The educational record of the province of Quebec, 1 juin 1909, Juin - Juillet

[" Vol.XXIX JUNE-JULY 1909.Nos.647 DUCATIONAL RECORD OF THE PROVINCE OF QUEBEC ÉDIUM THROUGH WHICH THE PROTESTANT COMMITTEE OF THE COUNCIL OF PUBLIC INSTRUCTION COMMUNICATES ITS PROCEEDINGS AND OFFICIAL ANNOUNCEMENTS.The Protestant Committee is responsible only for what appears im the Official Department.JOHN PARKER, J.W.McOUAT, Editors.G.W.PARMELEE, Managing Editor.CONTENTS.Paass ARTICLES : ORIGINAL AND SELECTED.June 1\u2014Teaching Elementary Science.ool, 199 Spelling.«oti ee ee es aa aa 208 Why a High School Education Pays.oii.211 AWasteof 6oyinTime.cco.s sea aa a es aa as a a aa ae anna ae 212 Trained High School Teachers.ooo iil, 213 The Efficient Teacher\u2014 What Teachers are Doing.214 Punishments.cocci iii, herbe ae 10 ea es sens 0 215 Co-Education\u2014Optimism\u2014Who is to Blame ?.ee 216 A Common Error.20002 000 0e ae ea se aa a eee a es a se es een a 0» RARES 217 Protestant Association of Protestant Teachers of Quebec.218 The Holidays\u2014Home Life of the School.co.ooo.219 Permits.ttt ttt ti ie ee teas Cea 7.220 Class Recitations\u2014Teachers Beware.coo io, 221 Influences.2002040 i i ee eee ere ee 222 How to save Trouble\u2014Birds that eat Mosquitoes.223 Looking his Best.020000 LL Lea ae we te a aa ae See eee ae a ana a se eee ne 224 Report of Inspector O.F.McCutcheon.8010000810 e eee e sa na nee Le Le 225 Bonuses Awarded for Successful Teaching ¥907-08.229 \u2018OFFICIAL DEPARTMENT: nee Meeting of the Protestant Committee of the Cyeffcit ACyit ction.232 Notices from the Official Gazette.Spee a ENN.244 Exchanges to be Addressed to * Editor of the Educational Record, © Quebec, P.Q.All Communications to the Managing Editor, Quebec.i Messrs.George Philip & Sons\u2019 \u201cComparative Series of Large School Room Maps\u201d are considered by geographical experts throughout the world to be the leading School Room Projections.Send for the convincing proof, our descriptive and illustrated circular, and reduced facsimile.Our new and complete illustrated catalogue of Geographical Publications is a work of art.Containing Globes, Model Test Maps, Map Building Sheets, Picture Map of the World, Memory Map, Atlases, Diagrams, Plani- spheres, Tellurians, etc.WRITE TO-DAY FOR A CCPY Renouf Publishing Co, Canadian Agents 61 Union Ave., Montreal, P.0, \u2014 Educational Record of the Province of Quebec Fe Nos.6 & 7 June-July 1909 Vol.XXIX ARTICLES: ORIGINAL AND SELECTED.JUNE 1 \u2019Tis June\u2014the merry, smiling June\u2014 \u2019Tis blushing summer now.Eliza Cook.TEACHING ELEMENTARY SCIENCE.HENnry W.Brown, M.S., NEw HAMPTON LITERARY INSTITUTION, NEW HAMPTON, NEW HAMPSHIRE.While much can be accomplished by children of school age in the effort to arrive at principles through the study of correlated facts, yet loyalty to the inductive method as the size qua non of science teaching may be carried too far.To encourage boys and girls too early to accept general principles solely, or even chiefly, upon the evidence of their own uncertain observation is to foster error, develop credulity, and lead to distrust ofthorough- ly established laws.Besides, it is as important to be able to descend from a general proposition to a special case as it is to ascend from a multitude of specific facts to the implied truth.Indeed, the former process is a far more common necessity in everyday life. 200 The Educational Record.Nor does it seem worth while to require even the simplest verification of every principle considered.Often the pupil should be left to walk by faith alone.\u2018The theories of science, we know, are based upon long and painstaking observation and broad induction.Let the student learn to trust authority.It will do him good.Some instruction as to how much of sacrifice and consecrated effort many of the commonest principles have cost their discoverers insures larger respect for the laws themselves and nerves the student to worthier effort.Certainly, the world has produced no nobler men than these self-abnegating heroes of science in their indefatigable search for truth.Anticipation aids discovery.Theory enlightens practice.While the logical order is from the concrete to the abstract, from the experiment to the induced principle, yet there certainly can be no harm in requiring the student to study, for example, the theory of primary and secondary coils, or to learn how they are used, before permitting him to operate them.The experiment in most cases should actualize and perfect ideas already in possession in the rough.It should be saudwiched between two slices of hard study.The observer must be prepared to look for something, if he would discover anything.To place undeveloped minds upon the level of the original investigator, as some are doing, seems hardly wise.Systematic science should be largely passed up to the college and the university ; yet we see the highly refined methods of the experts constantly being thrust back upon the lower schools\u2014often, be it said, to the confusion of the latter.Fundamental facts and general laws, with rather superficial observation, alone, come properly within the scope of the primary and secondary grades.Let the laboratory experiment, in most cases, stand frankly not as proof but as illustration.Little quantitative work, and that of the simplest sort, is admissible in the brief courses of most schools.\u2018The natural bent of youth is toward dynamics, hence the interest is in the how and why of things and in what is being done.This fact alone suggests the place of emphasis in most school experimentation. Teaching Elementary Science 201 Unless the experiment is clearly convincing, it would better not be attempted at all.A partial failure often takes the life out of the fact.Many a sublime truth is marred to the youthful mind by some bungling demonstration which \u2018\u2018doesn\u2019t work \u2019\u2019 and the sly titivation of the anxious instructor can rarely restore the dignity of the situation.It is a waste of time for each pupil to perform for himself all the simpler and more manifest demonstrations of the manuals.These, if not ignored entirely, should be assigned to individuals to be made, once for all, before the class.Valuable as laboratory work may be, much of it is often mere child\u2019s play.The domestic pursuits, especially the cooking, of many a well- ordered home bring into requisition far more \u2018\u2018brains\u2019\u2019 than does the best so-called laboratory work of some schools.Keep it earnest.Move it along.Make it count.Notwithstanding the cry against it, reasonable attention should be given to formal classification in science teaching, whether of principles, facts or objects\u2014not an unintelligent memorization of meaningless terms, but such consideration as leads to the recognition of order and design in the universe, each principle a part of some larger action, each created thing a source as well as a product in the great plan\u2014a link in the wonderful chain of evolution.A good classification vertebrates the whole subject to the student\u2019s mind and satisfies that instinct which seeks relationship.It gives to each object of interest a local habitation, as well as a name, in the general concept of which it properly forms a part.Large charts, conspicuously hung, should be referred to at each stage of advance, whatever the subject, in order that a logical sequence of treatment shall at all times be manifest.While the best of books cannot take the place of first-hand study of facts and phenomena, yet much time should be required in collateral reading concerning many things the pupil has never seen.Such reading prepares in advance for the recognition and appreciation of those objects of interest which one is almost sure to meet as he is able to extend his field of observation later.It is folly to say that no valuable knowledge of the facts of science can be obtained except through direct perception.jar dan tt Lt id 202 The Educational Record.We must not ignore the prime purpose of literature, which, in alt ages, has been the transmission of the lessons of experience.Second-hand information is often equal in practical value to firsthand knowledge.Last summer, at the Louvre, it was the paintings and statues with which the whole world is familiar through the literature of art that most attracted us.Equally good things, entirely unknown, could hardly have possessed so great charm.The same can be said concerning natural objects.\u2018To turn a child loose upon nature and his own resources, with the command to see things, is hardly more promising of results than to set any uncultivated person wandering amid the bewildering riches of the Louvre or the Luxembourg.Says Goethe, \u2018\u2018Nichts ist schrecklicher als unwissende Thatigkeit\u2019\u2019 (nothing is more terrible than ignorant activity).Furthermore, collateral reading adds so much of interest to.familiar objects.Current magazines are indispensable.Love for books is almost as important in these days as is love for nature herself.The library and the laboratory are sister aids in the pursuit of science.What others have discovered is the property of him who can comprehend and use it.No person, after all, must be expected to discover very much for himself.Each generation inherits the accumulations of the past.Each must stand upon the shoulders of the foregoing and endeavor to peer yet a little farther beyond the ever-widening horizon of the earlier view.: How shall we explain the attitude of some teachers toward text-books ?While the earlier methods of teaching were bookish in the extreme, the reaction is carrying us too far a-field.Especially is this true in view of the excellence of many recent treatises.Unless the {eacher has reason for believing that the author of the schoolbook in use has at least as broad and as clear a view of the subject as he has himself and is as competent to produce one, he should not hold to that text, he should seek another\u2014or prepare a better.Having adopted a book which he can and does respect, he should follow it in the logical development of the subject, with but little deviation from the order in which the author has deemed best to present it.He should Teaching Elementary Science.203 magnify the author in the eyes of the pupils, awakening in them an interest in the writer\u2019s career, and teaching them to look upon his statements as emanating from a source pretty nearly adjacent to the very fountains of truth.A teacher gains little by discrediting in any way either the author or the work.Youth respects authority and wants the facts.The pupil must have confidence in his book, even as he must in his teacher.An instructor is never more effectively clad than when garbed in modesty.Original opinions can properly be deferred until the author's declarations have been given intelligent consideration.The hop, skip and jump method is always bad.While several of the best of the more recent books are far too crowded for brief courses in secondary schools, yet are not many of them truly inspiring ?Pestalozzi may have taught four-score children with neither books nor notes; yet he could have gotten but meager results, however abundant and interesting his objective material, had he talked none.It comes to this : shall school instruction be chiefly oral or from the book?We incline to the book.Although verbal memorizing was formerly the bane of science, as it was of all teaching, the possession of the form of an idea being insisted upon at the expense of the spirit of it, such is not now the case.The book is for study as well as for reference, and it is yet true that the largest good from the child\u2019s education must come to him through his faithful struggle with its pages.Let the teacher insist upon the memorizing of exact definitions and concise statements of laws.While there should be nothing hazy about the idea, neither should there be anything inexact in its expression.A true definition should be respected like a mathematical equation, in which the omission of a single factor renders the rest untrue.For review work, and especially for rapid concert reviews (in which many still have faith), such memorized portions are invaluable, The popularization of nature study, the magazines devoted to particular subjects, and especially the rapid increase in the number of really good manuals for non-technical identification of natural objects have led to much collateral reading and much more interest in outdoor study upon the part of the masses.All \u201cA x i 4 Hi Bt RE 204 The Educational Record.this is leading to the adoption of simple and suggestive names for things, thus removing one of the bugbears which formerly vexed the souls of many who desired to call their friends of field and wood familiarly by name.Heretofore, the hungry student has found the garden of natural science surrounded by the hedge of ancient language.Much would be gained and but little lost ina yet more radical simplification of terminology.Why pseudopo- dia instead of false feet ?A class can be led to the ready identification of twenty common ferns, calling them Royal, Oak, Interrupted, Crested, etc., in the time required for learning half as many lichens, for which there are few names in common use.The Germans, in discarding an ancient nomenclature and adopting for scientific purposes their own expressive vernacular, evidenced but in one more way their worthiness to lead in the progress of serious investigation.Furthermore, the revival of the ancient pronunciation of Latin and Greek, from which so many of our terms are taken, works dead against facility in learning our necessarily extended terms.If the Roman method must stand, our associate teachers should be willing to instruct their pupilsin the English pronunciation also.Certainly they could thus make more manifest the connection between dead roots and vital derivatives.Why should a native-born American boy, facing an unfamiliar word, be tempted to pronounce it like an Italian ?Conceive of an intelligent lad attempting to use the to him unusual word, fa, pronouncing it /e-aht ! Such other worldliness in education increases the already too great unpopularity of classical study in our schools, Unquestionably much good can be gotten from the practice of making careful and elaborate notes during the laboratory hour, but this matter is being overdone in some quarters, With the phenomenon before one, the main thing is to see it.What one may write about it is an after-consideration.The record of the observation in nature\u2019s own shorthand is being made upon the mind, where it should be.It is distracting, sometimes, to have to pen it out in the laborious longhand of the schools, as so much more dreary matter to be copied.The interest of the pupil having become aroused, nothing should come between him and the grati- Teaching Elementary Science.205 fication of a completed concept.He should see it through, otherwise a valuable mental privilege is violated, a natural and worthy impulse denied its legitimate reward.A terse and accurate description is a good thing in itself, but the teacher of science may properly expect the teacher of Iinglish to develop the power to produce such.With so broad a field of entrancing fact to glean, the student can hardly pause to cultivate \u2018the flowers of rhetoric.An hour with the compound microscope searching for amœbas and desmids, whether more valuable or not, is far more to the purpose than the same time occupied in expanding and copying laboratory notes.Time for memoranda only should be taken from the regular period.To be entirely consistent, no doubt, much the same should be said of drawings made in class ; yet the writer gets most excellent results through the medium of free-hand sketching.One expresses with a pencil only what he has clearly seen.What he has thus perceived he can somehow express.Drawings should be largely diagrammatic, sometimes strictly conventional, usually in outline, and never with the effort to be artistic.It is the drawing teacher\u2019s province to teach art.Sometimes it seems as though the earlier teachers of science sought every device possible for killing time.No other subject has been so cruelly invaded by interests only remotely connected, .as has that of nature study.Too often, it appears, science is taught as merely auxiliary to other longer established branches.Who is not fretted at the increasing amount of work we have expected to put upon the mathematical problems dragged in ?We haven't time for it.Let the teacher of mathematics give this drill.Natural science is of value in its own right and is for the furnishing of other discipline fully as important as the mathematical.Automobiles, \u2018\u201cX\u2019\u2019-rays, wireless telegraphy, the telephone, all invite the active mind.In a one year\u2019s course in physics, only the simplest problems illustrative of the most important laws should ever be assigned.Too much stress, also, is laid upon histology in several of the sciences.\u2019Fhe study of reproduction, especially, is being over-emphasized.Many a student in botany is fooling with microscopic prothalli, and such like, who would better be learn- ii 206 The Educational Recording to recognize the trees and shrubs of the school campus.What can poor Pugsley do with this : \u2018\u2018 The sporangia are eusporan- giate, and Isoctes shares with Selaginella the distinction of having the heterosporous-eusporangiate combination \u2019\u2019 ?\u2018There must be a return to a practical and homely realism, an acquaintance with things at hand.Individual collections should be made of rocks, woods, ferns, flowers and insects.Pupils should be expected to know, at least by name, the common things seen in their casual walks\u2014forty rocks, fifty trees and shrubs, twelve ferns, fifty wild flowers, and fifty insects, besides many other objects recognizable under general terms\u2014as genera and classes.Is it not possible that too much value is being placed upon orderliness in the class room?A roomful of students should give evidence of life.\u2018There is a marked difference between unorder- liness and disorderliness.\u2018The one is often tolerable, the other never.The natural and unstudied relations so essential to good nature-teaching are impossible where \u2018\u2018 the letter killeth.\u2019\u2019 There need be little fear of too much oral instruction upon the part of the average teacher.While the pupil, time and time again, must be led by a series of questions, alone, to valid conclusions of his own, yet nothing arouses the thirst for knowledge more than an animated account, now and then, of simple and interesting facts of experience from a teacher who is himself full of the theme.Such talks based largely, perhaps, upon the results of vacation study are more effectual by far than the formal lecture.The crayon is a potent factor, always, in the hand of a competent teacher.So long as the attention is keen, marshal the new facts.Present them as luscious fruits to be enjoyed.Clothe each with an attractive garment of illustration, and draw from the class every parallel experience possible.Science must be largely taught as an informational study.With the great wonder-world of nature about him, the pupil has a right to the information which he instinctively seeks.Gratify his natural inquisitiveness.Respect his questions.Consider carefully his answers.Take his view-point and lead him on.Make him think for himself.Help him to visualize.An incorrect answer is better than none.Avoidthe ruts.Preserve the spirit Got AE \u2014 \u201can dj re peser «LLC MORTE Aie it sont) EASLEY Ls de SE eee ans Et A USE Teaching Elementary Science.207 of expectancy.Watch for facial changes.Anticipate the doubt.Keep all minds busy.Ask the question before calling the name.Cut free from the book and be alert.While exacting in just demands, be not chary of praise.Husband the time.Review.Assign independent topics for original investigation, and encourage reports from the current literature at hand.Be cheerful, be kind, yet dare to be stern.Be master of the situation always, Science for its own sake is one thing.Science in its relation to human life is another.Such instruction in the public schools should still hold to the purpose of fitting boys and girls for future 4 usefulness and happiness\u2014for worthy citizenship.It must be broad and comprehensive, extensive rather than intensive.Since specialization must always rest upon generalization, the pupils of high school age are doing enough if they simply lay the } foundation for the work of later years, To be sure, the youth who has \u2018\u2018 had \u2019\u2019 every science from physiography to psychology, besides language study, mathema- ; tics, and an art ortwo, all within the space of four years, can hardly have gotten more than a \u2018\u2018 dilute omniscience\u201d ; yet he has laid the basis for further accomplishment and, should he not go to college, has already attained to an intelligent view over a large range of profitable knowledge.A training which merely insures that the instructed be able É to think along scientific lines is incomplete in its ends.The science teaching of the future will concern itself with all the senses as it does now with simple sight.Sounds, textures, perfumes, even tastes will have their place.Much even now could be done in this direction.Some of the methods of the psychological laboratory could wisely be introduced into the secondary schools.Besides, the broad fields of the emotional and the volitional life are not so very remote from the realm of thought ; and true science teaching cannot be unconcerned in their cultivation.Such teaching\u2014such as endeavors-to prepare our youth for that response to nature which shall conduce to a rich, full, happy and useful existence under almost all circumstances, even those of self-denial and hardship\u2014may not be entirely up-to-date, but it has some merits all its own.\u2014 Education.RTE The Educational Record.SPELLING.Spelling can never be perfect until it is automatic.\u2018This is because of the large number of irrational or unsystematic elements in English orthography.Just as no one can ever write with facility until he has ceased to think of the curves and straight lines of which each individual letter is composed, so no one ever becomes a good speller until his volition ceases to concern itself with the particular letters which compose a word, and needs only to give a general order for the word as a whole ; or, to put it differently, until the word has been spelled correctly so often that, if one begins upon it, the motor memories of the hand or the vocal organs will carry out the series of movements that practice has associated together.The work of the teacher of spelling should therefore be directed unflaggingly to the establishment of these automatic processes.But we cannot secure this automatic spelling until we rid ourselves of the mistaken notion that the child should learn to spell about all the words that any person would ever be called upon to touse.The result has been that the average child not only became discouraged in trying to memorize these meaningless symbols, but the time taken for the study and drill upon these words has prevented his mastering the words which are indispensable in the ordinary affairs of life.It should, of course, be remembered that it is wasteful to teach - the spelling of any word which is not likely to be needed by pupils for written work either in or out of school.To illustrate the word Baluchistan should not be included in the spelling lesson just because it is mentioned in a geography lesson, for the probability of the students ever having to write such a word is slight.But if the pupils have been studying China in the geography period and are to write about the country, it would be quite advisable to give in the previous spelling lessons such words as Emperor, Pekin, Mongolian, Manchuria, Confucius, Tartar, \u2014 because these would doubtless prove useful words in the child\u2019s written vocabulary.While the composition is being written the child should feel perfectly free to look up in his geography or dictionary any other word which he needs in his description of Spelling.209 China.Again, if the pupils are reading Hiawatha, the teacher might well give in the spelling lessons such words as Longfellow, Hiawatha, Lake Superior, birch canoe, Michigan, Laughing Water, North Wind, in preparation for the composition exercises which would naturally follow or accompany the reading of the poem.In this case, also, the pupils should have access to the glossaries of their reading books when writing the composition, in order to get the correct spelling of such Indian names as they might wish to use.It is hardly necessary to point out the very important fact that a mistake in spelling results not merely in lack of success, but in a positive interference with the establishment of the right habit.Every time any process that we wish to master is done in any other than the right way, an interfering element is introduced, a wrong series of motor memories is established, weak it may be at the first occurrence, but growing stronger with every repetition.Teachers should, therefore, be careful to prevent pupils, so far as possible, from spelling incorrectly.Pupils in grades above the fifth should be given the necessary practice in the use of the dictionary, so that they can readily ascertain for themselves the correct spelling of any unfamiliar word which they wish to write.In grades below the fifth the teacher should be the pupil\u2019s dictionary, encouraging them to ask for the spelling of any word which they wish to use in their written work ; or dificult words which the pupils are likely to use in a written exercise may be written on the board.Incorrect spelling like incorrect speech, should be noted by the teacher whenever and wherever it occurs.By this careful guidance, the spelling conscience will early be aroused and the pupil put in the way of training himself to absolute accuracy in spelling.The teacher should give considerable attention to the pupil\u2019s method of studying his spelling lesson, in order to help him to economize his time and make his study more effective.The spelling lesson can be more satisfactorily studied at home than perhaps any other subject, but even if this is done the teacher can mater- ~ ially assist the child in forming good habits of study by advising a quiet place for study and training him to concentrate upon the words which he may have difficulty with.A good method to 210 The Educational Record.suggest is for the child to go over the lesson carefully and then have some one hear the lesson.The words which he fails upon he should write several times and spell orally repeatedly, with his mind closely fixed upon the words, until he is sure of them.Some pupils can master an ordinary spelling lesson in five minutes ; others will need to study the same lesson half an hour, and should be encouraged to do so.Perfect spelling should be established as the aim of every child, and itis the teacher\u2019s influence that will largely determine whether or not pupils will feel satisfied only with absolute accuracy in their spelling.\u2018The teacher can be of great service to her class by giving a few minutes at the close of each lesson to preparation for the study of the following lesson.The teacher should read the new lesson to the class, whether a selection or a list of words, pronouncing slowly, carefully and correctly.It commonly happens that a child left to his own devices will pronounce a word wrong the first time it is seen and thus get the wrong pronunciation so firmly fixed as to make it difficult to correct it.\u2018I'he teacher should always prepare for this exercise, as there are few people who have not some pronunciation not sanctioned by good usage.In this preparation the teacher can also assist the pupils to determine the difficult points on which they should concentrate in the study of the lesson.For instance if the word describe is in the list to be studied, let the teacher write the word on the board, using red crayon for the letter ¢, or underlining it, to emphasize the correct spelling of the part of the word that usually causes the mis-spell- ing.In this preparatory study, the reasons for the use of the various punctuation marks in the dictation should also be discussed so far as may be necessary.Do not neglect the occasional use of the old-fashioned spelling match between classes or rooms, for, if rightly conducted, it not ouly affords a valuable oral drill, but also adds interest and variety, and gives motivation to the daily spelling lesson.From the Teacher\u2019s Manual, to accompany the Bailey- Manley Spelling Book, published by Houghton, Mifflin Company.Copyrighted 1908 by Houghton, Mifflin Company. Aurintaine petite Why a High School Education Pays.211 WHY A HIGH SCHOOL EDUCATION PAYS.GEORGE H.MARTIN, SECRETARY MASSACHUSETTS BOARD OF EDUCATION.Decidedly, yes, because all education pays.This is not the same as saying that going to a high school pays, because a good many boys and some girls go to a high school without being educated thereby.Some of them might have been educated by some form of manual work, and some of them are not educable at all.It is the old story of the silk purse and the sow\u2019s ear.But any boy who completes a course in a high school, whether that course be known as classical, general, commercial, or technical, comes out of school worth more to himself and to the community than when he went in.In the first place, the added years have made him more mature, able to look at business and life in a more manly and less \u2018 boyish way.Second, he has learned to fix his mind on the work in hand and to realize that continuity of effort is essential to success.Third, he has gained some power to carry on a train of thought logically, to see relations of cause and effect.Fourth, he has learned some facts about history and civics, and literature and science, which enable him to read intelligently the current periodical literature of the day, and by so doing add to his acquirements on the principle that \u2018\u2019Them as has gits.\u201d\u2019 Fifth, he is better prepared to understand and appreciate the scientific aspects which all modern industries have assumed.Agriculture is now applied chemistry, botany, physics, biology.Chemistry has revolutionized the process of manufacture of leather, paper, porcelain, and food products.\u2018The great engineering projects by which the modern development and reclamation work are carried on are applications of mathematics studied by the boy in his high school course.Sixth, he is better prepared to enter into the civic life of his community, which is clean and healthful and progressive in proportion as its citizens are intelligent.As in the industries, so in municipal activities, modern science is dominant.In a suburban city the authorities are wrangling over the question whether their 212 The Educational Record.water supply shall be purified by ozonization or by filtration, and people are taking sides on it who could not tell whether ozone is an animal, a vegetable, or a mineral.This is not saying that high school education may not be improved, or that it ought not to be improved, but up to the present time it has been the means by which a good many generations have been enabled to put more into life and get more out of it.\u2014 Boston Sunday Globe.A WASTE OF 60% IN TIME.L.D.COFFMAN.Some time ago I saw the following recitation in arithmetic.The teacher had assigned from the blackboard a number of simple problems in addition such as, Add 45 36 29 28 \u2014, \u2014, etc.As soon as the class was assembled, the teacher sent a pupil to the board.She read the first problem to him.He copied it down, solved it correctly, received the teacher\u2019s nod of approval, erased the board, and quietly took his seat.This procedure was repeated with every pupil in the class until all of the problems were solved.The recitation closed just on time, twenty minutes having been taken for it.The teacher seemed to think that all the conditions of a good recitation had been successfully complied with.\u2018The class had been quiet and orderly, the trips to and from the board had been made with the least possible noise, every member of the class had solved a problem and had received the teacher\u2019s nod of commendation, the board work had furnished an opportunity for the expression of physical activity, and as each child had solved his problem there was growth through self-activity.What more could be desired ?It was suggested that the children, by a little rapid, mental work, could have solved the problems at their seats, and as the problems were all onthe board, some pupil might have written the answers down in their proper place as rapidly as they were given.By this means the work of the entire twenty minutes could have been reduced to eight or less. Trained High School Teachers.213 It is very evident that in this recitation at least twelve minutes of time were wasted, or rather worse than wasted, for the children were receiving training in inattention and in the habit of failing to live up to their own selves.Those twelve minutes should have been saved for additional drill upon other problems in addition or for studying with the children the new work, the new principle in subtraction, which was sure to be needed in the next day or two.\u2014School! News.TRAINED HIGH SCHOOL TEACHERS.Paur, H.HANUS, HARVARD.It is clear that High School teachers ought to know all they can about children and youth ; it is pretty clear that they ought to take pains to know all they can about the development of children and youth, so that they may address themselves to their tasks with some general appreciation of what children and youth really are, and may address themselves to the education of the individual with the developed habit of studying the individual.It may be said, of course, we know the children and youth ; we have had them with us always ; we know them ; we know what sort of people they are; we know what they need.Now nobody says that about the weather and we have the weather with us always, but no layman undertakes to predict or forecast what it is going to be like except in the immediate future.We know about trees; we have had them with us always, but when it comes to cultivating the tree, developing the tree with a purpose,or a fruit, or any other living thing, an animal, when it comes to doing that, we take pains to discover the nature of the thing we are dealing with from the beginning tothe end.Asa part of the teacher\u2019s professional training, he should study children and youth, so that he will have as the background of his study of each individual the general knowledge which the recorded experience of those who have studied children and youth in some effective way supplies.A few years ago we had no literature dealing with this subject.\u2018To-day we have some.It is not nearly as good as it is going to be ; that is a part of the growth which we are now making, but he 214 The Educational Record.who would decline to acquaint himself with that literature today simply because it is not as good as it ought to be deliberately turns away from the assistance which he needs in carrying on the very important work with which he is charged.Most teachers are routine teachers, conscientious routine teachers, to be sure.\u2018They teach their Latin, their algebra, their geography, their modern language, chemistry, manual training, whatever it is ; but they teach it too often with no conception of the significance of that work in which they are all engaged.\u2018They teach algebra, manual training, and chemistry as faithfully as they can, but that is the end of it.Most young teachers who enter upon their work without professional training grow for a little while, until they have beaten out a fairly successful routine\u2014two or three years, may be five\u2014then they stop growing and fall into the jog-trot of routine.They are dead at top after ten years\u2019 experience, and they never grow any more.\u2014 Journal of Education.THE EFFICIENT TEACHER.There are trained and untrained teachers.Some are trained for teaching and some are trained in teaching.One who was trained for teaching and has the conceit that such training is adequate for his life work is far less efficient at the end of five years and ever after than one who has had no student training for teaching, but is getting it daily by observation of others, by close attention to the suggestions and directions of superintendent, supervisors, and principals by attentive reading of educational journals that are broadly enlightening, and by the close study of books that guide and those that lead.Of course the most efficient teacher is one who was trained for teaching and continues the training while teaching.\u2014 American Primary Teacher.WHAT TEACHERS ARE DOING.E1BERT HUBBARD.Any man who would ridicule our public schools or attempt to depreciate the splendid work that the teachers are doing, Punishments.215 is a person devoid of discernment and lacking in knowledge.It is safe to say that school teachers in America do more work for less pay than any other class of persons with equal intelligence that can be named.And the love, loyalty, devotion, and patience that are shown in the work by many teachers in our public schools are worthy of the highest esteem.And the teaching timber is continually improving\u2014I know that.I am quite aware that the schoolroom that does not now have many traces of beauty and attempts at harmony is exceptional.I know, too, that kindness and patience are now to be found where once was force approaching brutality.PUNISHMENTS.There are some schoolroom punishments in very common use incompatible with the best physical interests of the pupils.The maintenance of discipline is, of course, essential to progress and to meatal tranquillity.In some schools, however, ¢- discipline\u2019 is worshiped, and for its maintenance some harmful punishments are inflicted.Nor is the offending culprit the only one to suffer, Not infrequently the whole class is punished for the misdeeds of a few.A very common form of punishment is the keeping in at recess time.\u2018This is wrong.It ought not to be permitted.The recess hour is for the children ; it is the recreation hour and surely the younger children can ill afford to lose it.Another punishment, simple and inoffensive in itself, becomes harmful from too long infliction.The placing of the head on the desk and keeping it there until told to sit up seems a mild sort of thing.But when the unnatural position is kept for half an hour or longer, perhaps because the teacher has forgotten the child, it becomes a really severe and harmful practice.This form of punishment is limited to the younger classes and these are the very ones most harmed by it.The possibility of harm should be eliminated from all punishments administered to school children.\u2014(Aygiene). 216 The Educational Record.\u2018\u201c I shall pass through this world but once ; therefore whatever good thing there is which I may do, lef me do it now, let me not postpone nor defer it, for I shall not come this way again.\u201d CO-EDUCATION.In elementary schools 96 per cent of the children of the United States are in co-educational schools; in secondary schools, 95 per cent are in co-educational schools; in colleges and universities attended by men, 68 per cent also admit women.OPTIMISM.Live in the active voice, intent on what you can do rather than on what happens to you: in the indicative mood, concerned with the facts as they are rather than as they might be; in the present tense, concentrated on the duty in hand, without regret for the past or worry about the future ; in the first person, criticising yourself rather than condemning others ; in the singular number, seeking the approval of your own conscience rather than popularity with the many.\u2014 William DeWitt Hyde.\u2014( Journal of Education).Look up, and not down, look forward, and not back; look out, and not in; and lend a hand.\u2014(Æ.£.Hale).WHO IS TO BLAME?If 45 out of 48 pupils are neither absent nor tardy, the teacher is to blame.She has made school work too interesting to be lightly missed.If the pupils of a given school or room are unusally orderly in passing from the room or building and unusually courteons in their bearing, the teacher is to blame.Should she be less earnest and less persistent, this condition would soon disappear.If there is real joy in the work of the school, or an earnestness not measured by percentages, and a healthful love of study, the teacher is to blame. A Common Error.217 If the pupils of a particular room or school have the reputation of being the best body of pupils in the community the teacher is to blame.If the pupils manifest love for good books and are interested in the best stories, the teacher is to blame.If the supervisors, principals, and superintendents meet with a courteous and cordial reception when they visit a certain room, the teacher of that room is largely to blame.If the board of directors are wide awake and responsive to the requests of the teacher for things necessary for the school, the teacher is to blame.If a board of education is conspicuous for its practical and progressive administration of the schools, the superintendent of that school is in a large degree to blame.\u2014Gilbert P.Randle, in School News.A COMMON ERROR.CORRECT THE SENTENCE BEFORE YOU READ THE EXPLANATION.\u2018\u201c May I examine the children a little as to their knowledge of the language ?\u2019\u2019 asked the visitor at the grammar school, an old gentleman with a benevolent aspect of countenance, but a shrewd twinkle in his eye.\u201c\u201c Certainly you may \u2019\u2019, smilingly answered the teacher.The old gentleman stepped to the blackboard and wrote this sentence upon it :\u2014 \u2018\u201c Pennsylvania abounds in anthracite coal \u201d.\u2018 Now \u2019\u2019, he said, \u2018\u201c I should like to have some child point out the mistake in that sentence \u2019\u2019.One of the older girls came forward, picked up the chalk and rewrote the statement thus :\u2014 \u2018\u201c Anthracite coal abounds in Pennsylvania *\u2019.\u2018\u201c Not so bad \u2019\u2019, said the visitor, \u2018\u2018 but you haven\u2019t found it\u2019.Another changed it as follows :\u2014 \u2018\u201c Pennsylvania abounds with anthracite coal.\u2019 \u2018< Still incorrect,\u201d was the comment.\u2018\u201c Anthracite coal is abundant in Pennsylvania,\u201d\u2019 wrote a third. 218 The Educational Record.\u2018\u201c\u2019That will not do either,\u2019 said Mr.Baxter.One of the big boys tried his hand, with this result :\u2014 \u2018\u201c Pennsylvania is abundantly supplied with anthracite coal.\u201d \u2018\u201c No ; that is not so good.\u2019 Then little boy stepped forward and with his finger erased the word \u2018\u2018 coal.\u201d\u2019 \u201c\u201c That word isn\u2019t needed,\u201d he said.\u201c\u201c \u2018Anthracite\u2019 means hard coal.\u201d \u2018\u201c Right, said the visitor.\u2018\u2018 You have one bright pupil, anyhow, Miss Adair.\u201d \u2014 Youth\u2019s Companion.PROVINCIAL ASSOCIATION OF PROTESTANT TEACHERS OF QUEBEC.ANNUAL CONVENTION, OCTOBER 14, 15, 16, 190g.Addresses will be given by the Provincial Premier, Sir Lomer Gouin, the Provincial Treasurer, Hon.W.A.Weir, and others, in addition to the following lectures : \u2018\u201c School Activities outside of School Hours,\u201d (illustrated).Dr.Wm.H.Maxwell, Superintendent of Schools, New York City.\u2018\u201c Educational Unrest.\u201d\u2019 James Earl Russell, LIL.D., Dean of Teachers\u2019 College, Columbia University.\u2018\u201c Forestry and Education,\u201d (illustrated).Dr.S.B.Sinclair.\u2018\u2018 What is an Educated Man ?\u2019\u2019 Dr.Dale, Professor of Education, McGill University.\u2018\u2018Fads in Modern Education.\u2019\u2019 Rev.John Macnaughton, M.A., Professor of Classics, McGill University.The Sectional Programme will include the following items : Kindergarten and Primary Section.Art in Kindergarten and Primary Classes.The Kindergarten Gifts.Debate : Results and Development in Primary work.Elementary School Section : Writing in Elementary Schools.Elementary Arithmetic.Superior School Section : Graphic Algebra.High School Drawing.\u2018Tennyson: Introductory Lecture. The Holidays\u2014 Home Life of the School.219 A special feature of the programme will be the Reception and Afternoon Tea tendered the members of the Association by the Protestant Board of School Commissioners of Montreal.THE HOLIDAYS.Another vacation will soon be upon us and our formal studies will cease for a time.In such circumstances there is afforded a great opportunity for nature study by our pupils.The whole process of birth, growth and maturity in the plant and animal world goes on and repeats itself during our summer vacation, yet most of our pupils are blind to its beauties and unaware of its wonders.Why not arouse an interest in an informal way by asking each pupil to study the life of one plant and one animal during the vacation and return in the autumn with all the knowledge he can gather about each.It were better to give no directions or headings for observation, but to let each pupil discover all he can for himself, Unlimited he will enjoy his observations more and each discovery will be entirely new and unsuggested.When school re-assembles a formal record can be made of each pupil\u2019s ; research and further study instituted during the autumn to com- 4 plete the observations for the season.These records will be useful during the winter months for reference to verify statements occurring in the lessons and will have the way for further study not A only during vacations, but during the whole outdoor life of the pupils.He is not alone, who has noble thoughts, and how can a child have a better guarantee of good company from noble thoughts, than by supplying him with noble themes from the great book of nature, whose pages are never closed.HOME LIFE OF THE SCHOOL.In no sense can the teacher assume the position given her by the school law of /oco parentis with more effect, than by creating in her school an atmosphere of Rome fe.The law contemplates, that her influence shall be, \u2018\u2018 that of a kind, firm, judicious parent in the management of his children.\u201d But those teachers, who have the best home life in their schools have had no regard R ROC RO ER PEN EE OT PT 220 The Educational Record.to the stipulations of the law, but out of a good heart have brought forth fruit with patience.Home life is not made up of material possessions in the school any more than in the home, but is to be found in the happy relations existing between the teacher and her pupils.In a school where true home life exists, many harsh practices are unknown, nay, the teacher must scorn to use them\u2014co-operation is the Æey-note and loyalty the principle on which such home life depends, and there is no home influences in the school where these are not found.PERMITS.There seems to be considerable misunderstanding regarding the employment of uncertificated teachers by school boards throughout the province.The school law is quite clear on subject, however, and states that school boards shall engage only certificated teachers under penalty of forfeiting their government grant.Owing however tothe scarcity of qualified teachers, some \\ allowances has been made, for a few years past, and school boards have been \u2018\u2018permitted\u2019\u2019 to engage \u2018\u2018as a last resort\u2019 unqualified persons to teach in their schools.In every case it is expected, that the school board shall exercise due deligence to secure qualified teachers by at least advertising for them.In the next place it is expected, that the unqualified person to be placed in charge of a school has a good education and traits of character fitting her for the position.In the third place no unqualified person should be engaged as a teacher until the circumstances have been represented to the Superintendent and permission has been received to engage such person without a diploma.School boards should observe also that such permission is only for one year and for one school, and that in every case the person, whois to teach and the school, that is to be taught, must be considered before permission can be granted.\u2018These applications should be sent to the Superintendent some time before the permission is required in order that there may be time to refer them to the Inspector for his endorsation and recommendation.In all such cases the permission is given to the school board, not to the teacher.There is a regulation, however, whereby persons Class Recitations\u2014Teachers Beware.221 x who hold grade II Academy certificate or the A.A.certificate, : may obtain a permit to teach for two years, and if successful in } their work, may obtain a second class Elementary diploma upon 1 passing an examination in School I,aw and Art of Teaching.Such persons, before seeking an engagement to teach, should make application for their permit to teach, which they may receive without further fee or examination.It is greatly in the interest of everybody, that our teaching staff should show its qualifications to best advantage, and itis the desire of the Department, that every effort shall be made to regulate the employment of teachers and to record the qualifications of those who teach without diplomas.CLASS RECITATIONS.How often pupils have to recite under circumstances, that would make even a politician nervous! It is a practice in very 1 many classes to allow pupils, who are not reciting, to indicate a different opinion by raising their hands and giving expression to nervous utterances, which are intended to show an intense in- g terest in the lesson.These disturbances unnerve the pupil who recites, and his blunders follow thick and fast.His only reprisal Ë seems to be to join in with the spies, who watch for mistakes Er and help to undo as many others as he can, so that by contrast f his failures will not seem so numerous.E By all means let the pupils watch for errors, but require them to remain silent, until the pupil reciting has completed his E recitation.TEACHERS BEWARE.From the observations of an inspector we beg to submit the following suggestions :\u2014 (1).Beware of neglecting to secure your receipt for pension stoppages from the Secretary-Treasurer, for whom you have taught.If he never gets it for you he has sent in no report and : has received no government grant, and your percentage has never i gone farther than his office. 222 The Educational Record.(2).Beware of signing, or giving to the inspector any name, but your full name as it is on your diploma, otherwise you may have to prove who you are, when you desire your pension.We have known teachers, who had serious trouble and long delays on account of such folly in using their names.(3).Beéware of failing to attend the Autumn Conference held by your inspector each year.There is much benefit to be had at such gatherings of your fellow teachers, when the year\u2019s work 1s being planned and suggestions for successful work are being given, (4).Beware of \u2018\u2018jumping your job\u2019\u2019 asthe people express it, when a teacher has abandoned her school, before her time was up.If you have an opportunity to better your position, go to your employers and discuss the matter in an open manner with them and they will help you if they can.Once a teacher gets a reputation for such disregard of her moral obligations, she will discover it ahead of her application in many cases.(5).Beware of your expressions before your pupils regarding the community in which you teach.All you say in this respect, is sure to be repeated in the homes with enough variation to cause you to be misunderstood and misjudged.If you make any remarks regarding the place, where you teach, be sure that you find something good to speak about, otherwise keep silent and be respected.INFLUENCES.How much pleasure is spoiled and happiness lost by the conduct of people who do not think ! At school the lack of training in the homes, as well as the dispositions of the pupils, operate to produce disorder.The teacher, who has to correct all this tendency to thoughtlessness, may be discouraged, but should not despair, for her influence, if wholesome and constant, will work the desired reform.Much however depends on the provisions for success.If the teacher\u2019s discipline be strong in all points, little opportunity will be afforded for thoughtless conduct at school, for the pupils will soon follow the established order as unconsciously as they have hitherto followed no order at all.If pupils rush into the school room, when the bell rings, with dirty boots, there is lack of regulation and a door mat. How to Save Trouble\u2014Birds that Eat Mosquitoes.223 If the pencil chips and paper bits are over the floor, there is need of regulation and a paper basket.If the outer clothing, caps, mittens and rubbers are to be found everywhere, regulate the matter by proper provision for their security.Every influence that improves the surroundings of the pupils tends to brighten their conceptions of life and enables them to contemplate its duties with pleasure.HOW TO SAVE TROUBLE.If you your lips Would keep from slips, Five things observe with care,\u2014 Of whom you speak, To whom you speak, And how and when and where.BIRDS THAT EAT MOSQUITOES.Recent investigations by government ornithologists have shown that some birds are great destroyers of mosquitoes, and ought for that reason to be protected.Notable among them are the nighthawk, the chimneyswift, and the killdee.The nighthawk has a huge mouth and a stomach of corresponding size.It does most of its feeding during twilight hours, on which account the malaria mosquito, which is a night flyer, is particularly likely to become its victim.Mosquitoes of any breed are much esteemed by this bird, which will pass through a cloud of them with its mouth wide open and take them in much as a whale swallows fishes in its progress through a school.The nighthawk, of course, is not a hawk at all.It is otherwise known as the \u2018bullbat\u2019, because its flight is somewhat like that of a bat.When its broad bill is opened wide for prey, it seems to be all mouth\u2014-a most effective mosquito catcher.In the stomach of one of these birds as many as eighteen hundred good sized ants have been found by actual count ; and in another case sixty grasshoppers and twenty-two beetles and bugs.There is hardly a doubt that it could eat ten thousand mosquitoes for a single meal.The chimneyswift is likewise very active during twilight hours, when it feeds.It isa very rapid flyer, as most people ROSE TOR 224 The Educational Record.have had opportunities to notice.Probably it could devour two hundred mosquities at a repast.As for the killdee, five hundred mosquities would do no more than provide this bird with a square meal.Of course, all of these feathered creatures depend largely, and doubtless mainly, upon other kinds of insects for food ; but they will eat mosquitoes whenever they can get them, evidently regarding them as a dainty.And they ought surely to be encouraged in the practice to the utmost extent possible.\u2014New York Sunday Magazine.LOOKING HIS BEST.A certain boy of about sixteen years, whom I know, is very careful about his personal appearance, and yet I do not believe he has a trace of vanity in his make-up.He is not the least \u2018\u2018 dudish.\u2019\u2019 He does not affect startling neckties, nor fancy waistcoats, nor canes with great bulging heads on them, nor anything at all striking in appearance ; but he sees to it that his clothes are free from dust or soil of any kind.His boots always are carefully polished, his hair neatly combed, his linen clean, his nails in the same condition.Moreover his mother does not have to beg and implore him to wash the back of his neck and his ears.He always has an appearance of freshness and neatness that is good to look upon.One day, when he was getting ready to go some place with another boy, this other boy said, \u2018\u2018 What makes you so fussy, Ted ?\u201cI don\u2019t think that I'm fussy,\u201d replied Ted.I simply want to look my best.Every fellow ought to want to look that.\u201d\u2019 I think myself that this is a laudable ambition, and one that will meet with the hearty approval of almost everyone.A boy can want to \u2018\u2018look his best,\u201d\u2019 and at the same time be entirely free from vanity and \u2018\u2018fussiness.\u201d\u201d He will find that it always pays for him to look his best.Untidiness has often counted against a boy when he has been applying for a position.I once heard a business man say that he would no more hire a slovenly, dirty boy than he would hire one known to be dishonest.\u2014 Morning Star. Report of Inspector O.F.McCutcheon.225 REPORT OF INSPECTOR O.F.McCUTCHEON.I have the honour to submit my annual report for the year ending 3oth June, 1908., My district of inspection extends over nine counties and remains the same as last year, with the exception that one municipality, viz : St.Sylvester West has been added, the model school in this municipality having been reduced to the rank of an elementary school.The distances to be travelled are long and the roads for the most part rough and hilly.Your inspector sometimes travels six and seven weeks at a time with horse and rig before returning home.All of the municipalities, 49 in number, were visited during the year and bulletins of inspection have been already forwarded to the Department.The schools were all inspected with the exception of a few that were closed at the time when I made my tour of inspection.In most of these cases the school terms had been shortened owing to the difficulty of securing teachers.Reports of my inspection were sent to the teachers and the school boards.The teachers\u2019 conferences were held as usual at Bishop's Crossing, Bury, Gould, Maple Grove, Leeds Village, Valcartier and Quebec, and were well attended.Among other topics, questions concerning discipline and school management were discussed as well as some of the better methods of teaching English and writing.The best specimens of school work done during the previous year were placed on exhibit.At a number of the conferences I was ably assisted by the principals of the schools and resident clergymen.The cheques for the prizes for general improvement during the previous year were received and forwarded to the five municipalities obtaining them, as follows: 1st prize, $60.00, to Quebec; 2nd prize, $50.00, to the municipality of Bury ; 3rd prize, $40.00, Weedon ; 4th prize, $35.00, to Dudswell ; sth prize, $30.00, to St.Gabriel-West.With the above sums the commissioners of Quebec purchased some valuable reference books for the Victoria school library ; a good school library was placed at the disposal of the teacher 226 The Educational Record.and pupils by the school board of Weedon ; the commissioners of Dudswell supplied their school with excellent globes; in St.Gabriel- West the money was used to provide maps for the new school.\u2018The school board of Bury was recommended to expend theirs on improving the grounds of the new model school.These prizes are much appreciated and are beginning to awaken a livelier interest on the part of school boards in the betterment of the schools under their control.The following municipalities are recommended to receive the prizes for progress made during the year which has just closed : Thetford, $60.00; Winslow, $50.00 ; South Ireland, $40.00 ; North Ireland, $35.00 ; St.Dunstan, $30.00.The list which I give below contains the names of the teachers who have been most successful in their work during the year and are recommended to receive the bonuses : No.of Name of teachers.Municipality.district Mrs.A.D.McLeod.Miss Mabel L,.McVetty.\u2018\u201c\u201c Laura C.Graham.Mrs.Robt.J.Leith Miss B.K.Graham \u2018\u201c Margaret Sever.Laurie N.Beane.|Lingwick.A.M.Fairservice.Lingwick \u2018\u201c Grace E.Ford.|Portneuf \u2018\u201c\u201c Mary G.Johnson .\u2018\u201c Mabel B.Stevenson.Weedon Mrs.Mary 1,.Carrol Saint Pierre Baptiste.\u2018\u201c\u201c Amy Copeland Saint Roch North Miss Evelyn P.Flaws.|South Leeds \u2018\u201c Mary Kinghorn.South Leeds \u201c C.L.T.Metcalf.South Ireland \u2018\u201c\u201c Mil L.V.Patterson.Inverness \u2018\u201c\u201c Emma S.Pehlemann.\u2018\u201c Helen A.Rothney.|ILeeds.\u2018\u201c Frances J.Landers.|Saint Ignace ce ce HUAUUQUOBSHDNHHMHUINDN'H HN NN 227 Report of Inspector O.F.McCutcheon.The following teachers taught in my district last year and received bonuses, and according to regulations are not entitled to any this year, but will receive certificates for successful teaching: Miss Jessie McNicoll, St.Gabriel East ; Miss M.Proctor, Mill Hill ; Mrs.I.H.Robertson, St.Giles ; Miss J.F.Simons, St.Dunstan.Eleven teachers are entitled to the bonus of $25.00, for twenty years of service in the province; four to the bonus of $20.00, for fifteen years of service, and five to the bonus of $15.00, for ten years of service.The increased grants to elementary schools through the beneficence of Sir Wm.Macdonald has proved very helpful in many municipalities in the way of lengthening school terms, purchasing apparatus and increasing the salaries of teachers.In some municipalities, however, owing to the irregularity of the school terms and the difficulty of securing teachers,the benefits to be derived have not, as yet, been realized to the same extent during the year, but I hope to find improvement in these localities when I visit them this coming autumn.Thirty-three municipalities received aid from the Poor Municipality Fund, without which many of the schools could not continue.\u2018The municipalities receiving this assistance are generally very willing to comply with the regulations of the Protestant Committee for the improvement of their schools and most faithful in supplying the school with such apparatus as may be recommended by the inspector.In sixteen districts schools have been closed of late years, there being no pupils to attend.Six schools were closed during the year owing to the scarcity of teachers.In my district there were 112 teachers engaged in the work of teaching.Of that number 14 had obtained model school diplomas ; 5 advanced elementary diplomas ; 46 elementary diplomas and 47 were teaching without diplomas.The average salary paid was $17.74 per month.The teachers who held elementary diplomas were paid from $18 to $25 per month.\u2018Those who had not qualified received from $10 to $18 per month, which accounts for the reduction in the average salary. 228 The Educational Record.Nineteen schools have been repaired during the year ; new apparatus have been placed in fifteen others.Fifty-six of the schools\u2014one less than half the number\u2014are now supplied with patent desks.While a few of the schools are fairly well supplied with maps, the most of them have only two or three, the maps of Canada and Quebec predominating.Thirteen schools were open ten months ; 29 less than six months and the remainder from six to nine months.The pupils enrolled numbered 2159.Of that number 764 were in grade I elementary, 397 in grade II elementary, 427 in grade III elementary, 478 in grade IV elementary, and 93 were doing model school work.Seventy-eight French pupils were studying English.The average number of pupils enrolled in the rural schools was 15 ; the average attendance 10.The rate of taxation varies from 14 cents to $1.00 per hundred dollars, the average rate being 52 cents.In eight municipalities there are model schools and in one an academy.We regret to report that the new model school building in the municipality of Bury was destroyed by fire in the early part of June.lt was a fine two-story building erected on an eminence commanding a most beautiful view of the surrounding country.It contained four class rooms, well lighted and neatly finished and furnished with modern equipment.The basement contained two large hot air furnaces, store-room for wood and water closets.The exterior had not been quite completed and it had only been occupied about five months when the fire occurred.The loss was partly covered by insurance.The board has decided to rebuild.We sincerely sympathize with them and members of the community in the irreparable loss which they have suffered by the fire and wish them every success in their renewed efforts to establish a good educational institution in their midst.The increased grants that have, within the year, been given to the municipalities, and the encouragement to teachers in the way of bonuses for years of service and increase of salary, (although not as much as it ought to be) together with the Bonuses Awarded for Successful Teaching, 1907-08.229 unsurpassed advantages that have been put in our way by the establishment of the Macdonald College, are welcome signs of progress and bright omens for the future.Again thanking all who have assisted me in my work during the year.I have the honour to be, &c., O.F.McCUTCHEON, School Inspector.BONUSES AWARDED FOR SUCCESSFUL TEACHING, 1907-08.DISTRICT OF INSPECTOR À.L.GILMAN.Miss Jennie Norris, Chateauguay ; Miss J.A.McNaughton, Hemmingford ; Miss Kate Barrie, Hemmingford ; Miss H.Alberta Kyle, Havelock; Miss M.McGibbon, St.Anicet; Miss Jessie McEven, Havelock ; Miss Lillie Freeland, Godmanchester; Miss Lizzie Rennie, Hinchinbrooke ; Miss Minnie Todd, Hin- chinbrooke ; Miss Allen McGibbon, St.Anicet ; Miss Margaret Dunn, Howick ; Miss Lizzie Fairservice, Ormstown ; Miss Lillie Stevens, I,\u2019 Acadie ; Mrs.M.McGibbon, St.Anicet.DISTRICT OF INSPKCTOR R.J.HEWTON.Mrs.Jessie B.Goold, St.François Xavier; Mr.Walter Odell, Ascot; Miss Edith Stockwell, Shipton; Mrs.Edith M.\u2018Olney, Shipton; Mrs.Susan Mitchell, Drummondville ; Mrs, Grace F.Cockburn, South Stukely; Mrs.Callie Blampin, Ste.\u2018 Pudentienne ; Mrs.C.M.Dyson, Cleveland ; Miss Laura Copping, South Ely ; Miss Annie Cameron, Ascot; Miss Catherine Flynn, Melbourne and Brompton Gore.DISTRICT OF INSPECTOR I.N.KERR.Miss Winnie Caldwell, Cox. 230 The Educational Record.DISTRICT OF INSPECTOR H.A.HONEYMAN.Miss Lucy Dahms, Fort Coulonge ; Miss Lila M.Wainman, Maniwaki ; Miss Marion Whitehead, Ste.Angélique ; Miss Florence Faris, Eardley ; Miss Elizabeth McCullough, South Onslow ; Miss Isabel Ostrum, Lower Litchfield; Miss Esthel Johnston, Masham ; Miss Eleanor M.Faris, Eardley; Miss R.N.Stevenson, South Hull ; Miss M.S.Cowling, South Hull ; Miss Maud C.Demerse, Clarendon ; Mr, Roy Summers, I.achaber and Gore; Miss Emily Edey, Lachaber and Gore; Miss E.N.Edey, Eardley ; Miss Euphemia Cook, Clarendon ; Miss Mary Graham, Bristol.DISTRICT OF INSPECTOR O.F.MCCUTCHEON.Mrs.A.D.McLeod, Bury: Miss Mabel I,.McVetty, Halifax ; Miss Laura C.Graham, Inverness; Mrs.Robt J.Leith, Ste.Anastasie ; Miss Barbara K.Graham, Nelson ; Miss Laurie N.Beane, Lingwick ; Miss M.Almera Fairservice, Lingwick ; Miss Grace E.Ford, Portneuf; Miss May G.Johnson, Levis ; Miss Mabel B.Stevenson, Weedon; Mrs.Mary I,.Carrol, St.Pierre-Baptiste ; Mrs.Amy Copeland, St.Roch North; Miss Evelyn P.Flaws, South Leeds; Miss Mary Kinghorn, South Leeds ; Miss C.{I,.Theresa Metcalfe, South Ireland ; Miss Mildred J.V.Patterson, Inverness; Miss Emma S.Pehelmann, Bury ; Miss Nellie A.Rothney, Leeds ; Miss Frances J.Landers, St.Ignace.DISTRICT OF INSPECTOR J.W.McOUAT.Miss Janet Morin, St.Fustache ; Miss Nelly C.Berry.Ste.Jérusalem ; Miss Annie D.Forbes, Ste.Jérusalem ; Miss Jennie Arthurs, Grenville No.3; Miss Gertrude Booth, Chatham No.2; Miss Avis A.Martin, \u2019Thérèse ; Miss Jessie J.Alexander, Mascouche ; Miss Ida M.Whinfield, Chatham No.2 ; Miss L.- M.Carmichael, Terrebonne ; Miss Ethel M.Doull, Côte St.Paul ; Miss F.M.Galley, Petite Côte ; Miss Edith Whitehead, Gren- ville No.1 ; Miss Mary E.Chambers, Chatham No.2; Miss Bonuses Awarded for Successful Teaching, 1907-08.231 Fanny Clarke, Grenville No.2; Miss Mary L.Dawson, Mille- Isles No.2 ; Miss L.M.Ferguson, Morin ; Mrs.Christina Noad, St-Félix.DISTRICT OF INSPECTOR J.M.SUTHERLAND.Miss Lena Doddridge, No.4, New Richmond ; Miss Adela Gilker, Shoolbred ; Miss Annie E.Allen, Matapedia; Miss Harriet Rose Montgomery, New Richmond ; Miss Ida MacColm, New Richmond.DISTRICT OF INSPECTOR ERNEST M.TAYLOR.Miss Daisy D.Vaughan, East Bolton ; Miss Mamie W.Guy, St.Ignace de Stanbridge ; Miss Kate A.Scogel, Dunham ; Mrs.S.M.Shufelt, Philipsburg ; Miss Anna J.Phelps, St.Ignace de Stanbridge ; Miss E.J.Ewing, St.Damien ; Miss Florence O.Powers, Philipsburg ; M.C.Phelps, East Farnham ; Miss Margaret Hall, Abbotsford; Miss Bertha E.Elmes, Eastman : Miss Amy C.Blampin, Shefford ; Miss Mildred Miller, Brome ; Miss Bertha Prouty, Brome ; Miss M.Addie C.Dunn, Shefford ; Miss Alma J.Samples, Granby.District oF INSPECTOR W.THOMPSON.Miss Alexandra McGowan, Stanstead; Miss Alice Fuller, Hatley ; Miss Linnie Holland, Stanstead; Miss Lulu Gould, Stanstead ; Miss Myrtle Chadsey, Barnston ; Miss Annie McLeod, Eaton ; Miss Mabel Larrabee, East Clifton ; Miss Mabel Bachel- den, Eaton; Miss Hattie MacKay, East Clifton ; Miss Jeannette Learned, Hatley; Miss Elizabeth McKinnon, Newport; Miss Eva Robinson, FEaton; Miss Gertrude Larrabee, Eaton; Miss Nellie Whitcomb, Barnston. 232 The Educational Record.DEPARTMENT OF PUBLIC INSTRUCTION, Quebec, May 28th, 1909, On which day the regular quarterly meeting of the Protestant Committee of the Council of Public Instruction was held.PRESENT :\u2014The Rev.W.I.Shaw, LL.D., D.C.L., in the chair ; George L.Masten, Esq.; Prof.A.W.Kneeland, M.A., B.C.L.; Rev.À.T, Love, B.A.; H.B.Ames, Esq., B.A., M.P.; Principal Wm.Peterson, LL.D., C.M.G.; Gavin J.Walker, Esq.; Hon.J.K.Ward, M.L.C.: John C.Sutherland, Esq., B.A.; Rev.E.I.Rexford, LL.D., D.C.L.; S.P.Robins, Esq., LL.D., D.C.L.; W.L.Shurtleff, Esq., K.C., LL.D., and Miss Georgina Hunter, B.A.Apologies for absence were submitted for the Lord Bishop of Quebec; Prin.Jas.Robertson, C.M.G., LL.D.; John Whyte, Fsq.; The Hon.Justice McCorkill; W.S.Maclaren, Esq., and P.S.G.Mackenzie, Esq., K.C., M.L.A.The minutes of the last meeting were read and confirmed.The Secretary reported that the amendments to the School Law as contained in Bill No.2 had passed the two Houses without alteration.The Secretary reported that, owing to the two special meetings of the Council of Public Instruction which were held this year, the appropriation for the payment of the travelling expenses of the members was exhausted.It was moved by Mr.Sutherland, seconded by Mr, Masten, and resolved, that the Secretary be hereby authorized to transfer to the Superintendent, with the consent of the Government, from the general funds of this Committee, a sum sufficient to pay the expenses of this meeting, The sub-committee on inspection and examination of superior schools made a report in the following form :\u2014 Official Department.233 \u2018\u201c Your sub-committee having considered the matters referred to them, with that care which their great importance demands, beg leave to report :\u2014 \u2018\u201cI.That in their judgment, in view of the somewhat radical changes proposed in the examination of Superior Schools, it would not be wise at this time to transfer the inspection of Model Schools to the Public Schools Inspectors.\u201cTI.Your sub-committee recommend :\u2014 \u2018\u201c(1).That the annual examination of Model Schools up to grade IT inclusive, and Academies up to grade I inclusive, be left in the hands of the teachers under the direction of the Inspector, and that each school report the results of such examination to the Inspector of Superior Schools, not later than June 3oth in each year.\u201c\u201c(2).\u2018That these examinations in Model Schools and Academies be held on the same dates as the Departmental and University Examinations.\u201c\u201c(3).That the written papers of those examined in these grades according to paragraph (1) be retained in the schools until September 3oth, following the examinations, when they shall be sent to the Inspector of Superior Schools.\u201c\u201c(4).That the Board of Examiners, appointed annually by the Protestant Committee at the February meeting thereof, prepare the examination papers for the model grades up to grade II inclusive, and that the Inspector of Superior Schools, in consultation with this Board of Examiners, prepare the papers for.grade III model and such of the higher grades as are not examined upon papers set by the University Board of Examiners.\u2018\u201c(5).That the compulsory subjects of grade I Academy include the Preliminary subjects\u2014to wit\u2014English Composition, Grammar, Dictation, History and Arithmetic, with English Literature, French, Physics, and Algebra or Geometry.\u201c\u201c(6).That the compulsory subjects of grade II Academy be,\u2014Fnglish Literature with English Grammar, Dictation and Composition, History, Arithmetic, Algebra or Geometry, French and one Science subject. 234 The Educational Record.\u2018\u201c\u201c(7).\u2018That grade III Academy be subject to examination by the University Board of Examiners as at present.\u201c\u201c(8).That annually on sending out examination papers for grades below grade II Academy, the Inspector of Superior Schools, in consultation with the Board of Examiners, may indicate certain of the subjects in each grade as departmental for the year, that the written answers in the indicated subjects in grade III Model only in Model Schools be sent to Quebec to be read by the Board of Examiners, and that all other papers for grades up to grade I Academy inclusive, be read and evaluated by the staff of the schools who shall report to the Inspector of Superior Schools as provided in paragraph (1).\u2018\u201c(9).That all ordinary grants to Superior Schools be determined by the Protestant Committee upon the reports and recommendations of the Inspector of Superior Schools.\u201c\u201c(10).That all bonuses to Superior Schoolsand Equipment Grants when made be determined, (a) upon the results of the Departmental and University examinations, taking into consideration percentage of marks only, and (b) upon the reports of the Inspector of Superior Schools as to local effort made to sustain the schools, sufficiency and efficiency of staff, salaries paid and number of pupils enrolled.\u201c(11).That in computing percentages, the total number enrolled in the several grades in the month of June as certified by the Principal and Deputy-Examiner, and the total number of marks assigned in the Departmental and University examinations only be taken.\u201c\u201c(12).\u2018That the suggestions of the University Board of \u2018Examiners regarding the subject of History be adopted and that the Course of Study be amended in accordance therewith.\u201d The sub-committee was requested to prepare, as an appendix to these minutes, a concise statement of the considerations upon which the changes in the report were recommended and adopted.(See appendix A,) On the motion of Dr.Rexford and Mr.Sutherland, it was declared that the scheme just adopted is to be regarded as tentative. Official Department.235 A representative of Messrs.Beauchemin & Co., Montreal, submitted a draft map of the world which he proposes to sell to the Government for distribution in the schools of the Province.The Committee approved generally of the plan of the map, but suggested some alterations so as to recognize some recent political changes.It was agreed that the Chairman should point out to Messrs.Beauchemin & Co., in Montreal, the matters that require attention.The report of the sub-committee on the course of study was read and adopted in the following form : \u2014 \u2018\u201c\u201c Your sub-committee begs to report that there have been three meetings of the sub-committee at which the several matters referred to it have received careful consideration, namely : (a).From Mr.Calder, of Lachute, concerning alleged undue compilation and over pressure in the Superior Schools.(b).From the University Board of Examiners concerning the examination in the Preliminary subjects and their distribution in the several grades and concerning special subjects.(c).From a Committee of Superior School Teachers concerning the Course of Study for the elementary grades of Superior Schools.\u201cYour sub-committee finds that the points raised in Mr.Calder\u2019s representations are covered in the recommendations of the sub-committee on the Inspection and Examination of Superior Schools.I \u201cYour sub-committee begs to recommend (1) that the following suggestions of the Committee on the Preliminary Division of the School Ieaving Examination be adopted, namely, that the examination in the subjects of the Preliminary Division be left entirely to the Education Department of the Province.(2.) \u2018\u2018That English Grammar, Dictation, Composition and Arithmetic be continued in grade II Academy, and an examination in these subjects in that grade be made compulsory.(3.) \u2018\u201cThat the course in History be arranged, generally speaking, as follows :\u2014with a compulsory examination in each grade :\u2014 236 The Educational Record.Grade I Model\u2014The French Period of Canadian History.Grade II Model\u2014The principal points in English History to 1485 as outlined in a syllabus issued by the Inspector of Superior Schools.Grade III Model\u2014English History,\u2014Elizabethan and Stuart periods with reference to Canadian and American History covering these periods, an outline of the latter part of the work to be issued as in the former case.Grade I Academy\u2014The first part of the English Period of Canadian History and a portion of British History from the end of the Stuart Period.Grade II Academy\u2014The whole English Period of Canadian History and the whole of English History from 1485 to the present time.We would also recommend that Spelling be tested in the Leaving Examination by the English papers, and about 157, of the total marks be allowed for this part of the work.II \u2018\u201cThat the provisional arrangement of the course of study for the elementary grades of Superior Schools prepared under the supervision of the Inspector of Superior Schools be authorized for the year 1909-1910.III \u201c\u201cThat Shakespeare\u2019s Merchant of Venice be replaced by Julius Caesar for the year 1911 in grade III Academy.IV \u201c\u2018\u2019That the Latin and German texts of grades II and III Academy be brought into harmony with the texts prescribed by the University Examiners for the year 1910.V \u201c\u201c\u2019That Sinclair\u2019s Practical Physics, Parts 1, 2, 3 (Bell) be the text-book in Physics for the three Academy grades so as to gradually replace Gregory & Simmons and Gage\u2019s Introduction.VI \u201c\u201cThatthe foot notes be brought into harmony with the foregoing modifications.\u2018\u201c Vour sub-committee reports that the question of English texts for junior grades is under consideration and will be reported upon at a future meeting.\u201d Eth HAMLIN ANAL.Official Department.237 The sub-committee was asked to put into writing, for an \u2018appendix to these minutes, observations that were made during the discussion by which the members of the sub-committee gave the grounds upon which their recommendations were made.(See appendix B.) The sub-committee on purchase of equipment from the Released Normal School Grant reported progress, and the sub-' committee on Amendments to the Pension Fund made a report upon which, owing to the action of the Legislature, no further action is necessary.The sub-committee on preparation for the June examinations reported, recommending the appointment of the following persons as assistants to Inspector Parker : Inspectors McOuat, Gilman, Honeyman and McCutcheon ; Messrs.G.H.Murray, A.H.Rowell and James Mabon ; Misses L.Lawless, I.Brittain, L.Mewhort, M.Wilkinson and E.Gale; Mr.G.M.Campbell, substitute.The recommendation was adopted and the sub-committee was continued.The Secretary reported that apparently no increase in the salaries of the Inspectors can be expected until after their duties have been defined in such a way as to ensure the giving of more time to the work of inspection.The Committee instructed the Secretary to prepare a scheme of duties to submit to the next meeting in September for consideration.Following the terms of a similar resolution passed by the Roman Catholic Committee at its meeting on the 12th of May instant, it was resolved :\u2014 (1).Whereas upon his visit to Canada in 1860 His Royal Highness the Prince of Wales, now His Majesty King Edward VII, displayed his generosity towards the Normal Schools of Lower Canada by placing in the hands of His Excellency the Governor General of Canada the sum of two hundred pounds to provide prizes for pupils in these schools ; 238 The Educational Record.(2).Whereas this sum of two hundred pounds was invested in La Banque du Peuple, Montreal, in order to provide a prize from the yearly interest for each of the Normal Schools to be given under the name of \u2018\u2018 \u2018The Prince of Wales Prize \u2019\u2019 to the dux of the model school class ; (3).Whereas at the demand of the Council of Public Instruction in 1860 the Government of that time had a certain number of bronze medals struck in Paris, one to be given with each prize and to be known as the Prince of Wales Medal ; (4).Whereas the aforesaid sum of two hundred pounds was lost by the failure of La Banque du Peuple and the stock of Medals is now exhausted ; (5).Whereas it is desirable and fitting to perpetuate the memory of the visit of the heir apparent to the throne in 1860 and of his liberality -towards our Normal Schools; this Committee respectfully requests the Lieutenant-Governor in Council to have the Prince of Wales Medal re-struck so as to offer one annually to each Normal School in the Province with a prize of twenty dollars, or such other sum as the Lieutenant-Governor in Council may determine, to be awarded as heretofore, The Secretary reported that he receives frequent applications from teachers in England and Wales for positions in this Province with which, owing to the fact that teachers are engaged by local school boards, he cannot satisfactorily deal.After discussion it was agreed that the Secretary should continue to treat these applications in accordance with the existing regulations and practice.The Berthier School having applied for the use of the June examination papers, it was resolved that the Inspector of Superior Schools be instructed to send them immediately after the close of the various examinations.The Constitution of the Strathcona Trust for the Encouragement of Physical and Military Training in Public Schools was presented to the Committee, the Secretary reading the synopsis of the agreement entered into by the educational authorities of Nova Scotia and the Minister of Militia and Defence. Official Department.239 It was agreed to recommend to the Government of this Province the acceptance of the proposals of the Minister of Militia and Defence asembodied in the said synopsis.* At the same time the Committee reserved its opinion as to whether it is better to form cadet corps of school boys in full connection with some militia regiment or as purely school organizations following the same course of training.\u2018The following sub-committee was appointed to prepare for the distribution of the Superior School Funds : Dr.Shaw and Miss Hunter, ex-officio ; Dr.Rexford, Mr.Masten and Mr.Sutherland.It was moved by Miss Hunter and resolved, that the report of Prof.Armstrong on Drawing, which was prepared for the Committee some two years ago, be brought up at the September meeting for further consideration.\u2018The Chairman reported that he had examined the interim reports of the inspection, during the past quarter, of eighteen superior schools, The educational progress at Huntingdon and Ulverton is described as excellent, and that of the other schools inspected, as good.The Inspector recommends for Ulverton (a) repairsto desks, floor, and organ ; (b) that a flag and flagpole be provided ; (c) that proper attention be given to closets in regard to cleanliness.It is anomalous that Ulverton should have such defects while it is distinguished by excellent educational progress, and a teaching staff which is described as good.Compton should provide clocks, globe and a flag.In Waterville new desks are required for the primary room.Como should paint blackboards and provide charts for teaching French.Hemmingford requires a flag.Inverness is recommended to re-engage the present staff of teachers, and to provide two new hyloplate blackboards.Sherbrooke should provide a supply of plasticine for use in the primary room and apparatus for chemical work in the advanced grades.In Danville, a map * See Synopsis at end of these minutes marked Appendix C. 240 The Educational Record.of Canada is required for the elementary room.East Angus requires new seats and desks for the primary room, and hyloplate blackboards for the elementary room.In Coaticook, an additional teacher is needed.In regard to salaries, seven are reported good : ten, fair ; and one (North Hatley) as small.: Complaint is made of the condition of closets in Ulverton, East Angus and Como.All schools but two have libraries including from forty to seven hundred volumes.Prof.Kneeland filed a letter from the E.B.Harcourt Co., Limited, containing the terms of agreement by which the said Company agrees to supply a Quebec edition of its copy book at three cents each retail.On motion of Prof.Kneeland the Secretary was instructed to write to the School Board of Como suggesting that it enter into arrangements with Macdonald College for educating all the model school pupils now in attendance at the Como School.The meeting then adjourned to Friday, September 24th next, urless called earlier by order of the Chairman.GEO.W.PARMELEE, Secretary.APPENDIX A.(1).The adoption of these amendments will, in the opinion of your sub-committee, free the schools to a large extent from the thraldom of a competitive examination.(2).It will give to both teachers and parents a higher estimate of the value of education, z.e., education for education\u2019s sake, and for the sake of high living and thinking, rather than for the sake of the few extra dollars that marks can bring.(3).It will greatly diminish the tendency, all too prevalent, to cram.(4).It will enable the teachers to do more for the individual and thus make it possible for the clever, aspiring boy to become prepared to enter doors that open only to those who possess the key. Official Department.241 (5).It will enable the teachers to see what are the results of their labours, and thus enable them to correct faults and discover genius.Examinations are prosaic things, yet they sometimes reveal talent to be wisely employed and genius to be wisely directed.When these tongueless revelators are silent in the dusty archives of the Department, a boy plods on, not knowing that he has in him the soul of a Shakespeare or the genius of an Edison ; and his teacher is likewise unconscious of the fact.(6).It will give the Inspector of Superior Schools a power and influence in these schools that he has never known.(7).It will enable the Inspector to exercise pressure when such is needed, seeing that he with his board may choose the subjects for examination in several of the grades, from year to year.(8).It will relieve the Inspector of so much examination work and work connected therewith, that he will be enabled to devote at least a month to educational missionary work where most needed in the Province.(9).It will diminish the cost of the June examinations by about $700.00 annually, as a board of four examiners will be sufficient instead of one of twelve.(10).It will, finally, so simplify the method of determining bonuses that time will be saved and misunderstandings be prevented, two very desirable things.Your sub-committee desires further to state that the development of the Superior Schools under the system of supervision organized by the Protestant Committee during the past decade has been very remarkable ; and the manner in which the present Inspector of Superior Schools has discharged his important duties has inspired a confidence in his ability and judgment which justifies both the authorities of the Superior Schools and the Protestant Committee in entrusting to him larger powers.In view of these facts your sub-committee feel that the time has arrived when the rigid system of examination which has hitherto prevailed, may be relaxed at certain points with advantage and that larger powers and responsibilities may be entrusted to the local school authorities under the supervision of the Inspector 242 The Educational Record.of Superior Schools ; hence they feel justified in presenting the above report, confident that the proposed changes will result in advance all along the line of th: work of our Superior Schools.APPENDIX B.Your sub-committee cannot close its review of the Course of Study for our Superior Schools without adverting to the ill-found- ed criticisms and misapprehensions concerning the curriculum of these schools which characterized some of the references to our educational system at the present session of the Legislative Assembly.Some of these references ignored entirely the liberal options provided in the present authorized course for our Model Schools and Academies.The Protestant Committee was openly censured before the House for forcing pupils inthe Superior Schools to take Latin and Greek, while as a matter of fact Latin and Greek are both optional subjects in our authorized course ; and no pupil in our Model Schools and Academies is required by the regulations of the Protestant Committee to take either Latin or Greek ; any pupil may follow a purely English and mathematical course with French as an additional language.If this criticism aims at the entire exclusion of Latin and and Greek from our schools, then the rights of an important and intelligent section of our rate-payers and the general opinion of recognized educationists will require careful consideration.It would evidently be unjust and inexpedient to exclude Latin from our schools while the Legal, Notarial, Medical and and Church Boards prescribe Latin as a condition for admission to study these professions.Those rate-payers whose sons or daughters are looking forward to these professions are entitled to find that the necessary preparation is provided in our Superior Schools.Again, there is a very important section of the community who hold that there is no more important disciplinary subject in the school curriculum than Latin, and that it must be included id the curriculum of any institution that aspires to be regarded asa Superior School. Official Department.243.The Protestant Committee has endeavoured to meet the views and requirements of the various classes of the community by providing a liberal scheme of options in the authorized course of study, so that no pupil is forced to take Latin, while those who desire to study this subject can obtain the desired instruction in our Superior Schools.APPENDIX C.CERTIFIED COPY of a Report of the Committee of the Privy Council, approved by His Excellency the Governor General on the 13th August, 1908.The Minister of Militia and Defence submits the following synopsis of proposals entered into between the Educational Authorities of the Province of Nova Scotia and himself respecting Physical Training and Military Drill in all Public Schools of that Province :\u2014 The Provincial Fducational Authorities have, on their part, undertaken : (a) To enforce more generally their regulations.respecting Physical \u2019Training and Military Drill in all public schools ; (b) To adopt for the future, a system to be uniform with that of the other Provinces of the Dominion, and of Great Britain, suitable to the age and sex of the pupils ; (c¢) To encourage the formation of cadet corps and of rifle practice among boys who are old enough to attend the High School ; (d) To require, before granting a teacher\u2019s license of higher grade than the 3rd class, a certificate of competency to instruct in physical training and elementary military drill, such certificate (Grade \u2018\u2018 B\u201d Military), to be issued after the examination of the candidate by the Department of Militia and Defence.As regards (d), these certificates will be issuable to teachers.of either sex.There will also be issued a Grade \u2018\u2018 A \u201d\u2019 (Military) certificate, which will represent competency to instruct in both physical training and advanced military drill, including rifle shooting.This certificate will be issuable to male teachers only, upon their passing a satisfactory examination after a course of instruction carried out at or under the supervision of a military school of instruction. 244 The Educational Record.The Minister has undertaken, on behalf of the Dominion, to provide\u2014(a) Competent instructors at convenient places and seasons in order to enable teachers to qualify themselves to carry out physical training and military drill, (b) The payment of a bonus, annually, to every qualified teacher who actually imparts this instruction, provided he makes himself eligible therefor by becoming a member of the Militia.The bonus referred to in the foregoing paragraph shall be paid only upon the certificate of an Inspecting Officer of the Militia that the instruction imparted was satisfactory.The amount of such bonus and the minimum number of boys necessary to form a corps, upon the instruction of which the amount shall depend, will be as may be hereafter determined.(¢) To supply belts, caps (if desired), and a proportion of the arms and ammunition ; also, drill books for the more advanced training of the Cadet Corps.(d) To prepare a syllabus of the work required to be done by a school or college cadet corps, in order to entitle the teacher to the annual bonus, and to conduct the necessary examinations.The Minister recommends that the proposals for the carrying on of Physical Training and Military Drill in the Public Schools of the Province of Nova Scotia, as outlined above, be approved.The Committee submit the same for approval.(Sd.) RODOLPHE \u2018BOUDREAU, Clerk of the Privy Council.NOTICES FROM THE QUEBEC OFFICIAL GAZETTE.DEPARTMENT OF PUBLIC INSTRUCTION.His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 1909, to cancel order in council No.204, of the roth of March last, 1909, respecting the erection of the school municipality of the \u2018Village of Saint Ephrem de Tring,\u2019\u2019 county of Beauce. Notices from the Official Gazette.245 His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 1909, to detach from the school municipality of D\u2019Israéli, in the county of Wolfe, the village of D\u2019Israéli, with the limits assigned to it by proclamation of the Lieutenant-Governor of the province of Quebec, dated the 19th of November, 1904, and to erect such village into a separate school municipality, under the name of \u2018\u2018 Village of D\u2019'Israéli.\u201d\u2019 His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 1909, to detach from the school municipality of Cap Santé, in the county of Portneuf, the lots bearing on the official cadastre of the parish of Cap Santé, the numbers 1 and following up to 22 inclusively, and the numbers 259 and following up to 305 inclusively, and to annex such territory to the school municipality of Sainte Jeanne de Neu- ville, in the same county.His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 190g, to appoint Messrs.Johnny Claveau, Elie Bouchard, Ernest Bouchard, Nil Simard and Eddé Claveau, school commissioners for the school municipality of Saint Félix d\u2019Otis, county of Chicoutimi.His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 1909, to detach from the school municipality of Saint Laurent de Matapedia, in the county of Bonaventure, the territory herein under described and to erect the same into a separate school municipality under the name of Saint André de Ristigouche, to wit : The lots bearing the numbers 1 and following up to 36 inclusively of the ranges IV, V, VI, VII and VIII of the township of Ristigouche, those bearing the numbers 12 and following up to 36 inclusively of the IXth range of the same township, those bearing the numbers 18 and following up to 36 inclusively of the Xth range of the same township, the lots known under the letters A and following up to G inclusively, and under the numbers 1 and following up to 13 inclusively, in the IIIrd range of the River Ristigouche, and those bearing the numbers 3 and following up to 43 inclusively in the IInd Matapedia range.cg 246 The Educational Record.His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 1909, to detach from the school municipality of Saint Philémon, in the county of Belle- chasse, the lots of the first range of the township Mailloux, bearing on the official cadastre the numbers 22 and following up to 26 inclusively, including the cadastral subdivisions of this latter number, and the lots of the south-west range of the Riviére du Pin, of the said township, bearing on the official cadastre the Nos.1 and following up to 6 inclusively, and to annex such territory to the school municipality of Armagh, in the same county.His Honor the Lieutenant-Governor has been pleased, by order in council, dated the 1st of June, 1909, to detach from the school municipality of Cote-des-Neiges, in the county of Hoche- laga, the territory forming the town of CoOte-des-Neiges, with the limits assigned to the latter by the Act 7 Edward VII, chapter 74, and to erect it into a separate school municipality, under the name of the town of Côte-des-Neiges.His Honor the Lieutenant-Governor has been pleased, by order in council, dated the rst of June, 1909, to detach from the school municipality of Saint Jean Chrysostôme, in the county of Levis, the Saint Augustin concession, comprising the lots bearing on the official cadastre of the parish of Saint Jean Chrysos- tôme, the numbers 314 and following to 416 inclusively, and to erect such territory into a separate school municipality under the name of Saint Omer. A CANADIAN FLAG FOK EVERY SCHOOL \u201cTHE WITNESS\u201d KRLAG OFFER.No one questions the fact thar every school should have a flag; the only difficulty is, that there are so many other things a school must have.The publishers of the Montreal \u201cWitness\u201d have arranged to continue their offer whereby it is easily possible for the children of every school district to earn a flag without spending money.The offer is no money making scheme.The flags are of the best quality, and while the hope is to cover expenses the intention is to stimulate patriotism.These Naval Flags, sewn bunting, standard quality and patterns.are imported by the \u201cWitness\u201d in large quantities for the Canadian schools, direct from the best British manufacturers.If your school does not need a flag, we will give instead patriotic books for your library.Write for particulars.This offer is made specially for Schools, public or private, but Sunday Schools, Clubs, Societies or communities are free to take advantage of it.Assist us by making this widely known.For full information, flag cards, testimonials from schools that have tried this plan, etc, address FLAG DEPARTMENT, \u201cWitness\u201d Office, Montreal, Que.Do it Now and be Ready for EMPIRE DAY. no ace Boao gd itil hos fs f pe fs : Be.A se Ret oa a a À RE: a \u2014 ag 10 TH \u201d Re ; 3 D bis fi i Be pi fle if fi be 7 Gr fs Cs fl: nm fe Et gi Li Fr Be Hr ft Ni Ÿ pi Es Di Rk.; f pr ' fl.' pi J For the Best | School Desks Johnson's Maps~Globes Hyloplate Blackboards Kindergarten Material 4 The., WRITE TO GEORGE M.HENDRY CO.Ltd.20 Temperance St, TORONTO L_ _ 2 us ere \u20ac TE W the manufacture of School Furniture we are many laps ahead of our competitors.For durability, honesty of construction, and superior points of merit, our goods EXCELL ANYTHING IN THE SCHOOL FURNITURE LINE.Our New Patent ¢ Ball Bearing\u201d Scheol Desks lead all others.They are absolutely M the ONLY School Desks ever made having jv A9 te à a Permanently Noiseless Bali | he Eh % Bearing Seat Hinge.fy) Ri Il ; his device is NOT an experiment, \"Ania alll ) bi 3 but To heen thoroughly tested, and its 1, a BN .racticability proved, 7 \\ i P Qur Combination \u2018\u2018Ball Bearing \u201d A NY à Adjustable School Desk is the greatest \u201c Wa success ever achieved AED in Desk eonstruction, Write for Catalogue.The time has passed when students must adjust themselves to fit the desks.Health and comfort demand that the desks should adjust themselves to fit the students, That is why our Adjustable Desk should be in every school room in the land.Canadian Office and School Furniture Co., Ltd.PRESTON, ONTARIO CANADA.ik 0) mes, = FT > : 4 = [ae A y When writing mention The Educational Record ss Er Modern English Grammar By H.G.BURHLER and PELHAM EDGAR, PH.D.New revised and corrected edition Price 25 cents Authorized for use in Ontario \u2014\u2014 | The Story of the Canadian People By D.M.DUNCAN, B.A., Winnipeg New revised and enlarged edition Price 50 cents Authorized for use in Ontario, Manitoba and British Columbia \u2014_\u2014\u2014\u2014\u2014\u2014 | Second Reader The very best to be had Price 25 cents \u2014_\u2014 Morang\u2019s Modern Geography | Part I\u2014Our Home and its Surroundings, Price 40 cents Authorized for use in Ontario and Manitoba Part II\u2014Our Earth as a Whole, Price 60 cents Authorized for use in Ontario and Manitoba Price, in one volume, 75 cents LS MORANG & Co., Limited 90 Wellington St.West TORONTO.RR D 0000 "]