The educational record of the province of Quebec, 1 juillet 1915, Juillet - Septembre

[" \u2014 Educational Record { of the Province of Quebec Jord + #1 July-August-September Vol.XXXV er EDITORIAL NOTES AND COMMENTS : READ THIS NUMBER.Every teacher should read this number of the Educational Record very carefully.It contains important announcements.Every effort has been made by the Department of Public Instruction to have the information regarding the new list of authorized text-books, and the ne w Course of Study, sent to all teachers, but no doubt some have failed to receive the circulars.In this issue of the Educational Record we have endeavored to give full and complete information for the guidance of the teacher.The new list of text-books and the new Course of Study are published in full and special articles deal with the changes.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.\u2014 EDITORS.\u2014 The Educational Record.Briefly, here we would like to make some elementary points very plain.1.\u2014 The new list of text-books is now in force.2.\u2014It is in force for four years.3.\u2014As one book only is authorized for a subject or a grade, neither the teacher nor the school board will have the duty of \u2018\u2018selecting\u2019\u2019 from the list.4.\u2014 The prices \u2018\u2018post-paid\u201d are the prices at which the books may be obtained from the publisher or his agent (mentioned in the list) provided you cannot get the book from your local dealers.\u2014Be careful to note whether a book is \u201cfor Montreal only\u201d or for \u2018all schools\u201d or \u201cfor all other schools.\u201d Follow the Course of Study on this point.6.\u2014Note also in the Course of Study which books are \u201cfor teachers only.\u201d 7.\u2014Note that the Course of Study now drops the terms \u2018elementary\u2019, \u201cmodel\u201d and \u201cacademy\u201d grades.All grades are now by number only.It will take some time to get accustomed to the new naming, but simply drop the terms \u201cfirst model\u201d, \u201csecond academy\u201d, etc.The direct numbering from one to eleven is the best.8.\u2014 Sufficient copies for each teacher, each member of the school board, and the secretary-treasurer, were sent to every secretary-treasurer early in July, both of the list of text-books and of the Course of Study.Apply to him first of all if you have not received yours.9.\u2014New \u201cMemoranda of Instructions for Teachers\u201d, both for elementary and superior schools are being prepared, and copies should reach every teacher early in September.Write to your inspector on the subject.10\u2014Keep this number of the Educational Record for future reference. The New Grading\u2014Combining the Grades THE NEW GRADING.As compared with the former grading in the Superior Schools, the following table shows the standing of the new grades :\u2014 New System.Old System.Grade I Primary Grade II 1st Elementary Grade III 2nd \u201c Grade IV 3rd Grade V ath \u2018 Grade VI 1st Model Grade VII and \u201c\u201c Grade VIII 3rd Grade IX 1st Academy Grade X 2nd \u201c - Grade XI 3rd \u201c \u2018Under the new system, also, the grades in the Eel- mentary schools are brought into harmony with the corresponding ones in the Superior schools.The slight differences are fully brought out in the manual of instructions.COMBINING THE GRADES.Each grade of the new course of study represents more definitely than before a year\u2019s work.In the Superior Schools and in the large Elementary Schools of the towns and cities, where full staffs are maintained, it will be a - simple matter to follow the course in the yearly steps as laid down.As in the past, however, the Elementary Schools with only one teacher will have to follow the principle of combining grades as much as possible.As before, also, the teacher will have tc use her own judgment largely in each particular case, according to the standing of the 158 The Educationai Record.\u201cpupils and their previous preparation.But certain combinations will be more feasible than others in general, and this subject, therefore, will have to form an important feature of the Teachers\u2019 Conference this year.The inspectors have been requested to pay special attention to it.A perfect plan will not be possible at once.It is a new course, and the work of the first year will be necessarily experimental.ENGLISH AND HISTORY.The amount of English literature in the new course is largely in excess of the amount in the old course, and it may well be.We have long been behind other provinces in this respect, and behind the United States.Beginning with Robert Louis Stevenson, in the Child's \u2018Garden of Verses, in the first grade, and ending with Shakespeare, George Eliot, Coleridge and Tennyson, in the eleventh Grade, there is now an extensive introduction to the best English literature provided for the pupils of the Protestant schools of Quebec.We welcome this progressive step.Strange as it may appear, there are those who think that the study of the classics of our language is a waste of school time.\u2018The best cure for such ideas is to make the study as complete and effective as possible.The newer generations, at any rate, will be less likely to carry forward such a prejudice.The wide range of reading to be covered in the eleven years, affording as it does the proper amount of variety, is calculated to encourage a more general taste for good literature than a close and particular study of a limited number of books.HRN ROR I HRN ARR IR IER OC SO PRET TTC EEE EFOICE a ag {te ale.~ - >< The Inspectors at Macdonald College.159 The work in History is also more extensive than before and as it is led up to by the admirable \u201cPiers Plowman\u2019\u2019 series, the interest of the pupils seems assured, at least for the pupils who are under competent teachers.Such books as the \u201cPiers Plowman\u201d histories must not be taught mechanically or too formally.They are designed to awaken the interest of the young by the simplicity of the language and the vividness of the story.\u2018Do not insist upon too thorough a grasp of detail at the outset.Attract the pupils to the histories simply as stories and not as the re- positaries of school tasks.When the charm of the books is realised in this way, the pupils will be fully qualified to take up the more serious study in the higher Grades of such text-books as the Warner-Fryer.THE INSPECTORS AT MACDONALD COLLEGE.In the month of May the Protestant inspectors enjoyed an interesting and valuable week at Macdonald College.All were present except Mr.Parker, unfortunately prevented by illness, and Mr Ballantyne of the Magdalen Islands.~The sessions lasted from Monday the 17th to Friday the 21st.Part of each day was utilised for the annual inspectors\u2019 conference, and questions of interest in the work of inspection were naturally more fully dealt with than is possible when the conference lasts only a single day.The chief object of the gathering at Macdonald College, however, was that of taking a special short course on nature study and elementary agriculture, in order that the inspectors might become fully conversant with the general outlines of the new courses in these subjects.The special lectures were given by Dr.Hamilton, eleven in all.The new work projected for the several grades is certainly extensive in its character, and the inspectors are now fully equipped to judge of the manner in which it will be carried - 160 The Educational Record.on in the schools.We have arrived at an important point in the development of our rural schools.The school year 1915-16 opens with a new list of text-books, with a revised course of study, and with a programme of a New Era in the teaching of nature study and elementary agricutlure.The development in these two subjects will be watched with particular interest.In so far as elementary agriculture is concerned, the experience of over fifty years in this Province shows that one of the most difficult things in rural education is that of introducing a really effective body of agricultural teaching.The same may be said of the nature study which for some years has taken the place of the old \u201cobject lessons\u201d.The ultimate success of the two subjects will depend wholly on the training and enthusiasm of the teachers.Other addresses enjoyed by the inspectors at Macdonald College were those of Professor Bunting on \u201cGarden Work for Children\u201d, by Professor Murray on \u201cSeed Selection\u201d, by Professor Lochead on \u201cStudy of Weeds and Insects by \u2018Children\u2019, by Professor Stanton on \u201cMusic in Rural Schools\u201d, by Miss Fisher on \u201c\u201cSewing in Schools\u201d, by Miss Doane on \u201cArt Work in Rural Schools\u201d, by Professor Barton on \u201cHow to Interest Children in Farm Animals\u201d, and by Mr.Emberley on \u201cManual Training in Rural Schools\u201d.Professor Laird also discussed the question of \u201cTraining Teachers for Rural Schools\u201d, and on the Thursday evening Principal Harrison gave an admirable and interesting address on the aims and purposes of Macdonald College in its relation to the rural schools.Altogether, therefore, the week was one of great interest and direct practical value.With this fuller insight into the activities of our training institution the inspectors are now better prepared to lead in the Rural School Movement.| At the close of Principal Harrison\u2019s address on Thursday evening, the following resolution was read: \u2014 \u201cMoved by Inspector Taylor, seconded by Inspector Rothney, and resolved\u2014 Go em E tlh.da Si \u2014- \" D.ver da =. Nature Study and Elementary Agriculture.16: That we desire to heartily thank the Principal and Staff of Macdonald College for the very kind and courteous hospitality we have received during this week, and we also wish to place on record our warm appreciation of the lectures, demonstrations and discussions of the week.These have been of the greatest practical value, and cannot fail to aid us effectually in our inspection work and teachers\u2019 conferences during the coming school year.We recognize the importance of bringing the work of Macdonald College, not only in relation to teacher training, but in its varied scientific, agricultural and cultural activities into the closest possible touch with the work of the schools, and we are 1 confident that the fact of holding the Inspectors\u2019 Conference at this institution will assist substantially to that end.\u201d NATURE STUDY AND ELEMENTARY AGRICULTURE.The sub-committee of the Protestant Committee appointed for the purpose of making recommendations towards the development of more extensive teaching in the rural schools in the above subjects, suggested among other things that an outline of the ground that might be covered should be prepared for the teachers.This has been done by Dr.Hamilton of Macdonald College.The work is a complete enumeration of suitable lesson topics, with suggestions as to the best methods of instruction.It may not be possible to teach every lesson\u2014in fact, it will be impossible except by sacrificiag other important subjects on the course of study\u2014but each teacher has now the opportunity to select a satisfactory series of lessons graded up from the simplest observations in nature study to the first elements of agriculture.This is a distinct help towards an effective introduction of the subjects in the rural schools. The Educational Record.The inspectors are also enjoined to make these two subjects an important feature of the annual conferences, and in this they will be assisted as far as possible by experts.The recommendations of the committee in connection - with the provision of special courses for the inspectors, and for teachers both at Lachute and Macdonald College, have also been carried out this year, and in all probability will be continued in the future.Lastly, there is the co-operation of the Macdonald College county demonstrators, who are available for lectures and demonstrations at the rural model schools and academies, and whose work, we are sure, must produce good results in many communities.Altogether, there is an encouraging prospect for the coming years in these lines.\u201d There is but one word of caution to be uttered.The ruralising movement in the schools has, of course, brought out over-enthusiasts in various parts of this continent, and some of the agricultural journals are urging an extreme policy.They would have even the school readers exclusively agricultural.This, however, would be a gross mistake.Such a narrowed course of reading would produce narrow results, and a prejudiced population in our rural communities.There are no brighter pupils in our land than many from the rural homes, and while it is of vast importance that their education should be given an agricultural direction, it is none the less essential to the full development of their minds that they should be introduced to worthy selections from the great writers and poets during the formative years of their school course.To confine rural pupils to rural topics of thought would not have the result that the advocates of this policy anticipate.The city-ward tendency of a certain proportion of the farm population is not extinguishable by any such method.Moreover, a broad culture is needed as much on the farm as anywhere.That is the principle which is so gloriously recognised in Denmark, where the young people of the farm are students of literature, of history, of folk-lore, and of econo-+ Consolidation in Manitoba 163 mics, and in consequence with broadened minds are all the better equipped to appreciate and comprehend the sciences which are associated with their calling.A copy of Dr.Hamilton\u2019s book is furnished free to every rural school by the Department of Public Instruction.The book is for the use of the teacher, but is the property of the school and must therefore be left in the school library at the end of the school year.CONSOLIDATION IN MANITOBA.Unquestionably ,Manitoba is leading all the other provinces in the matter of rural school consolidation.Between twenty and thirty large consolidated schools are in operation.Here is a slight and simple, but at the same time entirely human and significant peep into the system.It is a letter to the \u201cWeekly Witness\u201d which speaks for itself :\u2014 \u201cDear Editor,\u2014I am eight years old.1 go to Roblin Consolidated School.It is eight miles from here.I go in the van.Seventeen children go in our van.Fourteen vans go to our school.I am in grade two, junior.Your friend, MURIEL ROSE ROLSTON.\u201d The letter appeared in the \u2018Children\u2019s Corner of the \u201cWeekly Witness\u2019.To our mind it is a model child\u2019s letter.It is simple, direct and instructive.The Editor of the \u201cWeekly Witness\u201d comments on it thus: \u2014 \u201cGood for Roblin! I wish there were many more such wise places, and such good schools.\u201d ; Muriel is only eight years old, but she finds it no hardship to be driven eight miles to school.The letter would indicate that she is perfectly contented with her school con- DORE EE ININT 164 ~The Educational Record.ditions.Here in Quebec, and in the eastern provinces generally, people are frightened when you talk of conveying the pupils four or five miles.As a matter of fact, in Manitoba the pupils are sometimes carried ten and eleven miles.Fifteen or twenty small schools are grouped into one.Muriel says that fourteen vans go to her school.Say that there are fifteen pupils to each van.That would be 210 pupils to the school.That is the size of school in which the best work can be done.The prejudices against consolidation must disappear, or we rural easteners must write ourselves down as an unintelligent people.Thank you, Muriel.KEEP THE RECORDS.A Word to Secretary-Treasurers.There is one article of the School Law, in particular, which is frequently ignored by secretary-treasurers.Its observation would save them, and their successors, much trouble.\u2018That is Art.2823.It reads: \u2014 \u201cThe secretary-treasurer shall keep a repertory, in which he shall mention, in a summary manner, and in the order of date, all reports, acts of apportionment, valuation rolls, collection rolls, judgments, statements, notices, letters, maps, plans, and other documents that he makes or that are in his possession while in office.\u201d : The book demanded is in effect, a history of the municipality.The first entry should be the copy of \u2018the \u2018\u2019erection\u201d of the municipality, and its limits.\u2018Matter of this character, as well as any changes in subsequent years, should : be given in full and in the words of the \u201cOfficial Gazette\u201d.Other documents, as a rule, only need to be mentioned, and _ > » + a \u2018 Aa an.ov > Golly SP ~ PII 179 The Farragut School, The manuscript submitted herewith, prepared by A.C.Monahan, one of the bureau\u2019s specialists in rural education, assisted by Adams Phillips, principal of the school, gives a brief account of the origin, growth, and work of this school and its relation to the life of the community.I recommend that it be published as a bulletin of the Bureau of Education as an illustration of a new type \u2018of school which should and will, I believe, become much more common than it now is.\u201d INTRODUCTION.The Farragut High School is located in Knox County, Tenn., about 15 miles west of Knoxville and 12% miles north of Concord, a village of 300 population on the Southern Railway.The school building stands in the open country at the junction of the Concord Pike with the Kingston Pike, which runs westward from Knoxville through a succession of open valleys well adapted to farming.The region is typical of the better farming sections of eastern Tennessee.In the same building with the high school is an elementary school of 150 children from the tenth school district of Knox County.The section tributary to this elementary school contains 12 or 15 square miles and formerly had three elementary schools of one or two rooms each.The high school had last year (1912-13) go students, nearly all of whom were from the western half of Knox County, and the large majority were from the tenth district.The high school is one of the system of county high schools and is supported out of the county high-school funds, which in this, as in other counties of Tennessee, are separate from the fund for elementary schools.Tuition is free to all pupils who are residents of Knox County; others pay a fee of $3 per month.The school has no dormitories and makes no provision for boarding pupils.The pupils either return to their own homes each night or they find board and room in the neighboring farmhouses.Last year there were only 10 boarding pupils. 180 The Educational Record.THE ScHooL HisTory.In 1902 a number of heads of families in the tenth district of Knox County met for the purpose of devising some means by which their children might have the advantages of a good home school offering opportunities for a better kind of education for their children.They enlisted the co-operation of the district school directors.and meetings were held in which the need for a better school and the means of obtaining it were discussed.The school was planned to include a high school adapted to the needs of the community.Charles W.Dabney, then president of the University of Tennessee, now president of the University of Cincinnati; P.P.Claxton, then professor of education at the University of Tennessee, now United States Commissioner of Education; J.D.Eggleston, now president of the Virginia Polytechnic Institute, but at the time located at Knoxville as editor of the bureau of publicity and information of the Southern Education Board; Wallace Butterick, executive secretary of the General Eductaion Board, New York City, and others, took an interest in the movement, addressed the public meetings, and advised with the people and their committees.At the suggestion and invitation of one of the farmers, a careful survey of the community was made by Mr.Eggleston.As a result of his personal canvass and of mass meetings, public sentiment was aroused in favor of the undertaking, and a local subscription of $5,000 was secured in work, material, and cash.This was followed by a donation of an equal amount in money from the General Education Board.A school farm of 12 acres was purchased, and upon it was built a comfortable wooden house with six classrooms and an assembly hall, heated by furnace, and well ventilated.The location selected, at the junction of the Concord and Kingston pikes, was the site of an old fort of the Civil War period.The site overlooks the valley for a distance of from 1 to 3 miles in every direction, and The Farragut School, 181 the location is easily accessible from all the territory served by the school.= The school was opened to pupils in February, 1904.The department of education of the University of Tennessee was particularly interested in the school, because it was hoped to make of it a model for southern rural communities and also that it might be an object lesson for the students of the summer schools of the South, held at the university, and for the regular students of education in the university.- The course of study was the traditional elementary and high-school course, modified by the purely agricultural surroundings to- as large a degree as sentiment, training of teachers, and equipment would permit.It emphasized practical agriculture, horticulture, domestic science, and manual training.But the modifications were not so great that students completing the four years of the high school could not enter the State university and other colleges and universities of the State and section.For the first four or five years of its existence the school was supported and managed by an incorporated board of trustees, in co-operation with the school board of the tenth district of Knox County.From the beginning it was open free to all white children of school age\u20146 to 21 years\u2014in the district, and_to those over 21 at a nominal fee.For two years the work of the school had proceeded satisfactorily; several hundred volumes had been placed in the library, which was used by both the school and the community; the grounds had been put in good condition; the necessary furniture, equipment for teaching elementary sciences, a piano, pictures for the walls, and other useful accessories had been provided; courses of lectures and entertainments had been given; most of the original opposition to the school had been overcome, and it had worked its way into the hearts of the people, when on the night of March 5 1906, the building and its contents were destroyed by re.To 182 The Educational Record.On the morning after the fire the patrons of the school \u201cand other residents of the district held a mass meeting upon the grounds and unanimously agreed that the school mus: go on.Temporary quarters were arranged in an abandoned church in the neighborhood, and there the year\u2019s work\u2019 was completed.A subscription was started immediately and a substantial sum was soon raised; $3,500 was received as insurance on the old building and $5,400 more was borrowed.All of it was paid for the erection of the new building.The original plan was to place the school, after thorough organization, under the management of the district board of school directors and to incorporate the work which it was to do in the general scheme of public education as provided for the district by county and State.It was found that this could not be done, because certain subjects included in the course of study were not included in the list of subjects which the law permitted to be taught in the district public schools.However, when the county court provided funds for the establishment and maintenance of high schools in Knox County, the Farragut school board offered to turn all its property over to the county, free of incumbrance, on condition that the county high-school board would maintain there a high school with agriculture, home economics, and manual training as important parts of the course of study.The county high-school board accepted the proposition and appropriated $2,000 for the purpose of paying teachers for the scholastic year 1906-7.The burning of the building, as already described, before deeds had been signed, post- ~ \u201cponed the transfer of the property and the consummation of the plan unt] the Farragut board and the community had replaced the buildings, which they did within a year.THE BUILDINGS AND EQUIPMENT.The present building is a two-storey brick building with basement, and cost, with the original equipment, $12,000.Additional equipment and a water system in- IVES ~ The Farragut School, 183 stalled since have brought the total cost of the school to about $17,000.The high school occupies the second floor, one large room on the first floor, and part of the basement.Three other rooms on the first floor are occupied by the elementary school.The room for household economics, - the girls\u2019 lunch and toilet rooms occupy one-half of the basement.The manual-training room, the boys\u2018 lunch and toilet rooms occupy the other half.On the second floor nearly one-half of the space is occupied by a study hall, in which all high-school pupils are assigned desks.There is space for additional seats whenever it is desirable to use the room as an auditorium or assembly hall.When properly aranged as an assembly hall, it will seat 300 persons.The remainder of the second floor is divided into a hallway and three rooms\u2014two recitation rooms and a library.\u2018The laboratory on the first floor is a large room, and is used for physics, chemistry, botany, and agriculture.The equipment for each of these subjects is not extensive, but is apparently sufficient for present needs.The home-econo- mics room in the basement is equipped with a coal range, three tables on which the girls prepare material for cooking, a cabinet for utensils and provisions, a dining-room table, a fireless cooker, and a sewing machine.The room is used for the classes in sewing as well as in cooking.The manual- \u201ctraining room contains IT carpenter benches, with the ordinary carpenter tools.Each toilet room is equipped with six Douglas siphon jet closets, two washbowls, two plate-glas mirrors, and two shower baths with dressing rooms.\u2018All sinks and washbowls are furnished with liquid-soap dispensers and paper towels.The partitions between the closets are galvanized iron painted with white enamel.The girls\u2019 shower baths are inclosed with white enameled iron; the boys\u2019 shower baths with white enameled wood.The walls of the basement are alt painted white.The floor is of concrete.The water system was installed in 1911, making sanitary closets and shower baths possible.Water is obtained 184 The Educational Record.from a large spring 1,200 feet away from and below the building.\u2018The cost of the water system was a little less than $3,000.Mr.Phillips, in describing the water supply, says: ; It is pumped to the building and into two 1,000-gallon tanks in the attic by a No.40 double-acting Rife-ram, with a capacity of 3,600 gallons per day.The ram is driven by creek water, but delivers only spring water to the buildings.From the tanks water is conveyed to all parts of the school building, to the principal's house, the barn, and to the drinking fountain on the pike.In the hall on the second floor are two sanitary drinking fountains for the high-school.On the lower floor there are two more for the elementary school.There is a drinking fountain in each lunch room.There are two sinks and one washbowl in the domestic economy room, one washbowl in the manual- training room, and three sinks in the science laboratory.All sinks, bowls, and showers are supplied with hot water, the former from a 3o0o0-gallon hot-water tank connected with a coil in the furnace and also with a special tank heater, with a capacity of 250 gallons per hour, to be used when there is no fire in the furnace.The waste water from the showers, bowls, sinks, and fountains is carried by sewer tile direct to the creek.The sewer pipe from the closets empties into a four-compartment septic tank 15 feet long, 9 feet wide, and 7 feet deep.The tank overflows clear and odorless into the tile leading to the creek.On the school grounds is located a cottage for the principal, the use of which is given to him rent free.The building is plain and simple, but well arranged and adequate for the purpose for which it was built.It is equipped with a cemplete bathroom, private toilet for servant, and a \u201ccool room,\u201d with concrete sink, through which water is kept running in warm weather.(This serves as a refrigerator.The cost of this cottage was very small, as the main part of the cottage consists of one of the abandoned schoolhouses of the district moved here and remodeled.SOE Sa ea The Farragut School, 185 - At the junction of the Kingston Pike and the Concord Pike, at the corner of the school grounds, a concrete water box for horses and a public drinking fountain with concrete bowl and base for people have been erected.The fountain has proved to be of great convenience, not only to the community but also to travelers on the pike.The money for the water box and fountain was subscribed by the pupils, teachers, and patrons of the school.Every pupil subscribed, and has therefore a feeling of ownership.On the water box, in brass letters, are these words: Erected by the Farragut School and Community, 1910.On the fountain are the words: Farragut Drinking Fountain.In addition to the school buildings and principal\u2019s home, located on the school grounds, there is a barn and a chicken house.The school owns a brood mare and four Percheron colts; it also owns a flock of pure-bred Plymouth Rock chickens.The mare, colts, and the chickens are the only animals owned by the school for teaching the principles = - of breeding.The chicken house is fitted with good, substantial equipment, including trap nests, so that it 1s possible to keep a careful record of the number of eggs laid by each hen.The principles of selection and breeding, which may .be demonstrated so easily with poultry, apply with equal force to all kinds of animals.THE ScHOOL GROUNDS.In addition to the 12 acres which the school owns, it has recently leased for a period of five years 8 acres adjoining its property.The lot owned by the school is divided into two parts; 6 acres about the buildings are in permanent grass for playgrounds; the other 6 acres are used for demonstration purposes.The school employs one man by the year to serve both as janitor and farm laborer.The grass plat immediately surrounding the buildings has been beautified by the addition of shrubbery and flower beds.Part of it is laid 186 The Educational Record.out for a basefield field, for tennis courts, and for an outdoor basketball court.These playgrounds are used by the community at any time, and their use constitutes one of the principal contributions of the school to the community.The chief aim in the demonstration work has been to show the farmer and the pupils in the agricultural courses how to bring the soil from a state of low fertility to a state of high fertility in the shortest possible time.The plats are used for demonsration and not for experimental purposes.One demonstration of particular interest is conducted on a half acre of land divided into 40 plats.\u2018The half acre is divided first into four ranges.Each range is divided lengthwise into two parts.One half of each has had an application of 2 tons of ground limestone per acre.On these ranges are conducted a rotation and a fertilizer demonstration, planned to show side by side the four phases of a 4-fear rotation.The following is Mr.Phillip\u2019s description: In the summer of 1913 range A has rye plowed under for cowpeas.Range B is in wheat, seeded with clover and timothy.'Range 'C is in clover and timothy.Range D is in corn.The cowpeas of range A will be turned under for wheat in the fall.Thus the crops follow one another 1n regular succession, each range bearing the same crop once in four years.The ranges are divided crosswise into 10 parts of % of an acre each.Plats 5 and 6 receive no fertilizer and serve as checks.Each of the other 8 plats has a different application of fertilizer.From this demonstration the students and people of the community are learning two very important lessons: First, that the soil is very poor in nitrogen, and that the quickest and most economical way to increase-the nitrogen supply to the soil is to grow and turn under large crops of leguminous plants, such as vetch, cowpeas, and soy beans, which gather and convert into plant food the free nitrogen of the air.The second lesson is the value of an application of ground limestone.The difference between the limed and unlimed sections of The Farragut School, 187 the ranges is very apparent at any time during the growing season and is also apparent at the time of harvest.Many farmers in the community have profited by the lessons; some have not.The great value of rotation demonstration is that the demonstration keeps going on and on.It tells its story each year.The story is more impressive each succeeding year.The lesson becomes plainer and more valuable as the time goes by.Another part of the 6 acres is used as a model garden.It is known in the community as the \u201cprincipal\u2019s garden.\u201d The rest of the land is used for general crops, particularly to furnish fodder for the horse, colts, and poultry.The model garden and the use made of the rented land are described by the principal as follows: The most important field on the farm is the home garden.The principal's garden consists of 1 acre of land inclosed by a woven-wire fence.It is planned as a model for the busy farmer who must do as much of his work as possible with a horse.\u2018Everything is in rows far enough apart for the one-horse cultivator.All of the common vegetables and small fruits are planned for.Here intensive tillage, crop rotation, the use of fertilizers and stable manure, and the plowing under of leguminous cover crops are all practiced to a great extent.Four acres of the rented land have been divided into 1-acre plats, upon which is to be carried on a four-year crop- rotation demonstration.The idea in this is that not only shall the plats be large enough to be cultivated with two- horse implements, like the fields of a farm, but that there shall be measured equal tracts which may be used as a basis to compare the results at the school with the results obtained by the boys in the agricultural course who are members of the boys\u2019 corn club and with those of farmers in thc community who are carrying on co-operative demonstrations.The other 4 acres of rented land will be devoted to pasture demonstrations.One-half of the field will be seed- 188 | The Educational Recorded for permanent pasture.The other half will be used to show how, by proper selection of cereals, clovers, and grasses, good pasture may be obtained for nearly all seasons of the year.INSTRUCTIONAL WORK OF THE SCHOOL.The fundamental purpose of the Farragut School is to give country boys and girls the best possible preparation for the duties and opportunities of rural life and citizenship.There are three four-year courses of study offered \u2014a Latin course, an English and science course, and an agricultural course.This last course includes manual training, and the girls may substitute domestic economy for part of the agricultural.The courses are elective.Ninety per cent of the students are in the agricultural course.The English and science course contains a course in general agriculture the second year.The- Latin course includes four years of Latin and two of German.During the first year the boys have agriculture three times a week and manual training two double periods a week.The girls have the same work in agriculture, and home economics in place of the manual training.The first- year agricultural work is somewhat general in its character, and is made of interest to both boys and girls.The girls find ample opportunitites to make use of their knowledge of agriculture, as practically all of them become farmers\u2019 wives.Many of them teach in country schools and find many opportunities to use their agriculture in teaching work.One of the greatest values of these courses for girls, according to the principal of the school, will be the inspiration and stimulus for agricultural pursuits given to boys and girls of the next generation by educated mothers who understand the principles of agriculture and who have real sympathy for country life.An outline of the agricultural courses of the first and second year is as follows. The Farragut School, COURSE IN AGRICULTURE.FIRST YEAR.Elementary principles of chemistry and physics.Demonstrations of oxygen, hdyrogen, nitrogen, carbon dioxide, water, and the common mineral elements.Soils : Origin, kinds and depths, types ,chemical composition, soil moisture, drainage and ventilation, tillage, implements for soil preparation.The Plant: Classification\u2014 Cereals: Corn, wheat, oats, and others.Forage crops: Millets, clovers, alfalfa cowpeas, coy beans, vetches, and others.Root crops.Fiber crops, both plant and animal: Cotton and wool.Rotation of crops.Fertilizers, Propagation of plants.Plant improvement.Friends and enémies of plants: Plant forms\u2014fungi and weeds.Animal forms\u2014insects, birds, and animals.Gardening and fruit growing.| Forestry, landscape gardening, and civic improvements.Roads and road building.Farm management: Planning houses and barns.Planning the arrangement of the fields of a farm for rotation \u2018of crops.Fuel and light.Feeds and feeding; computing rations.Animal husbandry: Stock feeding.General principles of breeding.Domestic animals\u2014types and values.Horses and mules, cattle, hogs, sheep, poultry, bees.Country life conveniences. The Educational Record.SECOND YEAR.Improvement of plants and animals.Variation, heredity, and environment, selection.Improvement of corn studied in detail: Selection of seed.Corn tester and the ear row test.Propagation of plants studied more in detail than in first year.Plant food, soil studies: Chemical and physical composition.Soil water, soil air, organic matter, bacteria.Maintaining the fertility of the soil; manure, rotation of crops, lime, cover crops, tillage.Study of the management of the corn, wheat, oats, cotton, and other crops.Study of the farm wood lot and its management.Study of orchards and fruit growing.Enemies of farm crops and remedial measures: Spraying mixtures.Weeds, fungus, and bacterial diseases.Insects.Systems of cropping.Feeds and feeding.Study of the horse, cattle, sheep, swine, poultry Farm management.The farm home and community.The work of the first year is, as stated above, of a general nature and endeavors to give the pupil a broad view of agriculture in all of its relations, and thus to arouse his interest in some particular line of agriculture and sympathy with country conditions.An attempt is made to win his respect for farm life by getting him to see in their true significance the agricultural problems which the farmer has to solve.The work of the second year, while covering much of the ground gone over in the first year, is a more detailed study of the various subjects outlined.In this it is the purpose of the instruction to get at the underlying principles.It is intended to equip the pupil with what the farmer will need to know to make his farm life profitable and satisfying. The Farragut School, 191 In the third year agricultural students take a half year in \"elementary physics, followed by a half year in agricultural physics.In this is included only the most practical phases of the subject, such as the movements of water in the soil and farm drainage, farm machinery, and farm structures, including buildings, bridges, and roads.In the fourth year general chemistry is studied the first half year, agricultural chemistry the second half.This also is made as practical as possible.Pupils study the chemistry of the air, of water, milk, animal and plant foods; soils, and fertilizers.| Textbooks in agriculture are used the first two years \u2014Wilkinson\u2019s Practical agriculture in the first year, and Warren's Elements of agriculturé in the second year.The text-book for the second year\u2019s work is supplemented by agricultural bulletins in the third and fourth years.In addition to the general texts in physics and chemistry, no special text-books are used.In teaching agricultural physics and chemistry, several reference books are used, also much use is made of a collection in the school library of 4,000 bulletins from experiment stations and from the United States Department of Agriculture.Mention is made of this collection of bulletins in another place in this article under the section on the community service of the school.The bulletins are used by other classes than those in agriculture.The authorities of the school believe that much agriculture can be taught through other subjects; also they believe that all the regular academic subjects may be given a \u2018\u201c\u2018country-life twist.\u201d It is the intention of the school to have the teaching of all subjects in the course of study \u2018\u2018surrounded by an agricultural halo.\u201d \u2018For instance, it is the opinion of the school that high-school agriculture is full of excellent material for written work in English.To make the best use of this material, the English teacher must have an agricultural point of view.The boys and girls in the Farragut School have in the library just mentioned and in the teacher, who has special charge of the bulletins of the library (the teacher of English), a 192 The Educational Record.ready source of information for subject matter, not only for their agricultural courses but.also for their English.Of course, the English work is not confined to reading and composition dealing wholly with agricultural and rural life.Farm boys and girls need an acquaintance with other literature as much as other boys and girls.However, agriculture and country-life subjects are used as a basis for a large part of the reading and composition work.In the study of agriculture much use is made of the laboratory.Much more use, however, is made of the school demonstration plats.Here the students see the principles of increasing the soil fertility worked out.They assist in harvesting the crops and in keeping the record of the yield from those under different treatment.Many of the boys have also home gardens cultivated in accordance with the instruction they are receiving in the school.Many boys cultivate an acre of corn and belong to the school corn club.The president of this local club is also president of the county boys\u2019 corn club: The manual training and carpenter work is arranged as follows: The student learns first the names and the uses of the tools found on his bench and of the others supplied for general use.Next he performs a few simple exercises, from which he learns how to saw a square block, make a half lap, a mortise and tenon, and to select and square up rough stock.Then he constructs some useful article of furniture first, with the help of a teacher, working out his own design.He then selects the material from the stock on hand and finishes the piece according to his own ideas.In the second year much time is devoted to mechanical and simple architectural drawing.This is followed by the work in farm carpentry; that is, making various structures used on the farm from working drawings prepared by the student.In the home-economics course the girls study the composition and preparation of foods during the first year.The course is intended to teach them how to make the best - The Farragut School, _ use of various articles of focd found on the farms of east Tennessee.The second year is devotéd to sewing.The work is practical, and each girl is taught how to make her own clothes.\u2014 : - The practice work in cooking requires two preiods a week of go minutes ench for the full year.An outline of the course follows : COURSE IN COOKING.Study and care of kitchen equipment.[ Weighing, measuring, cooking temperature, etc.| | Principles and practices of fire making.General cooking, including the following in the order given: Beverages, sauces, cereals, potatoes, breads, batters, meats (including a study of various cuts and the value, uses, and preparation of each for the table), eggs.\u2018milk and cheese dishes, puddings and desserts, pastry, vegetables, salads.Canning and preserving fruits, vegetables, etc.Invalid cooking.Preparation of food for babies.Serving a meal.COMMUNITY SERVICE.The Farragut School is attempting to be more to the community than the ordinary school which confines its attention to instructing the boys and girls who come to it as pupils.It is attempting to be an institution of wider use; and to be of direct value to every man, woman, and child in the community.The following are some of the ways in which the school is serving the community : On the last Friday night before each full moon there have been held at the schoolhouse, for the past five years, meetings called \u201c\u2018moon-light socials.\u201d These are community gatherings to which all are welcome.The program varies from meeting to meeting.There is always a liberal allowance of music and usually a talk on a subject of general interest pertaining to some phase of farm and home 194 The Educational Record.life.Sometimes the talks are given by outside persons, from the State agricultural college or elsewhere.More often, however, there is a general discussion of a selected subject, led by a few members of the community selected before the meeting.If the subject to be discussed deals with technical phases of agriculture in which they are not interested, the women will meet in another room and discuss some problem of house-keeping.The discussions are made as practical as possible.After the regular program is over the evening is given to general sociability, playing games, and singing familiar songs.Usually some sort of lunch is served.The domestic-science room has facilities which make the serving of a lunch very easy.The meet ings are well attended and have become a very important part of the community ilfe.Other evening meetings are held in the schoolhouse on many special occasions.If the people of the community | desire to get together for any purpose, the schoolhouse is always designated as the place of meeting.The biggest meeting of the year, however, is on Commencement Day.The program lasts all day.In the forenoon the graduating exercises take place, with essays or short talks by members of the graduating class.These essays and talks are usually upon subjects pertaining to farm and country life, and are therefore of more interest td th: audience than the ordinary high-school graduation essay or oration.At this forenoon meeting the graduates receive their diplomas.At noon a basket dinner is served on the grounds under the large shade trees.The food contributed by each family is put in a comman lot and served as a community dinner.The domestic-science room is utilized to make the lunch more complete.This plan helps make the lunch hour a real social hour.After dinner the visitors inspect the plat demonstrations in rotation of crops, and the progress of the various crops under the different treatments is noted.The features of the demonstration are explained by the principal of the school.At 2 o'clock the people assemble in the school, and there 1s a Commencement address, RITA = The Farragut School, 195 usually by some prominent outside speaker.Following this is a baseball game between the high-school team and either a team from some other school or a selected team from among the farmers of the community.In the evening a drama is presented by the students of the school.This part of the program creates great interest and is always well attended.Another service of the school is in furnishing agricultural reading for the farmers and their wives in the community.The school library contains about 200 books and a large number of Government reports.It also contains about 4,000 bulletins from various experimental stations in the United States.There is an abundance of valuable reading in these bulletins which is not ordinarily available for farmers, because they have no way of determining where the most.valuable material is to be found.This school has been very successful in its attempts to overcome this difficulty.One teacher of the school examines all bulletins received.He notes particularly what in the bulletins is of value to the farmers and housekeepers in the territory served by the school.He therefore not only has information on the particular subject discussed by the bulletins, but also is able to put into the hands of the people of his community the material which will be of most value to them.All the bulletins and books of the library are constantly in circulation in the community and are available for young and old people alike.\"The school building is open on Wednesdays and Saturdays throughout the summer vacation for those who care to visit the library to consult the books and bulletins in the library or to get books, reports, bulletins, or periodicals for home reading.During the vacations the school playgrounds are used freely by people in the district.They are, in fact, community playgrounds, on which the boys gather for baseball and other games whenever their duties permit.The tennis courts and basket-ball courts are in considerable demand.The school and its property are regarded by the pui 196 The Educational Record.individuals of the community as belonging to them, and they are welcome at all times to make use of them which does not work injury to the school.On days during the summér vacation on which the school library is open the shower baths are also open and many visitors use them.The school grounds and demonstration plats are open to inspection at all times, and farmers driving by frequently stop to examine the crops.Many of them visit the plats at regular periods and study carefully their progress.Another important community service comes through the outside activities of the principal of the school.He has become an expert adviser in agriculture to all farmers of the community.He is employed throughout the year, and a horse is furnished him.\u2018When school is not in session he spends much of his time in driving about the community, visiting the farmers on their farms, and getting in touch with local agricultural conditions and problems.This enables him to know well the agricultural conditions of the community, to adapt the work of the school to the needs of the community as he finds them, to bring to each farmer expert advice for his own particular needs, and to give to all information in regard to the best things done by any.It also enables him to keep in touch with the boys\u2019 corn- club work and other agricultural work, and to see that in their practical work on the farm they apply the principles learned in school.All the high-school teachers, except the music teacher, are college graduates.AlL have had special training for the subjects they are teaching.The principal is not only a graduate of the.State Agricultural College at Cornell University, but also has had several years\u2019 experience in practical farming and in teaching in different sorts of institutions, including a public school, a State normal school, a private college, and a summer school for public-school teachers.MAR RER NE Items for the Teacher \u2014New Car Ferry.197 The salaries paid in 1912-13 were as follows: The principal received $1,500., with a house, 1 acre of garden, and the use of the chicken house and the school horse.This is equivalent to a cash salary of at least $2,000.He receives also $300 for his work as supervisor of the agricultural courses in the other high schools of the county.The other teachers receive $975, $720, and $720, respectively; the janitor\u2019s salary is $360.THE RESULTS OF THE SCHOOL.During the nine years of its existence this school has sent an unusually large number of boys and girls to college, given a good practical education to many more who are now successful farmers and housekeepers, and has become a very vital factor in all community improvement.The people of the county, who at first looked upon this school as a doubtful and unwise experiment, have, after watching its work, become convinced of its value, and have demanded similar schools in other parts of the county.In response to this demand the county court of Knox County has issued bonds and levied taxes for the erection of buildings and the maintenance of three other high schools of the Farragut type, and all these schools are now in operation.ITEMS FOR THE TEACHER.NEW CAR FERRY.A new car ferry which may also act as an ice-breaker was recently placed in commission at Quebec to run to Levis.This new ferry embodies two unique features, the first being her deck, which may be raised or lowered to meet the rz- quirements of her route, which comprises a difference in tides of 18 feet, and the second her nickel steel screw propeller, which in the winter season is designed to celar the ice from the landing stage.\u2014FEast and West. The Educational Record.THE MOON AND THE.CROPS.Washington\u2014\u2018\u2018Scientists are now convinced that the moon has no more influence on crops that it has upon the temperature, or the amount or rains, or the winds, or any other weather element,\u201d say experts of the Agricultural Department.\u201cThe growth of plants depends upon the amount of food in the soil and the air that is available for them, and upon temperature, light and moisture.The moon obviously does not affect the character of the soil in any way; neither does it effect the composition of the atmosphere.The only remaining way in which it could influence plant growth therefore is by its light.\u201cRecent experiments, however show that full daylight is about 600,000 times brighter than full moonlight; yet, when a plant gets I- 100th part of normal daylight it thrives little better than in absolute darkness.If 1-100th part of normal daylight is thus too little to stimulate a plant ic seems quite certain that a 600,000th part cannot have anv effect at all.It is therefore, a mere waste of time to think about the moon in connection with the planting of crops.\u2018\u2019The moon has nothing more to do with this than it has to do with the building of fences, the time for killing hogs or \u2018any other of the innumerable things over which it was supposed to exert a strong influence.\u201d\u2014New York World.THE CORN BELT.The \u201ccorn belt\u201d used to be a strip of country running generally from Pennsylvania to Kansas, and including Ohio, Indiana, Missouri, and the southern half of Iowa.~ Mackenzie River \u2014Reindeer in Alaska.199 But the fashion in belts is changing, as all fashions are liable to do.The corn belt is spreading itself out.It goes further east and further west, and most emphatically it is moving to the north and south.Michigan, Winconsir, Minnesota, and even the Dakotas and Montana are now in the corn belt.The Southern States are knocking at the door.Georgia, Alabama, and the Carolinas are showing that a hundred bushels to the acre is nothing to them.The corn belt in the future will extend from Canada to the Gulf of Mexico, and it will reach the Rocky Mountains, if not beyond.It is no longer a belt, but a section, comprising almost the entire arable portion of the United States, and may even include the deserts and the mountains to a limited extent.\u2014Farm Life.MACKENZIE RIVER.The magnificent Mackenzie River, one of Canada\u2019s great rivers, is navigable from its head at Great Slave Lake to its mouth in the Arctic Ocean, a distance of 1,025 miles, by steamers having a draught of six feet.Steamboats now plying on the Mackenzie River, including the waterways already mentioned, have a free run of 1,309 miles.\u2014Fast and West.REINDEER IN ALASKA.In the last twenty years the reindeer industry has attained considerable proportions in Alaska.The recently completed tabulation of the returns contained in the reports of the superintendent of the herds shows that thers are approximately 48;000 reindeer in Alaska.About 5,000 animals are killed annually for food and skins. The Educational Record.The Government now owns but a small proportion of the deer\u2014about 4,000\u2014and is planning to go out of the industry as fast as it can train natives for individual ownership, the policy being to encourage independence and initiative among the native population.Distribution is in charge of the United States school teachers, and it is expected that by 1918 the Government will have disposed of all its reindeer.About 5,000 reindeer are owned by missions, 8,000 by Lapps, and the remainder by Eskimos and Indians.One deer is valued at $25.The industry has made the natives inhabiting the coastal regions from Point Barrow to the Alaska Peninsula a civilized, thrifty people, having in their herds assured support and an opportunity to acquire some wealth by the sale of meats and skins.Alaskan officials believe the industry is capable of much further expansion and this expansion would readily come if a larger market could be found for the meat.It is stated that the meat is delicious and could be sold at prices considerably lower than those now brought in the States by beef and other fresh meat.\u2014New York Times.: LORD ROBERTS AND FAMILY PRAYER.Speaking in the House of Lords after the death of Lord Roberts, Lord Curzon quoted from the last letter which the great soldier had written to him.\u201cWe have had family prayers,\u201d wrote Lord Roberts, \u201cfor fifty-five years.Our chief reason is that they bring the household together in a way that hothing else can.Then, it ensures the servants and others who may be in the house joining in prayers, which, for one reason or another, they may have omitted saying by themselves.Since the war began we usually read prayers, and when anything important has occurred, I tell those present about it.In this Safe tô Drink.way I have found that the servants are taking a great interest in what is going on in France.We have never given any order about prayers; attendance is optional, but, as a rule, all the servants, men and women, come regularly on hearing the bell ring.\u201d \u2014Fast and West.SAFE TO DRINK.How to be sure of pure water when in exploring or camping trips, or in isolated parts of the world, where the water may not be above suspicion, is a very important matter, if typhoid and dysentery are to be avoided.\u2018The Ontario Provincial Board of Health issues directions for the following simple method of water purification: A level teaspoonful of chloride of lime should be rubbed into a teacup of water.This solution should be diluted with three cupfuls of water, and a teaspoonful of the whole quantity should be added to each 2-gallon pail of drinking water.This will give .4 or .5 parts of free chlorine to a million parts of water and will in ten minutes destroy all typhoid and colon bacilli or other dysentery- producing organisms in the water.Moreover, all traces of the chlorine will rapidly disappear.This method of purification has been tested with Toronto Bay water inoculated with millions of bacteria.Every germ has been destroyed and it has been unnecessary to boil the water.\u2014FEast and West.FINDING DIRECTIONS FROM MOSS ON TREES.Moss favors that part of a tree that holds the most moisture; not necessarily the part that receives the most moisture, but the part that retains it longest.\u2018Consequently it grows more abundantly on the upper side of a leaning 202 The Educational Record.tree than on the under side; on rough bark than on smooth bark, on top of projecting burls rather than on the lower side, and in the forks of trees, and on their buttressed bases.These factors are, of course, independent of the points of the compass.To tell the direction by moss a competent woodsman would ignore leaning trees, uncommonly rough bark, bossy knots, forks of limbs, and the bases of tree trungs as he would give no heed to the growth on prostrate logs.He would single out for examination the straight shafted old trees, of rather smooth bark, knowing that on them there would be fairly even lodgment for moisture all around, and that the wet would evaporate least from the north and northeast sides of the tree, as a general rule, and,-conse- quently that on those sides the moss would tend to preponderate.He would expect to find such difference more pro- - nounced on the edge of thick forests than in their densely shaded interior.He would give special heed to the evidence of trees that were isolated enough to get direct sunlight throughout a good portion of the day, while those that were in the shade of cliffs or steep mountains so that they could only catch the sunbeams in the morning or afternoon would be ruled out of court.Among a \u2018hundred trees he might only examine ten, but those ten would be more trustworthy for his purpose than their ninety neighbors.\u2014 Outing.A RUSTLESS STEEL.A steel that will neither rust nor tarnish has been discovered and is being made commercially in the United States.The importance of this invention can hardly be exaggerated.Rust and corrosion are the great enemies of iron and steel.\u2018Cut through a lemon with your pocket knife Russia Transformed.and it comes out tarnished\u2014corroded ; stop the street cars, even for a few hours, \u2018and the rails are yellow with rust.Various more ôr less clumsy expedients have been adopted to fight this condition.For fine tableware the metal is silver-plated, galvanized or painted.Sooner or later the coating fails, then rust and corrosion start their work of destruction.The loss of steel through rust in the United States has been estimated at 1,000,000 tons a year, valued in the crude, semi-finished state at from $30,000,000 to $40,000,000.The new stainless steel need not be plated or othear- wise coated, and it stays bright under all conditions of weather and usage.For years scientists have been seeking such a metal for tableware, pocket knives, watch cases, tor certain parts of typewriters, guns, sewing machines, avto- mobiles, bicycles and for countless other uses.Table knives forged of this metal can be used with irapunity to cut acid fruits with no fear of stain and the knife will remain bright without incessant scouring that is a bug-bear to every household.\u2014Iron Trade Review.RUSSIA TRANSFORMED.Russia without vodka has become almost over night a transformed land.Some stories of the practical results are given in The Outlook.A peasant farmer replies to the question,\u2014What change has the wiping out of the vodka traffic brought about?] \u201cIt seems as if people had become different.You don\u2019t see men going barefoot in the streets, as formerly.Now everybody is respectably dressed and well shod.\u201cIn a few days will begin the season of weddings.Heretofore at every wedding we have drunk at least one hundred rubles\u2019 worth of vodka.Now we buy a lamb for two rubles, and that ends it. The Educational Record.\u201cIn short, the village pepole that we used to know have disappeared.We seem to be living in another world.\u2026 There are no disputes, no fights, no robberies, and no fires.It is as though the people in becoming sober had become cultivated.At the village meetings affairs are discussed with common sense, not with cries and abuse, as heretofore.For this reason decent people are now going to them.Formerly they were attended only by drinking men.The prinicipal subject of discussion now is how to get rid of vodka forever.\u201d From many parts of the province, and from many different groups and classes of people, come scores of similar statements.All welcome the reform, and all describe ~ graphically the beneficent results that it has brought about.\u2014Fast and West.DO YOUR BEST! When a man is satisfied with less than his best he injures himself, defrauds his fellows, and sins against God, but when he does his best he can look others straight in the eye and can ask God to receive the day's work.\u201cDo everything at your best,\u201d Charles Dickens said to one of his sons.\u201cIf you do that, neither I nor anyone else can find fault with you, even in you fail; for myself, I can honestly say that I have taken as great pains with the smallest thing I ever did as with the biggest.\u201d No man who makes it the rule of his life to follow this advice can be a failure.Those who do with their might what their hands find to do have the assurance of the best success.\u2014 EX. List of Text-Books.HER CONCLUSION.\u201cFrom where do cows get their milk?\u201d - The little girl wished to learn.\u201cFrom where do you get your tears, my dear?\u201d Her mother asked in turn.And then with widely opened eyes, Lifting her childish brows, \u201cOh, mother,\u201d she asked, in quick surprise, \u201cDo they have to spank the cows?\u201d \u2014Harvard Lampoon.LIST OF TEXT-BOOKS.Authorized for use in the Protestant Schools of the Prou- ince of Quebec, prepared under instructions of the Protestant Committee of the Council of Public Instruction and approved by that Committee, May, 1915.Notice To TEACHERS AND SCHOOL BOARDS.The books found in the following list, are the only ones authorized for use in the Protestant Schools of the Province of Quebec.Those especially indicated as authorized for Montreal or elsewhere, are to be used only as indicated.In any case where a book cannot be purchased from the local dealer at the price per single copy, the book will be sent postage paid by the publisher or his representative, on receipt of the price marked in the column headed, \u201cPrice > per single copy, postage paid.\u201d This list goes into effect July 1st, 1913.(1) \u2014READERS.: (a) RoyAL CROWN FOR ALL SCHOOLS. 200 The Educational Record.Publishers \u2014Thos.Nelson & Sons, Toronto.Agents .\u2014Renouf Pub.Co., Montreal.Price per single copy.Phonic Primer I.I§C.enn n nnn.post-paid 17c Phonic Primer II.I8C.cou.\u201c 20\u20ac \u2018Book I .2020 es IC.Lena see \u2018\u201c 17¢ COIL ITC LL Lea La \u2018\u201c 19C \u201cOID LLL DOC.111100 \u2018\u201c 22\u20ac COV 25 \u2018 27¢ CV 30C.12 222.\u201c 31\u20ac \u201cOVI ee 30C \u2018 320 i (b) FOR MONTREAL ONLY.QUEBEC READERS, Bk.I.Publishers \u2014Educational Book Co., Toronto.Agents \u2014Educational Book Co., Toronto Book I, Part I.IOC.222 220 post-paid 1Oc Book I, Part II.IOC.1122220 ¢\u201c 10C IMPERIAL READERS.Publishers.\u2014Renouf Pub.Co., Montreal.Imperial Reader No.1.10c.post-paid 13¢ A Imperial Reader No.2.15c.8 18c a Imperial Reader No.3.20c.Le « 24c (2) SPELLERS.\u2014ONTARIO PUBLIC SCHOOL, REVISED, FOR ALL SCHOOLS.Publishers.\u2014The Copp., Clark Co., Limited, Toronto.Agents .\u2014The Copp., Clark Co., Limited, Toronto.Ontario Public School Speller, price per single copp.15c.LL.post-paid 19c List of Text-Books.207 (3) COPY BOOKS \u2014P HILIP\u2019S SEMI-UPRIGHT, FOR ALL SCHOOLS.| Publishers.\u2014 Philips & Sons, London.\u2014Renouf Pub.Co., Montreal.Algents Nos.1-6, 6a, 7, 7a, 8, 8a, | 10 & IO0à.\u2026\u2026.ge.post-paid 6c (4) ARITHMETIC.(a) For MONTREAL ONLY.GRADED ARITHMETIC, ARTHY\u2019S REVISED, 1915.Publishers \u2014Educational Book Co., Toronto.Agents .\u2014FEducational Book Co., Toronto Ceres ee28Ci ie post-paid 25\u20ac Im.530 0 20\u20ac \u201cII, (IV) .\u2026.22G0C.10000000000 \u2018 5oc (b) ARITHMETIC FOR ALL OTHER SCHOOLS.SMITH\u2019S MODERN ARITHMETIC, CAN.ED., 19135.Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Primary Arithmetic .30c.post-paid 30c cc Advanced Arithmetic .goc.\u2026.\u2026.soc (c) PRIMARY ExERCISES Publishers \u2014Renouf Pub.Co., Montreal.Agents .\u2014Renouf Pub.Co, Montreal.Nos.1and 2.BC teenie ens post-paid 6c RE Xi EL i 208 The Educational Record.(5) ENGLISH GRAMMAR , (a) FoR MONTREAL ONLY.(1) EASY EXERCISES IN ENGLISH.Publishers.\u2014Renouf Pub.Co., Montreal.Agents .\u2014Renouf Pub.Co., Montreal.For 3rd to 7th years.IOC.eevee enn.post-paid 10¢ (2) MASON\u2019S INTERMEDIATE GRAMMAR.Publishers.\u2014Geo.Bell & Sons, London.Agents \u2014The Copp., Clark Co., Limited, Toronto.Intermediate Grammar .- .40c.!.post-paid 40c (b) ENGLISH GRAMMAR FOR ALL OTHER SCHOOLS.LANG'S ENG.GRAMMARS, REVISED, 1915.Publishers.\u2014The Copp., Clark Co., Limited, Toronto.Agents .\u2014The Copp., Clark Co., Limited, Toronto.Introductory Grammar .25¢c.post-paid 25c Advanced Grammar .60c.\u201c 60c (6) ENGLISH TEXTS FOR ALL SCHOOLS.I.\u2014LAUREATE POETRY BOOKS.Publishers.\u2014E.Arnold London.: Agents .\u2014The Copp., Clark Co., Limited, Toronto.Nos.1to VIII.5c each.postpaid 5c each II.\u2014CHILD'S GARDEN OF VERSES.(STEVENSON'S) 10 Agents .\u2014The Copp., Clark Co., Limited, Toronto.Garden of Verses .40C.ee post-paid 40c List of Text-Books.III \u2014GOLDING'S STORY OF LIVINGSTONE.Publishers.\u2014T.C.& E.C.Jack, Edinburgh.\u2019 Agents .\u2014The Copp., Clark Co., Limited, Toronto.Story of Livingstone .30C.post-paid 30c IV\u2014MACMILLAN\u2019S POCKET CLASSICS FOR AL L SCHOOLS.Publishers.\u2014The Macmillan Co., of Canada, Toronto.Agents .\u2014The Macmillan Co., of Canada, Toronto.Grimm\u2019s Fairy Tales .25C.ce» pos t-paid 25C Anderson\u2019s Fairy Tales .25c0.200.25C Robinson Crusoe .25C.«\u201c 25\u20ac Arabian Nights, etc.28C.vitae \u201c 25C Homer\u2019s Odyssey (Butcher A & Lang) .25c.so.\u2018\u201c 25C Scott\u2019s Ivanhoe .GC.LL 2226 \u201casc Miles Standish, etc .2GC.LL 20022200 \u2018\u201c 25C High School Prose Books ILand 11.15c each.postspaid 15c each Treasure Island .25c.post-paid 25C Lady of the Lake .214 25C A Tale of Tiwo Cities .25c.\u2018 \u201c 250 Idylls of the King .asc.T2.\u201c 25C Henry Esmond .a GC ea \u201c 25C Merchant of Venice .2GCLLL LL.L Lee fe 25\u20ac Browning's Shorter Poems 25c.\u201c 250 Silas Marner .2GC.22200 000 250 The Tempest .GC.LL LL Lee.25C Julius Cesar .25C.cetera.25C The Ancient ariner, etc.25C.\u201c 25\u20ac (7) COMPOSITION BOOKS FOR ALL SCHOOLS.THE ONTARIO PUBLIC AND HIGH SCHOOL COMPOSITION BOOKS.Publishers \u2014The Copp., Clark Co., Limited, Toronto.Agents .\u2014The Copp., Clark Co., Limited, Toronto.Public School .Cee | Yc post-paid 19c High School .I8C.vee nn.\u2026 \u201c The Educational Record.(8) GEOGRAPHY FOR ALL SCHOOLS.I\u2014NEW ELEMENTARY, REVISED 1915 ED.Publishers.\u2014FEducational Book Co., Toronto.Agents .\u2014Educational Book Co., Toronto New Elementary .post-paid 65c II\u2014COMPLETE GEOGRAPHY, REVISED 1915 ED.Publishers \u2014The M'acmillan Co, of Canada, Toronto.Agents .\u2014The Macmillan Co., of Canada, Toronto.Complete Geography .$1700 post-paid $1 00 111\u2014PHYSICAL GEOGRAPHY.Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Davis\u2019 Elementary .post-paid $1 23 (9) BOOK-KEEPING FOR ALL SCHOOLS.Publishers.\u2014Educational Book Co., Toronto.Ontario Pub.School post-paid 33c Blanks and Pupil\u2019s Outfit.; cc (10) HISTORY FOR ALL SCHOOLS.I.\u2014PIERS PLOWMAN HISTORIES.Publishers.\u2014Philips & Sons, London.Agents .\u2014Renouf Pub.Co., Montreal.post-paid 18¢ \u201c 21C 26 34¢ 37¢ List of Text-Books.Il \u2014 THE STORY OF CANADA (MARSH) Publishers \u2014Thos.Nelson & Sons, Toronto.Agents .\u2014Renouf Pub.Co., Montreal.Story of Canada .35Ce cee nennn post-paid 35¢ II.\u2014HIGH SCHOOL HIST.OF CANADA (GRANT) Publishers \u2014Heinemann, London.Agents .\u2014Renouf Pub.Co., Montreal.High School History of IV \u2014WARNER\u2019S SHORT HISTORY OF GREAT BRITAIN, ADAPTED FOR CANADIAN SCHOOLS BY FRYER.Publishers.\u2014FEducational Book Co., Toronto.Agents .\u2014FEducational Book Co:, Toronto Short History of Great Britain .eee 40C post-paid 42c V\u2014 WARNER & MARTENS GROUNDWORK OF BRITISH HISTORY.Publishers.\u2014Blackie & Sons, Edinburgh.Agents .\u2014Renouf Pub.Co., Montreal.Vol.II.OC.eevee.post-paid soc Vol.IIT .BOC.viv enn.\u2018\u201c 5oc VI\u2014HISTORY FOR MONTREAL ONLY.Publishers.\u2014Educational Book Co., Toronto.Agents -\u2014Educational Book Co., Toronto Gammell\u2019s History of Can- post-paid 50c a = ce.0.oe 0s 4 0 er 0 0 0s 0 0 so 212 The Educational Record.(11) FRENCH FOR ALL SCHOOLS.I \u2014CURTIS & ROBERTS ORAL LESSONS.Publishers \u2014Renouf Pub.Co., Montreal.Agents .\u2014Renouf Pub.Co., Montreal.Part I .IOC.0000.post-paid 10c COIL n eee IOC.tte inne.\u201c IOC \u201cCOIIT LL.L een IOC.«eve annus \u201c IIC ER Lecce an IOC.2.220200.\u201c IIC CN Lea a ana ae ISc.0.0.0.I5C II \u2014PROGRESSIVE FRENCH READER.Publishers \u2014Renouf Pub.Co., Montreal.Agents .\u2014Renouf Pub.Co., Montreal.Part I .30C.ce uennnnnn.post-paid 3o0c II\u2014BERTHON\u2019S PREM.FR.GRAMMAR AND EXERCISES, ETC.Publishers.\u2014].M.Dent & Sons, Toronto.Agents .\u2014Renouf Pub.Co., Montreal.Première Grammaire .40c.post-paid 40c First Exercises in French.27¢c.\u201c 28\u20ac Further Exercises in French .2°7Ch.2 222222 \u201c 28c Une Joyeuse Nichée .35Ce tein \u201c 33c IV.\u2014FRENCH READER.Publishers.\u2014Oxford University Press, Toronto.Agents .\u2014Oxford University Press, Toronto.Histoires Courtes et Longues .50C.post-paid 50c For MONTREAL ONLY.Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Guerlac\u2019s Selections .goc.\u2026.\u2026.\u2026.\u2026.post-paid 50: - - _ List of Text-Books.(12) LATIN FOR ALL SCHOOLS.[\u2014BENNETT\u2019S FOUNDATIONS.Publishers.\u2014 The Copp., Clark Co., Limited, Toronto.Agents .\u2014The Copp., Clark Co., Limited, Toronto.Bennett's Foundations .q90c.post-paid goc II.\u2014LATIN GRAMMAR.Publishers \u2014Oxford University Press, Toronto.Agents: \u2014Oxford University Press, Toronto.Sonnenschein\u2019s New Latin Grammar (914 Ed.).50c.post-paid goc III.\u2014LATIN READERS Publishers \u2014Longmans, Green Co., London.Agents .\u2014Renouf Pub.Co., Montreal.Fabule Faciles ~.oc.post-paid 50c IV\u2014LATIN COMPOSITION, SHORTER L.COURSE.Publishers \u2014 The M'acmillan Co, of Canaida, Toronto.Agents .\u2014The Macmillan Co., of Canada, Toronto.BOC.vv even nnn.post-paid goc LATIN FOR MONTREAL ONLY.V\u2014HENDERSON & LITTLE'S NEW FIRST LATIN BOOK.Publishers.\u2014The Copp., Clark Co., Limited, Toronto.Agents .\u2014The Copp., Clark Co., Limited, Toronto.New First Latin Book.60c.post-paid 60c 214 ; The Educational Record.(13) GREEK FOR ALL SCHOOLS.I\u2014BEGINNERS BOOK.Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Beginner's Greek Book $1 50.post-paid $1 50 II.\u2014GREEK READER.Publishers.\u2014Blackie & Sons, Edinburgh.Agents .\u2014Renouf Pub.Co., Montreal.Beresford & Douglas\u2019 First Greek Reader .40C.ovine.post-paid 40c¢ III\u2014GREEK GRAMMAR.Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.White\u2019s First Gk, Bk.$1.25.post-paid $1.25 GREEK FOR MONTREAL ONLY.IV.\u2014RITCHIE\u2019S FIRST STEPS.Publishers \u2014Longmans, Green Co, London.Agents .\u2014Renouf Pub.Co., Montreal.First Steps .40C.post-paid 40c (14) PHYSICS FOR ALL SCHOOLS.Publishers \u2014M'acmillan Co., N ew York.Agents .\u2014Macmillan Co.of Canada, Toronto.Lynde\u2019s Household Physics .\u2026\u2026.$I.00.post-paid $1.00 List of Text-Books.(15) BOTANY FOR ALL SCHOOLS.Publishers.\u2014American Book Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Gray's How Plants Grow.8oc.post-paid 88c (16) CHEMISTRY FOR ALL SCHOOLS.Publishers.\u2014Fducational Book Co., Toronto.Agents .\u2014FEducational Book Co., Toronto Evans\u2019 Elemetary Chemistry .oc.post-paid 5oc (17) AGRICULTURE FOR ALL SCHOOLS.I\u2014HATCH & HASELWOOD'S.Publishers \u2014Educational Book Co., Toronto.Agents .\u2014FEducational Book Co., Toronto Elementary Agriculture.50C.post-paid 5oc II \u2014CALFEF\u2019S RURAL ARITHMETIC.Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Rural Arithmetic .30C.tiie postpaid 30c (18) GERMAN FOR ALL SCHOOLS.I.\u2014GERMAN GRAMMAR.Publishers.\u2014The Copp., Clark Co., Limited, Toronto.Agents .\u2014The Copp., Clark Co., Limited, Toronto.Van der Smissen\u2019s and Fraser .TOC.22000000 post-paid 70c II.\u2014GERMAN READERS.(MULLER & WENCKE- BACH) Publishers.\u2014Ginn & Co., New York.Agents .\u2014Renouf Pub.Co., Montreal.Gluck Auf .60c.\u2026.\u2026.post-paid 60oc 216 The Educational Record.(19) MATHEMATICS FOR ALL SCHOOLS.\u2018Publishers.\u2014 The Macmillan Co., of Canada, Toronto.Agents .\u2014The Macmillan Co., of Canada, Toronto.I.Hall & Knight's Algebra .ee $100.post-paid $1.00 II.Hall & Knight's Trigonometry .\u2026 $IOO.2200200 6 $1.00 ITI.Hall & Stevens\u2019 Ele.Geometry (a) Complete .$1.00.vim $1.00 (b) Part I .25C.svete 25C (c) Part IT .I§C.ee \u201c 15¢C (d) Part I&II .40C.uuu.10% 40\u20ac _ (20) DRAWING.\u2014PARALLEL COURSE, FOR ALL SCHOOLS.Publishers.\u2014Prang Company, New York.Agents .\u2014Renouf Pub.Co., Montreal.Nos.1-8 .\u2026.2000000.12C.00000 \u2026 .post-paid I4C (21) HYGIENE FOR ALL SCHOOLS.I.\u2014FOR GRADES II-VI AND FOR TEACHERS USE ONLY.Publishers.\u2014Educational Book Co., Toronto.Agents .\u2014FEducational Book Co., Toronto How to be Healthy.50c.post-paid 50c II.\u2014FOR THE USE OF PUPILS IN ALL SUPERIOR SCHOOLS.Publishers \u2014Thos.Nelson & Sons, Toronto.Agents .\u2014Renouf Pub.Co., Montreal.Story of the Human Body.35c.\u2026.\u2026 .post-paid 40c | List of Text-Books.III.\u2014FOR ALL ELEMENTARY SCHOOLS (GRADES 1.71) STRATHCONA TRUST Book.Publishers.\u2014Executive Council Strathcona Trust.Agents .\u2014 The Copp., Clark Co., Limited, Toronto.Physical Exercises .GC.00000 post-paid 25c FIYGIENE FOR MONTREAL ONLY.IV.\u2014GULICRK\u2019S HEALTH SERIES.Publishers \u2014Ginn & Co, New York.Agents .\u2014Renouf Pub.Co., Montreal.1.Good Health .40c.post-paid 45c [I.Emergencies .OC.12222006 \u201c 45c IN.Town and City .50C.000.\u2018 56c Ë IV.The Body at Work .50c.\u2018 55c IE (22) MUSIC.Ë I.\u2014FOR MONTREAL SCHOOLS ONLY.Publishers.\u2014Renouf Pub.Co., Montreal.Agents .\u2014Renouf Pub.Co., Montreal.(a) Royal Music Reader.15c.post-paid 15c Ë (b) Royal Songsters .GC.20000 \u201c 5c IR (¢) Empire Songster .I0C.\u2018 10C B II.\u2014FOR ALL OTHER SCHOOLS.Publishers \u2014Renouf Pub.Co., Montreal.Agents .\u2014Renouf Pub.Co., Montreal.(a) Dual Notation Course.20¢c.post-paid 20c (b) Premier Song Book.10c.\u201c IOC IARC OT I The Educational Record.COURSE OF STUDY FOR THE PROTESTANT PUBLIC SCHOOLS : OF THE PROVINCE OF QUEBEC GRADE I.Scripture.\u2014Selected stories from the Life of Jesus.(See Memo.) Writing.\u2014 Copying letters, words and sentences.English.\u2014Primers I and II, Oral Composition, Memory Work.Child\u2019s Garden of Verses.(For teachers only).Arithmetic.\u2014Manipulation of numbers up to 6; Reading and writing numbers up to 20.Hygiene.\u2014Simple lessons in personal hygiene.Fhysical exercises and games.(Strathcona Trust Book).Nature Study.\u2014In Grades I-V the teacher should be provided with books dealing with birds, animals and flowers.A course of lessons will be arranged based on these books.(See Memo.) Music.\u2014Dual Notation Course.(See Memo.) GRADE II.Scripture \u2014Selected Old Testament stories\u2019 covering the period of Creation to death of Moses.Memorize selected texts.(See Memo.) Writing.\u2014 Copying words and sentences; pen-holding and hand movement; copy-books, Nos.2 and 3.English.\u2014Class Reader, Book I; Composition; Memory work.Child's Garden of Verses.- (For teachers only).\u2019 Geography.\u2014Elementary Terms; divisions of land and water; map of school neighbourhood. Course of Study.219 Hygiene \u2014Personal hygiene as in \u201cHow to be Healthy.\u201d (For teachers only) to p.54.Physical exercises.(Strathcona Trust Book.) Nature Study.\u2014 (See Memo.) Drawing.\u2014Prang\u2019s Parallel Drawing Course, Bk.I.(Sec Memo.) .Music.\u2014Dual Notation Course.(See Memo.) \u2019 GRADE III.Scripture.\u2014Same as Grade II, amplified by additional Old Testament stories covering the same period; Memorize selected texts.(See Memo.) Writing.\u2014Copy-books, Nos.4 and 5.English.\u2014Class Reader, Book II; Composition; Ont.Pub.Sch.Speller, pp.1-26.Read: \u2014Laureate Poetry, Bk.I.Tales from Grimm.Memory work.History.\u2014\u2014History stories, Piers Plowman, Bk.L Geography.\u2014Local topography extended to County, Province and Dominion by use of sand maps; Mountains, Drainage areas, Chief cities, Provinces and Capitals.Arithmetic.\u2014Four simple rules to short division inclusive; Multiplication table; Avoirdupois weight; Long and Liquid Measures; Mental Arithmetic.Hygiene.\u2014Simple lessons in personal hygiene as in \u201cHow to be Healthy\u201d, pp.53-102.(For teachers only).Physical Exercises.(Strathcona Trust Book.) Nature Study.\u2014 (See Memo.) Drawing.\u2014Prang\u2019s Parallel Drawing Course, Bk.II.(See Memo.) Music.\u2014 Dual Notation Course.(See Memo.) GRrADE IV.Scripture.\u2014Selected Old Testament stories from period of Joshua-Captivity.Memory work.(See Memo.) Page(s) manquante(s) ou non-numérisée(s) Veuillez vous informer auprès du personnel de BAnQ en utilisant le formulaire de référence à distance, qui se trouve en ligne : https://www.banq.qc.ca/formulaires/formulaire_reference/index.html ou par téléphone 1-800-363-9028 222 | The Educationai Record.Arithmetic.\u2014Vulgar and Decimal Fractions; Compound Numbers; Review.French.\u2014Curtis, Part III.Hygiene.\u2014 \u201cHow to be Healthy\u201d complete.For teachers only).Physical Exercises.(Strathcona Trust Book.) Nature Study and Agriculture.\u2014 (See Memo) ; also Hatch & Haselwood, to p.89.Calfee\u2019s Rural Arithmetic, to p.44.Drawing.\u2014Prang\u2019s Parallel Drawing Course, Bk.V.(See Memo.) Music.\u2014Dual Notation Course.(See Memo.) GraDE VII.Scripture \u2014Biographical study of the early Christian leaders, covering and including the work of Grade VI.Memory work.(See Memo.) Writing.\u2014Copy-books, Nos.10 and 10a.Book-keeping, as in Grade VI, Bills, Accts., etc.English.\u2014(a) For reading and discussion :\u2014 Class Reader, Book VI; Ivanhoe; Laureate Poetry, Bk.V; and Courtship of Miles Standish and Other Poems.(b) For close study: \u2014 First half of High School Prose Book, Pt.I, and Selections from Laureate Poetry, Book V.Ont.Pub, Sch.Speller, pp.112-140; Lang\u2019s Introductory Grammar complete; Ont.Pub.Sch.Composition, pp.92-137.History.\u2014 (a) For Superior Schools :\u2014 British History to 1603.Warner-Fryer.Piers Plowman, Bk.IV.(b) For Elementary Schools :\u2014 Canadian History complete.RRR IT Ty \u201c \u2014\u2014\u2014=0b=-tge- 223 Course of Study.Geography.\u2014Asia, Africa and Australia; Map Drawing.Arithmetic.\u2014Percentage, Interest, Gain and Loss, Time and Work, Square Root, Review.French.\u2014 Curtis, Part IV.Latin.\u2014Bennett\u2019s Foundations, pp.1-35; 169-171.Also conjugations of verbs sum, amo, moneo, rego and audio in Indicative.Nature Study and Agriculture.\u2014 (See Memo) ; also Hatch and Haselwood.Complete.Calfee\u2019s Rural Arithmetic.\u2018Complete.Drawing.\u2014Prang\u2019s Parallel Drawing Course, Bk.V, (S:e Memo.) Music.\u2014Dual Notation Course.(See Memo.) Hygiene.\u2014Story of the Human Body.Complete.GRADE VIII.Scripture.\u2014A biographical study of the Life of Christ.(See Memo.) Book-Keeping.\u2014Day Book and Personal Ledger.(Ont.Ë Pub.Sch.Book-keeping).I English.\u2014(a) For Reading and discussion :\u2014 Laureate Poetry, Bk.VI; Treasure Island B (Stevenson) and the Lady of the Lake E (Scott).(b) Close Study :\u2014 Second half of High School Prose Book, Pt.Ë I, and Selections from Laureate Poetry, | Ë Bk.VI.(See Memo.) Ont.Pub.Sch.B Speller, pp.140-168; Lang\u2019s Advanced Ë (Grammar; Mason\u2019s Intermediate Grammar (Montreal only).Ont.Pub.Sch.Composition, pp.138-175. 224 The Educational Record.History \u2014 British History from 1603 to date.Warners- Fryer.Piers Plowman, Bk.V.Geography.\u2014The British Empire.Arithimetic\u2014Insurance, Taxes, Duties; Areas including triangles, parallelogram and circle; Cubic contents.Review.Algebra.\u2014Four simple rules.(Hall & Knight).French.\u2014Curtis, Pt.V; Progressive Reader, Pt.I to p.31.Latin.\u2014Bennett\u2019s Foundations, pp.1-134; 169-177 and additional exercises fo rdrill.FEabule Faciles, Extracts 21-40.Nature Study and Agriculture.\u2014 (See Memo.) Music.\u2014 Drawing.\u2014Prang\u2019s Parallel Drawing Course, Bk.VII.(See Memo.) GRADE IX.Book-Keeping.\u2014Book-keeping, Day Book, Cash Book, Journal, posting and closing of Ledger Accts.(Ont.Pub.Sch.Bk-keeping).English \u2014(a) Reading and discussion :\u2014 Laureate Poetry, Bk.VII; Tale of Two Cities (Dickens); Idylls of the King (Tennyson).(b) \u2018Close Study :\u2014 High School Prose Book, Pt.II; Selections Laureate Poetry, Bk.VII; (See Memo.) Ont.Pub.Sch.Speller, complete; Lang\u2019s Advanced Grammar; Composition (Ont.High Sch., pp.1-87.: Arithmetic\u2014Complete Arithmetic.(Eugene Smith\u2019s Advanced, Can.Ed.1915). Course of Study.History \u2014 British from 1485 to 1714.Geography.\u2014Complete (Macmillan\u2019s Revised Ed.1915).Geometry.\u2014Hall & Stevens, pp.1-55.Algebra.\u2014Simple Rules; Easy equations of one unknown quantity; Easy factoring.(Hall & Knight).French.\u2014Berthon's Grammar, Sections 1-97; 180-198.Dent's First Exercises, pp.1-23; 45-55.Progressive French Reader, Pt.I.Latin \u2014Bennett\u2019s Foundations, complete.(Reading exercises - not for examination).Macmillan\u2019s Shorter Latin Course, Pt.II, pp.1-40.Fabulæ Faciles, Extracts 41-100.Nature Study and Agriculture.\u2014 (See Memo.) Drawing.\u2014Prang\u2019s Parallel Course, Bk.VIII.(See Memo.) Music.\u2014 GRADE X.English \u2014 (a) Reading and discussion: \u2014 Henry Esmond (Thackeray).Merchant of Venice (Shakespeare).Browning's Minor Poems.(b) Close study: \u2014 Selections from Tennyson as in Laureate Poetry, Bk.VIII.Lang\u2019s Advanced Grammar.Ont.High School Composition, pp.88-198.History \u2014(a) British, 1714-1813.(b) Canadian, 1763-1867.(c) Readings in General History.(See Memo.) Geography.\u2014 Physical Geography.Davis.- Chap.I, omitting Section 18; Chap.II, omitting Sections 27, 36, 37, 51, 52, 53, 54, 60, 61, 62, 63, 64, 65, 66, 67; Chap.III, omitting Section 87; Chaps.IV and V. 226 The Educational Record.Mathematics \u2014Mensuration as in Stevens.Algebra (Hall & Knight) Factoring, Fractions, G.C.M., Simple Equations, Easy Quadratics.Science.\u2014Physics or Chemistry or Botany.(See Memo.) French.\u2014Berthon\u2019s Grammar, Sections 98-148; 165-233.Dent\u2019s First Exercises, corresponding exercises.Histoires Courtes et Longues, Pt.I.Latin \u2014MacMillan\u2019s Shorter Latin Course, Pt.II, pp.1- 73.Ceser, DeBello Gallico, Bk.II, Chaps.1-18.Gleason's Ovid, 200 lines.Grammar.\u201cGRADE XI.~ School Leaving Examination.English.\u2014(a) Reading and discussion :\u2014 Silas Marner (Eliot).\u201cThe Tempest\u201d (Shakespeare).Selected Poems (Coleridge).(b) Close study: \u2014 Julius Caesar (Shakespeare).Review of Selections from Tennyson.Lang\u2019s Advanced Grammar; Ont.High School Composition, pp.198- end.- History.\u2014(a) British, 1815 to date.(b) Canada under British Rule, 1763 to date.(c) Readings in General History.(See Memo.) Geography.\u2014Physical Geography.Davis.(That of Grads X with Chaps.VI to X, inclusive).Algebra.\u2014See University Matriculation.Geometry.\u2014See University Matriculation.French.\u2014Berthon\u2019s Grammar.Complete.Dent's Further Exercises.Histoires Courtes et Longues, Pts.I and II.Une Joyeuse Nichée.\u2018 General Report of the Inspector J.Ballantyne.227 Latin \u2014M'acMiHlan\u2019s Shorter Latin Course, Pt.II, complete.Cæsar, DeBello Gallico, Books II and III.Gleason\u2019s Ovid, lines 1-670.Exercises in Unseen Translation.Grammar, Sonnenschein\u2019s New Latin Grammar.| Science.\u2014 Chemistry, Physics or Botany.(See Memo.) Music.\u2014 GENERAL REPORT OF THE INSPECTOR J.BALLANTYNE FOR THE SCHOOL YEAR 1913-1914.Grindstone, Que., 4th, 1914.Sir, I have the honor to submit my annual report for the school year ending 30th June, 1914.There were four schools in operation during the past year, Grindstone, Grosse Isle, Old Harry and Entry Island, the teachers of which were engaged under permission.Grand Entry school was not in operation this year nor yet for the year 1912 and 1913.\u2018Ths municipality has not the requisite number of children of school age and last winter one family of seven children moved to Nova Scotia rendering it impossible to keep the school going during the winter, as has been done every second day during the past.As this family has quite lately returned I am not in a position to say what they intend to do for the coming year.Grand Entry and Old Harry municipalities offer a splendid field for consolidaton but so far I have been unable to get them to agree as it almost seems as if every man wants the school house at his own door.The distance between these two school houses is a little over four miles and the outside limits of the municipalities a little over five miles with a good road between. 228 The Educational Record.If the schools of these municipalities will not try consolidation for a period of two or three years I would sugest that the two municipalities be merged into one and a new school house built in the center under a new board of trustees elected by votes of the ratepayers of both municipalities.This of course amounts to consolidation in the end but would necessarily take place if the department were to apply the law in reference to children of school age in a municipality and of a school not being in operation for two years in suc- scesion.It is quite noticeable that the Protestant schools of these islands are making strenuous efforts to keep schools in operation for a longer period each year and are paying higher salaries to the teachers.The benefits resulting from this line of action are quite apparent already \u2018and the people appreciate it.Next year the several boards of trustees have promised to get their schools in operation after the first of September as possible which if they do will give the inspector an opportunity to make his fall visits before the inclement weather sets in.As the children are mostly employed in factories during the months of May and June the attendance during these two months is consequently small and if they get to work early in September they can have eight months of school operation with a fair average attendance.The chlanges in the school law have been brought to the notice of the several school boards and the results will be watched with interest during the coming year.I regret very much the lack of copies of the School Law (up to date) in the hands of the secretary-treasurers and school boards.Most of the copies now in their possession are from ten to fifteen years old.Grosse Isle municipality has taken up steps so far to buld another school house in Grosse Isle north, as they passed a resolution a year ago to do, notice of which I forwarded to you \u2018Consequently the school at Grosse Isle north is considerably congested.The following is a statement of miles travelled by the inspector during the fall and winter visits.IRR NT PR TTI TIT TTT TTT General Report of the Inspector J.Ballantyne.FALL VisITs.Grindstone to Grand Entry by steamer.\u2026.25 miles.Grand Entry to Grosse Isle by boat.5\u201c Grosse tsle to Old Harry by boat.6 Old Harry to Grand Entry by boat.7 Grand Entry to Grindstone by boat.25 cc Grindstone to Entry Island and return by boat.25 Teams intervening .000000 000 aan 000» ce WINTER VISITS.Grindstone to Grosse Isle by team.Grosse Isle to Old Harry by team.70\u201c Old Harry to Grand Entry by team.5 \u201c Grand Entry to Grindstone by team.25 \u201c £< Grindstone to Entry Island and return by team.45 \u2014\u2014 II2 Unfortunately no teachers\u2019 conference was held this year.A meeting of the teachers was called for at Grindstone school house on the 27th of February but owing to inclement weather only the teacher at Grindstone was present.Being extremely anxious to get the teachers together, a second conference was called for in the castrrn end of the islands at Old Harry on the 1oth of March, and the inspector made a special trip east and only met the teacher there, but the people of Old Harry assembled and filled the \u2018school house and two hours were spent, I think profitably, in discussing schoo! matters.If the schools could be got in operation by the first of September in each year a teachers\u2019 conference could be held during that month or early in October, but from November till February it is too risky to call the teachers together as a week and sometimes ten days might elapse before they could return to 230 The Educational Record.their schools again.It has been generally found in the past that February has been the feasible winter month in which to hold a conference but this year it failed but then we must remember that the past winter with us was exceptionally severe.The following table shows: the schools in operation during the year with the names of teachers, time employed, salary and standing of school.Entry Island Grindstone Gross Isle Old Harry Teacher .|Ger.Crockett.|A.Pelletier .|Clar.Murphy] L.Cooper .Diploma .[Permission .|[Mont.Normal.{Permission .Permission .8 months 8 months 8 months .|7 months .$240.00 $210.00 $280.00 $210.00 Standing .71 57 44 \u2018 I have the honor to be, Your obedient servant, J.BALLANTYNE, Inspecto-.GENERAL REPORT OF THE INSPECTOR J.H.HUNTER FOR THE SCHOOL YEAR 1913-1914.Coaticook, Que., 20th July, 1914.Sir ; 0 Herewith I have the honor of presenting my report on the schools of Compton (in part) and Stanstead for the year 1913-14.Municipalities.\u2014 This inspectorate comprises 18 municipalities of which 2 (Compton and Dixville) are villages. -\u2014 General Report of the Inspector J.H.Hunter.231 ._ { Schools \u2014There were 115 schools in operation located as follows: { I Ascot-Corner .2 schools 2 Barford .2 3 Barnston .18 4 Bury .iii 11 5 Bury-west .2\u201c 6 Clifton .r 7 Clifton-east .30\u201c § Compton .11 9 \u2018Compton, village .\u2026.I 0\u201c 10 Dixville, village .1\u201c 11 Eaton .g \u201c 12 Hatley .7 cc Hatley, Ste-Catherine de.2 + Ga \u201cc 14 Hereford .3 15 Magog .ccvevveu.6° 16 Newport .coon.9g = 17 Stanstead .26 © 18 Waterville .1\u201c 18 Waterville .\u2018 Dixville school, after period of probation, has been | | placed on the model list.u Compton village has had the misfortune to lose two B fine storied school building by fire.B The School Board and citizens generally have, how- E ever, shown courage and fine public spirit by undertaking a Ë new building on the old site.Ë Teachers\u2014The aforesaid schools have been served by 124 teachers, during the past year.Some of these, owing to illness or other cause, taught but part of the school-term. The Educational Record.\u201c The literary and legal qualifications of said teachers were as follows : rModel .7 I Elementary .27 II Elementary .14 Diplomas 1 I Elementary (R.C.Boards) 3 Model (R.C.Convent).4 Elementary (R.C.Convent) 2 \\ Permits.Rural (Lachute) .6 Gr.III, Acad.4 Gr.II, Acad.| Gr.I, Acad.Gr.III, Model .16 Commercial Diploma .;.2° Convent Certificate .2 Foreign .ee.I No certificate .Ce Permissions School Term.\u2014Most of the municipalities have at least 8 months school-term.2 rural municipalities have 9 months term.The 2 village municipalities (Compton and Dix- ville) have 10 months term.It is desirable that all municipalities, hercafter, have not less than 9 months term.ENROLMENT.English:\u2014Boys .French:\u2014 Boys .ont.eo 8 +.+.ee + + 5 © + +0 \u20ac » © =: » 6 » * Grand total .Average .Tit x General Report of the Inspector J.H.Hunter.233 Salaries\u2014The salaries of the teachers have been considerably larger than those of last year.Only in about 3 of the 18 municipalities did any certificated teacher receive less than $30.00 month.- In those 3 the salaries for 1914-15 will also be $30.00.Eaton municipality is offering $32., this year, 1914-15.The salaries for teachers holding permits and permissions have been proportionately raised.No municipality has fallen below $150.a year, for any teacher.Buildings.\u2014New buildings have been erected and suitably furnished with modern seating, in No.11, Compton and No.18, Eaton.The repairs on buildings in No.18 Barnston and No.17, Eaton are praiseworthy indeed.Consolidation \u2014The matter of consolidation is receiving much more serious attention now than formerly.Meetings to this end were held in Barnston, Clifton (Martinville) and Stanstead (Fitch Bay), at which Inspec- tor-General Sutherland, B.A., gave addresses on the subject of consolidation.Conferences\u2014The joint-conference with Inspector McCutcheon, B.A., held at Bury was largely attended.Interesting conferences were also held at Barnston, Compton, North Hatley, Sawyerville and Smith\u2019s Falls.At each of these conferences the Montessori method \u2018was discussed, also the matter of better writing in our schools.The following teachers have been recommended for the bonuses for successful teaching : The Educational Record.| | Teachers.Municipalities.| Districts.Miss \u2018Addie E.Todd .| .Miss Frances Embury .i .oveeun.Miss Mabel Ward .|1 .\u201cMiss Mary A.\u2018Seale .Eaton .Miss Alta A.Beane .|Hatley .5 Miss Amelda Giroux .Compton .Cee eee Newport .ee Barnston .Miss \u2018Gladys Buckland .\u2026 BE a a ea ae es 1 Miss Nellie Holmes .\u201cee 14 cee | Stanstead Miss Mary Boy .\u2026.\u2026.\u2026.\u2026.\u2026\u2026.\u2026.\u201c eee 7 Miss \u2018Elsie LaGalley .['Clifton-Est .1 Miss Angie Walker .| Barnston .Miss \u2018Esther \u2018Speck .Clifton-Est .Miss Winnifred Saultry .| Hatley Cee 2 Miss 'Glendolyn Pope .f \u201co.oo.> Classification of municipalities\u2014The classification is made acording to Regulation 9 (m), which refers to length of school term, schoolhouses, out buildings, etc.Excellent\u2014 (1 school each) Clifton, Dixville, Compton village.(2 schools each).| (3 or more schools each) Eaton, Hatley, Magog, Newport, Clifton east. General Report of the Inspector J.Newton Kerr, Good.\u2014 (1 school each) Waterville.(2 schools each) Westbury, Barford, Ascot, a Hereford.| É (3 or more sèhools each) Bury, Barnston, E \u2018Compton, Stanstead.Middling\u2014SteiCatherine de Hatley.Bonuses to municipalities\u2014 The following are eligible for bonuses on account of improvements, salaries, etc, etc.(1) Magog (2) Barnston (3) Eaton (4) Compton.(5) Hatley.It is fitting to mention in this report the passing of ex- Inspector W.Thompson in his sixty-eighth year, after a ice of 43 years in the interest of the schools of this prov- service of 43 years in the interest of the schools of this province.: J.H.HUNTER, Inspector of Schools.| GENERAL REPORT | OF THE INSPECTOR J.NEWTON KERR FOR THE .SCHOOL YEAR 1913-1914.Hatley, Que., 19th August, 1914.Sir, I have the honour to submit my annual report for the { È scholastic year 1913-14.| School Boards.\u2014There are 25 school boards in charge of the 40 schools in this inspectorate, being the same number as last year.During the year only half of the schools Page(s) manquante(s) ou non-numérisée(s) Veuillez vous informer auprès du personnel de BAnQ en utilisant le formulaire de référence à distance, qui se trouve en ligne : https://www.banq.qc.ca/formulaires/formulaire_reference/index.html ou par téléphone 1-800-363-9028 The Educationai Record.Physical culture \u2014This subject is being taught in nearly every school and a marked improvement has been made during the last two years.The municipalities are classified as follows according to length and arrangement of the school year, condition of buildings and grounds, apparatus and furniture, salaries of teachers, use of the course of study and \u2018authorized text books: Excellent \u2014Fraserville, diss., Sayabec, Cox, Port Daniel West.Good :\u2014St.Godfroi, (diss)., Port Daniel centre, Metis, Little Metis, Port Daniel East, (diss)., Cap D\u2019Espoir, (diss).; Red Head, Percé, (diss)., Haldimand, Gaspé village, Gaspé Bay North, Barachois, Roseville.Middling :\u2014Paspebiac East, (diss)., Malbaie, York, Douglastown, Gaspé Bay South, Sydenham South, (diss)., Seal Rock, Grand Gréve.The following municipalities are recommended for bonuses for progress, etc., during the year 1913-14.1st prize, Gaspé Bay North 2nd prize, Port Daniel West Thanking all for their kindness and co-operation in my work.I have the honor to be, Your obedient servant, J.Newton KERR, Inspector. General Report of the Inspector O.F.McCutcheon, GENERAL REPORT OF THE _ INSPECTOR O.F.McCUTCHEON FOR THE SCHOOL YEAR 1913-1914.\u2014 Leeds Village, Que., 27th July, 1914.Sir, I have the honour to submit my annual report for the scholastic year 1913-14.In my district there are forty-six municipalities scattered over counties of Megantic, Wolfe, Compton, Frontenac, Lotbiniére, Dorchester, Beauce, Levis, Quebec and Portneuf.The schools this year and is now under the supervision of the Inspector of Superior Schools.There were 82 rural schools in opération during the year, and 4 town schools.In the municipality of Dudswell, four schools formerly in operation have been closed, the school board having made arrangements with ithe parents of the few pupils remaining in those districts for their conveyance to adjoining and to the model schools at Bishop's Crossing and Marbleton.One school in the municipality of Leeds was similarly closed.\u2018Three schools in the more remote districts were reopened for a very short time and afterwards abandoned by the teachers.No successors could be found to fill the vacancies.In thirteen schools the teachers in charge during the first part of the year were replaced by -others who completed the school term. The Educational Record.In the municipality of Beauport the school was not reopened; a number of the few pupils remaining attended schools in the city of Quebec.The majority of the schools were visited twice during the year.In a few municipalities summer schools are still continued and are usually closed before the end of December.In such instances only one visit was- possible.The average time the schools were operated was 5.7 months.The average number of years the teachers remained in the same school was 2.3 and in the province 6.6 years.\u2018The teachers\u2019 conferences were held as usual at Leeds Village, Inverness, Bury, Gould, Marbleton, Valcartier Village and Quebec, and were well attended.At Leeds Village I was ably assited by Miss Sever, Principal of the model school.\u2018At Quebec, Inspector J.C.Sutherland of the department of public instruction, read a very interesting paper tracing educational systems and methods down from the early centuries to the present time.The teachers expressed their appreciation of Mr.Sutherland\u2019s instructive lecture by a vote of thanks.Mr.J.D.McFadyen of Stanstead Wesleyan College was also present and very forcibly emphasized the importance of teaching pupils to write correctly and neatly with ease and rapidity from the outset.Some methods of rapid calculation were explained by him.I feel assured that most of the teachers present were stimulated to renewed and zealous effort to secure the best from their pupils in the way of good penmanship.Of the teachers at work in the rural schols, two held model school diplomas, thirty-nine elementary diplomas and eight rural elementary diplomas.Besides -the above there were two who had grade ITI.Academy certificates, and six who had grade IT Academy permits.Of those who held \u2018neither diplomas nor permits their qualifications were as follows : . General Report of the Inspector O.F.Mc\u20acutcheon.241 Grade I- academy certificates, 8.Grade III, model certificates, 16.\u2018Grade II, model certificates, 1.Nineteen of the uncertificated teachers were teaching with your permission.The salaries of the teachers although still inadequate to secure the best results in the profession, are improving.The monthly salaries paid were higher than in any previous year.In eight municipalities the taxes were raised.\u2018In one the rate was lowered, thre board having decided to collect all arrears which would meet the requirements of the year with a small reduction in the rate of taxation._ Meetings in connection with the Educational Cam- -paign were held at Bishop's Crossing, Gould, Milan, and Valcartier village.At the first hree places named, the Department was represented by Inspector Parker, and at Val- cartier village by Inspector J.C.Sutherland.The attendance at Bishops\u2019 Crossing and at Gould was not very large, but among those present were the members of school boards who took a lively interest in education and freely expres-ed their views on th topics discussed.The advantages to be gained by consolidation, and the establishing of good schools in central localities to replace the small scattered schools throughout the municipalities were ably set forth by the speakers, and a number of the rate-payers publicly approved of more liberal contributions by the people towards education.As a result of the meetings we believe that a healthy dissatisfaction with existing conditions in many localities has been created which will tend to bring about the desired reform.The meetings held at Milan and Valcartier village weer well attended and very successful.= At Milan steps have been taken to unite two district schools to form a model school and the project has already met with success.At Valcartier the people were reluctant to make any changes at present, owing to the possibility of the land being purchased for military purposes.4 at a sr ap do i pa.= The Educational Record.The following teachers are recommender for bonuses for successful teaching : Teachers.Municipalities.Districts.| Mrs.Anny iCopeland .St4Roch+Nord .No.1 Miss (Edith \u2018G.Sherman .Lingwick .\u201c5 Miss J.Florence Simon eau es Saint=Dunstan een \u201c1 Miss H.A.Rothney .Tac Noir .\u201c1 Miss Annie M.Hepburn .}'Saint-Romuald .\u201c 1 Miss [Ethel G.W.Lavallée.{iStoneham .Miss IC.Ruth McCaskill .Lingwick .Miss [Elta M.Elexander .Leeds .\u2026.\u2026.\u2026.\u201c \u201cc «© nN NN = iStiColomban-de- Miss Mina A.Coombe.| Sillery .\u2026.\u2026.| | Miss iC.K.MadMillan .St-Gabriel-Est .Miss IM.-Louise Boucher .| Lingwick Lee» | \u201c6 ] \u2014t The successful teachers debarred from two bonuses in succession are: Misses Jessie McNicoll, Laura C.Graham, C.E.Proctor and M.Proctor.I am pleased to report that there has been a decided improvement in physical culture, particularly in the schools that were in charge of the teachers who had been trained at the summer school held at Lachute in July last.All of the teachers in my district were requested by special notice printed on the backs of the statistical forms sent to each school, to give attention to physical drill and the teaching of Temperance and Health.Teachers competent to give instruction in physical drill gave it a place on their programme and the results were in general fairly satisfactory. General Report of the Inspector O.F, McCutcheon, 243 The following are recommended for the prizes award- el for physical drill through the beneficence of the late Lord Strathcona: Teachers.Municipalities.Districts.St-Colomban-de- Miss Mina A.Coombe .|i \\Sillery Miss Ethel G.W.Lavallée.| Stoneham Miss (Béatrice M.LeSauteur .| St-Gabriel-Est Miss Elta M.Alexander Leeds .With the exception ef a few instances the subject Temperance and Health, received due attention in the schools.- There exists however a lack of uniformity in the instruction given owing to the fact that each teacher uses a textbook of her own choice and makes her.own selections of topics.A good text-book on the subject placed in every school library would be of valuable service.For improvements made on school premises the following municipalities are recommended for the prizes: First prize $60.Hampden.Second prize $40.South Winslow.Third prize $40.St.Gabriel East.Fourth prize $35.Lingwick.Fifth prize $30.Marbleton.A new school house has been built in the municipality of Hampden.The school board of the municipality of Stoneham is making preparation to erect a new school house which they expect to be completed about January 1st next.An excellent site has been selected with ample space In th muncipality of Montcalmville an extension was built to the school house whereby ample space has 244 The Educational Record.been provided for the pupils, and the work of the teachers greatly facilitated.Ten school houses have been r:- paired, and new modern desks placed in three schools.A good supply of books was received from the Department for distribution among the schools.The books were sorted and to each school was apportioned a similar ser containing one or two of each kind received.All of the schools visited since the books arrived were presented with a set of the books which are among the best yet distribute: and will be of valuable service to both teachers and pupils.Per kindness of Mr.A.Watson Bain, three small librarizs were forwarded to me and are moving about from one school to another.By this methqd the pupils have access to some very good literature.The liberal grants from the Poor Municipality Fund and the released Normal School Fund continue to be a great benefaction to the weaker municipalities, and a stimulus to the school boards to meet the regulations governing their schools.The special grants now offered to increase the salaries of the teachers and thereby secure more of the best talent for our schools are much appreciated by the wide-awake school boards who are making the effort to obtain all three grants, viz: - 1.That on the basing of $120, paid to each teacher.2.That on the basing of $150, paid to each teacher.3.That on the basing of $175, paid to each teacher.Thirty municipalities were eligible to receive all three grants, two the first and second, four the first only, and seven failed to secure any due in a great measure to their own carelessness.The school boards have already been advised by circular letter from the Department of the\u2019advance made in the salary basis for the grants for the scholastic year of 1914-15 and we trust that every municipality will endeavour to profit by these grants during the coming year. General Report of the Inspector O.F, McCutcheon.245 There were in attendance at the rural schols 587 boys and 584 girls.The average per school was 14 pupils, and the average attendance 10 pupils.- In the city schools which include those of Quebec an:l Levis there were 327 boys and 276 girls.The town schools are fairly well equipped and by reason of the higher salaries paid the boards are able to secure competent teachers and to retain them.The four pensioners of my list were visited and reported to the Department.The classification of the municipalities according to the length and arrangement of the school year, the condition of the buildings and apparatus, the salaries of the teachers and method of payment, the use of the course of study and authorized text books is as follows: Excellent.\u2014Quebec, Montcalmville, St.Dunstan, Levis, St.Romuald, St.Colombe de Sillery, Valley School and Mill Hill.Good \u2014Lingwick, Black Lake, Ste.Foy, Dudswell, St.Gabriel East, Stoneham, Marbleton, St.Raymond, Chau- diere dissentient, St.Roch North, Ireland North, Ste.Anastasie, South Ham, Leeds, and Metgermette.Middling.\u2014Weedon, St.Pierre Baptiste, Frampton, St.Malachie, St.Sylvestre, Marston, Aubert Gallion, South Winslow, Cranbourne, Halifax, Ditchfield, Inverness, Leeds East, Hampden, Ireland South, Nelson and St.Gabriel West.Bad.\u2014Whitton.Leeds South and Ste.Christine.Unclassified.\u2014Beauport (not in operation) St.Sauveur, (pupils conveyed to Quebec).In closing I desire to thank all the members of school boards, teachers and others who have assisted me in any work.I have the honor to be, O.F.McCCUTCHEON, Inspector of Schools, The Educational Record.NOTICES FORM THE QUEBEC OFFICIAL GAZETTE.DEPARTMENT OF PUBLIC INSTRUCTION.-\u2014 His Honor the Lieutenani-Governor has been pleased, by order in council bearing date of the 1oth May, 1915, to detach the west part of lot number one in the Metapedia range to the east line in Donald Adams, in the township of Saint Laurent of Mataapedia, from the school municipality of Saint Laurent of Matapedia, and to annex it for Protestant school purposes to the school municipality of Matapedia, all in the county of Bonaventure.His Honor the Lieutenant-Governor has been pleased, by order in council bearing date the 14th May, 1915, to detach from the school municipality of Duhamel West, in the county of Temiscaming, the lots Nos.62 and 63 of range I of the township of Duhamel, aforesaid county, and to annex the same to the school municipality of the Guigues, township.To detach from the school muncipality of Chenier, in Arthabaska county, the south-eastern part of lots Nos.921- 922, (containing 52 acres), 924 (containing 54 acres) of the official cadastre for the parish of Chenier (Tingwick - township) and to annex the whole of the above territory to \u2018the school municipality of Saint Remi de Tingwick, in the same county.To detach from: .I.The school municipality of Sutton the lots Nos.603 to 695 both inclusive and 1115 to 1180 both inclusive, of the official cadastre for the township of Sutton, in Brome county. Notices from the Quebec Official Gazette.247 2.The school municipality of Sutton township, the lots Nos.422 to 526, 543 to 603, 840 to 899, 1220 to 1514 all inclusive of same cadastre, and to annex the whole of the above territory to the school municipality of Saint Andrew of Sutton.cone To detach from the school municipality of Chenier, in Arthabaska county, the south-eastern part of lots Nos.921- 922, (containing 52 acres), 924 (containing 54 acres) of the official cadastre for the parish of Chenier (Tingwick township) and to annex the whole of the above territory to the school municipality of Saint Remi de Tingwick, in the same county.His Honor the Lieutenant-Governor has been pleased, by order m council bearing date the 19th May, 1915, to detach from the municipality of Notre Dame du Mont Carmel, in the county of Champlain, the lots comprised within the following limits, to wit; bounded towards the north by north Saint Louis range, towards the east by the parish of Saint Theophile du Lac, towards the west by the river Saint Maurice to lot No.916, and thence bounded by the municipality of Almaville to lot No.921, and thence to the river Saint Maurice, including the islands Nos.1048, 1047, 1046 1044, 1045, 1049, 283, 2834, including the lots Nos.647 to 727 of south Saint Michel range, and lots Nos.780 to 729 of north Saint Michel range, lots Nos.869 to 913 of south Saint Mathieu range, lots Nos.951 to 921 and part of lot 920, 919, 918, 917 and the lots Nos.916, 913 and g14.0f North Saint Mathieu, and lots Nos.133 to 159 and part of lots 160, 161, 162, 163 and 164 of range Des Gres and the Isle aux Tourtes, forming a superficeies of 1211 acres, all the above numbers taken from the official cadastre of the parish of Notre Dame du Mont Carmel, and to erect the whole of the above territory into distinct school municipality under the name of \u201cAlmaville parish\u201d. The Educational Record.To detach from the school municipality of Saint Blandine, in the county of Rimouski, the lots Nos.29 to 47 both inclusive of the 5th range of the township of Macpes, and to erect the whole of the above territory into a distinct school municipality, under the name of \u201cSaint Narcisse\u201d.His Honor the Lieutenant-Governor has been pleased, by order in council bearing date the 2nd June, 19153, to detach from the school municipality of Causapscal, in the county of Matane, the following lots, to wit: Range I, township of Causapscal north, the lots Nos.12 to 15 both inclusive of range I, township of Lepage; the lots A, B, C, and 41 of range I and lot 41 of range III township of Causapscal south; the range A of the township of Matalik and the lots I, 2 and 3 of range A of the township of Humqui, and to erect the whole of the above etrritory into a distinct school municipality, under the name of Causapscal village, the remaining portion to be henceforth-designated under the name of Causapscal parish.To detach from the school municipality of Saint Ours, parish, in the county of Richelieu, the lots Nos.208, 20g, 212, 216, 219, 222, of the official cadastre of-the parish of Saint Judes, also the lots Nos.430 to 452 of the third range of the same cadastre of the parish of Saint Ours, and to annex the above lots to the school municipality of Saint Bernard, county of Saint Hyacinthe.To change the name of the school municipality of the township of Brassard into that of \u201cSaint Michel des Saints\u201d.To erect into a separate school municipality, under the name of \u201cLac Chat\u201d, county of Champlain, the lots Nos.8 to 30 inclusively of the north east and south west ranges of the original cadastre of the township of Carignan, in the county of Champlain. Notices from the Quebec Official Gazette.249 To authorize the scaool commissioners for the munici- phlity of Saint Francois de Sales, in the county of Lake Saint John, to borrow the sum of $1,500.00 for the purposes and upon the conditions mentioned in a resolution adopted by - them on the 18th April, 1915, pursuant to the provisions of articles 2728a and 2728b of the Act 5 Geo.V, chap.36 sec.123462.His Honor the Lieutenant-Governor has been pleased.by order in Council bearing date the 11th June, 1915, to sanction the following by-law adopted by the administration commission of the officers of primary instruction, at its meeting of the 24th May, 1915, pursuant to article 30335 of the Q.R.S.1909,; \u201cWhereas the accounts of the pension fund for the fiscal year 1914-1915, shdw of deficit of $18,009.18, which deficit has been covered by a special grant of the Government, amounting to $19,000.00 (5 Geo.V., ch.36, sec.17).And whereas such deficit will go on increasing yearly.Be it resolved: that the deduction made in and by virtue of article 3012, of the P.Q.R.S., 1909, from the salary of every officer and of every layman teaching without a\u2019 diploma in schools of commissioner\u2019s or trustees or in those subsidized by them or the government be increased to 37%, with the following amendment.That the deduction made pursuant to article 3012 of the P.Q.RR.S., 1909, be increased to 234 per cent.from and after the 1st July, 1915.To detach from the school municipality of Farnham West, in the county of Missiquoi, the lots Nos.74, 75 and 76 of the official plan and book of reference of the parish of Saint Romuald de Farnham, and to annex the whole of above lots to the school municipality of Sainte Sabine, in the county of Iberville. The Educational Record.His Honor the Lieutenant-Governor has been pleased, by order in council of 17th June, 1915, to detach from the school municipality of Saint-Basile-le-Grand and the village of Beloeil, Chambly county.1.\u2018That part situated in the parish of Saint Bazile-le- Grand, bounded: On the south east side by the Richelieu river, on the north west side by the lands of the second range or rang des \u2018\u201c30\u2019\u2019; on the north east side by the division line of the parish of Saint Basile-le-Grand and the parish of Beloeil, or that part of the said territorv in the parish of Beloeil, and on the south west side by cadastral lot No.34 of Saint Joseph of Chambly (that part comprising the lot Nos.from 1 to 33 inclusive.) 2.That part situated in the parish of Beloeil bounded: on the south east side by the Richelieu river; on the north west side by the Grand Trunk Railway, on the north east side by the public highway, being the division line of the municipality of Beloeil and the town of Beloeil, (that part of terirtory comprising the lots, or part of lots 4, 5, 6, 7, 11, 12, 14, I5, 16, 17, 18, 20, 21, 22, all situated on the north west side of the Grand Trunk Railroad, and to erect the whole into a separate school municipality for Protestants only under the name of \u2018\u201c\u2018Beloeil Station\u201d.His Honor the Lieutenant-Governor has been pleased, by order in Council bearing date the 17th June, 1913, to detach from the school municipality of Saint Romuald de Farnham west, village, in the county of Missisquoi, a lot of land forming part of the lot No.39 in the 6th range of the lots of thet ownship of Farnham, of irregular outline, containing 71 acres of land in superfices; the above lot of land now being known and designated under the No.373 of the official plan and book of reference for the parish of Saint Romuald de Farnham, and to annex the same to the school municipality of Farnham west, parish. Notices from the Quebec Official Gazette.251 To detach from the school municipality of Saint Jean Chrysostome, in the county of Chateauguay, the lots Nos.£ 496 and 497 of the official plan and book of reference of the parish of Saint John Chrysostome, the above lots being the same to the school municipality of Saint Antoine Abbe.His Honor the Lieutenant-Governor has been pleased, by order in council bearing date the 23rd June, 1915, to detach from the school municipality of Saint Thecle, in the county of \u2018Champlain, the whole of the territory hereafter described, comprising the north east longitudinal third part of lot No.73 of the official cadastre of the parish of Sainte Thecle, range B south, and the lots Nos.74 to 84 both inclusive, also of range B south, lot No.85 of said range, save and except the emplacements situated north of the land occupied by the Fabrique of Saint Thecle, plus the lot No.86 also of said range B south, save and except all the emplacements situated north of the small \u201cLac a la Mousse\u201d, running across the said lot No.86, plus the lot Nos.87 to 89 both inclusive of said range B south, together with the lots Nos.22 to 26 of the cadastre of Saint Ehecle, for Saint George range and to erect the whole of the above territory into a separate school municipality under the name of Saint Thecle, village, the remaining part of the said municipality to be henceforth known under the name of Sainte Thecle, parish.Said erection to take effect the 1st July, 1913.\u2014\u2014 His Honor the Lieutenant-Governor has been pleased, by order in council, bearing date the 25th June, 1915, to detach: Co 1.From the school municipality of Berthier, in the county of Berthier, the lots Nos.651, 655 to 666 inclusively of the official cadastre of the parish of Sainte Genevieve de Berthier.situated in the gth range of Georgetown north, and to annex The Educational Record.2.From the school municipality of La Varendrye, same county the lots Nos.441 to 444 inclusively of the official cadastre of the parish of La Visitation de l'Ile du Pads, and to annex the whole of above territory to the school municipality of Ile du Pads.To detach from she school municipality of Saint Pie village, in the county Bagot, the lots Nos.882 to 888, both inclusive of the official cadastre of the parish of Saint Pie, and to annex same to the school municipality of Saint Pie, parish.To detach from the school municipality of Sainte Per- petue, in the county of L'Islet, the lots Nos.1 and 2 of range \u201cA\u201d of the township of Garneau and the lots Nos.1 and 2 of range \u201cA\u201d of the township of Lafontaine, and to annex the above lots to the school municipality of Lac Noir, same county.- To detach from the school municipality of Saint Adolphe de Dudswell, in the county of Wolfe, the lots Nos.22a, 22b, 22¢, 23a, 23b, 23c of the 8th range, of the township of Dudswell and to annex the above lots to the school municipality of Saint Alphonse de Marbleton, said coutny.To-change the name of the school municipality of Saint Omer, in the county of Levis, into that of Saint Helene de Breakyville.To erect into a school municipality under the name of \u201cPointe aux Outardes\u2019\u2019 the range of Point aux Outardes and the range of River aux Outardes, in the township of Manicouagan, east of Bersimis in the county of Saguenay.The above territory forming no part of any schoo) municipality.| Notices from the Quebec Official Gazette.253 To detach from the school municipality of Wright, county of Ottawa, the lots Nos.15 of range \u201cD\u201d and 16 of range \u201cC\u201d\u2019 of the township of Wright,a nd to annex said lots to the school municipality of Northfield, same county.\u201cTo annex the Protestant school municipalitys of the town of Emard to the Protestant school municipality of the City of Montreal for school purposes.To erect into a school municipality for Protestants only, under the name of Coleraine and Thetford, the whole township of Coleraine, including the town of Black Lake, and the whole township of Thetford, including the city of Thet- ford Mines, all in the county of Megantic.To detach from the school municipality of Saint Etienne de Chelsea, lots Nos.25a, part lot 25 b, 26 of the fourteenth range, and lots 26, 27 and 28 of the fifteenth range of the township of Hull, and to annex them to the school municipality of Gatineau Valley, all in Ottawa county, for Protestant school purposes.To detach from the school municipality of Lac Noir, in the county of L'Islet, the lots Nos.1 to 29, both inclusive of range A, township of Ashford, 1 to 24 both inclusive of range A, 1 to 21 both inclusive of the 4th range, 1 to 31 both inclusive of the 5th range 1 to 43 both inclusive of the 6th range, all of the township of Fournier, and to annex the whole of above territory to the sthool municipality of Ash- ford, county of L\u2019'Islet.To detach from the school municipality of Temiscam- ingue-north, in the county ef Temiscamingue, the lots Nos.10 to 55 of ranges IV, V and VI, inclusively, of the township of Nedelec, and to erect the whole of above territory into a distinct school municipality under the name of Nedelec. Tne Educational Record.His Honor the Lieutenant-Governor has been pleased, by order in council, bearing date the 26th June, 1915, to detach trom: 1.The school municipality of Saint Damien, in the county of Berthier, lots Nos.64, 65, 67, 68 and 69 inclusively of the 8th range of the official cadastre for the parisi of Saint Damien de Brandon; 2.The school municipality of Saint Gabriel de Brandon, in the same county, Saint Augustin concession, lots Nos.114 to 134 inclusively, 93, 93f, 938, 93h, (Saint Norbert concession), 1, 2a, 2b, 3a, 3b, 4a, 4b, 5a, 5b, 6 (1st range south west Peterborough), and to annex the whole of this territory to that of Mandeville (Saint-Charles).To detach from the school municipality of Sainte Aurelie, in the county of Beauce, the lots Nos.61 to 73 of the 10th range, and 11 to 23 of the 11th range of the township of Metgermette, and to annex the above lots to the school municipality of Saint Louis de Gonzague, county of Dorchester.To detach from the school municipality of \u201cLes Ecureuils\u201d, in the county of Portneuf, the whole of the territory included within the limits of the municipality of the village of Donnacona, as erected by a proclamation of the Lieutenant-Governor in council, bearing date the 29th April, 1915, and to erect said territory into a distinct school municipality under the name of Donnacona.His Honor the Lieutenant-Governor has been pleased, by order in council, bearing date the 29th June, 1915, to detach from the school municipality of Saint-Barnabe, of Saint Elie de Caxton, county of Saint Maurice, of Saint Paulin and of Hunterstown, in the county of Maskinonge.the whole of the territory included with in the limits of the Notices from the Quebec Official Gazette.255 civil parish of Notre Dame des Neiges, as erected by proclamation published in the Quebec Official Gazette of the 3rd November, 1914, and to erect the said parish of Notre Dame des Neiges into a distinct school municipality, under the name of \u201cNotre-Dame-des-Neiges\u201d.- To detach from the school municipality of Shoolbred, in the county of Bonaventure, the lots Nos 10 to 14, both inclusive, and the lots 1A, 1B, and 2 of the official cadastre of the township of Nouvelle, and to annex all the above territory to the municipality of Nouvelle, same county.To erect into a distinct school municipality under the name of Riviere Croche, in the county of Champlain ,the lots 1 to 100 of the east and west ranges of the township of Langelier, the above lots form no part of any school municiplaity.To detach from the school municipality of Lotbiniere, in the county of Lotbiniere, the whole of the territory comprised within the limits of the village, as civilly erected by a proclamation published in the Quebec Official Gazette of the 7th November, 1914 (page 2756) and to erect the same into a distinct school municipality, under the name of Lot- biniere, village, the other part of said school municipality to be henceforth known under the name of Lotbiniere, parish.To detach from the school municipality of Saint Michel de Rougemont, in the county of Rouville, the following lots of the official cadastre of the parish of Saint Michel de Rougemont, to wit: Nos.499 to 524 and 561 to 581, inclusively, and to erect the whole of the above territory into a separate school municipality, under the name of Saint Michel de Rouge- mont, village ,the other part of the school municipality to be henceforth designated under the name of Saint Michel de Rougemont, parish. The Educational Record.To erect into a distinct school municipality under the name of \u201cRiviere Croche\u201d, in the county of Champlain, the lots Nos.1 to 100 of the east and west ranges of the township of Langelier.The above lots form no part of any school municipality.To erect into a distinct school municipality under the name of Honfleur, the whole of the territory.comprised within the limits of the parish of Honfleur, in the county of Bellechasse, as erected by the Act 5 Geo.V, chap.111, and in addition thereto tKe lot No.51 of the official cadastre of the parish of Saint Claire, said lot to be detached from the municipality of Saint Lazare.The above mentioned terri tory will be made up for school purposes, of parts of tH; school municipalities of Saint Gervais, of Saint Lazare, of Saint Anselme and of Sainte Clair.To divide the school municipality of the tewnship of Loranger, county of Labelle, into two distinct school municipality to wit: 1.\u2018The school municipality of the township of Lor- anger to include in future, the whole of the rural municipality of the village of Nominingue, as erected by proclamation published in the Quebec Official Gazette of the 17th September, I915.2.The other part to form a distinct school municipality under the name of township of Loranger.To detach from the school municipality of Weedon, in the county of Wolfe, the whole of the territory comprised within the limits of the parish of Saint Raymond de Penna- fort, as erected by canonical decree bearing date the 23rd April, 1915, bounded as follows: towards the north-east by the township of Stratford, towards\u201dthe south east by the township of Lingwick, towards the south-west by the line Notices from the Quebec Official Gazette.257 between lots 13 and 14, \u2018across ranges I, 2 and 3 of the township of Weedon, towards the north-west by the line between ranges 3 and 4 of said township of Weedon, and to erect the whole of the above territory into a separte school municipality under the name of Fontainebleau.To detach from the school municipality of Anse Saint Jean, in the county of Chicoutimi the following lots, to wit: .1 First range east of Little Saguenay River; the lots Nos.3, 4, 6, 7, 12 to 17 inclusively, 19, 20, 22, 24, 26 to 29, inclusively; 2.Range 1, Saguenay, the lots Nos.1, 2, 4, 5, 6, 7, 9, IO, II, 13; range 2, Saguenay, the lots Nos.4, 7, IO, I1, 12, 13, 15, No.B; - 3.Range north, lots Nos.1, 2, 3, 6, 7, 8 and 19, and to erect the above territory into a separate school municipality under then ame of \u2018\u2018Petit Saguenay\u201d.To detach from the school municipality of Chenier, in the county of Arthabaska, the lot No.29 of the 4th range of Tingwick (Nos.416 and 417 of the cadastre of Ting- wick), and to annex s2id lot to the school municipality of Shipton, in the county of Richmond.To detach from the school municipality of Saint Thomas de Pierreville, in the county of Yamaska, the lots Nos.889 to 903, both inclusive, and the part outside the limits of the village of Pierreville, of lots Nos.904 and 905 of the official cadastre of the parish of Saint Thomas de Piereville, and to annex the above territory to the school municipality of Saint Thomas de Pierreville, parish.To erect the township of Kensington, Ottawa county, into a school municipality for Protestants only under the name of \u201cKensington\u2019. The Educational Record.To detach from the following lots, to wit: - 1.From the school municipality of Bolton west, county of Brome, the lots Nos.1 to 9g inclusive of ranges I, I1, IIT and IV of the township of Bolton, the lots Nos.10 to 16 both inclusive of ranges III and IV, same township.2.From the school municipality of Bolton east, same county, the lots Nos.1 to 16 both inclusive of ranges V and VI, same township; the west half of lots Nos.3 to 7 both inclusive of range VII, same township; the lots Nos.8 to 16 both inclusive of range VI and VII same township; the lots Nos.11 to 16 both inclusive of range IV, same township.3.From the school municipality of Saint Edouard de Knowlton, same county, the lot No.17 of ranges III, IV and V of the township of Bolton.4.From the school municipality of Stukely south, county of Shefford, the lots Nos.6 to 10, both inclusive, of ranges I and II; the lots Nos.8 to 10, both inclusive, of ranges I and II; the lots Nos.8 to 10, both inclusive, of ranges III, same township; the parts of lot No.11, in ranges I and IV belonging to Emery Menard, Hubert Caron and Francois Larouche, same township.5.From the school municipality of Sainte Anne de Stukley, same county, the lots Nos.6 and 7 of range III, and the lots Nos.271 and 272 of the townhsip of Stukley, and to erect the whole of the above territory into a separate school municipality for Catholics only, under the name of \u201cSaint-Etienne-de-Bolton.To detach from the school municipality of Saint Constant, in the county of Laprairie, all that land situated in the north east part of the parish of Saint Constant, containing according to the official plan and book of reference of said parish the cadastral lots numbers 1 to 16 and 17 inclusively: in the concession of Saint Francois Xavier; the cadastral Notices from the Quebec Official Gazette.259 lots Nos.130, and 132 to 149, both inciusively, in the concession Saint Catherine ; the cadastral lots Nos.150 to 157, both inclusively, in the concession of Sainte Catherine; the cadastral lots Nos.247 to 255, both inclusively, in the con- -cession Saint Pierre ; viz : lots Nos.1 to 16 and 17, 130, 132 to 149, 150 to 157, 247 to 255, all inclusively, with the subdivision lots of some of those orignial lots which have been subdivided, and to erect the whole into a school municipality for Protestants only under the name of \u2018Delson Junction\u2019.with the following boundaries: that land comprised within a line, which would start at the south east extremity of lot number 1 of Saint Constant, would follow the di vision line between the parish of Saint Constant and the parish of Saint Philippe in a south westerly direction till it joins the south west extremity of lot number 16 in a north westerly direction till it joins the little River La Tortue which it follows in the northerly direction till it joins the southwest line of lot number 130, thence it follows to south west line of lots numbers 130 to 255 in-a north-westerly direction till the northwest extremity of lot number 255, thence it takes a 1 north-easterly direction following the south east end of the farms situated in concession Saint Regis, till it joins the lot number 157 where it follows for a part the little River Saint 1 Regis till it joins the northwest line of lot number 156, which I it follows till the parish of Laprairie, thence at last it takes b the southeasterly direction following. 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