The educational record of the province of Quebec, 1 janvier 1927, Janvier - Juin

[" *# PROVINCE OF QUEBEC, QUEBEC, Que.I EDUCATIONAL RECOR THE OF THE (Quarterly) Old Series, Vol.XLV, Nos.1 and 2.E New Series, Vol.I, Nos.1 and 2.1 DOUBLE NUMBER Er JANUARY-JUNE 1927 Education\u201d.THE great needs of the modern world call for the general diffusion among the masses of mankind of the intellectual and spiritual and political gains of the centuries, which are as yet, despite the great recent progress made in extending general education, the possession of but a relatively small number of the world\u2019s population.Cubberley: \u201cThe History of THE CHRONICLE-TELEGRAPH PRINT, 6 MAR i709 PUBLIC.TIONS OFFICIEL LES i Le ÿ wi x hy ui fo ta 4 | np IX i Ise ; { | ie 3 ; oH si By Bs} ill i 0 | ih i sig A Mh I rs ii: 4 qu 4 4 oH Ah Hl * (A sf A it ol 4 ; Ei i 4 hill ! i 3 : il i A A ry ne on \u201ca Rn iis y id rai 4 THE EDUCATIONAL RECORD À quarterly journal in the interests of the Protestant Schools of the Province of Quebec, and the Medium through which the Proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in its Minutes and Official Announcements.Old Series, Vol.XLV.Nos.1 and 2 Subscription, $1.00 per annum.New Series, Vol.I, Nos.1 and 2.Double number, January to June, 1927.J.C.SUTHERLAND, Editor and Publisher. , | / a | i RE & | 4 a n ) \\ / Wn NLR > A NUE Wa 0 à nn) M, \\ \\ 0 A ! of : LA oh a - A x eRe Ua .) 4.i NR A 5 À Ail = 2 JA | 0 CRE ul Svan \u2014 mOEmMEL Bernacd Secretary A.Henry Nova Scous Paimer, Prince Edword Island.H.Steeves, New Brunswick Fisher, New Brunswick, Whelan, Prince Edward Island C Cc .s F A, J FORMATION OF THE DOMINION OF CANADA, Depp ny Ist July, 1867.Statesmen who inaugurated the Union of British Provinces In North America.of T H Gray Prince Edwaid Fshaod, Cotes.Prince Edward Island.L.Tally, New Brunswick 8 1, Carter, Newfoundiand, .Shea, Newloundland.Chapats.Canada Cast.13 E.B Cnandier, New Brunswich, A Campbell Canada A OC Archibals, Nova Scolta, .Tu H Langevin.Canada East Su John A Macdonald Canada West.Sit G, E.Carver, Canada East Su E P Tache, Canada East Hon George Brown Canada West T.H.Haviland, Prince Edward Island, A.Gali, Canada West , P.Michell, New Brunswick .Hon.Oliver Mowal, Canada West 25 26 2 2 29 J 'Cockburn, Canada West R B Dubey Nova Scots Siw Charles Tupper Nova Scotia 8 Col J H Cray, New Brunswick .W.H.Pope, Prince Edaard Island.i \\ a a .W McDougall, Canads West.TD Arey McCee, Cansda A À McDonata Prince Edward island, J MeCuliy, Nova Scola.J.M.Johnston, New Brunswick, Site CORT, CONTENTS Page Editorial.AL LL LA Aa ed A La da a a 5 General Notes.A La La a aa aan 7 Teachers\u2019 Pensions.iii.9 Specialisation in Edueation.10 History in Grade V, By C.McBurney.14 Canadian Diamond Jubilee, By C.McBurney.20 Readings from Great Historians, I.22 Henry H.Curtis Gets Decoration.26 Educational Films.La La La a ALL 28 Collections of Minerals and Roeks.28 Items for the Teacher.29 Book Notices.Aa a a a La aa 33 Magna Charta.a a aa a a a a aa a 37 Achimota: An Experiment in African Education.40 Schools of To-morrow.\u2026.100000000 0 aa aa aan 42 General Items of Interest.49 Pension Commission Report for 1925.Ce LL Le.56 Pension Commission Report for 1926.64 Minutes of Protestant Committee.72 Reports of Protestant Inspectors.87 Notices from Official Gazette.127 The Educational Record is published and edited by J.C.Sutherland, Quebec, Que., to whom all communications should be addressed. > a.i RE \u2014 to one = Pate es sexe pa or oe x 3 AN Ee en.es 33, = Fa = = za Ee ES, ess = Tex = 3 fi = & Te 3 re LES es Eesti tT Fhe 3 ps pe be aed 7 ais at i Es = RY 2e es Ce = eee = > 5 \u2014 = Te es Sp £22 5 3 Tn = = x pres CEI os 7 E TREN ec 2 5 = g = 7 > & a = ÿ i on g 3 3 xX 24 e 5 & = 3 od 5 ; À 5 3 A = 3 3 73 EDITORIAL After a considerable interval, the Educational Record re-appears in this Double Number for the first six months of 1927 under the management of the undersigned.With ats slightly enlarged form, it is deemed advisable to designate the series as a new one, and in consequence the numbering of the New Series will begin with this issue, but for convenience of reference the former numbering will also be continued.During the many years that the Educational Record was under the managing editorship of Dr.Parmelee, it proved its usefulness to the teachers of the Province tn many ways.Hence the demand for its continuance has been very insistent from all directions ever since it ceased to appear.By means of increased aid towards the cost of publication the present Managing Editor hopes to be able to add several features that may render the magazine of increased usefulness and interest to the teachers generally.Pedagogical articles, with particular reference to our own course of study, by Mr.McBurney and others, will be a most important feature and one that will be appreciated by all.From time to time, illustrations will appear.As far as possible these will be chosen with the view of showing the educational progress of the Province.One other feature that should be of special interest and value will be \u201cReadings from Great Historians\u201d.As a general rule, great history vs great literature, and the \u201cReadings\u201d, therefore should serve the double purpose of furnishing the historical background for events which are necessarily treated but briefly in the text-books, and also of encouraging interest in those differences of literary style which mark the great English historians.The previous policy of the Educational Record of informing the teachers in regard to all departmental matters of special interest to them, including the reports of the Inspectors, the details respecting pensions, long service bonuses and so forth, will be continued.Information for the three hundred and fifty Protestant secretary- treasurers of the Province will also be continued.J.C.SUTHERLAND. cs a \u2014 ts ER - = == = \u2014_ \u2014 = =.= I > > EER SC GENERAL NOTES 7 GENERAL NOTES When the Revised Statutes of Que- bee, 1925, were published at the end of that year, the words \u2018\u2018public instrue- tion\u201d in the English version were wholly and everywhere replaced by the one word \u2018education\u2019.Hence, the phrases \u201cSuperintendent of Education\u201d, \u2018\u201cDepartment of Education\u201d, and \u201cCouncil of Education\u2019 are now the correct ones.In the French version, the words \u2018\u2018instruction publique\u201d remain, as that is the most correct form in the French language.Department of Education is not only correct for the English version, but it saves much misunderstanding from outside the Province.Too many correspondents in the past had assumed \u2018\u2018public instruction\u201d meant public information, and asked questions very remote from the departmental sources of information.Another change was that in the Revised Statutes the Education Act (no longer called the School Law) was placed as a separate Chapter (No.133).Copies of the Act were printed and supplied to all school boards.The last previous revision of the Statutes was that of 1909.In the Revised Statutes of 1925 all amendments which had been made since 1909 were embodied.Various scattered amendments in regard to School Loans were brought together under one heading in the revision.On request, signed by the Principal of the larger schools, such as High and Intermediate, a collection of 12 volumes of the \u201cStatistical Year Book of Quebec\u201d will be supplied free for the school library.Application to be addressed: Quebec Bureau of Statistics, Parliament Buildings, Quebec.Teachers who cease to teach in schools under control in order to take positions in private schools or independent institutions, and who desire at the same time to maintain their pension rights, need to be reminded that, before accepting such position, it is necessary to apply to the Superintendent for permission to do so.Otherwise the pension stoppages may not be paid.(Art.554 of the Education Act).Teachers in private schools or independent institutions are also required, if they wish to maintain their pension rights, to remit to the Superintendent at the end of each school year (June), the amount of their stoppages\u2014at present two and a half per cent of the salary\u2014together with a certificate from the principal or other chief officer as to the amount of salary received.The provision of the Pension Act in regard to teachers with diploma who, after teaching in schools under control, accept positions in private schools, is a most generous one, but there are frequent cases of disappointment when the two requirements of obtaining the necessary permission and of paying the annual stoppages have been neglected.After many years of faithful service, Mr.John Parker, B.A., has resigned the position of Inspector of Superior Schools and has been succeeded by SULT IRL NAS 8 EDUCATIONAL RECORD Inspector W.O.Rothney, M.A., Ph.D.Mr.Parker is enjoying a well-earned rest and the good-will of the many teachers of the Province whose schools he has visited.Dr.Rothney enters upon his new task at a time when the responsibilities are becoming somewhat enlarged, but he brings to that task the fruit of a long experience in teaching and inspecting, and a sound technical training which, with his well known energy and enthusiasm ensures for the Superior Schools of the Province a competent and efficient supervision.Consolidation is still progressing in the Province.The new Consolidated Schools built and opened since the last issue of the Educational Record are: Brookbury,Canterbury, Morin Heights, Roxton Pond and Brownsburg, while pupils are now conveyed from two districts of Dudswell school municipality to the Intermediate School at Bishop's Crossing.At each of the above places, the greatest satisfaction is expressed by the majority of the parents on the improved conditions afforded to their children.Other consolidations are expected shortly.Mr.Hans Rau is a member of the St.Jacob\u2019s Hotel staff, at Richmond, Que., and in February he appeared before the Protestant school commissioners of that town and offered a sum of $100.00 to be kept by the board until the next annual prize-giving at the St.Francis College High School, to be distributed on the recommendation of the teachers to scholars who would have few, if any, prizes but who had worked hard and tried to succeed and had made good progress.It was moved by Mr.P.C.Duboyce, seconded by W.J.Ewing, and resolved that Mr.Rau\u2019s offer be gratefully accepted and he was assured that the intentions of the gift would be strictly carried out.Judging by his name and his interest in education, Mr.Rau is most likely a Scandinavian.His idea of rewarding the diligent who do not reach the top 1s a good one, and by good understanding should not diminish the value or esteem of the higher prizes.Encouragement of the diligent is something which should never be lost sight of in these days of the worship of the \u201cintelligence tests\u2019.The case of Sir Isaac Newton is always worth repeating and remembering.He failed badly in Fuclid when trying for a scholarship at Cambridge University, the examiner thinking that he would never make any headway in mathematics.Yet Newton lived to be the greatest mathematician the world has ever known.When he died, the other great intellect in Europe at that time was Leibnitz, and Leibnitz informed the Queen of Prussia that of all the advances made in mathematics since human history began, Sir Isaac Newton was responsible for more than half! A Summer School in French at Paris This is the idea that Major Fred.J.Ney, Winnipeg, Honorary Organiser of the Overseas Education League, has been able to bring about.This year it will be held from July 13th to August, 20th.Major Ney\u2019s idea is a blending of actual instruction in the French language in Paris and an introduction to the cultural life of that city.Canadian teachers and students of colleges and universities will leave from Quebec direct to Cherbourg by the Empress of Australia on July 6th, and special train 0 in TEACHERS\u2019 PENSIONS 9 accomodation will be reserved from Cherbourg to Paris.The return journey will also be by the Empress of Australia.Full costs, including board and residence at the Lycée Victor Duruy, Paris, will be $265.00.The full particulars may be obtained from Overseas Education League, 607 Boyd Building, Winnipeg.Dean Laird has arranged the fourth annual tour \u2018Across Canada and Back\u201d, leaving Toronto on July 25th.These conducted tours are becoming more popular each year.Full particulars of the present one may be obtained by addressing Dean Sinclair Laird, Macdonakd College, P.O., Que.Concerning the article in this issue on a proposed celebration of Canada\u2019s Diamond Jubilee, we have received, since that article was set up in print, a magnificent pamphlet issued by Hon.Howard Ferguson, Premier and Minister of Education of Ontario, containing a programme and suggestions much along the lines of Mr.McBurney\u2019s article.The chief difference is that, in Ontario, the schools are advised to celebrate Empire Day (May 23) and the Confederation Jubilee (July 1) on the one day\u2014Empire Day.In some of our schools, no doubt, Empire Day will be chosen, but others will probably find it more convenient to shoose some other day before school closing in June.in any case it is hoped that good efforts will be made to celebrate the event.TEACHERS\u2019 PENSIONS At the recent session of the Legislature the minimum pension for teachers was increased to one hundred and fifty dollars; two years ago the maximum pension was increased to twelve hundred dollars.The annual reports of the Pension Commission for 1925 and 1926 appear in this issue.It is worth while for teachers to examine the reports, if for nothing else than to discover the ground upon which pensions have to be refused.One of these is in the case of teachers who, after serving in schools under control, accept positions in private institutions and fail to obtain the permission of the Superintendent.The first paragraph of Art.554 of the Education Act reads: \u201cAn officer of primary education who, after resigning his office, opens a private school or temporarily accepts a position therein, with the authorization of the Superintendent, to whom he must apply therefor, shall not forfeit his right to a pension, provided he regularly pays the stoppages on his salary\u201d.The number of cases where teachers, accepting positions in private institutions, fail to apply for the necessary permission and to send the yearly stoppages, is quite large.Another source of disappointment is that of the case where teachers retire, after twenty-years of teaching, at the age of fifty and fail to apply until fifty- six years of age.Art.519 reads, in the second paragraph, \u201cSuch person may, however, discontinue teaching at the age of fifty, but he may not begin to receive his pension until he is fifty-six years of age\u201d.But the effect of Art.531 is to make it imperative that the application for the pension shall be 10 EDUCATIONAL RECORD made within two years of the time that the teacher, aged fifty, ceased to teach.Much misunderstanding exists always in regard to the stoppages.In the first place, many teachers (usually new to the work) think that the school boards have not the right to make the stoppages on the salaries without their consent.The school boards have the right to retain the stoppages (two and a half per cent) on the salary of every lay teacher, with or without diploma, and these stoppages are likewise retained by the Department of Education from the Public School grants to the boards.Still another source of misunderstanding in regard to the stoppages is the frequent assumption that the stoppages may be repaid when the teacher retires before pension age or pension conditions.The law is very clear (Art.525) on this point.Up to ten years of service no refund may be made on any account.After ten years and less than twenty years service, a teacher may obtain the refund if he or she has been obliged to retire on account of enfeebled health or serious accident.Medical certificates are required in such cases.Do the years of normal school training count towards the twenty years of service required for a pension?No, they do not, but they are counted in the determination of the long service bonuses.There is an unclaimed bonus cheque at the Department of Education for \u201cGladys P.Johnson\u2019\u2019, held for lack of sufficient address.SPECIALISATION IN EDUCATION There is such a thing as legitimate specialisation.All recognize the value of the specialist in medicine and surgery, for instance, as the general practitioner cannot possibly know everything in connection with his profession, and in no other profession is there so much readiness to turn special cases over to the men who have had years of training and experience in one direction.The student who enters MecGill University for a course in engineering takes, in the first two years, the general courses in Mathematics, Mechanics, Physics, Chemistry and Drawing, which are fundamental in all engineering.Then he specialises in the third and fourth year in the particular branch that he intends to follow, which may be either Chemical, Civil, Electrical, Mechanical, Metallurgical or Mining Engineering.This specialisation in one only of the six possible engineering courses, during the third and fourth years, is also entirely legitimate and reasonable.But some serious problems have arisen in the United States on account of the development in recent years of specialisation, by means of elective courses, in high schools, colleges and universities of that country.The extensive lists of subjects in the calendars of some of the colleges give the impression that they have become Departmental Stores of Education rather than centres of culture.A recent bulletin of the Bureau of Education, Washington, (Bulletin, 1926, No.20), deals in part with this matter.It has meant increased cost to the in- \u2014\u2014 . SPECIALISATION IN EDUCATION 11 stitutions; and on this point the bulletin says \u2014 \u201cResearch, always an expensive feature of university expenditures, became in all fields increasingly a concern of higher educational institutions.Every university of any pretensions came to base its claims for honor and reputation largely upon extensive programs of graduate research.Undergraduate courses at the same time multiplied and were enriched by the addition of a great variety of offerings which formerly had not been regarded as essential parts of an undergraduate course.Technical courses were added, professional courses stiffened, and work with direct pre-professional purposes emphasized.More students, more research, more varied courses, mean more teachers (an increase in staff from 30,034 in 1912 to 49,838 in 1922) ; more buildings, including dormitories, laboratories, and classrooms; more equipment; in other words, more money.\u201d (p.2).It would appear that this tendency has been somewhat favoured by \u2018big business\u201d in the United States, but Mr.Arthur J.Klein, the writer of the bulletin, states that \u2018\u2018the nature of college work and its aims have also suffered attack.Frequently objection has been made to the cultural motive in American college education in favor of the vocational.One of the great foundations goes so far in a report to advocate that the cultural elements be cared for by the high school and that the college devote itself largely to technical, professional, or other vocational training and to research work\u201d.(p.2).We have not the space to quote the many excellent things pointed out in the bulletin in regard to the effects of this tendency to specialisation in purely technical subjects, but there is a very instructive paragraph on p.14-15.In part it says: \u201cIt seems to be generally accepted that it is the function of the college to train the common citizen.If this is true, too much laboratory work, too much research, too much methodology and technique may develop in a college a kind of training which defeats the purpose.What the general run of students need is content material useful in common life, and instruction whose aim is presentation of information in a way that will develop intelligence and a judicial spirit in matters of ordinary experience.In other words, the curriculum should prepare the student to function in the life that he will lead after he leaves college.Colleges have always maintained, perhaps, that these were the purposes of their work.The most common method which has been adopted to insure a reasonable unity and relationship between the several subjects studied by a student, and to insure that his course contains all those elements which should enter into the common consciousness of the common man, has been the grouping of subjects as a guide for the student in the construction of his curriculum.Grouping of subjects has not been very strictly observed, however, either by students or by the colleges, and little functional unification has resulted.It is still possible for the student to take chemistry without arriving at an understanding of the scientific method.He may still specialise to an extent that leaves him after college an uneducated man in the sense that his knowledge is unrelated to large areas of human activity and interest.\u201d That is a most important declaration from an authoritative source.In the matter of research, it has to BORODIN SL AAC AA 12 EDUCATIONAL RECORD be borne in mind that there is real research of increasing inportance in the university world, particularly in Science.But much which is named research in some of the leading universities of the United States is but little more than investigation of things already fully investigated and undertaken merely for the preparation of a thesis, on which will depend a higher degree.The frequent reply to this objection is: \u201cYes, but the investigation is good practice for the individual in the methods of research!\u201d.This may be granted, but the initial intellectual stimulus must be slight when the student knows that the ground has been covered already by hundreds of others, and that there are few chances of dicsovering anything vitally new or of new value.However, we are tempted to speak here of what genuine research may do in the development of mental habits, of maturity of mind, and subsequent \u201c\u2018sure-footedness\u2019 in intellectual work, when undertaken in the right spirit.It is the case mentioned in the first volume of the \u2018Life and Letters of Charles Darwin\u201d, by Francis Darwin.Apart from its bearing on his intellectual development, it is of interest biographically in regard to his education.Charles Darwin was born February 12, 1809, the son of Dr.Robert Waring Darwin and the grandson of the celebrated Erasmus Darwin of the eighteenth century.His mother was a daughter of Josiah Wedgwood, the founder of the great potteries.On both sides of the family he had the advantage of good intellectual descent, but his own intellectual development was slow, except in the early manifestation of high powers of observation.He was educated at the Shrewsbury grammar school, an old foundation then under the headmastership of Dr.Butler, the grandfather of Samuel Butler of \u201cErewhon\u201d fame.Classics was the chief subject at Shrewsbury, but young Darwin had curiosity enough to ask his father to provide a private tutor for him in mathematics, which was done.At sixteen he was sent to Edinburgh to study medicine, but two years there was sufficient.He could not stand the dissecting room odours, and then decided for Cambridge to prepare for the Church.At Cambridge, however, he went in first for the Arts course, and never proceeded beyond obtaining the ordinary B.A.degree.When he entered Cambridge he found that he had wholly forgotten the classics learned two years before at Shrewsbury.At Cambridge he had no formal instruction whatever in Science, as that was no part of an Arts course at the time.But his interest in several branches of it had been awakened by coming into contact with several men\u2014notably Professor Henslow (Botany) and Professor Sedgwick (Geology).Up to that time, also, he had been skilful as a sportsman, and had become interested in the forms of wild life that he had shot.A friend had also interested him in Entomology.In the holidays during and between college sessions his self- education in Natural History was due to constant excursions solely, fortunately under good guidance.Six weeks of tramping among the rocks of Wales with Professor Sedgwick seem to have made him a geologist for life.All this would seem to have been a haphazard preparation for the greatest of all modern naturalists.But shortly after leaving Cambridge, in the year 1831, the British Government decided to send H.M.S.\u201cBeagle\u201d, under the command of Captain Fitzroy, to make a circumnavigation of the world in various scientific interests, and the selection of a Naturalist was ge SPECIALISATION IN EDUCATION 13 left to Professor Henslow.He chose young Darwin, then only twenty-two, for the position.One reason for the choice, it is true, was that Darwin\u2019s father was rich and the young man could afford to go without salary\u2014the condition of the appointment.But the chief consideration in Henslow\u2019s mind was the fact of Darwin\u2019s great powers of observation.The Voyage of the Beagle lasted five years (1831-1836) and Darwin\u2019s \u201cJournal\u201d is still a classic of natural history throughout the world.The light which he was able to throw upon the distribution of plant and animal life on the continents and islands which were visited \u201cby the \u201cBeagle\u2019\u2019 forms one of the great chapters in the history of modern biological science.From that time on, Darwin had an assured place in the world of Science, quite independently of the renown which was to follow the publication of his \u201cOrigin of Species\u201d in 1859.But the point that we wish to insist upon in connection with our main subject of specialisation is the fact that, a little more than half way between the end of the \u201cBeagle\u201d voyage and the publication of the \u201cOrigin of Species\u201d he undertook a heavy disciplinary task, lasting eight years, (1846-1854) which proved of the greatest value to his later work, according to the opinions of Professor Huxley and Sir Joseph D.Hooker.This was his work in classifying the many genera and species of the Cirripedia, of which ship barnacles form one species.During eight years, with the exception of the many weeks of that ill health which accompanied him all his life, Darwin worked at the classification of these lowly forms, and was the first naturalist to do the work thoroughly.The results were published in two thick volumes.On the value of that training, Sir Joseph D.Hooker wrote to Darwin's son, after Darwin\u2019s death: \u201cYour father recognised three stages in his career as a biologist: the mere collector at Cambridge; the collector and observer in the \u201cBeagle\u201d, and for some years afterwards; and the trained naturalist after, and only after the Cirripede work.That he was a thinker all along is true enough, and there is a vast deal in his writings previous to the Cirripedes that a trained naturalist could but emulate.He often alluded to it as a valued discipline, and added that the \u2018hateful\u2019 work of digging out synonyms, and of describing, not only improved his methods but opened his eyes to the difficulties and merits of the works of the merest cataloguers.One result was that he would never allow a depreciatory remark to pass unchallenged on the poorest class of scientific workers, provided that their work was honest and good of its kind.I have always regarded it as one of the finest traits of his character\u2014this generous appreciation of the hod-men of science, and of their labours, and it was monographing the Barnacles that brought it about\u201d.Professor Huxley\u2019s opinion on the same subject was: \u201cIn my opinion your sagacious father never did a wiser thing than when he devoted himself to the years of patient toil which the Cirripede book cost him.Like the rest of us, he had no proper training in biological science, and it has always struck me as a remarkable instance of his scientific insight, that he saw the necessity of giving himself such training, and of his courage, that he did not shirk the labour of obtaining it.The great danger which besets all men of large speculative faculty, is the temptation to deal with the accepted statements CEP Ce PRET I ar EEN he ML eM Ll ee EE ERA TEE ORO RO AAU OE ree EE A EN EA 14 EDUCATIONAL RECORD of facts in natural science, as if they were not only correct, but exhaustive; as if they might be dealt with deductively, in the same way as propositions in Euclid may be dealt with.In reality, every such statement, however true it may be, is true only relatively to the means of observation.and the point of view of those who have enunciated it.So far it may be depended upon.But whether it will be bear every speculative conclusion that may be logically deduced from it is quite another question.Your father was building a vast superstructure upon the foundations furnished by the recognised facts of geological and biological science.In Physical Geography, in Geology proper, in Geographical distribution, and in Palaeontology, he had acquired an extensive practical training during the voyage of the \u2018\u201cBeagle\u2019\u2019.He knew of his own knowledge the way in which the raw materials of these branches of science are acquired, and was therefore a most competent judge of the speculative strain they would bear.That which he needed, after his return to England was a corresponding acquaintance with Anatomy and Development, and their relation to Taxonomy\u2014and he acquired this by his Cirripede work.\u201d We make no apology for offering this rather long illustration of one form of that intensive work for a period at one subject which is called Specialisation.The teacher who is ready to submit to a modification of such a discipline in any attractive subject\u2014whether it be History, a Language, or a Science\u2014is certain of an intellectual reward at the least.The words \u201cattractive subject\u201d are important, and in keeping with Shakespeare\u2019s advice: \u201cStudy, sir, what you most affect\u201d, that is, what you have most affection for.But that some of the universities across the line are now realizing that there is much \u2018\u2018research\u201d\u2019 that is useless is shown by a recent declaration of Dr.Nicholas Murray Butler of Columbia, who says: \u201cThe fact of the matter is that something between 75 per cent.and 90 per cent.of what is called research in the various universities and institutes of the land is not properly research at all, but simply the rearrangement or\u2019 re-classification of existing data or well-known phenomena.An original investigation may, and usually does, add a good deal to the knowledge of the individual investigator without adding anything to the knowledge of the human race.\u201d J.C.S.HISTORY, GRADE V.By C.McBurney, B.A.In this, the first of a proposed series of articles on the teaching of history, it is the writer\u2019s intention to discuss for the benefit of young teachers certain principles and practices which underlie the successful teaching of this subject, and to consider a brief outline of the introduction that may properly be given to the pupils of Grade V before they begin the use of the text-book.rep the eg less HISTORY, GRADE V 15 Of all subjects on the course of study history should be and, when properly taught is, the most intensely interesting.The French period of Canadian History, assigned to this grade, is a period of exploration and adventure, of heroism and daring, unexcelled in the annals of mankind.As such it makes a very special appeal to children of this age who as a rule are hero- worshippers.It is hard to understand why any lesson on this part of Canadian history should become a dull uninteresting recitation, for the subject itself is replete with interest and stimulus.Perhaps the chief cause of failure to interest children in this subject is that some teachers are satisfied to have the children learn history, but do not encourage them to think it.The old system of assigning a few pages for study and then spending the time of the recitation period in questioning the pupils to see if they have mastered the facts contained in these pages, has not yet entirely disappeared.Of course the facts of history must be thoroughly mastered, else the children will be unable to form correct judgments; but these are readily acquired if the pupils are encouraged to use these facts in forming estimates of men and conduct.The mastering of the facts of history, like the mastering of the alphabet, is not an end in itself.These facts are but the tools with which the higher faculties of the intellect may work.Very early in the study children realize that the relations of cause and effect are dominant in the course of history.Little happens by pure accident.Children should be encouraged to look for the causes of all movements and to try to predict what may be expected as the natural consequence of certain acts or events.This adds greatly to the interest with which pupils look forward to succeeding lessons to find if their predictions have been realized, and it is an excellent means of training the child for the duties of citizenship.: Amongst the many lessons to be learned from the study of history, two seem to stand out with special peomin- ence.The one is'that a nation always suffers as a result of national wrongdoing, or of the wrong-doing of an individual who represents the nation.Examples of this may be found in every chapter of the story of any people.Take for instance Champlain\u2019s expeditions against the Iroquois in 1609, 1610 and 1615.On the whole Champlain is a great and noble character, one of the spelndid heroes that France gave to the New World.He had just founded his habitation at Quebec and was, of course, anxious to be on the most friendly possible terms with the neighbouring tribes of Indians.He found that these were at war with the Iroquois, a confederation of tribes of whom he knew nothing and who had certainly never injured him or his people.Yet on the invitation of his neighbours he joined them in an unprovoked attack upon the Iroquois, the success of which was due to the slaughter and terror caused by the muskets with which he and his men were armed and with which the Iroquois were not acquainted.Thus, for the sake of gaining a little popularity with his neighbours, he made war upon an un- offending people and earned for the French people the undying hatred of these relentless foes.For over one hundred years the Iroquois continued to exact a pitiless revenge; isolated colonists were everywhere pounced upon and slaughtered, and the massacre of Lachine is but one of many incidents which followed as a consequence of Champlain\u2019s cruel act of 16 EDUCATIONAL RECORD folly.The hostility of the Iroquois, thus needlessly aroused, had much to do with retarding the growth of New thinks of Canada as it is to-day with its well cultivated farms, its neat homesteads, its busy factories, its railways gif France and helped to turn the scale and highways connecting all its parts, # against her in the great struggle with the impression left upon his mind must the New England colonies for the pos- necessarily be bizarre.The child must # session of North America.see the unending forests stretching Le Another important lesson is that no down to the water\u2019s edge, the rushing dispute has ever been finally settled rivers which are the only highways, the i until it has been settled in accordance wild animals that prowl through these \" with the principles of justice and forests and may be seen at eventide or = truth.Disputes have led to wars; these early morning coming down to the ; wars have been brought to a close by river, while these small odd-looking i so-called treaties of peace in which vessels in which he in imagination is often the stronger nation has imposed embarked with Cartier and his crew t its will upon the weaker; but unless slowly make their way up the mighty E these treaties have been drawn in a river into the heart of this unknown ; i spirit of justice and fairplay, they have land.Such a background the child 9 resulted only in a cessation of hostility must have if he is to take an intelligent $ and sooner or later the question in interest in what is going on and it is i dispute has again presented itself for one of the teacher\u2019s first duties to F adjustment.assist in creating it.As colonists arrive I Children should be encouraged to he will see small clearings beginning to ë take a personal interest in the men and appear in the vast forest.These will b women who have taken a prominent first appear along the rivers and each t part in making the history of our will contain a small log cabin.As years k country, to form judgments of their pass the clearings multiply in number « characters as these may be learned and increase in size, better houses are I from their words and deeds, and to see built, until after many years and much 5 how the personal characters of individuals influenced the trend of history.If children are thus interested in historical personages they will not look upon the mastering of facts concerning them as a dull and weary task.Again, in approaching the study of hardship we have our country as it is now, the heritage of the past, the result of the labours of those who have gone before us.Not only is it important that the child should have the proper physical background, he must be taught to | any period of history, it is most impor- realize to some extent at least the moral I tant that children be able to carry and spiritual outlook of the people at 4 themselves in imagination to the period various times.With our greater op- ie about which they are reading, and see portunities and wider knowledge, we the country and its people as they then have learned to consider certain things were.Their manners, customs, dress wrong which were once looked upon as ; and ways of looking at things are some- innocent.In passing judgment upon ] SETAE He NEES, SNe Ee what different from ours, but human nature 1s substantially the same.If, for example, while studying Jacques Cartier\u2019s voyage up the St.Lawrence the child, consciously or unconsciously, the men and women of the past, this must be taken into account, or our estimates will often by unfair.A good wall map should be before the pupils during every lesson in history, HISTORY, GRADE V 17 whether it is necessary to refer to it very often or not.History and geography are so closely interwoven that they cannot be studied separately and no attempt should be made to divorce them.There is a connection between a locality and the events which have taken place there that cannot be left out of consideration.Geographical features have had much to do in determining man\u2019s activities, his successes and his failures.Besides, the appeal to the ear should always, when possible, be reinforced by the appeal to the eye, thus doubling the force of the impac?upon the mind and making it easier for the memory to retain the impression\u2019 \u201cModern wall maps, however, should be supplemented by maps sketched on the blackboard during the lesson.This is particularly important during the earlier part of our history, the period of exploration, for the map was first made by these explorers and we, going with them, should follow their example.In 1534, for example, the map of Canada consisted of a strip of the coasts of the northern part of New Brunswick, the Bay des Chaleurs, Gaspé, and part of the coast of Newfoundland.Nothing else was known of the form or possibilities of this great land.Between Gaspé and Newfoundland was an unknown stretch of water which might be a great bay, the mouth of a mighty river, or the long-sought passage to China.This map should be on the blackboard at the end of the lesson on Cartier\u2019s first voyage, to be added to as the study progresses.If a portion of the blackboard can be spared for the purpose, this map should left on it to be further developed as in each day\u2019s lesson additional discoveries are made, until finally every part of the coast line, with the interior waters, mountains and plains, have been filled in, and the map as we now have it is 2 created.Failing sufficient blackboard space, the map may be commenced on a large sheet of Manilla paper and used from day to day, but it should be kept suspended on the wall and not rolled up at the end of each lesson.Of the tools at hand for the teaching of history none are so frequently misused as the authorized text-book.Nothing can be worse than to assign a few pages for home preparation and, with book in hand, spend the next day\u2019s recitation period in ascertaining whether the facts mentioned in these pages have been committed to memory.This is not teaching history at all, and 1s one of the surest ways of reducing what might be a most helpful exercise to a dull meaningless grind which will ultimately stamp out the natural love for this subject that is born in every normal child.The teacher whose knowledge of history and of the text-book is so elementary that she must have a book before her while she teaches, or it would be more correct in such case to say while she \u201chears\u201d the lesson.should not attempt to teach this subject.She will do more harm than good.The pupils know very well that she does not know the subject and that she has not prepared the lesson.This knowledge weakens their respect for her and for the subject that she attempts to teach, and the effect is bad from every point of view.The competent teacher cannot hold a text-book during the lesson; she needs her hands for other purposes.We sometimes hear the criticism that the text-book is dull, dry and uninteresting.From the very nature of the case, a school text-book in history must always be more or less dry.If we remember that the whole story of a nation\u2019s progress must be reduced within the narrow limits of a school péter tt RAE oe na 18 EDUCATIONAL RECORD text, and that this text must contain all the salient facts, it is clear at once that it is quite impossible in that space to give the details necessary to make the story one of controlling interest.À school text contains the bare skeleton of the story.It is the teacher\u2019s duty to clothe this skeleton with the details necessary to make it appeal to the imagination and interest of the child.The more the teacher can bring to the class from sources outside the text-book the better, and children should be encouraged by supplemental readings to provide for themselves and for the class some of this additional matter.Instead of using the text-book for the purpose of assigning lessons, it should be considered a reference book to which the children will go to review and master the facts that have been brought out in the lesson, and a very few questions at the beginning of next day\u2019s lesson will show whether or not this has been done.When lessons are assigned, they should be definite; that is to say the child should know exactly what he is expected to do.He will be asked to do some definite thing, such as, \u201cDraw a map of Canada as it was known at the end of 1535, marking on it the places where Cartier stopped\u201d, or, he will be asked to find the answer to some definite question which may necessitate the reading of several pages and to exercises of his reasoning faculties, such as, \u201cWhat determined the choice of the sites of Quebec and Montreal ?\u201d Before beginning the story of Canada, a few lessons must be devoted to showing the motives that urged the different nations of Europe to send out expeditions of discovery during the 15th, 16th and 17th centuries.The hope of gain, the love of adventure, the thirst for knowledge and missionary zeal have been at all times the chief motives that have sent men into the unknown parts of the earth.All of these motives and various combinations of them are to be found actuating the early discoverers and explorers of the New World.The nations were vying with each other in an attempt to find a shorter road to the Far East, in order that a greater profit might be realized from the rich European trade in silk and spices.It is well for the children to understand something about these two commodities and their importance in Europe at that time, as it was the desire to secure them more cheaply that led to many of the most important discoveries.The manufacture of silk originated in China.According to the old Chinese legend, the Emperor Hoang-ti became interested in the silk worm about the year 1700 B.C., and had his fourteen- year old queen cultivate them to see if the thread from the cocoons could be used.She found that the cocoons could be unwound and the thread woven into garments, whereupon the manufacture of silk on a large scale began.So jealous were the Chinese of their discovery, however, that the death penalty awaited anyone who should recveal the secret or try to take the silk worms or their eggs out of the country, and so closely was the secret guarded that a knowledge of the process did not reach England and France until the 17th century of the present era.Meantime, the use of silk in Europe had become most fashionable, though only the wealthiest could gratify their desire for this fabric.Since the silk had to be brought by caravans across the deserts of the great continent of Asia, and passed through so many hands before it reached the consumers, the price was enormous.It is evident that great wealth awaited those who could find and control a shorter route to China by which this HISTORY, GRADE V 19 commodity could be brought more cheaply to Europe.Spices were a much more important article of commerce two or three hundred years ago than they are now, for in addition to their present uses as condiments, there was another use that has passed away.In those days people had not learned that ice could be kept during the summer and there was the greatest difficulty in preserving meat and other food from day to day.The use of spices for this purpose had been brought to Europe by the Crusaders and the practice of using spices as a preservative became common.Most of the spice, as you know, came from the Molucca Islands in the East Indies.The Moslems had complete control of this trade and brought their cargoes by way of the Red Sea.Of course, to maintain this control, they took good care that no other traders should safely follow the same route.Venice was the European centre and distributing point for this trade and flourished as the greatest commercial city of Europe.It is worthy of notice in passing that as soon as the route to India had been discovered around the south of Africa, the fortunes of Venice began to decline and it has never recovered its former commercial greatness.It was the desire then to find a shorter route to China, or Cathay as it was then called, and to the Indies, in order to secure greater profit from this rich trade in silks and spices, that induced companies of merchants and even morarchs themselves to fit out expeditions of discovery.Thus, in 1486 Bartholomew Diaz, sailing from Portugal, rounded the Cape of Good Hope and eleven years later, Vasco da Gama, following his course, reached India and opened up this route to trade.But the way was long and dangerous and the search for a shorter passage continued.Christopher Columbus, believing that the earth was round, thought that by sailing due west he should reach Cathay.After many disappointments, his enthusiasm aroused the interest of Queen Isabella of Spain who fitted him out with the necessary ships and, after an adventurous voyage, he reached land in the autumn of 1492 which he thought to be a part of the Indies and, in consequence, called the people Indians.In a few years it became clear that instead of India it was a new continent that had been discovered and the Spaniards not only had the glory of the discovery but laid claim to this vast land.It happened, moreover, that the part of America first reached and claimed by Spain was very rich in silver mines.The rich treasure ships, coming to Spain every year aroused the cupidity of other European nations and they, too, wished to have a share in the fabulous wealth of this new land and to seek through it, or around it, a way to far Cathay.England sent out the Cabots, Sir Humphrey Gilbert, Sir Walter Raleigh, Henry Hudson and many others.The Dutch founded a colony in what is now the state of New York and called it New Amsterdam, In 1534, Francis I of France, sent out Jacques Cartier with whose voyage the story of Canada proper begins.It is the teacher\u2019s high privilege to unfold for her pupils the history of this country of ours, showing them how it has grown and developed, by what labour and sacrifice our heritage has been won, the great men and noble ideals that have assisted its progress and the evils that have from time to time retarded its growth.Pupils should be brought to realize that the character of a nation depends upon the character of its citizens.Canada, so richly endowed by the Creator, can become great only in so far as her citizens are 20 EDUCATIONAL RECORD honest, industrious, intelligent and unselfish.The happy conditions by which we are now surrounded are the result of the ceaseless efforts, unselfish devotion and wise foresight of our ancestors and it is a duty incumbent upon each of us to pass on this heritage to future generations, enriched and ennobled because of the contributions that we have been able to make to the national life.THE CANADIAN DIAMOND JUBILEE (By C.McBURNEY) In the life of a nation, as in that of the individual, certain events stand out in special prominence and the experience of the ages has decreed that the anniversaries of such events should be marked by fitting celebrations.In religious life the observance of such days as Christmas, Easter, the Passover, etc., not only keeps fresh in memory the events connected with these days but strengthens the faith of those who observe them and inspires them with nobler purposes and higher ideals.It is altogether fitting that events which have marked great turning points in the life and experience of individuals and peoples should from time to time be recalled to memory.The annually recurring date suggests a suitable occasion for reflection which should result in impressing us with the debt we owe to the past and in strengthening our desire and determination to live worthy of the best traditions of that past.Every people who have attained national greatness have observed national holidays, and have found these to be a very potent means of uniting the people in loyalty to a commonideal.Who can estimate the unifying effect of the Greek Olympic Festival, St.Andrews Day in Scotland, and St.Patrick\u2019s Day wherever Irishmen are to be found ?Canada\u2019s birthday is July 1st and our government has wisely set this day apart as a national holiday.The observance of Dominion Day is always important for us who love Canada, but this year it is of special significance.On this date sixty years ago the two provinces of Upper and Lower Canada, which had previously constituted Canada, united with two of the Maritime provinces, Nova Scotia and New Brunswick, to form the Dominion of Canada.These four provinces, weak and sparsely as they were, with no easy means of communication between them, formed the nucleus from which in sixty years the Canada of the present has developed, a land of healthful climate, of beautiful prospects, of varied productions, rich in all natural resources, the home of an independent, energetic and law-abiding people who are always sure of a reasonable return as a reward of their industry; a land, moreover, whose progress can be stayed only by the ignorance, sloth and indifference of her citizens.This is Canada\u2019s Diamond Jubilee Year.All over Canada special efforts are being made by various organizations to mark this anniversary in such as way as may make us appreciate this wonderful heritage, fill our hearts with gratitude to God for his countless blessings upon this land, and cause us to realize more fully the debt we owe to the great men and women of the past who with unwavering hope in the future and unselfish devotion to the best interests of our land have laid deep and strong the foundations of a great nation and have held up for guidance the highest ideals of citizenship.Such realization must inspire us with confidence in the future and with the determination of of qu he sd ih THE CANADIAN DIAMOND JUBILEE 21 to be worthy of the sacrifices by which this heritage has been won, and to that end resolve to contribute our full share to the making of this land a safe and happy place in which to dwell.While it is most fitting that organizations of all kinds should take part in the general celebration of Canada\u2019s Diamond Junilee, no organization or institution, whether lay or religious, is more vitally interested in this event than the school, for it is the first and paramount duty of the school to make good citizens, loyal, devoted, intelligent and industrious.This is an outstanding opportunity of presenting to the minds of the pupils the duties and responsibilities of citizenship and no school can afford to neglect it.School Boards and Teachers are asked to co-operate in marking this sixtieth anniversary of Canada\u2019s national life by a celebration that may be long remembered by the pupils.Unfortunately, the schools will be closed and the pupils will have separated before July Ist, so that a satisfactory school celebration cannot easily be organized on that date.It is the deisre of the Department of Education, however, that before the closing of the schools for the summer holidays each school, or each school municipality, should observe this important anniversary.The Department does not wish to prescribe the exact form which this celebration should take, but makes the following suggestions: (1) Where there is more than one school in a municipality, all the schools should unite for this purpose.(2) An open air session, in which all the schools of the municipality unite, should be held, preferably on a Friday afternoon, in a suitable grove.(3) Each school should contribute its part towards the programme, as may be arranged by the teachers.(4) The parents of all children and leading citizens should be invited.(5) A suitable platform, nicely decorated, should be erected, and seats should be provided for the children.(6) The programme might consist of the following, properly arranged: (a) Short devotional exercises, led by one of the teachers, or by a resident clergyman.(b) Songs, such as \u201cO Canada\u201d in English and French, \u201cThe Maple Leaf Forever\u201d, \u2018The Land of the Maple\u201d, etc, sung by all the pupils as a massed choir.(ec) Recitations, dealing with such themes as \u201cLove of Country\u201d, \u201cDuty\u201d, \u201cIncidents from Canadian History\u201d, \u2018The Mother Country\u2019, ete.(d) Short Essays by some of the older pupils on such subjects as \u2018\u201cSixty Years of Confederation\u2019, \u2018Great Canadian Statesmen\u2019, Canada\u2019s part in the Empire\u2019, etc., etc.(e) Short inspiring addressed by one or two prominent citizens.(6) Games.(8) Lunch, at which the pupils are the hosts and the parents their guests.(9) Saluting the Flag.(10) God Save the King. 22 EDUCATIONAL RECORD READINGS FROM GREAT HISTORIANS I.From Froude\u2019s \u201cEngland\u2019s Forgotten Worthies\u201d.(Our first \u201cReading\u201d is the concluding part of an historical sketch by Froude entitled \u201cEngland\u2019s Forgotten Worthies\u201d.In that sketch the historian had dealt with Drake, Gilbert, Davis, and other great seamen of the reign of Elizabeth, and in this concluding part he gives a most vivid account of the naval battle in which the little ship the \u201cRevenge\u201d played such a remarkable part.It was Froude\u2019s sketch, indeed, which inspired Tennyson to turn the events into his stirring ballad of the fleet, \u201cThe Revenge\u201d.The glory of the historian and of the poet in this narration is that both stuck closely to the historical facts.James Anthony Froude, the son of an English clergyman, was born in 1818 and died in 1894.He was educated at Westminster school and Oriel College, Oxford.His greatest work was a History of England from the the Fall of Cardinal Wolsey to the defeat of the Spanish Armada, a period of about sixty years, and completed in fourteen years (1856-70) in twelve volumes.His alleged \u201cwhitewashing\u201d of Henry VIII in the matter of the divorce of Catherine of Aragon was for many years a subject of controversy, but the essential point to be remembered today in this connection is that, after all, Froude was honest as usual with his facts and we can heartily sympathize with Catherine wholly, in spite of the historian\u2019s insistence upon Henry\u2019s \u201creasons of state\u2019.Froude\u2019s literary style is perfection itself.With picturesqueness he combined simplicity, clearness, vividness and strength.He was one of the three writers of the nineteenth century known as the \u2018Oriel School\u201d, the two other being Cardinal Newman and Dean Church.As a young man Froude was attached to the Oxford Movement in the Church of England, of which Newman, Pusey, Keble and Archdeacon Hurrel Froude were leaders, the Archdeacon being the elder brother of the historian.But James Anthony Froude early broke from the party, and his History is not only strongly Protestant throughout and attached to the principles of the Reformation, but the events of that period in England are unrolled in his volumes as a great historical drama.Other important works by Froude were: \u201cThe English in Ireland in the Fighteenth Century\u201d, \u201cThe English in the West Indies\u201d, \u201cOceana\u2019, \u201cThe Life and Letters of Erasmus\u2019, \u201cLetters and Memorials of Jane Welsh Carlyle\u201d, \u201cLife of Thomas Carlyle (four volumes)\u201d, and four volumes of \u2018Short Studies on Great Subjects\u201d.It is from one of the \u2018\u2018Short Studies\u201d that our selection in this issue is taken.) In the conclusion of these light sketches we pass into an element different from that in which we have been lately dwelling.The scenes in which Gilbert and Davis played out their high natures were of the kind which we call peaceful, and the enemies with which they contended were principally the ice and the wind, and the stormy seas and the dangers of unknown and savage lands.We shall close amidst the roar of cannon and the wrath and rage of battle.Hume, who alludes to the engagement which we are going to describe, speaks of it in a tone which shows that he looked I 2 es sea 55 A aL \u2014 \u2014 \u2014\u2014 \u2014 ly READINGS FROM GREAT HISTORIANS 23 at it as something portentous and prodigious; as a thing to wonder at\u2014but scarcely as deserving the admiration which we pay to actions properly within the scope of humanity\u2014and as if the energy which was displayed in it was like the unnatural strength of madness.He does not say this, but he appears to feel it and he scarcely would \u201chave felt it if he had cared more deeply to saturate himself with the temper of the age of which he was writing.At the time, all England and all the world rang with the story.It stuck a deeper terror, though it was but the action of a single ship, into the hearts of the Spanish people; it dealt a more deadly blow upon their fame and moral strength than the destruction of the Armada itself; and in the direct results which arose from it, it was scarcely less disastrous to them.Hardly as it seems to us, if the most glorious actions which are set like jewels in the history of mankind are weighed one against the other in the balance, hardly will those 300 Spartans who in the summer morning sat \u2019combing their long hair for death\u2019 in the passes of Thermopylae, have earned a more lofty estimate for themselves than this one crew of modern Englishmen.In August 1591, Lord Thomas Howard, with six English line-of- battle ships, six victuallers, and two or three pinnaces, was lying at anchor under the Island of Florez.Light in ballast and short of water, with half his men disabled by sickness, Howard was unable to pursue the aggressive purpose on which he had been sent out.Several of the ships\u2019 crews were on shore: the ships themselves \u2018all pestered and rommaging\u2019, with everything out of order.In this condition they were surprised by a Spanish fleet consisting of 53 men-of-war.Eleven out of the twelve English ships obeyed the signal of the admiral, to cut or weigh their anchors and escape as they might.The twelfth, the \u2018Revenge\u2019, was unable for the moment to follow.Of her crew of 190, ninety were sick on shore, and, from the position of the ship, there was some delay and difficulty in getting them on board.The \u2018Revenge\u2019 was commanded by Sir Richard Grenville, of Bideford, a man well-known in the Spanish seas, and the terror of the Spanish sailors; so fierce he was said to be, that mythic stories passed from lip to lip about him, and, like Earl Talbot or Cœur de Lion, the nurses at the Azores frightened children with the sound of his name.\u2018He was of great revenues, of his own inheritance\u2019, they said, \u2018but of unquiet mind, and greatly affected to wars; and from his uncontrollable propensities for blood-eating, he had volunteered his services to the Queen, \u2018of so hard a complexion was he, that I (John Huighen von Linschoten, who is our authority here, and who was with the Spanish fleet after the action) have been told by divers credible persons who stood and beheld him, that he would carouse three or four glasses of wine, and take the glasses between his teeth and crush them in pieces and swallow them down.= Such Grenville was to the Spaniard.To the English he was a goodly and gallant gentleman, who had never turned his back upon an enemy, and was remarkable in that remarkable time for his constancy and daring.In this surprise at Florez he was in no haste to fly.He first saw all his sick on board and stowed away on the ballast; and then, with no more than 100 men left him to fight and work the ship, he deliberately weighed, uncertain as it seemed at first, what he intended to do.The Spanish fleet were by this I an a REEL RUTH CTT « ee TRA CAA dar tea ac 24 EDUCATIONAL RECORD time on his weather bow, and he was persuaded (we here take his cousin Raleigh\u2019s beautiful narrative, and follow it in Raleigh\u2019s words) \u2018to cut his mainsail and cast about, and trust to the sailing of the ship\u2019\u2014 \u201cBut Sir Richard utterly refused to turn from the enemy, alledging that he would rather choose to die than to dishonour himself, his country, and her Majesty\u2019s ship, persuading his company that he would pass through their two squadrons in spite of them, and enforce those of Seville to give him way: which he performed upon diverse of the foremost, who as the mariners term it, sprang their luff, and fell under the lee of the \u2018Revenge\u2019.But the other course had been the better; and might right well have been answered In so great an impossibility of prevailing: notwithstanding, out of the greatness of his mind, he could not be persuaded.\u201d The wind was light; the \u2018San Philip.\u201d \u2018a huge high-carged ship of 1500 tons, came up to windward of him, and, taking the wind out of his sails, ran aboard him.\u201cAfter the \u2018Revenge\u2019 was entangled with the \u2018San Philip\u2019 four others boarded her, two on her larboard and two on her starboard.The fight thus beginning at three o\u2019clock in the afternoon continued very terrible all that evening.But the great \u2018San Philip\u2019, having received the lower tier of the \u2018Revenge\u2019, shifted herself with all diligence from her sides, utterly mis- liking her first entertainment.The Spanish ships were filled with soldiers, in some 200, besides the mariners, in some 500, in others 800.In ours there were none at all, besides the mariners, but the servants of the commander and some few voluntary gentlemen only.After many enterchanged voluntary vollies of great ordinance and small shot, the Spaniards deliberated to enter the \u2018Revenge\u2019 and made divers attempts, hoping to force her by the multitude of their armed soldiers and musketeers; but were still repulsed again and again, and at all times beaten back into their own ship or into the sea.In the beginning of the fight the \u2018George Noble\u2019 of London, having received some shot through her by ° the Armadas, fell under the lee of the \u2018Revenge\u2019 and asked Sir Richard what he would command him; but being one of the victuallers, and of small force, Sir Richard bade him save himself and leave him to his fortune.\u201d This last was a little touch of gallantry, which we should be glad to remember with the honour due to the brave English sailor who commanded the \u2018George Noble\u2019; but his name passed away, and his action is an \u201cin memoriam\u2019\u2019, on which time has effaced the writing.All that August night the fight continued, the stars rolling over in their sad majesty, but unseen through the sulphurous clouds which hung over the scene.Ship after ship of the Spaniards came on upon the \u2018Revenge\u2019, \u2018so that never less than two mighty galleons were at her side and aboard her,\u201d washing up like waves upon a rock, and falling foiled and shattered back amidst the roar of the artillery.Before morning fifteen several Armadas had assailed her, and all in vain: some had been sunk at her side; and the rest, \u2018so ill approving of their entertainment, that at break of day they were far more willing to hearken to a composition, than hastily to make more assaults or entries.\u2019 \u2018But as the day increased,\u201d says Raleigh, \u2018so our men decreased; and as the light grew more and more, by so much the more grew our discomfort, for none appeared in sight but enemies, save one small ship called the \u2018Pilgrim\u2019 \u2014_ £a == > = READINGS FROM GREAT HISTORIANS 25 commanded by Jacob Whiddon, who hovered all night to see the success, but in the morning, bearing with the \u2018Revenge\u2019, was hunted like a hare among many revenous hounds\u2014but escaped! All the powder in the \u2018Revenge\u2019 was now spent, all her pikes were broken, 40 out of her 100 men killed, and a great number of the rest wounded.Sir Richard, though badly hurt early in the battle, never forsook the deck till an hour before midnight; and was then shot through the body while his wounds were being dressed, and again in the head.His surgeon was killed while attending on him; the masts were lying over the side, the rigging cut or broken, the upper works all shot in pieces, and the ship herself, unable to move, was settling slowly in the sea, the vast fleet of Spaniards lying round her in a ring, like dogs round a dying lion, and wary of approaching him in his last agony.Sir Richard, seeing that it was past hope, having fought for fifteen hours, and \u2018having by estimation eight hundred shot of great artillery through him,\u2019 \u2018commanded the master gunner, whom he knew to be a most resolute man, to split and sink the ship, that thereby nothing might remain of glory or victory to the Spaniards; seeing in so many hours they were not able to take her, having had above fifteen hours\u2019 time, above ten thousand men, and fifty-three men-of-war to perform it withal; and persuaded the company or as many as he could induce, to yield themselves unto God and to the mercy of no one else; but as they had, like valiant resolute men, repulsed so many enemies, they should not now shorten the honour of their nation by prolonging their own lives for a few hours or a few days.\u2019 The gunner and a few others consented.But such \u2018daimonie arete\u2019 was was more than could be expected of ordinary seamen.They had dared do all which did become men, and they were not more than men.Two Spanish ships had gone down, above 1500 of their crew were killed, and the Spanish admiral could not induce any one of the rest of his fleet to board the \u2018Revenge\u2019 again, \u2018doubting lest Sir Richard would have blown up himself and them, knowing his dangerous disposition.\u201d Sir Richard lying disabled below, the captain, \u2018finding the Spaniards as ready to entertain a composition as they could be to offer it,\u2019 gained over the majority of the surviving company; and the remainder then drawing back from the master gunner, they all, without further consulting their dying commander, surrendered on honourable terms.If unequal to the English in action, the Spaniards were as least as courteous in victory.It is due to them to say, that the conditions were faithfully observed; and \u2018the ship being marvellous unsavourie, \u2018Alonzo de Bacon, the Spanish admiral, sent his boat to bring Sir Richard on board his own vessel.Sir Richard, whose life was fast ebbing away, replied that \u2018he might do with his body what he list, for that he esteemed it not;\u201d and as he was carried out of the ship he swooned, and reviving again, desired the company to pray for him.The admiral used him with all humanity, \u2018commending his valour and worthiness, being unto them a rare spectacle, and a resolution seldom approved.\u201d The officers of the fleet, too, John Higgins tells us, crowded round to look at him, and a new fight had almost broken out between the Bis- cayans and the \u2018Portugals\u2019, each claim- RSR ET SE EE SE PT 26 ing the honour of having boarded the \u2018Revenge\u2019.\u201cIn a few hours Sir Richard, feeling his end approaching, showed not any sign of faintness, but spake these words in Spanish, and said, \u2018Here die I, Richard Grenville, with a joyful and quiet mind, for that I have ended my life as a true soldier ought to do that fought for his country, queen, religion, and honour.Whereby my soul most joyfully departeth out of this body, and shall always leave behind it an everlasting fame of a valiant and true soldier that hath done his duty as he was bound to do.\u2019 When he had finished these or other such like words he gave up the ghost with great and stout courage, and no man could per- celve any sign of heaviness in him.\u201d Such was the fight at Florez, in that August of 1591, without its equal in such of the annals of mankind as the thing which we call history has preserved to us; scarcely equalled by the most glorious fate which the imgania- tion of Barrere could invent for the \u2018Vengeur\u2019.Nor did the matter end without a sequel awful as itself.Sea battles have been often followed by storms, and without a miracle; but with a miracle, as the Spaniards and the English alike believed, or without one, as we moderns would prefer believing, \u2018there ensued on this action a tempest so terrible as was never seen or heard the like before.A fleet of merchant-men joined the Armada immediately after the battle, forming in all 140 sail; and of these 140, only 32 ever saw Spanish harbour.The rest foundered, or were lost on the Azores.The men-of-war had been so shattered by shot as to be unable to carry sail; and the \u2018Revenge\u2019 herself, disdaining to survive her commander, or as if to complete his own last baffled purpose, like Samson, buried herself EDUCATIONAL RECORD and her 200 prize crew under the rocks of St.Michaels.\u201cAnd it may well be thought and presumed (says John Huighen) that it was no other than a just plague purposely sent upon the Spaniards; and that it might be truly said, the taking of the \u2018Revenge\u2019 was justly revenged on them; and not by the might or force of man, but the power of God.As some of them openly said in the Isle of Terceira, that they believed verily God would consume them, and that he took part with the Lutherans and heretics.saying further, that so soon as they had thrown the dead body of the Vice-Admiral Sir Richard Grenville overboard, they verily thought that as he had a devilish faith and religion, and therefore the devil loved him, so he presently sunk into the bottom of the sea and down into hell, where he raised up all the devils to the revenge of his death, and that they brought so great a storm and torments upon the Spaniards, because they only maintained the Catholic and Romish religion.Such and the like blasphemies against God they ceased not openly to utter.\u201d HENRY H.CURTIS GETS DECORATION IS MADE OFFICIER DE L\u2019ACADEMIE FOR ACTIVITIES IN FRENCH INSTRUCTION (Montreal Gazette) Representing the Government of the Republic of France, Prof.Paul Villard, yesterday conferred upon Henry H.Curtis, the diploma of Officier de l\u2019A ca- démie, and pinned upon his breast the ingignia of the honor.The ceremony was performed in the presence of a tre HENRY H.CURTIS GETS DECORATION 27 gathering of Montreal educationists, and Baron de Vitrolles, Consul-General for France, at the home of Mr.Curtis, 360 Kensington avenue, Westmount.Prof.Charles Bieler presided.In opening the ceremony, Prof.Bieler said that near Geneva he had stopped once at a place called La Jonction.Here met the river Rhone and Alve.The waters of the Rhone were blue while those of Alve were grey.The waters ran together side by side for several miles without mixing, but finally merged.He said that this reminded him of conditions in the province of Quebec, and pointed, out that in order to mix the two nationalities together the teaching of the French tongue in English schools was one of the best means.In this work, Mr.Curtis, for many years an educationist, had been a leader.Prof.Bieler then called upon Prof.Villard to make the presentation.Prof.Villard read to Mr.Curtis a letter from a department of the French Government and handed to Mr.Curtis the diplomas of the honor, while he pinned upon his breast the insignia.Dr.E.I.Rexford then outlined the work done by Mr.Curtis and related some of the difficulties which had to be overcome before the present \u2018\u2018direct system\u201d of teaching French could be introduced.The speaker also noted that the system had progressed throughout the province.Deputy Minister of Education for the province of Quebec, W.G.Par- melee, told the gathering that great strides had been made in the teaching and learning of French in the province.This was due in large measure to Mr.Curtis.Mr.Parmelee also said that the French people were also partly responsible for the English failing to learn French, because they spoke English so much, but he added that better results were now being obtained because of the added interest taken in the French language.Mr.Curtis, in thanking the gathering and the representatives of the French Government for the honor done him, said that the work had not been done by himself alone.Many teachers had aided him and the public bodies had been of great assistance.He appreciated the honor done him greatly, because France had always at heart the advancement of higher art and learning of her children, and he was proud that she had stretched a long arm across the sea to honor a foreigner in a far-off country.He ended by saying that the work was at present in good hands, and he felt sure that the future would hold even more success than the past.Mr.Curtis began work with the Montreal High School in 1886, and was actively engaged in the teaching of French and in the supervision of the work until he retired because of ill-health in 1913.He evolved a new system which is now in use in all the Protestant English schools of the city and the province, having written the text books himself.He was born at Warden, Que., and was the gold medallist of his class in High School. 28 EDUCATIONAL RECORD REAL EDUCATIONAL FILMS Principals of High Schools provided with motion picture machines will be pleased to learn that the Geological Survey of Canada, Ottawa, is now prepared to lend, without charge, some valuable films illustrating mining and allied industries, the only expense to the schools being the transportation charges from and to Ottawa, and the insurance on the return.The following are the subjects at present available: The Story of Coal, 3 reels, inflammable; The Story of Petroleum, 4 reels, inflammable; The Story of Abrasives, 4 reels, inflammable; Water Power, 2 reels, non-inflam- mable; The Story of Fire Clay Refractories, 4 reels, non-inflammable; When a man\u2019s a Miner, 4 reels, non- inflammable; The Story of Asbestos, 3 reels, inflammable; Saving Coal at Home, 1 reel, inflam\u2019 mable.The films were obtained by the Geological Survey of Canada through the courtesy of the United States Bureau of Mines.Needless to say, it is important at every school that those who operate the motion picture machines must be competent for the work in all respects.All correspondence on the subject is to be addressed to the DirEcTOR GEOLOGICAL SURVEY, OTTAWA.COLLECTIONS OF MINERALS AND ROCKS The Geological Survey of Canada is also offering collections of minerals, rocks and fossils, at the following prices: No.1 Collection, consisting of 144 specimens of Canadian minerals and rocks contained in an upright, varnished oak cabinet at $35.00.The size of the specimens two and three- quarter inches by two and a quanter.No.2 collection consist of 44 specimens in a flat varnished oak cabinet, at $12.00.The size of the specimens is slightly less than for those of No.1 collection.Both collections are accompanied by a printed list of the minerals and the localities where they were obtained; by a typewritten pamphlet on heology and by a book on mineralogy as aid in teaching those sciences.No.3 collection consists of 40 specimens of sedimentary and igneous rocks, crystals and fossils specially arranged for teaching physiography in Superior Schools, contained in two unpainted pine trays.Price $6.00.This collection is accompanied by a typewritten descriptive pamphlet, extra copies of which may be had for 15 cents each.A large list of individual specimens of rocks and minerals may also be obtained at from 5 to 20 cents each, according to size and nature of the rock or mineral.Fluorites and Zeolites are ITEMS FOR THE TEACHERS 29 10 cents each for the small size and 20 cents for the larger.Remittances are sent with the order to the DIRECTOR, GEOLOGICAL SUEVEY, OTTAWA.The Educational Record gladly draws attention to the educational films mentioned in the previous article and to the mineral cabinets in this.While the films will directly interest only the schools provided with motion picture machines, the mineral, rock and fossil specimens are indispensable for all high schools in which physical geography is taught.Some schools are already provided with cabinets, but others are not.ITEMS FOR THE TEACHER (Selected by Inspector McOuat) Many of these are suited to aid in teaching reading, or geography, or history lessons.Some are for general information.FOR NATURE STUDY Many From PERSIA There is probably no country that has contributed more trees and flowers to Canada than has the little known land of Persia.Our lilac came from there, as did also the walnuts that have grown to such fine proportions in the Niagara peninsula.Persia is also the home of our common iris, the mignonette and some of our crocuses.South America has been a generous contributor; more so in the case of wild flowers than of trees.The verbena, the begonia, the morning glory, the sunflower, the nicotine plant and the Indian cress are all natives of the great southern continent.If a group of nature lovers were to be asked to name a truly native wild flower, perhaps the lovely little hepa- tica would be immediately singled out.But that would be wrong.The hepa- tica is a native of Central Europe and 1s a splendid example of the need for clean seeds when shipments are made.The aconite and the snapdragon came from the same regions.The yellow adder\u2019s tongue, that is so often found with the hepatica, is, on the other hand, a true native.It was taken to England as a great curiosity in 1665.Jack-in- the-pulpit is another true native.Other native flowers include the trilliums, some of the violets and the cowslip.There is one flower that has been able to spread all over Canada.That is the bunch-berry or the Canadian crown.Near cities and large towns the wild flowers are vanishing.A few years ago it was a spring treat to go through High Park, Toronto, and see the wild flowers.Where are they now ?The answer may be seen in the cruel practice of hauling armfuls of flowers from the nearby woodlands in the spring and throwing them away before getting to a car.The place for the wild flowers is in the woods.Leave them there! Others have some right to the pleasure of seeing them in their native surroundings.If the wreckers of our wild flower patches come back with the excuse that they are going to plant them in their gardens they are fooling themselves.A spring flower in blossom is in no condition for transplanting.It needs all its energy to blossom forth and attract insects to fertilize the seed organs.If you want wild flowers in your garden take them in the autumn when the 30 EDUCATIONAL RECORD seeds are ripe.Again, if many of our truly native plants are transplanted they have a long life cycle before they bloom again.The dogtooth violet requires five years from seed to blossom.Jack-in-thepulpit requires four years to complete the same cycle and the bunch- berry requires three years.The Toronto Field Naturalists\u2019 Club have placed hundreds of posters in the woods.The advice they give is good.Do not pick many flowers.Do not pick the rare flowers at all.Help to keep Canada beautiful.FOR USE IN GEOGRAPHY LESSON, CLASS IV (Draining the Zuider Zee) The people of Holland are engaged in a great engineering project by which they hope to add the equivalent of a new province of the richest arable land to their territory, and thus arrest the drift of farmers to the cities and reduce unemployment.Holland is overpopulated, and there is a yearly increase of 100,000 persons.Nearly a hundred years ago the population amounted to 2.6 millions, one-seventh of whom lived in the five principal cities; at the present day there are 7.3 millions, one- quarter of whom are concentrated in Rotterdam, The Hague, Amsterdam and Utrecht.The limited area of arable land compels the young peasants to seek employment in the cities, where they add to the workless multitude and accentuate the difficulties of the unemployment problem.For many years past Holland has tried to add to her arable land by draining submerged land and bringing virgin soil under cultivation; since 1900 about 300,000 acres have thus been brought under cultiva- tion.Since 1921 the government has provided farmers, willing to bring moorland under cultivation, with the capital needed; in about four years 160 farms, of 30 acres each, have been started in this way.The work of reclaiming submerged arable land began about 1850, but the present undertaking is the most ambitious project of its kind, and 1s estimated to cost over $150,000,- 000, apart from interest charges.THE DEEPEST SEA The discovery of a spot in the Pacific Ocean, southwest of Japan, 32,636 feet deep, will not greatly astonish oceanographers, for the Pacific has long been known as the deepest of all the great seas of the globe.Nowhere else has any depth been reached as great as 30,000 feet, but in the Pacific as many as ten soundings have been made exceeding that figure.In the Atlantic only two places are known with depths greater than 24,000 feet, the deepest being a spot north of the West Indies, where the lead found bottom at 27.972 feet.FOR THE PRIMERY TEACHER, CLASS 1 Perhaps, however, the most popular rhyme is that about Mary .\u2014 Mary had a little lamb, Its feet were white as snow; And everywhere that Mary went The lamb was sure to go.This, probably, has been parodied more than any other verse in any literature, but although it is so well known 49 = ITEMS FOR THE TEACHERS 31 few people are acquainted with the fact that it hails from America and that the idea, and some of the original verses, belong to an ordinary American schoolboy.Mary had a lamb of which she was very fond, and she used to take it to the school which she attended in Massachusetts.There was in the school, too, a boy named John Rollston, who was so amused by the sight of Mary toddling to her lessons with this little pet that he wrote a few nonsensical verses about it.A long time after he had written them Mrs.Sarah Hall completed the poem, and it became known to the public, with whom it has been in great favor ever since.But there is more to tell about the lamb.A stocking was knitted from some of its woven fleece, and years ago it was offered for sale at a fair held in Boston to raise funds for the Old South Church.Someone thought that it would be a pity to offer it as one piece, and so it was ravelled out and small pieces were sold, each with the autograph of Mary\u2014who was then an old lady\u2014attached.The demand was very brisk, and when the last piece was sold it was found that a sum of just over thirty pounds had been realized.THE AUTHOR OF THE THREE BEARS It was Robert Southey, once poet laureate of England, who wrote the Three Bears, the children\u2019s classic.He wrote a story that is known and loved the wide world over and never dreamed that he had created a masterpiece.So completely has this tale entered into the folklore of the race that we think of it as a tale of unimaginable antiquity.The great bog bear, the middle-sized bear and the little bear seem to have first eaten their breakfast porridge long ages ago.Indeed, we half expect the geologists to discover their three-sized footprints in fossil rocks.The truth is, however, that the tale is modern.It was first read by delighted children in 1837.You will find the story as Southey wrote it in column four of a curious work entitled The Doctor, which he wrote for his own amusement and afterwards published anonymously in London.As a story-teller for children Robert Southey learned his art from much practice, for he was the delightful father of seven children.It is safe to say that his own little sons and daughters were the first little boys and girls who ever heard the Story of the Three Bears.TO BE USED IN EARLY ARITHMETIC THREE DEVICES ARITHMETIC 1.As I came to school this morning I saw VIII.robins and X.bluebirds.They flew on some trees which were L.feet away from me.Then I saw V.more robins.These robins flew on III.fence posts which were X.feet X.inches from me.There were XXIII.birds in all.2.A farmer had CCC.chickens and they laid CCL.eggs a day.In two days the farmer had D.eggs.He set L.hens and under each hen placed XIV.eggs.In all there were DCC.eggs.In IV.weeks he had DCL.little chickens from DCC.eggs.\u20183.A farmer\u2019s wife kept a garden clean which was XC.rods long and LXXX.rods wide.In fall she sold XX.RA RE 32 EDUCATIONAL RECORD quarts of strawberries at XXV.cents a quart; XXX.quarts of raspberries at L.cents a quart.LXXX.quarts of tomatoes at XX.cents a pint or XL.cents a quart, C.quarts of cucumbers at LX.cents a quart.In all she had $CXII.she bought a dress which cost $V.a set of dishes worth $VII.Her bill was $XIT.She earned $CXIT.She has therefore $C.remaining.FOR GENERAL INFORMATION BANK NOTES Greater privacy surrounds the making of notes for the Bank of England than almost any other undertaking connected with that great institution.The paper on which the notes are printed has been made in the same factory at Laverstoke, Hampshire, for over two hundred years.It is prepared entirely by hand from specially selected rags, and is washed and rewashed in spring water used for no other purpose.The formula of the ink used in printing the notes is known to only half a dozen people.The chief ingredient is charcoal obtained by smoke-drying the wood of Rhenish vines.Each note costs the bank roughly two cents to produce, and the average period of circulation is two and a half months.About 60,000 of the notes are printed daily, while every year 20,000,000 old notes are collected and destroyed.HOME, SWEET HOME \u201cHome, Sweet Home\u201d is a song by John Howard Payne, a prolific author in prose and verse, who is only remembered to-day through these lines.When Charles Kemble was manager of Covent Garden Theatre, in 1823, he bought a number of MSS.from Payne, who was then starving in a Parisian attic.Among them was a drama, \u201cClari, the Maid of Milan.\u201d At Kemble\u2019s request, Payne changed this into an opera, introducing the song of \u201cHome, Sweet Home\u201d which then consisted of four stanzas.The opera was a failure, but the song proved a great success.Over 100,000 copies were sold the first year, and in two years the publishers cleared over $10,000, no portion of which went into the author\u2019s pocket.\u2018How often,\u201d he complains, \u201chave I been in the heart of Paris, Berlin, London, or some other city, and have heard persons singing or heard organs playing \u2018Home, Sweet Home,\u201d without having a shilling to buy myself the next meal, or a place to lay my head.The world has literally sung my song till every heart is familiar with its melody; yet I have been a wanderer from my boyhood, and, in my old age, have to submit to humiliation for my bread.\u201d THE TRUE STORY OF CASA- BIANCA In August, 1798, a French fleet of thirteen vessels lay off one of the many mouths of the Nile.The admiral believed his position impregnable, but he had to do with Nelson.The English admiral steered his squadron so as to attack the French from both the seaward and the landward side.Caught between two fires, the French fought valiantly, but ship after ship was overpowered until only two were left.In the hottest of the fight rode the French flag-ship Orient.Her captain, I BOOK NOTICES 33 Louis de Casabianca, had on board as seaman his son, Giacomo de Casabian- ca, a brave and ambitious young fellow of nineteen; both of them were native of the island of Corsica.The English fire proved too much for the French ship.The captain gave his final order: \u201cYou have done nobly, my lads, for the honour of the Republic and the valour of the French name.All is lost.Save yourselves.\u201d The sailors threw themselves through the port-holes into the sea, and the English boats rescued as many as possible.But when Giacomo would have urged his father to trust to the mercy - of the enemy, he declined, saying: \u201cNo my son, do your drop over at once; but I go not.My post is here.\u201d \u201cThen, I, too, remain,\u201d the sailor son replied.\u201cIf it is your duty, it is mine also.\u201d Standing upon the towering quarterdeck of the Orient, the only spot as yet untouched by the rising flames, the wounded father and the faithful son pleaded with one another for the right to die.But the father would not quit his post; he would die with honour: and the son, in whose veins ran the blood of heroes, would not leave him.The entreaties of the French sailors and the warnings of the English rescuers were alike unheeded.Then came a tremendous explosion; a volcano of flame burst out; and side by side father and son went down, as the charred and smoking Orient was swallowed by the hungry sea.\u2014F.H.Sykes.BOOK NOTICES The Teacher\u2019s Book of Phonetics.By Sarah T.Barrows, Assistant Professor of Phonetics, State University of Iowa, and Anna D.Cordts, Instructor in Rural Education, Iowa State Teachers\u2019 College.193 pages, illustrated.Ginn & Company, New York.This book is designed for the practical needs of classroom teachers, and especially for the teachers using the phonic method with the youngest pupils.It is at the beginning that bad pronunciation is best dealt with.The distinction between phonics and phonetics in the modern sense is very clearly explained.The speech difficulties discussed in the book are those with which every teacher is familiar, if at all observant of the varying habits of the pupils.The phonetic symbols are dealt with in connection with such important 3 matters as the securing of better results from pronunciation drill and exercises (significant exercises being given), and the problem of teaching English to foreigners.An Exploratory Course in General Language.Developed by Lucy Mallary Bugbee, Elman M.Clark, Ruth S.Green, Paul S.Parsons, Donald B.Sweet and Clarice E.Williams, of the Public Schools of West Hartford, Connecticut.258 pages, illustrated.Benj.H.Sanborn, Chicago, New York, Boston.This is a new development, intended as an elementary introduction to the study of languages in general.It is apparently not intended as a text book for the pupils, but as a guide to teachers Te ee ee 34 in the task of beginning to teach any one language.Part I consists of sections on the Beginnings of Language, Development of Writing (from picture writing), Races and Languages, Greek and Roman Influences on languages and the English language, Part II is an introduction to Latin, with the historical setting; Part ITI an introduction to French, starting with a trip through France, while Parts IV and V deal with Spanish and German respectively in the same manner.Part VI deals with Word Study.Maps are also provided.Adventures of Exploration.Book IV.Africa.By Sir John Scott Keltie and Samuel Carter Gilman, F.R.G.S.With maps, portraits and other illustrations.190 pages.Price two shillings.George Philip & Son, Ltd.32, Fleet St.London, E.C.4.Like the others in this series, previously reviewed in the Educational Record, this book of exploration, based upon the lives of explorers, is most admirable as a means of quickening interest in Geography.The Machinery of Business: An Introduction to Commercial Methods.By Alfred Barralet.226 pages.Price 2s, 6d, limp cloth.George Philip & Son, Ltd.32 Fleet St., London, E.C.4.bp An addition to the \u201cNew Era Library\u2019 issued by Philip & Son.Wild Plants of Canada.By H.B.Spotton, A.Cosens and T.J.Ivey.309 pages: Toronto: W.J.Gage and Company.This is a new and entirely revised edition of the late Dr.Spotton\u2019s Botany.The flora now includes many western species, as well as those of eastern EDUCATIONAL RECORD Canada.The Descriptive Key follows the latest principles of classification.The Progress of Arithmetic in the Last Quarter of a Century.By David Eugene Smith.New York: Ginn & Company.A discussion of new mathods, including the \u201cprojects\u201d.The Ryerson Canadian History Readers: Sieur de Maisonneuve.By Dr.Lorne Pierce.Count de Frontenac.By Helen E.Williams.Marquis de Montcalm.By J.C.Sutherland.General James Wolfe.By J.C.Sutherland.- Sir Isaac Brock.By T.G.Marquis.Madame La Tour.By Mabel Burk- holder.Jacques Cartier.By J.C.Sutherland.Sieges of Quebec: French Régime.Sieges of Quebec: British Régime.Thomas Chandler Haliburton.By Dr.Lorne Pierce.Sir Alexander Mackenzie.By Adrien Macdonald.Naval Warfare on the Great Lakes (1812-1814).By T.G.Marquis.Battlefields of 1813.By T.G.Marquis.John Black.By Lorne Pierce.James Evan.By Lorne Pierce.John MeDougall.By Lorne Pierce.The foregoing are the titles of à number of this new series intended as supplementary reading in Canadian history.The General Editor is Dr.Lorne Pierce, and the Ryerson Press, Toronto, the publishers.Price 10c.each, or 12c.each by mail.Commerclal and Economic ATLAS of the World for Canadian Schools.64 I à BOOK NOTES 35 dilleran, Laurentian, Great Central Plain, St.Lawrence and Appalachian Regions, and separate charts show each of these regions in detail.As it is these natural structural divisions of the country which determine the natural productions of each, the charts are indispensable for a proper understanding of the resources of Canada as a whole.Many other charts make clear the imports and exports of the Dominion in various staples.Modern Practice in the Teaching of Composition.By Donalda J.Dickie, M.A.317 pages.Price $1.50, postage prepaid.Toronto: W.J.Gage & Co.Miss Dickie has proved herself a most competent writer on educarional subjects in several lines, historical and geographical.The present pedagogical book for teachers is equally valuable.The principal chapters deal with \u201cTeaching Composition\u201d, \u2018Teaching Children to Think\u201d, Vocabulary Training\u201d, \u201cOral Composition\u201d, \u201cWritten Composition\u201d, \u201cDramatization\u201d, \u201cComposition Projecst\u2019\u2019, \u201cThe Criticism of Compositions\u201d, and \u201cTeaching Grammar in the Composition Way\u201d.No practical side of the subject, therefore, is omitted, and Miss Dickie\u2019s good judgment and experience enable her to present every point with clerrness and conviction.As all the universities have lament the fact that a very large proportion of the prospective and accepted students are much behind in the matter of \u201cgood English\u201d and ordinary composition, such a book of this is needed throughout Canada.The Educational Theory of J.G.Fichte.A Critical Account, Together pages.Price 60 cents, postpaid.W.J.Gage & Co., Toronto.This is a valuable school atlas.Not only are the coloured maps up to the date in respect to the political divisions in Europe and elsewhere, but the many black-and-white charts are most instructive.Those relating to Canada are excellent.Thug, one chart shows the main physiographic divisions of the Dominion as a whole, namely, the Cor- with Translations.By G.H.Turnbull, Professor of Education in the University of Sheffield.283 pages.Price 12s.6d.net.Lonpon, E.C.4, Hodder & Stoughton, Warwick Square.Intended to fill a gap in the English student\u2019s knowledge of the History of Education, by bringing together the chief features of the theoretic work of Fichte, at one time appreciated by Carlyle.The practical sources of Fitche\u2019s theories are fully describedfrom those of his home life to his school and university training and tutorship and finally his acquaintance with the theory and practice of Pestalozzi and other educators.Learning to Speak and Write.By Donalda J.Dickie.M.A.Book I, covering the work for Grades I, II, III and IV.Book II, for the work of Grades V, VI, VII and VIII.50 cents each, postpaid.W.J.Gage & Co.These two books give the practical work based upon Miss Dickie\u2019s \u201cDo- dern Practice\u2019 mentioned above.The work set forth includes groups of thinking exercises, vocabulary exercises, and breath-control and enunciation exercises, as well as instruction and practice in the composition forms suited for study in each grade.Needless to say, all of the suggestions in Miss Dickie\u2019s books are the outcome of actual practice in her experience as Lecturer in Methods in Literature and Composition at the Provincial Normal School, Calgary.CEE OR OO CCC ANR 36 EDUCATIONAL RECORD New Geography: Canadian Edition.By Alexis Everett Frye, Adapted for Canada by I.Gammell, Rector of the High School, Montreal.Boston and New York: Ginn & Company.The Frye-Atwood geographies are unquestionably the finest texts on this subject produced on this side of the Atlantic.The present edition was adapted for Canadian schools by Mr.Gammell, rector of the Montreal High School, and the adaptation has been excellently done.Already the book has been adopted by the Protestant Committee.The maps, the coloured illustrations and the many cuts throughout the book make it an attractive one for pupils of all ages.History and Handwork for Young Children, Aged 7 to 9.By F.E.Parker.With 251 diagrams and Illustrations.116 pages.Price 6 shillings net.London: George Philip & Son, Ltd.This is a new idea\u2014the teaching of history through handwork.It is an expansion of the kindergarten principle.Children learn by doing and they like to make things.Here they are taught to apply their free paper cutting, clay modelling and pastel drawing to the making of representations of persons and things of historical interest, from the dress of the Early Saxon down to an Elizabethan coach and a chair of the eighteenth century.How Canada was Found.By D.J.Dickie.Part 3 of Dent\u2019s Canadian History Readers.127 pages.Toronto: J.M.Dent & Sons, Ltd.The Long Trail.By D.J.Dickie.Part 4 of Dent\u2019s Canadian History Readers.173 pages.Toronto: J.M.Dent & Sons, Ltd.These two additional parts of this interesting junior series are a credit both to the author, Miss Dickie, and to the publishers.The reading matter is written in a fresh and captivating way, and the illustrations, coloured and black-and-white, are most attractive.The books are also well bound, with the Union Jack on the cover.Admirable for the school library.Adventures of Exploration: Book I.Finding the Continents.By Sir John Scott Keltie, LL.D.and Samuel Gil- mour, F.G.S.128 pages.Price 1s.6din London.Adventures in Exploration: Book II.Central and South America.By the same authors.156 pages.Price 1s.6d.Adventures in Exploration.Book III.Asia.By the same authors.164 pages.Price 1s.10d.These three books are published by Messrs.George Philip & Son, Limited, 32 Fleet St., London.The general editor is Professor Ernest Young, B.Sc., F.R.G.S.Each is well illustrated, in colours and in black and white.Three other books are in preparation, namely, Book 1V, Africa; Book V, Australia and New Zealand, and Book VI, North America.That English publishers are able to enlist the services of distinguished scientists like Sir John Scott Keltie to prepare books on their special subjects for the young is one indication of the high regard in which Education is held in the Mother Country.And this is not a new thing.Fifty years ago, Professor Huxley, Professor Geikie and other distinguished scientists took the pains to produce a series of \u2018Science Primers\u2019 which were gems of clear and interesting exposition of the several sciences they represented.These Adventures of Exploration ~~ w=.YT Tl \u2014 == 54 BS re et fa.1 A A MAGNA CHARTA 37 furnish the right material to awaken interest in World Geography and History.The Harbor.By Ernest Poole.Edited by E.B.Richards, Specialist in English, State Department of Education, Albany.491 pages.Macmillan\u2019 Pocket Classics.Price 50 cents.Toronto: The Macmillan Company of Canada.It is rather remarkable to have the work of a comparatively new writer included in the Macmillan Pocket Classics.The present work is a novel, dealing with strike conditions in the ~ United States.The author has placed the story around the New York harbor, and a great strike there.Personally he had been a reported in very closetouch with the events on the great Chicago strike, and no doubt the details of that struggle are woven into this narrative.The interest does not flag for a moment, and, though he does not stop to preach, he vividly suggests throughout the need of closer thinking and broader sympathies in respect to the struggles between capital and labor.The blame is not laid on one side, but too many only see the one side.The Rector of Maliseet.By Leslie Reid.Toronto: J.M.Dent & Sons, Ltd.A Canadian novel by a new writer.Well written, and containing a \u201cmystery\u201d which only unfolds itself at the end.MAGNA CHARTA THE EveEnTs WHicH BROUGHT THE CHARTER INTO BEING The great Norman and Angevin Kings\u2014William I, William II, Henry I, and Henry II\u2014had welded together the different provinces, which made up England in Anglo-Saxon days, into one English state.They had begun to create a centralized government for the whole land, and a common law; and they had begun to curb the lawless independence of the feudal barons by asserting the supremacy of this law over all.The old divisions of the country into Wessex, Mercia and Northum- bria were fast being forgotten, and the old provincial customs were beginning to be merged into this common law.It was the power and the intelligence of the Crown which were thus laying the foundations of the modern English state and modern English law.But the large powers of the Crown, which had been used by John\u2019s predecessors to secure the supremacy of the law, and in the interests of national development, were abused by John for personal and selfish ends.The result was a national uprising against his tyranny.It was a national uprising because the power of the Crown was so great that a union of all classes was needed to secure its success; and, at one time, it seemed that even this union would fail without foreign aid.And so, although the barons led the rising, though therefore feudal grievances bulk large in the Charter, the interests of all were consulted.It is for this reason that the centralized institutions of government, which had been created by the Crown to curb lawless license, were maintained and improved.It is for this reason that theCharter took the form of a truly national, a truly comprehensive, Declaration of Rights.TuaE RooT PRINCIPLE OF THE CHARTER By far the greater number of the clauses of the Charter naturally deal with the immediate grievances of the AA EE RE CREER MO EN 38 EDUCATIONAL RECORD day, and cannot be understood without a considerable knowledge of thirteenth century English law.But it is not these clauses which give the Charter its permanent significance, and its message to all the civilized peoples of today.It is rather its root principle which runs through all its clauses, and emerges clearly in the most famous of them.This is the principle that the law is supreme; that the relations of all men to all men, whether they be rulers or subjects must be governed by this supreme law; and that justice in accordance with this supreme law ought to be administered speedily to all men.This root principle runs all through the clauses of the Charter because it was an accepted principle all through the Middle Ages.It was derived ultimately from the teaching of the Roman civil and canon law, and the Fathers of the Christian Church.The world, they held, was ruled by laws divine or human; and it was the duty of all who bore rule to enforce these laws.This idea is indeed \u201cthe most important of the permanent legacies of mediæval to modern political thought.To it is due the growth of international law in the sixteenth and seventeenth centuries; and it was because the Germans in the late war reverted to the manners and morals of their heathen ancestors, and repudiated this spiritual foundation upon which Western civilization rests, that they compelled the whole civilized world to fight in its defence.The appearance of this principle in Magna Charta, and its application to the government of the state did not appear strange to mediæval men.What is remarkable is the development and enforcement of this principle in England.In many European states in the sixteenth centuries law became identical with the will of a sovereign prince, who was himself bound by no laws; and so this principle of the supremacy of law over all\u2014rulers as well as subjects\u2014dropped out of sight.In England, on the other hand, this principle was so developed and enforced that it has become the basis of the constitutions of English Speaking Nations in the Old and New Worlds.THE DEVELOPMENT OF THE ROOT PRINCIFLE OF THE CHARTER That the law should be supreme over all persons and causes was accepted by all mediæval thinkers.It appears in Bracton\u2019s book in the thirteenth century, and in Fortescue\u2019s books in the fifteenth century.It appears in that unique series of mediæval law reports\u2014 the Year Books.\u201cThe law,\u201d it is said in a Year Book of Edward III's reign, \u201cis the highest inheritance which the king has, for by it he and all his subjects are ruled; and if there were no law there would be no king and no government.\u201d In the late sixteenth century we get the most eloquent expression, which has ever been given to this principle, in the pages of one of the most famous of Elizabethen writers\u2014 Hooker.\u201cOf Law\u201d he wrote in his Ecclesiastical Polity, \u201cThere can be no less acknowledged, than that her seat is the bosom of God, her voice the harmony of the world, all things in heaven and earth do her homage, the very least as feeling her care, and the greatest as not exempted from her power.\u201d The supremacy of the common law was a theme upon which Coke was never tired of dilating; and it was due largely to his efforts that it remained the supreme arbiter of the rights of Englishmen, and did not sink, as it sank in many continental states, to the position of a humble partner to a code of administrative rules, which put the activities of the servants of the government outside and above the ordinary gr \u2014 =r.= = = re us 2m 4 \u2014 MM 3 4 ee ee Fe eet A rm een MAGNA CHARTA 39 law.The abolition of the court of Star Chamber in 1641 meant that the danger of the introduction of any such administrative law had been overcome, and that the law of the land, administered in the ordinary courts, was supreme.And, when, after the Revolution of 1688, the tenure of the judges was made secure, England stood out as the one state in Europe in which the rights and liberties of the subjects were secured by a supreme law imparyially administered.The founders of the constitution of the United States inherited this idea, and, in applying it to a system of Federal government, they enormously strengthened it.The United States Supreme Court is able to guarantee more efficiently than any other institution in the world this principle of the Supremacy of the Law, which has come down to us from the Great Charter.Tae ENFORCEMENT OF THE RoOT PRINCIPLE OF THE CHARTER Why was is that in England alone this root principle of the Charter was thus developed ?The answer is to be found in the methods adopted to enforce the Charter.The method provided by the Charter itself for its enforcement was the primitive method of force.If the King infringed the provisions of the Charter, a committee of twenty-five barons were empowered to levy was against him until he conformed to it.The growth of Parliament in the course of the thirteenth century supplied a more effectual guarantee.Parliament could demand its confirma- tion\u2014it was confirmed some thirty times during the mediæval period; and Parliament could demand the enactment of specific laws against arbitrary infringements of liberty.It is thus the rise and development of the power of Parliament that supplies the answer to this question why the root principle of the Charter was developed in England, and in England alone.In the Middle Ages many states had representative assemblies; but the English Parliament was the only one which so developed that it was able to protect the liberties of the subject, and guarantee the supremacy of the law.It was the only representative assembly which was able successfully to resist the new powers which the king was acquiring in the sixteenth and seventeenth centuries.The result was that, while abroad, king and state, the king\u2019s will and the law, had in many countries become identified; in England the lawyers and Parliament had combined to identify the state with the king in Parliament, and to secure that the law should reign supreme over king and subject alike.Moreover Parliament enacted in the seventeenth century new laws\u2014the Petition of Right, the Habeas Corpus Act, the Bill of Rights, and the Act of Settlement\u2014which provided more fully for the supremacy of the law, and for the enforcement of the liberties which the law gave to the subject.The result of the great constitutional controversies of the seventeenth century was thus to establish on a basis suited to the needs of the modern state, and to fortify with abundant safeguards, the root principle of the Charter.And as with the principle of the supremacy of the law, so with these further securities for the liberty of the subject, they were taken over and adapted to their new situation by the founders of the constitution of the United States.THE SIGNIFICANCE OF THE CHARTER FOR Us Topay What then is the significance of the Charter for us today?It may be thought, perhaps, that with the disappearance of despotic kings, and with OO LTE {A AAAI A EU nh AER LS 40 EDUCATIONAL RECORD the triumph of democratic ideas, the Charter has done its work.It may be thought that we can only reverence the Charter for its great services to liberty and constitutional rule in the past, but that we cannot look to it for any further and similar services in the future.This is by no means true.If we look about us to day, with seeing eyes, it will be apparent that it is only by unceasing vigilance that the supremacy of law, and the maintenance of individual liberty, can be secured.The old foes are still present, though thay may have acquired new faces.The Charter provided remedies for the disregard of law both by king and feudal baron.We have no feudal barons now; but unions and trusts and combinarions may, unless subjected to law, threaten liberty is more subtle, but no less effectual ways, than lawless medigeval barons.We live in a democratic age.But a democracy can be as arbitrary in its insistence on the whims as a monarch.We must be as vigilant under a democratic governement as under a monarchy to see that the authority of the law is not undermined by enect- ments, which are so opposed to individual liberty, that they provoke a resistance which imperils the supremacy of the law, and, as a necessary consequence, the orderly life of the state.We must therefore still keep before our minds the ideal of the framers of the Charter, the ideal of liberty preserved by the stern suppression of license and protected by a supreme law)\u2014by a law which is worthy to be supreme because it comamnds the reverence and respect of the community.W.S.HOLDSWORTH, K.C., D.C.L,, F.B.A.Vinerian Professor of English Law in the University of Oxford; Author of À History of English Law.All Souls\u2019 College, Oxford, August, 1925.ACHIMOTA: AN EXPERIMENT IN AFRICAN EDUCATION (By the Rev.F.W.Coss, M.A.History is being made this year in the annals of the Gold Coast where, on January 28th, the first all-back University flung open its doors in welcome to the five hundred students who will form the nucleus of an institution of which great things are expected.In a single generation the lives and outlook of thousands on the Westcoast have been changed as if a magician\u2019s wand had passed over the land.To these changes many circumstances have contributed, and foremost amongst these have been post-war influences, the opening up of great territories, a rapidly advancing influx of Europeans, and, with this, a vast increase in the country\u2019s trade.With the expanding life of the African has not unnaturally come an insistent demand for education, and it it to meet this that the Government has voted from funds provided by local taxes as sum of £500,000 for founding a great college, with an additional £50,000 annually for its maintenance.In this move of far-reaching importance the Governor of the Gold Coast, Sir F.G.Guggisberg, gave a splendid lead, and the result has been the founding of the Prince of Wales College on the hill of Achimota, overlooking the town of Accra.On the opening day, Sir Gordon Guggisberg described Achimota as \u2018the main gateway of the highroad of the progress of the Africans.\u201d Here in the four square miles of territory given up to the College and its amenities everything that experience and ingenuity can devise will be introduced to ensure success.The central aim of this great edu- = = pe NT , 0 (oe A 7 it 13 Iv .es, MONT SO TE EE To TT EA io ie ACHIMOTA AN EXPERIMENT IN AFRICAN EDUCATION 41 mota includes both sexes\u2014when they receive practical training in homemaking, besides general education, will be learning how to shape the new homes that will go so far to make a new Africa.Underlying all the College efforts, whether amongst boys or girls, will be the aim to make them worthy Christian citizens.Sports will occupy an important place in the curricula at Achimota, and large playing-fields have been laid out where the African boys and girls, besides developing mind and muscle, may learn those qualities of endurance and unselfishness which all true sport should mature.Achimota is to be the mainspring of a peaceful revolution, not a university merely, but the keystone of a far-seeing Government scheme destined ultimately to include colleges, secondary and elementary schools and kindergartens throughout the length and breadth of the land.These will be staffed by West African teachers all keenly interested in developing a new and higher civilization for the land they love.Of first importance has been the selection of the leaders.It is no exaggeration to say that the world has been searched in order to find the right men.Ultimately the Colonial Office has chosen two principals who will work in double harness, black and white together, and it would be difficult to conceive a wiser choice than that which has fallen upon the Rev.A.G.Fraser and Dr.Kwegyir Aggrey.Each has the set jaw of the man of purpose who is determined to see his ideal through against all odds.The white man is known to his friends the world over as \u201cAlec Fraser.\u201d A lithe, wiry man, he has been a wonderfully successful leader of youth in circumstances that have tested his powers to the full.Mr.Basil Matthews cational experiment will not be to exploit or to Europeanise the African, but to enable him to stand on his feet in the higher realm of life.Here he will be taught the essentials of true and worthy leadership of his own people.He will be trained to teach, and to train others to teach, and a similar aim will be centralised in such other industries as engineering, farming and merchandise, while the girls\u2014for Achi- thus describes him in his arresting little book, \u201cBlack Treasure\u2019: \u201cAlec Fraser.is in this new adventure in the same spirit that nerved him to struggle through the mud and blood and barbed wire of the Great War.The very breath of his nostrils is to do new things for the freedom of the world in comradeship with other races\u2014it is the spirit that he absorbed as a boy in Scotland, and as a young man watching his father, Sir Andrew Fraser, serving the people of India as Lieutenant-Gov- ernor of Bengal; the spirit that he breathed into others in building up a wonderful college for the boys of Asia at Kandy, in Ceylon.\u201d A word more must be said about Trinity College, Kandy, and its former principal.This school, which has won a name for itself throughout the whole of Southern India and Ceylon, is attended by boys belonging to a dozen different races, caste distinctions, and social positions.And here, where harmony and team-work seemed so impossible, Dr.Fraser by his tactful determination was able to run his school so that his boys lived, worked, and played together in spelndid comradeship and co-operation.Many a story could be told of the fine social work undertaken by these lads and their Cader\u2014often in very unsavoury jobs in the poorer quarters of Kandy.And now Fraser, highly honoured in his selection by Government, is in Africa = 42 EDUCATIONAL RECORD with the same high ideals for the youth of the West as he brought to bear so successfully in the East.Dr.Aggrey\u2019s past record is as excellent as that of his British colleague.Born on the Gold Coast in a leading family of the Fanti tribe, he is himself a chief, and as a boy went to school near the sold slave castle where in past years men of his own tribe were penned in filthy dungeons while waiting for the slave ship to take them to America.Aggrey, in his turn, found his way to America\u2014not as slave, but as scholar\u2014 and there, after a course at Livingstone College, he went on to Columbia University, where he took the highest degree in philosophy.One who knows him well has thus described him: \u201cA cheery, African gentleman, consecrated to the service of God and of his own people.Of them he is not ashamed, but burns with desire to lift them to where they should be.\u201d These two keen virile leaders are now getting into their stride at Achimota.It is a great experiment\u2014adventure\u2014 call it what you will, but no one who knows them can doubt the transparent longing of the heads of the College to leave nothing undone for the best good of the boys and girls destined to build the new Africa.Many will watch with sympathetic interest the development of this new African school on the hill.THE SCHOOLS OF TO-MORROW (Address delivered before the National Education Association, Philadelphia, July 1, 1926) (By Joun J.TrcrrT, United States Commission of Education).When the president of the National Education Association honored me with an invitation to be on this program, I offered a mild demurrer.I appreciate the gracious and generous way in which successive presidents of the National Education Association have invited me to speak on the general program, but I feel that the association would derive more benefit from a host of others who might be called upon to contribute to these general discussions.New speakers are able to present new angles of viewing our problems, and, sa a rule, would give more time and care to the preparation of their discussions than those who are called upon so frequently.This is particularly pertinent in my case at the present time.An unusually heavy number of demands, together with the protracted session of the Federal Congress, has made it practically impossible for me to give adequate consideration to the subject which I am to discuss.I suggested to to your president that some one else be designated, but inasmuch as an invitation from the president of this great body is tantamount to an order, I left the matter in her hands.She has asked me to speak and I am therefore undertaking to discuss \u201cThe schools of tomorrow.\u201d It is evident that the presentation of this subject might take the form of a prophecy, in which one would undertake to forecast the character and nature of the coming school, or it might assume the aspects of an educational program such as the speaker might prefer.I am inclined to think that mosts peakers would take the latter course and attempt to present a picture of the schools of to-morrow as they would like to have them, or in line with the popular desires of educational leaders at the present time.I shall take the unusual course of undertaking to indicate what appears to me to be likely to happen, regardless of my own pre- .por DAT ES ER NS SEs ee ; pe EL SC ita oh dk AIK NG A A NRE dE ce RR A.W THE SCHOOLS OF TO-MORROW 43 ferences, popular expectations, or current educational thinking.I take is that practically all my hearers are acquainted with the book on this subject by John and Evelyn Dewey.This book is an excellent sum- marization of the work of a number of progressive schools situated in various parts of the country.Anyone who has not read this book and who desires to get a conception of the new trends in modern education would do well to peruse its pages.The newer thought and practices in education are set out here in the inimitable way which is characteristic of all the work of John Dewey.Let me say frankly, at the outset, that I doubt very much if the experiments which are being worked out so skillfully in some of these schools will determine in their entirety, or in a very large measure, what the schools of tomorrow, speaking generally, will be.History readily indicates that reform and liberal movements usually issue in compromise.It is rare that the conservative or the liberal is able to consummate his desires.What we usually find is a middle ground between the two extremes.Dewey orients his discussion by setting out Rousseau\u2019s educational philosophy of development.Rousseau was interested primarily in social reform.His \u201cContrat Social\u201d is usually regarded as having exercised a potent influence in bringing about the French Revolution.The French Revolution was so successful and went so far that it precipated an almost immediate reaction.After the excesses of Danton, Marat, and Robespierre, and the overthrow of the French monarchy, there was so much liberty and democracy that in a short time we find the Directory and then an Empire in which Napoleon made Louis XIV, the grand monarch of the Bourbons, look like a feeble ruler.I am confident that if we should succeed in ushering in an educational régime based on the radical theories of Rousseau, which seems quite doubtful, we should witness a reaction that would put the schools of to-morrow in the position of the schools of yesterday.I can not bring myself to the conclusion that the conventional school of to-day is all wrong in every detail.If one takes the trouble to survey the criticisms that are being made on the schools of to-day he will find that, apparently, there is nothing satisfactory about them.We find authorities questioning the present procedure at practically all points, and these strictures are inconsistent, conflicting, and self- destructive.The schools of to-day are criticized by educational authorities with reference to organization, administration, supervision, instruction, curriculum materials, financing, and so on through the whole catalogue of educational particulars.It is asserted that the administration of the schools of to-day is not only inefficient, but that there is too much of it; that we have not yet developed professional super vision, and that there is too much supervision, that the curriculum needs enlargement with new things, and that it is overloaded and contains everything; that we spend too much money on the schools, and that there is not enough adequately to support them; that the courses of study should be vitalized, and that so much of what goes on in the schools of to-day is like life that we hardly need school; that formal instruction is undertaken too early in life, and that we need nursery schools; that children are kept in school too long, and that the schools should run all the year around; that education is undemocratic, and that it is adapted for mass instruction; that there shall RT pet HAAR NEN LAY ah 44 EDUCATIONAL RECORD be equality of opportunity for everybody, and individualized instruction.These are only a few of the criticisms and paradoxes with which we are being regaled from day to day.It is difficult to comprehend how the traditional school could suffer from all of these maladies and defects and at the same time produce the men and women who have been capable of discovering so many of its weaknesses.The epidemic of criticism which has attacked the modern school would have been far more helpful if it had been more temperate and characterized by a reasonable amount of restraint and conservatism.As a matter of fact, it has been so general and so violent that the public has begun to think that the school is afflicted with a disease so malignant that it is practically beyond any hope of recovery.There has been a fatal exuberance of articles, speeches, essay contests, and what not, on such subjects as, \u201cWhat is the matter with the school of to-day ?\u201d\u2019; \u201cWhat is the matter with the teaching profession ?\u201d; \u201cWhy teachers leave school\u201d; \u201cWhy school children do not learn\u2019; \u201cWhy children play hookey\u2019; \u201cWhy we do not have a teaching profession,\u201d etc.These various tirades and polemics, which are carried on very largely by school peiople, are in a large measure unjustified.They indicate an attitude of mind which is not only hurtful to educational progerss but incidentally is digging the ground from under the teaching profession, so that we have lost the confidence which we should have from the public and lowered professional morale and self-respect.The school of to-day is a vast improvement on the school of yesterday.There is not the slightest doubt that we have made more progress in the past decade, since the appearance of Dewey\u2019s Schools of Tomorrow, than in any similar period of our educational history.In fact, the trends indicated in that volume have been realized in a very considerable measure throughout the schools generally.We must be alert to prevent some of the tendencies, which were meeded and wholesome a decade ago, from going to such extremes that a reaction will overtake the schools of to-morrow.Nor is there any doubt in my mind that the American school has more than kept pace with the schools in other countries.Even the most serene internationalist would hardly contend that any nation has prospered more or enjoys to-day a more favored position than the United States.I am confident that the splendid position which we occupy to-day in the family of nations is due more to the success of our experiment in universal free schools and the efficiency of this program than to any other considera tion whatsoever.For the best interests of the schools of to-morrow what we need to-day is a clearer exposition and analysis of the constructive forward steps which we have taken in the eventful years that are just behind us and through which we are passing now.It is an old and well-established fact that those instrumentalities which contain the greatest elements of value and use are at the same time the ones that are the most susceptible to abuse and fraught with the most peril.Let us take, for example, the process of democratizing the school.There is no question that the trend toward democracy in education has been pronounced and productive of immense values for the pupils and the teachers.There is a freedom to enjoy and a wholesome atmosphere pervading the best type of American schools of to-day, which are refreshing, stimulating, and hopeful No one in his right mind would care to see the conditions of the old school, = aT oe +; EL ly = \u2014 Np om es.\u2014 \u2014 vr oo = THE SCHOOLS with its dismal and gloomy outlook, its restricted and repressive characteristics, and its artificial and formal program, restored.However, it is quite clear that this same democracy, which has breathed so much vitality into the schools of the present generation, may be carried to the point -where it will become an evil which can be equaled only by the good that it has accomplished.It is a serious question in the minds of thoughful men as to whether or not we have gone too fast in our program of political democeacy.The initiative, the referendum, the direct primary, the similar devices of political democracy are proving to have some aspects which are disturbing to the most devoted advocates of democracy The claim that democracy can be cured with more democracy is not put forward with the same confidence as in the days of Thomas Jefferson.Likewise, liberty, freedom, and individual expression in the schoolroom have their just and reasonable limits.If every boy and girl happened to be actually equal by nature and disposed in each and every instance to be industrious, well-inclined, and capable, then perfect freedom and perfect natural development would soon lead us into the millennium.Everyone knows that these suppositions are ideal.They are conditions which are imaginary and contrary to fact.Nature does not operate on a basis of uniformity or 100 per cent efficiency.Of a thousand acorns, many produce nothing; a few produce gnarled and stunted growths; perhaps a majority would develop into oaks of an average size and growth, while a very few would grow into the giant forms which are such joys to the lover of nature.The greatest of all teachers, incomparable in His success in teaching by those delightful little stories which we call parables, has told OF TO-MORROW 45 us in a clear and forceful way about the man of ten, five, and one talents, respectively.The abilities of boys and girls essentially vary, and upon this variance depends in a large measure the progress of the race, just as through the principle of the survival of the fittest in the struggle for existence, nature works out her most conspicuous triumphs.Many have harbored the delusion that the school, by some magical process of the alchemist\u2019s art, could level up abilities so that when given the opportunity of education all might be equal in achievement and accomplishment.Such a dream is a fool\u2019s paradise.While pursuing the will-o\u2019-the-wisp of equality, one may fall into the slough of despond.When one contenplates the goodness and benevolence which abound in our time, as they have in no other period, matched by the equally incomparable crime and violence, he must inevitably see that human nature differentiates in character even as it does in ability, and, saddest of all, knowledge and ability do not correlate positively at all times with virtue.Pope was able to characterize Bacon as \u2018\u2018the wisest, brightest, and meanest of mankind.\u201d These are the facts of life; they are hard facts, but nevertheless true.We will do well to build upon them rather than upon assumptions which we may all devoutly wish for, but which are untrue.Accordingly, the school can not be democratic in the sense that all the children will be happy and able to carry out their desires.So long as human nature remains as it is there will always be some restraint, some irksome tasks, some blighted hopes, some disappointments, and some inequalities in achievement.The best that we may expect, and this is a long way off, is equality of opportunity for every boy and girl to accomplish to the fullest extent the possibilities that he 46 or she may possess.We shall never be able to transform a one-talent boy into a five or ten talent boy.I sometimes wonder if we have not already carried liberty to the verge of license, and whether the lack of stern, old-fashioned discipline is not accountable for some of the flabbiness of modern living.I remember well a school which I attended, built of timber and clapboards, with seats of unfinished oak where the careless pupil sometimes gathered a splinter.It was located in a beech grove, with a little room appended, on the walls of which in the morning hung bunches of beech rods, but when a benevolent Providence prompted the darkness finally to fall from the wings of night, the aforementioned rods were scattered about the floor.No one would like to see those medieval institutions of yesterday brought into modern life.Very few, if any, would sanction the restoration of the rod as an instrument of instruction.Yet I must chronicle here that when the first 43 Rhodes scholars were selected from the United States to search for knowledge in the ancient institutions on the banks of the Isis, four of the number had gone through that barbaric school, and, so far as I know, not more than a single individual of the remainder came from any other one institution of learning.What I am trying to say is that life is complex and varied, and filled with obscacles and difficulties.There is no one so able, so high, so wealthy, or so favored who does not meet difficulties and obstacles and who is not compelled to bow to circumstances which he can not control.The child who is permitted to develop without this realization is going to face life with a severe handicap.There comes to my mind the recollection of a pedagogue who placed two mottoes on the walls of his school: EDUCATIONAL RECORD \u201cNihil sine labore\u201d and \u201cI need thee every hour.\u201d Under the latter he hung his ferrule.We may condemn this act, and we may have become wiser than Solomon, who, with barbaric inappre- ciation of modern democracy and freedom, said, \u201cHe that spareth the rod hateth his son,\u201d but we can never contravene the supreme law of natural progress, \u201cNihil sine labore.\u201d The same principles which govern the pupil in this regard must govern the teacher.If the child can not grow without some restraint, without some difficulties and without some discipline, and without subjecting his will at times to others, neither can the teacher perform her function without these limitations.I am glad to see a larger participation on the part of the teacher in the formulation of the educational program and in the conduct of the school.In organizing materials of instruction, in planning the management of the school, and in many essential ways the teacher can make a large and needed contribution to educational progress, but I must confess that I see considerable peril lurking in the disposition now quite evident on the part of some teachers to particupate in the formulation of the administrative policies of the school.I believe that this tendency is going to increase, but inevitably it will result in reaction, because it is not based upon sound principle or practice.Freedom and responsibility must go hand in hand.Unlimited participation in public affairs by an irresponsible individual may upset the constructive efforts of a thousand intelligent, responsible citizens.By the same token, the teacher who is responsible may not only retard and injure an administrative program, but may even wreck it.Responsibility for the administrative program rests squarely upon the school board, whose members are elected or appointed by THE SCHOOLS OF TO-MORROW 47 the people, and upon the administrative officers, who always carry the burden of direct or indirect responsibility.Officials who are charged with the responsibility of the schools should be free to discharge their obligations to the publie without interference on the part of those who do not share their responsibility.A violation of this principle is essentially detrimental to social progress.Carried to its logical consequences, this movement would eventually societize our schools.In the last few years we are coming to see what democracy in education really means.It does not mean an identical training for each pupil or an identical task for each of those engaged in instructional and administrative work.It means, on the part of the pupil, equal opportunity and freedom for each one to be trained according tO his aptitudes and abilities, and, on the part of those engaged in instruction, proper adaptation to the job and legitimate freedom in discharging the tasks involved.Much of the education of yesterday was undemocratic in that it was available only to certain classes of people and designed to benefit only those who expected to go into certain preferred callings.It was undemocratic, notably in certain European countries, in that when types of training suitable for other callings of an industrial or vocational nature were introduced the selection of those to pursue the different types depended upon social or hereditary considerations rather than upon individual abilities and aptitudes.Education in the United States has made distinctive progress in the direction of diagnosis of ability and offering types of instruction which are suited to various aptitudes.Viewed from this angle, a uniform plan of education js essentially aristocratic and undemocratic.Although the schools may be open to all, many find a standardized type of instruction worse than useless for their practical needs.Vocational guidance is yet is its infancy, but I believe that progress in this direction, as well as in more adequate educational diagnosis, will constitute, perhaps, the outstanding improvement in the schools of to-morrow.No trend of education, noted by the Deweys in their volume, was advocated with more emphasis than that which is called motivation, pupil activity, or what we now call \u201clearning by doing.\u201d Since that time, the project method has been employed generally and successfully in all kinds of subjects.The value of this method is unquestioned and it was essential to bring about a proper balance between practical and theoretical education.The traditional school was far too formal and its objectives centered too largely in abstract thinking.I believe that this tremendous movement, originating with Froebel and Pestalozzi, is susceptible of an even richer application in the schools of to-morrow.I have been particularly enthusiastic about all forms of education which depend upon action, and have stressed as best I could the need of healthful development of the body, together with acquisition of skill with the hands.When these purposes can be entwined with the teaching of abstract subjects, we have modern education at its best.Even here, however, I wish to point out that there is a possibility of going to extremes.The fact is that Pestalozzi set up his educational program on a half truth had been something of a monopoly previous to his time, and he was making a contribution that was most needed.The schools of to-morrow should not be led into carrying us too far in the swing from rationalism.John Locke, in his monumental treatise on 48 EDUCATIONAL RECORD the Human Understanding, revolting from rationalism, taught that all knowledge is derived from sensation.\u2018Nihil in intellectu nisi prius in sensu\u2019 was the slogan upon which he founded his doctrine of epistemology.For nearly a century Locke\u2019s thesis dominated the world of English thinking.His successors, Berkeley and Hume, accepted his thesis and carried it out to its logical conclusions.Starting with Locke's premises, Berkeley launched into ontological idealism, and Hume, with inescapable logic, drove from Berkeley's idealism into skepticism.Immanuel Kant \u201cawoke from his dogmatic slumber\u201d to refute Hume's skepticism, but he found this impossible until he had gone back and denied Locke\u2019s premises, viz, that all knowledge originates in sensation.Pestalozzi\u2019s educational philosophy is Locke\u2019s theses transformed into pedagogical terms.He practically contended that all teaching is through activity and sensation.Should the emphasis upon learning through doing and sense perception encounter an educational Berkeley, to be followed by another Hume, it will require some one as eminent as was Kant in the field of modern philosophy to rescue modern education.Kant saw that the extremes of rationalism, on the one hand, and sensationalism or empiricism, on the other hand, must be avoided if we are to arrive at a proper understanding of the nature and origin of knowledge.He took his place as the greatest of modern philosophers by restoring the proper balance and pointing out that each of the opposing schools presented a half truth.To attempt to teach everything by doing would amount, in its last analysis, to a denial of the need or existence of abstract or reflective thinking.Simple problems in numbering and arithmetic can well be taught through sensation by employment of the project method and pupil activity, but to undertake to teach a very considerable portion of mathematics in this way would be clumsy and eventually impossible.After all, mathematics is an abstract science.The concepts of mathematics are not perceptible through the senses.A mathematical point is defined as having no length, breadth, or thickness.For the purpose of sensation we employ something which has all three.In a like manner a line, a circle, and other mathematical entities can not be truly presented to sensation.If the geometrical proposition that the sum of the angles of a triangle is equal to 180 degrees had to be taught by doing or through sensation, the pupil would have to try every possible form of triangle to discover the truth of this proposition through experience.This would be impossible as the number of triangles is infinite.I need not go further.Thr principle of learning through doing, when applied completely to the process of learning, is a reductio ad absurdum.If we could succeed in completely vitalizing the curriculum and making school children live naturally, the school would become a useless expense.Let life take the place of the school and let us avoid the useless multiplication of buildings, equipment, and teachers.This objective of education could be accomplished by letting the children live under observation.With it the raison d\u2019étre for the school perishes.One other comment of the schools of to-morrow and I am done.It has often been suggested that our system of grades, rewards, promotions, and certificates ia a pernicious device and that these things should be abandoned.Boys and girls should learn to apprize knowledge for the sake of knowledge and the happiness that it affords.No ns et \u2014_\u2014 = \u2014 he Ts \u2014_\u2014 a a rd et my ee am GENERAL ITEMS OF INTEREST 49 one should be motivated by a selfish or sinister lure.This is a form of idealism which, I confess, appeals strongly to me, but as often as I turn my attention to human nature I am forced back into the thought of realism.I am unable to believe that boys and girls, in general, could be stimulated as effectively without these devices.True, there are exceptional children who hunger and thirst after knowledge, but, unfortunately, as yet they do not compose the vast majority.When we contemplate American women who marry titles instead of men, the annual conferring of honorary degrees, and the general enthusiasm which many display in the pursuit of honors, offices, decorations, and all manner of things, we are forced to conclude that a great many grown-ups have not yet been educated to the point of living merely for the sake of life.How, then, can we expect children to learn merely for the sake of learning?A system of stimulating learning without these conventional rewards may some day be discovered, but that time will only come when human nature has changed.Under present conditions this proposal would be like a perpetual motion machine of education.It is beautiful; it is ideal; it looks fine on paper, but I am afraid it will not work.Kipling contemplated that as a \u2018far-off divine event,\u201d but not for to-morrow, when he wrote: When Earth\u2019s last picture is painted, and the tubes are twisted and dried, When the oldest colors have faded, and the youngest critic has died, We shall rest, and, faith, we shall need it\u2014 lie for an æon or two, \"Till the Master of All Good Workmen shall set us to work anew.And those who were good shall be happy: they shall sit in a golden chair; They shall splash at a ten-league canvas, with brushes of comet\u2019s hair; They shall find real saints to draw from\u2014 Magdalene, Peter, and Paul; 4 They shall work for an age at a sitting and never be tired at all.And only the Master shall praise us, and only the Master shall blame; And no one shall work for money, and no one shall work for fame; But each for the joy of the working, and each, in his separate star, Shall draw the Thing as he sees It for the God of Things as They Are.QUEBEC A TOURIST PARADISE OLp WORLD ATMOSPHERE AND NEW WorLD PROGRESSIVENESS CHARM VisiToRs\u2014IDEAL RECREATIONAL AREA.The province of Quebec, the largest of all the Canadian provinces, has within its boundaries some of the most inspiring playgrounds in America.It is a province extending 1,100 miles from east to west and 1,300 miles from north to south, having an area of nearly 700,- 000 square miles of farming lands, of forests and well wooded sections, of mountain ranges and picturesque valleys, of scenic rivers and lakes, and historic points of interest dating back to the period of the earliest discoveries.The geographical position, the immense and as yet unpeopled hinterland, full of potentialities of resource and adventure, the old world atmosphere and the new world progressiveness, unite to make the province unique as an ideal recreational country.Owing to the vast extent of the province there is considerable variation in climate but, excepting the district of Ungava in the north, pleasantly warm days and cool evenings are characteristic of the summer in the province of Quebec, while autumn is a charming season throughout the province.Though cold, the winter is most ex- 50 EDUCATIONAL RECORD hilarating, for the atmosphere is dry and bracing with an abundance of sunshine, which is highly conducive to open air sports such as tobogganing, snow-shoeing, sleighing, and skiing.All seasons offer exceptional opportunities for sport.Splendid facilities for travel are provided by highway, rail, and water.The older settled portions of the province, owing to the efforts of its Government, are well supplied with good provincial highways and improved municipal roads, by means of which numberless places of interest may be visited; and each successive season larger numbers of tourists are taking advantage of the excellent motoring facilities available.Railway lines, belonging nearly all to the two great systems, the Canadian National and Canadian Pacific, and giving highclass service, connect practically all populated sections with the other provinces of the Dominion and with the United States.Large areas in the Laurentian Highlands and the beautiful Lake St.John district are also accessible by rail.The St.Lawrence, one of the greatest and most majestic of rivers, and the gulf of St.Lawrence, upon which ply large and well appointed steamers, constitute an unsurpassed entrance to the heart of a continent.The old city of Quebec, the capital of the province is perhaps the most historic spot in North America.Other places which witnessed the landing of discoverers or, later on, battles for supremacy, have become almost desert seashore or have been modernized beyond recognition, but stone-built, citadel-crowned Quebec, the \u201cGibraltar of America\u2019 preserves a piece of the Old World in the midst of the New.Inside the massive walls, the tortuous streets, famous churches, and quaint houses recall ancient Normandy, while just beyond the gates are the historic Plains of Abraham.Throughout the older parts of the province there are many historic sites such as, to mention only a few, Fort Chambly, Fort Len- nox, Fort Charlesbourg, Tadoussac, and St.Maurice Forges, which have been made more accessible and more interesting to the visitor by the work of preservation carried on by the Department of the Interior.Here we find the admirable qualities of vivacity, courtesy, and hospitality, which were possessed by the hardly adventurers who planted civilization on the banks of the St.Lawrence three centuries ago.Those who speak only English should not be deterred from visiting Quebec because of the fear that they will not be able to make themselves understood.They will find that they can travel and do business practically everywhere they desire and that in every place they will receive an unaffected and hearty welcome.Although the province of Quebec is the oldest settled part of Canada it is to-day one of the best hunting and fishing territories of the continent.Small game abounds everywhere: in the vast forest region moose and deer are found in large numbers, and here also is the home of the bear.Anglers are troubled by an embarrassment of riches, as the innumerable streams and lakes of the province, which teem with many kinds of fish, such as trout, pickerel, pike, and bass, invite in many directions.In addition there is the sea salmon and the equally prized ouananiche found only in Quebec.This abundance of game and fish is the result of strict observance of the hunting laws on the part of the residents and visitors, and the creation of a number of fish and game reserves.Considerable territory is under lease to organized hunting clubs but there still remains much GENERAL ITEMS OF INTEREST 51 public land where excellent hunting may be enjoyed in open season.Canoeing has become extraordinarily popular of late years.No other country is so well adapted to the sport as Quebec.Its streams offer the greatest extent and variety, and the daring paddlers who love the thrill of the turbulent rapids, as well as those who prefer more tranquil waters, are able to choose from a large number of routes.It is not possible in this article to describe the charms and advantages of even a tithe of the places which invite the tourist but a few localities may be mentioned, such as Montreal, Quebec city, Ste.Anne de Beaupre, La Mal- baie, Bic, Metis, and Gaspe on the St.Lawrence; Ste.Agathe, Nominingue, and Mont Laurier in the Laurentians; Wakefield, Blue Sea Lake and Mani- waki in the Gatineau valley; the picturesque country of the Saguenay; the St.Maurice valley; Timiskaming district; and the Fastern Townships.The annually increasing throng of tourists who spend their holidays in Quebec find recreation and accommodation to suit every taste.In Montreal, Quebec, and the other cities there are palatial hostelries; in the tourist resorts scattered along river and gulf and in the mountains are excellent summer hotels; and in addition in these places and in the quaint villages there are good boarding houses and cottages where accommodation can be had at moderate prices.EXTRACT FROM THE PROCLAMATION ISSUED BY HIS EXCELLENCY THE GOVERNOR GENERAL Whereas the following facts relative to our forest resources are of great importance to the Canadian people: (a) THE FOREST, next to agriculture is the greatest source of national income.(b) THE FOREST can with care and proper handling contribute permanently to the welfare of the nation as well as to the health and happiness of our citizens.THE FOREST supplies not only the raw materials for our industries, but also, in the form of the woodlot, provides fuel and other useful products for the farmer.THE Forest, planted on sand areas, stops the invasion of good farm lands by blown sand and at the same time reclaims to the service of man waste areas now serving no useful purpose.THE Forest, planted as shelter- belts on the open prairie, protects stock, makes fruit-growing possible, and beautifies the home.THE FOREST conserves the water in lakes and rivers thereby protecting the fish and game and ensuring constant stream flow, SO necessary in water-power development.THE Forest is the greatest single attraction to the tourists who visit our country.THE FOREST is the main source of supply of softwood timber within the Empire and should be protected by every possible means.And whereas the existence of Canada\u2019s forest resource is threatened by two great dangers, both of which are man-caused and therefore preventable, namely: (1) Almost universal carelessness with fire in the forest resulting in the destruction, not only of timber and young growth, but of the very soil which produces it. 52 EDUCATIONAL RECORD (2) The use of wasteful and destructive cutting methods without any thought of ensuring a new crop.Now know ye that we, by and with the advice of our Privy Council for Canada have thought fit to appoint and do appoint the week commencing Sunday, the twenty-fourth day of April, and ending on Saturday, the thirtieth day of April, in this present year, as \u201cCanadian Forest Week\u201d which, being also the beginning of another season of travel and recreation in the forest with attendant fire danger, is an appropriate time for the citizens of our Dominion to renew their attention for another year to the situation as herein- before set out, and to give careful heed to information issued by the several Forest Authorities and Agencies in Canada to the end that all may be encouraged to a sustained effort in promoting the conservation of this valuable resource, and especially that (1) Woodlot conservation, waste land reclamation, and shelter- belt planting will be more efficiently carried on.(2) Woods operations will be so conducted as to provide the best conditions for regrowth of valuable species of timber.(3) Proper precautions against fire in the forest will be demanded of all, and carelessness or neglect will involve the fixing of responsibility on the individual and the application of the penalties provided by law.Of all which our loving subjects and all others whom these presents may concern are hereby required to take notice and to govern themselves accordingly.STEADY PROGRESS IN HISTORIC SITES WORK EIGHTEEN SITES IN MARITIME PROVINCES MARKED BY DEPARTMENT OF THE INTERIOR The marking of historic sites which are deemed to be of national importance by the Historic Sites and Monuments Board of Canada, and which are recommended by that body to the Department of the Interior, for action, is going forward steadily.This work along with that of restoration and preservation is being carried on by the Canadian National Parks Branch.Eighteen sites of this nature have already been dealt with in the Maritime Provinces.Where possible a suitably engraved bronze tablet is affixed to a wall or pillar of the building with which the event to be commemorated is associated.In the case of a site of a destroyed building or of a battlefield the tablet is placed on a standard in the form of a large boulder or a cairn constructed of rubble stone conveniently located for the visiting public.The sites referred to above are situated as follows: \u2014 NOVA SCOTIA Louisbourg, Cape Breton, ruins of old French fort erected 1720.Fort Cumberland, near Amherst, formerly old French Fort Beausejour erected in the middle of the seventeenth century.Fort Edward, at Windsor, erected 1750 on the site of old French Fort Piziquid.Fort Anne, Annapolis Royal, one of the most notable sites in North America, dating back to 1604.Fort Lawrence, near Amherst, erected in 1750.Champlain\u2019s Habitation, Lower Granville, site of building erected 1605. GENERAL ITEMS OF INTEREST Halifax, tablet on the wall of the Province House commemorating the setting up of the first printing press in Canada, March 23, 1752.Halifax, tablet in the dockyard marking the site of the first dockyard in Canada, 1752.Shelburne, tablet on a large boulder to recall the founding of this United Empire Loyalist town of Nova Scotia, 1783.PRINCE EDWARD IALSND Charlottetown, tablet on a pillar at the entrance to the Provincial Building to commemorate events of outstanding importance associated with the history of Prince Edward Island.NEW BRUNSWICK Fort Medutic near Woodstock, chief stronghold of the Maliseet Indians in Acadia in 17th and 18th centuries.St.John, tablet in market square to commemorate the landing of the United Empire Loyalists 1783.Fort Charnisay, St.John, erected 1645.Fort La Tour, St.John, erected 1632.Campbellton, tablet to commemorate the last naval battle in North American waters in the Seven Years War, Resti- gouche river, 1760.Fort Monckton, near Port Elgin, formerly old Fort Gasgpereaux, erected by the French, 175C.Fort Na hwaak, Devon, erected 1662.Bathurst, tablet to commemorate the publie services of Nicolas Denys, appointed Governor and Lieutenant- General of the Coasts and Islands of the Gulf of St.Lawrence, 1654.Canada produced in 1925 nearly thirty per cent of the newsprint paper made in the world.RAPID DEVELOPMENT IN ROUYN DISTRICT 1926 AN EVENTFUL YEAR IN WESTERN QUEBEC FIELD\u2014PUSHING PROSPECTING WORK The year 1926 has been an eventful one in the Rouyn district.The desire of the investing public to participate in the success which this field offers has been met by the incorporation of a large number of companies whose objects are the development of prospects that appear promising.A large amount of money has thus been provided for the expensive work of development.A great deal of stripping and diamond drilling has been done and in some cases underground work has been undertaken.Every effort is being made to uncover valuable deposits where any indication of their presence can be found.There is an inclination on the part of mining people to make use of all possible technical methods, a decision forced in part by the extensive drift cover, but one that indicates a growing confidence in technical advice.A new departure is the widespread use of electrical and magnetic methods of prospecting for orebodies, followed by diamond drilling to evaluate mineraliz- ed bodies thus indicated.Interest throughout the Rouyn camp is now centred on the discovery of heavy sulphide ores, and gold bearing quartz veins have become a secondary consideration.It is also to be noted that in most cases any extensive work in the way of development has been preceded by careful geological work.Areas along the Canadian National railway have also offered a great deal of encouragement to mine operators.North of lake Abitibi, sulphide deposits have been uncovered and work has been undertaken.to prove their value. 54 Whether or not they prove of economic importance, they are at least indications that this area is worthy of careful prospecting.In the upper basin of the Harricanaw river, gold-quartz deposits have been under investigation for several years.On some of these properties high grade gold ore is known to be present, but large tonnages are yet to be shown.Molybdenite is known to be present in considerable quantities in this general locality.These deposits are within the Keewatin lavas associated with fairly acid intrusives.In Bourlamaque and Louvicourt townships where large in- trusives cut the greenstones, some chalcopyrite has been observed and there are areas that merit careful investigation as potential copper-bearing localities.Gold-quartz deposits occur in Bousquet, Cadillac and Malartic townships and already considerable work has been performed on them.They appear to be of a type that persists in a long zone extending westward to the Rouyn district proper.In Fournier township some very promising gold-quartz deposits have already received preliminary work.This area is now benefiting from the increase of capital devotedto mining in Quebec and it is to be expected that during the coming year a further large amount of capital will be introduced into these areas outside the Rouyn area proper.MAPLE SUGAR INDUSTRY Many and varied are the benefits which forests confer on mankind, and nowhere is the more evident than in Canada.In addition to their beneficial effect on stream-flow, climate, and soil conservation, immense industries have grown up around the ex- Li 1aliiot detalii td EDUCATIONAL RECORD ploitation and utilization of their products.Of the many forest industries of Canada, large and small, none has so deep a historical background as the making of maple sap products.Maple syrup was made by the Indians before the advent of the white man and it was from the aborigines that our earliest settlers gained their knowledge of this art.Methods of garnering the annual harvest of sap have changed greatlt since those early times.The rough- hewn spouts and troughs of wood have been replaced by implements of metal, while the open kettle has given way to the modern evaporating pan with its corrugated botlom and separate compartments.In the delivery of sap to the sugar-house in the modern plants advantage is taken of the law of gravitation where conditions permit.If the maple grove is located on the side of a hill or slight elevation, as is very often the case, a temporary system of metal pipes is erected and the sap is carried by these down to the collecting tanks at the sugar-house.In this way the labour of collecting the sap is considerably reduced.At the close of the sugaring season the pipes are caredully stored in the sugar-house.In the St.Lawrence Valley area of Ontario and Quebec and in the Maritime Provinces where the practice of sugar making is in vogue, it holds a place of prominence seldom realized in other parts of the Dominion.For many years the annual production of syrup and sugar in Canada has not varied greatly except as altered by the climatic conditions of each season which affect the \u201crun\u201d of sap.Measured in sugar the amount produced ranges from 15,000,000 to 25,000,000 pounds per year, with an average of about 18,- 000,000 pounds.The major part of the production comes from the province of Ts TY | EE 0 \u2014 v\u2014) \u2014\u2014\u2014t 4 es es +\" HE es se Jo tut iad a, GENERAL ITEMS OF INTEREST Quebec where the census figures give the number of trees tapped in an average year as 4,760,000 as against 1,-600,- 00C in Ontario, and approximately 150,000 in the Maritime Provinces.Census figures show that some 55,000 owners of woodlots in Eastern Canada are engaged in this industry, and last year\u2019s crop, according to the Dominion Bureau of Statistics, was 7,137,303 pounds of sugar and 1,746,570 gallons of syrup, with a total value of $4,896,- 375.Considering the total yield as sugar and using the converting factor of ten pounds of sugar to one gallon of syrup, the output of Canada\u2019s maple groves reached 24,603,003 pounds of maple sugar in 1926.It has been pointed out by authorities on the subject that Canada is as yet making only from one-quarter to one-half of the maple sugar that might be produced in this country.In add-i tion to the maple groves and woodlots in the more settled farming districts, there are available for future use in provincial forests in Eastern Canada vast numbers of untapped maple trees awaiting the sugar-maker; and already, under a system of permits, enterprising sugar-makers are beginning operations in the Crown forests of Quebec.The Dominion Forest Service estimates that the total stand of sugar maple in Eastern Canada is approximately 5,860,443,000 board feet, or in round numbers, according to the usual conversion factor, about 60,000,000 trees.Canadian records show that each tree tapped yields on the average two and a half pounds of sugar annually.Calculating that at least one-third of the maple tree stand is easily available for tapping purposes, it is seen that a possible total yield of 50,000,000 pounds per year is a reasonable assumption.The other two-thirds of our maple trees may thus be regarded as a reserve for further expension in future years.The making of maple sugar is one of the minor forest operations, yet the fact that it fits in well with other farm work, by occupying a slack season and by bringing in the first crop-money of the year, commends it to farmers in suitable districts, while the steadily increasing demand for pure maple sugar, the improvements and the reduction of costs in production methode, and the movement under way to extend the area of operations all point to the possibilities of the industry.pr Jee RS Administrative Commission of the Pension Fund for Officers of Primary Instruction SESSION OF DECEMBER 10th, 1925 PRESENT: The Honourable Cyrille F.Delâge, Superintendent of Public Instruction, President; Mr.Nérée Tremblay, Professor at Laval Normal School representing Mr.John Ahern, of the City of Quebec, representative delegate of the Convention of, Catholic Teachers of Quebec.Mr.J.H.Perrault, of the City of Montreal, delegate of the Convention of Catholic Teachers of Montreal; Messrs.M.C.Hopkins, of the City of Montreal, and E.M.Campbell, of the same place, delegates of the Provincial Association of Protestant Teachers.The minutes of the last meeting were confirmed.The Secretary submitted the following report: Quebec, December 10th, 1925.Mr.Superintendent, Messrs.the members of the Administrative Commission of the Pension Fund for Officers of Primary Instruction.Sirs, The undersigned, Secretary of your Commission has the honour to submit to you the following report: Statement showing the revenue and expenditure of the Pension Fund for Officers of Primary Instruction for year 1924-25, also the capital.Revenue Sum voted by Legislature (Budget item No.44).$ 2,000 00 Grant front Government (Art.3012, R.S., 1909), amended by 11 Geo.V, c.47, s.9 47,000 00 Interest on capital (Arts.3010, 3013, 3024, R.S., 10,244 90 tr rs Tr PENSION FUND REPORT Surplus from old Pension Fund (Art.3018, R.S., 00 Stoppage of 4% grant to public schools (Art.3012, R.S., 1909 00 Stoppage on salaries of teachers out of the grants payable to municipalities (Arts.3004, 3012 and 3019, R.S., 1909) 127,218 48 Stoppage on salaries of school inspectors, (Arts.3004, 3012, and 3019, R.S., 1909) 3,919 43 Stoppage on salaries of school inspectors, (Arts.3004, 3012, and 3019, R.S., 1909) 3,919 43 Stoppage on salaries of normal school professors (Arts.3004, 3012, and 3019, R.S., 1909) 1,542 75 Stoppage paid directly by teachers (Arts., 3004, 3012, and 3024, R.S., 1909) 04 \u2014\u2014\u2014$ 249,828 60 By pensions 202,469 76 By reimbursements 54 By expenses of administration 20 Deposit with Provincial Treasury towards capital (Arts.3010, 3024, R.S., 1909) 15 Surplus for the year 94 8 249,828 60 Revenue Account Surplus from preceding years $ 206,161 91 Surplus for the year 42,393 94 $ 248,555 85 Capital Account Amount of capital July 1st, 1924 $ 206,578 13 Carried to capital for year 1924-25 26 16 $ 206,604 29 Certified, Quebec, June 30th., 1925.(Signed) JOS.MORIN, Auditor of the Province. EDUCATIONAL RECORD PENSIONERS WHO DIED DURING THE YEAR 1925: Name Pension Archambault, Henriette.61 $ 125 00 Beauchéne, Marie.68 125 00 5 Beaudoin, Anna.0000000ca acc neue 59 196 00 i Bérubé, AIma.oooeeriiiaeaniiin.61 125 00 Byrne, Wm.John.77 300 00 Belleau, Mrs.Isaie.64 125 00 Black, Ardwell.co.76 300 00 | Carey, Mary J.1112222 210 a annee 71 300 00 à Cloutier, Albina.co.71 278 00 ) Cornu, Rachel .12000000 canne 64 300 00 A Côté, Mrs.Edmond.\u2026.\u2026.0000000000 61 125 00 ] Cloutier, S.A.iii.81 125 00 1 Cockfield, H.M.11212112 Lena nan 65 1,200 00 Durocher, Alma.59 206 70 Fortier, Anna.\u2026.\u2026.0000000 0 a aa eee 59 136 24 Garon, Mrs.J.B.a esse 63 168 36 Lavallée, Mrs.Li.c iin.67 125 00 Labonté, Mrs.Charles.74 125 00 Lafontaine, Mathilda.66 125 00 Langlois, Alma.61 176 00 Lavoie, Noémi.c.coiiin.53 300 00 Laporte, Mrs.Toussaint.71 158 37 Lefévre, Alphonse.84 300 00 Malouin, Mrs.Edouard.64 125 00 Mabon, James.aL 63 1,185 24 Marion, Adélia.LL 62 125 00 Martineau, Alexina.60 125 00 i: McMartin, Jane.o.oo nes 93 125 00 3 Morin, Hector.53 300 00 B Nadeau, Mrs.Frs.\u2026.0000000 01 aan 85 145 00 2 Ratté, CNA.ovens 84 134 00 3 Thibault, Elias, Charles.71 300 00 i Tremblay, Marguerite.67 152 40 EE a de ES dE EE EE EE ce di PENSION FUND REPORT TABLE E Showing the number, the average age and pensions of actually pensioned officers of Primary Instruction on June 30th, 1925.Pensioners Av.of Pensions Total of Pensions No.of Pensioners Division according to age of pensioners: Male teachers 56 years and over.Female teachers 56 years and over.\u2026.Male teachers under 56 years.Female teachers under 56 years.Pensioners\u2019 widows.Totals and total averages.74 |70| $36,657 59 $ 495 37 678 |67| 140,872 93] 207 77 3 |51 1,130 62] 376 87 181 |49| 31,406 53] 173 51 23 |69 7,539 73| 327 81 959 64 217,607 40 226 91 Pensioners deceased in 1924.Pensioners who resumed taeching in 1924 Totals and total averages.\u2026.+ ee + + + 6e +1 + + + + + + + + + + + du + 0 + 6 + + + +» Pensions granted in 1924.Reim bursements granted in 1924.consideration.There are only a few pensioners this year who have failed to submit their application.The following teachers whose applications for pension could not be granted last year because of failure to establish their rights, having proved teaching for at least twenty years and produced most satisfactory medical certificates, the Superintendent authorized the payment of their pension, namely :\u2014 Mesdames M.Blanche Morin (Mde A.Gamache), Doris Bourgeois (Mde.A.Gravel), Valéda Boutin (Mde.A.Lavallée), R.A.V.Giroux (Mde.C.Tanguay), Adrienne Nadeau, H.Rosanna Jones, Elizabeth Beauvais, Phi- lomène Côté, Hélène Riley, Fannie Clarke, Albina Flibotte, Geneviève Some applications for pension and for reimbursement were held over for 54 [55 16,397 00 303 64 10 (87 1,498 68 149 86 Exilda Ethier, Léa Plourde, Maria Lussier (Mde S.Fontaine), Alice Vé- zina (Mde.Jos.Delisle) and Mr.J.Hector Morin who has since died.The Lieutenant Governor has sanctioned the following amendments pass ed by the Legislative Assembly and Council during the last session namely: The last paragraph of article 2993, as already amended by 11 Geo.V, c.47, s.6, is replaced by the following: \u201cThe pension of no officer of primary instruction who is on the retired list on and after the 1st of January, 1924, shall be less than one hundred and twenty-five dollars.\u201d 15 Geo.V, ec.40, s.24.The following article is inserted after article 2993b: \u201cThe pension of every officer of RER EN RE ET at cas 60 EDUCATIONAL RECORD primary instruction who is on the retired list on or after the 1st of January, 1924 so fixed at the minimum of one hundred-and twenty-five dollars under article 2993, and that which is less than three hundred dollars, shall be increased by as many times the sum of five dollars as the years, above twenty years up to thirty-five years, which the officer has spent in teaching, if he has paid the stoppage on the salary he received for such years, provided, however; that his pension shall not exceed three hundred dollars.\u201d 15 Geo.V, c.40, s.25.The article 2994 is amended by replacing the words \u201cone thousand and fifty dollars\u201d in the second line, by the words: \u201ctwelve hundred dollars.\u201d 15 Geo.V, c.40, s.26.Article 299 is amended: a.By replacing the words \u201ca Normal School professor or a school inspector\u201d in the second and seventh lines of the last paragraph by the words: \u201cofficers of primary instruction\u2019.b.By replacing the words: \u2018\u201cProfessor or inspector\u2019 in the seventh line of the said paragraph by the words: \u201cofficer of primary instruction\u2019.c.And by replacing the third paragraph by the following: \u201cThe legal heirs of the officer who dies after ten years of service shall be entitled to such repayment.\u201d 13 Geo.V, c.41, s.4.and 15 Geo.V, c.40, s.27.Article 3004 is amended by replacing the figures 1922 in the seventh line by the figures \u201c1929\u201d.Article 3030 is to be read as follows: \u201cIn no case shall the valuation of benefits in the schools under control exceed the following amounts: For an elementary school, a primary elementary school or an intermediate school: in cities or town, one hundred DROITE [4a] and fifty dollars, in country munieci- palities, fifty dollars; For a primary complementary school or a high school, in cities or towns, two hundred dollars, in country municipalities, seventy-five dollars.\u201d 15 Geo.V, c.40, s.29.The report moved by Mr.Perrault during the session of February 10th, 1925, concerning officers who have taught as \u2018brothers\u2019 or as \u2018\u2018sisters\u2019\u201d of a community, is on the agenda for the coming sitting of the Catholic Committee of the Council of Public Instruction.The whole respectfully submitted.(Signed): AVILA de BELLEVAL, Secretary.The report of the secretary was adopted.After examination of applications and medical certificates from present pensioners, the Commission authorized the Superintendent to pay their pensions, as also to pay pensions to those who though applying late may establish their claims to his satisfaction.The applications of Mrs.Geo.Hume and the Misses N.Anne St.Laurent, Marie Anne Lacharité and Alice Vézina were refused, unless a new medical certificate in each case is submitted establishing more clearly their rights.The following applications for pension were granted for one year only: Eva Bachand, Hilda Gauvreau, Mrs.Yvon Dostie, Margaret Matheson, Amanda Pélissier, Maggie Neilan, M.Blanche Morin, Anna Sirois, Rose Therrien, Albina Flibotte, Corinne Duchesne, M.Lse.Côté, Emélie Gravel. PENSION FUND REPORT The following new applications for pension were granted: Officers aged 56 years and upward Name Age Somers, Marion Ada (Mrs.Wm.Pierce).74 Tellier, Flora.iii.74 Normandin, Lucien Tancréde.68 Logio, Isabella H.(Mrs.J.W.A.Robertson).68 Hewton, Robert.66 Fortier, Philoméne (Mrs.Nap.Gagné) .66 Malouin, Mélanie.65 Beauchemin, Aléna.64 Pagé, Célina.cco ini.62 Binet, Pierre Hilarion.62 Hills, Ellen Marion.c.couiuunnannnn.61 Derick, Louisa.ooit ini aa ee 61 Rivard, Edmund S.61 Boutin, Séraphin.ee 60 Laurie, Janet T.ea a ee 60 McMillan, Harriet J.oo.60 Millan, Helena.60 Généreux, Joséphine.60 Dufour, Marie.cL.59 Bélisle, Lumina.58 Boright, Emma D.58 Garneau, M.Delvina.58 Primeau, Jean A.LL.57 Murray, Alice.57 Taylor, Flora.57 Sample, Alma J.56 Lapointe, Alphonsie (Mrs.H.Grenon).56 Morin, Joséphine.56 Kruse, Bertha Elizabeth.56 Fletcher, Annie E.56 Chamberland, Antoinette.56 Desrosiers, Albina (Mrs.A.Chouinard).56 Mr.Alexander Brisebois who had a to $395.00.Pension $ 127 162 528 300 855 125 300 530 300 300 795 1,200 864 578 1,048 928 854 498 125 300 300 300 978 696 1,200 300 129 300 960 639 176 150 92 52 20 00 12 00 00 00 00 00 54 00 54 30 70 08 00 40 00 00 00 00 60 68 00 00 93 00 96 09 88 00 right to a pension of $718.14 having The following applications were re- died, his widow will be entitled to a fused: one-half pension.Denis, Nathalie (Mrs.Ls.Char- Miss Anna Dickson who had right to trand, Boulianne, Césarie, (Mrs.Alp.a pension of $610.36 has also died.Her Laliberté), Audet, \u201cAdelina (Mrs.J.legal heirs are entitled to the reim- Connelly); Coolahan, Margaret Ann.bursement of her stoppages amounting iii tite, EDUCATIONAL RECORD Officers under 56 years of age: Name Age Pension McCullough, Elis.(Mrs.G.S.Smith).55 125 00 Desrochers, Amanda.54 137 26 Melvor, Jane C (Mrs.Jos.Pepin).53 177 98 Paquin, Azilda (Mrs.F.Bergeron).A 53 140 00 Couture, Alexandrine.53 245 46 Lariviére, Philoméne.52 289 58 Lauzon, Elizabeth.51 269 32 Hébert, M.Rose.cooviiiiiii.50 298 87 Doyle, Omneline.50 300 00 Audel, Alma (fora year).49 130 00 Dussault, Mathilda (for a year).49 300 00 Gorman, K.D.(forayear).49 300 00 Vachone, Emérilda (for a year).40 143 62 Martel, Alexina.CL 47 162 38 Blanchard, Alida.CL 46 300 00 Pelletier, Claire (Mrs.Isid.Labrie).46 125 00 Paradis, Elidie.as aan eee 45 300 00 Beaulieu, Mary (for one year).45 138 15 Perrault, Régina,.44 251 50 Labrie, Germaine.\u2026.00000000 2 caen.44 135 00 Paquet, M.A.P.(Mrs.F.E.Bruneau (1 yr).43 261 67 Blanchet, Eva (for one year).41 152 32 Desrosiers, Alexandrine (for one year).40 134 40 Maheu, Célina, (for one year).39 150 00 Lecler, Mélanie, CL 39 183 62 Mr.Patrick Burke and Mrs.Achille ized to pay these pensions if certificates Loubier must establish the fact of their satisfactory to him are submitted.having taught twenty years.Miss Beauchamp has right to a pen- Mrs.D.Giguére (Marie Doucet) sion of $300.00 and Miss Gorman to a must pass a new medical examination.pension of $728.74.Her pension will be $125.00.The following applications were re- The Misses Emélie Beauchamp and fused: Mary Annie Gorman, both aged 49 Joséphine Provencher, Léonide Ther- years, failed to produce medical certi- rien, Angélina Dumouchel, Eudoxie ficates.The Superintendent is author- Grenier and Vénéranda Landry. The following applications were refused : Flora Caron, Clara Varin, M.Elise Soucy, Bernadette Blouin, Joséphine Marceau, Gladys Lumina Neill, Blanche Paquet, Nellie Bilodeau.The Commission authorized the Superintendent to re-imburse to Mr.C.B.Powter, professor of physical culture, the stoppages made on his salary previous to his receiving a specialist\u2019s certificate from the Protestant Committee of the Council of Public Instruction.His pension when asked for, will be based on the stoppages put to his credit in the pension fund since he received said certificate.Mrs.Jos.Delisle, née Alice Vézina, to whom the Commission granted a pension in 1924, asks that said pension run from 1916, and that she be paid arrears from that date.The Commission was unable to grant her request.Mr.Carl Johansson, professor of physical culture, taught as such during 27 years.He has his specialist's certificate but a few years.His years of service will count to establish right to a pension, but the pension will be calculated on the stop- PENSION FUND REPORT Applications for re-imbursements of stoppages granted: Pintal, Laura.\u2026.Bilodeau, Yvonne.Boucher, Anna.Joubert, Eugénie.Brouillard, Amanda.Dulude, Aldéa,.Nepveu, M.Anna.Richard, Emérina.Boucher, Valentine.Guérin, E.Eva.Pension Ce 6 34 18 Cee 39 48 22 ee 34 46 23 Cee 33 58 54 Cee 32 74 26 Ce 31 140 66 ee 30 76 59 Ce 30 44 50 Ce 29 60 36 Ce 35 48 36 pages paid in to the pension fund from the time of reception of certificate.The Commission decided that the Rev.J.H.Hunter, school inspector, can not contribute to the pension fund for a pension.Mr.Perrault moved that actual pensions and those granted in future be based on an average of twenty and not on over twenty-five years during which the officer has received the highest salary.For the motion: Mr.Perrault and Mr.Tremblay: against, Mr.Campbell, Mr.Hopkins and the Superintendent.The motion was not accepted.The Commission will study the question as soon as an estimate of the amount required to cover the increase si submitted to it.Mr.Hopkins moved, and it was resolved that the salary of the Secretary be increased by one hundred dollars.And the session closed.CYRILLE F.DELAGE, President.A.de BELLEVAL, Secretary.AAA I, aride cet En ES EDUCATIONAL RECORD Administrative Commission of the Pension Fund of Officers of Primary Education Session held at Quebec, December 9, 1926 Present: \u2014The Honourable Cyrille F.Deldge, Superintendent of Education, chairman; Mr.Nérée Tremblay, professor at the Laval Normal School, representing Mr.John Ahern, of the City of Quebec, delegate of the conference of Catholic teachers of Quebec; Mr.J.N.Perrault, of the City of Montreal, delegate of the Catholic teachers of Montreal; Mr.M.C.Hopkins, of the City of Montreal, and Professor Sinclair Laird, Macdonald College, Que., delegates of the Provincial Association of Protestant Teachers.The minutes of the last session were approved and the Secretary submits the following report: Quebec, December 9th, 1926.Mr.Superintendent, Members of the Administrative Commission of the Pension Fund of officers of Primary Education.Gentlemen: The undersigned, Secretary of your Commission, has the honour to submit to you the following report: Statement showing the amount of capital, the revenue and expenditure of the pension fund for officers of primary education for the year 1925-26.Revenue Sum voted by Legislature (item 44 of budget).$ 2,000 00 Government grant (R.S., 1925, ¢.133, s.542).47,000 00 Interest on capital (R.S., 1925, c.133, ss.541, 543, 10,244 90 Surplus from old pension fund (R.S., 1925, c.133, 5,175 00 Stoppage of 4 p.c.on grant to public schools, (R.S., 1925, c.133, s.542) 25,000 00 Stoppage on salaries of teachers out of the grants payable to municipalities.(R.S., c.133, ss.534, 542, 549) 131,438 48 PENSION FUND REPORT Stoppage on salaries of school inspectors, (R.S., 1925, c.133, ss.541, 542, 549).3,906 73 Stoppage on salaries of normal school professors, (R.S., 1925), c.133, ss.534, 542 and 549) 1,566 32 Stoppages paid directly by teacher, (R.S., 1925), ss.534, 542 and 554 32,105 59 Taken from the surplus of former years to meet deficit of the year (R.S., 1925), c.133, s.546).2,815 58 $ 261,252 60 Expenditure By pensions 253,618 54 By reimbursements 6,001 73 By expenses of administration 1,604 75 Deposited with Provincial Treasury towards cap- $ 261,252 60 Revenue Account Surplus from preceding years $ 248,555 85 Deficit of the year 2,815 58 $ 245,740 27 For Capital Account Amount of capital July 1st, 1925 206,604 20 Carried to capital for year 1925-26 27 58 $ 206,631 87 Certified, (Signed) JOSEPH MORIN, Quebec, 15th.Sept., 1925.Auditor of the Province.PENSIONERS WHO DIED DURING THE YEAR 1926 Age Pension Paid Bégin, Caroline $ 125 00 Bernard, Virginie 125 00 Bouliane, Agnès 120 00 Chartrand, Edouardine, (Mad.J.B.Brabant).130 00 Dionne, Jean Moise 501 30 Forest, Adah 383 50 Gagnon, Cléomène 300 00 Number of pensioners, 26 Average age, 72.Average pension, $291.24.All the pensioners, with few exceptions, have renewed their application for pension.Those in delay are chefly the very aged or the sick, who are incapable of seeing to their business personally.As your Commission had demanded at its last session, the pensioners Adah A.Boyle (Mrs.George Hume), M.Anne St.Laurent, M.Anne Lacharité and Alice Vézina have produced new medical certificates, more clearly establishing their right, and the Superintendent considered it his duty to authorize the payment of their pensions.Madame Achille Loubier (José- phine Bisson), having established that she had taught twenty years, has been paid her pension.Mr.Patrick Burke has not yet completed that proof in his case.EDUCATIONAL RECORD Pension Paid Gagnon, Louis H.82 178 58 Gervais, J.Henri.62 300 00 Gorman, Mary Jane.73 207 74 Laberge, Virginie.80 125 00 Lapierre, André.esse 77 300 00 Lecavalier, Mac.Maxime.85 125 00 Labonté, Rose de Lima.84 145 00 MecCarragher, Joseph.76 172 27 Melver, Jane.FE ee aa ee 53 177 98 McLean, Janet.64 812 78 Normandin, L.Tancréde.69 528 20 Nadeau, Louise.020000000 4 css caen 67 125 00 Paquet, Daniel.76 300 00 Primeau, L.Antoine.81 715 56 Rose, Elise.cooiiviiineiin 74 140 00 Thompson, Jemima (Mrs.J.Kemp).76 457 27 Thompson, Mrs.W.oiiii.73 318 00 Tremblay, Marie E.46 129 72 Wilson, Margaret, Jane.74 609 14 Total.ooo ee a ea aa ea eee $7557 24 Madame D.Giguère (Marie Doucet) underwent a new medical examination, the report of which was found satisfactory by the Superintendent.Miss Mary Annie Gorman has also furnished a medical certificate establishing that she was incapable of teaching.Their pensions have been paid.The whole respectfully submitted, AVILA de BELLEVAL, Secretary.The report of the Secretary was adopted.The Commission, after having examined the half-yearly applications of the present pensioners, and the medical certificates presented in support of the applications by pensioners less than 56 years of age, authorized the Superin- PENSION FUND REPORT 67 tendent to pay their pensions for the current year.However, judging that the certificates of the following pensioners were insufficient or incomplete, it was ordered that they (the said pensioners) shall be examined by other physicians whom the Superintendent shall designate, at the cost of the Commission, in virtue of Art.2996 of the School Law (Art.526 of the Education Act, R.S., 1925, c.133), and that, if the report of the physician does not establish that they are incapable of teaching, notice is to be given immediately to these pensioners, conformably with Art.2998 of the School Law (Art.528 of the Education Act), that their pensions will be discontinued at the expiration of one year from the month of July to wit: Martha Bourget, Valéda Boutin, Ida Bergeron, Julianne Bérube, Alida Blanchard, Marie Beaulieu, Camille Beaudoin, L.R.Bockus, Mathilda Dussault, Catherine D.Gorman, Emi- lie Fravel, Florentine Longchamp, Léda Maheu, Aglaé Morneau, Marie Anne Perreault, Rose Alba Quintin, Marie Anne St-Laurent, Rose E.Therrien, Maria Thibaudeau.The payment of the pensions of Madame Rose Anna Giroux and Madame F.P.Bélanger, who reside in the United States, is authorized only on the condition that they furnish a duly authenticated application and a certificate of a physician residing and practising in this Province.The certificate of Miss Lumine Martin will not be accepted unless the physician who signs it has his signature certified before a justice of the peace or a notary.The Superintendent offered to take steps with the view of obtaining an arrangement with the Provincial Bureau of Health by which the medical inspectors of that Bureau would be charged with the special examination of pensioners, and to conclude such arrangement.The Commission accepted his proposition and accorded him all latitude to that effect, believing that better results at less expense might be obtained in that way.The following new applications are approved: Officers aged 56 years or more Name Béland, Marie Louise Gendreau, David Cléophas Jackson, Charles Adams Tanguay, Amédée Campbell, Mary Gorham, Annie Brien, Clémentine Age Pension $ 357 68 543 62 1,200 00 1,112 32 231 60 801 24 156 76 Provencher, Iphigénie(Madame Narcisse Thibault) 66 125 00 Turcotte, Philomène 56 300 00 Laplante, Carmélite (Madame Napoléon Grenon).64 125 00 Dalmas, Lucy J Norman, Charlotte Côté, Eulalie Proctor, Catherine Armstrong, Henry Fry 531 23 1,025 84 300 00 300 00 396 38 Half-Pensions accorded: Mrs.E.M.Campbell,.Madame Henri Valois EDUCATIONAL RECORD Name Pagé, Philoméne (Madame Léon Tarte).56 Turgeon, Whilhelmine.57 Ford, Chas.William.57 Francis, Elizabeth Hannah.57 Duval, Philoméne (Madame Max.Raymond).57 Grant, Mary.a aa Lana ae 57 Ross, Martha Euphemie.57 Higgina, Sarah Ann (Mrs.Forest Abner Hunt).56 Norris, Amy.LL La LL La 56 Jacques, Joseph Auréus.56 Stowell, Isabel Jane (Mrs J.B.Hicks).56 Hutton, Mary Louise.56 Morin, Alvine.aa eee 56 \u201ca + \u20ac + 5 + 2 + + + + à 5 0 6 6 6 0 + 4 6 4 4 0 4 4 4 4 5 0 4 4 5 6 4 0 The application of Miss Lumina Harvey will only be accorded if she can establish that she has taught during twenty years at least.That of Madame Isidore Cassivi (nee Louisa Shaw), which declares that she has taught but twelve years, and has not taught since 1914, is refused.Officers aged less than 56 years Name Sirois, Rose de Lima.55 Dionne, Caroline.55 Barbary dit Grandmaison (Mad.André Renaud, widow) .55 Fortin, Caroline (Madame Anselme Tremblay.54 Gagnon, Emma Aulive.54 DeWitt, Harriet L.53 Wilson, Edna Ellen.53 McCallum, Mary.00000000 0 anne 52 Dionne, Amanda Alice.52 Collard, Rose.o iii.52 Gosselin, Ida.LL.52 Mackenzie, Annie Margaret.51 Thibaudeau, Rose Anna.51 Oliver, Agnés E.41 Falardeau, Parmélie.50 $14,421 21 Pension 125 00 300 00 1,200 00 914 64 125 00 1,132 86 307 74 142 33 1,200 00 300 00 653 08 388 84 125 00 $ 600 00 Pension $ 167 80 300 00 157 12 130 00 125 00 578 96 300 00 181 75 300 00 399 24 246 50 300 00 125 00 253 88 258 08 PENSION FUND REPORT Officers aged less than 56 years \u2014Continued.Pintal, Léa Thibeault, Amanda (Mad.Jos.Gagnon) Petit, Lucina Paradis, Rose de Lima Boulanger, Elizabeth Bouillon, Alma (Madame L.Poirier) Mottard, Corinne.(Madame Ad.Fortier).Dionne, Alida, Whilhelmine Larose, Wilda Gagné, Georg.Apolline (Madame H.Bernier).Laporte, M.Anne Clara Lacombe, Amalda (Madame Ant.Martel).Béliveau, Anna Nollis, Agnes E Provençal, M.Louise Ladouceur, Alexina Bachelder, Mabel Tétreault, Eva Malvina Average age, 54 years.Average pension, $354.79.Pension 125 00 125 00 269 56 135 00 188 26 135 00 173 32 192 34 188 62 125 00 294 86 139 88 130 00 125 00 282 88 168 16 300 00 300 00 21 Madame Ch.Riendean, (née Clara Berthiaume), aged 55 years, not having furnished a medical certificate, her pension will commence only from the day when she attains the age of 56.Madame Philéas Roy, who ceased teaching December 24, 1912 and who was married the 28th of January 1913, had already made application for pension in 1914, which was refused.As she has not taught since, her new application is rejected.The application of Madame Jos.Beauchesne (née Célina Gagné) is accorded only on the condition that she has taught during twenty years.The applications of Mrs.S.Barr (née Edith L.Strong), of Mlle Alber- tine Gonthier, of Madame Ad.Berge- ron (née Caroline Boudreau), who has only paid stoppages for nine years, of Madame Ad.Mailloux (née M.Laure Prévost), are refused because the medical certificates they have produced do not establish that they ceased teaching on account of their health.Mile Maria Bourassa, aged 36 years, will only have right to her pension if she can prove that she has taught during twenty years since the age of 18.Mlle Adrienne Beauséjour will have right to her pension from the day when she attains the age of 38 years, that is to say the 13th of February 1927.Madame Adjutor Fontaine (née M.Anne Bérubé), and Mlle Marguerite Houle, respectively aged 37 and 36 years, have not taught 20 years since the age of 18.They have not the right to a pension.If they apply for reimbursement of stoppages, the commission will consider the application at a future session.After having studied the application 70 EDUCATIONAL RECORD of Miss Sarah Elizabeth Sweeney, the Commission considers that it can not be accorded.This teacher has taught during eight years only under the control of a school corporation.If she has taught privately during some years, she did not demand nor obtain the authorization of the Superintendent did not have her salary valued by the Inspector of her district nor pay regul- larly the stoppage sprescribed by Art.3024 of the School Law.Applications for Reimbursement of Stoppages Accorded : Ross, Niles G Boucher, Marie Mills, Jennie Mabel Proulx, Léonida Average age, 47 years.Average, pension, $117.35.Madame Zoel Rousseau (née Christine Legendre) and Madame A.Le- gault (née Louisa Lanthier), must undergo a special medical examination.Miss M.Louise McInnes must prove that she has taught at least ten years.The applications of the following officers are refused: Albina Larocque (Madame Solyme Couture); Odile Vilda Dufresne (Madame G.J.McInnes); Alice Pellerin (Madame Arthur Boudreau); Délima M.Déchesne (Madame J.C.Morin); Helen Christine Clossey (Mrs.H.C.Bickford).Individual Cases Mile Clare Varin, who has taught 19 years under the control of a school board, has established that she was seriously ill when she ceased teaching and that she has not recovered her health.Her application for reimburse- sement of stoppages, refused last year, is accorded.Miss Maggie H.Donohue, pensioner Age Pension 77 $ 110 26 37 38 10 37 290 04 31 03 - $ 469 43 aged 52 years, living at Fassett, county of Papineau, requests to be exempted from furnishing a medical certificate and from having her application sworn to, on the ground that the physician and the justice of the peace who are nearest live 12 to 16 miles from her domicile.The Commission does not accord her request.Mlle M.A.Angélina Dumouchel teacher aged 42 years, whose application for pension was refused last year because the medical certificate furnished was not judged to afford sufficient proof, has produced a new certificate from the same physician.She is affected with deafness.The Commission requires her to undergo a special examination by a physician to be designated by the Superintendent.Madame J.A.Laliberté (née Elise Soucy), renews her application or ref- imbursement of stoppages; and has not taught since 1919 The Commission maintains its decision of last year and can not accord the request.Mrs.R.T.Brown, teacher residing g at Coleman, province of Alberta, made application last year for reimbursement, which was refused.This year she produce s a certificate from a physician of Alberta.The Commission judges that it can not accept this certificate.Madame Dosithé Lécuyer has the age required for pension, but according \u2018to the pension fund records, she appears to have taught only 16 years.She declares that she has taught many other years, jointly with her husband, and that the stoppages on their salary were made entirely in the name of the husband, although a part should have been credited to her.But her husband is on the list of pensioners and these stoppages were counted to fix the amount of his pension.Madame Lécuyer must establish by a declaration of the secretary-treasurer that she really taught with her husband a sufficient number of years to complete at least the 20 years required for right to a pension; and that, if the contract of engagement with the board was signed only by the husband, it was nevertheless understood that the latter should be and was paid to furnish the services of his wife an assistant teacher.And in that case, M.Lécuyer must declare the share of his salary which he abandons to his wife, who will have right to a pension based on the stoppages already to her credit and on those corresponding to the share of salary which her husband cedes to her, but the pension of the husband must be diminished as much, retroactively, since he has been receiving it.The question of the reimbursement of the stoppages of M.J.V.Desaul- niers being brought up again for study, the Superintendent explained that, in view of representations which have been made, he has not yet conformed to the decisions of the Commission in that PENSION FUND REPORT 71 matter, and particularly to those formulated in the resolution adopted December 5, 1924, but has believed it to be his duty to submit the case to the honourable the Attorney General and that he awaits his opinion.The Commission, on this report, unanimously adopted the following resolution: \u201cConsidering that this question has been already seriously studied on several occasions and that there is no reason to delay the execution of the resolutions previously adopted on the subject, that M.J.V.Desaulniers is no longer an officer of primary education since he become director of the course at the Monument National, and that the stoppages which he has paid to the pension fund in this respect be reimbursed to him, with interest, without further delay.\u201d The Secretary reported that the calculations asked for by resolution of December 5, 1924, on the motion of M.Perrault, in order to establish the amounts necessary to defray the various increases suggested, were not yet complete; That to increase the minimum of the present pensions from $125.00 to $150.00, it would require an additional sum of $8,760.00; to $200.00, of $34,- 154.00; to $250.00, of $64,490.00; to $300.00, of $97,600.00; to $400.00, of $174,224.00; That to increase the present pensions by $10.00 instead of $5.00 for each year of service over twenty years, to the amount of $300.00 would re- qyire an additional sum of $9,200.00; That to increase the maximum of the present pensions from $1,200.00 to $1,500.00 would require, if the pensions remain based on the average of the salaries during the best twenty-five years, an additional sum of $1,224.11, and if they were based on the average hie witinna rads 72 salaries during twenty years an additional sum of $1,919.60; That the additional sum required to pay the pensions accorded last year and this year, if they had been calculated according to the salaries of the best twenty years, would represent between 6 to 79, of the total amount of those pensions; That there are about 500 present pensioners who would profit considerably from that last increase and that all their pensions could not be recalculated on that proposed basis, whigh calls for very considerable work which can only be done by some person familiar at once with the books of the Pension Fund and with the complex laws which control it.M.Perrault proposed that the present pensions and those which will be accorded in future shall be based on the average of the 20 years, instead of 25 years, during which the officers have or shall have received the highest salary.The motion was not seconded.M .Nérée Tremblay proposed, and it was resolved, that the Superintendent be requested to see that all diligence possible be exercised to complete the calculations asked for before EDUCATIONAL RECORD the 15th of February next, and that then the Superintendent calls this Commission in special session at Montreal, in order to study this question a new and to take a decision on the proposition of M.Perrault.Mr.Hopkins proposed, seconded by M.Perrault, and it was resolved.\u201cThat the members of the Administrative Commission of the Pension Fund for Officers of Primary Education desire to reclrd their deep sense of loss by the death of the late E.Montgomery Cambpell, who was a valued and respected member of this Commission for many years until the time of his decease.The members also desire to express their sincere sympathy with Mrs.Campbell in her sudden bereavement and instruct the Secretary to forward to her a copy of this resolution.\u201d The session then closed.Chairman: CYRILLE F.DELAGE, Superintendent.Secretary: AVILA de BELLEVAL MINUTES OF PROTESTANT COMMITTEE Quebec, May 22nd, 1925.On which day was held a regular meeting of the Protestant Committee of the Council of Public Instruction.Present:\u2014The Rev.E.I.Rexford, D.C.L., LL.D., D.D., Professor A.W.Kneeland, M.A., B.C.L., W.M.Rowat,.Esq., M.D., C.M., Howard Murray, Esq., O.B.E., W.S.Bullock, Esq., M.L.A., Hon.W.G.Mitchell K.C., D.C.L., Milton IL.Hersey Esq., M.A.Sc., LL.D., Sir Arthur Currie, G.C.M.G., K.C.B., LL.D., A.K.Cameron Esq., Victor E.Mornill Esq., Hon.Jacob Nicol, K.C., M.L.A., W.L.Shurtleff, K.C., LL.D., Sinclair Laird, M.A., B.Phil., Professor Carrie M.Derick, M.A., P.C.Duboyce Esq., B.A., LL.B., and Mrs.Elizabeth A.Irwin, M.A.The minutes of the last meeting were read and confirmed: Apologies for absence were submitted on behalf of the Hon.C.F.De- lage, LL.D., Rev.A.T.Love, M.A, D.D., Rt.Rev.Lennox Williams, D.D., Herbert Marler Esq., M.P., and J.A.Nicholson, M.A., LL.D.The resignation of Dr.Rexford, as chairman of the Committee was read by the Secretary, and the chair was vacated.Dr.Shurtleff was asked to preside during the election of a successor to Dr.Rexford.It was moved by Dr.Hersey, seconded by Mr.Du- boyce and resolved, that Dr.Rexford\u2019s resignation be accepted.It was then moved by Mr.Cameron and seconded by Professor Kneeland that the Committee now proceed to the election of a chairman.It was moved in amendment by Dr.Hersey and seconded by Mr.Murray that the election be deferred until the next meeting.The amendment being put was lost, and the main motion was carried.Mr.Cameron nominated the Hon.Walter Mitchell, K.C., D.C.L., and there being no other nomination, Mr.Mitchell was unanimously elected, and took the chair.It was moved by Mr.Duboyce, seconded by Dr.Rowat and unanimously seconded that this Committee desires to make a permanent record of its high appreciation of the valuable services rendered to the cause of education in this Province by the Rev.Dr.Rexford, particularly since the year 1882 when he became Secretary of the Department of Public Instruction.From that time he has been associated with this Committee in the various capacities of Secretary, Member and Chairman, and during this long period his talents, his professional knowledge and his unremitting efforts have been at the service of the public in all matters affecting the educational welfare of this Province.The Committee desires further to express its gratification that although Dr.Rexford desires relief from the burdens incident to the chairmanship of this Committee, he MINUTES OF PROTESTANT COMMITTEE 73 still remains to give further services as an active member.In the absence of Dr.Nicholson, Mr.Murray reported for the sub-committee on the course of study and moved the adoption, after consultation with the Department, as to the re-arrangement of subjects in the various school years.The report was adopted.Mr.Murray then submitted revised regulations for the School Leaving certificate which were adopted in the following form: \u2014 \u201cYour sub-committee to whom was referred the report of the sub-mco- mittee of the Provincial Teachers\u2019 Association on the new regulations for obtaining the School Leaving Certificate beg to report that we have duly considered the said report and would recommend that the following changes be made in the regulations previously adopted in this connection: \u2014 1.That French be not made a compulsory subject for extra-Provincial pupils who enter a High School in grade IX or higher.2.That instead of the pass mark being 50% in each subject, 60% shall be required on the minimum aggregate (900), which means a total of 540 marks, and not less than 40% in any subject, except that in the case of those who obtain a total of 700 marks, failure in one subject will be overlooked.3.That instead of being allowed two years in which to complete the examination, credit being given for any sub- Ject passed in the meantime, one year only shall be allowed.The complete regulations now recommended for adoption (to go into effect in the School year 1926-27) are as follows: 1.The examination of Grade XI shall hereafter be designated \u2018The High School Leaving Examination\u201d, 74 EDUCATIONAL RECORD the Board for conducting this examination \u201cThe High School Leaving Examination Board\u201d, and the certificate issued to successful candidates, \u2018The High School Leaving Certificate.\u201d Candidates who obtain this Certificate and at the same time satisfy the \u2018Matriculation requirements of the University, shall have the fact noted thereon.2.In order to obtain the Certificate, a candidate must pass in the following subjects: Marks assigned: (1) 200, English (Literature and Composition).(2) 100.History.(3) 200.Elementary Mathematics (Algebra and Geometry).(4) 200, French, or Latin in Grade IX or after for pupils who come from outside the Province.(5) 100,) One of the following: \u2014 Physics, Chemistry, Physical Geography, Botany.(6) 100, One of the following, if not already taken: \u2014Physics, Chemistry, Physical Geography, Botany, Drawing, or Accountancy.or 200, Latin or Greek or German or Advanced Mathematics (Algebra, Geometry or Trigonometry).The pass standard shall be 60% of the minimum aggregate marks (900), and not less than 40% in any subject, provided, however, that a candidate who obtains a total of at least 700 marks may be awarded a High School Leaving Certificate even though he should fail in one of the compulsory subjects.Candidates who fail at the first attempt will be permitted to take a supplementary examination in the subjects in which they \u2018have failed, provided they do so not later than the next annual examination.3.In addition to the compulsory subjects (which have a value of 900 marks) other subjects may be taken, but the total marks obtainable shall not exceed 1000.In making up the total number of marks to be credited to a successful candidate, the ten highest percentages shall be counted.4.The names of the successful candidates shall be published in order of merit.5.List of the names, ages and addresses of the candidates for the examination from each school, together with the number of papers required in each subject, shall be sent in by the Headmaster or Mistress of each school to the Registrar of McGill University who is Secretary of the Board, on or before May 10th.(Blank forms will be furnished on application.) 6.The answers must be written in the books which have been approved by the High School Leaving Examination Borad.It was moved.by Dr.Shurtleff and seconded by Mr.Duboyce, and resolved that inasmuch as there appears to be a prevailing opinion, particularly in the rural parts of the Province, that the present course of study for rural schools, does not adequately meet the needs of that large percentage of pupils from the 9th, 10th, or 11th, grades \u2014 Be it resolved that a special committee, consisting of the Hon.Mr.Nicol, Mr.Bullock, Mr.Morrill and Mr.Duboyce, be appointed to investigate the particular needs of the pupils who leave school from these grades, the suitability of the present course of study to these needs, and to report its conclusions to this Committee with recommendations; and that for this purpose the special subcommittee is authorized to associate =, > with itself such educational experts as may be considered necessary.This motion was carried, and Dr.Shurtleff was added to the sub-com- mittee mentioned above.Mr.Cameron reported for the information of the Committee the progress that is being made in consolidating schools, especially, at Bury, East Bolton, Eseuminac, Cowansville and Namur.Dr.Rexford was added to the sub-committee on Consolidation and the sub-committee was empower- .ed to take any necessary steps in regard to the improvement of school buildings and grounds.The Secretary reported that an examination had recently been held for candidates for the certificate qualifying for the position of Inspector.The examiners recommended that first class certificates be issued to Hubert D.Wells, B.A., and to Ernest William Hodgins.The recommendations of the Examiners were accepted, and it was ordered that the certificates be issued.The Secretary read a report prepared by Dr.Rexford and himself regarding the academic qualifications of candidates for the high school diplomas.On motion of Mr.Murray, the report was received, and the Secretary was asked to provide all the members of the Committee with copies of the correspondence that had taken place between the Secretary and the universities and others, upon which the report was based.The Secretary reported that he wished to transfer the management of the \u201cEducational Record\u201d which he had had for so many years, to Mr.J.C.Sutherland, the literary editor of that journal A sub-committee con- MINUTES OF PROTESTANT COMMITTEE 75 sisting of Mr.Murray, Mrs.Elizabeth Irwin and Dr.Rexford, was appointed to confer with the Secretary and to report upon the future conduct of the \u201cRecord\u201d.Owing to the illness of Dr.Love, Mr.Duboyce was appointed as a member of the sub-committee on the Distribution of Superior Education Grants.The Secretary suggested that the contingent account of the Protestant Committee be kept, after July 1st, by the Accountant of the Department without additional expense to the Committee.This suggestion was approved, and he was authorized to make the transfer at the beginning of the next fiscal year.Mr.A.D.McGibbon and Miss E.Ratté were appointed as assistant ex- miners for the June examinations, to replace Mr.Cockfield, deceased, and to complete the list.The Secretary announced that the Summer School for French Spcialists would be again held this year as usual, with Mr.Raguin as Director, and with practically the same staff as last year.At the same time, the Secretary made reference to the excellent work that is now being done in the McGill Summer School for French, and said that it had been suggested to him that Provincial Certificates should be given to those who take the Specialists\u2019 Course in that institution for the purpose of qualifying for the teaching of French to English pupils by the oral method.It was throught by Professor du Roure that these certificates would be of great value to pupils coming from other places than the Province of Quebec.After discussion, it was agreed that the Committee had no authority in law to 76 grant certificates of qualifications for use anywhere except in the Province of Quebec.The Secretary reported that the Department of the Interior, Canadian National Parks Branch, was distributing literature of the Audubon Society to the schools of the Province, along with coloured bird plates.The meeting then adjourned to reassemble at Quebec, on Friday, October the 16th next, at ten a.m.W.G.MITCHELL, Chairman.G.W.PARMELEE, Secretary.Quebec, October 16th, 1925.On which day was held a regular meeting of the Protestant Committee of the Council of Public Instruction.Present:\u2014The Honourable W.G.Mitchell, K.C., D.C.L., in the chair.Reverend E.I.Rexfod, D.C.L., LL.D., D.D., Professor A.W.Kneeland, M.A, B.C.L., Reverend A.T.Love, B.A, D.D.,, W.M.Rowat Esq., M.D, C.M., W.S.Bullock Esq., \u2018\u201cM.L.A., Kirk Cameron Esq., Victor E.Morrill, Esq., Honourable Jacob Nicol, K.C., M.L.A., Honourable George Bryson, M.L.C., Sinclair Laird, Esq., M.A., B.Phil., Professor Carrie Derick, M.A., J.A.Nicholson, M.A., LL.D., P.C.Duboyce, Esq., B.A., LL.B., and Mr.Isaac Gammell, B.A.Apologies for absence were submitted on behalf of Mr.Murray, Bishop Williams, Hon.Mr.Marler, Dr.Hersey, Sir Arthur Currie and Mr.Victor Morrill.EDUCATIONAL RECORD The minutes of the last meeting were read and confirmed.The Secretary announced the appointment of Mr.Isaac Gammell, B.A., as the Teachers\u2019 representatives for the current year.The following report of the subcommittee on the distribution of Superior Education Grants was submitted by Mr.Duboyce: Quebec, October 15th., 1926 \u201cYour sub-committee met in the office of Dr.Parmelee today.There were present, Dr.Rowat, Dr.Parmelee, Mr.P.C.Duboyce, and the Inspector of Superior Schools.The financial statement prepared by the Inspector of Superior Schools in accordance with your regulations was carefully considered.This statement which now lies before you shows: 1.The total amount available for distribution among Superior schools.2.The source from which this amount 1s derived.3.The manner of distribution.Last year for distribution there was the sum of $69,206.92.This year $68,- 321.20, a decrease of $885.72.Last year, we received from the Marriage Licence Fees the sum of $13,438.34, this year $12,998.80.Last year, nine high schools and twenty intermediate schools failed to qualify for a bonus.This year, all high schools and all intermediate schools except two, qualified for a bonus.At the September 1924 meeting, the basal grants to high schools and intermediate schools were raised from $600.- 00 to $800.00 for high schools, and from $300.00 to $400 for intermediate schools.This year three intermediate schools having fulfiled the conditions governing the establishing of intermediate schools are recommended for a grant.In view of the decrease in the amount available for distribution, and the increase in the number of schools participating in the fund, the amount of bonus distribution is, of necessity, very small.We respectfully recommended: 1.That the allocation of grants to Superior Education be made in accordance with the statement of revenue for September 1925, submitted herewith.2.That the following schools be MINUTES OF PROTESTANT COMMITTEE FINAL REPORT ADOPTED OCTOBER 16th, 1925 SUPERIOR EDUCATION FUND Statement of Revenue, September, 1925 Voted by the Legislature (Ordinary, $16,852.40, (Special), Fixed Charges Available for distribution.place upon the list of intermediate schools, viz, Bristol and Beauharnois.3.That the schools at Morin Heights and Philipsburg be placed upon the list of intermediate schools when the regulations have been fulfilled.4.That the intermediate school in the Town of Mount Royal be placed upon the list of high schools when the regulations governing the establishing of high schools have been fulfilled.An application for a grant from the Superior Education Fund was made by the School Board of the City of Quebec.Your sub-committee declined to make any recommendation.This matter is now in the hands of the whole Committee for consideration.$40,000.00.LL LL LL LAN LL LL $ 56,852 40 Interest on Jesuit\u2019s Estate Settlement Fund.2,518 44 Interest on Marriage License Fund.1,400 00 Marriage License Dees (net).12,998 80 $73,769 64 University School Leaving Examinations.$ 1,800 00 Assistant Examiners, June Examinations.2,275 00 Printing Examination Papers, etc.1,173 44 Rent of School and Contingent Expenses.200 00 LL LL $68,321 20 77 PE ER ea EDUCATIONAL RECORD \u2018\u201cHrcH ScHOOLS\u2019\u201d\u2019 (ACADEMIES) NAME OF SCHOOLS pupils enrolled Total number Enroiled Grades VIII, IX, X, XI Presented Percentage pezcentage Buckingham Coaticook.Cookshire \u201cCommissioners\u2019 High\u201d Cowansville Huntingdon Inverness Knowlton Lake Mégantic La-Tuque Lennoxville Longueuil Ste.Anne-de-Bellevue North-Hatley Ormstown Outremont Richmond Scotstown Shawville Shawinigan-Falls Sherbrooke Stanstead Thetford Three-Rivers Valleyfield \u2018Waterloo \u2018Waterville Windsor-Mills \u201cHIGH SCHOOLS\u201d SPECIAL Stanstead New-Carlisle OHHO HO ON HA 00 HA © © O1 HE HAT CO 00 HA ON 00 | + 4 OCOOOONHOON - ool oo 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 800 845 833600|$ 2,385 835985 WN Ct ef CHD CD CFD THI FT CH ES LA MINUTES OF PROTESTANT COMMITTEE INTERMEDIATE SCHOOLS (MODEL) NAME OF SCHOOLS pupils enrolled percentage Presented.Percentage Total number Enrolled Grades .VIII, IX, X, XI td $ 455 5 455 450 450 475 455 485 450 465 460 485 465 460 547 450 450 470 470 400 485 475 455 485 485 485 400 445 450 470 460 455 485 465 460 470 445 445 445 465 400 470 445 470 400 495 345 455 465 445 445 485 Ste-Agathe-des-Monts.450 445 Way\u2019s Mills (Barnston) 455 MaMasterville 455 $22000]8 3,075/$25075 Asbestos Athesltan (Hinchinbrooke).Beauharnois Bishop's Crossing Bzistol Brownsburg BHONONSHNOO% p= Bury Campbell's Bay.Châteauguay, Basin Clarenceville Drummondville Dunham Escuminac (Schoolbred).Farnham Fort-Coulonge Felisburg Gaspe Gould, (Lingwick) Greenfield-Park = COCUOOGUAODOHOHOBOHDSBONDHAUSNOOOHUNHFHHONHHAN UT NOHOO Joliette Kenogami Kingsey Kingsbury \u2014 Matapédia Milan Morin Heights Mount-Royal New-Glasgow New-Richmond Paspebiac Philipsburg Pointe-Claire Port-Daniel-Centre - \u2014 Sawyerville Shigawake 3 5 5 6 5 1 6 2 5 6 4 2 0 9 1 17 5 6 2 3 9 8 9 8 2 6 5 3 3 0 = Bonuses.Grants to Special High Schools.Intermediate Schools (Model) \u2014 Grants.Bonuses.On motion of Dean Laird, seconded by Mr.Cameron, the report, as submitted, was adopted, and the Secretary was instructed to take the proper steps to secure the authority required by law for the payment of these grants.On motion of Mr.Cameron, seconded by Dr.Nicholson, it was resolved that the sub-committee on the distribution of Superior Education Grants be asked to revise the present plan upon which grants are made, and particularly to make provision for having class rooms properly supervised during all hours of the school day.Dr.Rex- ford was added to the sub-committee for the purpose of this resolution.Mr.Cameron submitted, for the information of the Committee, a report regarding progress in the consolidation of school in East Bolton, Bury, Chath- am No.2, (Brownsburg) Morin, Escu- minac, East Clifton, Barford, Orms- town, Danville, Cowansville, Stanstead and St.Laurent de Matapedia.In all of these places the consolidation of schools is going on, or the question is under considereation.A report concerning the \u2018\u201cEduca- EDUCATIONAL RECORD Summary Reserved for Poor Municipalities from Marriage License Ce $ 3,250 00 Cee $33,600 00 Total amount distributed.LoL.$65,910 00 2,385 00 \u2026.\u2026\u2026.1,600 00 $ 37,585 00 LL \u2014$ 22,000 00 3,075 00 25,075 00 tional Record\u201d was held over until the next meeting for consideration.Dr.Nicholson pointed out that section 2, sub-section 4, of the report of the sub-committee which was submitted at the last meeting did not clearly enough express the intention of the Committee.He therefore, moved that the said section read as follows: 4.200 French (or Latin in the case of extra-provincial students who enter school in grade IX or at a later stage).Copies of the correspondence between the Department and the universities regarding the academic and professional qualifications for high school diplomas was laid on the table.Consideration, however, was held over to the next morning.A resolution was read from the Provincial Association of Protestant Teachers asking the Committee to appoint a small sub-committee to confer with representatives of the Provincial Association in regard to the recent amendment of Article 138 of the Regulations, which amendment withdraws the days upon which the Association meets, from the list of school holidays.\u2014_\u2014 emmy ep pe pm eet = OF + Jd In compliance with the request of this Association, a sub-committee consisting of Dr.Nicholson, Mr.Cameron and Mr.Duboyce was appointed.Mr.Cameron\u2019s motion that there be one standard of matriculation to all the faculties of universities, and that conferences with university authorities be sought to discuss the question in its various features, not being put from the chair, consideration was held over at the request of Mr.Cameron himself.A copy of a letter from Sir Arthur Currie, Principal of McGill University, to Mr.Cameron, showed that one of the principal subjects at present under consideration of the universities conference is that of matriculation standards.In consideration of this statement, Mr.Cameron preferred to leave his motion in abeyance.The Secretary of the Department referred to the Committee an application from the Y.M.C.A.of Montreal, for a Government grant to be applied to the education work which the said Association is carrying on.Although the Committee recognized the extent and the importance of the educational work of this Association, it felt that it could not legitimately make, or recommend, that the Government make such grants as are asked for.Upon the request of Dean Larid, the usual vote of $500.00 for the purpose of carrying on the Kindergarten Assistant\u2019s Course in coloperation with the Protestant Board of Montreal, was granted.The Secretary reported that the\u2019 general financial analysis of Government grants for educational purposes which he had been asked to make was under preparation but that he wished, before submitting it to the Committee to have the direction of a small subcommittee in regard to the general classification of the various expenditu- MINUTES OF PROTESTANT COMMITTEE 81 res.On motion of Dr.Nicholson, seconded by Mr.Duboyce, the sub-com- mittee was appointed, consisting of Mr.Cameron, Dr.Rexford and Mr.Murray.The Secretary reported that he had already had interviews with the chief officer of the Department of Education in Toronto, Halifax and Fredericton with a view to seeing what can be done to secure a wider uniformity of textbooks in Canada, but owing to the complexity of the subject, and the many interests concerned, no final report could be made for some time.Dean Laird reported on the admissions to the School for Teachers, and the Secretary gave a report on the Summer School for French Specialists.As these reports were simply for the information of the Committee, no action was required.It was decided to hold the next meeting in Quebec on Friday the 27th day of November, unless called earlier by order of the chairman.The meeting then adjourned.(Signed) W.G.PARMELEE, Secretary.(Signed W.G.MITCHELL, Chairman.Quebec, November 27th, 1925 On which day was held a regular meeting of the Protestant Committee of the Council of Public Instruction.Present: \u2014The Honourable W.G.Mitchell, K.C., D.C.L., in the chair.Reverend E.I.Rexford, C.D.L., LL.D., D.D., Professor A.W.Kneeland, M.A., B.C.L., Reverend A.T.Love, B.A., D.D., W.M.Rowat Esq., M.D., C.M., Howard Murray Esq., O.B.E., 82 EDUCATIONAL RECORD W.S.Bullock Esq., M.L.A., Rt.Reverend Lennox Williams D.D., Sir Arthur Currie, C.G.M.G., K.C.B, LL.D., A.Kirk Cameron Esq., Victor E.Morrill Esq., W.L.Shurtleff Esq., K.C., LL.D., Sinclair Laird, M.A., B.Phil., P.C.Duboyce Esq., B.A., LL.B., J.A.Nicholson Esq., LL.D., Professor Carrie M.Derick, M.A., and Mr.Isaac Gammell, B.A.The minutes of the last meeting were read and confirmed.Apologies for absence were submitted on behalf of the Hon.H.M.Marler, M.P., Dr.Milton Hersey and the Hon.Jacob Nicol, B.A., K.C., M.L.A.The Secretary informed the Committee that Mr.Gavin J.Walker, for over twenty-six years a member of the Council of Public Instruction has submitted his resignation for reasons of continued ill health.It was then moved by Mr.Cameron, seconded by Dr.Rexford, and unanimously resolved: \u201cThat the Committee learns with deep regret that Mr.Gavin Walker has found it necessary, because of continued illness, to tender his resignation as a member of the Council of Public Instruction, and desires to place on record its appreciation of his long and faithful services as a member of this Committee.Mr.Walker\u2019s long experience as secretary of local school boards in the county of Argenteuil led him to take a special interest in the cause of elementary education, which received his faithful and energetic support during his long term of services as a member of this Committee.That this Committee records this testimony to Mr.Walker's faithful service and directs that a copy of this resolution be forwarded to his address.\u201d The Secretary then submitted an Order-in-Council which he had just received, appointing Eugene Lafleur, Esq., K.C., of Montreal, to replace Robert Bickerdike Esq., resigned; Ad- drew R.McMaster Esq., K.C., of Montreal, to replace Gavin J.Walker Esq.resigned; and acting Chief Justice John E.Martin of Montreal, to complete the number of members required by Article 2539 R.S.Q., 1909.Mr.P.C.Duboyce submitted the following report for the sub-committee on the distribution of Superior Education Grants: \u201cAt a meeting of the sub-committee there were present, Dr.Rexford, Dr.Parmelee, Dr.Rowat, Mr.Duboyce and the Inspector of Superior Schools.After careful consideration of the whole question, we respectfully recommend that: 1.The basal grant for high schools which fulfill the required conditions be left at $800.00.The basal grant for intermediate schools which fulfil the required conditions be left at $400.00.2.That school boards which do not provide for and maintain proper supervision of the pupils during the noon hour shall not receive a grant from the Superior Education Fund.3.That superior schools which obtain 609, or over at the June examinations be awarded a bonus for successful, work, but that no bonus be awarded a school which does not obtain 609, at the June examinations.4, That the amount of the bonus thus awarded be based upon the number of marks assigned in general percentage column of the Report of the Inspector of Superior Schools.5.That the interim report of the Inspector submitted herewith, and the method of computing the same, be approved and adopted.6.That school boards which make adequate provision to prepare and serve a hot lunch at noon, receive a Et es DD for grant equal to 509; of the cost of installing the apparatus required, provided that the cost of same does not exceed.$100.00.7.That all the superior schools upon the Island of Montreal which are under the jurisdiction of the Montreal Protestant Central Board do not participate in the distribution of grants to superior Education.8.That Dr.Parmelee be requested to communicate with the following school boards in order to ascertain the reasons, if any, why the annual grant from the Superior Education Fund should not be discontinued: viz, Pointe Claire, St.Lambert, Valleyfield, Sherbrooke, Three Rivers and Granby.All of which is respectfully submitted.On motion of Mr.Duboyce, seconded by Dr.Rowat, this report was adopted.Mr.Murray submitted a report of the sub-committee on the \u2018\u201cEducational Record\u201d which advised that a portion of the \u201cTeachers Magasine\u201d should be set aside for official notices, the Minutes of the Protestant Committee, and other official matter such as may be necessary to publish, and that this matter should be provided by the Department, and edited by Mr.Sutherland or such other officer as the Department might designate.It recommended also that the Committee, accept, in principle, this and other suggestions contained in the report, and that the sub-committee be empowered to complete an arrangement with the Executive of the Teachers\u2019 Association along these lines, looking to an agreement being conducted between the Department and the Teachers Magazine.On motion of Mr.Murray, seconded by Professor Derick, the report was adopted, and the sub-committee was continued.At this point the members of the MINUTES OF PROTESTANT COMMITTEE 83 Committee stood in silence during a space of two minutes in recognition of the respect and affection in which Her Majesty the late Queen Alexandra had long been held by loyal subjects who now mourned her passing.Copies of the correspondence previously submitted to all members of the Committee regarding the academic and professional qualifications of candidates for the high school diplomas was considered with the result that the sub-committee appointed at a former meeting was enlarged, the members now consisting of Dr.Rexford, Mr.Murray, Mr.Gammell, with Dr.Par- melee to represent the Department.This sub-committee was requested to make a study of the question and to recommend changes in the Regulations in respect to the high school diplomas Mr.Cameron made an interim report of the sub-committee that had been appointed to study the matter concerning the Protestant share of annual legislative appropriations and statutory grants which are made for educational purposes.The sub-com- mittee was continued.Mr.Nicholson read a report upon the conference of a sub-committee of which he was the convener, with representatives of the Provincial Association of Protestant Teachers in regard to the recent amendment to Article 138 of the Regulations of the Committee.As only two members of the sub-committee were able to meet the representatives.Dr.Nicholson's report contained no recommendation.However, it fully set forth the representations that had been made by the representatives of the Teachers\u2019 Association.After discussion, it was moved by Dr.Nicholson, and seconded by Mr.Cameron: \u201cThat in view of the fuller information which has been received regarding 84 EDUCATIONAL RECORD the whole question of free days for the holding of the Annual Meeting of the Provincial Association of Protestant Teachers more particularly as to the attitude of the Department of Education in the other provinces to similar organizations on this point.Be it resolved, that the decision of this Committee with reference thereto made at a meeting held on the 28th of November 1924, be revoked and that part of Regulation 138 dealing with this matter, viz, the last paragraph, be restored, but in the following form, in order to make it more effective.: \u201cAlso the two days upon which the Protestant Teachers\u2019 Association meets yearly, but only for those teachers who after having given notice to the school board of their intention to attend the session of the Association actually register and do attend, and are so certified to the school board by the Association.\u201d Carried.Dr.Nicholson further gave notice that he would present the following motion at the next meeting: \u2018That Regulation 136 be amended by substituting for the words \u201cthe first Monday of September\u201d the words \u2018The second of September, unless this should happen to fall on a Friday, a Saturday, a Sunday, or Labour Day, when they shall open on the following Tuesday.\u201d \u201cThat Regulation 138 be amended by adding Easter Monday to the list of authorized holidays.\u201d By request, Dr.Rexford made a short report upon the work being accomplished in the County of Brome under the Fisher Trust Fund which showed the remarkable educational progress that has been made in that county under the energetic direction of the Trustees and the stimulus of the grants which are available under the will of the late Mr.Fisher.Mr.Duboyce drew attention to the irregularity of attendance in the Protestant schools of the province so far as it had come under his observation, but owing to the lateness of the hour he deferred the presenting of any resolution until another meeting.Sir Arthur Currie drew attention to the fact that no action had been taken upon the resolution that had been passed by this Committee in the month of February last, in relation to the application of McGill for a grant of $25,- 000.00 to be applied to the expenses incurred in order to carry on the School for Teachers of Macdonald College.Yhe Secretary was instructed to bring the matter again to the attention of the Government.It was decided that unless called earlier by order of the chairman, the next meeting should be held in Montreal at ten o\u2019clock, a.m on Friday the twenty-sixth day of February next.(Signed) W.G.MITCHELL, Chairman.(Signed) G.W.PARMELEE, Secretary.Medical Building, McGill University, Montreal, February 15th., 1926.On which day was held a regular meeting of the Protestant Committee of the Council of Education.Present:\u2014The Honourable W.G.Mitchell, K.C., D.C.L., in the chair.Professor A.W.Kneeland, M.A,, B.C.L., W.M.Rowat Esq., M.D., C.M., W.S.Bullock Esq., M.L.A., Rt.Reverend Lennox Williams D.D., Honourable Herbert Marler, * M.P., Reverend E.I.Rexford, D.C.L., LL.D., D.D., Milton L.Hersey Esq., M.la A.Sc., LL.D., Sir Arthur Currie, G.C.M.G., K.C.B., LL.D., A.Kirk Cameron Esq., Victor E.Morrill Esq., Eu- géne Lafleur Esq., K.C., W.L.Shurt- leff Esq., K.C., L.L.D., Sinclair Laird Esq., M.A.B.Phil., Professor Carrie Derick, M.A., J.A.Nicholson Esq., M.A., LL.D., P.C.Duboyce Esq., B.A., LL.B., and Isaac Gammell Esq., The minutes of the last meeting were read and confirmed.The chairman welcomed Eugène Lafleur Esq., K.C., to the meeting.Apologies for absence were submitted on behalf of the Honourable Jacob Nicol, K.C., M.L.A., the Honourable Justice John E.Martin, Howard Murray Esq., O.B.E., the Honourable George E.Bryson, M.L.C.and the Reverend A.T.Love, B.A., D.D.The chairman explained that under the general authority given him at the last meeting he had ordered the calling of this meeting for the 15th of February in case there should be reasons for discussing, or for taking action on, the recent judgment of the Supreme Court in regard to the educational status of the Jewish population of the province.He then asked Dr.Rexford to give an outline of the Jewish question, historically.This was done, and Mr.Lafleur was asked to elucidate the judgments of the Supreme Court and to explain its applications to the conditions obtaining in Montreal and in the rest of the province.The members of the Committee expressed their thanks to Mr.Lafleur and to Dr.Rexford, for placing the whole matter so clearly before them.After some discussion, it was moved by Mr.Duboyce, seconded by Dr.Shurtleff, and unanimously resolved: \u201cThat the chairman be authorized to take the advice of counsel for the protection of the interests of the Protestant Committee of the Council of Educ- MINUTES OF PROTESTANT COMMITTEE 85 ation, and the Protestant Board of School Commissioners of Montreal in the event of an appeal being taken to the Privy Council by the Appellants, Michael Hirsch and Samuel W.Cohen, from the recent judgment of the Supreme Court of Canada on the reference relative to the educational system on the Island of Montreal; and that in the event of no such appeal being entered by the said Appellants, the chairman be requested to consider with counsel the advisability of applying for special leave to appeal to the Privy Council from the decision of the Supreme Court of Canada, in order to have a final pronouncement on the various questions raised in this litigation, and especially with respect to the construction of the Quebec Statute of 1903 the distinction made by the Supreme Court judgment between the obligations of the Protestant Board of School Commissioners of the City of Montreal and the obligation of trustees of dissentient schools in rural districts, and also and especially as to the eligibility of persons professing the Jewish religion to the Protestant Committee of the Council of Education.\u201d Mr.W.S.Bullock submitted a report for the sub-committee on the distribution of the poor municipality grants to the amount of $15,140.40 this being $210.00 less than the amount distributed last year.Along with the report was a printed list of the various sums that had been allocated to the different municipalities.This list was approved by the Committee and the Secretary was instructed to take the - necessary steps to secure the approval of the Lieutenant-Governor in Council, as required by law.Mr.A.K.Cameron submitted a report upon Consolidation in order to show that progress had been made since the last meeting.No action upon i 86 EDUCATIONAL RECORD the report as required, but it was resolved that the sub-committee be enlarged by the addition of Mr.MeMas- ter.It was moved by Dr.Rexford and seconded by Dr.Shurtleff that a subcommittee on educational meetings be appointed, consisting of Mr.Morrill, Convener, Messrs.McMaster, Murray, Laird and Duboyce, with a view to arousing in various districts, a keener interest in education, particularly on the advantages that are offered by the consolidation of weak districts, and the conveyance of pupils.Dr.Shurtleff presented a report on behalf of the special sub-committee on the course of study.He moved the adoption, seconded by Mr.Morrill.It was moved in amendment by Dr.Nicholson, seconded by Mr.Marler that this report be referred to a joint meeting of this special sub-committee and the original sub-committee on the course of study for further consideration.The amendment being put was carried.A resolution from the Protestant Teachers Association recommending that an examination in French be required of all candidates for diploma upon extra-provincial certificates.Secretary stated that the Central Board had already decided upon this course and had been notifying applicants that they might expect an examination in this subject, in written and in oral form.The Committee expressed its approval of this action.On behalf of McGill University a report concerning the School of Commerce was presented, along with an application for the continuance of the usual grant of $7,000.towards the support of this school.At the same time an application was made by Bishop's University for the continuance of the grant of $1,000, from the same source, to aid in carrying on the work of teacher training.Both applications were granted and the Secretary was instructed to ask the approval of the Lieutenant-Governor in Council, as required by law.The Secretary reported for the Department that the regulation requiring supervision of class rooms during the noon hour was being actively enforced through circular letters to the various school boards, and with the assistance of the school inspectors.It appeared from the reports of the inspectors that both school boards and teachers were carrying out the instructions they had received in this regard.Mr.C.A.Adams submitted a report as representative of the Protestant Committee on the School Leaving Examination Board.He and Mr.McBurney were reappointed as representatives on this Board, and the Committee expressed its thanks for the services they have rendered.The meeting then adjourned to reassemble at ten o'clock a.m.in Quebec on Friday, the seventh day of May next, unless called earlier by order of the chairman.(Signed) W.G.MITCHELL, Chairman.(Signed G.W.PARMELEE, Secretary. the INSPECTORS\u2019 REPORTS REPORT OF Revd.GEORGE HARRINGTON For the Year 1925-26 St-Clement\u2019s Parsonage The Honourable Superintendent of Public Instruction, Quebec, P.Q.Sir, Mutton Bay, P.Q., August 4th, 1926.I have the honour to submit the annual report for the Inspectorate of Sa- guenay County (Canadian Labrador) for the scholastic year 1925-26.STATISTICAL SUMMARY 1.\u2014Number of schools: b) Independent institutions subsidized (elementary).2.\u2014 Number of teachers: a Lay male teachers.i 4 44e ee a ee a a a a a a ee c) Lay female teachers.1022000 000 aa a aa aa a aa a a a da aa 3.\u2014 Average salaries in the schools under control: a) Lay male teachers: in primary elementary schools (ind.) Monthly .b) Lay female teachers: in primary elementary schools (ind.).4.\u2014Number of children of school age (according to the sec.-treas\u2019s reports): a) Boys from 5 to 7 years.30 Girlsfrom 5 to 7 years.| 30 |.b) Boys from 7 to 14 years.| 75 Girls from 7 to 14 years.| 58 c) Boys from 14 to 16 years.| 18 |Girls from 14 to 16 years.| 16 d) Boys from 16 to 18 years.| 14 | Girls from 16 to 18 years.| 13 +.+.5.\u2014Number of pupils inscribed: a) In primary elementary schools (independent).6.\u2014 Average attendance: c) In independent institutions subsidized (independent).7.\u2014Classification of pupils: In Grade 1.LL LL LL LL LL LL LL a a a a a aa aa In Grade 2.110021 LL LL LL LL LA La LL LL LL LL a a a a a aa Rae In Grade 3.1.1 ee In Grade 4.LL.LL LL LL LL LL LL LL LL LL a a a a a a aa aa In Grade 5.111111 LL LL LL LL LL LL LL a a a a a aa a ana In Grade 6.L LL LL LL LL LL AL LL LL LL LL a a a a a a a aa aa \u2026.ven oe \u2026.\u2026.vee eee During the past scholastic year there were eight schools in operation in this inspectorate, more I believe, than at any previous time.Two of these operated for nine months, one for eight, two for six and three for three months each.This was possible because I receive some help towards salaries from the people themselves, which is an indication of the increasing appreciation of the value of education.It 1s much to be desired that the three- month schools should operate for at least six months.This could only be managed by receiving a larger grant from the Department, for which we would be most grateful.At present time owing to the low salaries it is impossible to obtain first-class teachers, and the training of the children suffers in consequence.It would be a great boon to the coast if a few large-hearted Quebec trained teachers would spend a year teaching in these communities for bare living and travelling expenses, that 1s $350.00, and I am sure it would be a worthwhile experience to the teachers.The authorized course of studies is being increasingly used.Mutton Bay.\u2014The children hereshow- ed satisfactory progress, the equipment is fair and the building in good condition: it was repainted again this year.Harrington Harbour.\u2014 Considering the difficult conditions progress was as good as could be expected.A building belonging to the International Gren- fell Association was loaned for part of the term, the old building being too small and the new building which the people had started is not yet finished.This latter will be a two roomed, school, which we expect to use when school reopens and which I hope eventually to have well equipped and adequately staffed.EDUCATIONAL RECORD General Remarks St.Paul\u2019s River.\u2014Scholastic progress and discipline at this school was very fair, showing improvement over the previous year.The building also had been neglected, but a certain amount of work was done and it is now in good condition.Better furniture and equipment is now needed.Old Fort.\u2014Work here again was handicapped by the very bad condition of the building, furniture and equipment, and the poor attendance of the scholars.This is one of the schools which will be helped by the Government grant for buildings.Kegashka.\u2014Progress at this school was good, and the building is in good condition, but here also better furniture and equipment is needed; this I hope to have in time, as it is a progressive and growing community.Kegashka River \u2014A small school was operated here in a private house for three months, and the children made very good progress.Aylmer Sound.(Harrington).\u2014The scholars showed better progress here than in the previous year, the building is in good condition and equipment fair.The Barachois, (Harrington).\u2014The old building from Harrington was moved to here, where there had been no school formerly, and re-erected, and a very satisfactory school operated for three months.These last two places are winter settlements, and the same teacher was used at both.Thanking you and the Department for past consideration and continude interest, and trusting to receive the same in the future.I have the honour to be, Sir, Yours very truly, Geo.HARRINGTON, Inspector.- ni* bi es REPORT OF INSPECTOR H.A.HONEYMAN For the Year 1925-26 Sir, the order of merit.Ottawa, July, 1926 I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in STATISTICAL SUMMARY.1.\u2014 Number of school municipalities: a) Under control of commissioners.1010000000 scan aa ae b) Under control of trustees.020200000001 0 anal aan 2.\u2014Number of schools: a) Elementary.10100000 000 LL ae a a ea a a a a a aa ee b) Intermediate.a de a a ae A a aa a aa ¢) Subsidized independent stitutions.i.3.\u2014Number of teachers: |Under control Independent) a) Male teachers.VA PE b) Female teachers.! 99 | 3 L Le eee a ea 00602 5 0 0 0» 4.\u2014 Average salaries: a) Male teachers in elementary schools.b) In intermediate schools.ccv.RS c¢) Female teachers in elementary schools.d) In intermediate schools.iii.5.\u2014Number of children of school age: a) Boys from 5 to 7 years| 219 |Girls from 5 to 7 years| 216 |.b) Boys from 7 to 14 years| 908 |Girls from 7 to 14 years| 893 |.c) Boys from 14 to 16 years| 264 |Girls from 14 to 16 years| 200 |.d) Boys from 16 to 18 years| 156 |Girls from 16 to 18 years| 136 |.cere esse ee 6.\u2014 Number of pupils enrolled: a) In the elementary schools.inna.b) In the intermediate sehools.10000000 0 aa aa aa aa aa aan c¢) Dans les institutions indépendantes subventionnées.7.\u2014 Average attendance| (in percentage): a) In the elevmentary schools.oo iii innan.b) In the intermediate schools.o uit santa nan ¢) In the subsidized intdependen institutions.d) Average general attendance.i.8.\u2014Classifications of pupils: In Grade 1 In Grade 2.iii ea ana ana ana ee esse In Grade BL.LL LL a a a a a aa a aa aa RL In Grade 4.LL LL LL A ea a aa aa ALL In Grade 5.LA aa a da a da a LA a a a aa LL In Grade 6.La a ae da La aa a a aa aa aa aan In Grade 7.LL LA a a ae a a aa ea a a a da aa La nana In Grade 8.LL LL AA A da da a a a a a aan In Grade In Grade 10.LL LL LL Aa a L eat a a aa +.0.0.\"+04 \u20ac + + + 0 0 0 0 3 2 8 0 0 0 0 0 0 0 0 0 4 4 5 3 + 0 2 0 + 0 4 4 6 5 + 0 6 6 + 8 6 = 2 6 4 0 6 +.\u201cee ee ass see ese \u2026.\u2026.se eee \u201cse 0 vs «ae 0 en The limits of this inspectorate re main the same as before, namely, the protestant elementary and intermediate schools of Pontiac and Hull, also four schools in Templeton in the electoral district of Papineau.There were eighty-six elementary schools in operation during the year, five intermediates and one small independent school.In addition to these, there are high schools in Aylmer and Shawville.Attendance.\u2014The total number of pupils enrolled at the time of my second visit to the schools was as follows: Protestant Boys.1016 Roman Catholic Boys.134 Protestant Girls.1024 Roman Catholic Girls.138 Total .2312 Last year 2256 pupils were enrolled in these schools, showing an increase of 56.Staff.\u2014 There were ninety-two schools in operation during the year and there were one hundred and two teachers in charge.The elementary schools were all one teacher schools.The qualifications of the teachers were as follows: High school diplomas.1 Intermediate or model.18 Elementary.55 Ontario Normal.4 No diplomas for teaching.24 Total .102 The situation is still very unsatisfactory when we have twenty-four EDUCATIONAL RECORD General Remarks teachers without diplomas.Yet last year there were forty-nine without normal training.Besides, the academic standing of those without diplomas has steadily risen.The prospects for next year are still brighter.About fourteen young people from this district received training at Macdonald College this year.In fact, there is an ever increasing number of suitable young ladies who are anxious to enter the teaching profession.Very soon unqualified teachers will be restricted to those municipalities which are unable or unwilling to pay a fair salary for qualified teachers.Salaries.\u2014The salaries remain about as they were last year.In the rural schools the salary is generally $600 for the term of ten months.There are some municipalities where the schools are very small.The salary may be less in such schools, but on the whole the school boards are willing to pay to the extent of their abilities if they can be assured of getting a really competent teacher for the work to be done.Length of terms.\u2014The large majority of schools are open for the full ten months.In a few municipalities the term is shorter.A larger government grant :is needed to supplement the inadequate contributions of these pooerr municipalities.Rate of taxation \u2014The rate remains much the same as in previous years and varies from 25 cents to $3.00 per hundred.The burden of taxation is very light in some cases, very heavy in others.Bonuses for teachers: \\\\ 4 Le 4 INSPECTORS\u2019 REPORTS Teachers Municipalities Districts J.-Olive Curray.Elsie-J.Robinson.Jessie Horner.Mary Barber.Stella Montgomery .Myrthe Eades.Elizabeth Stephens.Evy Eades.Charlotte-A.Clark.Muriel Cameron.Lovannah Théorét.Margaret Dahms.Sarah-P.Edey.Norman-A.Todd.Anny Hodgins.Muriel Moore.ce Clarendon.ce Bristol.LL.Bristol.LL.Clarendon.ce Onslow-Sud.ce Deschénes.Ce Thorne.Ce Bristol.ce Aylwin.LL.Aylwin.\u2026.cee Clarendon.Le Bristol.fod OO = OU = ODN = WROD ~~ The teachers who received bonuses last year and are still teaching in this district continue to do good work.Physical culture \u2014The teachers of the district have done better work in this line than in previous years.No doubt the five exceellent prizes offered have had a great deal to do in encouraging teachers.The teachers whose names follow are recommended for prizes in physical culture in connection with the Strathcona Trust Fund: Female Teachers Municipalities Districts LL.Clarendon.12A Elsie J.Robinson.Lottie A.McDowell.Charlotte A.Clark.Lovannah Théorét.Ss vs ve sas se ee Progressive municipalities \u2014In accordance with Art.9 (¢) of the Regulations of the Protestant Committee, I beg to report the following municipalities, in order of merit, for special progress during the year: North Templeton, Centre North- SE an field, Aylwin, Clarendon, North On- slow.Teachers conferences were held at Hull, Shawville, Ladysmith and Kazubazua.The attendance in each case was good.I can commend the teachers of this district for their careful attention to all matters brought up in 92 EDUCATIONAL RECORD the conference.Much good work has been done in the schools this past year, but much remains to be done in the years that are to come.All reports and bulletins have been filled out and forwarded to the Department at various times during the year.Classification of municipalities by order of merit: Excellent \u2014Maniwaki, Quyon, Valley Gatineau, Centre Onslow, Mansfield, Cantley, St.Etienne de Chelsea, Masham, Clarendon, La Pêche, Hull, Campbell\u2019s Bay, South Onslow, Eard- ley.Good.\u2014Low South, Bryson, Portage du Fort, North Wakefield, South Hull, Bristol, Deschénes, London, North Templeton, Lower Litchfield, Wake- field, Cawood, Aylwin, East Temple- ton.Middling.\u2014 Mansfield South, St.Elizabeth de Franktown, Calumet Island, Waltham, Thorne, Aldfield East, North Onslow, Northfield and Wright, Alleyn, Upper Litchfield, Leslie, Centre Northfield, Kensington, West Temple- ton, St.Cecile de Masham.I have the honour to be, etc., HowarD A.HONEYMAN, School Inspector.\u2014\u2014 REPORT OF INSPECTOR J.H.HUNTER For the Year 1925-26 The Honourable Superintendent Sherbrooke, July, 1926.of Public Instruction, Quebec, Can.Sir, I have the honour to submit my annual report comprising: I The statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.STATISTICAL SUMMARY 1.\u2014N umber of school municipalities: a) Under control of commissioners b) Under control of trustees 2.\u2014 Number of schools: a) Elementary 3.\u2014 Number of teachers: a) Male teachers b) Female teachers 4.\u2014 Average salaries.a) Male teachers in elementary schools b) Male teachers in elementary schools ¢) Female teachers in intermediate schools d) Female teachers in intermediate schools 5.\u2014 Number of children of school age: a) Boys from 5 to 7 years| 131 [Girls from 5 to 7 years b) Boys from 7 to 14 years| 547 |Girls from 7 to 14 years ¢) Boys from 14 to 16 years| 108 |Girls from 14 to 16 years d) Boys from 16 to 16 years| 64 |Girls from 16 to 18 years 6.\u2014 Number of pupils enrolled: a) In the elementary schools b) In the intermediate schools 7.\u2014 Average attendance| (in percentage).a) In the elementary b) In the intermediate schools ¢) Average General Attendance 8.\u2014Classification of pupils: In Grade 1 In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade 10 Municipalities \u2014Twenty municipalities are included in this inspectorate.One (Westbury), for school purposes, linked up this year with East Angus.Some of the municipalities are limited in area and consequently Boards have found difficulty in keeping the schools up to standard.School-Boards \u2014Of late years, the Boards have become more insistent on securing certificated teachers.As a rule, the Secretaries are keenly alive to the needs of the schools.Schools.\u2014A few schools, during the year, suffered from epidemies amongst children.Altogether, the regularity of attendance was very creditable.School term.\u2014The school term is still lamentably short in most of the municipalities.A term of 8 months is all too prevalent.The loss of 2 months of a school-year to a pupil ultimately means the loss of 2 school-years from his life\u2014This is an irreparable loss.One municipality though rural (Hat- ley).has been exemplary by adopting, some years ago, the 10 months term.In 1926-27 several will have adopted the term of 9 months.Intermediate schools are all in session for 10 months and as a consequence can accomplish so much more for the youth in attendance.School grounds.\u2014 Usually the campus of an Intermediate school is ample and well-kept.The pitiable feature of rural schools is of times the cramped limited play-grounds.However during the year, there has been improvement in this respect in this inspectorate.Consolidation.\u2014 Bury undertook, this year the consolidating of 3 districts and succeeded admirably in Brookbury EDUCATIONAL RECORD General Remarks Consolidated.The site chosen offers a delightful prospect and the building 1s fittingly constructed.The facilities of running water in the school, a faucet and basin in each room, flush-closets, in the basement make this school one of the most commodious in the \u2018\u201cTownships\u2019.During the year 1926-27 further attempts at Consolidation will be made.Salaries.\u2014The standard urged by the Department is $60.The majority of Boards have not come up to Stand- ard\u20146 Boards have given $55.and 3 have given $60.Physical exercises.\u2014These exercises are now carried out in nearly every school with considerable success.The certificated teachers ahd excellent training at Macdonald College hence the better work done of late in the rural schools.The Strathcona prizes were awarded to: Hatley Intermediate and the following teachers: Misses Alice Schoolcraft, Beulah Smith, Myrtle Grey and Olive Brown.The school possessing an organ is usually able to execute drill with promptness and precision.French.\u2014This subject is from year to year being better taught.\u2014Many pupils, this year, were able to pronounce and read French quite creditably.Conferences.) \u2014The conferences were held as heretofore in Bury, Sawyer- ville, Sherbrooke and Tomifobia.Almost the entire body of teachers was in attendance at these conferences.\u2014 Those absent were detained through unavoidable causes.Certificated teachers.\u2014 There has been a decided advance in this regard during this year.16 out of the 20 municipali- \u2014 pyf FFI gm, ta mm ppd bey] eed bd pepe Od ties were supplied by teachers with diplomas.In the other 4 municipalities, uncertificated teachers had to be engaged to complete terms of certificated teachers who resigned through sickness or other causes.Women\u2019s Institutes.\u2014These organ- lL INSPECTORS\u2019 REPORTS The academic status of the teaching staff is as follows: Grade IX.95 izations have done very beautiful and efficient service for a number of schools.Their practical interest has been shown in the teaching of sewing, putting in recreation apparatus, as swings and rinks, and the donation of gifts and prizes and many other benefactions.Uncertified { Unv.Undergrad.1 Extra\u2014Prov.1 |B A e ass 2.14 Rural Elem.3 Rural Elem .3 II EL LL La 3 Certificated «TI EE 53 Adv.CE LL aa ae 2 Intermediate.12 Bonuses to deserving municipalities were awarded to Hatley, Barnston, St.Catherine de Hatley, Eaton and Stan- stead township.Bonuses to teachers for successful teaching were awarded to Misses Phylis McClintock, Dorothy Hodge, Mrs.Hilda Bailey, Misses Beulah Smith, Margaret Rose, Agnes Paige, Jennie Walkinshaw, Mildred Webster, Isabel Ford, Alice I.Thompson, Florence Bacon, Beryl Carson, Marion Martin, Olive MeKinley, Hazel Gibson.The following had bonus marks, but were debarred from two bonuses in succession: Misses Flora MacLeod, Esther Hillman, Marjorie Bacon, Aubrey Clark.nn | H.Sch.Diploma.Classification of municipalities according to Art.9 (m) of Protestant Regulations: Excellent.\u2014Beebe, Hatley, Village Hereford.Good.\u2014 Compton Village, Eaton, Clifton East, Bury, Newport Magog, Hatley, Barnston, East Angus.Fair.\u2014The remaining municipalities.I have the honour to be, etc., J.H.HUNTER, School Inspector. REPORT OF Revd.LEWIS J.KING For the Year 1925-26 Little Cascapedia, P.Q., July 4th, 1926.The Superintendent of Public Instruction, Quebec, P.Q.Sir,\u2014I have the honour to submit the statistics and general report of my district of inspection for the year ending 30th June, 1925.SUMMARY OF STATISTICS 1.\u2014Number of school municipalities: a) Under control of commissioners b) Under control of trustees 2.\u2014 Number of schools: a) Elementary b) Intermediate ¢) High Schools d) Institutions independant not subventioned 3.\u2014 Number of teachers: |Under control|Independent a) Male teachers.b) Female teachers.4.\u2014 Average salaries: a) Male teachers in elementary schools 66 in intermedicate schools b) Female teachers in elementary schools ¢ in intermediate schools 5.\u2014 Number of children of school age: a) Boys from 5 to 7 years| 222 jGirlsfrom 5to 7 years 200].b) Boys from 7 to 14 years| 708 |Girls from 7 to 14 years| 574].c) Boys from 14 to 16 years| 198 |Girls from 14 to 16 years 184].d) Boys from 16 to 18 years| 167 |Girls from 16 to 18 years| 149}.6.\u2014 Number of pupils enrolled: a) In the elementary schools b) In the model schools ¢) In the high schools .d) In the non-subsidized independent institutions 7.\u2014 Average attendance: a) In the elementary schools b) In the intermediate schools c) Average general attendance 8.\u2014Classiècation of pupils: In Grade 1 P In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade 10 1925-26 25 PA PS ly H This inspectorate comprises the Protestant schools of the Peninsula of Gaspé with the exception of the High School in New Carlisle.Two schools only are in Matane County and one in the County of Matapedia, the remainder being in Bonaventure and Gaspé.Staff \u2014Of the sixty-eight teachers employed, thirteen had Intermediate and forty-four had Elementary diplomas.Eleven only, had no diplomas, showing an advance over last year when we had seventeen unqualified teachers.Salaries\u2014The average salary paid female elementary teachers has increased.The increase in the average is due to the fact that more of the teachers engaged are qualified.The average salary paid teachers with elementary diplomas is $525, while the average paid unqualified teachers is $329.Enrolment and census.\u2014Reports from teachers show an increase, since last year, of thirty-two pupils and census reports from secretary treasurers show an increase of one hundred and forty three children between the ages of five and eighteen.Intermediate schools.\u2014Since practically all our elementary teachers are graduates of our own superior schools, the importance of these schools is very great and their efficiency is essential.Matapedia is poorly housed.The best work cannot be done without a better building and better equipment.This school however, has the advantage of having an experienced and successful principal who has served here for several years.Escuminac Consolidated school is 7 INSPECTORS\u2019 REPORTS General Remarks also in need of more adequate quarters.This year much time was lost by teachers and pupils on account of an epidemic.The school has had the same teachers for three years and each year the work has improved.New Richmond has a fair building but the partition between the senior and intermediate departments is so thin that each department disturbs the other.This school suffers from a too frequent change of teachers.Shigawake and Port Daniel have very suitable buildings, well kept and well painted.Both suffer from frequently changing teachers.Gaspé has the best building in the inspectorate and has the advantage of having had the same experienced and successful teacher for a number of years.It would be very desirable if Grade X could be taught here.This might be arranged if pupils from a school two miles out were conveyed to Gaspé and three teachers employed.Paspebiac now ranks as an elementary school, the pupils of the higher grades being conveyed to the High School at New Carlisle.French.\u2014The quality of the teaching of French would be much improved if French specialists were employed in the superior schools.Since nearly one third the teachers of the inspectorate are graduates of New Richmond school, it is very important that this subject be well taught here.If one of the three teachers engaged were a French specialist, there would soon be a change for the better in the character of the French work in many of our elementary schools.School year \u2014 AI schools are open 98 ten months except Caplan, Grand Metis, Metis Beach and Seal Rock.Teachers \u2014 With few exceptions the teachers work diligently for the success of their schools, show a personal interest in their pupils and are always ready to co-operate with the inspector and school boards.Bonuses are recommended to the following for successful teachers: Miss Edith Lemesurier, Peninsula, Gaspé.Mrs.Moses Simon, Grand Grève, Gaspé Co.Mrs.Lola Black, Sayabec, Mata- pedia, Co.Miss Kathleen Willett, Port Daniel, West, Bon.Co.Mrs.C.Patterson, Sunnybank, Gaspé Co.Miss Annie Patterson, Haldimad East, Gaspé Co.Mrs.Thomas Young, Oak Bay Mills, Bon.Co.Miss Daisy Buckley, Paspebiac, would have received a bonus had she not received one last year.The following teachers are recommended for Stratchcona Certificates and the schools for prizes: Mrs.Lola D.Black, Sayabec, Station.Miss Bessie Norton, Escuminac.Miss Pearl Gallant, St.Godfroi.Mrs.Bert Coffin, Gaspé Village.EDUCATIONAL RECORD Mrs.Coleman Patterson, Sunny- bank.Bonuses are recommended to the following municipalities: Shoolbred, Grand Grève, Cox, Dou- glastown.The municipalities are classified as follows: Excellent.\u2014 Sayabec, Gaspé Village, and Barachois.G'sod.\u2014Shigawake, Roseville, Mann, Port Daniel Centre, Percé, Port Daniel West.Middling \u2014Cox, St.Godfroi, Maria, Metis Beach, St.Laurent de Mata- pedia, New Richmond, Cap D\u2019Espoinr, Haldimand, Shoolbred, Port Daniel East, Sellarville, York, Grand Grève, St-Pierre de Malbaie, Gaspé Bay North, Matapedia, Fontenelle, Res- tigouche, Paspebiac Kast, Gaspé Bay South St.Bonaventure de Hamilton.Poor.\u2014St.Charles de Caplan, Ed- monds, Grand Metis, Douglastown, Broadlands, Seal Rock.Not Classified\u2014Red Head.I have the honour to be, Yours truly, Lewis J.King, Inspector. ss = REPORT OF INSPECTOR O.F.McCUTCHEON For the Year 1926-25 Leeds Village, Que., July 19th, 1926.Ghe Honourable Superintendent of Public Instruction, Quebec, P.Q.Sir, I have the honour to submit my annual report comprising: I.mary of my inspection district; II.General remarks on the working of the Educational Act in the same district; III.The classification of municipalities in the order of merit.The Statistical sum- SUMMARY OF STATISTICS 1.\u2014Number of school municiplities: a) Under control of commissioners b) Under control of trustees 2.\u2014Number of schools: a) Elementary b) Intermediate 3.\u2014Number of teachers: a) Male teachers 4.\u2014 Average salaries: a) Male teachers in elementary schools b) Male teachers in intermediate schools c) Femgle teachers in elementary schools d) Female teachers in intermediate schools 5.\u2014Number of children of school age| (City of Quebec no included).a) Boysfrom 5to 7 years| 96 |Girlsfrom 5to 7 years| 109 b) Boys from 7 to 14 years! 334 |Girls from 7 to 14 years| 326 c) Boys from 14 to 16 years| 127 |Girls from 14 to 16 years| 101 d) Boys from 16 to 18 years| 64 |Girls from 16 to 18 years 6.\u2014Number of pupils enrolled: a) In the elementary schools b) In the intermediate schools 7.\u2014 Average attendance| (in percentage).a) In the elementary schools b) In the intermediate schools ¢) Average general attendance 8.\u2014Classification of pupils: In Grade 1 In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade 10 In Grade 11 71 1925-26 17 * 991 00 1500 00 530 00 666 00 205 660 Conferences \u2014A teachers\u2019 conference was held at Scotstown in the new High School Building (one of the best in the Province) at which there was a large attendance.The Department was represented by Mr.C.McBurney, B.A., who gave very interesting addresses on several topics referring to the course of study and school work in general.The teachers greatly appreciated the hearty welcome tendered them by a number of the ladies of the town who served refreshments at the close of the meeting.Another conference was held at Val- cartier Village for the teachers of that locality, all of whom were present.Owing to the early snow storms in October and bad state of the roads we were obliged to cancel arrangements for the Megantic County conference.Qualifications of the teachers: There were 88 teachers engaged in my inspectorate during the year whose qualifications were as follows: Three teachers held High School diplomas, twenty-one intermediate diplomas, thirty-eight elementary diplomas, two rural elementary diplomas and twenty-four were teaching on permits.The following teachers are recommended for bonuses for successful teaching: Misses Iva M.Blake, M.Helen MacKinnon, Merle E.Ward, Muriel G.Riley, Jemina C.MacDonald, Laura I MacKinnon, Ruby M.Bis- son, Doris C.Neill, Mrs.L.H.Mec- Connell.EDUCATIONAL RECORD General Remarks Successful teachers debarred from two bonuses in succession: Mrs.Hillier, N.Smith, Misses Eva E.Taylor, Beatrice Cochrane, and Annie M.Wells.The Strathcona prizes for physical culture are awarded as follows: Portneuf School\u2014Teacher, Miss Iva M.Blake.Stoneham School\u2014Teacher, Miss Alice I.Stephenson.Lower Ireland School\u2014Teacher, Mr.Archie Smith.St.Colombe de Sillery School\u2014 Teacher, Mrs.Vera T.Miller.Kinnear\u2019s Mills School\u2014Teacher, Miss Pauline Fraser.Improvements on school buildings: Repairs were made on nine school buildings during the year.In one or two instances, the teachers deserve great credit for having taken the initiative in effecting the improvements made, by interesting the parents and the pupils in the welfare of the shcool and by holding entertainments at which a small entrance fee was charged A splendid, new, up-to-date school has been built by the Protestant Board of School Commissioners of the city of Quebec, to replace the old St.George's School building.Will be ready to receive the pupils in September and will afford excellent educational facilities for the locality for all pupils enrolled in grades I to VII inclusive.School sessions: As will be observed from the following, by far too many of the school sessions are too short.\\\\ Schools in operation 10 months, 20 £¢ £¢ ce ce LL 1 \u201c20 ce ec ¢ < [49 (54 cc \u201cc cc 6 ce 7 .8 PB cc (< ec çe 7 7 ec cc cc [44 BB Oto D OC INSPECTORS\u2019 REPORTS Taxation: In eight municipalities the rate of taxation has beèn raised during the year; in nine thre had been a slight reduction.School fees have been abolished in nine municipalities.The rates are as follows: s s|s | Tax paid per $100.12.5012.00|1.75|1.50|1.25|1.20|1.10|1.00|.95|.90|.80/.75/.70|.65|.60|.50|.35|.32/.20|.15 1 1 2 3 1 Nomber of municipalities.| 1 The municipalities recommended for the prizes for progress and improvements made during the year are: First prize, $60.00, Leeds South.Second prize, $50.00, Dudswell.Third prize, $40.00, Ireland North.Fourth prize, $35.00, Inverness.Fifth prize, $30.00, Marbleton.Classification: The following is the classification of the municipalities according to the length and arrangement of the school year, the condition of the school houses, closets and grounds, the supply of apparatus, the use of the course of study, the use of the authorized text-books, the salaries of the teachers and the method of payment: Excellent\u2014Quebec, Marbleton, Portneuf, Loretteville, Leeds South, Levis.Good.\u2014Stoneham, Milan, St.Colombe de Sillery, Lingwick, Dudswell, St.Dunstan, Leeds, Inverness, St.Agnes de Ditchfield, Aubert Gallion, Hampden, St.Gabriel East, St.Gabriel West, Beauport, St.Raymond, Maple Grove, the Valley.Fair:\u2014Ireland North, Marston, St.Pierre Baptiste, Nelson, Ste.Petro- nille, St.Malachie, Mill Hill, South Ham, St.Edouard de Frampton, Chau- diére Dissentient, Leeds East.Inferior: \u2014 Weedon, Whitton, St.Ferdinand de Halifax, and Winslow South.Unranked:\u2014No schools in operation, the pupils are conveyed to schools in adjoining municipalities: St.Foy, St.Romuald, and St.Sauveur.Secretaries\u2019 Accounts: Thirty two secretaries keep their accounts in good form, neatly and legibly written.In nine instances they might be ranked as fair.We hope to find some improvement at the time of our next visit.I find most of the secretaries very prompt in forwarding the required statistics and in the discharge of their duties in general.There are a few, however, whom we would urge to endeavour to rank among the more prompt.All the rural municipalities were visited twice during the year, and the schools located therein had two inspections, with the exception of a few sum- 102 EDUCATIONAL RECORD mer schools, which were not in operation at the time of my second visit.Reports of inspection were sent to all the teachers and school bords, and the bulletins of incpsetion to the Department of Education.I beg to thank the teachers and the secretaries for their assistance in supplying the statistics required for the bulletins.The grants made to the weak municipalities have been of very great service in maintaining the schools in operation, and we hope that some means may be found to increse these grants, as many municipalities have but few rate-payers.I have the honour to be, etc, O.F.McCUTCHEON, Inspector of public schools. pe ge iy Ug oy ih REPORT OF INSPECTOR J.W.McOUAT For the Year 1925-26 Lachute, Que., July, 1926.Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.STATISTICAL SUMMARY 1925-26 1.\u2014 Number of School municipalities: a) Under control of commissioners 22 b) Under control of trustees 2.\u2014 Number of schools: a) Elementary b) Intermediate ¢) Subsidized independent institutions 3.\u2014 Number of teachers: | Under control Independent a) Male teachers b) Female teachers 4.\u2014 Average salaries: a) Male teachers in elementary schools \u201c in intermediate sehools b) Female teachers i in elementary schools in intermediate schools 5.\u2014 Number of children of school age: a) Boys from 5 to 7 years| 226 |Girls from 5 to 7 years| 242 b) Boys from 7 to 14 years| 891 |Girls from 7 to 14 years| 924 c) Boys from 14 to 16 years| 226 |Girls from 14 to 16 years| 248 d) Boys from 16 to 18 years| 130 |Girls from 16 to 18 years| 136 6.\u2014Number of pupils enrolled: a) In the elementary sehools b) In the intermediate schools ¢) In theindependent institutions subsventioned 7.\u2014 Average attendance| (in percentage).a) In the elementary schools b) In the intermediate schools c) In the independent institutions subventioned d) Average general attendance 8.\u2014Classification of pupils: Years of Course: (Boys and Girls.) In Grade 1 In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade 10 EDUCATIONAL RECORD General Remarks Teachers\u2019 Qualifications \u2014 During the past year 73 teachers taught on diplomas and 30 taught on permission.Of these 30 on permission, 12 held diplomas from Ontario, the remaining 18 held certificates for grades X and XI, High School.It is impossible in some poor districts to pay salaries sufficient to secure teachers with diplomas from Quebec, yet a large number from Ontario Fast, with diplomas send us applications.New schools \u2014In Poltimore a fine new school was opened and oceupied at Christmas.I had the honour of making the plan and specifications for this school, which became the delight of the little village.At Morin Heights a good, two-roomed, consolidated school has been built, at a cost of about $8,000.It was also occupied at Christmas by a lot of gladsome pupils, who had been much neglected heretofore.They now have, not only the very best of conveniences for school work, but also two higher grades in study than they ever had before.Arundel is building an elementary school, to be ready for September.Each of these schools have been erected on nice, large, level, well-drained sites.Repairs.\u2014No less than 32 schools have been repaired at a cost of $4,148.- 03, yet a host of repairs remain to be made to many more.School bonuses.\u2014 Those recommended are as follow: \u2014 1.Morin, Argenteuil county; 2.St.Rémi d\u2019Amherst, Papineau county; 3.Scotland, Terrebonne county; 4.Robertson & Pope, Labelle county; 5.High Falls, Papineau county.Teachers\u2019 Bonuses for eminent success: Catherine McCall, St.Hippolyte school; Janet MeCaig, Lochaber school; Catherine E.McOuat, Evelyn Cres- well.Dorothy Boyce, Grenville 2, school; Mary W.Scott, Arundel 3, school; | Mrs.A.Smith, Kilkenny school; ( Dorothy Mathews, Pointe au chêne; Muriel I.Clarke, Mascouche school; Donalda Walker, St.Telesphore sch.; Sarah H.Shaw, Shawbridge school; Mary R.Wood, Rawdon school; Ruth Graham, Jerusalem school; (Those in brackets are equal): For certificates of eminent success only, because they received a bonus salt year:\u2014 Laura A.Cousins, Grenville 9, school; May G.Johnson, St.Jovite school; Mrs.W.W.Schoolcraft, Grenville 8, school; \u201cMarion E.Westgate, Harrington 1, school; Olive H.Young, St.Eustache school; Mrs.L.S.Morrison, Glen school.The classification of the municipalities: | Gladys P.Johnson, St.Gabriel sch. le Es IN INSPECTORS\u2019 REPORTS 105 Excellent.\u2014Morin, Ste.Thérèse, Montcalm, St.Jerusalem, Harrington, No.1, Shawbridge, Pointe Fortune, St.Hippolyte, Grande-Frenière, Ste.Agathe, St.Andrews.Good \u2014St.Jovite, St.Faustin, Gren- ville, 2, Denholm, Suffolk, Addington, Scotland, High Falls.Fair \u2014Arundel, Grenville 3, Gren- ville No.1; Mille Isles, No.1, Mille Isles, No.2, Mille Isles, No.3; Chath- am, No.1, Chatham, No.2, Dunany, Gore, Harrington, No.2, Ste.Sophie, Wentworth, St.Canut, Portland west, Buckingham, St.Angélique, Lochaber & Gore, St.Sauveur.Inferior.\u2014St.Sixte, St.Remi d\u2019Amherst, St.Valerie de Ponsonby, Mul- grave & Derry, Mulgrave & Derry (diss), Kilkenny, St.Scholastique, Robertson & Pope, Mascouche.The year has been one of earnest effort and even results.The entrance examinations are as popular as ever and are a great source of satisfaction to scholars and teachers.The issuing of entrance examination papers by the Department of Education, gives them a valuable independence, and the valuing of the answers by the High School Principals, who are to receive the entrants into grade, gives the results further assurance and independence.I extend my thanks to all teachers and officials, who have helped to accomplish the years\u2019 work, and hope we may be more successful in promoting the interests of education throughout the coming year.Yours obedient, J.W.McOTAT, School Inspector. Sir, the order of merit.REPORT OF Revd.W.O.ROTHNEY For the Year 1925-26 [Part of late inspector Gilman\u2019s district] I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the wording of Education Act in the same district; III.The classification of municipalities in 1.\u2014Nwumber of school municipalities: a) Under control of commissioners b) Under control of trustees 2.\u2014Numner of schools: a) Elementary b) Intermediate 3.\u2014Number of teachers: Under a) Lay male teachers 1 Oy male deachers 1 ree 5 4.\u2014 Average salaries in the schools under control: ~~ i a) Lay male teachers: in elementary schools.in intermediate schools.¢) Lay female teachers: in elementary schools.b) Boys from 7 to 14 years d) Boys from 16 to 18 years 6.\u2014 Number of pupils inscribed: a) In primary elementary schools b) In intermediate schools 7.\u2014 Average attendance: a) In elementary schools ¢) In intermediate schools e) Average general attendance.(2) 1806 0 +0 = 8.\u2014Classification of pupils: In Grade 1 In Grade 2 In Grade 3 In Grade 4 In Grade 5 In Grade 6 In Grade 7 In Grade 8 In Grade STATISTICAL SUMMARY in intermediate sehools 5.\u2014Number of children of school age: (according to the sec.-tres\u2019s reports).a) Boysfrom 5to 7 years| 75 |Girlsfrom 5to 7 years| 61 204 |Girls from 7 to 14 years| 181 c) Boys from 14 to 16 years| 66 |Girls from 14 to 16 years) 73 | 42 |Girls from 16 to 18 years ++ 0 8 8 5 55 0 0 0 3 4 4 0 0 4 3 85 0 0 6 0 0 8 0 4 1 0 2 0 0 1 00 6 +.a +08 1 0 4 02 0 0 3 0 00 5 0 0 8 0 5 6 0 4 5 5 0 4 4 4 0 6 0 0 6 0 4 5 6 0 0 4 3 4 0 0 0 0 Total.control Independent | 33 ae a a es ek a es er mas ae sa sae eases \"000028 00600 08 8 0 1 5 0 0 1 1 0 00 0 0 1925-26 \u2026.\u2026.\u2026.\u201cses ea \u201cee ae fv ae ee .* + #4 + 8 0 4 5 6 + = 6 14 8 42 0 65 4% 4 + 6 4 0 0 0 4 4 0 \u201c+4 8 0 6 5 + 6 1 + 0 4 1 5 0 4 0 4 0 0 \u20ac 5 4 6 0 0 0 00 * + x + + + + + + + + 6 + 6 0 0 4 0 + 6 8 5 4 6 0 00 0 0 see se eae \u2026.\u2026\u2026.ss es se \u201css aes > \u20144 A ee ti gf IH INSPECTORS\u2019 REPORTS General Remarks 1.\u2014Classification of municipalities: Excellent.\u2014Joliette, Montreal North, Pointe aux Trembles.Good.\u2014Terrebonne, Rawdon, St.Gabriel de Brandon.Inferior.\u2014Mascouche, St.Felix de Valois, Ste.Justine de Newdon, St.Telesphore.2.\u2014 Bonuses to School Boards:\u2014Raw- don, in county of Montcalm.\u2014Bonuses to teachers:\u2014Misses Muriel I.Clark and Donalda F.Walker equal in rank and reward.4 \u2014New buildings have been erected at Pointe-aux-Trembles and at Montreal North, the former costing $60,000 and the latter $30,000, each being planned for an intermediate school with all modern conveniences.Rawdon School Board has spent $425.on improvements on its model school building ahd has made it more comfortable.5.\u2014The attendance last year was 492, while this year the rolls give a total of 545.The percentage of attendance for this year is 73 a drop of .02 from last year.All teachers have been faithful in their work and school boards have been in earnest in their efforts to maintain the schools.I have the honour to be, etc., J.W.McOuar, Inspector of schools. Sir, REPORT OF Rev.W.O.ROTHNEY For the Year 1925-26 Sherbrooke, July 31, 1926.I have the honor to submit my annual report for the scholastic year ending June 30th, 1925, comprising: I.The statistical summary of my inspection district; II.The classification of municipalities by order of merit; and, III.General remarks on the working of the Education Act within the bounds of the inspectorate: SUMMARY STATISTICS 1925-26 1.\u2014 Number of school municipalities: a) Under control of commissioners.c.c.vt inno.22 |.b) Under control of trustees.iii.19 |.2.\u2014 Number of schools: a) Elementary.oe ee eee b) Intermediate.ce ae ane 9 3.\u2014 Number of teachers: a) Male taechers.ee a a ane 6 b) Female teachers.aa a ae a a aa ae ane ee 110 4.\u2014 Average salaries: a) Male teachers in elementary schools.b) Male teachers in intermediate schools.1,350 00}.¢) Females teachers in elementary schools.d) Female teachers in intermediate schools * +05 +84 6 5 0 1 1 4 6 6 4 0 1 = 0 0 +8 5.\u2014 Number of children of schoolsage: a) Boys from 5to 7 years| 240 b) Boys from 7 to 14 years] 952 c Boys from 14 to 16 years| 229 d) Boys from 16 to 18 years| 254 Girls from 5 to 7 years| 244 |.484 Girls from 7 to 14 years] 897 |.; 1849 Girls from 14 to 16 years| 225 |.454 |Girls from 16 to 18 years| 230 |.484 .6.\u2014 Number of pupils enrolled: a) In the elementary schools.i iiiia.1826 b) In the intermediate schools.i see es 557 7.\u2014 Average attendance: (in percentage).a) In the elementary schools.ae b) In the intermediate : chools ¢) Average general attendance 8.\u2014Classtficztion of pupils: Kindergarten In Grade L.co.L ae aa aa ae aa ae ae Ra Re ae ee eee 464 |.In Grade 2.LL LL LA LL A A AA ae a A aa A A AL LL ee 307 |.In Grade 3.LL LL LL LL LL NA da a ee aa a Le L eee 311 |.In Grade 4.1111LL LL LL LL LL LL LL LA LA a ea a aa A Aa aa ae a Lee 360 |.In Grade 5.oo ee 322 |.In Grade 6.A LL Le 265 |.In Grade 7.LL LL LL NL AAA AR a LA LL a a ee 208 |.In Grade 8.LL ERA Aa A A LL Re a a ee» 37 |.In Grade 9.LA A A RL LA Ra a a ae» 42 |.In Grace 10.12210 01 LL LL LL LA LR AA AA ee 36 |.In Grade 11 INSPECTORS\u2019 REPORTS 109 General District of inspection \u2014My district of inspection includes the Protestant elementary and intermediate schools of the counties of Bagot, Drummond, Richmond, Rouville, St.Hyacinthe, Shefford and Sherbrooke; those of Tingwick inthe county of Arthabaska, and those of McMasterville in the county of Verchéres; also the intermediate schools of Bulwer, Bury, Island Brook and Sawyerville, in the county of Compton.Rural schools.\u2014Conditions in rural schools are much the same as those of last year.The average length of the school term in 8.7 months.The average attendance is 73.59, of the enrolment, and about 499, of the children of school age in the Inspectorate.The average monthly salary is $56.25.All but 5 teachers hold diplomas.Of the teachers without diplomas, two hold permits to teach, and two others were teaching in French Protestant schools where French teachers with Protestant diplomas could not be secured.The other unqualified teacher had taken the course for elementary teachers at Macdonald College, and because she stated that fact in her application the School Board concluded that she held a diploma and engaged her.School boards need to be careful not to engage any teacher who does not state specifically what legal qualification to teach she holds.City of Sherbrooke.\u2014The City of Sherbrooke contains five protestant elementary schools, with a staff of 29 teachers, an enrolment of 878 pupils and an average attendance of 84.5% of the enrolment.6 teachers hold high school diplomas, 15 hold intermediate diplomas, and 8 hold elementary diplomas.One of these teachers holds a Remarks kindergarten diploma also, and one a French specialist\u2019s certificate.The salaries of principals vary from $1350 to $1900, and the salaries of other teachers from $850 to $1500.The usual high degree of efficiency has been maintained during the year.A new and most desirable feature was added to the system this year in the form of a Kindergarten which was carried on in the Cambridge School.Excellent work was done in this department.A similar kindergarten is much needed in the Central School.Another need, to which the attention of the Board has already been called, is that of a special room for the training of sub-normal children, and other pupils who may need special attention.The work of a classroom often suffers from the presence of one or more subnormal pupils who not only occupies an undue proportion of the teacher\u2019s time but hinders the general activities of the room moving smoothly.Efficiency of the teaching.\u2014The quality of work done in the schools of the Inspectorate was about on a par with that of last year.In some respects the teaching was better, and in one phase of the work, at least, the results secured were decidedly poorer than usual.In class IV of the rural schools, and in Grades VI to IX of the intermediat schools, very little progress, if any, seems to have been made in Arithmetic during the year.Standardized reasoning tests given annually showed that in this respect, particularly, no appreciable progress had been made.The only new factor in the situation this year is the text-book used, and consequently the poor results this year as compared with other years, must be ascribed to this feature of the situation. 110 EDUCATIONAL RECORD The great majority of the teachers are doing faithful work.It is true that one usually finds one or two teachers in the Inspectorate whose only interest in the schools seems to be that of drawing a salary, but these teachers are all but a negligible quantity.Their teaching career in this inspectorate is a short one.Apart from these, it may truly be sald that the teachers, whatever their degree of success, are doing their best to further the interests of their pupils.The degree of efficiency, however, among teachers varies greatly.Some have to be rated as incompetent, while others seem to be masters in the art of teaching.Between these two extremes are to be found all degrees of efficiency.Of the teachers that have to be rated low, or incompetent, there are two types.On type is hopeless, or, at least, is more easily replaced than improved.This is the teacher of long experience, but who in her ideals and methods is far out of date, and whose attitude towards all modern improvements in educational practice is that of the closed mind.She adheres tenaciously to discredited methods that she learned from some one thirty years ago, and regards all other methods as useless innovations.Project methods, the socialized recitation, silent reading, educational tests and measurements, and in fact all the progress that has been made in the science of education in the last twenty years, is to her but passing fancies far beneath her consideration.This teacher has become fossilized, and her usefulness is done.The other type is much more hopeful and often develops into a good teacher.This is, for the most part, the inexperienced teacher, fresh from the training school, who seems to have no rational objectives or scientific principles to guide her in her class-room pro- cedure.When asked why she adopts a particular method of teaching, she stares in amazement and replies \u201cIs that not the way it is always done ?\u201d Further questioning invariably elicits the fact that she is teaching as some one taught her when she was a pupil in school.She seems to have no recollection of anything specific that she learned about teaching in the training school.She regards Macdonald College as a place to which people go to get diplomas, not to learn to teach and when she secures her diploma she returns to school to do to others as others did to her.A little better working knowledge of the principles of educational psychology, and a more general knowledge and use of the common educational tests and measurements would do much to increase power and skill on the part of such a teacher, and ena- able her to judge of the efficiency, of any particular method which she may feel disposed to use.Bonuses for successful teaching.\u2014The following teachers have been recommended as deserving of bonuses for successful teaching: Misses Myrtle Bice, M.J.Weed, Mrs.E.M.Olney, Misses Alice Dresser, Marian F.Husk, G.M.Elliott, Mrs.J.Donoway, Misses M.L.Taber, H.H.Sims, I.M.McCourt, A.V.Hughes, M.H.Mathews, M.A.MacKenzie, Berthe E.Hodge, H.H.Beers.The following teachers acquired bonus standing in their work, but are debarred by the regulations from receiving a bonus two years in succession, Misses H.M.Davidson, Myrtle Mably, Mrs.N.Gallup, Misses M.O.McCrea, E.E.Wilson.Prizes for physical education.\u2014The following schools have been recommended for the five prizes awarded annually for proficiency in physical gs] fits pl INSPECTOR\u2019S REPORTS 111 education: Ascot No.2, teacher, Miss H.Davidson; Shipton No.10, teacher, Miss I.M.McCourt; South Ely, No.3, teacher, Miss Bertha E.Hodge; Melbourne and Brompton, Gore No.11, teacher, Miss H.H.Sims; Shipton, No.12, teacher, Miss H.M.Whitmore.Bonuses to progressive municipali- ties\u2014The five bonuses awarded each year to the municipalities who have made the most improvements during the year have been recommended for following municipalities: Township of Shefford, Melbourne and Brompton Gore, Abbotsford, Cleveland, St.Elie d\u2019Orford.Ranking of municipalities (According to section 9m, Reg.Prot.Comm.).Ezxcellent.\u2014MecMasterville, Asbestos, Sherbrooke; Good.\u2014St.Hyacinthe, Drummond- ville, Kingsbury, Bury ,Island Brook, Bromptonville, Sawyerville, Kingsey, Bulwer, Melbourne Village, Abbots- ford, St.Elie d\u2019Orford, Marieville; Fair\u2014South Stukely, Orford, St.Francois Xavier de Brompton, Kingsey Falls, South Durham, Cleveland, Melbourne and Brompton Gore, Richelieu, Rougemont, St.Pudentienne (Ville), Shipton, Ascot, Township of Durham, Shefford Township, South Ely, North Ely; Poor.\u2014St.Hilaire, St.Pudentienne (Canton), Tingwick, St.Joachim de Shefford.Unranked.\u2014No schools in operation).\u2014St.Pierre de Durham, Granby Township, New Rockland, St.Cecile, de Milton, Windsor Township.I have the honour to be, etec., W.O.RoTHNEY, Inspector of schools. EDUCATIONAL RECORD REPORT OF Revd.W.O.ROTHNEY For the Year 1925-26 In addition to the schools of my own inspectorate, I visited at your request, the Protestant elementary and intermediate schools of the Counties of Beau- harnois, Chambly, Chateauguay, Laprairie and Richelieu, and have the honour to report on these schools as follows: [Part of late inspector Gilman\u2019s district] Sherbrooke, 31th., July, 1926.Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the wording of the Education Act in the same district; ITI.The classification of municipalities in the order of merit.STATISTICAL SUMMARY.1925-26 1.\u2014 Number of school municipalities: a) Under control of commissioners.100200000 04 aa aan aan b) Under control of trustees : 2.\u2014 Number of school: a) Elementary b) Intermediate 3.\u2014 Number 0) teachers: a) Lay male teachers ¢) Lay female teachers 4.\u2014 Average salaries in the schools under control: / in elementary schools a) Lay male teachers: | in intermediate schools ¢) Lay female teachers: in elementary schools in intermediate schools 5.\u2014 Number of children of chool age: (according to the secretary-treasurer\u2019s reports).a) Boys from 5 to 7 years| 277 |Girls from 5 to 7 years| 270 |.b) Boys from 7 to 14 years| 849 |Girls from 7 to 14 years| 817 c) Boys from 14 to 16 years| 196 |Girls from 14 to 16 years d) Boys from 16 to 18 years| 67 |Girls from 16 to 18 years 6.\u2014 Number of pupils in inscribed: a) Im primary elementary schools b) In primary complementary schools ¢) In independent institutions subsidized d)'In independent institutions non-subsidized W\\ ly, ea.Dour INSPECTORS\u2019 REPORTS 7.\u2014 Average attendance: a) In elementary schools.¢) In intermediate schools.e) Average general attendance.(2).8.\u2014Classification of pupils: In Grade STATISTICAL SUMMARY .\u2014Continued On Grade 1.+ 8 64 + 8 4 + 4 4 4 6 4 5 1 0 À ear ae ee \"#85 600 4 6 4 5 5 6 6 4 4 + 5 0 6 5 3 4 0 0 = 1925-26 3 3%|.83.4%|.Prize for physical culture.\u2014School No.7, of the municipality of St.Mala- chie d\u2019Ormstown, taught by Miss M.M.Cameron, has been recommended for one of the prizes awarded annually for good work in physical education.Bonuses for successful teaching.\u2014The following teachers have been recommended for bonuses for successful teaching: Miss Gladys A.Cullen, Miss M.M.Cameron, Miss J.H.Ritchie, Miss W.A.Brown.Bonuses to progressive municipalities.\u2014 The following municipalities have been recommended for bonuses awarded annually to progressive municipalities: St.Chrysostome, Howick.Bonuses and Prizes Ranking of municipalities: Excellent \u2014St.Lambert, Chateau- guay, Greenfield Park; Good.\u2014Chambly Village, St.Louis de Gonzague, Sorel, St.Clement de Beauharnois, Howick; Fair \u2014St.Chrysostome, Longueuil, Pinehurst and East Greenfield, Delson, St.Malachie d\u2019Ormstown, St.Hubert; Poor.\u2014St.Constant, St.Urbain, La- prairie.I have the honour to be, Yours truly, W.O.RoTHNEY, Inspector of schools. EDUCATIONAL RECORD REPORT OF Revd.W.W.SMITH i ed For the Year 1925-26 gi sûr id 10: Grosse Isle, M.I., July, 1926.tot Sir, ti I have the honour to submit my annual report comprising: I.The Statitis- tical summary of my inspection district; II.General remarks on the working of in the Education Act in the same district; III.The classification of municipalities (6 in the order of merit.i (0 STATISTICAL SUMMARY 1925-26 be 4 1.\u2014 Number of school municipalities: I j a) Under control of commissioners.1 |.A b) Under control of trustees.à Number of schooss Tetalefe © 4 a) Elementary.i ee ee Ba ta a Total.D x 3.\u2014 Number of teachers: (Under control).à a a.)Lay male teachers.oi La a aa La 2 |.| î i c) Lay female teachers.| |.o i i 4.\u2014 Average salaries in the schools under control: | 9 i a) Male teachers: In elementary schools.$ 375 |.i he c) Female teachers: In elementary schools.341 |.i Le 5\u2014Number of children of school age (census): Ÿ & (according to secretary-treasurer\u2019s report) : a) Boys from 5 to 7 years| 24 Girls |from 5to 7 years| 21 |.45 |.0 b) Boys from 7 to 14 years| 72 Girls from 7 to 14 years| 57 |.129 |.1 c) Boys from 14 to 16 years| 16 Girls [from 14 to 16 years| 14 |.30 |.d) Boys from 16 to 18 years| 11 Girls [from 16 to 18 years 5 |.16 |.À ] 6.\u2014 Number of pupils enrolled: pw a) In the elementary schools.| |.f 7.\u2014 Average attendance: (in percentage).| 7 D a) In the elementary schools.| 72.29%.; 8.\u2014Classification 07 pupils: : In the preparatory course.12020020 44444 a La a ae a a fe fee ¢ In Grade 1.LL LA LL AAA A ae a a Ra Aa ee ee a eee .60 cen In Grade 2.a A a a ea aa a ae 32 |.In Grade 3.oe a 35 |.In Grade 4.ee Lee 16 |.In Grade 5.12 102210 LL L ALL LA as R A Re ae a ae a ee 13 |.In Grade 6.12 21122 ALL LL LA AA a AA Re La ee ee a a eee 6 |.In Grade 7.111.112 LL LL LL LA a de a a ae eee ef Jens H All the schools were in operation this year, and considering the difficulties, most of the teachers accomplished good work.Entry Island school was late in opening as the teacher engaged failed to appear, but a very capable substitute was secured shortly before navigation closed.The teachers\u2019 Conference was held in March at Grindstone but a Spring Conference cannot be called satisfactory.Arrangements for an Autumn Conference at Entry Island are now being made and better results can be looked for.There is a slight increase in the number of pupils in the schools and a noticeable improvement in the average attendance.This latter fact is all the more encouraging since we experienced a particularly stormy Autumn and Winter.Most of the teachers we are able to secure are unacquainted with some of the subjects in the course of study.Their knowledge of Scripture, for example, is not even elementary.Your Inspector is, however, of the opinion that a more sympathetic attitude on the part of the parents would help to improve the tone of the schools.Particular schools: Old Harry.\u2014The Board is to be congratulated on the condition of its property.A very capable and conscientious teacher, together with the good will of the parents, secured excellent results.Entry Island \u2014Although late in INSPECTORS\u2019 REPORTS General Remarks ro ain.SLi etait starting and with the handicap of a closed school the previous year, the teacher obtained creditable results.Considerable work remains to be done on the schoolhouse but the Board appears anxious to do this before next session.Grand Entry.\u2014Many improvements have been made to the property.The teacher was capable and conscientious.Grosse Isle\u2014The schoolhouse and grounds are kept in good condition.The teacher engaged died in February and a month elapsed before school was reopened.Irregularity in attendance and seeming indifference on the part of many parents make a teacher\u2019s work here very difficult.Much sickness in the district, too, helped to bring the average attendance low.The year\u2019s results were not satifactory.Grindstone.\u2014The schoolhouse is in need of paint and some repair.After a promising start the teacher appeared to lose both control of the pupils and interest in her work.A very unsatisfactory year\u2019s work was brought to a close at the end of March.Classification of municipalities in order of merit: Excellent: Old Harry; Good: Entry Island; Fair: Grand Entry and Grosse Isle; Poor: Grindstone.I have the honour to be, etc., WALLACE W.SmrTH, Inspector of schools due Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; \u2018II.General remarks of the Education Act in the same district.III.The classification in the order of merit.EDUCATIONAL RECORD REPORT OF Revd.ERNEST M.TAYLOR For the Year 1925-26 Knowlton, June 28th., 1926.1.\u2014 Number of school municipalities: a) Under control of commissioners b) Under control of trustees 3.\u2014 Number oy teachers: a) Male teachers b) Female teachers 4.\u2014 Average salaries: a) Male teachers in elementary schools b) In intermediate schools b) Female teachers in elementary schools ¢) In intermediate schools 5.\u2014Number of children 07 school age: 177 |Girls from 5 to 7 years | 164 |.666 |Girls from 7 to 14 years 154 |Girls from 14 to 16 years| 151 Girls from 16 to 18 hod a) Boys from 5 to 7 years b) Boys from 7 to 14 years c) Boys from 14 to 16 years d) Boys from 16 to 18 years| 110 7.\u2014 Average attendance: (in percentage).a) In the elementary schools b) In the intermediate schools c) Average general attendance 8.\u2014Classtfication of pupils: 1 In Grade In Grade 2 In Grade 3 In Grade 4 In Grade 5 In Grade 6 In Grade 7 In Grade 8 In Grade 9 In Grade 10 2 \u2014Number 0) schools: a) Elementary b) Intermediate 6.\u2014 Number of pupils enrolled: a) In the elementary school SUMMARY OF STATISTICS \u201c1006 005 + 1 + 1 4 0 0 + + b) In the intermediate schools 1925-26 vee see \u2026.\u2026.\u2026 \u2014 2 00 4 ES Il My inspectorate includes all of the Protestant Elementary and Intermediate schools in the Counties of Brome, Missisquoi, Iberville and St.Johns, now 84.One schoolhouse which has been unoccupied in the township of Dunham for several years has been repaired and reopened with an attendance of 25 pupils.Potton township schools have been in operation for 9 months during the year.The Elementary schools of St.Bernard de Lacolle and the Sweets- burg school are in operation for nine months while the Elementary schools of the municipalities of Philipsburg and Stanbridge East are now open for ten months.The others are open for eight months.In Brome county the school properties continue to improve owing to the stimulation of the trustees of the Fisher Trust Fund.The school houses and grounds in Brome County have, during the year, been improved at a total expenditure of $2973.15.This is more than twelve hundred dollars in excess of the expenditure for repairs, etc., during the previous year and represents a substantial increase in comfort to the teachers and pupils.Some circumstances have delayed the consolidation schemes of Exst Bolton so that the contemplated new building cannot be ready for occupation during the next year; and teachers have been engaged for the schools which are to be consolidated.97 teachers have been at work during the year in the schools under my supervision.At the Teachers\u2019 Conference held in Knowlton at which all of the teachers of the county were called ,Rev.Dr.Rexford, Mr.McBurney, Mr.A.R.McMaster and Mr.C.J.Oliver, M.L.INSPECTORS\u2019 REPORTS General Remarks A., for the county took part; some Commissioners of different municipalities were present as well as several local ladies and gentlemen interested in education.The large Teachers\u2019 Conference was held in Farhnam as usual under the joint direction of Rev.Dr.Rothney and myself; and as on the previous year we were efficiently aided by Mr.McBurney from the Department.It is note worthy that while the Census shown 24 less than the previous year, the enrolment is 29 in excess of last year, being 1806.During the first year of my inspection 1889-90, I was required to gather the statistics of all of the Superior Schools in my district which then included only the Counties of Brome and Missisquoi; and in referring to my note books of that year I find the salary of the Princiapl of the Bedford High School was $450.00 and the principal of the Sutton Academy drew the magnificent (?) salary of $550.00 and his first assistant, a lady of successful experience, had $180.while the teacher of the Primary department enjoyed the salary of $130.00 for the ten months.The highest salary paid that year to a teacher of an Elementary school in this district was $168.for an eight months term.The average monthly salary being about $15.00.One successful teacher insisted on having a salary of $12, a month in excess of her board.She received it and taught 67 pupils in school, a house beside a running brook, with no playground except the highway.That school district has now a fine large play ground, neatly fenced, and school with two teachers, and an \u201cup- to-date\u2019\u2019 equipment though with fewer scholars than when in the crowded old 118 red school house by the Mountain Stream.Though there is much to be desired in the way of better salaries and a better ground equpiment there is great reason for gratification when the present is compared with the past.The required reports have been sent to the Secretary-Treasurers and the reports and Bulletins to the Department.The amount expended on repairs and improvements, in the district is $4,213.57.In 1890 in Brome Township the enrollment in the schools was 484.Now there are but 187.The following teachers are recommended for bonuses for successful teaching: Misses Charlotte K.Mac- Millan, Florence Hawley, Lillis E.Baker, Maud A.Hauver, Mrs.R.J.Peacock, Misses Belle L.Johnston, Gloria Curtis, Ruth A.Clark, Bertha S.Shonyos, Hildred Vail, Doris Miller, Mrs.Pearl Anderson, Misses Dorothy D.Smith, G.M.Taylor and Janet E.Burnet.The following successful teachers are debarred from two bonuses in succes- cion: Misses Myrtle Rogers, A.Kathleen Moore, Hazel Seller, Mrs.M.I.Dodge and Mrs.Francis S.Pibus.EDUCATIONAL RECORD The following are recommended for prizes from the Strathcona Trust TFund: : 1.No.6, St.Ignace de Stanbridge, Lottie M.Casey, teacher.2.Nos.2, 3 and 4, united, St.Bernard de Lacolle, M.Braithwaite, teacher.3.No.4, Stanbridge East, Bessie Mitson, teacher.4.No.3, St.Ignace de Stanbridge, Mrs.Pearl Anderson, teacher.5.No.5, West Bolton, Kathleen Clohosey, teacher.6.No.8, Sutton, Hilda Vincent, teacher.Bonuses to deserving municipalities: 1.Potton; 2.Philipsburg; 3.Stan- bridge East; 4.Sutton, 5.St.Blaise.The classification of the school municipalities according to section 9m Reg.Prot.Com.remains practically the same as last year except that Potton rises to a higher place.St.Margaret de Blairfindie has had a short term school this year.I have the honour to be, etc., Ernest M.TaAyLor.Inspector of schools, \u201d M i REPORT OF Revd.ERNEST M.TAYLOR For the Year 1925-26 [Part of late Mr.Gilman\u2019s district] Sir, the order of merit.July, 1926.I have the honour to submit the annual report, comprising: I.The statistical summary of this inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in STATISTICAL SUMMARY.1.\u2014 Number of school municipalities: a) Under control of commissioners.\u2026.1101200100001 0 1 Len ee b) Under control of trustees.LL LL LL LL Le 2.\u2014 Number of schools: a) Elementary.; eee 0 b) Intermediate.LL AL LA LL LL LL La Total.3.\u2014 Numbers of teachers: |Under control|Independent a) Lay male teachers.| 2 PAIE c) Lay female teachers.42 4.\u2014 Average salaries in the schools under control: a) Lay male teachers:.in elementary schools.in intermediate schools.in elementary schools.in intermediate schools.c¢) Lay female teachers: 5.\u2014Number of children of school age: (according to the secretary-treasurer\u2019s reports) a) Boysfrom 5 to 7 years: 117| Girls from 5 to 7 years: 122|.b) Boys from 7 to 14 years: 311} Girls from 7 to 14 years: 282|.c) Boys from 14 to 16 years: 84| Girls from 14 to 16 years: 89|.d) Boys from 16 to 18 years: 81| Girls from 16 to 18 years: 70|.6.\u2014 Number of pupils inscribed: a) In elementary schools.LL La ae a aa aa b) In intermediate schools.iii.7.\u2014 Average attendance: a) In elementary schools.cei.b) In intermediate schools.c) Average general attendance.i.8.\u2014Classtfication of pupils: In Grade 1 In Grade 2.LL LA LA LL A AA A AA ea de ane In Grade 3B.LL a a a LL a a A La Le In Grade 4.LL LL LL LL A de a AA LL a a aan ee In Grade 5.LL LL LL a a LL LL aa In Grade 6.LL LL LL LL ALL LL a aan In Grade 7.LL LL LL Ad a a aa La a a aa In Grade 8.LL LL LL LL a a aa a LL Lan In Grade O.LLL LL LL LL LL LL A NA NN a RL LL a a In Grade 10.102L1L LL LL LL LL A A Ad AA ee LA ee a aa 1925-26 pnleoues GEN: 4] In addition to the schools of my own district, at your request I again visited the Protestant Elementary and Intermediate Schools of the counties of Huntingdon and Napierville.This year I found an Elementary School in operation in Napierville and 38 in Huntingdon County and two Intermediate Schools, making a total of 41 of 41 with 44 teachers.I found each one of these in operation at the time of my visits.In each case I have sent reports to the Secretaries; and Bulletins or reports to your department.In the municipality of Franklin, a school long closed has been reopened.There is a larger number reported in the census from the Secretaries and a considerably larger enrolment than in the previous year.In this territory 13 school properties have been repaired at an expense of $1,335.30.The following are recommended for Strathcona Fund Prizes.In God- manchester No.1, Miss Ada M.Bar- rington, teacher; and in Dundee, No.1, Miss Emma Reid, teacher; Bonuses to deserving municipalities: 1.Hin- chinbrook, 2.Franklin.Bonuses for successful teaching: Misses Lillian M.Murdock, Caroline B.Macfarlan, Margaret E.Lunan, Mrs.Colin Edwards, Misses Pearl Anderson, Mary McEwen and Ada M.Barrington.The following successful teachers are debarred from two bonuses in succession: Misses Mabel Cullen and Emma Reid and Mrs.Estella Boyd, Also Mrs.E Stevenson and Miss Eleanor Carson the atten- EDUCATIONAL RECORD General Remarks dance being so small in the latter case only three pupils.Ranking of municipalities.Excellent \u2014Hinchinbrook, Godman- chester, Dundee and Elgin.Good \u2014Hemmingford, Havelock, Franklin and St.Anicet.Poor \u2014St.Cyprien in Napierville again has only a short summer session.As reported last year the school at Dundee Lines is entirely Roman Catholic as to teacher and pupils.And as the parish of Ste.Agnés de Dundee has now been formally erected into a Municipality for Catholics only, I presume that my visit, this year, is th last time a Protestant Inspector will be required to inspect the School at Dundee Lines.There are a few Protestants in the district who have young children not yet of School age.These, together, had an interview with me as to the future for their children.I explained to them that as they all reside near the boundary district number one they may, by action of the School Board, be attached to that district.The schools in Huntingdon County with the exception of three municipalities are all open for ten months.And those three for nine months.I have the honour, to be, Sir, Your obedient servant, ERNEST M.TAYLOR, Inspector of schools. ge ie 0, \u2014 so B Lea = oo assis! fir cé RE INSPECTORS\u2019 REPORTS REPORT OF INSPECTOR JOHN PARKER For the Year 1925-26 Sir, err nnn 121 Quebec, P.Q., July, 1926.I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities 1n the order of merit.STATISTICAL SUMMARY 1.\u2014 Number of school municipalities: a) Under control of commissioners.Lee b) Under control of trustees.i ae ee Total.2.\u2014 Number of schools: a) Intermediate.LA Lee AAA a ae a a a a a a ana b) High Schools.AL LL LA A aa a ae a a ane ¢) Institutions subsidized.0 aa aa La aa aa LL Total.3.\u2014Nwumbers oy teachers: Under control|Independent a) Lay male teachers.| 76 | 10 |.c) Lay female.| 326 | 5 | Total.4.\u2014 Average salaries in the schools under control: in High sehools.in intermediate schools.in intermediate schools.in High schools.a) Lay male teachers: b) Lay female teachers: 5.\u2014Number of children of school age: (according to the sec.-treas.reports).a) Boys from 5 to 7 years: 739| Girlsfrom 5 to 7 years: 694 |.b) Boys from 7 to 14 years: 2915| Girls from 7 to 14 years: 2721 | c) Boys from 14 to 16 years: 1145| Girls from 14 to 16 years: d) Boys from 16 to 18 years: 685| Girls from 16 to 18 years: 6.\u2014 Number of pupils inscribed: a) In intermediate schools.LL b) In High schools.ii.¢) In independent institutions subsidized.7.\u2014 Average attendance: a) In intermediate schools.co LL La Lan ¢) In High schools.coo iia.d) In independent institutions non-subsidized.e) Average general attendance.(2).ii.1925-26 32 15 es een EDUCATIONAL RECORD 8.\u2014Classifications: In Grade In Grade 2 In Grade 3 In Grade 4 In Grade 5 In Grade 6 In Grade 7 In Grade 8 In Grade 9 In Gsade 10 In Grade 11 STATISTICAL SUMMARY \u2014Continued 1925-26 Ce 1629 |.Ce 1215 |.Ce 1062 |.Ce LL a ea a ane 1093 |.LL a A ea a aa ae ae 1059 |.Ce 1036 |.PR 984 |.OP 1475 |.LL Le A a ee aa een 1165 |.PE 896 |.(1) The statisties of Section 5 of this report do not inelude the number of children of sehoo! age residing in the cities of Westmount, Outremont, Lachine, Sherbrooke and Que- bee.Examinations:\u2014At the Oral examinations at the time of your Inspector\u2019s visit there were 8764 pupils present.At the annual written Examinations held during the month of June, 1896 pupils in Grades VIII, IX, X, and XI, wrote on the examinations.Of this number 1300 passed successfully and 596 failed.In the above statistics the pupils in Grades IX and X, in the following High Schools, viz., Westmount, Verdun, and Outremont are not included inasmuch as the papers of the pupils in these Grades were read, valued, and Elementary.Specialists.Without Diploma.General Remarks Staff \u2014Number of teachers employed Diplomas.\u2014High School.Intermediate.LL marked by their respective teachers and the promotions made accordingly.The answers of the pupils of Grades I to VIII, inclusive, in High Schools, and I to VII inclusive, in Intermediate Schools, were read, valued, and marked by their respective teachers.Certificates of promotion were awarded to all successful pupils in Grades VIII, IX, X and XI.Printed examination papers were provided for Grades VI, VII, VIII, IX, X, XI, for all superior schools in my district of inspection.Wer rrr ar ers ae.réf M Schools: Excellent Schoolhouses 31 School Grounds 18 For furniture, apparatus, and minor repairs there were expended $5,425.School year \u2014Average number of days schools in operation during the year, 188.Taxation\u2014The rate of taxation varies from $2.50 on $100 down to 30 cents.Specialists.\u2014There were 32 qualified specialists engaged in teaching French.Libraries: Number of new books added during the year.2,617 Total number of books.23,812 The new regulation of the Protestant Committee requiring more strict supervision of the pupils who remain at school during the noon hour which, at the outset, did not meet with cordial approval from the teachers, is now being loyally observed.School boards in towns and villages have provided the means whereby pupils who remain at school during the noon hour may obtain a hot lunch at a nominal cost.The Protestant Committee has approved of this excellent measure by contributing 5097, of the cost of installing the necessary equipment to prepare the lunch.The teacher who remains in school to supervise the pupils at noon hour takes charge of the INSPECTORS\u2019 REPORTS Good scoot varie A Un ana on Middling 12 3 1 14 14 1 preparation of the lunch.The parents of pupils who reside outside of the school district appreciate very much this action on the part of the school boarde.Due to this wise measure the discipline of the school is better, and the health of the children has improved.Classification of municipalities according to Art.9 (m) of the regulations of the Protestant Committee: Excellent \u2014Ayer\u2019s Cliff, Aylmer, Âs- cot, Cowansville, Coaticook, East Angus, Granby, Huntingdon, Lachine, Lennoxville, New Carlisle, Scotstown, Ste.Anne de Bellevue, Coteau St.Pierre, Town of Mount Royal, Outre- mont, St.Lambert, Sherbrooke, Verdun, Waterloo, Valleyfield, La Tuque, Shawinigan Falls, Three Rivers, Keno- gami, Westmount.Good.\u2014Bedford, Buckingham, Que- bee, Cookshire, Danville, Inverness, Knowlton, Lachute, North Hatley, Ormstown, Richmond, Shawville, Sutton, Standtead, Thetford-Coleraine.Middling \u2014Longueuil, Waterville, Windsor Mills, Magog, Agnes-Me- gantic.I have the honour to be, ete., JOHN PARKER, Inspector of Superior schools.dt CE EDUCATIONAL RECORD REPORT OF Inspector General of Protestant Schools For the Year 1925-26 es Quebec, August 3rd, 1926 To the Superintendent of Education, Sir, I have the honour to submit my annual report for the year 1925-26.The annual reports of the Protestant Inspectors show that progress is being made in several directions with respeet to the rural schools.For one thing, the number of unqualified teachers 1s decreasing.This is particularly noticeable in the district of Inspector Honeyman, covering the counties of Pontiac and Hull.\u2018In previous years Inspector Honeyman was obliged to report upon the small number of candidates from that district for the School for Teachers, Macdonald College, and upon the consequent reliance of the school boards on qualified teachers from outside.A change for the better 1s now manifesting itself.The general improvement in respect to the decrease of unqualified teachers is largely due to the fact that there is now a surplus of teachers with diploma available \u2014a condition prevailing not only in Quebec but in the other provinces, and indicative, perhaps, of a growing appreciation of the importance of the teaching profession in the national life.It certainly cannot be wholly due to economic causes; the salary prospects in other lines now open to yourg women remain better than those afforded by the rural schools.The Inspectors have been most active in regard to the matter of inducing the school boards to engage teachers with diploma.In this task they have been helped by a decision of the Department three years ago to refuse permission to school boards to engage unqualified teachers who had taught in this way two years.This has incidentally had the effect of inducing a number of such teachers to regularise their position by taking the Short Course of four months at the school for teachers for the Elementary Diploma.This has improved their own position financially as well as having made the subsequent possibility of engagement more certain.But with the existing surplus of teachers, mentioned above, it may be asked why all the rural schools are not provided with qualified teachers.Three factors stand in the way in a number of school municipalities.The first is that some of them have insufficient taxable valuation to enable them to offer the salary that will attract the teacher with diploma.The second factor, operative chiefly in parts of the Eastern Townships, is that even when the monthly salary is up to the standard the school term is one of eight months instead of the legal ten months.At a salary of sixty dollars per month the teacher loses one hundred and twenty dollars per annum in accepting a school for an eight month term.A third factor which deters the trained teacher in communities here and there is lack of suitable boarding facilities.Nevertheless, in drawing a distinc- tion between the trained and the untrained teacher, the fact can not be ignored that too often the trained teacher is not wholly equipped to take competent charge of the isolated rural elementary school.During the last few years the School for Teachers has been sending out large numbers of teachers who have qualified for the Elementary diploma after a course of four months.Whether the course is too short, or the teachers are still too immature in age and experience, it is certain that a number of them are defective in two respects, according to the Inspectors.The one is lack of discipline and the other the tendency to fall back upon early and defective methods of teaching, entirely different from and inferior to those taught at the School for Teachers.This condition is an effective argument with intelligent school boards for the greater discipline and better methods of teaching possible in the Consolidated Schools.One school board informed me that in one district school over fifty panes of glass had been broken in a single year.At the Consolidated Schools there is discipline, supervision of the building, and in general more effective teaching methods.Consolidation continues to progress as the result of the building grants now available.On October 1, 1925, a new Consolidated Intermediate School was opened at Brookbury in the school municipality of Bury.It is an excellent building in every way, supplied with running spring water and equipped with modern toilets.The two teachers who were placed in charge are graduates in Arts of Bishop's University, and hold the High School diploma.They have been re-engaged for 1926-27.As an evidence of the growing appreciation of consolidation it may be stated that the evening INSPECTOR GENERAL REPORT 125 opening celebration was held in the Community Hall opposite the school, and that over 250 people were present.This Community Hall is practically in the open country, and was established by the efforts of the local Women\u2019s Institute.Another evidence of the increased appreciation of consolidation is that the success of the Brook- bury school led to a request from the ratepayers of the Canterbury section of the same municipality for a Consolidated School.The school commissioners acceded to the demand, closing four Elementary Schools and erecting a Consolidated Intermediate School on the same plans as the Brook- bury one, to be opened in September.This gives three Superior Schools under the one board of commissioners, namely, Bury, Brookbury and Canterbury, and all Elementary Schools are replaced by these higher schools.The result is a credit to the township of Bury, and is a progressive example for others.At Morin Heights in Argen- teuil county a new Consolidated Intermediate School was opened in September, 1925, the building being well equipped in all respects.This consolidation replaces the two former Elementary Schools of Morin and one in an adjoining municipality.A Consolidated Intermediate School is also being built at Roxton Pond in Shefford county, to serve the English and French Protestants of that territory.Some four Elementary Schools are replaced.To effect this consolidation the greater part of the Protestant school municipality of Ste.Puden- tienne parish and the Protestant school municipality of Ste.Pudentienne village were united under the name of \u201cRoxton Pond\u201d, at which place the school is being erected.In the previous paragraph I have mentioned the work of the local Wo- 126 men\u2019s Institute at Brookbury.These Institutes are now doing admirable work for the rural schools, and the members are fortunately strong supporters of consolidation.They are also doing much in the matter of beautifying school grounds, helping in organized play, taking an interest in the improvement of school interiors, forming Parent-and-Teachers\u2019 Associations and go forth.The Junior Red Cross has also been rendering excellent service to the schools.During the school year teachers and school board have testified to the better health of their pupils, to the improved conditions of their schools, and to the inspiration to service which Red Cross brings with it, according to the annual report of the Supervisor for the Province, Mrs.Ruth B.Shaw of Montreal.Nearly $2,500.00 was earned by the pupils since September 1, 1925, of which approximately $1,- 000.00 was spent on paint, varpish, Union Jacks, water-colors, hot lunch equipments, new blinds, blackboards, medicine cabinets, footballs, in beautifying school grounds, and in one case buying and laying a new floor.Health posters, magazines, literature, materials, etc., were sent to each Junior Red Cross group free.Portfolios made up of letters, compositions, samples of school work were exchanged by Quebec members with Juniors in England, Australia, South Africa, the United States, Austria and Japan.The Red EDUCATIONAL RECORD Cross flags awarded to the schools making the greatest progress in the work were won by the Elementary School at Lisgar, the Intermediate Schools of Gaspé Basin and Port Daniel (equal), and the Ayer\u2019s Cliff High School.The balance of the money raised\u2014the Crippled Children\u2019s Fund \u2014gave hospital care to eight children suffering from orthopedic defects, and convalescent care to eighty needy children discharged from hospital.Unquestionably both the Junior Red Cross and the Women\u2019s Institutes of the Province are rendering most valuable services to our rural education.Mr.John Parker, B.A., Inspector of Superior Schools, retires from service in December, 1926, after many years of excellent work.Mr.Parker taught school from 1884 to 1889; in 1889 was appointed Inspector of Elementary Schools, and in 1904 Inspector of Superior Schools.His duties also comprised much work annually in.connection with the details of the June Examinations conducted under the authority of the Protestant Committee.After forty-two years of service he retires with the esteem and best wishes of his colleagues.I have the honour to be, etc., J.C.SUTHERLAND, Inspector General of Protestant Schools.) gs Si NOTICES FROM THE QUEBEC OFFICIAL GAZETTE NOTICES FROM THE QUEBEC OFFICIAL GAZETTE 9 OM OO His Honour the Lieutenant-Gov- ernor has been pleased, by Order-in- Council dated the 26th of August, 1925, to detach the following lots from the dissentient school municipality of Ascot, county of Sherbrooke, and to annex them to the dissentient school municipality of Lennoxville, same county, to wit: Part of lot 8c, range 3, belonging tO Mr.Alfred Robert; Part of lot 8d, range 3, belonging to Mr.Pierre Gagné; Part of lot 7a, range 4, belonging to Mr.Jean Rancourt; Part of lot 8c, range 4, belonging to Mr.Jean Rancourt; Part of lot 8, range 4, belonging to Mr.Pierre Gagné; Part of lot 13, range 4, belonging to Mr.Elie Lalumiére; Part of lot 14, range 4, belonging to Mr.Elie Lalumiére; Part of lot 16, range 4, belonging to Mr.Esdras Laforest; Part of lot 8, range 6, belonging to Mr.Georges Beaulieu; Part of lot 8, range 7, belonging to Mr.Georges Beaulieu; Part of lot 6, range 8, belonging to Mr.Joseph Labrecque.His Honour the Lieutenant-Gover- nor has been pleased, by order in council of June 5th., 1925, to detach lots Nos.1 to 5, inclusive, of range one of the township of Eaton, from the school municipality of Eaton, Compton county, and to annex them for Protestant school purposes to the school municipality of the Village of Saywerville, in the same county.His Honour the Lieutenant-Gove- nor has been pleased, by Order-in- Council dated the 12th of June, 1925, to detach from the school municipality of the township of Hull, county of Hull, all the territory contained in the municipality of the village of Deschenes, as erected by an official proclamation dated the eighth of July, 1920,published in the Quebec Official Gazette of the tenth of July, 1920, on page 1609, and to erect all such territory into a separate school municipality under the name of \u2018Village of Deschenes\u201d\u2019, county of Hull.His Honour the Lieutenant-Gover- nor has been pleased, by Order in Council dated the 20th of June, 1925, to detach from the school municipality of Amos, county of Abitibi, that part of Ranges 7 to 10, both inclusive, of the township of Figuery situated to the west of the river Harricana; that part of Ranges 1 to 4, both inclusive, of the township of Dalquier, also situated to the west of the same river, and a lot school-house site, and forming part of Block 129 of the village of Amos, and to erect all the above territory into a separate school municipality under the name of \u201cDelage\u201d, same county.pay ae gare 128 Hid Honor the Lieutenant-Governor has been pleased, by the order in council of June 5th., 1925, to unite the school municipalities of Shawville and Clarendon, both in the county of Pontiac, under the name of \u201cThe School Municipality of Clarendon.\u201d His Honor the Lieutenant-Governor has been pleased, by order in council of June 5th., 1925, to re-appoint the Reverend A.D.Matheson, M.A, as a member of the Protestant Board of School Commissioners for the city of Quebec.His Honor the Lieutenant-Governor has been pleased by Order in Council dated the 5th.of June, 1925, to detach from the school municipality of Saint Charles de Caplan, county of Bonaventure, all the territory hereunder described and to annex it to the school municipality of Saint Siméon, same county.CANADA IN STORY AND SONG: EDUCATIONAL RECORD This territory is bounded as follows: Towards the northwest, the line separating the primitive lot No.40 from lot No.41, in the first Range, and those between the primitive lots 15 and 16, in the 2, 3 and 4 Ranges; to the southeast, thelots Nos.211, 664, 952 and the southeast half of 819; to the southwest, the Bay of Chaleurs, and to the northeast, the 5th.Range, for the width respectively determined by the two preceding boundaries.His Honor the Lieutenant-Governor has been pleased, by Order in Council dated the 5th.of June, 1925, to detach from the school municipality of Ald- field East, county of Pontiac, the lots Nos.A, to 6 inclusively of Range 1; the lots Nos.8 to 20 inclusively of Range 3; the lots Nos.33 to 36 inclusively of Range 4; the lots 18 to 20 inclusively of the East Range; the lots Nos.17 to 25 inclusively of the West Range, all of the township of Aldfield, and to annex them to the school municipality of Aldfield South, same county.A PAGEANT (By True Davibpson, M.A.) This is an excellent pamphlet for Canadian Diamond Jubilee purposes, and is published by J.M.Dent & Sons, Limited, Aldine House, 224 Bloor Street West, Toronto.for the celebration of the sixtieth birthday of the Dominion.It suggests a programme The publishers offer it to Teachers and School Boards at five 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