The educational record of the province of Quebec, 1 octobre 1914, Octobre - Décembre

[" Gor educational Record of the Province of Quebec \u2014 + => ¢ No.10-11-12 October-November-December 1914 Vol.XXXIV EDITORIAL NOTES AND COMMENTS: TEACHER TRAINING BONUSES.Every teacher-in-training now at Macdonald College, who has signed an agreement to teach in our rural schuols for three years, 1s receiving a bonus of $100.00 to assist her through her course.This amounts in most cases to more than two-thirds of the total expense incurred.The provision made by these Government grants is most generous, and conisdering the great advantages afforded by Macdonald College, it is a question if Normal training is given as reasonably in any other part of Canada.The requirement that three years of service shall be given in our own province is a just one, and should in all cases be faithfully carried out.We are inclined to take a hopeful view of the teaching situation in our Protestant rural schools.Not only are salaries advancing, although still a long way from what they NOTE TO TEACHERS \u2014 To interest the senior pupils and provide them with profitable reading a few pages of interesting selections and original items will appear in each issue of the RECORD.Please call the pupils\u2019 attention to these pages and ask them to read such parts as they prefer.\u2014EDITORS. 262 The Educational Record, should and might be, but there is a vastly improved attitude on the part of school boards and the public in general with regard to the value of training.That attitude some eight and ten years ago was most discouraging.The press teemed with \u201carguments\u201d in favor of the idea that the born teacher was preferable to the one who had gone to the Normal School, and it was also urged that these born teachers were to be found everywhere, especially where they had not been spoiled by having attended an Academy.Thanks, however, to the vigorous Educational Campaign of 1906 and to other counteracting work in the newspapers, this attitude of mind has practically disappeared.Some of the districts, indeed, where the criticism of Normal training was most active are now among the most progressive in the matter of salaries and the recognition of the value of training.THE WAR.At the time of writing, in the beginning of November, the war is still in its uncertain stage, and further complicated by the entrance of Turkey into the quarrel.All the signs indicate that it is becoming one of the greatest, if not the greatest war in history.This opinion has been expressed by many eminent men in the world, well qualified by their general knowledge to give such an opinion.And what is meant by \u201cgreat\u201d in this connection is that the present war is likely to prove one of those turning points which, as in the case of other wars in the past, have marked vase changes in the course of history What those changes will be in this case we do not know, and we cannot know.They are in the hands of High Providence.But we may hope, and reasonably hope, that one great result will be the lessening of despotic power in the world.Nations like Germany and Austria must learn that modern civilization desires world-wide Peace for the development of the arts of Peace, and that the masses of the people devoted to industry should not be drageed into conflicts which do not concera them.That the decision for war or peace should be in the One More Step.263 hands of a few members of a government, and not in those of the regularly elected representatives of the people, is an anomaly which must pass away.This, then, is a war for a larger development of the spirit of democracy.Next it is a war for the protection of small nations.The small nations of Europe, such as Holland, Denmark, Switzerland and Belgium, are among the very best, and have shown by their industrial \u2018development of the last fifty years that they have a mission in Europe and the world.If Germany were to succeed in holding Belgium she would proceed to annex Holland, and thus hold all Europe in awe.The teachers in our schools may well devote a portion of their time to an explanation of the causes which are at stake in this war, but above all we think that they would be serving the greater interest by awakening sympathy for the sufferings caused by it.It is a time for sympathy and active sympathy.Millions of people are driven from their homes in Belgium\u2014homes which they had built up by long years of toil\u2014and are thrown upon the care of the world.The thought of war had never entered their minds, but they are suddenly and cruelly made its victims.It is surely a Christian duty to do all that is possible to aid them in their distress.ONE MORE STEP.As an indication of the closer relations of Macdonald College to the rural schools of our province, we are glad to announce that Dr.Harrison, Principal of the College, has concluded to place in the hands of each rural school teacher a copy of the Macdonald College Quarterly Magazine.It is expected that each Inspector will send to Dr.Harrison a list of his teachers for the year as soon as his conferences are over in the autumn, and the Magazine will be addressed to each teacher, not to her school.To make the Magazine more helpful to the teaching staff a portion of it will be written purposely for the assistance of the rural teachers at work.These pages will be prepared by persons well qualified to speak from personal 264 The Educational Record, knowledge and experience in the work of the teacher and will be a welcome budget of suggestions every three months of the school year.In this way the magazine will be doubly welcomed, first as furnishing a link of remembrance between the students at work and those at study, and second a link between the teachers and their instructors in the Normal School.\u2014\u2014 A NEW TEACHERS\u2019 COURSE.The class of Agricultural Students, who are studying at Macdonald College Training School, have entered under a new regulation of the Protestant Committee, whereby each student of the first year Agriculture, who has passed the School Leaving Examination has the privilege to study for the model diploma during his course in Agriculture.The course extends over the first and second year and affords a good course in training of at least 175 hours, which is more than is required of any other student seeking a teacher\u2019s diploma.With two years of study in Agriculture and a special course in the science of teaching such young men will make most desirable teachers in our Model Schools and our rural concentration schools.There are many model schools in rural parts and the rural concentration schools are increasing in number, so that the demand for just such teachers will be greater from year to year.This course will also provide a supply of male teachers, which the ordinary normal course did not seem \u2018to \u2018attract.To enable such students to take the course Dr.Harrison has arranged to \u2018allow first year students exemption in arithmetic and English and then to devote the time thus saved to the practice and lectures in teaching during the whole of the year.Besides these periods the months of September and May during the first two years must be spent in the Normal School.Dean Laird, who fully understands the situation and hopes to make the course a success, will send out strong men to the work and there is every hope that the course will be one of the best ever prescribed.We publish, herewith, the regulation governing the A New Teacher\u2019s Course.265 course and hope that all head masters in our Model Schools and Academies will be so good as to bring the subject before their boys who contemplate a course in Agriculture.It would be to their advantage to complete the Academy course and qualify for the Model diploma, thus helping their home school classes and being much better fitted for future study and efficient services after graduation.The whole subject needs close attention and the headmasters are best situated to see that it is well advertised in our schools.THE NEW REGULATION.A Model Diploma for Agriculture Students.\u201cThe diploma to be granted on completion of this \u201ccourse is the Model School Diploma of this Province.The \u201ccourse is open to Quebec students only and will not be held \u201cunless five Quebec students apply.Students from other \u201cprovinces of Canada shall pay $75.00 and from outside \u2018the Dominion $100.00.* This fee is returnable after the \u201cstudent has proved satisfactorily that he has taught for a \u201cschool year of not less than nine months in the Province of \u201cQuebec after receiving the diploma.Such students must \u201chave their Quebec School-Leaving Certificates or equiva- \u201clent standing for entrance, and applications must be made \u201cty July 20th in each year to the Secretary of the Protest- \u201cant Central Board of Examiners, Dr.G.W.Parmelee, \u201cDepartment of Public Instruction, Quebec, Que.Such \u201cagricultural students must enter the School for Teachers at \u201cthe beginning of September and must sign an agreement to \u201cteach in the Province of Quebec for one year or pay fees.\u201cThe course covers the first two years of the course in the \u201cSchool of Agriculture, and will be taken concurrently with \u201cthe course in the School for Teachers during the month of \u201cSeptember in each of these two years, and the periods of \u201cabout five weeks between the closing of the School of \u201cAgriculture and the closing of the School for Teachers in 266 The Educational Record, \u201ceach of these two years.In the first year three periods a \u201cweek of the agricultural course will be set free from \u201cOctober to April and employed in professional work in \u201cthe School for Teachers.\u201d CENSUS FIGURES.In this number we publish an analysis, taken from the \u201cJournal of Agriculture,\u201d of the last Dominion census figures, in so far as they affect the English-speaking population of the Province of Quebec.The population figures of 1911 are compared throughout with those of 1901.They show that a decrease of the English-speaking people went on during the ten-year period, just as in previous decades, at least so far as the rural part of the province are concerned.In the province as a whole there was a gain, but this was chiefly in the cities\u2014and Montreal in particular.With the movement of English-speaking people from the rural parts of Quebec our readers are familiar; some of them for many years.In 1837, for instance, there were 37,000 English and 4,000 French in the Eastern Townships.Today every county, except Brome, in that great district has a majority of French-speaking citizens.Into the economic and other general causes of this movement we do not propose to enter fully.There is one broad fact, however, which should always be kept in mind in this connection, and that is that the movement is not confined to Quebec.In Ontario, during the same ten year period, and indeed during the last forty years, there has been a considerable decrease of rural population in a number of the English-speak- ing counties.Then, too, when the farmers move off, their places are not always filled.In Quebec, when the English farmers migrate, their places are filled by French Canadian farmers.The movement is noticeable also in New Brunswick, Nova Scotia and Prince Edward Island.Years ago, and particularly just after the close of the Civil War in the United States, the exodus was to the Western States.Of more recent years, happily, the majority of the farmers from Eastern Canada have gone to our own Northwest. Censor Figures.267 It has been well said that it is fortunate that Quebec province was not filled up at first by English-speaking farmers.The bulk of them would have gone westward very early, following beef and wheat production.Quebec is essentially a dairying province, from the character of its soil and grass, and the day of dairy production on the large scale has only now arrived.It is idle to attempt to predict future movements of population, but there are some reasonable grounds for hops now that the eastern provinces may begin to hold their farming populations more fairly.The activities of federal and provincial departments of agriculture have been constant for some years, and there is a better realization of the possibilities in older Canada for the farmer than existed only a few years ago.The cheap or free land of the west is also disappearing, and there is a wider appreciation of the fact that the east has still many advantages that the west cannot offer.The whole of the migration from the farms of Quebec and the other eastern provinces, however, is not to farms elsewhere.A good proportion of it is to the towns and cities, into shops, offices, factories, foundries, railroads and into the learned professions.This is frequentlly a loss of brain and muscle to the farm, where brain and muscle are both so much needed.But it is just here that the educational forces of the country have a great work still before them.Too many leave the farm because they imagine that any kind of occupation in the towns and cities is a step higher than farming.The essential dignity of the business of farming is not appreciated as it should be.What can be done to break down this idea, through the schools?We believe that the most effective means of making country life more attractive to the country boy and girl is through Knowledge, but it must be knowledge of a strong definité character.Merely telling the country children that the country life is, or can be made, idyllic is not sufficient.Their growing intelligence must be brought into real contact with those facts and principles which are concerned with their daily life.In other words, the teaching of agriculture must be made a 268 The Educational Record, more vivid and vital thing in our country schools.The trained expert, with the gift of clear exposition, must go from school to school, and awaken or encourage a deeper interest in the scientific side of farming.The boy of ability, in particular, must be led to see that there is scope for his brain powers in farming quite as much as in law or medicine.Then, too, the effective country school\u2014and especially if it is a consolidated school\u2014can do much as a social centre.This point has been frequently urged in the Educational Record, and here we shall deal only with one feature of the possibilities in this direction.This is the work which can be done, in and out of school, to encourage more attention to literature.The farmers of the eastern provinces of Canada are wider readers than they were a few years ago, so far as newspapers arid journals of agriculture, at any rate, are concerned.But the readers of books are still few and far between.We have known, indeed, good intelligent farmers to ask with some heat why their sons were being taught \u201cLiterature\u201d when they intended them to become farmers.The time spent on \u201cIvanhoe,\u201d they thought, would be much better employed in learning farm bookkeeping.A mistaken prejudice of this kind can only be met by patient and steady endeavors to give the pupils some insight into the meaning and glories of good literature.Lastly, the diminution of the English- speaking people in many rural municipalities of our province means a certain diminution of the school grants.But now that these are distributed on the basis of school attendance only, there is every reason why the school boards should endeavor to secure the attendance of all possible pupils at school.Our Inspectors have to report a good deal of laxity in this respect in a number of the Protestant municipalities, and it is a matter which should receive the earnest attention of school boards.The truest attraction to school, of course, is to have a good one; and the best rural school is the Consolidated.With a diminished population the policy of consolidation is more needed than ever. Physical Geography of the Province of Quebec IV.269 PHYSICAL GEOGRAPHY OF THE PROVINCE OF QUEBEC.FOURTH PAPER.In this paper we propose to speak of the water-stretches of the province.No part of Canada, and indeed no part of the continent, is more favored in the picturesque beauty of its lakes and rivers than the province of Quebec.And nowhere else have the streams a more crystal clearness in general than they have with us.A study of the map shows that our rivers drain east, west, north, and south.There is distinct and important drainage into the Atlantic Ocean on the Labrador coast, into Ungava Bay, into Hudson Bay, into James Bay, and then internally from the Laurentians southward, and from the Appalachians northward, into the St.lawrence river and gulf.These last are, of course, the most familiar to the majority of us.The great artery of the province is the St.Lawrence river.Its source lies far off in the state of Minnesota, From the head of that source\u2014the river St.Louis\u2014down through the Great Lakes, and the river proper, to Cape Gaspe, the distance is 2,100 miles.It drains an area of §10,000 square miles.Of this area 322,560 square miles are in Canada, and 187,440 are in the United States.Lake Superior, into which the St.Louis empties, is 600 feet above sea level: Lake Huron, 574 feet; and Lake Erie, 564 feet.Considering their great size, and their respective geographical situations, the differences of their levels are very slight.Lake Huron is only 26 feet lower than Lake Superior and Lake Erie 10 feet lower than Lake Huron.But from Lake Erie to Lake Ontario there is a drop of no less than 330 feet in the Falls and Gorge of Niagara.The Falls themselves account for more than half of the drop.Lake Ontario therefore stands at 234 feet above sea level.That is to say, the slope of the St.Lawrence river proper, from the eastern end of Lake Ontario to the point where the sea tides end 270 The Educational Record, (Three Rivers), is 234 feet.The many rapids along this course account for the greater part of the slope.The Thousand Islands\u2014which in reality number 1692 \u2014are due to the fact that at this part of the river the hard Pre-Cambrian rocks of the Canadian Shield break through the much softer Silurian limestone of Ontario, and cross into the Adirondack region of the state of New York.At the boundary line of the provinces of Ontario and Quebec, the St.Lawrence receives the waters of the Ottawa river (600 miles in length) at the rate of 90,000 cubic feet per second.As every lake is a \u201csettling basin,\u201d the waters of the St.Lawrence leave Lake Ontario bright and clear, but the Ottawa carries a load of suspended material, and even at Montreal, after 20 miles of a united course, or rather of travel side by side in the same bed, the water of the St.Lawrence on the southern half of the river is to be distinguished by its clearness from that of the Ottawa on the northern half, The enumeration of the other tributaries in our own province is a mater for the ordinary class work in geography.The St.Lawrence is tidal as far up as Three Rivers, and at Quebec the \u201cspring\u201d tides are as high as 18 feet.The mean width of the river from Montreal to Sorel (46 miles) is 1 3-4 miles.Below Sorel the stream widens into the stretch known as Lake St.Peter.It has a length of 20 miles and a width of 9 miles.The narrowest part of the river is at Cape Diamond at Quebec, namely three quarters of a mile.At the lower end of the Island of Orleans the river widens to eleven miles, while at the accepted estuary, at Cape Gaspe, it is 100 miles wide.Regarded in its full sense of including the Great Lakes, and its present limits, the St.Lawrence is a \u2018young\u2019 river system.The Niagara gorge, for instance, began to be hollowed out not more than 50,000 years ago, and possibly not more than 35,000 years ago.But in the more restricted sense of the valley of the river proper, it is an ancient waterway.In early geological times this area formed more than once a vast arm of the sea, extending downward into the Appalachian interior of the continent.The proof of this is Physical Geography of the Province of Quebec IV.271 found in the fossil-bearing rocks which were laid down in this area.Again, there is evidence that in the estuary and gulf the river was much smaller than it is today.The proof of this is found in the fact that the present estuary and gulf have underneath them a narrower bed, with an extensive submerged \u201cshelf\u201d ou both sides of it.Much of the present bed, therefore, in the eastern portion of the river is to be regarded as \u2018\u201c\u2018drowned\u201d mainland.Now as to the lake systems which feed the rivers emptying into the St.Lawrence.It is only in comparatively recent years that we have known or realized the vast extent of the lakes of our great northern area.A comparison of figures between these and the lakes with which we are generally familiar will serve to give some idea of the vast extent of our Laurentian water-stretches.The largest lake in the Eastern Townships is Memphramagog.It is thirty miles long.Its area is 17,920 acres.Contrast this with the 224,000 acres of Lake St.John, or with the 624,000 acres of Lake Mistassini.And there are dozens of lakes in the same vast region ranging from the size of Lake Memph- ramagog to twice the size of Lake St.John.The lake and river system of the Laurentian highlands, in its present form, dates largely from the Glacial epoch.That is to say there were very extensive changes wrought by the ice in that period.Before that date we must conceive of that vast area as having been largely worn down to the base level of erosion, or peneplained, and the rivers generally as having had little current, But when the region, for many thousands of years, was swept over by glaciers and floating ice (the submergence period), enormous quantities of soil and rock fragments of all sizes were scraped and ploughed and transported by the moving masses.The vast heaps of this rock and soil debris are recognizable in many places today.Indeed, the study of them has for some years been one of practical importance to Governments.Some of these areas were settled upon in the hope that they would prove suitable for farming, but deep disappointment followed.They had supported a forest vegetation, but once that this was cleared off the thin soil covering proved 272 The Educational Record, unfit for agriculture after two or three years of cultivation and cropping.The Laurentian area was then, doubtless, generally elevated, as referred to in the third paper of this series.The streams then had to find new channels, and new lakes were formed in various ways.For instance, where the rock was soft, it was \u2018gouged out\u201d by the moving ice-masses and the under load of abrading rocks.The hollows thus formed became collecting grounds for water.Portions of old river channels which did not happen to become filled with rock debris were also converted into long, narrow lakes, while the rivers finding new courses across country expanded here and there into lake-like dimensions.Again, masses of rock debris were heaped up in places in such a way that they formed dams for the water.The evidences of these several lake-origins are readily traced by the practised geologist, and are familiar to the officers of the Geological Survey who have covered that territory.That the rivers are \u2018young\u2019 is shown by the many rapids and falls over rock ledges, (See Davis's \u201cPhysical Geography,\u201d p.247.) Characteristic lakes and rivers of this system may be studied in Argentenil, Ottawa, Labelle and Pontiac counties.From the Laurentian highlands, is may be noted, the rivers generally \u201cfall off the roof,\u201d so to speak, into the Ottawa and St.Lawrence lowlands, either tumbling down a slope of several miles, as with the Gatineau near Ottawa and the Lievre at Buckingham, or perpendicularly as in the case of the Montmorency below Quebec.The northward flowing rivers of the Appalachian area, on the other hand, as the St.Francis for example, pass out from their region at low levels.As explained in a previous paper, this is due to the fact that the Appalachian uplift was a slow earth movement which enabled the rivers to cut their way across the east and west ridges as fast as these were raised.The conclusion is, of course, that the main valley of the St.Francis is ancient, but the river in general in its present course is \u2018young\u2019 or \u201crenewed.\u201d This is but a brief outline of the general principles which concern our water stretches, but it is to be hoped that it Book Notices.273 may afford some aid in the field work which shall be carried on by the teachers.It is not necessary always to visit large bodies of water to study the principles.Every brook, whether meandering in a meadow or falling down a hill slope, affords abundance of material for outdoor study.The wearing power of water when carrying its small loads of sand and pebbles; the arrangement of the deposits of mud and sand in the pools which are formed here and there in the brook\u2019s course; the damming effect of the slightest ridge of quartz in the midst of softer rock; the influence of the clearing of the country upon the spring and summer volumes of the stream; the kinds of soil strata which have been cut through where the brook has done excavation work; the comparison of the hardness of the rock at a \u201cfalls\u201d or \u201cnarrows\u2019\u2019 with that of the rock above or below them; these and many other features are well worthy of careful and thorough study in the field.J.C.S.BOOK NOTICES.Stories of Greece and Rome.By Hilda Johnstone, Reader in History in the University of London.Two editions.One at 1s.6d.and one 2s.6d.Longmans, Green & Co., London and New York, We are almost inclined to place this excellent little boox ahead of Kingsley\u2019s \u201cGreek Heroes.\u201d The essential spirit of Greek heroic literature particularly is brought out with considerable force and beauty in these admirably told stories.Old and young cannot fail to be attracted by the clear and direct narrative form in which Miss Johnstone has woven such stories as those of the judgment of Paris, of Achilles and Priam, of the cave of Polyphemus, of the wanderings both of Ulysses and Aeneas, and of the mythical founding of Rome.We fully endorse the words of the Introduction :\u2014 \u201cThe present collection of stories is meant to serve as an introduction to fact, through fiction.The twelve tales it contains are all time-honoured.There is no reason why 274 The Educational Record, they should not delight English children as they delighted two of the greatest nations the world has ever seen.Legendary as their incidents and characters are, they are so famous that they may almost claim to be a part of history.\u201d x x x The teaching of Biology in the Secondary School.By F.E.Lloyd and M.A.Bigelow.Longmans, Green & Co., London and New York.491 pages.New Edition, 1914.Price $1.50.This is essentially a work for the specialist in the teaching of Botany, Zoology, or Nature Study, and particularly for the specialist who intends to put a great deal of serious and thorough work into the chosen subject.This volume is plainly not a merely popular presentation of the attractions of biological study.It is instead an exhaustive compendium of methods \u2018and principles of science study and science teaching, fortified by extensive references to the literature available on each topic.It is clearly a book for the student who has access both to biological laboratories and to a technical library.The principal author, Professor Lloyd, was formerly of Columbia University and is now the Macdonald Professor of Botany at McGill University.* * * Principles of Fconomics.With Special Reference to American Conditions.By Edwin R.A.Seligman, L.L.D.McVickar Professor of Political Economy, Columbia University.Sixth edition, revised and rewritten.Longmans, Green & Co., London and New York.711 pages, 1914.The first edition of this work appeared in 1905.Each subsequent edition has been revised, or revised and enlarged, and the present one has been revised and rewritten.This indicates for one thing the rapid rate at which economic conditions in the United States are changing, as it is these changes apparently which have called for the various revisions.In matters of transportation, of freight charges, of public ownership, of the Trusts, of the banking system, of social insurance, and of the ever developing labor question, the conditions have been altering most rapidly, and calling for the application of sound and permanent principles.In Book Notices.275 all of these subjects the present work is of great practical value, dealing as it does with the very economic questions which have been during the last few years, and still are, attracting public attention both in Canada and the United States.Among other things, the Federal Reserve (banking) Act of 1913 is fully explained.By the way, the author might have stated that some of the benefits expected to be conferred by this Act have been enjoyed in Canada for years under the Canadian banking system.Another reason for frequent revision of works on the subject of Economics is to be found in the development of Sociology.Recent research and thought have been far in advance of the pioneers Comte and Spencer, and this recent work has helped to make a number of our economic conceptions more dynamic and less static.Professor Seligman\u2019s chapter on Population affords a good illustration of this point, At the same time, those of us who did the greater part of our reading in Economics say from twenty to thirty years ago, in the pages of Mill, Marshall, Thorold Rogers, Faw- cett, Jevons, Walker, Arnold Toynbee, and others, have no trouble in appreciating the fact that this earlier work in the\u2019 science was sound in method, and that it is recognized to be such by Professor Seligman.The present work is exceedingly well arranged both in its historical and logical development, and it is equally well written.The references to authorities are most complete, and are to be found at the head of each chapter as well as in the extensive and classified bibliography at the beginning of the work.The study of Economics is an important one to the educationist who desires to take the deeper view of the conditions, rural and urban, which affect, and which may be affected by, educational progress.The glorious lesson, indeed, of modern Economics is that Conditions can be largely altered by right thinking and right action, based on definite principles.It was this clear thought which guided the great Tur- got in his road-building and financial reforms in France in the eighteenth century.Again, when the present war ends 276 The Educational Record, the greater part of the civilized world will have many problems of reconstruction to meet which will demand the application of economic principles.Professor Seligman\u2019s work forms one of the \u201cAmerican Citizen\u201d series.| The three following books have been received, also published by Longmans, Green & Co.:\u2014 Ferguson\u2019s percentage l'rigonometry or Plane Trigonometry reduced to simple arithmetic.3s.6d.net.Daily Services for Schools and Colleges.By H.Paken- ham-Walsh.2s, net.La Chasse de Sarcey and Other Stories.By Marc Langlais.1s.ARTICLES: ORIGINAL AND SELECTED.An Address Delivered on Oct.9th, 1914, before the Protestant Teachers\u2019 Association at Quebec.THE TEACHING OF HISTORY.By Professor Colby, of McGill University.I once heard President Eliot of Harvard say that only two kinds of professor are good for anything ;\u2014those who are young and those who do not grow old.This statement was made without any limitation and applies, I presume, with equal force to teachers of all subjects.At the same time I should like to limit it, for the moment, to teachers of history.Certain subjects, for instance Sanskrit and calculus, do not appeal strongly to the emotions and only in a moderate degree to the imagination.Thus in the abstruser branches of learning, at least, the approach may be so largely through the intelligence alone that the qualities implied by youthfulness of spirit are not indispensable.Or, to put it in another way, certain subjects are not expected to be particularly interesting.Those who approach them know that they mean drudgery and hard work.Hence they are not overwhelmed with disappointment if the instructor, like his subject matter, is somewhat dessicated.Please do not understand me to imply that any branch of learning can be well taught by one who is less alive than The Teeaching of History.277 he ought to be.That, of course, is a contradiction in terms.But on looking over the curriculum it will, I think, become clear that there are in this regard differences of degree, if not of kind.At any rate (leaving aside comparisons between subjects which may prove dangerous) I am willing to nail my colours to the proposition that history cannot be well taught save by those who have, in addition to other attainments, a certain juvenile quality, a certain resilience of spirit which prevents them from becoming bored with what they are engaged in teaching.The Mouse, in Alice in Wonderland, begins after an involuntary bath to recite the history of the Norman Conquest, assigning fas a reason that this is the dryest thing with which it is familiar, But the teacher of history ought to feel that he is losing his grip when even the history of the Norman Conquest begins to appear dry.If one were suddenly asked, \u2018\u2018Is History worth teaching?\u2019 The answer would immediately be, \u201cthat depends on the teacher.\u2019 I place this matter very much in the foreground because I believe that in the teaching of history no amount of good method can take the place of personality.This is not to decry method or any of the subsidiary aids which the teacher oan call to his assistance.It is simply to lay stress upon the fact that the subject matter of history is human action\u2014the deeds, the struggles, the aspirations and the failures of actual men and women.No one who lacks imagination and sympathy can himself vizualize the past\u2014can be himself inspired by its greatness and pathos.All that is implied by that fine phrase, Sunt lacrymae rerum must be before the mind of the teacher of history\u2014or rather it must be embedded in his soul so that it is an integral part of him and does not need to be recognized asia bald, intellectual proposition.That is to say no one can teach history as it ought to be taught whose imagination has not been kindled, whose heart has not been touched by what mankind has long.d for no less than by what it has achieved.Or, if I may quote stii! another Latin watchword for the historian\u2014 \u201cHomo sum; nihil humani a me alienum puto.\u201clI am a man and nothing that affects mankind.is absent from my sympathy.\u201d Those who are really interested in the adventures of mankind dur- 278 The Educational Record, ing past ages possess a phophylactic against the spirit of old age which ought to keep them perpetually young, so far as the teaching of history is concerned.But there is no subject which can be so horribly mangled in a dlass-room as history when it falls into the hands of one who being destitute of real knowledge or sympathy is simply marking time with names and dates.Of course I do not lose sight of the fact that history is a house of many mansions and that in studying the institutions of the past it is easy to become divorced from stirring personal action.But alike at secondary schools and at the University the element which is represented by institutional history does not bulk large in the aggregate of instruction.Under one form or another it is the narrative which is bound to assume the prominent place in all teaching.Those of mature mind who have received a proper preliminary training and possess a background can follow the history of ideas or of institutions for themselves, but most of us who teach are chiefly engaged in covering the ground, in making the outline map of the past which we hope (optimistically) that the student will subsequently fill in by dint of his own reading.Limiting the scope of history to the ordinary curriculum of school and college I repeat that the teacher who would succeed must never make the fatal mistake of becoming blasé.It is always easy to set up standards and propose counsels of perfection\u2014so easy that it almost seems insulting.But speaking from such experience as I have had I can only say\u2014if I am to speak the truth\u2014that no one can make the past live who is not himself alive, who does not keep his sympathies fresh and rescue the deeds of our ancestors from the shades of the mausoleum.It may seem like begging the question to accentuate so strongly the talent and vital quality of the teacher himself, as the chief factor in the successful teaching of history.Or at least it may appear a feeble truism to declare that the teacher as an individual is the key to the situation.But in an age when efficiency is the watchword and when we are tempted to pursue efficiency by the route of method there is the The Teeaching of History.279 risk that we may exalt the tool above the artisan.Methods are admirable and to be employed in reason, but in the case of history I believe that their sovereign usefulness is to be found in keeping the teacher himself up to the mark.In other words the teacher before trying to drill his class in methods should first assimilate the benefits of method himiself in such wise as to make personality and fervour stand in the foreground rather than rules.Matthew Arnold points out that we all of us are engaged in a great struggle\u2014that struggle, namely, which is directed against our own instinct for the commonplace.This is a perpetual contest, the love of the excellent warring against the tawdry and the vulgar.The special struggle of the teacher is directed against the encroaching weariness of spirit which is begotten of routine.For the teacher of history it is fatal to be overwhelmed in this struggle, since the consequence of failure is the loss of inspiration and enslavement to the treadmill of dates and genealogies.First of all, then, I shall venture to offer one or two suggestions as to the means by which the teacher of history can best keep his own interests and sympathies fresh.It must not be overlooked that most of those who are engaged in the teaching of history are also occupied, in part, with teaching other subjects\u2014literature very often being one.Hence only a small proportion of those who teach history are specialists.This must be kept in mind because ic would be futile to suggest a programme which other duties would make it impossible to carry out.I have particularly in mind the teacher who is occupied so closely that the use of leisure becomes a serious question.My conviction is that every one who is engaged in teaching history at all should specialize at some point in his own reading.Obviously the busy or overworked teacher cannot be a specialist in the narrow sense\u2014for instance like Hermann von Holst who, when Professor of History at Frei- burg in Baden, devoted twelve months to reading files of the newspapers of California.There are certain extreme forms of specialization which can only be undertaken by those who have their whole time at command, But there 280 The Educational Record, is a species of intensive work which is within the range of any one who has intellectual interests\u2014whether they be historical, or botanical or zoological.Even if one cannot master a subject so that he knows more about it than any one else of his generation, it is not impossible for one of the least intellectual robustness to have before his mind some subject of special interest.This means the acquisition of knowledge at first-hand instead of at second or third hand.The saving grace of this process is beyond all question.Let us take, more or less at random, an example of what I mean.Let us assume that a teacher of history whose leisure for reading is restricted, becomes interested in a special subject, and that the subject in question is the Political Situation in England at the Opening of the Long Parliament.Of course it is desirable that the subject chosen should be one of real importance, and there can be no doubt that the outbreak of the Civil War in England\u2014the Great Rebellion as Clarendon calls it\u2014was a crisis which, even at this distance, it is well worth while to investigate.At the outset of the inquiry the teacher in question knows that Charles I was a believer in Divine Right, that Hampden had refused to pay Ship Money, that Laud was Archbishop of Canterbury, that Strafford had enforced Thorough in Ireland, that there were Covenanters in Scotland and that Jennie Geddes enlivened the service at St.Giles\u2019s Church in Edinburgh by throwing a stool at the clergyman\u2019s head.Starting out with some such modicum of general information the first step in seeking for fuller information is to read thoroughly the account given of these transactions by S.R.Gardiner in his monumental history of the reign of Charles I.Along with this will go excursions into the Dictionary of National Biography for the lives of the leading actors in this great and stirring drama\u2014the bibliographies at the end of each article giving a clue to further reading on many special points.Advancing a stage further there is the original text of Clarendon and the great mass of papers which Rushworth brought together regarding this period\u2014 the process-verbal of Strafford\u2019s trial, the tracts, the pamph- The Teeaching of History.281 lets, even the abstracts of the leading speeches which were delivered in the Short and Long Parliaments themselves.Once started a multitude of by-paths branch out tn every direction.There is the charming figure of Lucius Cary, Lord Falkland and his philosophic coterie at Great Tew near Oxford, the little group of scientists who formed the nucleus of the Royal Society, the refugees who were driven to England from the Continent by the cataclysm of the Thirty Years\u2019 Wir.And underlying all is the agelong strife of Cavalier and Roundhead, of Whig and Tory, of conservative and radical, with political and theological controversies interwoven at every point.As one studies in this way\u2014and the materials for such study are now accessible to almost every one\u2014there is kindled in the mind the glow which comes from being an investigator.History ceases to be a chronological exercise.Great personalities are disclosed.The strife of ideas and of ideals outlines itself with vivid distinctness.One watches the development of a tense situation which, as it advances, creates political conditions under which the English race is to live for centuries.I need not work out the illustration in fuller.detail.I would simply state that historical reading of this character is quite within the reach of teachers who care to undertake it, and that without work of this sort it is impossible to gain any real knowledge as to the nature of historical materials.Looked at in its entirety the field of history is so vast as to beget despair.There is so much ground to cover that one despairs of doing anything thoroughly.And in this age of scientific accuracy this condition tends to become more and more acute.But like the spear of \u2018Achilles which could both wound and cure, specialization is both a danger and a remedy.While it restricts the range of our studies it gives life and reality to studies which otherwise would be superficial and slipshod.For myself I believe that there is no other remedy so sovereign against the danger of making historical instruction a mere exercise out of a book.Even though the teacher whose specialty is the Long Parliament may have no extensive information regarding the Crusades or 282 The Educational Record, the Napoleonic Wars, the methods which had been developed through the study of the long Parliament will be of universal application and all the phenomena of history wili possess a liveliness and significance which they do not reveal until one has gone below the surface of the manual.The successful teacher of history is, I think in almost all cases, a born reader.Students of science work in their laboratories but the laboratory of the historian is the library.Gibbon, to take a historian of the first rank, declared that he would not exchange his invincible love of reading for all the treasures of India\u2014and so I think it must be with all of us, in our degree, who love this subject.In most cases a text-book is the basis of instruction; but it is not enough for the teacher to have an accurate knowledge of this particular manual.At every stage there is an opportunity to supplement the text and kindle the interest of the class by introducing material which a well informed teacher will be able to supply and will inevitably wish to supply.I need hardly remind you of the spirited controversy.which has raged during the past generation as to whether history should be approached from the side of literature or from that of science.In a smaller way it reminds one of the conflict formerly alleged to exist between religion and science.Here at least we need not debate in an academic way whether history belongs under the literary or the scientific side of the curriculum.But waving aside the more theoretical aspects of the subject there are one or two practical matters growing out of it which I should like to mention.History seems to me a science in this limited sense, that many historical facts can be determined with scientific accuracy.For example there is no more reason to doubt that Charlemagne was crowned Emperor by Pope Leo III on Christmas Day, 800, than to doubt that two and two make four.The same is true of an enormous number of facts which relate to the life of man in the past\u2014facts of every kind, important and unimportant.But advancing a stage further we find that in historical narrative which employs indisputable facts, common to all parties, there are embedded many other statements which can only be called conjec- The Teeaching of History.283 tures or allegations, For instance, take the origin of the present war.The Germans and we ourselves would alike subscribe to the statement that hostilities between our respective countries began on August 4th, after a negotiation which involved the treatment of France and her colonies by Germany and the neutrality of Belgium.But beyond this chronological agreement there is a total difference of statement and belief regarding the real causes.The world will undoubtedly know a good deal more about this matter twenty years from now than we do at the moment.But for generations there is likely to be a marked difference as to the real origin of the war.Hence history is a hybrid subject\u2014scientifically accurate, if you like, as to the determination of many facts but not scientific (at least in the ordinary sense) when it comes to the description of motives or the appraisal of character.It seems to me that this consideration is very important from the standpoint of the teacher.In order to be of value historical teaching should not merely be a communication of chronological data but an interpretation, to some extent, of those data.That is where imagination and sympathy come in.Here I do not seek to set up any unreasonable standard.Boys and girls of fourteen to sixteen are obviously not ripe for \u2018higher criticism.At the same time I believe they can be greatly helped by the imagination of the teacher which in turn will help to kindle their own.You remember the gibe of Sheridan at an opponent in the House of Commons: \u201cThe Right Honourable Gentleman relies on his memory for his jokes and on his imagination for his facts.\u201d No one could wish to encourage the teacher of history to rely on his imagination for this facts, but I, for one, believe that in its proper place the imagination can be of the greatest service to the teacher of history.| Nowhere is this to be seen more clearly than in the study of biography, which is the great gateway to historical knowledge.For nine-tenths of people this is the aspect of history which stands out in high relief.Dr.Samuel Johnson declared to Boswell that biography is the best part of history and this statement is supported by the statistics of mod- URN 284 The Educational Record, ern library circulation.Fortunately the instinct of hero worship still survives\u2014a fact which gives the teacher of history an enormous leverage with the small boy.Eliminate Nelson, Wellington and Roberts from the annals of England and you will find it a different matter to evoke the enthusiasm of the ten-year-old.Nor can one afford to speak patronizingly in thus alluding to the tastes of the young.John Burroughs affirms that it is a fatal day on which a man discovers that he is no longer fond of apples.From that point shades of the prison house begin to close in with a vengeance.And so it is with the instinct of hero worship, the reverence for greatness.However far one goes with the study of history, however erudite a specialist one may become, it is a fatal day when the pedantries of scholarship begin to overpower the soul, crowding out the early love of noble action.J.R.Green was doubtless quite right to protest against the undue prominence of \u2018\u2018drum and trumpet history.\u201d And going past this point he was doubtless right in emphasizing the life of the people, as against the small proportion who make up courts and governments.But even when one sets out to study the life of the masses it is impossible to get far away from biography.For in every department of human activity there are leaders of the people, no less than prime ministers, diplomatists and soldiers.In other words if you turn aside from Chatham and Burke and Lord North you soon find yourself immersed in the acts of Wesley and Howard and Watt.Personally I am rather a zealot on this subject of biography as the key to the successful teaching of history.For the young there is that innate hero worship which evokes a quick response to all information regarding the great man.And, whether in school or at the university, there is no student so advanced that he can disregard biography.To the hero of boyhood succeeds the representative man, whose career, if properly studied, leads one to the heart of his age \u2014to its ideas, its ambitions, its aspirations.It was Brune- tière who said that Plutarch made the French Revolution\u2014 by which he meant that the Constitutionalists, the Giron- dists and the Jacobins had alike derived from him that love The Teeaching of History.285 of freedom which inspired Pericles and Timoleon.Brutus and the Gracchi.Naturally the French Revolution was based on more than Plutarch, but the spirit of antiquity as preserved in his biographies was beyond question a power ful, positive force.It is a great pity that Plutarch, whose pages have been a vital influence for nearly two thousand years, should not be read more widely now.As recently as 1805 his Lives were excluded from the shelves of a public library in the State of New York because they were too light \u2014the taste of readers at that time leaning towards Calvinistic theology.We, however, shall make as great a mistake in the other direction if we accept at second hand the idea that Plutarch is dull.For the more mature mind it is hard to improve on the biographical method of Leslie Stephen, as illustrated in the numerous volumes and studies by which he thas.illuminated so many chapters of English literary history.Here was a man whose habit of mind was reflective, if not philosophical, as may be seen from his English Thought in the Eighteenth: Century.Yet no one has more firmly grasped the notion that even when discussing ideas and institutions we must not lose touch with the individual.His biographical method is first to portray the representative man\u2014to fix him clearly in his environment as a human being\u2014and then lead the reader forward to a consideration of the ideas which he suggested and which became a formative force in his generation.John Morley has followed the same course in his studies of French thought during the same period, in his books on Voltaire, Rousseau and Diderot.In fact there is nothing novel about this method now.It is employed with success by all well equipped biographers.And it is fortunate that there are now available so many biographical essays which are based upon the idea that even if a man\u2019s thoughts are more important than his acts, it is none the less necessary to know about his personality and the circumstances under which hz did his work.I wish now to touch briefly upon those two celebrated adjuncts of historical teaching, chronology and geography.In a sense these are the Gemini, the Great Twin Brethren, 286 The Educational Record, of the subject.As between them it is hard to say which should be called Castor and which, Pollux, But as chronology is the more fearsome of the two I shall bravely tackle it first.: We have all been informed with the utmost gravity that Simon de Montfort was the first Prime Minister of Queen Victoria and that the late Lord Wolseley expired at Leicester Abbey.But it required real, creative genius to affirm that Oliver Cromwell, Earl of Essex, after having rendered invaluable assistance to Henry VIII by securing his divorce from six successive wives, was treated by that monarch with heartless cruelty.Whereupon he died in sorrow and disgrace, exclaiming: \u2018Had I but served my God as I have served my King he would not have suffered my gray hairs to descend in sorrow to the grave.\u201d A few years ago I saw in London a delicious skit on the historical pageants which were then very much to the fore.It was entitled \u201cEnglish History from Boadicea to Winston Churchill,\u201d and no one who witnessed that performance could ever subsequently be in doubt as to the main chronological fandmarks in the national annals.But unfortunately those of us who do the actual teaching are not permitted to employ all the picturesque methods we could think of and must grapple in the grey, cold dawn with the stern realities of chronology.It was a lady, I regret to say, who stated to a great historian that she considered the Renaissance the most fascinating thing in history but unfortunately she could never remember exactly where it came in.Considering that the movement in question covered more than two centuries this may be called a frank and free admission.I allude to the incident, however, because I think it has a certain bearing upon the right method of teaching dates.In the classic relationship of the cart and the horse it is universally agreed that much depends on which comes first.And this is equally true with respect to that other important relationship of the general and the particular.Confining ourselves to the subject of how to teach dates the question arises whether one should strive first to lodge in the infant mind a number of facts which shall be learned empirically, The Teeaching of History.287 or whether it is best to bring out in high relief the salient features of periods, so that chronology shall be learned by the generation or the century instead of by the year or the month.I presume that the person who went astray about the dates of the Renaissance would have been quite at home with the date of Hastings or Waterloo, though this is pure conjecture and it is safe not to take too much for granted with regard to the popular knowledge of dates.But speaking broadly I feel quite sure that most people have a better knowledge of dates in the little than in the large.Of course one of the blessings and endowments of extreme youth is that facile yet retentive memory which does not improve with years\u2014that is to say which does not improve so far as the acquisition of new facts is concerned.But by a beautiful adaption of nature or law of providence we continue to remember imperishably many of the things which we learned before we were twenty, Hence I imagine that a great many unhistorical adults have numerous dates floating about in their subconsciousness which they could call upon in case of dire need.But unfortunately in many cases these are of little or no use for the reason that they do not mean anything, that they are grouped in no association with other events of the same period.I presume that the man in the street looks upon all dates as equally dead, but in mortality there are distinctions and the deadest kind of a date is that which summons up no association, but which hangs in complete isolation, like Mohammed's coffin in mid-air.As a matter of fact it is probably true that in the case of the very young dates must be taught by an arbitrary process.That is to say the infant mind can quite readily grasp facts in isolation before it is ready to appreciate their relationship.But it is most unfortunate for the student if he is not encouraged at the first possible moment to regard the intermingling and association of events.To one who knows even the outlines of history well a reference to the Sixth \u2018Century places in the mental foreground a concept as clear as that evoked by a reference to the Nineteenth Century.Obviously it will be a very different concept from dealing 288 The Educational Record, with a totally different era of human development, but the idea of the Sixth Century will be just as distinct as that of the Nineteenth.The one will mean Theodoric, Justinian and the Lombards, as clearly as the other means Queen Victoria, Bismarck and Gladstone.In other words the teacher of history is an interpreter even when dealing with dates, which are popularly supposed to be phenomena of the most complete extinctness\u2014as dead as Queen Anne and in many cases deader, \u2018Can any strongèr illustration be found of this sovereign function of interpretation which is alike the chief duty and the highest opportun\u201d ity of the teacher?If Thomas a Becket was murdered in 1170 he cannot be so disposed of as easily as that.The tragedy \u2018of his \u2018assassination is but a link in a long chain\u2014the chain of strife which embroiled the Norman and Plantagenet kings with their Bishops and Archbishops.Before the murder of Becket comes the quarrel of William Rufus with Anselm, and after it comes the quarrel of Stephen Langton with John.One need not make an argument to prove that a date which is dead bv itself comes to life when it is interpreted, that is to say when it is given its place in the scheme of events, in the evolution of a great movement.This leads me to say that of all the agencies which can be employed in the teaching of history the comparative method is the most important.It is at this point that history and science draw together most closely.No less than to biology is the comparative method indispensable to history.It is the basis of all sane and sound criticism, The deadly parallel throws light upon doubtful and misleading statements.The juxtaposition of kindred facts illuminates all of them, rendering intelligible things which otherwise would appear without perspective or with a false perspective.Considering the history of civilized states comparatively it at once becomes clear that all countries within the circle of Christiendom\u2014and latterly many countries outside it\u2014 are affected by ideas, impulses, doctrines which pass easily from one country to another.Take, for example, the chronology of the Crusades.In terms of English history we think The Teeaching of History.289 of the part which Robert of Normandy took in the First Crusade, the part which Richard Coeur de Lion took in the Third Crusade, the part which Edward I, before he came to the throne, took in a crusade which is variously numbered according to individual opinion as to what constitutes a crusade.In each of these cases there is to be considered the corresponding and simultaneous action which was taking place in other parts of the European commonwealth, through the whole length and breadth of which for five generations the zeal to redeem the Holy Sepulchre was a living flame.Thus the study of dates ceases to be arid as soon as there is a standard of comparison, a habit of association.Were it practicable, movements should be studied horizontally.Instead of this we find it more convenient to study national history by a vertical method.It is not the history of the Reformation or Protestant Revolution which we study \u2014let us say from the Wittenberg Theses of Luther to the dlose of the Council of Trent in 1563.If we studied by movements we should take a cross section of all the leading countries throughout a certain era, and the relations, the interdependencies, would stand out in high relief.But we are conditioned by the limits of the curriculum.There are other things to be learned besides history.Hence the field is restricted and the value of comparison is lost, save where the talented and enlightened teacher with a considerable range of reading boldly goes outside of the manual to tell his class what Charles V and Francis I were doing at the moment Henry VIII was exercising his ingenuity to become divested of \u2018Catherine of Aragon.Dates, ten, can be taught drearily with great ease.If interpreted through comparison and association they can be made a staff of much strength.As for the value of historical geography there is little to be said which is not obvious.Without the help of maps it is just as impossible to study the life of the past as it is the life of the present.And through geography the past is every day enabling us to understand the present.For a single instance, we all know that France is much concerned to recover Metz and Strassburg, with their adjacent territories.But how much more this signifies 290 The Educational Record, to one who 1s familiar with the kaleidoscopic fortunes of the border provinces from the days of the ancient Lotharingia to the era of Bismarck and Moltke.The word Burgundy suggests Charles the Bold, but in looking back over the past fourteen hundred years one finds that Burgundy has been the name, at different periods, of no less than eleven states, each with its distinct frontiers and separate character.On the other side of the Rhine the historical significance of the term Saxony has been even more intricate.In short there can be no proper study of history without the historical atlas at one\u2019s elbow, and along with geography the more physiography the better.I wish, in conclusion, to say a word about the part which fairmindedness has in the study and teaching of history.It goes without saying that the goal of history is truth.There are, indeed, cynics who look upon historical records as a pack of lies\u2014or at least who believe that our sources are a pack of lies\u2014or at least who believe that our sources are largely vitiated by the desire of each actor to tell the story from his own point of view, in the spirit of the partisan.So much in the past is still a matter of burning controversy.For example, it may prove impossible even under Home Rule to get a story of the Battle of the Boyne, which Belfast and Waterford will both accept as satisfactory.Take again the annals of the Reformation.Though the bitterness of theological rancour has largely passed away an honest student of the Sixteenth Century does not find his task a bed of roses.Mandell Creighton, who when he died was Bishop of London and who had he lived a few years longer would almost certainly have been Archbishop of Canterbury, has left us an admirably fairminded history of the Early Reformation, in the preface of which he says: \u201cAbove everything else I have tried to write true history.\u201d After all is to select only those facts which support one\u2019s own views.Whether writer, teacher or student, he who deals with his ideal to hold scrupulously aloof from prejudice\u2014to have, his ideal is hold scrupulously aloof from prejudice\u2014to have, kJ The Teeaching of History.291 as Ranke said, \u201cthe disinterestedness of the dead.\u201d This is the ideal which modern science sets up.This is the counsel of perfection for all of us.But besides being a scholar, the writer or the teacher is also a human being who at times feels strongly the instincts of the citizen.Take some of the most celebrated professors who have filled chairs of history in German universities during the past forty years.All have preached the gospel of accuracy, impartiality, truth.But when it comes to the application the results are sometimes appalling.Thus Droysen says that Frederick the Great considered himself to be morally justified in seizing Silesia.Thus Treitschke whenever he has occasion to mention England bursts forth into language which threatens to destroy his page by spontaneous combustion.Thus Delbriick sees the fruition of the past and the hope of the future in Prussian military monarchy.German \u201cculture\u201d is being made a slang word by the newspapers and I do not wish to be contumelious about German \u2018\u2018science\u2019\u201d\u2019 which has won triumphs in the past and will, I trust, win them in the future when the outlook of Germiany on certain subjects has been adjusted.But this example shows the difficulty of steering a clear course between truth and patriotism when either the writing or the teaching of history is concerned.No, history is not the easy subject which many, with insufficient knowledge, deem it to be.No branch of the curriculum requires more sympathy, more imagination, more tact.None brings us closer to the great world of ideas, or helps us penetrate further into the realm of noble aspirations.None serves to introduce us more usefully to the supreme art, the art of living, The teacher who having himself been stimulated by man\u2019s best achievement can fill the souls of his pupils with the splendour of the same spectacle is helping them in no slight degree to raise themselves above the level of the corrupting and the commonplace. The Educational Record, THE TEACHING OF ORAL ENGLISH.By Emma L.Johnston, Brooklyn Training School for Teachers.Although the opinion is now generally held that because spoken language is the usual mode of communication between human beings, the study of it should form an important part of the curriculum in schools of all grades, little has been done to make the study of oral English as systematic as the study of written English has been made.One of the reasons why we have not accomplished more in the teaching of oral English is that we have not made it clear to ourselves that good speaking is good speaking only when it is habitual.We must make good speaking a habit; and to do this we must know something of the psychology of habit.We must know and follow the principles of habit formation.In this talk I shall specify some of the habits making up the group that good speaking consists of, and then I shall consider the most important steps in habit formation with particular application to speech.In the habit of good speaking are included the habit of 1.Breathing properly.2.Using the voice properly.3.Using correct pronunciation and distinct enunciation.4.Using correct grammatical forms.5.Choosing words well.6.Constructing good sentences.7.Narrating, describing, explaining, and organizing well.What are the steps in habit formation?They may be stated in various ways.This is the way in which we have worked them for practical application in the Brooklyn Training School for Teachers (quoted by Dr.Stuart H.Rowe, one of our former teachers, in his excellent book \u201cHabit Formation\u201d).1.Getting the idea of the habit. Li aaa mococe anne ey EMT sud Teaching of Oral English, 2.Getting initiative.3.Practice.4.Preventing exceptions, Consider the first step.Before a person sets out, deliberately to form a certain habit he must have clearly in mind an idea of what the habit it to be.I say before a person sets out deliberately to form a habit.We are not now considering habits that take their rise in some accidental or haphazard acts.If you are to teach yourself to write a perfect letter, say an m, you must have in your mind\u2019s eye a picture of the way in which you will make it.How is the pupil to get an idea of what good speaking is?Mainly through the teacher\u2019s example.This brings us by a direct road to the first requisite for the teaching of oral English.The teacher\u2019s English must be above reproach\u2014 above reproach in all the particulars specified under speech habits : breathing, use of voice, pronunciation, enunciation, grammatical usage, choice of words, construction of sentences, narration, description, exposition, argumentation.In pronunciation, enuncration, and grammatical usage we teachers have some reputation for correctness.It is the fashion to make fun of the schoolma\u201dam for her overnice- ness in speech.Her pronunciation and her irreproachable grammar are regarded as pedantic.In my opinion she would do well to retain this habit of precision.She need not mind being ridiculed in a good cause; and the cause is good, for it is well for her pupils to have before them this overnice model.They will hear enough incorrect pronunciation and \u2018bad grammar,\u201d as it is called, to keep them from growing pedantic\u2014unless they too become school teachers.The wrong comes when the teacher, not content with being a model herself, torments the children about the niceties of speech long before they are ready for them.Why insist upon after, class, laugh when children are still saying goun and comun?Why say, \u201cIt is l\u2019\u2019 and \u201cthe better of the two\" before you have learned not to say, \u2018\u201c\u201cl'ain\u2019t got no pencil\u201d?But it is when we come to consideration of vocabulary that we find we are most unworthy models.How inaccurate, commonplace, poverty-stricken we are in our speech! The 294 The Educational Record, other day I counted twenty-one \u201c\u2018all rights\u201d that a teacher used in a ten-minute lesson.Her wish to command was good, but she missed twenty chances to use words that would more nearly express the particular kind of commendation she wanted to give.In an essay on \u201cSelf-Cultivation in English\u201d by Prof.George Palmer there is excellent advice for the teacher.She is urged to put into her oral speech accuracy, audacity, and range.Prof.Palmer\u2019s advice is so good, that if I were - speaking to you instead of writing, I should at this point read you a few of the pages of his book.(pp.80-90).Let us return to the steps inhabit formation.We are still considering the first,\u2014how the pupil is to get the idea of the habit of good speaking.Mainly, we said, through the model speech of the teacher.In this connection I would say that the teacher should deliberately use language which is beyond that which the pupil would use.Day by day the teacher of the young children should increase their vocabulary by using words new to them but so employed that they can comprehend the composition as a whole.It is one thing to set before pupils the idea \u2018of the habit and quite another to make them want to form it.The second step in habit formation, i.e.getting initiative, brings us to a consideration of that important part of the learning process-motivation._ It is not enough to tell a boy that there are correct and incorrect ways of speaking and that of course he would choose the correct way, This is neither convincing nor inspiring.Why do we want to be good speakers?For practical purposes.We want to be able to entertain, to inform, to convince, or to persuade others.It is very easy to keep these purposes before pupils in all their lessons in oral English.These purposes can be made to serve as the motive for oral English lessons in general and for any particular lesson that may be given.If you can get pupils to see that there is a sensible reason for acquiring the habit of good speaking the battle is half won.(Numerous illustrations of oral English lessons for young pupils in which motivation is emphasized are found in the exercises in persuasion given .n \"papa @ = LETTER BAA Adi Teaching of Oral English.295 Maxwell, Johnston, and Baruni\u2019s \u201cSpeaking and Writing,\u201d Book III, American Book Company.) Practice is the third step in habit formation.The pupil knows what good speaking of some particular kind is and he wishes to acquire the habit of speaking in this way.How is he to do it?Of course by doing it again and again.It is the pupil who is to form the habit of good speaking.This he will not do by merely listening.The pupil must get more opportunity for speaking than we generally give him.The teacher must be content with less practice.What shall be the subjects of our pupils\u2019 oral compositions?By composition is meant all deliberate expression in language of thought or feeling.There can be no expression when there is nothing in the mind or the heart to express, and there can be nothing really in the mind or the heart that has not been lived.If the teacher of composition admits that life, experience must come before expression he must do more than was done in the old-fashioned school where the titles of compositions were pretty well fixed by tradition.Thére the teacher could find a list in a standard text-book and could either let his class make a choice from this list, or could himself choose for the class.He had only to ask himself: \u201cDo my pupils know enough of this subject to write on it, or can I put them in the way of getting sufficient matter for a composition on this subject?\u2019 Nowadays the teacher of composition asks himself, not, \u201cDo my pupils know enough of this subject to write on it?\u201d but rather, \u201cDo I want my pupils to know something of this subject?Will their coming to know give them a richer and fuller life?\u201d This richer and fuller life will come chiefly through contact with nature, \u2018through labor and social intercourse, and through literature and art.Life creates thought, but expression in written or oral language makes thought dearer.In his recitations on all the subjects of the curriculum the child is invited to express his thought not merely that the teacher may judge of the definiteness and accuracy of his concepts, but also that these concepts may be clarified through his efforts to express.RR ROT ICS The Educational Record, In New York City we believe that it is a fortunate thing for the cause of good citizenship that the thousands of immigrant children who come to our schools yearly to be taught have first to learn our language.Their parents realize that the learning of this language is a necessary thing, and it is while teaching them to express thoughts in the new tongue that the teacher uses her opportunity to give the immigrants ideas and ideals that make for good citizenship.There would be no advantage to the city in giving the young immigrant the power to use our best speech forms if we did not at the same time give him the experiences that make - these forms real.We spend much time in regretting that the city child is deprived of the power that comes from contact with nature.But it is not the amount of educative material lying within reach of a man that educates him; it is the use he makes of some part of this material, be it ever so small a part.There were many lads who tended sheep in David's time, but how many could have written \u201cThe Lord is my Shepherd\u201d?On the other hand, I believe that for a David born and bred in a city tenement day unto day would utter speech and night unto night would show knowledge.It is a mistake to think that because the woods and the fields have gone from the city, Nature herself has fled.Nature is more than woods and fields.What the city teacher needs to do is not merely to plan for her pupils\u2019 trips to park and country.These are good, but better still is it to cause her pupils through exercises in speaking and writing to hear above the city's roar the still small voice of Nature.Cold and heat, frost and dew, rain and snow, are as interesting in the city as in the country; the wind is as wonderful, as mysterious in its effects, the thunder and lightning as awe-inspiring.No matter how narrow the street, the sky with its changing colors, its clouds, and its stars is visible above it to the child who has been taught to look up.I can think of a hundred city sights, from the green grocer\u2019s stall to the wan moon appearing in the daytime, which, by being made subjects for oral or written composition exercises in school, would at- Teaching of Oral English, 297 tract the children\u2019s attention out-of-doors and teach them some of the \u201crhymes of the universe.\u201d Again, the teacher of language is neglecting the field of doing for the field of mere seeing and hearing.Although we may not be able as yet, for reasons connected with school machinery of one kind or another, to give an effective school course in manual training, manual training will go on inside and outside of school as long as children instinctively use whatever is within their reach for making and unmaking.Tops will be spun, marbles rolled, balls tossed, kites flown, mud pies mixed and baked.The girl will fashion garments for her doll; the boy will whittle and carve, build and pull down.The country lad will have his chores, the city boy his errands, the girl her many domestic duties.No better subjects for exposition can be found than those which are \u201csuggested by the commonplace plays and work of children.A better lesson on the dignity of labor can be given indirectly through an exercise in composition than through a sermon preached by the teacher.Let the girl explain clearly and accurately how to set a table and the boy how to make the kitchen fire while the teacher criticizes as seriously as though the subject were \u201c\u201cT'ruthfulness\u201d or \u201cFriendship,\u201d and the much needed lesson will be given that \u201cwho sweeps a room as by God\u2019s laws makes that and the action fine.\u201d The power that comes through social intercourse is not acquired in the ordinary elementary school.There can be little social intercourse\u2014except that which is unlawful because forbidden\u2014in a classroom where children are put into seats and commanded to keep still.But effective linguistic training demands social intercourse.Some persons have ease of speech as a native endowment, but generally give- and-take linguistic experience with a great number of persons of varied temperament and interests is necessary if one is to become efficient in all the common linguistic situations of life.In the classroom as well as on the playground and the street the child must be made \u201cto feel the necessity of effective expression in a variety of typical situations.\u201d In genuine social intercourse, there is always in the speaker's mind a consciousness of the presence of the listener and the ORR 298 The Educational Record, \u2018necessity of impressing him.But in the average class recitation the child 1s really not expressing himself, he is reciting the thing he has learned because he must recite it, or in order to show how much he knows, but not to entertain, inform, or persuade his classmates.Some teachers, however, are able to present a subject, say geography or history, in so lively and concrete a way that the children after discussing it freely and spontaneously take it up in their play activities.In play we have an ideal form of social intercourse.Because Washington's birthday was approaching I asked a class of boys just promoted from the kindergarten to tell me something about Washington, and they responded with the information, \u201cWe can play Washington.\u201d I was directed to choose three players.The first came forward \u2018and stretched out his arms.He was the tree.Then the second actor came and gave the tree some smart raps with a ruler, whereupon the tree tumbled to the floor.Now the second actor beat a hasty retreat to his seat.The third actor came strutting along; he paused by the side of the prostrate tree and exclaimed with the spirit, the well-feigned naturalness that we work so hard to get from children in their reading exercises: \u201cAh! Some one has cut down my cherry tree.George, George, come there.Do you know who did this?\u201d \u201cFather,\u201d said George, \u201cI can not tell a lie, etc., etc.\u201d This is a simple way of going with the child into his world of make-believe for the purpose of acquainting him with that world so shadowy and vague to him, which we call real.It is a way of letting a child employ his many languages in order that he may use with naturalness and sureness the language of words.It is when the child is striving to express himself effectively under some such circumstances as I have just described that the teacher at the right moment suggests a needed word which thus becomes part of the child\u2019s vocabulary, or she supplies correct inflection and syntax im the place of faulty forms.Dramatization is furnishing a means whereby school children are obtaining much practice in speaking.As all 8 sde Teaching of Oral English.299 teachers know, the spirit of dramatization is prevading the school.It is everywhere, from kindergarten to high school and even higher up.The drama has blossomed in the schools as it did in England in the spacious times of great Elizabeth.Just why, it is hard to tell.Perhaps when the school history of this and the preceding decade comes to be written, the reason will be found as it was in Elizabeth's time partly in the new words of romance and adventure that have been revealed, No longer does geography consist of black dots and lines-on colored paper, it is travelers\u2019 tales of wonderful or picturesque lands and curious customs.History is the story of the hero who fights and dies in order that \u2018his country may become more and more glorious.Scholars come back from their reading of the literature of all lands, bringing the New Learning for the school reading book,\u2014 folk lore of all people, or stories that fire the imagination, touch the heart, or stimulate the will,\u2014stories that have been hidden heretofore in rare books or in foreign languages, but are now retold simply and briefly but still with their original spirit in the primer or the reader for older pupils.= Besides this wealth of material that has been brought into the schools, there is the spirit of the schoolroom itself which makes buoyancy, joyousness, the enthus- _ iastic optimism of youth.Whatever the cause, the young people of the schools are dramatizing everything they can lay hold of\u2014literature, history, science, civil government, ethics, gymnastics.Through dramatization children receive training in expressive speech.They speak naturally and give the teacher a chance to make corrections tell.They use language a little closer to the literary than they are wont to do in ordinary speech.Some teachers consider it impracticable to have dramatization in the classroom because they believe that.rehearsals, costumes, scenery, and elaborate stage properties are necessary.But children are Elizabethan in their indifference to stage settings.Within the limits of this paper I can not find space to enumerate, much less to comment upon, the kinds of exer- 300 The Educational Record, cises that will be employed by the teacher who is determined to give her pupils rather than herself practice in speaking.There remains the fourth factor in habit formation, which we call preventing exceptions.Under this head come all the devices the teacher employs for leading the pupil to use the same correct speech forms again and again until the _ habit is fixed instead of carelessly letting him step out of the path she is helping him to make, and being obliged to drive him back into it.This means eternal vigilance, patience, good temper, ingenuity, on the part of the teacher.It means that there must be a greater dependence upon the ear in teaching and in studying oral English.Teachers must learn how to hear.Children must be taught how to listen\u2014how to listen to themselves as well as to others.Let me end with a quotation from Percival Chubb\u2019s \u201cTeaching of English,\u201d a book that we place in the hands of every young teacher in our public schools: \u201cWe would not rank illiteracy with the seven deadly sins, We know that culturs 1s not synonymous with character, nor refinement with virtue.And yet we are convinced that the work of promoting good speaking may be made, and ought aimfully tv be made work for character, for virtue, for social per.of feeling.It is so when it becomes a schooling in that con- scrupuiousness which strives for fine accuracy and unflawed trut1 fulness in the expression of thought and fact, and for a noble, restrained, and kindly command of all the stops of feeling.It is so when it becomes a schooling in that considerateness which would spare in conversation the puzzled \u201cWhat\u201d?that greets indistinct and negligent utterance.It is so when it fosters the humane desire to enliven, dignify, and enrich social intercourse by the stimulating give and take of the riches of personal life and thought, or when it ennobles, by either appreciation or performance, the arts of the teacher and orator, the preacher or publicist.\u201d Drift of Population, 301 DRIFT OF POPULATION IN EASTERN TOWNSHIPS AND OTTAWA VALLEY.A comparison of the Census Reports of 1901 and 1911 affords an interesting study of the drift of population in the Eastern Townships and the counties of the Ottawa valley.Let us first consider the southern border counties of Compton, Stanstead, Brome, Missisquoi, St.Johns-Iberville, and Huntingdon.The following table (I) shows the number of English-speaking and French-speaking residents, and the rural and urban population.For this group of counties it will be seen that with the exception of St.Johns-Ibervilte there has been an actual decrease in the number of English- speaking people in every county during the ten-year period between 1901 and 1911; while there has been an increase of French-speaking people in every county.The total English- speaking population has decreased 4336, and the French- speaking population has increased 8705 during the decade.Rural population increased in Compton and Missisquoi, but the total rural population decreased 637 during the decade.TABLE I.English French Rural Urban speaking.speaking.Compton .IQOI 11,562 14,460 21,521 4,939 IQII 10,477 18,714 23,030 6,600 Stanstead .IQOI 9,959 8,744 10,201 8,797 1911 9,794 10,655 9,898 10,867 Brome .1901 8,217 4,766 10,761 2,636 | I9II 7,759 4977 10,758 2,458 Missisquoi .I1901 7,323 9,908 \u201810,278 7,061 IQII 5,958 10,479 10,363 7,103 St.Johns and 1901 1,260 18,141 15,137 5,542 Iberville .IQIT 1,881 19,632 14,074 7,808 Huntingdon .1901 7,971 5,105 12,519 1,460 IQII 6,557 5,372 11,662 1,578 Let us examine similarly the next row of counties, viz., Richmond-Wolfe, Sherbrooke, Shefford, Rouville, Napier- ville, Chateauguay and Beauharnois (Table II). The Educational Record, In this group of counties, which are closer to the St.Lawrence, the English-speaking population increased in Sherbrooke and to a slight extent in Laprairie-Napierville and Beauharnois, while the French-speaking population decreased in Rouville, Beauharnois and Laprairie-Napierville during the decade Taking this group as a whole the Eng- lish-speaking population decreased 6491, and the French- speaking population increased 6297 during the decade.The rural population increased only in Richmond-Wolfe and Beauharnois, and the total rural decrease is 3692 during the decade.TABLE II.English French Rural Urban speaking.speaking.Richmond and 1901 8,242 25,697 25,359 8,778 Wolfe 7,249 31,937 25,375 14,116 Sherbrooke .7,456 10,645 5,541 12,885 8,331 13,947 4,825 18,386 Sheflord .5,390 18,086 16,550 7,078 4,587 19,214 15,368 8,608 Rouville 484 15,458 10,594 2,813 320 12,737 10,042 3,089 Laprairie and 546 16,890 16,328 3,305 Napierville .549 16,503 15,235 4,100 Chateauguay .4,480 9,415 \u201812,742 841 3,642 9,607 11,940 1,382 Beauharnois .2,119 .19,506 8,701 13,031 2,135 18,049 9,338 11,464 Note: 1901 Sherbrooke City 1911 Sherbrooke City 1901 Valleyfield 1911 Valleyfield Next let us turn to the counties in the Ottawa Valley, viz., Argenteuil, Labelle, Wright and Pontiac (Table III.) In the Ottawa Valley counties the English-speaking population decreased in every county, while there was a strong increase in the French-speaking population in every county.The total decrease of English-speaking people is Drift of Population, \u2018 303 3,093, and the total increase of French-speaking people is 9,971 during the decade.The rural population increased in Labelle and Pontiac counties, and the total increase of rural population is 3793 during the decade, TABLE III.English French Rural Urban speaking.speaking.Argenteuil .1901 8,846 7,391 13,657 2,750 | IQII 7,919 8,559 12,788 3,973 Labelle .1901 5,265 24,653 26,861 6,040 IQII 4,882 34,016 29,640 10,711 Wright .1901 13,917 29,946 24,963 17,867 IQII 13,034 34,373 24,404 23,928 Pontiac .1901 14,221 9,397 22,221 3,501 IQII 13,321 14,270 24,668 4,748 | In the group of \u201cOther Counties,\u201d Table IV, the Eng- lish-speaking people increased in Chambly-Vercheres, Gaspe, Terrebonne, and Vaudreuil, and the French-speaking people increased in every county except Drummond-Arthabasca.The total English increase for this group is 900 and the total French increase is 7866.There was a rural increase in Quebec Co., Gaspe, Ter- rebonne, and Vaudreuil, the total increase for the group being 3172.TABLE IV.English French Rural Urban speaking.speaking.Chambly-Ver- 1901 1,877 22,269 16,600 7,718 cheres .IQII 3,909 24,115 14,615 14,100 Drummond- IQOI\\ 3,293 41,045 \u201833,329 5670 Arthabasca .1911 2,317 39,165 32,431 9,159 Megantic .1901 4,860 18,721 18,315 5,563 IQII 4,195 26,761 18,025 13,289 Quebec Co.1901 2,935 18,710 20,546 1,553 | IQII 2,834 22,428 22,539 3,305 Gaspe .190T 7,559 22,785 30,229 454 IQII 7,660 27,127 34,395 606 Terrebonne .1901 1,289 25,424 18,628 8,188 IQII 1,740 26,715 19,029 9,989 Vaudreuil .1901 1,055 9,352 .8,114 .2,331 1911 1,112 9,861 7,899 3,140 The Educational Record, SUMMARY.English French Rural Urban speaking.speaking.Southern Border.rg01 46,792 61,124 80,417 30,435 Counties .IQII 42,426 69,829 79,780 36,414 Next Row .1901 33,304 115,697 095,815 48,731 (North) .1911 26,813 121,994 92,123 61,145 Counties, Ottawa Valley .1901 42,249 71,387 87,702 30,158 Counties, IQII 39,156 91,218 91,500 43,365 Other Counties.1901 22,868 158,306 145,761 31,479 fligrr 23,767 176,172 148,933 53,588 Total for .1901 145,213 406,514 409,695 Groups abovergrr 132,162 459,213 412,336 Total for .1901 580,338 1,322,115 992,667 656,231 Province .1911 632,206 1,605,339 1,032,618 970,614 Roman Catholics.Total Population.Quebec Province.1891 1,291,709 1,488,535 1901 1,429,260 1,648,898 IQII 1,724,683 2,003,232 In 1911 93% of the Roman Catholics were French speaking, and 80% of total population were French speaking.In 1901 92.5% of Roman \u2018Catholics were French speaking, and 80% of total population were French speaking.In 1911 86% of total population were Roman Catholic.In 1911 there were 30,268 Jews and 1,959 members of the \u2018Greek Church in Quebec Province.\u2014 Journal of Agriculture. Items for the Noon Hour.ITEMS FOR THE NOON HOUR.THE COST OF BEING TOO ECONOMICAL.There may be such a thing as being too poor to be economical, but there surely is no such thing as being aconom- ical when it means loss of life or property.Take it in the matter of harness, Every day or two accounts come to us of terrible accidents due to poor harness.As I write the story comes to me of a farmer who was driving down a hill with his family when the holdbacks gave way, the team which was a spirited one became frightened, ran away and now a home is made sad for all time.If good sense teaches us anything it is that every part of the farm harness should be sound and good.This does not mean simply those used out on the road but those in use when around on the farm.A stout team doing heavy work - will test the best harness made.We all know it; why tempt providence by letting rents go till something awful happens?On every farm there should be a kit of mending tools, and they ought to be used every time the first sign of weakness comes.If the old saying, \u201cA stitch in time saves nine\u2019 were true anywhere it is in such times as this.A very few minutes spent in sewing the broken parts together may save hours of work later, and maybe the life of some dear one of the home.And there is nothing that makes a horse more unreliable than once to be in a runaway.Even afterward we must be on our guard against a repetition of the trouble.\u2014 E.L.Vincent.\u201com.\u2014 PRESIDENT OF CHINA.President Yuan of China is now absolute.The talk and quarrel of the convention was ended by dismissing the members.The people are pleased.The republic is hardly a republic at all.It is like the republic they had in Mexico under President Diaz.The constitutional conference met last week in Peking and maed the president all-powerful. The Educational Record.A MANLY BOY.A gentle boy, a manly boy, Is the boy I love to see; An honest boy, an upright boy, Is the boy of boys for me.The gentle boy guards well his lips, Lest words that fall may grieve; The manly boy will never stoop To meanness, nor deceive.An honest boy clings to the right Through seasons foul and fair: An upright boy will faithful be When trusted anywhere.The gentle boy, the manly boy, Upright and honest too, Will always find a host of friends Among the good and true.He reaps reward in doing good, Finds joy in giving joy, And earns the right to bear the name: \u201cA gentlemanly boy.\u201d A GREAT DAM.On April 25, the great irrigation dam at Bassano, Alberta, built by the Natural Resources Department of the C.P.R.was opened.Built across a narrow gorge of the Bow River about 80 miles east of Calgary, the huge structure, 7,000 feet in length and containing over a million cubic feet of earth and concrete, will conserve water for the irrigation, through the main and secondary canals, of 1,000,000 acres of land in Southern Alberta.The great dam is one of the wonders of the West\u2014and of engineering skill. ay + EXE - 5 = \u2018 Items for the Teacher.307 ITEMS FOR THE TEACHER.TO STERILIZE DRINKING WATER.Here is a recipe for sterilizing drinking water and killing off the typhoid germ: Put four drops of tincture of iodine * in half a gallon of water and permit it to stand at least half an hour.By the end of that time it will be as harmless as distilled water.Many persons have not the facilities for making distilled water.Boiling it also entails a certain amount of trouble.In either case the water is flat and unpleasant to the taste.The few drops of iodine impart practically no taste to the amount of water they sterilize, and at the same time they answer every medicinal purpose.\u2014 \u201cClipping.\u201d A WONDERFUL KNIFE.Common jack knives have two or three blades, and happy indeed is the boy who has been fortunate enough to receive for a birthday present one that has a \u2018freak\u2019 blade, such as a corkscrew or small pair of scissors or something else as oddly attractive.Usually knives with any number of odd blades\u2014saws, files, pincers, scissors, forks, screwdrivers, etc.\u2014do not find ready sale, and are put out simply as advertising novelties.Sheffield, England, excels in the knife industry, and the greatest curiosity in knives was made in that city.It was known as the \u201cNorfolk knife,\u201d and was on exhibition in different cities of England a score or more of times.This wonderful knife contained ninety-five blades, no two of which were alike, and cost nine hundred pounds sterling.On every blade was etched a picture of some kind, while the handles, which were made of mother of pearl, had carved on them a bear hunt and a stag hunt\u2014Youth\u2019s World.\\ The Educational Record.BEATITUDES FOR THE TEACHER.Blessed is the teacher who expects much from his pupils, for he is thereby likely to receive it.Blessed is the dumb teacher, for he will save the pupil's time.\u2019 Blessed is every teacher who becomes unnecessary.Blessed is the voice that is the overflow of a sympathetic heart.Blessed is the teacher who is not the slave of a written lesson plan.Blessed is the teacher whose criticisms have enough sugar in their foundation to take out the bitter taste.Blessed is the teacher who examines the foundation before erecting the superstructure.Blessed is the teacher who owns many shares in \u201c\u201cIncentive\u201d stock.[ Blessed is every teacher who uses the yard-stick of emotion in taking the dimensions of a musical performance.Blessed is the leader of the young who has common sense in framing regulations and enough backbone to enforce them.Thrice blessed is the teacher whose vocabulary contains more do\u2019s than dont\u2019s.MORE WISDOM.Following the example of the United States, the Navy Departments of Russia, Japan, and Norway have prohibited the serving of liquor either to men or officers on board all ships of the navy.BIT O\u2019 WIT.A little girl was taken to see some performing animals.\u201cYou see,\u201d said her mother, \u201chow well-behaved and obedient they are?\u201d \u201cYes, mother,\u201d was the unexpected reply, \u201cbut you know I would be, too, if I had been so well trained.\u201d Items for the Teacher, WONDERS OF RADIUM.Radium attracted a large amount of attention for three reasons\u2014because of its great value, its weird properties, and the hope it held out of extraordinary creative properties.The metal was rare in\u2018one sense, and not in another; it existed everywhere, in rocks, water and air, and while 1t existed in the minute proportion of one to the billion in rocks, the great quantity of rock rendered it comparatively plentiful.Yet the mode of extraction rendered radium very costly, its value being about two hundred thousand times that of gold.It was a young discovery, being only seventeen years old, when experiments in fluorescence were responsible for investigation into uranium ores by Madame Curie, who found in pitchblend something of a remarkably radio-active nature besides uranium, and lastly radium.The investigation was later taken up in this city by the famous Dr.Rutherford of McGill University, who was instrumental in advancing to a large degree the knowledge of the properties of radium.LADYBUGS FOR FARMS.Over 750,000,000ladybugs are being distributed to California farmers this spring, to prey upon the insect \u201caphids\u201d that attack principally the melon, hop, bean, the grain crops of the State, Three years ago the ladybugs were called into action to attack the pests, and so much\u2019 good was done that millions were asked for by the farmers.BANANAS.Jamaica is reported to export in a single year twenty million bunches of bananas.Nearly forty million cocoanuts have been exported in one year from the West Indies: Jamaica and Trinidad have the greatest number of tre:s in bearing and produce about nine-tenths of the nuts exported. The Educational Record.TO MODERNIZE JERUSALEM.It is safe to say that many devout persons will soon experience a distinct shock on visiting the Holy City.Work is to be immediately started on four street-railway lines, together with new waterworks, up-to-date lighting and also some moving-picture theatres.Chief among the influences which will make Jerusalem thoroughly \u201cEuropeanized\u201d are the construction of railroads from Jaffa, the growth of education among the Arab population and the steadily increasing immigration of the Jews.The Jews, who numbered only about 500 in all Palestine a hundred years ago, now constitute 60 per cent.of the 80,000 inhabitants of Jerusalem.Concessions have been granted by the municipality for the electric lighting of the city and the construction of an electric street-railway system.Many previous offers for this same work were refused, In 1874 the Baroness Bur- dett-Coutts offered to spend $125,000 on the water supply of the city providing the municipality kept it in repairs, but the proposal was not accepted.The Turkish government until recent years was utterly opposed to all innovations and improvements.MONTREAL'S MILLIONS.VALUE OF ASSESSED PROPERTY IN City EXCEEDS $600,000,000.Mr.P.Collins, assistant city treasurer, sent a report to the Board of Control yesterday, saying that the borrowing power of the city for this year is $12,000,000.The revised figures of municipal valuation for the year are: Gross, $636,213,825; exemptions, $136,350,619; net valuation, $£00,213,825, an increase of $119,065,619 over the preceding year. Items for the Teacher, THE WORK ON HONEY.It takes one trip or load from 40,000 bees, or 40,000 trips from one honeybee, to gather a pound of honey.The average colony contains 40,000 to 60,000 bees, many of which during the summer season are drones.Thus every worker has to average at least one trip daily to add a pound of the sweet stuff to the family store.It is only when the .blossoms are thick and the sun bright and the wind a mere breeze that any such record as three pounds is possible, and 100 pounds a season may be regarded as pretty good work.Comparing nations as to cleanliness it is said the United Kingdom uses more soap per individual than any other.Twenty-one pounds per year is the amount.The United States comes next.Germany, Spain and Holland are well up in the list.Russia comes last, using only 2 lbs.per capita in a year.Figures for Canada are not given.Let up hope that we make a good showing.RADIUM, Carnotite is a widely distributed dirty brownish earth which contains radium.Inventors are almost ready to announce the discovery of cheap means to extract radium from carnotite.Once this is done, radium will drop from its present price of $75,000 a gram to the low figure perhaps of $10,000 a gram.A gram is as much as ten or fifteen drops.Many practical and sane engineers are convinced that locomotives, boats, trolley cars, factories, elevators, furnaces, and battleships will some day be run by radium power instead of other fuels.There are over 20,000 tons of radium in sea water alone and one ton of radium gives more | power than 150,000 tons of the best coal.Radium has a | very long life, too, for one gram of it will give forth energy BE and heat for nearly 2,000 years.\u2014 \u2018Presbyterian Witness.\u201d : The Educational Record.MRS.STEVENSON\u2019S TOMB.EPITAPH VERSE PENNED BY DISTINGUISHED HUsBAND.Los Angeles, Cal., June 8.\u2014\u201cIn fulfilment of her last \u201cwish, the ashes of Mrs.Robert Louis Stevenson will re- \u201cpose beside the body of her husband on the summit of \u201cMount Vaca, Samoa.This was made public here today \u201con the authority of Mrs.Isabel Strong, daughter of Mrs.\u201cStevenson.Before the door of the tomb will be inscribed \u201cthe last stanza of Stevenson\u2019s verse to his wife: \u201cTeacher, tender comrade: wife.\u201cFellow farer, true through life: \u201cHeart whole and soul free \u201cThe august Father gave to me.\u201d \u201cTo this tomb there will be no means of \u2018access, except \u201ca rough mountain path.When the will of Mrs.Steven- \u201cson, who died in Santa Barbara several months ago, is \u201csettled, her children, Mrs.Strong and Lloyd Osborne, will \u201ctake her ashes to Samoa.The ashes are now in San \u201cFrancisco.\u201d Mr.Stevenson had to spend the last years of his life in Samoa for the sake of his health.We are sure the pupils will be interested to hear of the final resting place of one, who wrote so very many of those beautiful children\u2019s poems to be found in our school work, such as: \u2018Bed in Summer,\u201d \u201cThe Wind\u201d and \u201cMy Shadow.\u201d THE ZUIDER ZEE.Holland has taken 1,000,000 acres from the sea, lake, and river by building dykes and pumping.Now it is planned to take 500,000 acres from the Zuider Zee at a cost of over $100,000,000.As the sea is shallow, ten to nineteen feet deep, there is no doubt it can be done. Items for the Teacher.DELHI.$50,000,000 is the sum to be laid out on the Viceroy\u2019s Court and Government Buildings in India\u2019s new, yet ancient, capital, Delhi.The removal of the seat of government from Calcutta with its foreign suggestions, to Delhi with its ancient Mogul associations, and the use of native style of architecture in the buildings, are bound to have a reconciling effect upon Hindu sentiment.The largest telescope in the world, a 72-inch reflecting instrument, is to be installed by the Dominion Government at a cost of $200,000 at Little Saanich Mountain, near Victoria, B.C.This location has been chosen after a long series of observations, because of its superior climatic and atmospheric conditions. The Educational Record.I914-I5.DIRECTORY OF SUPERIOR SCHOOLS.ACADEMIES.Alymer \u2014Mr.Ernest W.Hodgins, Misses Bernice H.Reynolds, Florence Faris, Lillian E.Steele, Annie McConnell.Bedford: \u2014Richard M.Rowat, B.A.; Misses E.M.Batcheller, J.Blackwood, M.Stevens.Buckingham \u2014Mr.A.E.Rivard, B.A.; Misses Edith Higginson, E.B.Hunter, Clara A.McCrea, Jessie Brown.Coaticook \u2014Mr.Levi Moore, B.A.Gault Institute .\u2014Hubert D.Wells, B.A.; Mrs.Geo.E.Self, Misses Jean Van Vliet, M.Sangster, C.G.Addie, C.Crighton, M.L.Dunn, A.Lowe.Granby :\u2014Claude A.Adams, B.A.; Misses C.A.Seive- right, B.A.; Ora Porter, Janie E.Norris, H.M.Silver, C.W.Norris, W.MacMillan.Cookshire \u2014Mr.Jas.Allan, B.A.; Misses M.Macdonald, MacKay, E.Bayley, A.MacKay.Cowansville \u2014Walter P.Percival, B.A.; Misses B.M.Cowan, B.A.; M.I.Taylor, M.M.Thompson, Mrs.D.A.Shufelt.Danville \u2014John W.Jeakins, B.A.; Misses Anna Phelps, Marion O.Mackenzie, Mildred Brown, Winnifred E.Millar.East Angus \u2014Tan A.R.Macdonald, M.A.; Misses L.I.Hall, A.Aubin, A.E.Mills, W.A.Saultry, Mrs.K.L.Munkittrick.Macdonald College Day School \u2014R.W.Edmison, B.A.; Misses Alice Brownrigg, Edith Doane, Mr.H.N.Brownell, Misses E.L.Rollins, B.A.; Alice England, Carol Kruse, Frida Kruse. Directory of Superior Schools.315 Magog :\u2014W.G.Dormer, M.A.; Miss B.M.Truell, Mrs.C.E.Dormer, Misses Roy, Bayley.Lachute :\u2014Charles McBurney, B.A.; A.D.Hogg, Misses C.L.Johnston, B.A.; Maude Savage, Alice Mc- Clure, Elsie M.Macfarlane, M.Laura Elder, Eleanor Hansen.Lennoxville \u2014D.Everett Carmichael, B.A.; Miss Eva Malloy, Henry Grundy, W.G.McDougall, B.Sc.; Miss Henrietta Balfour, Mrs.Jennie Pierce Abbott, Misses Cora Davis, Clara Malloy.Lachine :\u2014C.A.Jackson, M.A.; Misses Elvie Lamb, B.A.; Anna Bennett, B.A.; J.E.Blair, M.A.; C.E.Wood- side, Mona Hewson, Lida Hughes, Myrtle Fraser, Augusta Hughes, Anna Dickson, Edna Wilson, M.J.Sanborn, Mr.J.Hughes, Sergeant-Major White.Earl Grey School:\u2014Mrs.M.E.Dilworth, Misses Anna Dilworth, Matilda Dilworth, Janet Wallace, Eva Whitehead, Mona Snodgrass, Violet MacNamara, M.Jameson.Huntingdon .\u2014C.N.Crutchfield, B.A.; Misses Caroline Black, B.A.; A.Chalmers, Mary Johnston, E.K.Lebel, Katherine McIntosh, Georgina Kelly, Mr.Barclay Mec- Millan.Inverness \u2014Miles G.Walker, B.A.; Miss N, R.Mac- Farlane, Mrs.Mildred I.Moore.Knowlton :\u2014Misses Flora A.Bryant, M.A.; Annie E.Prouty, Katherine Owens, A.C.Bullard.New Carlisle :\u2014Misses Caroline Blampin, B.A.; S.E.Hall, O.L.Bisson, F.A.Sherar.North Hatley:\u2014F.C.Humphrey, Misses Beatrice Goudie, Ida E.Ramsdell, Amy B.Davidson.Ormstown .\u2014Mr.A.Lang, B.A.; Misses Morrison, Campbell, Mrs.Lang.Quebec, Girls\u2019 High School :\u2014Misses Ethel Gale, B.A.; Cora Dunkerly, M.M.Wilkinson, Grace Duffett. The Educational Record.St.Lambert:\u2014C.W.Ford, M.A.; Misses Rose Lari- viere, B.A.; Margaret Morrison, B.A.; Margaret Hay, B.A.; Mrs.E.F.McCartney, Misses M.Ina Rowat, C.M, Buck, Rosana Ingalls, T.I.Jordan, I.M.Adams, C.S.Mackay, F.A, Kydd.St.Francis, Richmond -\u2014S.F.Kneeland, B.A.: Misses M.Glendinning, B.A.; E.I.Bothwell, M.Manson, Edith Nirhelson, M.Findlay.St.Johns \u2014G.Kenneth Murray, B.A.; Misses J.I.Lindsay, E.M.Lindsay, C.Nichols.Shawville \u2014Misses A.E.James, B.A.; Lucy Dahms, A.D.McCredie, Bessie Brouard, Ethel Hodgins, Mary J.Carey.Stanstead Wesleyan College :\u2014Geo.J.Trueman, M.A.; P.S.Dobson, M.A.; Eldon C.Irvine, M.A.; J.D.Mc- Fadyen, Miss Elizabeth Ball, Miss Bernice I.Mallory, Mr.John Friese, Mr.A.Harlow Martin, Miss Clara S.Smith, Miss Alma F.Alger, Mrs.Agnes F.Trueman, Misses Idabelle Hathaway, Ida M.Leslie, Marguerite Cobbledick, Luna Marsh, Mr.C.R.Ford, Misses Tryphie Wright, Jean M.Holding, Hope Jack.Sherbrooke :\u2014A.R.B.Lockhart, B.A.; Walter Mc- Cann, B.A.; Mr.Douglas, B.A.; Misses Lawrence, B.A.; Leonie Van Vliet, C, E.Wilson, Smith, Horton, Laura Van Vliet, Marjorie Palmer, Heath, Ball, Griggs.Strathcona (Outremont) \u2014H.C.Atkinson, B.A.; Misses M.Huxtable, M.A.; V.G.Murchison, B.A.; H.R.Jones, G.L.Neil, I.Donaghue, R.Collard, V.G.Willman, E.M.Ferguson, H.F.Jones, E.A.Firncheon, M.A.Par- melee, M.F.Rittenhouse, M.V.Moe, J.E.Rodgers, E.M.Anderson, C.B.Hardman, Mrs.R.Steinmetz.Sutton :\u2014Misses Dorothy J.Seiveright, M.A.; Florence M.Harney, B.A.; Mary J.Hall, Mrs.Aiken. Directory of Superior Schools.317 Verdun \u2014Ernest Smith, Charles Williamson, B.A.; Henry E.Colcomb, Misses Hazel Murchison, B.A.; Irma W.Duncan, Alice G.Eadie, Maude F.Boyce, B.A.; E.A.Goodlet, Martha Washer, Edna G.Barr, Pearl Pollock, A.A.Reid, Hazel M, Hyde, Jessie C.Wood, Louise Dil- worth, I.Dunn, Etta Duncan, Lillian C.Smith, M.E.Black, Mrs.Lamb.LaSalle Road School:\u2014Mrs.Field, Mr.J.H.Kay, Misses E.McGregor, V.V.Reid, B.E.Elmes, Edna Way, Frances Alcombrack, Christine E.Nicholson, Doris Rollit.Waterville \u2014Misses A.W.McFadden, M.A.; G.Pope, Etta Munroe, Lillian Johnston, L.Robert.Westmount \u2014R.E.Howe, M.A.; H.B.Parker, M.A.H.HT.Worsfold, B.A.; W.G.Irving, M.A.; J.G.Holmes, F.E.I.S., F.R.S.L.; C.B.James, B.A.; J.Anderson, M.A ; A.E.Cadman, F.G.Hughes, M.A.; H.G.Hatcher, B.A., B.D.; W.E.Black, H.H.Mussells, M.A.; W.Coupland (Manual Tr.) ; G.P.Smith (Phys.Instr.) ; Misses A.S.James, B.A.; B, Grant, M.Brodie, B.A.; Ella Smith M.A.: M.F.M¢Dougall, L.R.Bockus, M.A.R.Stewart, B.A.; J.Greer, B.A.: B.R.Mount, B.A.; M.H.Moore (Phys.Instr.) ; J.W.Schayltz, M.Grant.Windsor Mills \u2014Charles E.Bown, B.A.; Miss J.F.McAdams, Mrs.Mary Gardner. The Educational Record.MODEL SCHOOLS.Aberdeen :\u2014A.A.McPhee, Misses G.Plaisted, A.Hamilton, J.N, Norris, S.M.Doyle, C.Armitage, S.M.Carr, Z.L.Rodger, H.K.Cliff, S.McLeod, H.G.Parke, H.S.Armitage, D.Cauldwell, Ayer\u2019s Cliff \u2014Misses E.S.Anderson, F.V.Remick, M.C.Maxwell.Athelstan \u2014Misses Mildred Goodfellow, Flora Hamilton.Bishop\u2019s Crossing :\u2014Misses Gertrude Butler, A.S.Ward.Brownsburg :\u2014Misses Lulu C.Burk, Bessie M.Cairns, Catherine A.French.Bury .\u2014Misses B.E.Bechervaise, Julia Hurd, E.J.Bartlett, Mrs.McLeod.Bulwer \u2014Misses Ada Evans, Marguerite Campbell.Chateauguay \u2014Misses L.L.Smith, Myrtle Sparrow.Clarenceville :\u2014Misses Ethel G.Ellison, Ida Bronson, Mrs, E.Hawver.Dixville \u2014Miss Mabel Mills, Farnham \u2014Misses Helena Short, Eva Duncan, Eunice Norris, Gladys Buckland.Frelighsburg :\u2014Misses Bessie F.Buddell, M.Sisco, G.Wales.Gould :\u2014Misses B.W.Mountain, C.Ruth McCaskill.Hatley :\u2014Misses Martina A.Macleay, Maud Gage.Hull:\u2014W.G.McBean, Misses Edith Parker, Olive McConnell, Dora M.Derrick, Alma M.Patrick, Mary L.Kalem, Alberta I.Gray.Hemmingford :\u2014Misses Jessie M.Gilman, Sadie Cle- land.Howick :\u2014Misses Eva F.Bradford, M.Todd, M.E.MacDougall.Kingsey \u2014Misses Gladys A.Bogie, Mary E.Adcock.Kinnear\u2019s Mills \u2014Mr.I.I, Smith, Miss M.McHarg.Kingsbury \u2014Misses Vivian Porter, J.Weed.Lacolle:\u2014Misses Beulah I.Page, Sarah J.Odell.La Tuque \u2014Misses Leslie Ross, B.A.; Lilian Doak, Evelyn Flaws. Directory of Superior Schools.319 Lake Megantic:\u2014Misses Maude A.Fraser, Edith G.Sherman, Agnes E.Oliver.Longueuil\u2014Miss Mary O, Vaudry, M.A.Leeds :\u2014Misses H.D.Sever, Agnes C.Mackenzie.Maple Grove :\u2014Mrs.T.A.Wood, Miss Gwendolyn Cross.Mansonville \u2014Misses Flora H.Paul, Bella Young, Nellie Holmes.Marbleton \u2014Misses M.Macdonald, A.E.Sullivan.New Richmond :\u2014Misses Nellie M.Cleland, Bernice Willett.Paspebiac .\u2014Misses S.G.Cooke, C.L.Cooke.Port Daniel Centre:\u2014Misses Jessie M.Carter, Olive Skeene.Portneuf \u2014Misses Mary C.MacKinnon, Isabella Ford.Rawdon :\u2014Misses E.M.Way, K.B.Brown.Royal George:\u2014E.S.Rivard, B.A.; Harold Bott, Misses Roxina Cairns, Anna M.Douglas, Mrs, H.M.Richardson, Misses Jessie Mackenzie, Beatrice A.Mc- Clarty, Gladys Davies, B.E.Ogden, G.Weller, B.A.: Pauline Desourdy, Marjorie Craven.Sawyerville.\u2014Mr.Gilson, Misses Ruby Goff, Cora Percival.« Scotstown:\u2014Misses Isabel J.Stowell, Christina Shec- man, Pearl G.Scott, Mrs.A.K.MacKay.South Durham :\u2014Misses Amy A.Bothwell, Gladys Duffy.Stanbridge East-\u2014Misses Edna Macleod, Jessie \u201cCorey, Irene Corey.Shawinigan Falls \u2014Misses A.E.Rexford, Alberta Elliott, G.Elsie Elliott.Thetford Mines:\u2014N.A.Dowd, B.A.; Misses Rose Ward, Clara Tyrrell.Three Rivers:\u2014R.F.Raguin, B.A.; Misses Marion Loney, Avis A.Martin.Ulverton :\u2014Misses Alice Dresser, Effie McMannis. The Educational Record.Department of Public Instruction, Quebec, Que.May 15th, 1914.On which day the regular quarterly meeting of the Protestant Committee of the Council of Public Instruction was held.Present \u2014Principal Wm.Peterson, C.M.G., LL.D., in the Chair; Prof, A.W.Kneeland, M.A., B.C.L.; The Rev.A.T.Love, D.D.; The Right Rev.A.Hunter Dunn, D.D.; G.J.Walker, Esq.; Wm.Rowat, Esq., M.D.; The Hon.Justice McCorkill, D.C.L.; Prof.J.A.Dale, M.A.; Howard Murray, Esq.; The Rev.Principal Parrock, LL.D.; Chas.McBurney, Esq., B.A.; W.S.Bullock, Esq., M.L.A.; W.L.Shurtleff, Esq., K.C., LL.D.; E.Montgomery Campbell, Esq., B.A., and Prof.Sinclair Laird, M.A.Apologies were submitted for the unavoidable absence of H.B.Ames, Esq., M.P.; The Hon.Sidney Fisher, B.A.; The Rev.E.I.Rexford, D.C.L., LL.D.; John Whyte, Esq.; Robert Bickerdike, Esq., M.P., and The Hon.George Bryson, M.L.C.The minutes of last meeting were read and after correction as follows by Principal Parrock, were confirmed.The next to the last resolution of the last minutes should read \u201cOn motion of Dr.Parrock it was agreed to add hygiene to the subjects of the course of lectures on the Art of Teaching at the University of Bishop\u2019s College, and to substitute Nature Study for Object Lessons.\u201d A letter from the Secretary of the Teachers\u2019 Training Committee was read recommending that the Specialists\u2019 Certificates in French should hereafter be called \u201cfirst class\u201d and \u201csecond class\u2019 instead of \u201cAdvanced\u201d and \u2018Elementary,\u201d etc.The recommendation was adopted. Department of Public Instruction, Quebec.321 Letters from the Secretaries of Hull, St.Johns, Outre- mont, and one from the Teachers\u2019 Training Committee were read.As they all had to do with the Superior Education Grants action was deferred until the September meeting.A letter was read from the Deputy Minister of Agriculture in which it was announced that the amount due for the current year to Protestants from the Federal Grant for Agricultural Education in Academies and Model Schools was $420.80.It was agreed to recommend that for this year this sum be paid to Macdonald College to apply to th salaries of the demonstrators sent out by that institution, and that Messrs.Laird and Bullock be added to the subcommittee on the Teaching of Agriculture, the former to act as convener.This sub-committee was instructed to report at a subsequent meeting some permanent scheme for disposing of similar sums.A letter from Inspector Hunter in regard to the course of study was read and referred to the sub-committee on Text-Books and Course of Study for the consideration of all the recommendations, except that in regard to consolidation of Model Schools.Prof.Kneeland made an interim report for the subcommittee on the Course of Study, which was adopted.A report on the apportionment of the Marriage License Fees was read by Dr.Love, convener of the sub-committee on the distribution of the superior education grants.The report included a historical sketch of the Marriage License Fees and of the Poor Municipality Fund which the Committee ordered to be printed, and concluded with the recommendation that the sub-committee on the distribution of the superior education grants be instructed to divide these Marriage License Fees till further orders between Superior Schools and Poor Schools in the proportion of sixty and forty per cent, respectively.: This recommendation was adopted.Dr.Rowat read a report on the Medical Inspection of Schools which was received and on the.motion of Prof.Dale and Dr.Parrock it was ordered to be printed. The Educational Record.The sub-committee on Medical Inspection was continued and Mr, Campbell was added to it.Prof.Dale submitted the following report of the subcommittee on the Supply of Teachers.(1).\u201cThe course of training in Education for Agriculture students at Macdonald College, under the regulation passed in May, 1913.The College authorities report that it is quite impossible to carry out the present regulations.In order to make every effort to carry them out, the School for Teachers offered to give the necessary time outside the hours required by the School of Agriculture, and again offered, on authority of the Department, 25 half-days at the close of the session ; but neither was acceptable to the students who presented themselves.After careful consideration of all the facts, and the evidence both of students and college authorities, this subcommittee 1s convinced that the present regulations are unworkable.(2).The sub-committee believes that the object of this course is attainable, so far as the authorities are concerned, under different regulations.After consultation with the College they approve the following plan.As this, if carried out, involves a considerable addition to the demand made on an already hard worked staff, they have taken every precaution that the course shall be given only if it is clearly to the advantage of the Province, and is not unduly used for the preparation of those who will not teach in the Province.The course is limited to the 1st and 2nd years in Agriculture because the College course in those years does not close till June, but the interests of any students who might apply from the present 1st and 2nd years are carefully safeguarded.PROPOSED REGULATIONS.(1).The diploma shall be the ordinary Model Diploma of the Province.(2).The course shall be open to students from the Province, and shall not be held unless five apply. Department of Public Instruction, Quebec.323 If the course is held, students may be admitted from other provinces on payment in advance of a fee of $75., and from outside the Dominion on payment in advance of a fee of $100.The fee is returnable on satisfactory evidence that the student has taught for one school year of at least g months in the Province of Quebec after having received the diploma.(3).Applicants must have the Quebec School Leaving Certificate or its equivalent.(4).Applications must be made to the Secretary of the Central Board of Examiners in the regular way.(5).Accepted applicants must enter the School for Teachers at its regular opening.(6).They must sign an agreement to teach in the Province of Quebec for one year, unless they enter from outside the Province under regulation (2).(7).The course shall be taken concurrently with the 1st two years in the course in Agriculture.(8).The course in the School for Teachers shall occupy the month of September in each of the two years and the period of about § weeks between the closing of the School for Agriculture and that of the School for Teachers in each of the two years.(9).In the first year three periods a week shall be set free between October and April in the Agriculture course, and employed in the professional work of the School for Teachers.There are no free periods in the 2nd year.(10).The course thus covers about 20 weeks.(11).As a provisional arrangement students who had completed their 2nd year in Agriculture before June, 1914, will be allowed to take their diplomas upon completion of two months\u2019 work in September of each of the years, 1914 and 1915.The sub-committee considered \u2018also remitted communications from Professor Kneeland and Professor Laird with reference to the provision of short courses for a rural Elementary diploma, and recommends :\u2014 (7).That general approval be given to the proposal of the establishment of a shorter course at Macdonald College 324 The Educational Record.in addition to the present Elementary course leading to a Rural Elementary diploma, and supported by a bursary of $50.(2).That the bursary to students of the Elementary class be raised from $75.to $100.\u2019 The sub-commtitee desires to continue the study of the whole problem of training teachers for rural schools.(Signed) J.A.DALE.It was then moved by Prof.Kneeland, seconded by Prof.Laird and resolved that all the regulations now in force in respect to Rural Model School diplomas be rescinded.On motion of Prof.Dale and Mr.McBurney the proposed regulations as just read were adopted.The report was then adopted as a whole.Mr.Murray proposed the following resolution which was passed unanimously, \u201cConsidering that the conditions in Montreal and other \u201ccities as affecting the many children of non Roman Catho- \u201clic parentage for whom education is not provided call for \u201cimmediate action by this Committee, BE IT RESOLVED that a sub-committee be appointed to examine the conditions, to ascertain the number of children of school age who are not admitted to the schools under existing regulations, to determine the approximate cost of admitting such children, to confer with the Protestant Commission of Montreal on the subject and to make such recommendations as this Committee may consider should be laid before the Government by the Council of Public Instruction looking to change in the statutes to provide educational facilities for such childern.\u201d Messrs.Murray, Campbell and Ames were then made members of the proposed sub-committee.On motion of Mr.Laird it was resolved that applications for entrance to Macdonald College School for Teachers from students who present a certificate of having completed successfully a regular course at a technical school in Department of Public Instruction, Quebec.325 this Province, together with their standing in the respective subjects, shall be considered by the Central Board of Examiners and each case shall be decided according to its merits.It was resolved on application of the Windsor Mills\u2018 School oBard to raise the Model School at that place to the- rank of an Academy.Mr.Laird\u2019s name was added to the list of members of the sub-committee on Text-Books and Course of Study.The meeting then adjourned till ten o'clock a.m., on: Friday, the twenty-fifth day of September next, unless called earlier by order of the Chairman.(Signed) W.PETERSON, Chairmar.(Signed) GEO.W.PARMELEE, Secretary.September 25th, 1914.On which day the regular quarterly meeting of the Protestant Committee of the Council of Public Instruction was held, Present:\u2014Wm.Peterson, LL.D., C.M.G., in the Chair; Prof.A.W.Kneeland, M.A., B.C.L.; The Rev.AT.Love, B.A., D.D.; The Right Rev.A.H.Dunn, D.D., Lord Bishop of Quebec; The Hon.Sidney Fisher, B.A.; The Hon.P.S.G.MacKenzie, K.C., D.C.L., M.LA.; Wm.Rowat, Esq., M.D.; The Hon Justice McCorkill, D.C.L.; Robert Bickerdike, Fsq., M.P.; Howard Murray, Esq.; The Rev.E.I.Rexford, D.C.L.,, LL.D.; John Whyte, Esq.; W.L.Shurtleff, Esq., K.C., LL.D.: The Hon.Geo.Bryson, M.L.C.; Chas.McBurney, Esq., B.A.; E.M.Campbell, Esq., B.A.; W.S.Bullock, Esq.M.L.A., and Prof.Sinclair Laird, M.A. The Educational Record.Before taking up the items on the agenda paper, the Chairman expressed his regret at the absence of Dr.Par- melee, Secretary of the Committee, who was unable tô be present on account of illness.Inspector Parker was appoint_ ed acting, secretary.The minutes of the meeting of May 15th were read, and confirmed.| Apologies were submitted for the unavoidable absence of H.B.Ames, Esq.,, M.P.; the Rev.Principal Parrock, LL.D., and Professor J.A.Dale, M.A.The report of the sub-committee on the Distribution of the Superior Education Grants was presented by the Rev.Dr.Love.After considerable discussion it was resolved that no action be taken until the regulations governing the awarding of bonuses and grants be placed in the hands of all the members of the Committee.The matter was therefore laid over, to be dealt with at an adjourned meeting to be held on the 7th of October proximo.The Inspector of Superior Schools was instructed to embody the Regulations governing Bonuses and Grants in the statement and send printed copies to all members before the 7th day of October prox.The application from Howick School Board to raise their Model School to the rank of an Academy was not granted.The Inspector of Superior Schools was instructed to visit the school and report to the Committee.After the receipt of this report the Committee will be in a position to take definite action.Letters from J.A.Nicholson, Esq., Registrar of Mc- Gill University, were read regarding :\u2014 (a).\u201cChanges in requirements for Matriculation.\u201d (b).\u201cUniversity School Leaving Examinations.\u201d Both letters were referred to the Committee on Course of Study and Text-Books.It was suggested that the sub-committee confer with the specialists in Drawing in the schools of Montreal before presenting their report on the contents of those letters.One letter deals with the subject of drawing as a Matriculation subject. Department of Public Instruction, Quebec.327 A letter from the Secretary of the Montreal Northern District of the W.C.T.U.was referred to the Teachers\u2019 Training Committee.No action was taken on a letter from Mr.A.Fitzpatrick, re Reading Camp Association.On motion of Prof.Sinclair Laird, seconded by Mr.McBurney, it was resolved that the bursary of teachers who teach in Elementary schools be increased from $75 to $100.Professor Kneeland, convener of the sub-committee on the Course of Study and Text-Books reported progress.A letter from the Grande Ligne Mission was received and read, but no action was taken thereon.The applications from Como and Barnston to raise their schools to the status of Model Schools, and the application from Greenfield Park school to be raised to the status of an Academy will be considered after the Inspector of Superior Schools has visited these schools and made a report upon them, It was resolved on the recommendation of the Inspector of Superior Schools to place the school at East Angus upon the list of Academies, and the schools at Kingsbury and Dixville upon the list of Model Schools.The following resolution passed at the Inspectors\u2019 Conference held in Montreal, August 14th, 1914, was referred to the Teachers\u2019 Training Committee :\u2014 \u201cMoved by Inspector Taylor and seconded by Inspector \u201cHoneyman: THAT the Protestant Inspectors are of the \u201copinion, based upon statements presented at this meeting, \u201cthat the work of the Lachute Training School for Teach- \u201cers should be continued until such time as Macdonald Col- \u201clege provides short courses for Elementary teachers, and \u201cthat a copy of this resolution be sent to the Protestant \u201cCommittee.Carried unanimously.\u201d The Central Board of Examiners reported that it would facilitate their work if access could be had to the written answers of candidates, who, having taken the University School Leaving Examinations, make application for admission to the Model Classes of Macdonald Training School 328 The Educational Record.for Teachers.Principal Peterson, on behalf of McGill University, expressed the opinion that every facility for examining these papers would be given to the Central Board of Examiners or to its representatives.The following municipalities were transferred from Inspector McOuat'\u2019s district to the district of Inspector Gil- man, namely, Greenfield Park, Richelieu, Chambly, and La- prairie.The Municipality of Cox was transferred from the district of Inspector Kerr to the district of Inspector Sutherland.Professor Sinclair Laird presented the following report of the sub-committee on the Allocation of the Protestant Share of the Federal Grant for Agricultural Teaching in the Schools in the Province of Quebec.\u201cIn view of the importance of the work now being done by Macdonald College in connection with agricultural teaching in the Rural Schools of the Province, and in view of the fact that it is the only institution supplying instructors in agriculture for the schools and is actually doing the work for which the grant is given, and that this work is being carried on at an expense far exceeding the amount of the grant, it is unanimously recommended that the total sum arising from this grant ($412.80) be given to the Demonstrators\u2019 Fund of Macdonald College for the purpose of carrying on and extending this work in our schools.\u201d Respectfully submitted (Signed) SINCLAIR LAIRD.Convener.After explanation had been made in regard to the manner of expending the grant, the report was adopted.At this stage the chairman intimated that he was under the necessity of leaving the meeting whereupon the Rev.Dr.Rexford was asked to take the chair.The question of the affiliation of the School for Higher Commercial Studies to Laval University was then discussed at length.It was moved by Hon.Justice McCorkill, seconded by Howard Murray, Esp., that, Department of Public Instruction, Quebec.329 \u201cWHEREAS in virtue of the Act 7 Ed.VII, Chap.23, there was established at the City of Montreal a School for \\ Higher Commercial Studies, as a corporation under the name of L'Ecole des Hautes Etudes Commerciales de Moni- real, for the purpose of giving young people leaving elementary, and commercial schools, and colleges the know! edge necessary for the management of the business of Banking and Commerce and of Industry.WHEREAS in order to secure the construction of a suitable building, and to procure for it libraries, laboratories, museums and the necessary equipment generally, the said Corporation was authorized to contract a loan not exceeding $600,000, payable in the manner, and at the times and places, and at the rate of interest determined by it, and guaranteed both as to principal and interest by the Government of the Province of Quebec.WHEREAS under the said Act and its amendments 1: was provided that the said school should receive an annual grant of $50,000.from the Consolidated Revenue Fund of the Province.WHEREAS the said Corporation has since issued debentures to the sum of $600,000, payable in 50 years, bearing interest at 4 per cent with the guarantee of the Province both as to principal and interest, and for a number of years has been receiving an annual grant from the Province of $50,000.out of which it has paid the annual interest as provided in the said Act.WHEREAS under the provisions of the Act 4 Geo.V, Chap.27, it is provided interalia that the said Corporation may affiliate its school with Laval University at Montreal on conditions to be arranged between the Corporation and the Governors of the Laval University at Montreal, such affiliation to come into force upon its approval by the Lieu- tenant-Governor-in-Council, upon the recommendation of each of the two Committees of the Council of Public Instruction, The Educational Record.WHEREAS a sub-committee consisting of the Honorable Mr.Justice McCorkill, Mr.Howard Murray and Mr.Bullock, M.P.P., were named by this Committee at its meeting held the 27th day of February, 1914, with a view of obtaining full information in regard to the said affiliation.WHEREAS according to the report of the said subcommittee there has been submitted to them a copy of the terms and conditions of the proposed affiliation of the said Corporation to the Laval University of Montreal, and which proposal is in the terms following, that is to say, \u201cTHE SCHOOL FOR HIGHER COMMERCIAL STUDIES, incorporated by the Act 7, Edward VII, chap.23, assented to on the 14th day of March, 1907, amended by chapter 30, assented to on the 25th day of April, 1908, and by a sub-amendment, chapter 27, assented to on the 19th day of February, 1914.\u201cCONSIDERING that it is advantageous to establish closer relations between the School for Higher Commercial Studies of Montreal and Laval University, as well for granting diplomas to its pupils as to assist in the pursuit of studies.and to bring about more intimate relations between the students of the different universities.\u201cAccording to an understanding with the authorities of Laval University, and by mutual consent, we have resolved to affiliate, and we do affiliate, the School for Higher Commercial Studies of Montreal with Laval University, on the following conditions, the whole subject to confirmation by the Lieutenant-Governor-in-Council.10.\u201cThe Vice Rector of Laval University at Montreal shall have the right to attend all the meetings of the Corporation of the School for Higher Commercial Studies of Montreal, with an advisory voice; (avec voix consultative).20.\u201cThe regulations as well as the appointment of the director and of the professors shall be ratified by the Vice Chancellor of Laval University, at Montreal. Department of Public Instruction, Quebec.30.\u201cNothing contained in this contract shall in any way affect the powers, right and privileges or the obligation of the Corporation of the School for Higher Commercial Studies by virtue of the law incorporating the same.\u201d WHEREAS it having been stated at this meeting by the Honorable P.S.G.MacKenzie, a Member of the Executive Council, and also of this Committee, that in view of the change from the non-denominational character of the said school in consequence of the proposed affiliation, it is the intention of the Government to provide compensation to the Protestant minority by setting aside the sum ot at least $8,000.annually for the share or proportion of the amount now annually voted by the Legislature to the said Corporation, and due to the Protestant minority in accordance with the method usually adopted in the distribution ot the general grants for education, such sum to increase or diminish in such proportion to the said grant as annually hereafter voted by the Legislature, and to be placed at the disposal of this Committee, to be annually expended in accordance with its discretion for the purposes of Protestant education.CONSIDERING practically that pupils, only of French origin, patronized it since its opening, and that there was no prospect of a change in said condition.This Committee recommends the affiliation of the said School with Laval University upon the terms aforesaid.\u201d During the discussion which followed, Mr.Howard Murray pointed out that the sinking fund appertaining to the issue of Bonds of this school had not been voted and set aside and that about five years had elapsed with this condition prevailing, and therefore the sum of about $30000.i- \u20ac.1% on $600,000.had already accrued and was exigible from some source, whereby to constitute the sinking fund; that should this sum be forthcoming in the form of an additional grant from the Government, then and in such case the Protestant Committee would expect to obtain compensation for this sum in \u2018accordance with the resolution now before this meeting. HE Ei 1 iH 4 i: I > a \u2018 VS ie 3 The Educational Record.~ After satisfactory explanations had been made by the Hon.P.S.G.Mackenzie the motion was adopted unanimously.Mr.McBurney presented the Report of the Summer Training School for Teachers held at Lachute, July, 1914.It was moved by Dr.Rexford, seconded by the Honorable Justice McCorkill, and resolved :\u2014 THAT this Committee desires to place on record its keen appreciation of the important services rendered to the cause of Education in this Province during nearly a quarter of a century by Dr.Geo.W.Parmelee as Secretary of the Department of Public Instruction and of this Committee, and its earnest desire that the educational activities under the supervision of this Committee should continue to enjoy the important advantage of the accumulated experience, wise judgment, and great administrative ability of their Secretary.THAT this Committee is strongly of opinion that a complete rest of some months is absolutely necessary if Dr.Parmelee is to continue the onerous duties of his important office.This Committee therefore begs to urge upon the attention of the Government the necessity of providing at the earliest possible moment for the extended leave of absence rendered necessary hy the present state of health of their Secretary.The meeting then adjourned till 10 o'clock on Wednesday, October 7th prox.(Signed) JOHN PARKER, Acting-Secretary. Department of Public Instruction, Quebec.Quebec, Oct.7th, 1914.On which day an adjourned meeting of the Protestant Committee of the Council of Public Instruction was held : Present :\u2014Principal Wm.Peterson, LL.D., C.M.G, in the chair; the Rev.A.T.Love, B.A., D.D.; the Hon.P.S.G.Mackenzie, K.C., D.C.L., M.L.A.; Wm.Rowat, Esq., M.D.; the Hon.Justice McCorkell, D.C.L.; Howard Murray, Esq.; the Rev.Principal Parrock, M.A., D.C.L.: W.L.Shurtleff, Esq., K.C., LL.D.; Prof.Sinclair Laird, M.A.: Prof.J.A.Dale, M.A.; Gavin Walker, Esq.; Chas.McBurney, Esq., B.A.; and E.M.Campbell, Esq., B.A.Apologies for unavoidable absence were submitted from H.B.Ames, Esq., M.P.; Robert Bickerdike, Esq.M.P.; and the Hon.George Bryson, M.L.C.The minutes of the meeting on Sept.25th were read and confirmed.The report of the sub-committee on the Distribution of the Superior Education Grants was submitted by the convener, Dr.Love, and after discussion it was moved by Dr.Shurtleff, seconded by the Rev.Dr.Parrock and resolved that the Report of the sub-committee on the distribution of Grants to Superior Education be adopted in the following form.The Secretary was instructed to transmit it to the Lieutenant-Governor in Council for approval under Articles 2937-2943, R.S.Q.Quebec, September 24th, 1914.Report of the committee on the distribution of grants to Superior Education.Your sub-committee on the distribution of grants to Superior Education met in the office of the Secretary of the Department of Public Instruction at 10 a.m.today.There 334 The Educational Record.were present, the Chairman, Rev.Dr.Love, Principal Peterson, Mr.E.M.Campbell, and the Inspector of Superior Schools.: After examining the carefully prepared statement presented by the Inspector of Superior Schools your sub-com- mittee recommends the distribution of the Superior Education Fund be made as set forth in the statement submitted herewith :\u2014 In accordance with a resolution of the Protestant Committee the amount derived from the Marriage License Fees was divided between the Superior Schools and the Poor Municipalities Fund in the proportion of 60 to 40.In the matter of awarding bonuses your instructions have been followed.No school whose general percentage falls below 60 has been awarded a bonus.Your sub-committee recommends that, next year, and in future, in the matter of awarding grants and bonuses Macdonald College Day School receive the same treatment as the other academies.A.T.LOVE, Convener.SUPERIOR EDUCATION FUND STATEMENT OF REVENUE, SEPTEMBER, 1914.Voted by the Legislature .4.22000004 00 ss 0e ea 0 ea ane ne ea 0000» Interest on Jesuits\u2019 Estate Settlement Fund.2518 44 Interest on Marriage License Fund.00000000 000 a ea ee aa 00000 1400 00 Marriage License Fees (net).0000000 000000 aa 0 ss 000000 FIXED CHARGES.A.A.Examiners .22220200 000142 a ae a ae a ea a ae a aa ee Assistant Examiners, June Examinations .een 1500 00 Printing Examination Papers, etc.\u2026.0.000000 600 00 2600 00 Available for Distribution .2220000 0000 aa san 00 a 00 seen sen 000 $29081 72 RNR Department of Public Instruction, Quebec.ACADEMIES.NAME OF SCHOOL Percentage General Percentage Presented Percentage Marks= to nN Ww ON QQ = Pt DN Buckingham Coaticook Cookshire Cowansville Danville Dunham College Gault Institute Val-| Ww Tn N ~~ NN NARA CONV ADDED S \u2014_ ND + N Special or QD OWNN Huntingdon Inverness Knowlton Lachine Lachute Lennoxville Macdonald D ++ D WwW Jn ny © Rx w C iQ ND _OGUODORANQOU N_NONDO ND Do \u2014t Special [gy Ou N New Carlisle North Hatley Ormstown Quebec Girls\u2019 H.S.Quebec Boys\u2019 H.S.St.Francis (Richmond) St.Johns St.Lambert Shawville Sherbrooke Stanstead Strathcona (Outre.Special SB on Special Special \u2014 + > =-3% Jk HO DIN HO ur NN DR On OUT nN \\O NH Special 982 Special w RD Waterloo Waterville Westmount PE cee Special rb Ww Special Academies $12525 Stanstead W.College 2.\u2026 cen 400 New Carlisle Acad- MODEL SCHOOLS = S| SB] wy | 8 |3|e| 8) 12 (288 58 | @ NAME OF sCHOOL & 8|Z §| &g [585 25 = ERIE E Spee sn] CA Aberdeen (Coteau St.Pierre) .14| 14| 0] 82| 82 165.8 $82 Athelstan (Hinchin- brook) .6j 5 1 68 68 100| 56/ 150|.Ayers\u2019 Cliff .] 22| 12] 10| 63] 63] 145] 69 69 Arundel .10 1 Of 70{.|.fee ii]eeeaifennn Special Beebe .8 4| 4| 60] 60] 152 71 71} Bishops Crossing (Dudswell) .7| 0] 7| 50, 50f 106, 53| 150|.Brownsburg .5 5 0169 69; 100] 56{ 150|.Bulwer .10] 8 2| 66] 66] 140] 69 69 Bury .12| 10] 2| 69] 69, 158 76 76 Clarenceville .15] 11| 4| 70] 70| 141] 70 70 Chateauguay .4 1 3; 57| 57; 102] 53] 150.Dixville .9| 6.3[68.[.fee fee.Special Dunham .8 3| 5/61 61 134| 65 65 East Angus .9] 8 167 67 116 61 61 Frelighsburg .12] 7} S| 68 68 117; 62 62 Farnham .8| 5 3] 65 65 110| 58 150|.Gould (Lingwick) | 18/ 16, 2 64 64] 139; 68 68 Hatley .10] 9 1| 69 69 131] 67 67 Hull .11} 11, Of 73; 73] 137] 70 70 Hemmingford .| 16} 16] 0] 72] 72 130] 67 67 Howick .| 16] 16] 0] 73| 73} 137 70 70 Joliette .4 4) 0 72].0.].Joo deen Special Kingsey .8| 6 2| 67] 67 127] 65 65 Kinnear\u2019s Mills (Leeds S.) .4 1 3| 52] 52 93| 48] 150!.Kingsbury .3 3] Of 720.ee] Special Lacolle .5 2] 3] 61 61 92| 51] 150].La Tuque .4 2| 2| 70| 70) 137] 69 69 Leeds .23| 22| 1| 72| 72| 145] 72 72 Longueuil .5| 5 0; 68 68 134| 67 67 Lake Megantic .3 3] 0] 74 74 116 63 63 Mansonville .211 19] 2! 71| 71} 140 70 70 Maple Grove (Ireland South) .| 6 4 2/65; 65} 106, 57, 150|.Marbleton .l 13] 7] 6| 58; 58] 122| 60 60 Maisonneuve .15| 15} 0| 78] 78] 113] 64 64 New Richmond .| 10| 10} 0] 76|.|.fesse fase.Special Paspebiac .| 6} 4 2[62.0.0000.i]t Special Philipsburg .S| Of 5! 58.0.een Special Port Daniel West.| 13] 8 5 64{.[.0.0.Special Portneuf .8 7| 1] 69 69 112] 60 60 Rawdon .| 4 4 079] 79] 118] 66 66 Royal George, N.-D de Grace .9 8 1166 66 123| 63 63 Shawinigan Falls .| 1; 1| 0,63; 63| 134] 66 66 St.Andrews East.71 5 2:66 66 128| 65 65 Sawyerville .31| 13| 18/ 52} 52} 137] 63 63 Scotstown .\u2026 | 16| 15) 1| 75| 75] 142| 72| 72 South Durham 8| 7| 11 71| 71 121| 64 64 Stanbridge Fast .3| 2; 1; 64| 64 111} 58; 150|.Thetford Mines .5| 2j 3 561 56 106| 53| 150i.Three Rivers 31 3| O0; 701 70| 134| 68 68 Ulverton .9 5 4| 67] 67] 125} 64 64 Victoria (Quebec).50 51 of 78l.].cede een Special Windsor Mills .° 9 0] 70] 70] 134] 68 68 | 487369118] $2216 Department of Public Instruction, Quebec.337 SPECIAL MODEL SCHOOLS.Arundel i ee ee er trae ees $100 00 DIX VILLE ote i ee ete ir aes aaa 175 00 Denison\u2019s Mills 2202244000 0a a see a san se 00 0 ee ou a sa 0000 0000006 100 00 (CET) AAA ARR AA 175 00 Joliette oii ee rae 100 00 Kingsbury LL.202000 sea a aa 0e sa ea a sa sea 00 tei irae 200 00 New Richmond 2.220200 00e ee a ea eee era ea 0 sa a aa ses aa a as 000000 200 00 Paspebiac 22200220 ee eet ea i ian 125 00 Port Daniel uti tiie ates 150 00 Philipsburg ceive iii i i rr ere eee 75 00 East Angus, Special Grant.000020000 000 na ee sean ea aan en 00» 100 00 $1500 00 SUMMARY.Reserved or Poor Municipalities from Marriage Licence Fees.(35456 00 ACADEMIES\u2014Grants 2020000000 0as sa sa 0 ace a aan 0 $8100 00 Bonuses 020000000000 sea 00 ca 0000 4425 00 Grants to Special Academies.850 00 $13375 00 .:\\ MODEL SCHOOLS\u2014Grants 0.400000 00000 a 000 $6450 00 Bonuses 000200000000 00 000 2216 00 Grants to Special Model Schools 1500 00 \u2014\u2014 $10166 00 Total Amount Distributed .cco.$28997 00 Mr.McBurney gave notice that at the next meeting he will bring forward a motion respecting the continuance of the Lachute Summer Training School for Teachers.Prof Sinclair Laird, Dean of the School for Teachers, called the attention of the Committee to the fact that inasmuch as Macdonald College is the only Training School for Protestant Teachers in this Province it is only fair that this Normal School which is doing highly important work in training teachers for the Protestant Schools of the Province should receive tangible recognition from the Government in order to carry on the work more efficiently.Dr.Peterson reported that he had received assurance from the Government that Macdonald College Training School for Teachers would receive a grant to assist the authorities in carrying on the work of Normal School for Teachers. 338 The Educational Record.The Hon.Justice McCorkill gave notice that he will move, at the next meeting, for a complete financial statement shewing the amount of money appropriated for Protestant Education, and the manner in which it is expended.It was moved by Professor Dale, seconded by Dr.Love, and resolved: That, subject to the approval of the Teachers\u2019 Training Committee, a sum of not more than $750.be made available for the purpose of the classes to be held by them this session in School Art, Physical Education, and Kindergarten Assistants.On motion of Dr.Love, seconded by Mr.McBurney it was resolved that the next meeting be held in Macdonald College, Ste.Anne de Bellevue, on Friday, Nov.20th, at II o'clock a.m.The Meeting then adjourned.+ JOHN PARKER, Acting Secretary. Notices from the Quebec Official Gazette.339 NOTICES FROM THE QUEBEC OFFICIAL GAZETTE.His Honor the Lieutenant-Governor has been pleased by order in council of 12th June, 1914, to detach from the school municipality of Saint Godefroi, all the lots contained within the township of Hope, Bonaventure county, from cadastral Nos.246 to 313, first range, both inclusive, and all the lots from Nos.356 to 395, both inclusive and to erect them into a new school municipality for Protestants only, under the name of \u2018\u2018Shigawake Centre.\u201d His Honor the Lieutenant-Governor has been pleased by order in council of June 24th, 1914, to detach lots cadastral Nos.12 to 17, inclusive, part 18, 20, 21, 24, 25 of Parsley, first range, lots 52, 54 to 64 inclusive, 67, 68, 69, part 70, 71 to 78, inclusive, 80, 81 of Parsley, second range of Sainte Sophie, from the school municipality of Sainte Sophie, New-Glasgow, Teriebonne county, and to erect them into a separate school municipality for Protestants only under the name of \u201cScotland.\u201d Said school municipality bounded towards the west by the Riviere Jourdain, towards the north by the same river and by lots 10 and 11 of the cadastre of Sainte Cophie, towards the east by the division line between Sainte Anne and Sainte Sophie parishes, and towards the south by lots 26, 51, 82 of the cadastre of Sainte Sophie.His Honor the Lieutenant-Governor has been pleased by order in council of 26th June, 1914, to detach lots 26 to 28 inclusive in the ninth range, 23 to 28 inclusive in the 10th range, 22 to 28 inclusive in the eleventh range, 22 to 28 inclusive in the twelfth range, 22 to 28 inclusive in the thirteenth range of Marston from the school municipality of the township of Marston, Frontenac county; lots 1 to 28 inclusive in the first O.B.range, 1 to 28 inclusive in the second O.B.range, 9 to 22 incluisve in the third range proper, 9 to 18 inclusive in the fourth range proper, 9 to 12 inclusive in the fifth range proper, A to F inclusive in the JERI ic M .6 PE be ty 340 The Educational Record.Gore of Whitton, from the school municipality of the township of Whitton, in the same county; lots 53 to 56 inclusive in the 1st Victoria north range, and 55 to 58 inclusive in the 2nd Victoria north range of the township of Hampden, Compton county, and the school municipality of Hampden, Compton county, and to erect the whole into a new school municipality under the name of Milan.His Honor the Lieutenant-Governor has been pleased by order in council of 26th June, 1914, to divide the present school municipality of Mansfield, Pontiac County, and to erect into a new school municipality for Protestants only under the name of \u201cLondon,\u201d all that part and portion of the township of Mansfield, bounded to the north by the concession line between the third and fourth ranges of the said township, to the south by the Ottawa River, to the east by lot 23 in the third range and lot 23 in the second range to the west by lot 34 in the second range and 41 in the third range, and composing lots 24 to 42 in the second range, and lots 24 to 40 in the third range, all inclusively, in the said township.His Honor the Lieutenant-Governor has been pleased by order in council of June 26th, 1914, to detach the north part of lot 4 and lots 7 and 8, of the cadastre of the township of Acton, from the school municipality of the parish of Sainte-Christine, Bagot county, and to annex them to the school municipality of South Durham (Saint Fulgence), Drummond county, for Protestant school purposes.His Honor the Lieutenant-Governor has been pleased by order in council of 26th June, 1914, to erect the town of Montcalm, Belvedere ward, of the city of Quebec, into a district school municipality for Protestants only, under the name of \u201cBelvedere,\u201d with the limits which it has hitherto had for both Roman Catholic and Protestant purpose.His Honor the Lieutenant-Governor has been pleased by order in council of 26th June, 1914, to detach lot 28 of Notices from the Quebec Official Gazette.341 the first, second and third ranges of Lochaber from the school municipality of Lochaber, and to annex them for Roman Catholic school purposes to the school municipality of Buckingham East, Labelle county.His Honor the Lieutenant-Governor has been pleased by order in council of 26th June, 1914, to detach lots Nos.9, 11 and 12; of Lingwick, from the school municipality of Lingwick, and to annex them to the school municipality of Scotstown, Compton county, for Protestant school purposes.His Honor the Lieutenant-Governor has been pleased, by order in council, bearing date the 24th June, 1914, to appoint Mr.Joseph McNabb, a school commissioner for the school municipality of Sainte Angelique, (Papineau- ville), in the county of Labelle.| His Honor the Lieutenant-Governor has been pleased - by order in council of 26th June, 1914, to detach lots Nos.21 and 21 4, in the third.range of the township of Masham, Wright county, from the school municipality of Sainte-Cecile de Masham, and to annex them to the school municipality of Lapeche (Wakefield), in the same county, for school purposes.His Honor the Lieutenant-Governor has been pleased by order in council bearing date the rrth August, 1914, to appoint MM.Basile Olivier, Joseph Bergeron, son of Ferdinand, Joseph Dubois, son of France, Benjamin Des- rochers, jr., and Lazare Daigle, jr., school commissioners for the municipality of Saint Flavien, in the county of Lot- biniere.E To appoint MM.Ernest Corriveau and Elisee Leclerc, school commissioners for the municipality of Saint Basile, in the county of Portneuf.To appoint Messrs.Aime Dumaine Charist, Arthur Laroche and Ernest Charest, school commissioners for the 342 The Educational Record.municipality of the village of Saint Flavien, in the county of Lotbiniere.19th August, (1914).\u2014To erect into a distinct school municipality, under the name of Riviere Saint Jean, an unorganized territory in the county of Saguenay, comprised within the following limits, to wit: On the east as far as Lake Sale; on the west as far as the river Magpie; on the south to the river Saint Lawrence, and to a distance of six miles in depth on the north.His Honor the Lieutenant-Governor has been pleased by order in council, bearing date the 2nd September, 1914, to appoint Messrs, John McCaffrey, William Macpherson and Joseph Savage, school trustees for the municipality of Greenfield Park, in the county of Chambly.To appoint Mr.Theodule Corbeil, president of the school commisisoners for the municipality of Laurentides, in the county of L'Assomption.His Honor the Lieutenant-Governor has been pleased by order in council, bearing date the 10th September, 1914, to appoint Messrs.Hormisdas Primeau and Louis Adolphe Bousquet, school commissioners, for the municipality of Iberville-town, in the county of Iberville.To appoint Mr.Alexandre Gaudet, president of the school trustees for the municipality of Ristigouche and Sel- larville, in the county of Bonaventure.To appoint Mr.Donat Roy, school commissioner for the municipality of Saint Cyprien, in the county of Temis- couata.His Honor the Lieutenant-Governor has been pleased by order in council, bearing date the 11th September, 1914, to appoint Messrs.Philemon Richard and O.Pinard, school commissioners for the municipality of Sainte Cecile de Whitton, in the county of Compton.To appoint Mr.Cyrias Bourgoing, school commissioner for the municipality of Sacre-coeur de Jesus, in the county of Saguenay.» = : Tl rer tre nina Notices from the Quebec Official Gazette.343 His Honor the Lieutenant-Governor has been pleased by order in council, bearing date the 16th September, 1914, to appoint Messrs.- Andre Lapierre and Pierre Theriault, school commissioners for the municipality of Leneuf Township, in the county of Saguenay.His Honor the Lieutenant-Governor has been pleased, by order in council, bering date the 24th September, 1914, to appoint Mr, Cyrias Bourgoing, school commissioner for the municipality of Riviere Sainte Marguerite, in the county - of Saguenay.To appoint Messrs.Hyppolite Laflamme and Edouard Laflamme, school commissioners, for the municipality of Gros Morne, in the county of Gaspe.His Honor the Lieutenant-Governor has been pleased, by order in council, bearing date the 3rd October, 1914, to appoint Messrs.Eugene Emond and Simon Lapointe, school commissioners for the municipality of Saint-Cyriac, in the county of Chicoutimi.Fo appoint Messrs.Arthur Painchaud and Napoleon Desrosiers, school commissioners for the municipality of Boyer (township) in the county of Labelle.His Honor the Lieutenant-Governor has been pleased, by order in council, bearing date the 17th October, 1914, to appoint Messrs.Felix Fontaine, Ernest Dussault and Flavien Ledoux, school commissioners for the municipality of Saint Theophile d\u2019Ely, in the country of Shefford. DUST means GERMS The responsibility of.safeguarding the health of school children is as necessary as their mental training.Dust particles are recognized as the most prolific germ carriers and disease spreaders \u2014the active media of contagion.To keep down dust in the school room, use Dusting and sweeping as precautionary measures are useless\u2014merely redistributing and stirring up the dust.W et sweeping affords only temporary relief.Standard Floor Dressing lays dust permanently, and is a powerful germicide as well.It keeps the air practically free from dust, besides preserving floors from splintering and cracking.Not for Household use The Imperial Oil Co, Ltd.TORONTO ST.JOHN moNTREAL WINNIPEG HALIFAX "]