The educational record of the province of Quebec, 1 janvier 1928, Janvier - Mars

[" THE EDUCATIONAL RECORD OF THE PROVINCE OF QUEBEC (Published Quarterly) J Old Series, Vol.XLVI, No.1.New Series, Vol.II, No.1.JANUARY-FEBRUARY-MARCH, 1928 (CONTROL of the mind as a working machine, the adaptation in it of habit, so that its action becomes almost as automatic as walking, is the end of education\u2014and yet how rarely reached! It can be accomplished with deliberation and repose, never with hurry and worry.Realise how much time is, how long the day is.Concentration, by which is grown gradually the power to wrestle successfully with any subject, is the secret of successful study.Sir William Osler in \u201cA Way of Life\u201d.{ QUEBEC, QUE.THE CHRONICLE-TELEGRAPH PRINT J 5 ih J WM Hl oH ie: i | ft à i Ru Ju j ! \u2014 Ki 4 HR _ a fi Hl ÿ 4 A iy 2] ih a ui is hl i y i ih | 5 il oy A hi 10 it 4 A i Rit ih A na Fi TE pe its p i vai i i 4 A | A | A Bi: Rt i A nn A Ro te Le WN vi 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 Announce- ments.Old Series, Vol.XLVI.No.1.Subscription, $1.00 per annum.New Series, Vol.II, No.1.January, February, March, 1928.J.C.SUTHERLAND, Editor and Publisher.Buy Your Fur Coat Now PAY WHILE WEARING 109, down, ten equal monthly payments Fur ccats will cost mote next year.Raw skins are steadily mounting in price and it is impossible to say now how great the increase will be.Being wholesalers, we are well stocked with raw skins and will maintain our present low prices as long as we can, but we advise early selection.Two Guarantees Accompany Every Coat The first assures you that the price is the lowest in the city for a coat of equal quality.The second certifies that your coat will be kept in perfect repair for a year from the day it is delivered to you, and that it will be cleaned and made like new to begin the second season, all without charge.We guarantee to keep the above mentioned ceal in repair for ane Gear Irom date ef purchase.This includes the sewing of ripped and tern skin as often as necessary, as well as replacing worn skins and cleaning and glazing.Also, the repairing of fining.or an entire new lining, if reyuirsd It Is essential thet this garment be stored mith us during the smrmev in arder that the necessary J L.P.LAZARE & CO.LIMITED WHOLESALE FURRIERS 426 McGILL STREET WINDSOR MONTREAL WINNIPEG Special Map Suggestions To schools requiring small maps of Canada and the World we can offer some special values.DOMINION OF CANADA AND NEWFOUNDLAND.Size 40 x 52 inches Up-to-date in every detail.Latest data on commercial routes.convenient size for the average school.Mounted cn Wooden-Rollers\u2014 Top and Bottom, each Mounted with Spring Rollers with Portable Board and Hangers.MAP OF THE WORLD IN HEMISPHERES Size 40 x 52 Inches Emphasizes clearly all Trade Routes, length and relative importance.A fine World Map for all Grades.Political subdivisions clearly shown.Mounted on Wooden Rcllers\u2014Top and Bottom, each $5.00 Mounted with spring rollers.Portable board and hangers, each.7.50 GALL\u2019S GEOGRAPHIC MAP OF THE WORLD Size 40 x 52 inches Important commercial phases of Geography eclearly impressed on the mind.Political and physical features clearly shown.It brings home the important fact of variation in scale at different latitudes on flat projection maps.Mounted on Wooden Rollers\u2014Top and Bottom, each Mounted on spring rollers with portable Board and Hangers, each 7.50 TWO SPECIAL OFFERINGS FOR LIMITED TIME ONLY.Colonial Yellow Enamelled Chalk Continental White Chalk Crayon An inexpensive Chalk Crayon at a .i 7 fore offered.Put up A pure white chalk with a coating Price never be : of Yellow enamel.Writes white.in boxes of 1 Gross sticks.Regular price.Per Gross: 50 cts.Regular price per Gross Box 40 cts Per Gross 29c.Special Offering per Gross: 32 cts.Special Offering.No crders for less than 5 Gross.No orders for less than 5 Gross.Carriage extra.Carriage charges extra.E.N.MOYER COMPANY Limitep \u201cCANADA'S SCHOOL FURNISHERS™ 106-108 YORK STREET TORONTO 2, CANADA EDMONTON WINNIPEG SASKATOON CONTENTS Official Notice.140 A a Aa Aa A a ae Editorial Notes.AA AA AA a aa Chaos or Cosmos in American Education.inner Backgrounds in History and Literature.Letter from Mrs.IrWIn.0 Letter from Dr.Nicholson.ae French Translation Competition.sereine rare Hints on the Teaching of French.Beginning Fractions IL.Lee ee eee re ecran era race cer eee area a rcceen a Annual Conference at Bishop\u2019s University.Book Notices.LA LA A AA AA A Readings from Great Historians.IV.5.Items for the Teacher.Items for the Noon Hour.ee LL General Selections.oo n nes Leslie ce ncesLL0L LL LA LL Minutes of Protestant Committee.Pension Commission Report, 1927.i. GAGE'S NEW \u201cEXCELSIOR MAPS Outlines and Rivers are Lithographed in Blue, Mountains in Brown, Railways and Townships in Red.Names only are in Black.This prevents confusion of Political and Physical Features.THE IDEAL SCHOOL SERIES Larger in size than are usually offered Time Dials on each Meridian.Up-to-Date and Practical in every respect.PALESTINE, Special price.38 x 56 in.CANAAN, Special price.38 x 56 in.$4.00 Each : Asia, Revised.61 x 48 in.South America.50 x 65 in.Africa, Revised.50 x 63 in.Scotland.50 x 65 in.Australia.61 x 2 in.United States and Mexico.61 x 48 in.British Isles.50 x 65 in.World (in Hemi e- Canada.62x481in.sea, \u2026 emispheres), es x 48 in.Europe, Revised.61 x 48 in.England and Wales.50 x 64 in.World (Mercator\u2019s Projection, Ireland.49 x 64 in.showing British Possessions North America, Revised.45 x 60 in.in Red), Revised.61 x 48 in.Price each $6.00 Dominion of Canada.\u2014Showing New Labrador boundary extended boundaries of the Provinces, latest Railways, Towns, ete.84 x 58 in, Special Price each.$8.00 All maps are mounted on cotton, with wooden moulding at top and roller at bottom.If wanted with spring rollers, add $3.75 net for Canada and Ontario, and $1.00 net for each of the other maps.If wanted on portable board, price will be furnished on application.OUTLINE WALL MAP of Canada: On slated cloth with Divisions and Boundaries, etc., in colours.Size 78x56.Each.$10.00 W.J.GAGE & CO.LTD.- - TORONTO To Obtain Wholesale Rates for Equipment and Supplies Blackboards\u2014Blackboard Slating\u2014 Reeves Refills with or without j Blackboard Erasers\u2014Desks\u2014 China Pans\u2014Brushes, 4 Chalk White\u2014Chalk, Assorted School Sizes, 5, 6, 7, 8 and 9\u2014 ; Colours\u2014Pastels\u2014Crayons\u2014 India Ink\u2014Geometry Sets\u2014Also Globes \u2014Maps\u2014Bells\u2014Pointers\u2014 School Library and Prize Books Y ardsticks\u2014Rulers\u2014Musie Staff for all Grades, Rulers\u2014Ink\u2014Peneils\u2014Pens\u2014 Exercise Books\u2014Practice Books\u2014 Reeves Students\u2019 Water Colour Boxes Hamilton\u2019s Nature Study Volumes 1 and 2 should be in every School Library, 80e.net per volume.\u2014 WRITE TO \u2014 RENOUF PUBLISHING COMPANY 1433, McGill College Avenue MONTREAL A Mein Canadian Anthology The GOLDEN TREASURY of CANADIAN VERSE collected by A.M.Stephen, author of The Voice of Canada.Ten full page illustrations by E.Wallcousins.Here is gathered together, in beautiful and inexpensive form, a representative collection of gems from our native literature.Biographical sketches and poems characteristic of twenty-five of Canada\u2019s leading poets are included in this volume, handsome enough for your library yet convenient in size for vour pocket.A noted educationist, writing of this book, says:\u2014*In intei- lectual content this is the best Anthology of Canadian Poetry I have ever seen.\u201d Price, Cloth.$1.00 Leather.$1.50 The attention of readers in the Province of Quebec is drawn to our internationally famous \u201cEVERYMAN\u2019S LIBRARY\u201d In this celebrated Series, now numbering 806 volumes, will be found the best works by the best writers om History, Philosophy, Belles Lettres, Fiction, Poetry, Romance, Oratory, Classics, Science, Travel, Biography and Childrens\u2019 Books.Only literature that is really worth while finds its way into this col- lcetion cf masterpieces.For schools, private libraries or occasional reading, reading, Everyman\u2019s Library offers, at a most reasonable cost, the best that the world has to give.Young people, desirous of acquiring a library of their very own, cannot make a better start than by purchasing from time to time a few of these handsomely bound and long-wearing volumes.To show the solid hold Everyman Books have on the reading publie, it is only necessary to state that over twenty-four million copies have already been sold! Surely this needs no comment.The prices are, in Cloth, 55 cents; library binding, 75 cents, and a limited number in leather, $1.00 each.Full list of Everyman\u2019s Library, together with eight very interesting literary Pamphlets issued by the editors, will be mailed free on application.Another highly popular and useful series is The KING\u2019S TREASURIES of LITERATURE These charmingly attractive pocket volumes are reprints of standard works by great writers, including severai Canadian such as Peter McArthur, C.G.D.Roberts, Alan Sullivan, George H.Locke.They cover a wide field of subjects and are, primarily, adapted for school use.There are 156 titles, costing 35 cents to 45 cents each.List free on request.The WAYFARER\u2019S LIBRARY Reproductions of popular light fiction, ete.in well-bound and attractive form, at the modest price of fifty cents.These books are admirably suited for small libraries, summer camps and other purposes where hard usage may be expected.They comprise only the best books of their class and no questionable works are admitted to the series.List free.GENERAL AND EDUCATIONAL CATALOGUES ILLUSTRATED COLORS AND A HANDSOME BROCHURE \u201cALDINE HOUSE\u201d GIVING AN ILLUSTRATED HISTORY OF OUR HOUSE, Etc.FREE ON REQUEST J.M.DENT & SONS, Limited Aldine House, 224 BLOOR STREET WEST.TORONTO 5, ONT. COC Se ar RIOT EN SSM TE desc 20200 30 OLE OFFICIAL NOTICE Department of Education Quebec, February 1, 1928.To the Principals of the High Schools.The National Committee of the Diamond Jubilee of Confederation has arranged for the distribution of medals to the leading schools of Canada, to be awarded in a competition in essay-writing on a subject of Canadian History, open to the pupils of those schools.Cu I have received 8 silver medals and 45 bronze medals, a number which will be sufficient to allow one medal for each of the Protestant high schools of this Province.As the results have to be reported to Ottawa before the first of May, and as the competition should interfere as little as possible with the regular work of the schools, I suggest that the pupils should be instructed in each case to write their essay in the Easter holidays, and that the result be forwarded by the Principal to the Department as soon as possible after school re-opening in April.The following are the rules of the competition: \u2014 1.Subject: Canada Since Confederation.2.Length of Paper: Not less than 500 words, and not more than 750 words.3.Examiners: The Principal of each high school, or the teacher responsible for Canadian History, will examine all the papers of the school and decide which is the best.; 4.The best paper only to be forwarded to the Department by the Principal, together with the name of the winner, his or her grade in the school, and the name of the school.This is necessary, as in addition to the medal the National Committee has provided a handsome certificate for each winner.5.When the winning papers have been received at the Department they will be examined, and the eight pupils who shall be deemed to have produced the most roteworthy will be awarded the silver medals in place of the bronze.In giving general instructions to the pupils, Principals will kindly remind them that the essays must be written on one side of a sheet only, and that each sheet be numbered.eT Re ee ae eee oe gg EEE ee G.W.PARMELEE, Director of Protestant Education.PRE RR PA EDITORIAL NOTES ~1 EDITORIAL NOTES The effective teaching of the French language in our Protestant Elementary, Intermediate and High Schools must constantly remain one of the most important subjects with which the teachers have to deal.The Educational Record is pleased to announce that it has secured the co-operation of Miss Léa E.Tanner, the very competent Supervisor of French in English Schools who will contribute a series of short articles dealing with special problems and difficulties in the teaching of the language.Moreover, teachers who have special difficulties in the work may submit them to the Educational Record\u2019s \u201cQuestion Box\u201d, and they will be answered by Miss Tanner.The idea of the \u201cQuestion Box\u201d is that the difficulty of one teacher is usually the difficulty of many others, and the answers, therefore, will benefit all.As stated in the last issue, the name of the enquiring teacher is not printed; instead, Initials such as \u201cA.B.C.\u201d or \u201cX.Y.Z.\u201d are given.Further, with the view of stimulating interest in the subject, we have decided to offer, from time to time, Three Prizes for the best translations of certain selections of idiomatic French into idiomatic English, open to English pupils in Grades X and XI.This kind of translation is the test of the best work in the schools, apart from the results of good oral practice; and examples of good translation, with the examiner\u2019s comments, should be of benefit to many teachers.The three prizes will be respectively the choice of three dollars\u2019 worth of books, two dollars\u2019 worth and one dollar's worth, from the lists of the publishers who advertise in the Educational Record.The report we have received and publish in this issue of the Annual Conference of Principals at Bishop's University is full of interesting, and some may say explosive, matter.The changes proposed by Dr.Rothney in the conduct of the June Examinations will naturally receive the greater amount of attention.As Sir Roger de Coverley said on an important occasion, there is much to be said on both sides.Centrally controlled examinations have their demerits, but they are hard to do away with, unless replaced by a system possessing some of the acknowledged merits which do come from central control.Certainly the Educational Record will welcome expression of opinion on either side of the question, dealing preferably along the lines of constructive criticism.Rev.Dr.McGreer, principal of Bishop's, is undoubtedly doing a valuable service in affording these pleasant and informal opportunities to the principals to discuss the many questions connected with their work.Of all those who read in the newspapers about the flood in London at the beginning of last month (at the time of full moon), how many realized all the factors concerned in that overflow of the Thames river?Of course, the sun, moon and earth were in a straight line, giving the required posi- AROS 8 tion for a \u201cspring tide\u201d, two of which we have at least every month in the vear, and next there was a strong wind to increase or emphasize the force of the tide, but there was another important factor.At the end of December and the beginning of January the earth is three million of miles nearer the sun than it is in the month of June, and consequently the \u201cpull\u201d of the sun in the tide-making forces is that much greater.\u201cSpring\u201d tide, high wind and greater nearness to the sun do not always coincide so exactly as at this last flood, but it happens sometimes.Some vears ago, the City of Quebec had the combination with much damage.The sixth annual meeting of the International Council for the Education of Exceptional Children is to be held at the King Edward Hotel, Toronto, on February 22, 23 and 24.and it 1s being held at the invitation of the Board of Education of the City of Toronto.On the Thursday of that week the Toronto schools open to visitors will include 70 auxiliary classes, sight-saving, lip-reading, open air, orthopedic and training classes, and two The above is the title of a remarkable article in the Atlantic Monthly of October last by Henry W.Holmes, Dean of the Graduate School of Education at Harvard University, who speaks from an educational experience of twenty-five years.In the last issue of the Educational Record we quoted a serious statement of the Federal Bu- PE Arr ay EDUCATIONAL RECORD CHAOS OR COSMOS IN AMERICAN EDUCATION schools for the adolescent backward children.No doubt a number of special class teachers and supervisors, members of school boards and others who are interested in securing adequate facilities for children in need of special care, will attend from this Province.Dr.S.B.Sinclair, former Head of the School for Teachers, Macdonald College, is the chairman.Grade IX teachers of English are requested to cancel the requirements of sixty-two lines from the \u2018Deserted Village\u201d, mentioned in the memory work in the Memoranda of Instruction as the selection is not contained in the authorized text book.The Conference of the National Council of Education on the important subject of \u201cEducation and Leisure\u201d, which was announced for next April and to be held at Vancouver and Vie- toria, has been postponed until 1929, owing to the 1ll health of the Executive Secretary, Major Fred.J.Ney.Major Ney is at present -in the south of France.reau of Education, Washington, to the effect that the present condition of affairs in the high schools of the United States is a \u2018\u201c\u2018welter of experimentation\u201d.Deal Holmes states the situation as follows: \u2014 \u201cOur confusion as to purposes is one of the reasons for the lack of a coherent system of schools in this country.pa CHAOS OR COSMOS IN AMERICAN EDUCATION 9 There 1s no discernible consistency in the multiplicity of our educational units and their endless variations.Six-year elementary schools stand along-side eight-year and seven-year elementary schools.We have three- year and two-year junior high schools, or no junior high schools, together with proposals for the four-year junior high school.We have \u2018regular\u2019 four-year high schools and senior high schools of three years.The junior college, a two- year unit beyond the senior high school, has been added in a rapidly increasing number of cities, chiefly in the West, and without exact definition of its functions.The traditional four-year college is matched by new collegiate units of two years, three years and six years.The variations in vocational secondary schools, vocational colleges, and graduate and professional schools,- and their requirements and connections, form an intricate educational tangle.Endowed and preparatory schools constitute a completely d\u2019s- sociated system, internally somewhat more consistent, but hidebound by college requirements and by a purely external imitation of the great public schools of England, with their \u2018forms\u2019 and the fashions of school life.In general, the organization of our schools, whether public or private, offers no testimony that we have translated into a definite scheme of schooling and clear and progressive philosophy of the social consequences of education.Our schools form a maze, a labyrinth, with any number of entry points and exits.Our procedure lacks not only simplicity but integrity.It is a sprawling, spineless profusion of edu- yn cational \u2018opportunities\u2019 \u201d\u2019.Dean Holmes follows up this strong indictment with a statement of the poor results that the leading educationists of the United States are now frankly acknowledging, in the face of the high-sounding principle of \u201cefficiency standardization\u2019 which has been supposed to have been at work during recent years.\u201cWhat our students learn in school\u201d, says Dean Holmes, \u201cthey do not learn well, and they are very far indeed from the point at which learning is transmitted into understanding.They acquire no mastery of subjects as means for the interpretation of life.Their history does not enable them to view the present broadly in the light of the past, nor does their science enable them to see facts as the outward expression of laws.They develop no general criteria of taste or principles of criticism, no standards of judgment, no grasp of methods.They come to college \u2018prepared\u2019, but with hardly the beginning of an education.Contrasted with the students in English and Continental secondary schools, they must be rated, age for age, markedly inferior.In certain measure and in their own way the school masters of England, France and Germany seek the integration of what they teach into a coherent, flexible, and broadly applicable system of facts and conceptions; they expect their efforts to result in the development of cultivated intelligence.Because they do expect such results, they teach thoroughly, for it is clear that knowledge cannot be used before it is possessed.American teachers seem to entertain no such vaulting ambition.Our general attitude gives tacit assent to the view that no one needs to know anything very thoroughly unless he is going to be a teacher, with the consequence that thorough knowledge is uncommon, even among teachers.College professors, to be sure, are expected to know their subjects, although even that expectation has been weakened by the tendency to accept credentials and NO ATR SSSR TE RAST) 4 y 8 ; + hi: 10 degrees as prima facie evidence of knowledge.School-teaching remains a craft, or even merely a job, often a temporary job\u201d.Later in the article, Dean Holmes emphasizes the usefulness and proper place of pseyhological examinations, standardized tests of school achievement, and statistical studies of school problems by the educational expert, but he considers the present condition in regard to such matters as chaotic.He says: \u2014 \u201cOur colleges, and indeed our graduate schools, suffer from the disease that keeps our secondary schools permanently enfeebled\u2014\u2018credititis\u2019, the itch for credits, points, units and semester hours.We are in the midst of a generation of students and teachers obsessed with the notion that organization counts more than the actual outcome of the educational processin the intellectual and spiritual condition of the pupil.Educationally we are a nation of credit hunters and degree worshipers.Even our graduate students, preparing to teach, talk of how many semester hours they have \u2018taken\u2019 with Dr.X or Dr.Y.To have \u2018had work\u2019 with Dr.So-and-So, to say \u2018I had work last semester\u2019, is offered as a substitute for knowledge of the subject and independent views as to its issues.Everywhere the emphasis is on machinery and bookkeeping.Standardization has laid a deadening hand upon us.There is much attention to processes and little assessment of results.\u201d The whole article, of which we have merely indicated the general trend by the foregoing quotations, is one that will doubtless obtain wide attention in the United States, in view of the high authority of the writer.It is with no sense of assumed superiority on this side of the border that we draw atten- EDUCATIONAL RECORD tion here to some of the statements in it.Here in Canada, also, we can well afford to be self-critical both in regard to elementary as well as secondary education.If, as Dean Holmes points out elsewhere in the article, the youths from so many of the high schools of the United States enter the universities with \u2018credits\u2019, but badly prepared, we have to remember that the English universities of the Dominion have constantly to complain of the poor preparation in the English language of so many of their entrants.In the matter of \u2018\u2018thoroughness\u2019\u2019 we have still much to do.That the teacher in any subject\u2014whether history, mathematics, science, languages or literature \u2014should have a far greater background of knowledge than that which is contained in the authorized text-book is an essential for thorough teaching which cannot be emphasized too often.And for thoroughness it is to British and Continental school conditions that we should look rather than to our neighbours of the United States, as Dean Holmes himself points out, for the example to be followed.It is now about a quarter of a century since the great and comprehensive \u201cSadler Reports\u201d on European education were published, in a number of volumes, by the British Government, and these reports still furnish the documentary proof that even at that time elementary and secondary education in the Old World was much in advance\u2014in organization, in methods andin results \u2014of what the New World has reached at the present time.What thoroughness there 1s, for instance, in those \u201cfolks\u201d high schools\u201d of Denmark, which have made the farmers of Denmark the most highly educated farmers of the world\u2014and incidentally the richest! The young Danish farmer, when ploughing and resting his horses at the BACKGROUNDS IN HISTORY AND LITERATURE 11 end of the field, can take a book out of his pocket and read a good piece of French, German or English literature in the original language for the ten- minute wait! Is this too high an ideal for us in Canada ?Not at all.It 1s already promising to arrive in the Prairie Provinces.There the demand for high class literature \u2014 History, Biography and Science\u2014on the farms is now astonishing, and the East will soon have to wake up in this respect if it is not to be left too far behind to ever catch up in intellectual development.BACKGROUNDS IN HISTORY AND LITERATURE We make no apology for again urging the importance to the teacher of having backgrounds in history and Ji- terature, not merely for these class subjects alone, but also for personal culture.There are teachers who do not need this urging, but on the other hand there are many who are too satisfied with a knowledge of the class text book, and who are consequently unable to convey a live fact or thought other than what may be found within its pages.After all, the best text books are no more than compressed sum- naries of the subject\u2014particularly in history and literature\u2014and though thus convenient and proper for the pupil they need to be constantly supplemented by enlightening and interesting material, by a larger fund of knowledge possessed by the true teacher.The Reading from Great Historians in this issue is from Green\u2019s \u2018History of the English People\u201d, and we think that the two-volume edition (in Dent\u2019s Everyman Series) should be read by every young teacher of history as a supplement to the present rather dry text book.Years ago Green\u2019s \u201cShort History\u201d was the much appreciated text book in our high schools.Green is admirable in his style, but above all for his glowing picture of the development of the Empire, of its institutions, its literature, and the winning of popular government.Green forms an excellent general background, but the thorough study of some special period of British or other history is a cultural discipline of great value.Froude\u2019s twelve-volume (ten volumes in the Everyman edition) History of England covers only the sixty years from the Death of Wolsey to the Defeat of the Spanish Armada; Samuel Rawson Gardiner\u2019s eighteen- volume History covers another period of about equal length, from the Accession of James the First to the end of the Commonwealth, while Lecky devoted seven volumes to the Eighteenth Century.Macaulay was to have covered the period from the Revolution of 1688 \u201cdown to times within the memory of living men\u2019, a little over hundred years, but he died when but five volumes were completed, and these covered merely the reigns of James the Second and William the Third.The thorough study of any one important period in the pages of a great historian, together with much of the contemporary literature, is a broadening experience in itself, and encourages the development of what is called the \u2018historical sense\u2019, which is none other than a disciplined and independent judgment that ensures a measure of sure- RI 12 footedness in the periods.study of other In Harper\u2019s Magazine for January there is an article by James Truslow Adams, the American historian, lamenting the small amount of historical knowledge of the present time among educated people in the United States as compared with a hundred years ago.He says that in that earlier time (and for some years later) \u201cthe children of well-to-do and cultivated families, north and south, were thoroughly grounded in the classics.The history of Greece and Rome, their characters, their ideas, were as familiar to them as those of their own time.If the poorer people knew nothing of Greek and Latin, they were as thoroughly grounded in the history of the Hebrews.In addition to this there was Josephus, Shakespeare \u2014read and re-read\u2014Rollin\u2019s Ancient History, Plutarch\u2019s \u2018Lives\u2019, and anything else they could lay hold of.\u201d \u201cToday\u201d, however, says Professor Adams,\u201d we have largely done away with all this.The small child is brought up on perfectly delightful books, delightful in text and illustration; but however much they may stimulate his imagination and aesthetic sensibility, they can hardly be said to add to his knowledge of the past.When he advances into the grade and high school he learns little history, whatever the curriculum may call for.Henry Ford, with all his intelligence along certain lines and with a public school education, testified that he had never heard of any Revolution in 1776, that the only one he recalled was \u201cthat.of 1812\u201d, that he had never heard of Major André, and that he thought Benedict Arnold was a writer.\u201d It is quite possible, however, for the intense business man to find no time for the reading of history.The present writer once met a remarkable case EDUCATIONAL RECORD similar to that alleged in regard to Mr.Ford.About fifteen years ago, coming from Sherbrooke to Quebec on the Quebec Central, we were conversing with a pleasant and apparently cultured Boston gentleman, who stated that he was on his first real holiday after 40 years of close attention to business.He mentioned that he had been very successful in business, and now desired, apart from travel, to do some reading, as at his age he did not care to turn to sports that he had never possessed the time to become acquainted with.He wished also to know something about the history of his own country.This led to the subject of worth-while books, and we suggested that, with the Boston surroundings at hand, Sir George Otto Trevelyan\u2019s four volumes on the \u2018American Revolution\u201d would prove exceedingly interesting, and valuable from the fact that Trevelyan, from the English side, was most just to the Americans.But the word \u2018Revolution\u2019 proved a stum- bling-block.He had never heard of an American Revolution nor of the \u201cBoston Tea Party\u2019, and supposed that his country had \u201calways\u201d been the United States! Yet, thanks no doubt to his long business contacts in Boston, his choice of words and expressions was excellent and gave the impression of culture, To turn again to Professor Adams\u2019s article, there 1s one very suggestive paragraph which may have some meaning to us in Canada.He says: \u2014 \u201cIn studying the history of America for the past hundred and fifty years with relation to the so-called \u201ccommon people\u2019 one fact stands out in striking significance\u2014the loss of the power of thought.The average farmer today, for example (I choose him because most of the \u2018common people\u201d were farmers a century and a half ago) can- meta deirmnr LETTER FROM MRS.IRWIN 13 not, I believe, compete for a moment with his predecessor in the power of concentrated thought.He has more schooling, he reads more printed words, he has far more advantages in the way of securing news and moving about the world, he has incomparably more luxuries, and he has quicker wits, but he has less of them.Propaganda is no new invention.Our past-masters of the present day had nothing on Sam Adams; but let anyone read the sort of arguments addressed to the farming population of 1787 when it was neces- of arguments they are given in a political campaign today.The writings of that day, and the sermons, required a concentrated, sustained effort of thought, and the farmers gave it.Today the headline press, the tabloid press, the movies, and the radios give them everything in snatches or pictures.And it is not the farmers alone.It is the whole population, save those who can stand aside and think for themselves; and these are becoming rare.The slogans on the desks of \u201chigh-powered executives\u201d are \u201cDon\u2019t sary to secure their adherence to the park here\u201d, \u201cBe brief\u201d, \u2018Make it short 253 39 new federal constitution and the sort and snappy\u2019.LETTER FROM MRS.IRWIN Montreal, Dec.16, 1927.To the Editor of the Educational Record.Quebec.Desr Sir: In reading the editorial on page 200 of the current number of the Educational Record, I noticed a rather remarkable omission in the criticism of the results of the High School Leaving Examination of last June\u2014an omission which makes the comparisons drawn therein misleading to the general reader and unfair to teachers and pupils.The fact that the pass mark in each subject has been raised from 40 to 50, and that this regulation came into effect for the first time last June, is ignored.It is surely not surprising that a larger proportion of candidates failed than in any of the preceding five years, especially as some of the papers were even more difficult than usual, and the marking was certainly not more lenient.From long experience both as teacher and examiner, I know how futile it is to make comparisons between the results of different years even when the rating is the same.Many pupils who succeed in passing the papers of any one year would fall if confronted with those on which the less fortunate pupils of another year are judged.Furthermore, in charge as I am of an eleventh grade in a large city school, I am becoming every day more firmly convinced that the conditions of modern life, added to the ever-increasing requirements of the schools curriculum, are making too great demands upon our High School pupils.I only hope that it will be not too long before something is done to lighten the load which is becoming heavier and heavier every year for both pupils and teachers.How the problem can be solved (whether by adding a year to the course, ARONSON 14 EDUCATIONAL RECORD or separating candidates for matriculation, or introducing the Junior High School) I do not presume to suggest here; I only beg to call attention to the fact that there is a problem, and a very serious one, affecting the health, happiness, and general welfare of our young people.Yours very truly, ELIZABETH A.IRWIN.In our comments on the June Examination results in the last issue we certainly did not intend to be less than just nor less than generous to teachers and pupils in the matter.It is in their interest chiefly that the Educational Record exists, and a moderate summary of the reports of the Examiners of the School Leaving papers should be of value, rather than otherwise, to the teachers and ultimately to the pupils.Every comment we made in the last number was based upon the printed comments and reports of the Examiners.As to the omission of the fact that the passing standard had been raised from 40 to 50 per cent, we understood on good authority that leniency was to have been observed in the reading of the papers in consideration of the fact that this higher standard had been adopted in 1927 for the first time.How far it was observed is another matter.There is not much room for leniency, however, in a mathematical paper.In general, if an answer is wrong it is hopelessly so.The Examiner in Elementary Algebra was Professor A.H.S.Gillson, and the first paragraph of his comments reads: \u2014 \u201cThe paper set this year seemed to suit the candidates very well\u2014in fact if anything, it was on the easy side, with the rather queer result that a very large percentage of those who passed obtained more than 70%.\u201d The actual figures were as follows.804 pupils wrote on Elementary Algebra.No less than 324 obtained the 75% and over; 143 were in the Second Class of 60 to 74 per cent, 189 in the Third Class of those who passed with less than 60 per cent, while 148 (or 18.4 per cent) failed.Is there no lesson to be learned by any school from these figures?But taking Mrs.Irwin\u2019s suggestion in regard to the passing standard to heart, we will nake allowance for the fact that in too many of the rural high schools there is too much work\u2014the care of too many subjeets\u2014thrown upon the principal.We may therefore hope that the setting forth of the failures in the last June Examinations may result in an awakening of the boards to the necessity of larger staffs being employed in the rural high schools.There may be a small total number of pupils in Grades X and XI, but with an insufficient staff an immense amount of energy, judgment and skill is required if thoroughness in all the subjects is to be obtained.In this we think we are in full accord with the latter part of Mrs.Irwin\u2019s letter.With further reference to the marking of 1927, we may quote a sentence or two from Dr.H.D.Brunt, the Examiner in English Composition.He was pleased to note the improvement in mechanical correctness over the papers of the previous year, and adds: \u201cMany schools have almost eliminated the defects mentioned in last year\u2019s report.The papers show evidence of much more training and practice in written composition.\u201d Out of 1,098 papers, only 30 LETTER FROM DR.NICHOLSON 15 fell below the 50% standard, but he offers a \u201cfriendly warning\u201d to pupils, and adds: \u201cMoreover, the border line cases will not be so kindly dealt with in the second year of the raised standard\u2019.Lastly, we will quote the opening remarks of Professor H.E.Reilley, the Examiner in Physics.He says:\u2014 \u201cSo far as instruction is any subject is concerned, teachers may be divided into two classes, viz.: those who teach with the sole purpose of having pupils pass examinations, and secondly, those who do their utmost to cover the work thoroughly and well in order that the pupils may have an intelligent grasp of the subject and may be inspired to obtain knowledge for its own sake rather than to make the required pass mark, whatever that may be.The classification referred to was most painfully apparent in the case of Physics this year.Unfortunately, or otherwise, two questions appeared on the paper which had not been included in the examination test for at least ten years.The result was that in the \u201cswatting up\u201d of old examination papers the pupils missed entirely certain sections of the assigned work and hence were unable to deal with the questions based on these sections.Several candidates offered information such as the following: \u201cThis was not in our work for this year\u201d, or \u201cMr.Examiner, this was not in our text book\u201d.Of course, it naturally followed that the average standing of the pupils in Physics was considerably lowered on this account, and in some cases there were more failures than there should have been.On the other hand it was a great pleasure to note that excellent teaching had been given in the majority of our schools, and the examiner believes that it is only a small number who have innocently erred in the way mentioned above.\u201d LETTER FROM DR.NICHOLSON J.C.Sutherland, Esq., B.A, Editor, The Educational Record, Quebec.Dear Sir \u2014 In an article written in the last issue of the Educational Record on \u201cDropping Physical Geography\u2019 reference is made to a communication of mine to the Record in 1915 on the same topic, in which communication I contended that Physical Geography was a subject for Grades VIII and IX rather than for X and XI, and in which I also stated that in Ontario the ground in this subject was covered in one year\u2014the year before Matriculation.In your recent comments on these remarks the following statement appears:\u2014\u2018\u2018It is to be noted that the Ontario full course\u2014public and high school\u2014 is one of twelve years, whereas that of Quebec is one of eleven years and that 16 EDUCATIONAL RECORD consequently it (meaning Physical Geography) was taken in Ontario in the Eleventh Year.\u201d Let me state the facts.The course in Ontario leading to Junior Matriculation is of the same length as that in Quebec, namely one of eleven years.Itistrue that in the Collegiate Institutes and a considerable number of high schools there are twelve grades, in the highest of which at least three Honour (or Senior) Matriculation subjects are offered.This Twelfth Grade, it will be understood then, corresponds to the First Year in the University, and those who pass the examination in the required subjects are admitted to the Second Year in Arts in any Ontario University, as they also are in McGill.There is no grade in Quebec schools corresponding to this and therefore it should be left out of consideration in any comparison between the two systems.Candidates who pass in the required subjects for admission to the First Year in an Ontario university (which they do after an eleven-year course of study) are on a par with those who satisfy the Matriculation requirements of McGill University by taking the High School Leaving examination of Grade XI in the schools of Quebec, although as a matter of fact the Ontario pupil covers more ground in these eleven years than the Quebec pupil does.For Matriculation in Ontario a candidate must take two papers more than one who wishes to enter McGill, namely a paper in Ancient History and one in a second science subject, for with them, both Physics and Chemistry are compulsory.Their possible maximum for Matriculation, the subjects being reckoned at the same value as ours, is 1,200 marks, whereas oursis only 1,000.The statement you have made would lead one to suppose that in Ontario they take twelve years to do what we do in eleven, which, as will be seen, is far from the fact.This has been so often stated by advocates of a lighter course in the schools of Quebec, and by other people as well, who ought to know better, that it is high time the error was nailed.The Ontario school system is arranged thus:\u2014Seven years in the Elementary School, four years in the High School, which is divided into the Lower School of two years and the Middle School also of two years.The additional year\u2019s work for Honour or Senior Matriculation is done in what is known as the Upper School.So that there may be no doubt on this point I quote from a letter just received from the Deputy Minister of Education: \u2014\u2018\u2018The zourses of study are so planned that pupils may complete the Public School course in seven years, while the High School courses are planned so that a student may complete the work prescribed for Junior Matriculation in four years.A candidate who takes the work prescribed for Honour Matriculation is required to spend an additional year in a High School.\u201d Now as regards the stage at which the study of Physical Geography is taken up in Ontario schools, you will find by consulting the school course of that Province that it is placed in the compulsory list in the Lower division of the High School and has to be completed in one year\u2014either the first or the second in that division of the school\u2014corresponding to Grade VIII or IX in Quebec.I stated in 1915 that it was finished a year before Matriculation.It may have been so at that time or (which I think is more likely) I was in error.At any rate it is not so now.It is finished at least two years before the Junior Matriculation examination is taken, and is only studied for one year, the text used being that now authorized in Quebec for Grade XII fully agree with all that you have stated in your article with regard to the re nice ont LETTER FROM DR.NICHOLSON 17 value of this subject, but does it not seem incongruous that it has to be studied, after the regular course in Geography is finished, for two years in Quebec (in Grades X and XI) whereas in Ontario only one year is given up to it, and that in either Grade VIII or IX, as the schools may decide.Are our High School pupils inferior to those in Ontario ?I would hate to admit the inference.However, as it has been decided to accept it as an optional subject for the High School Leaving Certificate in Grade XI, there is nothing further to be said.Anything that I have said has been said rather to show the inadequacy of the subject in its present form for University Matriculation.If in Grades X and XI some decidedly higher work were done in Geography not only from the physical point of view but also in its human relationship, on the historical, social and economic side, then it might be possible to consider it as a subject of sufficiently serious importance to be placed on a par with a real science, such as Physics or Chemistry or Biology.In the case of candidates entering the B.Sc.course in Arts there might be some excuse for accepting it to make up the quota required if at least one science subject has been passed, but to consider it as an equivalent for a science subject in the case of candidates who have taken no other would seem to be scarcely in keeping with University standards.No University in Canada does accept it as such, nor, so far as I know, in the United States, and it would seem as if McGill were not doing herself credit in doing so.However, the question is one for the Matriculation Board.My purpose in writing this letter is, in the first place, to correct an error and in the second to state the facts with regard to the position of Physical Geography in the schools of Ontario.- Yours very truly, J.A.NICHOLSON, Registrar.As in 1914, so also now Dr.Nicholson rests the case for the rejection of Physical Geography as a matriculation subject upon the example of Ontario.Our argumeets for its retention have been based upon conditions in Quebec.The Ontario system is undoubtedly a great one, and at the Centennial Exposition at Philadelphia, in 1876 it was judged to be the greatest on this continent, at least.But when Dr.Nicholson asks us to infer that our pupils must be inferior to those of Ontario, simply because Physical Geography is taken there two years earlier than in Quebec, we might ask if the Ontario pupils are inferior to ours, simply because the study of the French language is taken up by our pupils four or five years earlier than is the case in Ontario ?But such questions are quite out of practical account in the matter.We take up the study of French much earlier, and give great attention to it thoroughout the school course, for the very practical reason that this second language is of the highest importance to the English pupils of the Province.The amount of attention given to French in our Elementary and Superior schools accounts also to some extent for the fact that Physical Geography is deferred later than in Ontario, 2 18 EDUCATIONAL RECORD and spread over two years.In the opinion of the Educational Record, also, Physical Geography, if well and thoroughly taught and grasped, is a subject better fitted for the maturity of mind to be met with in Grades X and XI than in Grades VIII and IX.Strengthen the course, if necessary, by a well defined syllabus of extra matter, but it is also to be remembered that the present text book, with its many Canadian examples and its \u201cprojects\u201d, contains much more material than might appear from a cursory examination of it.As for matriculation requirements, Dr.Nicholson says: \u201cFor matriculation in Ontario a candidate must take two more papers than one who wishes to enter McGill, namely a paper in Ancient History and one in a second science subject, for with them, both Physics and Chemistry are compulsory\u201d.We acknowledge that university calendars are sometimes difficult to interpret, but we have before us the 1927-28 Calendar of the University of Toronto, and in page 16 we read: \u201cThe subjects.of Pass Matriculation are: Latin, English, History, Mathematics and any two of the following\u2014Greek, French, German, Spanish, or Italian, Experimental Science or Agriculture\u201d.Not one science subject appears to be compulsory in this statement, and a footnote states that History covers papers in British and Ancient History, but that Music may be offered in place of the Ancient History.As for the high school courses, we find in the official outline that in the two years of the Middle School, the second year of which prepares for Pass matriculation, English (Literature, Composition) is the one compulsory subject.But on page 78 we read: \u201cThe subjects of the Middle School required for Pass Matriculation are the following \u2014English (Literature, Composition) British History, Ancient History, Algebra, Geometry, Latin: and two of: Greek, French, German, Spanish or Italian, Science (Physics and Chemistry, or Agriculture and Horticulture).This practically agrees with the University Calendar.Nor does it appear that a science subject is required for Honour Matriculation, except for those who are to take science subjects in their Arts course.FRENCH TRANSLATION COMPETITION As stated in the Editorial Notes, the Educational Record will offer from time to time three prizes to pupils in Grades X and XI for translation from idiomatic French to idiomatic English.Miss Tanner will examiner the papers, decide upon the winners and report upon special points in the next issue.Rules: 1.Each pupil will sign his or her translation, and give the grade and the name of the school.2 All translations to be forwarded to the Editor Eduvational Record, Parliament, Quebec, by the principal.3.All translations to be received at Quebec not later than March 15.4.The First Prize will be three dollars\u2019 worth of books from the list of any publisher who advertises in the Educational Record; the Second Prize will be PEN M HINTS ON THE TEACHING OF FRENCH 19 two dollars\u2019 worth on the same basis, and the Third Prize one dollar\u2019s worth on the same basis.The winners will be given orders for these amounts, when they have indicated the list from which they wish to choose.We believe that these prizes will do two valuable things: (1) Encourage good work in translation, and (2) Encourage pupils who win to start a library for themselves.As a beginning, Miss Tanner has chosen a not too difficult selection for the first, and this is it: C\u2019était avant la Révolution de 1848: je n\u2019avais pas encore quatre ans, cela est sûr; mais en avais-je trois ou trois et demi ?Ce point est douteux pour moi, et, depuis de longues années, il ne demeure plus personne sur cette terre capable de l\u2019éclaireir.J\u2019étais alors un petit garçon très ordinaire, de qui la seule originalité, si je ne me trompe, était une disposition à ne pas croire tout ce qu\u2019on lui disait: et cette manière d\u2019être, qui annonçait un esprit investigateur, le faisait mal juger; car ce n\u2019est pas le sens critique que l\u2019on apprécie d\u2019ordinaire chez un enfant de trois ans ou de trois ans et demi.Je pouvais me dispenser de faire ici ces remarques qui ne se rapportent guère au récit que je commence.En faisant tant de détours, en m\u2019égarant par de tels méandres, je n\u2019arriveral jamais; mais si je ne m\u2019amuse pas en route, si je suis droit mon chemin, je serai tout de suite arrivé; j'aurai fini en un clin d\u2019œil.Et ce serait dommage, du moins pour moi, qui aime à flâner; je ne sais rien de plus agréable et de plus utile à la fois.HINTS ON THE TEACHING OF FRENCH (By Miss Léa E.Tanner) whether this enthusiasm on the part of teacher and pupils is not likely to It not infrequently happens that diminish in direct proportion to the Supervisor of French teachers of French are more gratified with the results obtained in their first year classes in French than with those of the higher grades, and a visitor to grade three classes is impressed, not only by the readiness with which the young pupils answer but also by their evident liking for a subject in which they have as yet received but little instruction.Leaving out of consideration the fact that children are naturally fond of \u201cshowing off\u201d, one wonders EN PE ON ER ES time of study, and to the effort required in the teaching of French.The question quite naturally arises of the \u2018\u2018raison d\u2019être\u201d for this change of attitude towards a subject which should become ever more interesting to the pupil as his vocabulary expands, his knowledge of verbal forms increases, and his comprehension becomes more sure.In the following article I shall endeavour to indicate what are, in my D'OR RE 20 opinion, a few of the reasons for this retarded linguistic development, and for the too-frequently found dislike to the subject of French.In the first place, long experience with pupils, both in oral and in written tests, has convinced me of the need for the teaching of accurate habits of pronunciation and of thought.Our failure to develop this habit of accuracy is, of course, not so evident in the lower grades, where the linguistic baggage 1s so meagre as to be easily checked, but even in these grades careless habits of pronunciation are tolerated until they become fixed with constant practice.In this connection, the importance of teaching the gender of every new word cannot be over emphasized, for an ear for gender is not, as some fondly, imagine, the gift of Heaven.If throughout the course, attention were to be given to the gender of nouns, there would be no need in grades X and XI for the tedious and time- wasting memorization of rules for determining the gender of nouns, rules which an educated Frenchman himself would be hard put to recite, although a French child might find these three words puzzling: \u2014*\u201carraignée\u201d\u2019 (f.); \u201c\u2018escalier\u201d (m); \u201chonneur\u201d (m).Inasmuch as in French the Golden Rule of Agreement is all-important, the teaching of accuracy in connection with the memorization, as the words oceur, the gender of nouns becomes all the more necessary.In the earlier years of his studies of French the pupil must come to a realization of \u2018l\u2019accord\u201d which, in such words as the following \u2014 \u201cles grandes tables\u201d introduces a feminine, plural adjective, in agreement with a feminine plural noun.This principle of strict agreement is not easily understood by an English DE EDUCATIONAL RECORD child,unaccustomed as he is to feminine adjectives in English, or to their plural forms.Later, when the rules for the agreement of the past participle are examined, the pupil who has developed habits of accuracy will have no difficulty whatever in mastering them.The pupil who, on the other hand, has been taught in accordance with the \u201chit and miss\u201d method, is likely to write \u201cles grande tables\u201d, without adding the \u2018\u2018s\u2019 to grandes, if indeed he does not omit to add it to \u201ctables\u201d.At sight of such carelessness it is a wise teacher who will not instinctively blame the pupil, and for the hundredth time exclaim: \u201cThat boy will never think\u201d.Occasionally, however, an excellent teacher will pause and ask himself whether he has not made the mistake of taking too much for granted.That look of intelligence on his pupils\u2019 faces when he was explaining that very point of agreement, was it brought there by his interesting presentation of the matter, or rather by a train of thought absolutely irrelevant to the question ?Removed as we are by the interests of our adult occupations from those which occupy the minds of children and adolescents, how very easy it is for us to remember that the learning of formal grammar is seldom a consuming passion for any but the super-normal child.The chances are that a sleepy class, bored by the \u201cdevitalized\u201d\u2019, uninteresting exposition of a lesson in French grammar, will suddenly become mentally alert, eager, responsive, at the mere mention of their favorite sport.I never see school children on their way to school without recalling that Shakespeare speaks of them more understandingly than many of us when he says: \u2014 | BEGINNING FRACTIONS II 21 a the schoolboy, with shining morning face, Creeping like snail reluctantly to school\u201d.Inasmuch, therefore, as the teacher must compete with interests which are more natural to the child than those connected with the learning of abstract rules, it is all the more necessary that the teaching be interesting.And this is the weakness which I shall now dwell upon.How to make one\u2019s teaching interesting is a problem which nobody can solve for another, although I may point out what should not be done.A lesson in French, as in any subject, cannot be made interesting when taught from the manual.Let your lesson be short if you cannot reach a long lesson with that degree of self-con- fidence which alone will inspire confidence in your ability.Take a pride in becoming independent of the manuals which, by the way, have never claimed to be anything else but guidesin your teaching.Introduce pictures, objects, games.Monotonous repetition of the sounds from the phonetic chart is not an interesting exercise; repetition is, indeed, a necessary and a valuable exercise, but only to a certain point; when repetition becomes lifeless, careless, and the echo of one or two workers, it is a waste of time, and positively harmful.A lesson 1s not so valuable as it might be when the bright ones only are called upon, or when the timid pupils are not encouraged to speak.The stimulus of praise should not be forgotten.Praise your pupils when their lesson is satisfactory, but resist the temptation of suggesting that they are too stupid to learn, or to think.Suggestion of this kind is, psychologists tell us, extremely bad.Not by such methods will you get to your pupils\u2019 hearts, and, when all is said and done, pupils will work best for a teacher whom they sincerely love and admire.In conclusion,let me again repeat that accuracy must ever be our aim, and that the progress of our pupils depends, in large measure, upon the real interest which a teacher takes in her work.BEGINNING FRACTIONS No.2.By F.H.Spinney (Based on Lessons taught by the writer) MULTIPLICATION The teacher continues the use of the circular cards divided into 2, 4, and 8 If convenient, it will be helpful to the pupils to share in the work of dividing the cards, and comparing the parts.equal parts.They will be led to observe, by such comparison, that § =5 =%, that 2 =% ete.The pupils of Group I.(the dullest pupils) go to the board.The teacher dictates: - +3 +1 + cox Qo of oo ° rs EDUCATIONAL RECORD The pupils readily write the answer.The teacher continues dictating questions of that nature until the pupils have written the correct answer of five or more.\u201cWho can write the first question in a shorter way ?\u201d\u2019 The pupils may respond correctly, and they may not.If not, the teacher dictates, 5 +5 +5 +5 +5 +5.and asks for a \u2018\u2018shorter way\u201d.One pupil writes, 6 x 5 =30.The teacher refers to the fractions,and a few pupils write: : 4x 3\u20143.To help the duller pupils, if necessary, the teacher picks up a number of parts, asking the pupils to count the number picked up.She picks up two parts and the pupils write: This method is continued until all the pupils appear to have a clear understanding of the operation.For \u201crapid work\u201d, without the use of the cards, the teacher dictates: 13 1 1 1x4 3x5 i 1x3 1 17 et ve 3 X 1 xX ete.Each pupil who fails to write the correct answer promptly takes his seat.On one such occasion, the writer dictated 3 x9 in order to send the last pupil to his seat.The pupils\u2019 minds are stimulated by the very nature of the exercise.They are all eager to remain at the board as long as possible.Also, there is a gradual advance from the known to the unknown.The teacher may vary the plan of sending pupils to their seats by announ- 1 He cing, \u201cif you make two mistakes you must take your seat.\u201d The value of such i a device is that it affords the brighest pupils of the group an opportunity to He exercise the utmost limit of their capacity, without waiting for the slower pupils.3 Bright pupils rarely have that opportunity.The pupils who go to their seats i watch eagerly, in order that they be able to remain at the board for a longer he period on the following day.When the pupils of Group II.go to the board, the teacher makes an interesting variation, thus: 1 of 8.1 of 16.3 of 4 Tof8 3 of 2 Lof4 Lof1 +ofl bof TE zof i 1081 The last time the writer used the foregoing exercise, only two pupils in a group of ten wrote the correct answer to of .The teacher makes no explanation, but begins with another exercise, as follows: 3 of 10.3 of 18.3 of 5 3of9 3 of 23 1 of 43, ete.RER ET EIRE TE et th BEGINNING FRACTIONS II 23 From these exercises the pupils learn incidentally that \u201cof\u201d\u201d means the same as \u201cx\u201d.The teacher can plan only an outline of such a lesson, as the actual development of the lesson will depend upon the reaction of the pupils.Some classes will advance much more rapidly than others.But, with all classes, the teacher must be cautious not to advance too rapidly.In order to keep the brightest pupils interested, the teacher should introduce supplementary work that is not exactly in line with the development work that is being carried on with the class.For instance, when the pupils of Group IIT.go on the board, the teacher says, \u201cNow, we'll have something new for Group III.The other groups may try it if they wish.\u201d The fact that it is something \u201cnew\u201d will arouse the interest of every pupil, and they all will make an eager attempt to share in the exercise.The teacher may add, \u201cIf the pupils of Group IIL.cannot do the hardest question, I'll call on Group I.to help them out!\u201d All such suggestions are helpful in maintaining the interest.With intense interest, the most surprising results will sometimes be secured.For supplementary work with Group III.the teacher tries the following: 16 oz.1 Ib.8 oz.=# lb.4 oz.=} lb.2 oz.=} lb.1 oz.=1-16 lb.307.= ?Only one pupil in the class could tell the correct answer of the last example, and that pupil belonged to Group II.No explanation is given, and the teacher dictates another exercise: 8 pints =1 gal.4 pts.=3% gal.2 pts.=% gal.1 pt.=% gal 2 pint =1-16 gal.pt.=1-32 gal.Three pupils write the correct answer to the last example, although it 1s really harder than the last example in the previous exercise, which fact indicates that they are gradually becoming more alert.No explanation is given, as the teacher plans to introduce similar exercises on the following day, and she wishes to give all the pupils an opportunity to originate a method of solution.Pupils find delight in solving difficult problems without assistance.If the problems are entirely new the greater the pleasure.Il a pupil originates his own method of solution, he is not likely to forget it.His may not be the \u2018\u2018orthodox\u2019\u2019 method, but that does not matter.Pupils would learn to \u201creason\u201d better if there were no \u201corthodox\u201d\u2019 methods of solving problems.A formal method possesses a degree of sanctity in the minds of many teachers merely because it is the prescribed method.In order to induce pupils to reason, all new problems should first be assigned without preliminary explanation.After a few lessons in fractions, the writer assigned the following, as the last question in a short written test: BERR AAR RRR RN Me NS AC LAS LE aa EDUCATIONAL RECORD If 2 of a Ib.of coffee cost 45 cts.find the cost of 3 lbs.Ten pupils secured the correct answer.One pupil said that 3 Ibs.would cost 4 times as much as £2 1b.Another pupil said that 1 1b.would cost 15 cts.and then 3 lbs.would cost 12 times 15 cents.In neither case did the pupil use the time-honoured method.I made no explanation, and did not tell the class what methods had been used; but I assigned a similar question the following week, and fifteen pupils secured the correct answer.This plan was continued until all but three pupils in the class secured the correct answer, without assistance or explanation.The pupils became intensely curious, and several asked me what was the \u201cright way\u201d to do it.The main function of the teacher in respect to problems is to arouse eager curiosity.A so-called problem is not really a problem to the pupil unless he has a strong desire to find the answer, not for the sake of a \u201cmark\u2019\u2019, but rather to satisfy his Intense curiosity.It is thus clear that many so-called problems contained in the text books are not problems at all.The pupils work them in a mechanical way, by a prescribed method, thus exercising the memory rather than the reason.After a few lesson in fractions, I suggest that teachers assign the following problems, one at a time, as part of short written tests.Assign them without preliminary explanation, If the pupils fail the first time, repeat the same problem in the next test, and observe how many pupils will finally master the problems without explanation or assistance : 1.If 13 lbs.tea cost 60 cts.find the cost of 6 lbs.2.If 15 Ibs.raisins cost 36 cts.find the cost of 103 Ibs.How many times must you add 2 to make 24?How many times must you add 3 to make 104 ?In 5 hr.a boy can walk £ mile.how far can he walk in 13 hrs.6.A father gives John 2 1b.of candy every time he gives Tom 1 lb.If John receives 23 Ibs.how much will Tom receive ?.If you have a string 10 feet long, how many times can you cut off 3 ft.and still have 5 feet left ?8.You can buy # lb.candy from Mr.Smith for 15 cts.and you can buy 1 1b.from Mr.Jones for 12 cts.Who gives you the better bargain ?If you tell the pupils that these are \u201cpuzzles\u201d, it may increase the interest and curiosity.= Ou =I \u2018 + ol Ri 5 } + ANNUAL CONFERENCE AT BISHOP\u2019S UNIV ERSITY 25 ANNUAL CONFERENCE OF PRINCIPALS at BISHOP\u2019S UNIVERSITY The annual conference of secondary school principals at Bishop\u2019s University was held this year on the 22nd and 23rd of December.The principals were the guests of the University, which, through Principal A.H.McGreer, had invited them to come together to discuss matters of common interest to the intermediate and high schools of the province.The Conference is not an organization and has no official status if the Province, nor is it the intention of the University that it should become such.The purpose of the gathering is merely that of providing an opportunity for discussion and interchange of views.Two sessions of the Conference were held this year, both of which were presided over by Mr.W.Allen Walsh, B.A., Principal of Outremont High School.One session was held on the evening of the 22nd and the other on the morning of the 23rd.After an address of welcome by the Principal of the University, the evening session was devoted to the discussion of one topic only, namely, \u201cProposed changes in the Conduct of the June Examinations.\u201d The subject was introduced by Dr.W.O.Rothney, Inspector of High Schools, who outlined the changes which he had recommended to the Protestant Committee, and his reasons for advocating that such changes be made.Mr.P.C.Duboyce of Richmond, chairman of the sub-committee appointed by the Protestant Committee to consider these changes, and Principal A.H.MeGreer of Bishop\u2019s Univresity, also a member of the same committee, both took part in the discussion that followed.Much interest in the question was shown by all present, the consensus of opinion being that at least some modifications in the present system of departmental examinations was long overdue.It was claimed that the present system of departmental examinations (1) were not effective in determining the extent to which pupils were educated, (2) that they set up wrong objectives in education, placing emphasis on marks and passes rather than on pupil development, (3) that they gave a wrong impression as to the comparative efficiency of schools and teachers, (4) that they were detrimental to the best interests of many of the pupils, and (5) that the method of conducting them by deputy examiners appointed by local school boards did not ensure proper conduct of these examinations.Improvements suggested were (1) that of abolishing departmental examinations in all grades except Grade XI, and the holding of principals entirely responsible for the classification of their pupils, (2) the holding of school leaving examinations at local centres, under deputy examiners appointed by the Department of Education, (3) the granting of bonuses to secondary schools on the inspector\u2019s report only, (4) increasing the staff of inspectors, (5) a more extensive application of the principles of educational measurement, and (6) à system of accredited schools.Le DAG M AA Ca Le LR SN ae ere Hate, EDUCATIONAL RECORD Among many topics discussed during the second day of the conference was that of \u201cPhysical Geography as a High School Leaving Subject\u201d.There seemed to be a very pronounced opinion on the part of the principals that the subject of Physical Geography was too valuable to be dropped from the high school course of study, and that every effort should be made to secure a suitable text-book in this subject at any cost.It was gratifying to the Conference to learn Bishop\u2019s University was retaining Physical Geography as a Matriculation subject.Great objection was taken to the continuance of the Dominion High School Arithmetic as a text-book, some principals maintaining that in order to teach Arithmetic successfully 1t was necessary to discard the use of the text-book almost entirely.There seemed to be general agreement that fundamental educational principles were violated in the material and arrangement of the book.A secondary school course in General Mathematics was advocated as a substitute for the present course in Arithmetic Algebra and Geometry.The impression, too, seemed to prevail that while the course in General Science was decidedly valuable, it should be placed in Grade VIII and IX, rather than in Grades X and XI.There seemed to be some division of opinion as to whether a Grade XII should be added to our present high school course of study, thus adopting the 6-3-3 plan of classifying grades.The matter of a summer school for high school teachers came in for its full share of discussion.On no topic did the conference express itself more emphatically.There was marked insistence upon the necessity of a summer school to which principals could go with a view to improving their educational status, and receive practical courses that would assist them in their school work, and at the same time count towards a higher certificate, or degree.Many other topics were discussed and the course of study came in for considerable adverse criticism.On the whole, however, the discussion was sane, and showed that the principals of the Province were doing some close and careful thinking on many important educational questions.When the conference was over, there seemed to be general agreement that the gathering had been well worth while.BOOK NOTICES Canadian Geography for Juniors.This is certainly a remarkable de- By George A.Cornish, Professor of parture in the making of a junior geo- Science, Toronto University, and As- graphy, It contains stories, puzzles, sociate Professor of Ontario College of games and \u2018\u2018geographical pepper and Education.With sketch maps, dia- salt\u201d to awaken and hold the interest grams and Illustrations.307 pages.of the pupils.The book is beautifully Price, $1.00.J.M.Dent & Sons, illustrated in colours and black and Limited, 224 Bloor St.West, Toronto.white.The opening story of Chapter I BOOK NOTICES | 27 is that of the Canadian trapper and the Hudson\u2019s Bay Company.Chapter II tells the story of Canada\u2019s Ice Age, and simply but clearly shows how much we owe to the Ice Plough, both for our soils and the water-powers which are dependent on the thousands of northern lakes which were formed in the Ice Age.Chapter III is about \u201cThe Life of Mrs.Sockeye Salmon\u201d, and consequently tells the story of the salmon fisheries of British Columbia.This is followed in Chapter IV by the Big Trees of British Columbia, and so on eastward.Professor Cornish has also avoided the frequent mistake, in simplified introductory text books in various subjects, of running to mere \u2018\u2018\u2019mushiness\u2019\u2019 of simplicity.Instead, he has brought in at once and throughout the vital facts that every intelligent child wishes to know.In other words, he has popularized in a happy way the things that are worth knowing as a beginning in geographical knowledge.The publishers are to be congratulated on the admirable make-up of the book, paper, binding and illustrations.The New Canadian Music Course.Book Five.By E.M.Coney, Music Mistress, Provincial Normal School, Vancouver, and F.T.C.Wickett, A.R.Co., Late Supervisor of Music in the schools of New Westminster, 80 pages.Price 35 cents.Toronto: W.J.Gage & Co., Limited.This is the fifth book of a graded course in singing, designed to teach the reading of music, to develop an appreciation of rhythm (that important factor which was so well illustrated throughout Canada last year by the Royal Chapel\u2014Westminster Abbey combined choir), and to provide a large DCR CERN AO selection of songs suitable for all grades.This Book Five contains sixty-three unison songs, part songs, and choruses, and are suitable for ordinary class work, for special choir and demonstration purposes, and for community use.All necessary theoretical matter was completed in Book Four.All the songs in Book Five are harmonized or have pianoforte accompaniments, and the majority of the part-songs can be sung in unison if desired.As for the choir selections, the composers of the seventeenth and eighteenth centuries are given high place: William Croft, Dr.Camidge, Sr.W.H.Monk, and for the nineteenth century, Sir Joseph Barnby, Mendelssohn and others.The old favourites in the songs and choruses are here in a fine setting: \u201cJohn Peel\u201d, \u201cThe Men of Harlech\u201d, \u201cAnnie Laurie\u201d, \u201cHark! Hark! the Lark\u2019, \u201cSweet and Low\u201d, ete.We can strongly recommend this fine selection.Rapid French Course.By Randall Williams and Walter Ripman.247 pages.Dent\u2019s Modern Language Series, edited by Walter Ripman.Price 85 cents.Toronto: J.M.Dent & Sons, Limited.Rapid German Course.By Walter Ripman.195 pages.Price 90 cents.Same Series.Toronto: J.M.Dent & Sons, Limited.Some time ago the Educational Record drew attention to the useful Rapid Latin Course by Professor Walter Ripman, the eminent English philologist and educationist.The present books are based upon the same principle of familiarising the pupil with the everyday idioms of the foreign language.They are used as class text books in England, and are also designed for students in evening classes, = = 28 private students and others, but a careful examination shows also that they are most admirably fitted to be of use to the teacher of French or German by the Natural Method.The order of introduction of the grammar material and exercises is in keeping with that method; the narrative material throughout is not only full of the correct and everyday idioms, but well supplied at bottom of each page with needed notes; the narratives themselves are both lively and freshly instructive, and the brief selections in phonetics afford good practice.But apart from the excellent technical material, we consider the large amount of everyday idiom, the everyday phrases of all educated French people, of the utmost importance in (Our selection in this issue is from the second volume of John Richard Green\u2019s \u2018Short History of the English People\u201d (Dent\u2019s Everyman's edition).Green is still, perhaps, the most attractive of English historians.Born at Oxford in 1837, he died in 1883 at the early age of 46, but had accomplished a large amount of distinguished historical work which at once commanded wide attention throughout the English-speaking world.His widow, herself an historian, wrote in the preface to an illustrated edition of the Short History a most true estimate of Green\u2019s work.She said: \u2014 \u201cWith its roots sunk deep in our English soil, made of the very substance of English life, its whole character determined by the special conditions of our English society, it has taken the very impress of the temper and quali- EDUCATIONAL RECORD READINGS FROM GREAT HISTORIANS IV.the development of the teaching of that language in our English schools, and it is in books like those of Professor Ripman that this principle is best shown.The Dominion Primer.Gage\u2019s Educational Series.80 pages.Illustrated in colours.Price 35 cents.Toronto: W.J.Gage & Co.Limited.A most attractive and creditable primer in large type and illustrated at top of the pages with admirable coloured pictures which will certainly awaken the interest the young people.The binding is neat and firm, and the paper excellent.ties which have given to the struggle of this people for their national liberties its peculiar spirit and form.Nor would it be easy to measure the influence which the book has actually exerted in this generation, both in giving a new direction and method to historical study, and in giving to the people a fuller consciousness of what our Commonwealth imports.Read by hundreds of thousands of Englishmen, it has not passed through their hands without communicating something of that passion of patriotism by which it is itself inspired, as it creates and illuminates for the English democracy the vision of the continuous life of a mighty people, and as it quickens faith in that noble ideal of freedom which we have brought as our contribution to the sum of human effort.Among Eng- lish-speaking people beyond the seas, READINGS FROM GREAT HISTORIANS IV 29 where it has a yet greater number of readers than here, it has helped to strengthen the sense of kinship and the reverence for our common past.I have known an American who, reading the History for the first time in middle life, was so stirred by the memories it brought him that he found means to leave his business in one of the Western States and travel to England, that he might visit Ebbsfleet.So strong and direct was the sense which he had gained from our history of the common tie that bound English-speaking peoples together, and so generous were the instincts which sprang from such a lofty fellowship, that it came to him as a personal shock, almost as a reproach for the wiping away of which he from his far country desired to give his efforts.to learn that at the last Mr.Green had not been laid to rest in his own land, but, by one of those infinite renunciations that death exacts, had been in death separated from his people.\u201d Green was educated at Magdalene College School and at Jesus College, Oxford.In 1860 he became a curate of the Church of England in London, and in 1866 incumbent of St.Philips, Stepney.Shortly afterwards, however, he devoted himself solely to historical study, the Short History appearing in 1874.Besides that work he published the \u201cConquest of England\u201d and the \u201cMaking of England\u201d, both of great value for the early periods, philolo- gically and otherwise.The selection below is from the chapter which deals with the expulsion of the Puritans from the Church of England, under Charles the Second at the Restoration.Incidentally, though we did not choose it for that reason, the event treated of has its connection with the recent rejection of the revised Prayer Book, by the House of Commons.Fifty years ago, when Green wrote, he and Dean Stanley and other clergy of the Church of England strongly lamented that loss of the Puritan element in the seventeenth century, and looked forward to the adoption of a principle of Comprehension which would re-unite the Noncomformist churches, which the original repulsion gave rise to, once more with the national church).THE CHURCH OF ENGLAND at the Restoration of Charles the Second Successful as the Convention had been in effecting the settlement of political matters, it failed in bringing about a settlement of the Church.In his proclamation from Breda, Charles had promised to respect liberty of conscience, and to assent to any acts of Parliament which should be presented to him for its security.The Convention was in the main Presbyterian; but it soon became plain that the continuance of a purely Presbyterian system was impossible.\u201cThe generality of the people\u201d, wrote a shrewd Scotch observer from London, \u2018\u201c\u2018are doting after Prelacy and the Service-book\u201d.The Convention, however, still hoped for some modified form of Episcopalian government which would enable the bulk of the Puritan party to remain within the Church.A large part of the existing clergy, indeed, were Independents, and for these no compromise with Episcopacy was possible: but the greater number were moderate Presbyterians, who were ready \u2018for fear of worse\u201d to submit to such a plan of gE 30 church government as Archbishop Usher had proposed, a plan in which the bishop was only the president of a diocesan board of presbyters, and to accept the Liturgy with a few amendments and the omission of the \u2018\u201csuperstitious practices.\u201d It was to a compromise of this kind that the King himself leant at the beginning, and a Royal proclamation declared his approval of the Puritan demands; but a bill introduced by Sir Matthew Hale to turn this proclamation into law was foiled by the opposition of Hyde, and by the promise of a Conference.The ejected Episcopalian clergy who still remained alive entered again into their livings; the bishops returned to their sees; and the dissolution of the Con- vention\u2014 Parliament destroyed the last hope of an ecclesiastical compromise.The tide of loyalty had, in fact, been rising fast during its session, and the influence of this was seen in one of the latest resolutions of the Convention itself.The bodies of Cromwell, Bradshaw, and Ireton were torn by its order from their graves and hung on gibbets at Tyburn, while those of Pym and Blake were cast out of Westminster Abbey into St.Margaret\u2019s churchyard.But in the elections for the new Parliament the zeal for Church and King swept all hope of moderation and compromise before it.The new members were for the most part young men, and \u2018the most profane, swearing fellows\u201d, wrote a Puritan, Samuel Pepys, \u2018that ever I heard in my life.\u201d The Presbyterians sank to a handful of fifty members.The loyalty of the Parliament far outran that of Clarendon himself.Though it confirmed the acts of the Convention, it could with difficulty be brought to assent to the Act of Indemnity.The Commons pressed for the prosecution of Vane.Vane was protected alike by the spirit EDUCATIONAL RECORD of the law and by the King\u2019s pledge to the Convention that, even if convicted of treason, he would not suffer him to be brought to the block.But he was now brought to trial on the charge of treason against a King \u2018kept out of his Royal authority by traitors and rebels,\u201d and his spirited defence served as an excuse for his execution.\u201cHe is too dangerous a man to let live.\u201d Charles wrote with characteristic coolness, \u201cif we can safely put him out of the way.\u201d But the new members were yet better churchmen than loyalists.A common suffering had thrown the gentry and the Episcopalian clergy together, and for the first time in our history the country squires were zealous for the Church.At the opening of their session they ordered every member to receive the communion, and the League and Covenant to be solemnly burnt by the common hangman in Palace Yard.The bishops were restored to their seats in the House of Lords.The conference of the Savoy between the Episcopalians and Presbyterians broke up in anger, and the few alterations made in the Liturgy were made with a view to disgust rather than to conciliate the Puritan party.The strongholds of this party were the corporations of the boroughs; and an attempt was made to drive them from these by a severe Corporation Act, which required a reception of the communion according to the rites of the Anglican Church, a renunciation of the League and Covenant, and a declaration that it was unlawful on any grounds to take up arms against the King, before admission to municipal offices.A more deadly blow was dealt at the Puritans in the renewal of the act of Uniformity.Not only was the use of thé Prayer-book, and the Prayer- book only, enforced in all public worship, but an unfeigned consent and PRIE AI AA READINGS FROM GREAT HISTORIANS IV 31 assent was demanded from every minister of the church to all which was contained in it; while, for the first time since the Reformation, all orders save those conferred by the hands of \"bishops were legally disallowed.It was in vain that Ashley opposed the bill fiercely in the Lords, and that even Clarendon, who felt that the King\u2019s word was at stake, pressed for the insertion of clauses enabling the Crown to grant dispensations from its provisions.Charles, whose aim was to procure a toleration for the Catholics by allowing the Presbyterians to feel the pressure of persecution, assented to the bill while he promised to suspend its, execution by the exercise of his prerogative.The bishops however were resolute \"to enforce the law; and on St.Bartholomew\u2019s Day, the last day allowed for compliance with its requirements, nearly two thousand rectors and vicars, or about a fifth of the English clergy, were driven from their parishes as Nonconformists.No such sweeping change in the religious aspect of the Church had ever been seen.The changes of the Reformation had been brought about with little change in the clergy itself.Even the severities of the High Commission under Elizabeth ended in the expulsion of a few hundreds.If Laud had gone zealously to work in emptying Puritan pulpits, his zeal had been to a great extent foiled by the restrictions of the law and by the growth of Puritan sentiment in the clergy as a whole.A far wider change had been brought about by the Civil War; but the change had been gradual, and had been wrought for the most \u2018part on political or moral rather than on religious grounds.The persons expelled were expelled as royalists or as unfitted for their office by idleness or vice or Inability to preach.The change wrought by St.Bartholomew\u2019s day was a distinctly religious change, and it was a change which in its suddenness and completeness stood utterly alone.The rectors and vicars who were driven out were the most learned and the most active of their order.The bulk of the great livings throughout the country were in their hands.They stood at the head of the London clergy, as the London clergy stood in general repute at the head of their class throughout England.They occupied the higher posts at the two Universities.No English divine, save Jeremy Taylor, rivalled Howe as a preacher.No person was so renowned a contra- versialist, or so indefatigable a parish priest, as Baxter.And behind these men stood a fifth of the whole body of the clergy, men whose zeal and labour had diffused throughout the country a greater appearance of piety and religion than it had ever displayed before.But the expulsion of these men was far more to the Church of England than the loss of their individual services.It was the definite expulsion of a great party which from the time of the Reformation had played the most active and popular part in the life of the church.It was the close of an effort which had been going on ever since Elizabeth\u2019s accession to bring the English Communion into closer relations with the Reformed Communions of the Continent, and into greater harmony with the religious instinets of the nation at large.The church of England stood from that moment isolated and alone among all the churches of the Christian world.The Reformation had severed it irretriva- bly from those which still clung to the obedience of the Papacy.By its rejection of all but episcopal orders, the Act of Uniformity severed it as irretrievably from the general body of the Protestant Churches, whether Lutheran 32 or Reformed.And while thus cut off from all healthy religious communion with the world without, it sank into immobility within.With the expulsion of the Puritan clergy, all change, all efforts after reform, all national development, suddenly stopped.From that time to this the Episcopal Church has been unable to meet the varying spiritual needs of its adherents by any modification of its government or its worship.It stands alone among all the religious bodies of Western Christendom in its failure through two hundred years to devise a single new service of prayer or of praise.But if the issues of St.Bartholomew\u2019s day have been harmful to the spiritual life of the English Church, they have been in the cause of religious liberty.At the Restoration religious freedom seemed again to have been lost.Only the Independents and a few despised sects, such as the Quakers, upheld the right of every man to worship God according to the bidding of his own conscience The great bulk of the Puritan party, with the Presbyterians at its head, were at one with their opponents in desiring a uniformity of worship, if not of belief, throughout the land; and, had the two great parties within the Church held together, their weight would have been almost irresistible.Fortunately the great severance of St.Bartholomew's day drove out the Presbyterians from the Church to which they clung, and forced them into a general union with sects which they had hated till then almost as bitterly as the bishops themselves.A common persecution soon blended the Nonconformists into one.Persecution broke down before the numbers, the wealth, and the political weight of the new sectarians; and the Church, for the first time in its history, found itself confronted with an organized body of dissenters without its RRR EDUCATIONAL RECORD pale.The impossibility of crushing such a body as this wrested from English statesmen the first legal recognition of freedom of worship in the Toleration Act; their rapid growth in later times has by degrees stripped the Church of almost all the exclusive privileges which it enjoyed as a religious body, and now threateris what remains of its official connection with the state.With these remoter consequences however we are not as yet concerned.It is enough to note here that with the Act of Uniformity and the expulsion of the Puritan clergy a new element in our religious and political history, the element of Dissent, the influence of the Nonconformist churches, comes first into play.The immediate effect of their expulsion on the Puritans was to beget a feeling of despair.Many were for retiring to Holland, others proposed flight to New England and the American colonies.Charles however was anxious to make use of them in carrying out his schemes for a toleration of the Catholics; and fresh hopes of protection were raised by a Royal proclamation, which expressed the King\u2019s wish to exempt from the penalties of the Act \u201cthose who, living peaceably, do not conform themselves thereunto, through scruple and tenderness of misquited conscience, but modestly and without scandal perform their devotions in their own way.\u201d Charles promised to bring a measure to this effect before Parliament in its coming session.The bill which was thus introduced would have enabled the King to dispense, not only with the provi- suons of the Act of Uniformity, but with all laws and statutes enforcing conformity in worship, or imposing religious tests.Its aim was so obvious, and its unconstitutional character so clear, that even the Nonconformists READINGS FROM GREAT HISTORIANS IV 33 withdrew from supporting it; and Anhley alone among the Puritan leaders undertook its defence.The threatening attitude of the Commons soon forced the King to withdraw it; but the temper of the church was now roused, and the hatred of the Nonconformists was embittered by suspicions of the King\u2019s secret designs.The Houses extorted from Charles a proclamation for the banishment of Roman Catholic priests; and by their Conventicle Act of the following year, then punished by fine, imprisonment, and transportation, all meetings of more than five persons for any religious worship but that of the Common Prayer.The Five Mile Act, a year later, completed the code of persecution.By its provisions, every clergyman who had been driven out by the Act of Uniformity was called on to swear that he held it unlawful under any pretext to take up arms against the King, and that he would at no time \u201cendeavour any alteration of government in Church or State.\u201d In case of refusal, he was forbidden to go within five miles of any borough, or of any place where he had been wont to minister.As the main body of the Nonconformists belonged to the city and trading classes, the effect of this measure was to rob them of any religious teaching at all.But the tide of religious intolerance was now slowly ebbing, and a motion to impose the oath of the Five Mile Act on every person in the nation was rejected in the same session by a majority of six.The sufferings of the Nonconformists indeed could hardly fail to tell on the sympathies of the people.The thirst for revenge, which had been roused by the tyranny of the Presbyterians in their hour of triumph, was satisfied by their humiliation in the 3 \\ hour of defeat.The sight of pious and learned clergymen driven from their homes and their flocks, of religious meetings broken up by the constables, of preachers set side by side with thieves and outcasts in the dock, of gaols crammed with honest enthusiasts whose piety was their only crime, pleaded more eloquently for toleration than all the reasoning in the world.We have a clue to the extent of the persecution from what we know to have been its effect on a single sect.The Quakers had excited alarm by their extravagances of manner, their refusal to bear arms or to take oaths; and a special act was passed for their repression.They were one of the smallest of the Noncorformist bodies, but more than four thousand were soon in prison, and of these five hundred were imprisoned in London alone.Large as it was, the number rapidly increased: and the King\u2019s Declaration of Indulgence, twelve years later, set free twelve thousand Quakers who had found their way to the gaols.Of the sufferings of the expelled clergy one of their own number, Richard Baxter, has given an account.\u201cMany hundreds of these, with their wives and children, had neither house nor bread.Their congregations had enough to do, besides a small maintenance, to help them out of prisons, or to maintain them there.Though they were as frugal as possible they could hardly live; some lived on little more than brown bread and water, many had but eight or ten pounds a year to maintain a family, so that a piece of flesh has not come to one of their tables in six weeks\u2019 time; their allowance could scarce afford them bread and cheese.One went to plow six days and preached on the 34 EDUCATIONAL RECORD Lord\u2019s Day.Another was forced to cut tobacco for a livelihood\u201d.But poverty was the least of their sufferings.They were jeered at by the players.They were hooted through the streets by the mob.\u2018Many of the ministers, being afraid to lay down their ministry after they had been ordained to it, preached to such as would hear them in fields and private houses, till they were apprehended and cast into gaols, where many of them perished.\u201d They were excommunicated in the Bishops\u2019 Court, or fined for nonattendance at church; and a crowd of informers grew up who made a trade of detecting the meetings they held at midnight.Alleyn, the author of the well-known \u201cAlarm to the Unconverted,\u201d died at thirty-six from the sufferings he endured in Taunton gaol.Vavasour Powell, the apostle of Wales, spent the eleven years which followed the Restoration in prisons at Shrews- bury, Southsea, and Cardiff, till he perished in the Fleet.John Bunyan was for twelve years a prisoner at Bedford.ITEMS FOR THE TEACHER (By Inspector McOuat) These items are intended for use in the rural schools of our province.PLAN TO FLOOD SAHARA DESERT Cairo, Jan.7.\u2014Great ships of war and commerce may come sailing into the heart of the Sahara Desert if the project of Dr.John Ball, Director of the Egyptian Desert Survey, mater- 1alizes.Dr.Ball has discovered an area many thousands of square miles in extent west of the Siwa Oasis, which is below sea level.He proposes that the Egyptian Government shall cut a canal from the Mediterranean, flood this depression, and thus create a vast inland sea.It 1s claimed that this would affect the climate beneficially, and cause a heavier rainfall in Western Egypt and the contiguous desert, making present arid wastes capable of supporting a large population.Note.\u2014What effect would it have on the climate of Europe ?It would be sure to rob southern countries of much of the heat, developed by the Sahara sands.Some years ago a similar proposition was made, but Europe was oposed and nothing was done.When Africa becomes more fully developed and the Sahara sea would be worth more to the world than the Sahara Desert is, then some change may be expected.YUKON RIVER NAVIGATION The Yukon river is navigable for large steamers from its mouth to Whitehorse, Yukon Territory, Canada, a distance of about 2,000 miles.The only obstruction to navigation which steam- ITEMS FOR TEACHERS 35 ers cannot overcome with their own power at all stages of wtaer is at the Five-fingers rapids, so-called from five rocks which stand up out of the water like the fingertips of some giant hand.No difficulty is experienced at these rapids during the greater part of the season but at the period of extreme high water the fall, at one point, is just sufficient to lift the big stern wheel of an upward-bound steamer for a few seconds out of the water.That brief space of time is sufficient for a ship to lose headway and be carried down stream.To overcome this, when steam navigation was first undertaken on the river, an improvement was made by which a steel cable was attached to suitable ringbolts in rocks above and below the rapids and the cable itself allowed to lie slack in the water.When steamers bound up-stream reach the foot of the rapids the cable is taken on board and looped around a steam- driven capstan.As fast as the steamer pulls herself up river the slack or lower end of the cable is paid out overside into the water again.Once the critical point in the rapids is passed the cable is cast off into the river bed where it is immediately available for the next steamer bound up-stream.Note.\u2014\u2019Have the pupils measure 2,000 miles up the river Yukon on the map.Do the same with the McKenzie, the Mississippi and the St.Lawrence.The measuring of the St.Lawrence should start from cap des Chats and Cap des Monts, which end the river and begin the Gulf of St.Lawrence.THE SECRET OF THE WINDS Where do storms come from ?and is it possible to discover just when they will come and the direction they will take ?We are able at present to locate à storm upon this continent, and to predict with fair accuracy the path which it is likely to follow, and our knowledge, while imperfect, is still of greatest value in the foretelling of storms and temperatures some twenty- four hours ahead.Can we supplement our present knowledge for further investigation ?It is believed that we can and will; and so an expedition has been arranged to the heart of the great island of Greenland, \u201cthe north pole of the winds.\u201d The University of Michigan will establish a station, with wireless, and three experts will stay there throughout the year.Helge Bangsted, the Danish explorer, will join the expedition and will occupy a station on the Greenland ice-cap about 100 miles from the margin.Norway will have a station on the island of Jan Mayen, about 400 miles off the Greenland coast, while Dr.Constantin Dunbrava will represent Rumania at a station on the south-east coast.What will they discover that will be of service to mankind?In 1888 Dr.Nansen crossed the ice in Southern Greenland during the summer; Admiral Peary crossed Northern Greenland in 1892 and again in 1898; the Swiss explorer, Dr.À.de Quervain, and the Danish explorers, Col.J.P.Koch and Dr.Knud Rasmussen, all crossed during 1912-1913.The knowledge which they acquired has been of value to us, and has given birth to the present more elaborate undertaking.They found that the island, which is about 1,200 miles from north tosouth and about 600 miles wide, is covered with a huge ice-cap rising about two miles into the air in the shape of a dome, and over this solid ice dome the winds sweep almost without ceas- es 36 ing, while the temperature is very low.The peculiar thing about it is that the weather of the island is of its own manufacture, the wind always blowing down the ice slope from the interior, but there is a deviation due to the rotation of the earth, the wind on the western slope blowing from the southeast while that down the eastern slope blows from the north-west.We have not accurate knowledge of the velocity of the winds of Greenland, but Sir Douglas Mawson, who spent four years in the Antarctic regions, tells us that the winds in that quarter had an average velocity of fifty mile per hour during the whole four years, and at times they reached as high as two hundred and fifty miles per hour.In midsummer the temperature over the ice in the interior of Greenland is sometimes as low as 30 below zero, Fahenheit, and one can only conjecture what it may be at the centre of the great ice-cap in the winter.To this unknown region men are now going to discover what they may about the weather, and to find out if it 1s possible to forecast the weather from \u201c\u201cGreenland\u2019s icy mountains\u201d for this continent two days ahead, instead of merely one day ahead.The expeditions will be equipped with the latest in radios and will be in touch with civilization, they hope, during the whole time they are away Note.\u2014Get out the atlas and study this out with your senior pupils, so they may take an interest in such investigations.HELIUM IN CANADA Helium as a substitute for hydrogen in balloons has engaged the attention of governments for some time, and the IP I 1 TL SE PRO RER EE TROP ERA MIE EI EDUCATIONAL RECORD fairly large supply found in natural gases in the United States has been highly valued, some twenty-five million cubic feet of this gas having already been extracted for use in airships and balloons.Canada also has her share of this very valuable gas, and two points in Alberta and four in Ontario have been found where it may be collected.It seems that we have not enough to supply Great Britain's needs for her great airships, which are now being constructed, but we have enough to prove of considerable value to us in other ways.It is expected that the inertness, lightness, and high heat conductivity of the gas will make it of great use in industrial work of different kinds.It is possible that a plant for its recovery may be established near Inglewood, Ont.PULP OUT OF HARDWOOD A new pulping process has been developed by which a high grade of cheap print paper can be made out of hardwood.What is called a \u2018\u2018rod-mill\u201d is used to reduced hardwood chips to fibre.The mill is a hollow, horizontal, steel cylinder, half-filled with steel or bronze rods, which are rotated and thus reduce the hardwood chips to a fibre, which 1s then acted upon by a mild chemical treatment and easily reduced to pulp.Aspen, birch, and even maple may be used.Note.\u2014Heretofore only soft wood trees have been used for pulp.These are now becoming very scarce and other substances are being anxiously sought.Even corn stalks have been used and almost anything has a fibre. ITEMS FOR TEACHERS 37 THE MACE IN HISTORY The mace, which is before the speaker of the House of Commons during sessions, is a vivid reminder of parliamentary customs of the Middle Ages.When any serious disorder occurs in the House the speaker directs the sergeant-at-arms to quell it.This official then takes the mace from its pedestal and advances with it before him towards the offending legislators.As a symbol of dignity and power it has never failed to bring quarelling members to their senses, reminding them of the responsibilities ot law-makers.The mace in the House of Commons is a great richly carved staff, surmounted by a crown.Originally the mace was a formidable fighting weapon much favored by ecclesiastics, who used to take a forward part on battles of the Middle Ages, though they were not supposed to use the sword.From this ecclesiastical use may have come its later employment as a symbol of authority by the speaker of the House of Commons, the lord chancellor, and others.Its use as a civic emblem, however, was also very early.Note.\u2014Originally the mace was the only weapon used by the clergy in the battle field.It is declared on good authority that no armour could withstand a well-delivered blow from a mace.Its head was of iron, studded with spikes, and whenever it lauded there was grief.No wonder the members of Parliament obey it.The only one to despise it was Oliver Cromwell, but he had a lot of soldiers behind him.THE LONELY ATLANTIC Imagine yourself able to gaze over an area of 19,200 square miles, saysa Tit- Bits writer, and yet unable to see anything but water.This should give you some idea of the wastness and loneliness of the Atlantic as viewed from the air.It was in the log of the airship R-34, which crossed from England to America and back in 1919, that this loneliness was noted by Air Commodore E.M.Maitland.He wrote: \u201cWe are on the 5,000 ft.level.Visibility is at its maximum, and at this height, according to the text-books, we should be able to see a distance of eighty-one miles from right forward to right aft; yet, although this area of visibility works out at 19,200 square miles, not a ship is in sight.\u201d Note.\u2014* Visibility\u2019\u2019 means that the sunlight and the conditions of the atmosphere were at their best for helping the airmen to see things in the air, or on the sea.If he could see 81 miles, have your class find the area of his circle of vision, if 19,200 sq.mls.is right area.FIFTY MILES OF BOOKS The British Museum Library contains nearly 4,000,000 books, stored on fifty miles of shelves.Before the opening of the present Reading Room in 1875, this gigantic storehouse of literature was consulted by only some half-dozen readers daily.They were accommodated in a small basement room, furnished with a few \u2018\u201c\u201ccane-bottomed chairs and one baize- covered table.\u201d Readers now average between 600 and 700 daily.They sit at desks radiating like the spokes of a wheel from two concentric circles, in the inner of 38 EDUCATIONAL RECORD which sit the officials, while the printed catalogue comprising about 1,000 volumes is arranged round the outer circle.FREEING ALL SLAVES A new ordinance has been introduced in the Legislative Council of Sierra Leone, British Protectorate on the west coast of Africa.It will become effective on January 1, 1928.The new ordinance was the result of conversations between the British Government and the Sierra Leone Government.Approximately 220,000 slaves will be able to leave their masters, should they desire to do so, as soon as the ordinance becomes a law.\u201d Note.\u2014In 1562 John Hawkins, a British sailor, landed on the coast of Sierra Leone, loaded three vessels with Negroes and sailed with them to San Domingo, where he sold most of them as slaves to Spanish planters and thus began the British slave trade.This trade was abolished by British law in 1808, but slavery was not abolished in Britain, until a later date, 1833.What a pity that our dear, old flag was ever made to float over a cargo of slaves! But times are changed and today our flag stands for freedom, wherever it floats and is welcomed for the liberty it brings.IMPORTANCE OF NOVA SCOTIA SALT DEPOSITS In 1917 rock salt was discovered at Malagash, Nova Scotia, and the first production from these deposits was made two years later.The importance of this discovery to the fisheries of the Maritime Provinces was early recog- nized and steps were taken to produce grades of salt suitable for the curing and packing of fish.The development of these deposits has progressed steadily from a production of 174 tons in 1919 to over 8,000 in 1926.The salt from these deposits is won by mining, the salt being encountered at a depth of only 85 feet from the surface, after which it is crushed and ground into suitable grades.In the preserving of fish for the market, salt has long played an important part, but it is only within recent years that any systematic study of the effect of salt on the tissue of fish has been made.The results of these studies have been of the greatest interest and benefit to the fishery trade and have enabled the producers of salted fish to prepare better products both as to appearance and grade than was possible under the old hit-and-miss methods.It has been found that salt produced by solar evaporation from sea water contained a certain bacterial organism which produced a red discoloration on the fish, especially on cod fish, but this organism is not believed to be present in salt produced from bedded salt deposits.The rate of penetration of salt into the tissues of the fish has also been extensively studied and the results have shown that the faster the penetration the better the quality of the product.The rate of penetration has been found to depend to a great extent on the purity of the salt; the purer the salt the faster the penetration.The presence in the salt of calcium and magnesium compounds is found to be highly detrimental and tends to make the fish white and opaque.For many years large quantities of salt have been imported for use in the fisheries of the Maritime Provinces.Much of this came from Turk\u2019s island ITEMS FOR TEACHERS 39 in the West Indies and from the Spanish provinces bordering on the Mediterranean sea.Thr product from both these localities is produced by solar evaporation from sea water and in consequence trouble has frequently been encountered by Canadian and European producers of salted fish due to the red discoloration developing on their products.Since the fisheries industries of the Maritime Provinces of Canada has for many years been one of the mainstays of these provinces and one of increasing importance, the discovery of the Mala- gash deposits, producing as they do a product so essential to such an industry, should prove of great benefit, and their more extensive development will be of the greatest assistance.Note.\u2014Salt from sea water has an organism 1n it, that turns cod fish red, but salt from the mines does not discolour the fish.Therefore the discovery of mineral salt at Malagash, Cumberland county on south side Nortum- berland Strait, is of great economic value in the maritime fishermen.Have your pupils find the distance from Mal- agash to Windsor, Ontario, where our chief salt mine is located.HEAT FROM THE STARS There is an impression that no heat reaches the earth from the stars.This 1s a mistake, for scientific men have been able to collect heat from the stars in the glasses of telescopes.The lenses * Prepared at the direction of Dr.Charle Camsell, Deputy Minister, Departmeut of Mines, by Mr.L.H.Cole, Mines Branch, Ottawa.act as a \u2018\u2018burning-glass,\u201d and bring the rays to a little instrument called a \u201cThermomultiplier,\u201d or heat-magni- fier.The exact amount of heat thus obtained is measured.Note.\u2014When we remember, that the nearest star is 4 light-years distant, we need not wonder, that its heat is very small, when it enters the telescope.By 4-light years is meant the number of seconds in 4 years, multiplied by 186,000 miles, the speed of light per second.This will give the distance away in miles of the nearest star.SCHOOL LANDS IN WESTERN CANADA The state of the School Lands Funds of the various provinces built up from the sales of the past is a matter of importance.From the time these funds were established all moneys obtained from the sale of school lands, less the bare costs of administration, have been placed to the credit of the provinces concerned.Up to the close of the fiscal year 1926-27 the balance standing to the credit of the School Lands Fund of each province was as follows: Manitoba, $5,844,371; Saskatchewan, $14,- 833,450; Alberta, $7,766,838.These figures will be considerably augmented as a result of the 1927 sales.The Dominion Government allows interest on these funds at the rate of 5 per cent per annum and for the fiscal year 1926-27 the following sums represent the interest paid to the provinces for the upkeep of their schools: Manitoba, $291,150; Saskatchewan, $717,- 875; Alberta, $376,450.JOURS 40 EDUCATIONAL RECORD ITEMS FOR THE NOON HOUR (By Inspector McOuat) HOME SWEET HOME Observers of animals are well aware of the exceptional tenacity of a horse\u2019s memory as it applies to both places and persons.Does it also apply to sounds ?This question arises out of a note which an English paper received from a reader.\u201cIn Rome some years ago.\u201d she says, \u2018an American lady told me that two young girls were driving through the city in a little hired carriage.While talking together they noticed that the horse repeatedly turned his head round as though triyng to catch what was sald or see the speakers.When they alighted they called the drivers\u2019 attention to the horse\u2019s behavior, and he replied at once that the horse was attracted by the sound of \u2018his native language.\u201d He had belonged to an English officer.Thereupon the ladies patted the horse and spoke to him, to his evident satisfaction.\u2018Can it be,\u201d asks our correspondent, \u2018\u201cthat the English horse was homesick in a foreign land, and that memories of the words he had heard from his English master came back to him ?\u201d ROMAN SOLDIER WAS PAID PARTLY IN SALT The word salt has been used to designate something costly, possibly from the fact that the salaries paid to the Roman soldiers in the olden times were paid partly in salt, says the Literary Digest\u2019s Lexicographer.The word comes from the Latin salarius, of salt, from sal, salt.At onc time this was a rare commodity.TIT ERAN The phrase \u2018faithless to salt\u201d is used in Persia to designate a traitor, or one who can not be trusted.\u2018Above the salt,\u201d dates from the feudal period of England when master and men or lord and retainers dined at the same table, and the saltcellar marked the middle of the board.All persons who sat above the salt were in places of honor: those who sat below the salt were persons of inferior rank.HOME FROM THE WAR Old Sam, an omnibus horse, used to carry passengers back and forth to a large hotel.When the war broke out Sam, with many more horses, was sent, into the army.He was in many battles, but came out unhurt.When he was brought home after the war the people were so glad to see him that they fixed up his old stall, provided hay and oats, and went to the station to meet him.\u201cLet\u2019s see what he will do,\u201d said every one.First he went to the hotel, looked around awhile, and then ran to his old home.He smelled the food, neighed with satisfaction, and then began eating as if he had been gone only a few days, instead of several years.IDLE BRAINS Someone has said: \u201cIt is a fine art to live without using your head, yet how many artists there are that do it.\u201d It is surprising to think how many people there are in the world who seem to get along without doing any serious ITEMS FOR TEACHERS 41 thinking.Multitudes of people are quite willing to work with their hands and feet, as long as there isn\u2019t great demand made upon their brains.The fact 1s, however.that no one can be efficient in any line of work who does not put thought into his work.Any employment calls for insight and forethought.Men require brains to be plowmen and blacksmiths as well as to be accountants and surveyors.The trouble with mankind is not its lack of intellect, but its unwillingness to use that intellect.For a large number of people it is a great trial to think.Talking is easy for them, but thinking seems difficult.Anthony Trollope, the novelist, took delight in ridiculing the writers of his day who felt that they could only write while under an inspiration, or when in a certain mood.Trollope wrote many of his books when riding on trains, employing his time for literary work when other duties would permit.There is no excuse for a lazy mind any more than for a lazy body.The mind is an instrument as much as a limb.If our legs can take us to a baseball match, there is no reason why our minds should not guide us in working out our mental problems.We should expect responsiveness on the part of our minds just as we do from the various parts of our body.When we admit that we don\u2019t care to read any part of a paper but the comic section, it looks very much as if we had been giving our intellects a long holiday.Note.\u2014Teachers! whatever you do for your pupils, get them to do some independent thinking.Take up the topics in these pages, such as the Sahara, the Yukon, Salt on Fish, Heat from Stars, Secret of the Winds, and the Lonely Atlantic etc.all of which will arouse an interest they can never forget and to which they will add more.CIRCULAR SAWS OF PAPER Paper is at present used for all possible purposes in the industries and in all possible forms.It has even been possible, by means of compression, to give it a degree of hardness comparable with stone, so that it can be used as building material.The latest use for paper, hoewver, is perhaps the most peculiar.According to a European journal, a factory is said to exist in England which is manufacturing circular saws from paper.These paper saws are used for the manufacturing of fine furniture, veneer and other thin plates of wood, which must be treated especially carefully.Some time ago circular saws made from drawing paper were shown on an English exposition.The saws were driven by an electric motor and produced fine boards which could not have been made better even by the finest steel saw.The veneers made in this way are so smooth that the cabinet makers can use them without further planing.\u2014The Scientific American.STONES SAWED WITH DIAMONDS ~ There 1s in use in France a circular diamond saw for cutting stone.The diamonds that form the cutting teeth of the saw are common crystals, worth about $2.50 a carat, and they are fixed in a steel disk over six feet in diameter, which is mounted on a spindle and revolved by electric power in the manner in which an ordinary circular saw 42 EDUCATIONAL RECORD is operated.For sawing hard stones there are 200 diamonds in the cutting edge and the speed 1s 300 revolutions a minute, The saw enters the stone about one foot in that time.For soft stones the teeth are of steel, with diamonds at intervals of every five teeth, and at a speed of twelve turns a minute the saw advances a yard a minute.This saw cuts and dresses the stone on all sides and gives it sharp outlines, and it accomplishes its work at one- eighth to one-tenth the cost of hard labor.\u2014Harper\u2019s Weekly.METEOR FIRES VILLAGE Warsaw, November 1.\u2014A large meteor which fell at Strawropol, in Southern Poland, last night exploded as it hit the earth and threw a shower of glowing sparks over the village.Practically every building in the village caught fire, through only a few were destroyed.Neighboring hamlets, seeing the phenomenon, believed that the end of the world had come and church bells were rung the entire night.\u2014Gazette.Note.\u2014The only heat a meteor has is developed by the friction of the air, as the meteor rushes through the atmosphere to the earth.Most of such \u201cshooting stars\u2019 are burnt up in the air and turn to dust and gas and do no harm.They enter our atmosphere day and night.IRON DUKE\u2019S HORSE HERO OF WATERLOO Among horses that have found a place in history, Copenhagen, the famous charger that helped the Duke of Wellington defeat Napoleon at the Battle of Waterloo, holds a high place.Not once during the long battle in which Wellington matched his brains against Napoleon\u2019s was his mind distracted by thoughts of an inefficient or troublesome mount.From 4 a.m.till 10 p.m., Copenhagen bore his master upon his back.He had 18 hours of strenuous leg work but showed no sign of fatigue.When Wellington finally dismounted, Copenhagen neighed and kicked up his heels.After both the duke and his charger died, the second Duke of Wellington erected two monuments at Strathfieldsaye, the scene of their declining days and deaths.One was for the duke and the other for Copenhagen; his horse.CARE OF THE EYES On all text-books in the Chicago schools there will be attached \u2018\u2018stickers\u2019\u201d\u2019 with the following advice to the pupils on the care of the eyes: 1.Your eyes are worth to you more than any book., 2.Your safety success in life depend on your eyes; therefore, take care of them.3.Always hold your head up when you read.4.Hold your book fourteen inches from your face.5.Be sure that the light is clear and good.6.Never read in a bad light.7.Never read with the sun shinning directly on the book.8.Never face the light when reading.9.Let the light come from behind or over your left shoulder.10.Avoid books or papers printed indirectly or in bad type.11.Rest your eyes by looking away from the book every few moments.12.Cleanse your eyes night and morning with pure water. GENERAL SELECTIONS 43 THE BIRD DEALERS\u2014A GAME The children stand in a row, leaving two outside.These two represent the bird dealers.Each child represents a bird, one being a crow, another a crane, another a canary, and so on.One bird dealer says to the other, \u201cI wish to buy a bird.\u201d \u201cWhat king of a bird ?\u201d says the second dealer.\u201cA bird tnat can fly fast,\u201d says the first dealer.\u201cVery well,\u201d answers the other dealer, \u2018\u2018take what you wish.\u201d \u201cThen,\u201d says the first dealer, \u2018I will take a robin.\u201d As soon as the word is out of his mouth the \u2018robin\u2019 must leap from the row and run around to escape.If the dealer catches the bird, he puts it into a cage, where it must stay till all the other birds are caught.\u2014Sel.CARELESS ADDRESSING In France forty-two tons of letters could not be delivered last year owing to careless addressing.GENERAL SELECTIONS AERIAL SURVEYS AND CANADA\u2019S MINERAL AREAS Important Part Taken in Development TOPOGRAPHICAL SURVEY AND ROYAL CANADIAN AIR FORCE CO-OPERATIVE IN PHOTOGRAPHING 36,000 SQUARE MILES Of the many practical uses to which the aerial photograph has been adapted in Canada, one of the most important 1s its application to the mapping of the mineralized areas of the Dominion.Thus during the season of 1926 over 36,000 square miles of such areas were photographed.This, apart altogether from the other aerial work accomplished, constitutes a world\u2019s record for such mapping.For years past the officers of the Topographical Survey, Department of the Interior, in common with other survey organizations, have been hampered in their endeavours to map large areas, important from a mineral standpoint, because of the natural difficulties of the country and the consequent huge expenditures involved.It was only natural that, when through co-operation the facilities of the Royal Canadian Air Force were placed at the disposal of the Topographical Survey, first efforts should have been directed toward the making of aerial maps.From the very outset these efforts were successful and the development of the work has been so rapid that huge areas of hitherto totally unmapped mineralized and forested territory have been mapped with remarkable completeness.The only air base available in 1925 for mapping areas of this kind was located at Victoria Beach on lake Winnipeg.Hence the photographic experiments were carried out within flying range of this base.The first aerial map of a mineral field to be issued was of The Pas district in northern Manitoba.This met the needs of prospectors and others interested in that territory so 44 satisfactorily that photographs were next taken in the Rice Lake and Red Lake districts, and maps of these areas were issued in time to be placed in the hands of prospectors during the \u201crush\u201d in the spring of 1926.In fact the entire issue was sold within a few weeks after printing.The latest map of this type to be issued is known as the Carroll Lake sheet, covering the area lying immediately to the north of, and touching, the Rice Lake and Red fields.This single map sheet greatly aided the prospector by adding over three thousand lakes, thousands of islands and even reefs, and numerous connecting waterways, to those shown on previous maps.During the season just closed photographs were taken over an area covered by four additional map sheets of this series, lying to the east and southeast of the Red Lake area and embracing the mineral- ized areas of Woman lake, Birch lake, and Savant lake.At the close of the past season almost 6,000 claims had been recorded in these districts, this emphasizing the importance of the service being rendered by the aerial maps.During the summer of 1926 for the first time planes and photographic equipment were available for use in western Quebec.These planes were dispatched to the Rouyn mining district and adjacent territory, and were successful in obtaining detailed photographs of 5,650 square miles of territory in this field.This represents the largest single detailed aerial surveys operation ever undertaken in Canada, and the photographs disclose minute details of the whole district.The task of mapping these regions has been carried out (from the photographs taken by the Royal Canadian Air Force) by the Topographical Survey, working in close co-operation with the Geological Survey of Canada, and EDUCATIONAL RECORD the survey departments of the governments of the provinces of Quebec and Ontario.The information contained in the photographs is being rapidly translated and transferred to the maps and it is expected that they will be available for the use of the prospector and the mining recorder this spring.HOW GEODETIC BASE LINES ARE MEASURED SURVEY ENGINEERS EXERCISE GREAT CARE TO SECURE MAXIMUN DEGREE OF ACCURACY g = |625 g = s \u2014_=2 S § 5 |BT3 D Mm & j272 a S $ 400, $115$ 515 400 \u2014 400 400 \u2014_\u2014 400 400 115 515 400 \u2014_\u2014 500|$ 100 400 100 500 400 _ 400 400 115 515/$ 100 400 125 525 100 400 100 500 200 400 125 525 400 115 515 400 \u2014\u2014 400 400 125 525 400 100 500 400 T5 475 400 \u2014\u2014 400 400 \u2014\u2014 400 300 400 \u2014 400 400 \u2014 400 400 100 500 400 125 525 400 100 500 400 \u2014 400 400 - 400 400 150 550 400 125 525 400 125 525 200 400 \u2014 400 400 100 500 200 400 \u2014 400 400 \u2014_\u2014 400 400 75 475 100 400 \u2014 400 100 400| 115; 515 400 100 500 400 100 500 500 400 150 550 400 \u2014\u2014 400 400 75 475 400 \u2014_\u2014 400 400 100 500 400 \u2014 400 150 400 75 400 100 400 100 500 400 \u2014 400 400 125 525 400 125 525 400 \u2014 400 400 100 500 400 115 515 400 100 500 100 400 75 400 400 100 500 400 100 500 400 100 500 200 400 \u2014 400 $22800|$ 3865|$26665| 2450 300 A PRO de ET AI AT 3 Ansan i VOL A) ER EI n'a ACU S à Con d Pp MINUTES OF PROTESTANT COMMITTEE 53 SUMMARY Reserved for Poor Municipalities from Marriage License Fees.$3,450.00 HIGH SCHOOLS \u2014 Grants.$ 30,400.00 Bonuses.LL LL 4,150.00 Special.1,000.00 | \u2014 3% 35,550.00 INTERMEDIATE SCHOOLS \u2014 Grants.$ 22,800.00 Bonuses.3,865.00 .Grants in Aid of Colonization.2,450.00 Special.Le LL Le 300.00 \u2014\u2014% 29,415.00 Total Amount Distributed.$% 68,415.00 The Secretary announced that the Reverend Principal A.H.McGreer had been appointed by order-in-council to succeed the Honourable H.M.Marler as member of the Council of Education, Mr.Marler baving resigned since the last meeting.Principal McGreer was welcomed to the meeting by the chairman and took his seat as member.Mr.Mitchell speaking for himself personally and as chairman of the Committee expressed his high appreciation of the services to Education so willingly and efficiently rendered by Mr.Marler whenever his busy life allowed him to do so, and regretted that he had felt obliged to resign.By the unanimous desire of the members of the Committee the Secretary was instructed to convey to Mr.Marler an expression of these sentiments, and to assure him that every member of the Committee heartily concurred in them.The resignation of the Honourable Mr.Bryson as associate member of the Committee was then read.It was unanimously resolved that the resignation be accepted, and that Mr.Bryson be assured that the members of the Committee regret the severance 54 EDUCATIONAL RECORD of his relations with them in educational work after so many years of valued service particularly because of the intimate knowledge Mr.Bryson had of the condition and needs of the rural schools of the Province.An application from the School Board of St.Laurent for a special grant to defray the cost of educating pupils who come from other municipalities was read, but the Committee felt unable to take any action in the desired direction at present.An application to raise the school at Asbestos to the rank of a high school was held for consideration after the close of the current school year, and that from Chambly for ranking as an intermediate school was granted.À letter from Mr.F.C.Humphrey asking for re-instatement as a public school teacher was read.It was moved by Dr.Hersey and seconded by Professor Derick that his application be not entertained.After discussion, the motion was carried.A petition from the members of the Quebec examining board for an increase in remuneration to the extent of two dollars a day was read.It was agreed to advance the remuneration to nine dollars a day in accordance with the terms of the petition.The Secretary reported for the information of the Committee that Mr.Homer Brady, B.A., had been appointed to succeed the late A.L.Gilman as school inspector.Dean Laird asked for the usual grant of $500 to assist in defraying the expenses of the school for Kindergarten assistants which is carried on in cooperation with the Protestant Board of School Commissioners of Montreal.It was agreed to order the payment of this grant.For the information of the Committee the Secretary reported the attendance at the Summer School for French Specialists, and Dean Laird the attendance at the School for Teachers.A report made by Dr.Rothney on the conduct of the June examinations was read and the Secretary was instructed to have copies prepared for all members of the Committee with a view to having the questions raised therein considered as a subsequent meeting.It was moved by Dr.Rexford, seconded by Dr.Gammell and resolved, that all standing sub-committees be discharged after the November meeting each year, and that the chairman, in conference with the Secretary, nominate the necessary sub-committees at the November meeting of the Committee each year.Dr.Nicholson proposed an amendment to the regulations regarding textbooks and courses of study, but after some discussion he was asked to present \u2018the matter at next meeting after the consideration of a sub-committee consisting of himself convener, the Teachers\u2019 representative, Dr.Rexford, Mr.Duboyce and Dr.Parmelee.A proposal for the institution of an order of Educational merit, emanating from the Roman Catholic Committee, was submitted by the Secretary on behalf of the Superintendent.There not being time to discuss adequately so important a matter the Secretary was instructed to send copies of the proposals to all members and to give the subject a place on the agenda paper for the next meeting. Ca a PENSION COMMISSION REPORT 55 On motion of Dean Laird and Dr.Gammell, it was resolved to amend regulation 102 by the addition of the following: \u201cHowever, for the convenience of the Protestant schools of Montreal, school leaving examinations may be held in the month of January for those pupils who, at that time, have completed the high school course, provided that the Protestant Board of Montreal is willing to continue to defray the expenses connected therewith.\u201d The regulations regarding the June examinations shall, so far as possible, apply to these January examinations, Pupils from other schools in which provision is made for ending the high school course in January may present pupils at this examination with the consent of the Protestant Board of Montreal and the Director of Protestant Education, upon sharing equitably the expenses of the examination.\u201d The meeting then adjourned to meet in Montreal on Friday the 25th day of November, unless called earlier by order of the chairman.(Signed) G.W.PARMELEE, (Signed) W.G.MITCHELL, Secretary.Chairman.ADMINISTRATIVE COMMISSION OF THE PENSION FUND OF OFFICERS OF PRIMARY EDUCATION Session held at Quebec on December 9, 1927.Present: Hon.Cyrille F.Delage, Superintendent of Education, chairman; Mr.Nérée Tremblay, professor of Laval Normal School, representing Mr.John Ahern, of the city of Quebec, delegate of the Catholic teachers of Quebec; Mr.M.C.Hopkins, of the city of Montreal and Mr.Sinclair Laird, Dean of the School for Teachers at Macdonald College, delegates of the Provincial Association of Protestant Teachers.The meeting of the Catholic Teachers of Montreal not having been held in time to elect a delegate in place of Mr.J.N.Perrault, recently deceased, was not represented.The minutes of the last session were approved.Mr.Nérée Tremblay proposed, seconded by Mr.Hopkins, and it was resolved, That the Administrative Commission of the Pension Fund inscribe in its minutes the profound regret caused by the death of Mr.J.N.Perrault, who was, during a period of twenty-five years, a devoted member of this Commission; that its most sincere sympathy be presented to the relatives and friends of the distinguished former colleague, and that a copy of this resolution be transmitted to his sister, Madame Archambault. SONNE CR Sas EDUCATIONAL RECORD The Secretary submitted the following report: \u2014 Quebec, December 9, 1927.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 the following report : | Statement showing the revenue and expenditure of the Pension Fund for | Officers of Primary Education for the year 1926-27, also the capital.q REVENUE 1 Sum voted by the Legislature (Item 44 of budget).$ 2,000.06 Grant from Government (R.S.1925), ch.133, sec.542.47,000.00 Interest on capital (R.S.1925), ch.133, sees.541, 543, and 544.10,247.19 Surplus from old Pension Fund (R.S.1925, ch.133, sec.548).4,832.00 Stoppage of 4% on grants to public schools (R.S.1925, ch.133, SEC.BAZ).AAA Ra a ae 25,000.00 Stoppage on the salaries of teachers out of grants payable to municipalities (R.S.1925), secs.534, 542, and 549.ARE .134,920 09 Stoppage on the salaries of school inspectors (R.S.1925, c.133, : secs.534, 542, and 549).LL LL La Le 3,917.74 i Stoppage on the salaries of normal school professors (R.S.1925, i ch.133, secs.534, 542, and 549).a.1,591.25 1 Stoppage paid directly by teachers (R.S.1925, ch.133 sections i 534, 542, and 554).1112121 LL LL LA aan 36,187.42 i Restitution.o.oo LA AL LL LL LL 10.00 $ 266,035.69 By pensions.1122000 00004 0 a aa Lee $ 257,635.87 By reimbursements.LL 3,575.86 By expenses of administration.2,289.65 Deposited at Provincial Treasury towards capital.(R.S.1925, ch.133, secs.540 and 554).26.50 Surplus for the year.2,507.81 $ 266,035.69 - PENSION COMMISSION REPORT 57 REVENUE ACCOUNT Surplus from preceding years.$ 245,740.27 \u201cfor the year 1926-27.2,507.81 Deposited to the Provincial Treasury, in trust.$ 248,248 08 CAPITAL ACCOUNT Amount of capital July 1st, 1926.$ 206,631.87 Carried to capital for 1926-27.26.50 \u2014\u2014§% 206,658.37 (Signed) JOS.MORIN, Provincial Auditor.Certified Quebec, June 30, 1927.PENSIONERS WHO DIED DURING THE YEAR 1927 NAME Age Beauchamp, Angélique (Mme.Chas.I.Crépeau).80 Beaudet, Adélaide.LL LL 77 Bélanger, Vénérance (Mme.T.Auger).84 Boivin, Julie.LL LL LL ALL 61 Boulanger, Praxéde.80 Brochu, Marcel.77 Cayer, Mélanie (Mme.Frs.Beaulé).86 Chénard, Mathilde (Mme.Jos.Ouellet).67 Demers, Frs.X.Ed.82 Dumouchel, Florestine.64 Filteau, Philoméne (Mme.F.G.Montminy).69 Gadd, Fannie S.(Mrs.J.H.West).72 Grondin, Céline.LL 67 Guay, Ls.Adbon.LL 78 Harper, Catherine.75 Laprés, Marie.LL 1 74 MacMartin, Christine Mary.64 Michaud, Caroline (Mme.W.G.Robichaud).83 Miron, Odile (Mme.Ls.Blondin).84 Monty, Vénérance (Mme.J.P.Rebetez).87 Otis, Cléophas.LL LL 71 cee es Pe ss es ts vere es ese srs eeu, Pension Annual $ 119.125 125 223 125 300 125 125 205 300 568 157 155 170 85 .0C .00 .43 .00 .00 .00 .00 300.00 .00 125.219.00 980.00 82 96 74 150.1,050.95.87 .00 .00 00 00 64 $ 5,746.31 EDUCATIONAL RECORD Brought forward 31 Perrault, J.Narcisse 1,200.00 Poulin, Ludivine (Mme.T.Martel).-.125.00 125.00 300.00 Rousseau, Eugénie 150.00 Trudel, Azilda (Mme.Alf.Boudrias).125.00 Vallée, Luce (Mme.H.B.Pelletier) .119.85 Vézina, Alice 204.58 Yates, Clara 150.00 $ 8,245.74 Number of pensioners.\u2014 30 Average age 73 Average pension.274.87 In virtue of a law voted at the last session of the Legislature, the minimum pension was increased from $125.00 to $150.00.The pensioners began to receive this increase with the payment which was due them the first July, 1927.With the assistance of a supernumerary employee, and thanks to the extra work \u2018which the accountants of the Department of Education kindly undertook, we have completed the necessary calculations to determine the sums that would be required from the revenues of the Pension Fund to meet the increases suggested by the late Mr.Perrault, by the Alliance of Catholic Teachers of Montreal and by the Association of Female Catholic Teachers of Quebec.It was necessary to examine the dossiers of all the present pensioners and to calculate their pensions anew.We profited in this task by constructing a new Pension Book, giving to each pensioner a separate sheet on which is inscribed the statement of services and all other required information.But as, in spite of our best good .will, that task could not be completed for the 15th of February last, the date which had been fixed, the Superintendent did not deem in his duty to call you into special session as had been arranged.The following table shows summarily the conclusions of our work: Pensioners: Number Pension at Increase resulting Pension at Jan.1, 1927 from new minimum June 30 1927 French.$ 152,314.83 $ 11,853.20 § 164,168.03 English.103,890.23 1,099.55 104,989.78 - $ 256,205.06 $ 12,952.75 § 269,157.81 STE Cy x PENSION COMMISSION REPORT 59 Pensioners: Number Pension at Increase based Pension based June 30, 1927 on the 20 best on 20 best years years French.805 $ 164,168.03 $ 4,962.04 $ 169,130.07 English.244 104,989.78 6,820.67 111,810.45 Totals.1,049 $ 269,157.81 $ 11,782.7F $ 280,940.52 To accord the increase of 259, and $10.00 in place of $5.00 per year of service above 20 years, up to a sum of $400.00 in place of $300.00: Pensioners: French.J $ 13,884.36 English.5,068.79 $18,953.15 The Superintendent could not arrive at an understanding with the Provincial Board of Health with regard to the special examinations to be undergone by Officers who demand their pension or the reimbursement of their stoppages.We have, therefore, had them undergo these examinations by physicians named by ourselves.The pensioners whom you ordered at your last session to be notified that the payment of their pension would be suspended from the first of July, have not undergone special examination, but all, with the exception of Marie Thibau- deau, renewed this year their application and produce in support of it a certificate from their family physician that you will have to examine.The Mrs.Ch.Riendeau (née Clara Berthiaume) and Ad.Mailloux (née M.Laure Prévost) and Rose Anna Giroux, having produced a certificate found satisfactory by the Superintendent, have obtained their pension.The pension has also been paid to Mlle.Marie Bourassa, who has established that she had taught twenty years since the age of 18.You will have to study, in addition to the other requests under consideration, that of the Alliance of Catholic Women Teachers of Montreal, demanding that the law be amended in such a way to permit women teachers to obtain their pension at 50 years of age instead of 56, and to cease teaching at 45 instead of at 50 years of age.The whole respectfully submitted, (Signed) AVILA de BELLEVAL, Secretary.Le la Tn TEES Ne EDUCATIONAL RECORD The report of the Secretary was adopted.The Commission authorized the payment of the pension of all former pensioners who had renewed their application and produced a medical certificate.However, Mme.S.Florentine Longchamp and Rose Anne Giroux will have to produce a new certificate.The Commission proceeded immediately to examine the new applications for pension, with the following result : NEW PENSIONS ACCORDED 4 Officers aged 56 and over.| i Age Pension | ee 79 $ 1,152.14 | a Daigneault, M.Lse.72 343.66 | Pinsonneault, Anexime.71 300.00 | Addie, Catherine Gibb.68 402.38 Kneeland, W.A.LL LL LL ALL LL 66 1,200.00 Saunders, Frances Elizabeth.66 300.00 Moyen, Héléne, (Mme.Thomas Rioux).EI 65 276.60 Ferguson, Isabel Helen.60 1,200.00 Morin, Ida E.(Mrs.Michael Hannan).60 183.16 Pion, M.Anne Célina (Mme.Alfred Trudel).60 163.08 Lothrop, Persis Janett )Mrs.J.A.Pennoyer).59 448.70 Rhind, Mary F.(Mrs.A.W.Lamb).58 860.64 Gendreau, Philoméne.57 300.00 Dennis, Mathilda.57 1,010.74 Brown, Martha L.57 895.36 MecClatchie, Jennie Edith.56 860.60 Paquin, M.Alphonsine.FE 56 300.00 Steele, Ellen Annabella.56 043 .84 Mathurin, Anastasie Anysie.56 284 .56 Balfour, Sarah Henrietta.56 485.80 Girard, Lumina (Mme.Georges Audette).56 300.00 McGregor, Elizabeth Maud Mary.56 501.46 Bryant, Flora Anna.56 461.94 TOA.«oo vee eee 0 na nana $ 13,174.66 Miss Annie MacKinnon, age 56, and Madam D.Smith (née M.Lse Simo- neau) age 60, have also right to a pension of which the amount will be determined when they have completed their statements of services.Ee a ty et PENSION COMMISSION REPORT 61 OFFICERS AGED LESS THAN 56 YEARS ; NAME Age Pension : Mathieu, Adele.LL LL 53 $ 300.00 ; Dion, Cécile Philoméne.53 188.18 4 Mirault, Emma.LL 53 727.86 ; Scott, Ida F.LA A LL LA 52 523.34 : Lafontaine, Hermine.52 219.28 E Charron, Valéda.ee 51 275.86 E Picard, M.Anne E.51 168.46 E Gougeon, M.Mélina Meriza.50 300.00 B.Bibeau, M.H.Alexandra.50 205.86 ; Powers, Florence Ophelia.50 263.22 F Barabé, Elmire.49 243.80 fi Gaboury, M.Anne, Eugénie Virginie.| 49 300.00 E Thiffault, M.Aiméla.49 223.58 i Bastien, Ida Olinda.47 205.30 Eo Hamel, M.Lse.Eléonore.46 255.62 E Carrier, Alma (Mme.P.Roy).46 150.00 .Trudel, Olivine.46 337.70 i Duquette, Odile, Armande Adrienne.44 235.48 4 Normandin, Aurore.43 160.00 ; Doyon, Marie.43 160.00 E Quimper, Cédélice.41 155.00 À Bérubé, M.Lse.(Mme.Alp.Laplante).40 165.00 È Beaudry, Rose Alla.39 150.00 A Béland, Lse.Perpétue (Mme.E.Philibert).39 150.00 0 Julien, Albertine.12 38 155.00 St.Louis, Herminie.38 161.56 Gagnon, Zoé.38 150.00 Dupont, Alice.LL LL 1 38 268.78 Total.$ 6,798.88 Forward.13,174.66 Grand total.$ 19,973.54 Number of pensioners.51 Average age.52 Average pension.$ 391.63 The following officers will not begin to receive their pension until 56 years of age: \u2019 NAME Age Pension Gillespie, Frances Mary.53 8 729.24 Norris, Grace Beatrice.51 1,036.50 Moe, Jane C.(Mrs.J.H.Bryant).50 633.08 EDUCATIONAL RECORD Mmes.R.Larochelle (née Alice Thériault) and Jos.Gendron (née Dorilla Carbonneau), Mlles Emilie Dubé, Laure Gaudreault, Avilda Beaudoin, M.Anne Léda Bilodeau, will not have right to a pension until they have established that they have taught at least twenty years.In addition, Mme.Larochelle will have to undergo another medical examination.Mme.H.F.Beauregard (née A.Marie Lussier), aged 41 years, will have right to annual pension of $208.00, upon a favourable report from another physician who must give a special examination.The following applications are refused: Mlle Georgianna Parenteau, Mme J.P.Bélanger (née Julienne Gauvin), Mme J.L.St.Pierre (née M.Anna Cécile Girard), Mlle Zélie Rebecca Bergeron, Mme J.O.Ducharme (née M.Emélie Julie Bélanger).APPLICATIONS FOR REIMBURSEMENTS ACCORDED NAME Age Amount Morin, Elise (Mme J.B.Vigeant).[EP 68 § 28.99 Chester, Katherine (Mrs.Percy Munkittrick).55 129.00 # Forest, Rose.LL AL ae ane 36 62.11 Bélanger, Joséphine.LL.35 58.23 Bardoff, Odile Mathilda.35 291.25 Marchand, Eléonore.nas aa 34 72.78 Petitpas, Mathilda.31 50.47 Gagné, AUrore.o.oo La Lea a eee es 31 171.96 Lacouture, M.Lse.(née Gérard Hamel).30 60.23 Boulanger, Paméla (Mrs.J.H.MacKenzie).28 89.73 LL LL LA LA a aa aa Le .69 Average age.Average stoppages.$101.46 The applications for reimbursement from the following officers were refused: Eva Richard (Mme W.Robichaud), M.Anne Boutin (Mme Alyre La- casse), Annie Michaud Mme Aug.Soucy), M.Ange L\u2019Ecuyer, Madeleine Knox, Albina Tétreault (Mme A.Gauvin).INDIVIDUAL CASES Mr.H.D.Brunt is professor at the normal school at Macdonald College since 1919.By error, the stoppages were not made upon his salary.He applies to pay the arrears of stoppages.His request is accorded.Mlle Albertine Gauthier, teacher, aged 44 years, made application last year for pension, and produced a certificate of a physician which was not deemed sufficient.She submits a new certificate which is accepted, and in consequence her pension is accorded with arrears.She has right to a pension of $64.32 per annum. \u2014\u2014 =p PENSION COMMISSION REPORT 63 Also Mme J.C.Morin, née Délima M.Déchéne, produced a new medical certificate for her application for reimbursement of stoppages which she had submitted last year.Her stoppages were reimbursed.The application for pension from Mme Ad.Guay, née Marie Angéle Anne Chabot, she had not established that she had taught twenty years.Mlle Marie Robert obtained reimbursement of her stoppages in 1916.She resumed teaching and has since taught more than five years.She offers to remit the sum which had been reimbursed to enter, to restore her pension rights.That repayment not having been made within the delay fixed by law, the Commission declared that it could not be accepted.Dr.Parmelee, Director of Protestant Education, informed the Commission that certain Protestant ministers of religion, who had ceased to act as such to fulfil the functions of school inspectors, desired to participate in the Pension Fund for Officers of Primary Education.The Commission decided that in view of par, 13 of art.2 and of the first paragraph of Art.542 of the Education Act it is impossible to recognize the right of a Catholic or Protestant minister to participate in the Pension Fund.And, further, it is of the opinion that this incapacity does not cease by the fact that such minister might be released from the duties of ministry or deprived of the power of exercising them by the religious authorities to which he was submitted.The Superintendent reported that the Attorney General had decided that Mr.J.V.Desaulniers, director of the public courses of the Monument National, had not ceased to be an Officer of Primary Education, and that the stoppages should be made upon the salary he receives in that position.And the Commission rescinded all the resolutions that it had adopted in regard to the subject.In consequence, the sums paid by Mr.Desaulniers, in the above quality, instead of being reimbursed will be and remain deposited to his credit in the Pension Fund, for any legal purpose whatsoever (à toute fin que de droit).The Commission, having carefully studied the various suggestions made regarding the increase of the pensions, the reports prepared on that subject, the present financial state of the Pension Fund and the probable consequences of the proposed increases upon future budgets, declared that it had no objection that the present pensions and those which will be accorded in future be based upon the average of 20 years, and no longer upon the 25 years during which the Officer has or will have received the highest salary, and the maximum of such pensions increased from $1,200.00 to $1,500.00, provided, however, that the Government grant be increased by $25,000.00.The salary of the secretary of the Commission will be fifteen hundred dollars per annum, counting from the 1st of July 1926.The Superintendent was authorized to take from the revenue of the Pension Fund, up to a sum of $500.00, to procure one or more assistants for the secretary, 1f he deems it necessary.And the session closed.(Signed) A.de BELLEVAL, Secretary.Chairman CYRILLE F.DELAGE, Superintendent. Overseas Education League\u2014 Honorary Organizer MAJOR F.J.NEY M.C.SUMMER ARRANGEMENTS 1928 | 3th Annual Teachers visit to Great Britain Leaving Montreal, June 20th, by Canadian Pacific S.S.Metagama, for and Cherbourg.Thence by Sea to press of Australia, for Southampton Glasgow.Also from Quebec, July Naples and many other historic 4th, by Canadian\u2019 Pacific S.S.Em- Places.SIXTY DAYS.$490 5th Annual Undergraduates Tour Including 1926 and 1927 graduates from Montreal, June 20th by of Canadian Universities only.To Canadian Pacific S.S.Metagama.\u2018reat Britain, France and Belgium; SEVENTY-THREE DAYS.$465 2nd Annual Holiday Summer School in French (Lycee Victor Duruy) Paris, July 11th\u2014Aug.25th.$285.00 Sailing on July 4th from Quebec, with Teachers\u2019 Party.Tuition and Staff Fees not to exceed $25.00 The Overseas Education League is a non-commercial organization that however, estimates are exceeded, bases its costs of tours on estimate members may be called upon for an only.1f deposits exceeds amount additional sum, not to exceed $25.00 expended, balance is returned.If, For full information write: | Honorary Correspondent, Lt.Col.WILFRED BOVEY, O.B.E.McGill University, Montreal, Que.TAI IR NEN TEE \"Ta pri ir TES TE = = => EEE = = = >= === == z Cama cet Comin om smn rm te ao \u20ac : - 552 Se, Barc z one Su x cs ve ce SEES Es EEE = EIT 5 mu ess = ais Fos Erste oo ot ap = = EEE E55 era Pies Fo Pe gs = z > 2 E É Ë if ESTP TTRTINY ma \u2014 a > pT ha = = LS - » a ia.a .o aman 5 cain we = ms K) 4 # ;4 il % i a, Sy Et a Wh te a | -~, Jy LA?» 293 Ha) oh hh i) # ei jf Id i is & a % D dh 4 i J } | i | i | | Ki pi ih I pi : i ih Hi ; SR Jd Hh a 24 0 fi ; i \u2014_e uit pi Ly Go "]