmful and it TI ete [Eh 3 EA 2 256 HE EDUCATIONAL RECORD.prevents the child taking so much milk.Another habit among farmers, which may not be very common, but which occurs often enough to be noticeable, is to take the largest y amount of cream possible from the milk to make butter for a.the market and to feed the children on skim milk.By 8 these means a great wrong is done to the child; its tissues i are ill-nourished and it becomes an easy prey to the tubercle germ.Current Events.\u2014THE following are the officers of the Dominion Educational Association : President, Dr.D.J.Goggin, Regina, superintendent of education for the N.W.T.; Vice-Presi- dents, the heads of education for the different provinces; | Directors, Principal Scott, Toronto ; F.H.Schotield, Win- N nipeg ; Dr.8S.P.Robins, Montreal ; G.W.Parmelee, a Quebec ; G.U.Hay, St.John, N.B.; Dr.J.B.Hall, Truro; = Prof.Robertson, Charlottetown ; F.H.Cowperthwaite, a Vancouver ; Secretary, W.A.McIntyre, Winnipeg ; Treasurer, J.T.Bowerman, Ottawa.{ PROVINCIAL ASSOCIATION OF PROTESTANT ' TEACHERS OF QUEBEC.OUTLINE PROGRAMME OF CONVENTION, Oct.10-12, IN HricH ScHOOL, MONTREAL.Chief items.Wednesday, Oct.9, 8 p.m.Meeting of Executive Committee.Thursday, Oct.10, Morning, 10-12.Routine business, Reports, ete.Afternoon, 2-5.a Bookkeeping, Principal MeBurney, B.A., Granby.Educational Waste, Principal Ford, Coaticook.Evening, 8-10.Addresses of Welcome, Ven Archdeacon Evans, D.C.L., and others.President\u2019s Address.Music, etc. Rr ET CURRENT EVENTS.Friday, Oct.11, Morning, 9-12.Section («), Superior Schools \u2014 8 The Teaching of the Classies\u2014Miss Robins, Ÿ 1 B.A., McGill Normal School.Round Table Talk\u2014conducted by Principal Dresser, M.A., Richmond.Te Section (b), Elementary Schools\u2014 i Grammar\u2014Miss Nolan, Holton.VE Geography\u2014Miss Ross, Montreal.bl | Arithmetic\u2014Miss MeKechnie, Danville.+ Afternoon, 2-5.Manual Training.C.Johansson, Esq., McDonald Manual i Training School, Montreal.3 Some Notes on the Teaching of Modern Languages, Prof.Gregor, Ph.D., Montreal.| The Metric System, Prof.N.N.Evans, M.À.Se, Montreal.\u201cI Discussion opened by Lieut.-Col.Burland, B.A.Sec.i 3 Evening, 8-10.Physical Features of Canada, I'd Lecture, Prof.Adams, 250 2 Ph.D., Montreal.; Saturday, 9-12.; = Yukon and Alaska, Ill\u2019d Lecture, Rev.E.I.Rexford, B.A, , ' Montreal.fy N.B.\u2014Teachers who arrange for their own billets, as well as those who require them, should notify Miss Peebles, Montreal ~ 5 aan Bn La EL W.A.KNEELAND, Corresponding Sec\u2019y.\u2014THE School Journal of New York, in reviewing the last 100 years in education, says : \u201cThe greatest achievement is, no doubt, the establish- b ment of the free common school for the universal education # of the people.Deep-rooted prejudices had to be overcome, i 3 one by one, before the upbuilding could be begun.The iE thought that the poor are as much entitled to a good educa- à tion as the rich had not entered the public conscience a Fi 3 century ago, the several leaders were valiantly fighting for 958 THE EDUCATIONAL RECORD.its practical recognition.To-day it is universally recognized that the education of the masses is the paramount necessity in a democracy.\u201d It places chief among the builders of the common school Luther, Comenius, Basedow, Thomas Jefferson, Horace Mann and Pestalozzi.Luther established the idea of civic obligation and state authority in public education.Co- menius outlined the first complete scheme of education, extending from the mother\u2019s school to the university.Base- dow began the conversion of the world to the principle of a secularized public instruction.Thomas Jefferson introduced the idea of the complete system of the free education ofa people at public expense.The adoption of a plan for the universal education of the people in common schools, free to all was largely the result of Horace Mann's heroic advocacy.The next great step was the liberalization of education for women.: \u2014 BABYLONIAN LIBRARY DiscovERED.\u2014 The University of Pennsylvania has been supervising the excavations in Babylonia for a period of ten or twelve years, and during that period many valuable discoveries have been made.The finds of the past year, however, have far surpassed in value those of all previous years.The great temple of Nippur has been found and the great library partially unearthed.Seventeen thousand tablets covered with cuneiform writing have been taken out, and 150,000 more are known to be in rooms yet to be excavated.Prof.Hilprecht, who is leader of the exploring party, says: \u201c These tablets are of special value because of their national character.They contain the myths and accounts of the ancient wars of the Babylonians and their rules of grammar, mathematics and astronomy.The city of Nippur has been identified with ancient Calneh (see Genesis, chapter X, verse 10), and the history of the Babylonians carried back to 7,000 years before Christ.It is thought that a translation of the many tablets recently discovered will even extend their history to a yet earlier period.Besides the temple and library, a grand palace, with a frontage of 600 feet, has been unearthed.This was covered beneath some 70 feet of debris.It is thought to be the dwelling of the priest-kings of Nippur.\u2014 The Pathfinder. CURRENT EVENTS.259 \u2014GERMS IN MODELLING CLAY.\u2014Ît will soon be easier to tell what familiar articles are free from disease germs\u2014 if any are\u2014than what are dangerously infected with them.The health inspector of Montclair, N.J., now reports that he finds the modelling clay used in common by pupils in the kindergartens and elementary schools an active agent for \u2018carrying disease microbes.The germs of typhoid, diphtheria, etc., are able to live in the clay a number of weeks, he finds, and the only way to sterilize it is to bake it at a high temperature for 45 minutes or more.\u2014 THE ministerial decree for the simplification of French syntax has been withdrawn.It is expected that a second decree bearing the stamp of approval of the French Académie will soon be forthcoming.\u2014Crassic ART REJECTED FOR THE SCHOOLS.\u2014 The board of regents of the University of the State of New York has prepared a list of one hundred works of art\u2014paintings, sculpture and architecture\u2014for use in the public schools of the state.Many famous classics are omitted.Some of these were left out because they would be objectionable to Hebrews, some because they were too nude, and others because they did not represent the artist\u2019s best ability.The choice of the list was based on the views of seventy-five persons, representing all classes of patrons of the public schools.Among the works excluded are the madonnas, Da Vinci's \u201c Last Supper,\u201d Meissonier\u2019s great war piece \u201c1807,\u201d because it suggests war.The others rejected include \u201c Venus of Milo\u201d, Praxiteles\u2019 *\u201c Hermes\u201d and Rosa Bonheur\u2019s \u201cHorse Fair\u201d, the latter because the critics considered it \u201csecond rate \u201d.\u2014 Our Times.\u2014\u201cI'VE kep\u2019 school\u201d, said a Kentucky mountaineer, whose eyes were opened by a visit to Berea College, \u201c but I can\u2019t say I\u2019ve ever taught.\u201d With more adequate provision for training and an ever-rising standard of qualification, the pedagogical profession is taking on a new dignity and power.All the more important is it not to rush things, for the finest results must depend on full tides of vitality.In lwelve states associations of teachers met during the recent holidays.Schoolroom work is wearing to brain and nerve, and it 1s open to question whether it is wise to pack the vacations with shop-work, however attractive or handsomely done.\u2014 Youth's Companion. THE EDUCATIONAL RECORD.Model Lessons.THE FOUNDING OF MONTREAL By Miss Isabel Brittain, B A., High School, Montreal.Books of Reference.Kingsford\u2019s \u201c History of Canada\u201d, vol I.Parkman\u2019s \u201c Jesuits in North America\u201d chapters XV and XVIII.Bourinot\u2019s Canada, pp.133-137.Winsor\u2019s © Cartier to Frontenac.\u201d To pupils who live in the Province of Quebec or indeed in Canada, what could prove more interesting than a lesson on the founding and early life of the Metropolis of their country.To teach this lesson do not allow the pupils to use a textbook at all ; but, as important names are mentioned from time to time, write them on the board, and allow the pupils to copy them with a word or two of explanation.If the less yn is taken up in Montreal or its neighbourhood, mention such names as Place d\u2019Armes, Place Royale, Hôtel-Dieu, Maisonneuve and Mance, which they are familiar with ; and tell them that there are most interesting facts in Montreal\u2019s early history in connection with each of these names.This will give them something to look forward to.LESsoN PROPER.Geography of Lesson, Draw on the board, before the pupils, a map of the river St.Lawrence about as far up as Lake Ontario, marking with especial distinctness the river Ottawa, and the island of Montreal.Direct the attention of the class to the physical features of the land on either side of the river, and note the great perseverance of the earlv explorers in continuing their journeys, when they saw the rugged and barren nature of the lower St.Lawrence.Mark on the map places where settlements had previously been made, viz.:\u2014Quebec, Three Rivers, Tadousac, and the Richelieu and L.Champlain, because of their exploration.From this outline and their previous study they have an idea of the condition of the country, as regards its settlement, before Montreal was founded. Pate RS et TT + tan a ARIS ETE fans iy Co : RE RRR = TE Kw = por SES .ned hE - > Sa Rn APE OE Ta = = amenés Ad = = Cm nr