The educational record of the province of Quebec, 1 juillet 1928, Juillet - Septembre

[" P THE CATIONAL RECORD OF THE PROVINCE OF QUEBEC (Published Quarterly) Old Series, Vol.XLVI, No.8.New Series, Vol.II, No.3.JULY-AUGUST-SEPTEMBER 1928 HISTORY, like geology, demands the use of the imagination, and in proportion as the exercise of the historic imagination is rigorously performed in thinking of the past, will be the breadth of our conception of the changes which the future has in store for us, as well as the length of time and the magnitude of effort required for their perfect achievement.\u2014LORD JOHN MORLEY in \u2018\u2018Compromise\u2019\u2019.QUEBEC, QUE.THE CHRONICLE-TELEGRAPH PRINT pe ey ir 2 a kn) rie, = ox res a ce ES er em ete am ai ee pt vs > os pires == & ces == st 5 ce Read = = se Fees Cire = = = = Tar se Ta RE ER ma = re PE raies St ey Le Ee ar on ray cm oT m4 rpg PS 7 - RES = ER = = \u2014 SEER REE TE = a cad el = = = = 2 = z 3 3 ny Rn 0 A RARE A | lal A ERIC 3 ï 3 3 _ u pe\" kz 3 = THE EDUCATIONAL RECORD À quarterly journal in the interests of the Protestant Schools of the Province of Quebec, and the Medium through which the Proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in its Minutes and Official Announcements.Old Series, Vol.XLVI.No.3 Subscription, $1.00 per annum.New Series, Vol.II, No.3.July, August, September, 1928.J.C.SUTHERLAND, Editor and Publisher. em as im, i 22e PE = ee pe mcm _ a 2m aos ee ts gi & Aiden ty == RTE 3 = 23 = = ST SRT Es Sa RK Te = ete res ee ess = = CEE (a 2 = 25 oe Ce Sas = rs SENTE EE = Sm eue ss = =, LoTR = = Se Se mee as =r 5 B N 2 = 8 js = es 75 = x bt EN RON Eas = RS 3 Sn = 8 = 3 ei = = = n $ = = 2-2 3 ne > 5 5 3 3 3 3 2 N 2 3 A P A i TAA S CONTENTS Editorial Notes.a June Examinations, 1928.- Geographic New Bulletins.11111111 010000000 A History Question.Mackay institution for Protestant Deaf Mutes and the Blind.French Translation Competition.Making Fractions Interesting.Religious Education Association Convention.Book Notices.Reports of Inspectors.Report of Inspector General of Protestant schools for the year 1926-27 .Minutes of Protestant Committee. sas, \u201cFIRMITAS ET ELEGANTIA\u201d BEAUTY Such is the legend on one of our trademarks.a small book, half- IN cpen, and such is the ideal of our House.We feel that there is BOOKS no reascn why even school books, so often ugly in design and badly-made, should not delight the building artistic sense of the child, while of course the importance of having them well-made is almost inestimable.Many of you.no doubt, already know our famous Canadian History Readers, the companion series of Geography Readers, and the Canadian Geography for Juniors, all of them strongly bound in at- BINDING, tractively coloured cloth, red, blue or green, as the case may PRINTING, be, with attractive and unusual designs.Thus the children are & ILLUS- encouraged by the appearance of the books to investigate the TRATIONS contents.The books are profusely illustrated with ecloured and black and white illustrations, every other page in the Canadian Geography for Juniors being a picture.Stories, plays and games arouse the child\u2019s interest, but part of the charm of the bool lies in the excellent print and paper, making the reading easy.That good appearance is not inconsistent with economy is PRICE IS shown by the reasonakble prices of these books.AI about AN Canada for Little Folks, 50e; All about Indians, 55e: ATTRACTION How Canada was Found, 65e; The Long Trail.75e; When Canada Was Young, S5e; In Pioneer Days, 95e; The Canadian West, $1.00; How Canada Grew Up, $1.00; Letters to Grade I, (Geography) 50c¢; The Book of Wonders, 55e: Canadian Geography for Juniors, $1.00.What is true of our school books is also true of our general books, and here price is of even greater interest.We have a number of series specially planned to put the better class of books within reach of the general reader.POPULAR In addition to the famcus Everyman\u2019s Library, at 55¢ in clcth, SERIES 75c in reinforced cloth, and $1.00 in leather, we have the Wayfarers\u2019 Library, including such authors as Conrad, H.G.Wells, Arnold Bennett, ete., at 30¢, the King\u2019s Treasuries of Literature at 35¢ and 45¢, and the Bedside Library in mauve cloth at 60e and dark blue leather at $1.00.A BOOK We are glad to send catalogues and special lists, or to give in- FOR BOOK- formation as to the nature of our books, or their suitability for LOVERS the purpose the customer has in mind.We have a very fine selection of prize and gift books\u2014books which will be of real interest to the recipient.You will be interested in our catalogue\u2014*\u2018a book for booklovers.\u201d J.M.DENT & SONS, Ltd 224 BLOOR STREET WEST.TORONTO 5, ONT.me We draw special attention to the report of the work now being done at the Mackay Institution for Protestant Deaf-Mutes and the Blind published in this issue.The report was furnished by Mr.R.Schurman, C.A., Secretary of the Institution.That deaf-mutes are now greatly assisted, not only to hear but to speak, is surely a welcome announcement.Mr.Schurman particularly requests teachers to inform him of any cases of deafness.Over half a dozen pupils who had passed the requirements to enter the School for Teachers this year, applied too late.The circular of \u201cInformation for Candidates\u2019 is sent each year in plenty of time to every high school, and it is presumed that all who intend to apply will be informed by the Principal that the application must be received at Quebec not later than July 20th.The reason for this rule is the simple one that Macdonald College has also the departments of Household Science and Agriculture, and that therefore the College must be informed at a fixed date as to the number of entries there will be to the School for Teachers.It is only by means of this information that accomodation can be arranged for the other departments.Dr.Parmelee therefore requests Principals to make this requirement clear to all concerned in future.Some other disappointed pupils had not taken all the subjects required for EDITORIAL NOTES EDITORIAL NOTES \u2014 Aas BORO ECDC RE SR entrance to the School for Teachers, and declare that they \u2018had not been told\u201d.Possibly the requirements to the Elementary and Intermediate Classes should be read out to the pupils in Grades X and XI more than once during the school year.On the other hand there were several cases this year of pupils taking too many Science subjects and failing in all! It is certainly no pleasure to have to inform eager pupils that the regulations will not permit them to enter the School for Teachers at once, and every, care should be exercised at the high schools to ensure them against the disappointment.The \u2018Reading from Great Historians\u2019\u2019 1s postponed from this issue to the December number, owing to the large amount of official matter herewith.The teachers who read.and no doubt appreciated, the magnificent selection in the last number oi the Educational Record from Sir George Otto Trevelvan\u2019s \u2018George the Third and Charles James Fox\u201d, on Admiral Keppel, will have learned from the newspapers that that very able histor- 1an and statesman passed away in August in his ninetieth year.His biography of his uncle, Lord Macaulay, was published over fifty years ago, but is still a classic.His four-volume History of the American Revolution, published over a quarter of a century ago, 1s still a fine factor in the maintenance of good understanding between Great Britain and the United States, in spite of the anti-British elements in the latter country.TT TTT TN TE CT Ry tacite 136 EDUCATIONAL RECORD Mr.B.K.Sandwell is well known to a number of our teachers, both as a former professor at McGill and as a public speaker.A pamphlet by him on \u201cThe Forest Industries\u2019, recently published, is of use to teachers in regard to that very necessary education required by all concerning the preservation and conservation of our forest wealth.Mr.Sandwell shows that every citizen of the Province of Quebec has a direct and personal interest in the prosperity of the \u2018vast woodlands of this richly endowed area.\u201d Since 1900 the paper industry has grown to over fifty million dollars a year, and its future progress and prosperity, and therefore, a large portion of the farming and other prosperity of the Province, must depend upon the carrying out of a sound policy respecting the conservation of our great forests.The chief end of such a policy is to ensure, as far as possible, that the annual growth of our soft-wood forests shall be kept somewhere near the annual consumption of those woods for the making of paper.Some of the large companies are now doing valuable work in re- forestration, as is also the Provincial Government, but in most years there are great losses by forest fires.This year has been exceptionally favourable in this respect, owing to the heavy rains in the summer months\u2014the rains, however, being too much in some places for hay and root crops.Much can be done yearly in the schools to emphasize the importance of preventing forest fires by human carefulness.The Report of the Convention of the Religious Education Association at Chicago in 1927 kindly furnished by Dr.Best of Montreal, is of some length, but deserves careful study.The prime factor for the building of character in the schools is the personality of the teacher.The old bases of character in the individual do not change; they are the inheritance of mankind.But the expression of moral and religious truths does change, and it is most effective when it is in keeping with \u2018the time.Reliance on some stereotyped forms of conveying religious thought in particular has lost its efficacy very largely, and serious and earnest men are now seeking a more modern approach to the means of developing character education.Let no one think, however, that what is best in the old is to be discarded.\u201cMen of old time\u201d spoke words of wisdom in respect to character which do not die.To come as late as Oliver Cromwell, is his fine statement: \u2018Sir, subtlety may deceive you, but integrity never will!\u201d For our part, we look forward to a revision of the Scripture work in the schools which, with entire frankness as to the human elements combined with reverence for the eternal elements, will result in a profounder realization of the greatness of the Bible, and make the extension of the subject to the higher grades a reasonable possibility. THE JUNE EXAMINATIONS, 1928 137 THE JUNE EXAMINATIONS, 1928 (ScHoor LEAVING) Once more the results of the Grade XI Examinations are disappointing.Comment is certainly called for on several grounds.In the first place it is evident that, in respect to some of the subjects at any rate, very little attention is paid by the majority of the high school staffs to the annual criticisms of the Examiners.As one example of this neglect, we quote the following words from Mr.McBurney\u2019s report on History.He says: \u2018Last year in his report the examiner called the attention of teachers to the fact that over 200 candidates had stated that Erasmus translated the Bible into Greek.Evidently the teachers did not read this note, for in the present examination 417 pupils made the same mistake.One of the most important phases of History to be studied by Grade XI is the period of the Reformation in which the authority of the Bible plays such an important part.The teaching of this period must be very superficial indeed if the pupils fail to learn that the New Testament was originally written in Greek and could not therefore be translated into that language.\u201d That, after warning, the number of pupils in error should jump to 417 out of 718 seems to have no other explanation than that the reports of the Examiners are regarded as a superfluous duty thrown upon those gentlemen to amuse them in the summer months.Again, year after year, not only in the English Composition and English Literature papers, but also in the other subjects, attention is drawn to the large amount of bad spelling.Why should such a large proportion of the pupils reach Grade XI with a quiver full of wrongly spelled English words ?The teachers of Grade XI are not alore responsible for the many mistakes made by the candidates at the end of that year.The trouble goes back to earlier grades, and it should have been eliminated long before the School Leaving and matriculation stages were reached.Should not the remarks of the Examiner be brought to the attention of the teachers of the earlier grades where the spelling habits are formed?This year Professor Brunt says on the subject, in his remarks on Grade XI English Composition: \u201cWhile much of the poor spelling is due to haste and carelessness (no real excuse, for correct spelling and punctuation should be habitual and automatic), much can be attributed to faulty pronunciation and poor visualization.Proper names, Macaulay, Milnes, Thackeray, some of which were actually on the examination paper, were rarely spelled correctly.Many blunders could be prevented by a knowledge of a few rules\u2014come, plan, occur represent three rules for suffixes to which there are practically no exceptions, three rules most frequently violated.The ie and ei difficulty in receive and relieve is still with us; siege, seize, niece, leisure, should be learned.The use of double consonants should be reduced to three simple rules.Blunders: speech, speak, incidentally, heredity, hereditary, shepherd, (shepard, sheperd, shephard), 138 lightening, lightning, athletic, used (use as past tense), paid, tries, statue, statute, stature, playwright (write, rite, right, wright), ence, ance, separ- rate, grammar, principle, principal, writing, written, imagination, occasion, dual, duel, forest, couldn\u2019t, referred, cannibal.\u201d No wonder that with the many mistakes in spelling, and algo in punctuation, only five of the 716 pupils who wrote on English Composition obtained 80 percent of the marks! It is also not surprising that the general public\u2014represented by the men in charge of business offices\u2014so often complain of the \u201cpoor English\u201d of a large proportion of the high school products.The percentage of pupils who passed School Leaving in 1928 was 68, only slightly better than in 1927, when it EDUCATIONAL RECORD was 67.The higher standard may account for something in these two years, as in 1924 the percentage was 78.6, in 1925, 72, and in 1926 it reached 79, but there remains much material for thought, re-adjustment and effort for the staffs in the comments of the Examiners in most of the subjects.The greatest improvement in 1928 was in Elementary Algebra, the percentage of failures falling from 18.4 to 8.4.Another improvement was in French Grammar and Composition, where the drop was from 12 percent in 1927 to 6.8 in 1928.In the alleged \u201ceasy\u201d subject of Physical Geography the failures came to 27 percent\u2014the the same as in 1927.In only one other subject was the percentage of failures as high or greater, namely, Latin (Nepos, or Cicero, and Prose), with 28 percent.GEOGRAPHIC NEWS BULLETINS We have received a letter from the National Geographic Society, Washington, D.C., stating that the Geographic News Bulletins will resume publication early this fall.The letter states: \u201cWill you kindly co-operate with us and render a service to teachers by reminding all who wish to receive the bulletins to send their requests to The Society by September 15?The bulletins are presented to teachers by The Society because of the recognized need for the latest geographic news; new boundaries, new capitals, new shifts in world trade, new archaeological discoveries, and new explorations.Teachers who ask for the Geographic News Bulletins receive 30 issues during the school year.Five bulletins accompanied by illustrations and maps appear in each issue.A request for the bulletins should be accompanied by twenty-five cents to cover mailing costs.\u201d We may add that the best way to remit is to address the letter: National Geographic Society, Washington, D.C., and to enclose a money order for 25 cents.Postal notes cannot be sent to the United States, nor Canadian stamps. cer scesocaoneue dada dc An cé co et ce A HISTORY QUESTION 139 A HISTORY QUESTION The second auestion in the School Leaving paper on History gave more trouble than any other to the candidates.It read \u2014 \u201cIn what circumstances did the following become law and what did each contribute to British liberty: (a) Petition of Right, (b) Habeas Corpus Act, (c) the Bill of Rights.\u201d The answers were \u2018\u2018hary\u2019\u2019 even as to the dates of these matters, ranging as they did all the way from King John to Mr.Gladstone, though all three belong to the seventeenth century\u20141628, 1679 and 1689 respectively.In reading history in the text-book, even pupils from sixteen to eighteen years of age are apt to pass lightly over such details as the landmarks of constitutional development, with all its meanings for the liberty of British subjects.The real bearing of simple but great laws is also not readily grasped by them.It is just here, therefore, where the teacher of history has the opportunity to place emphasis on those points asked about in the above question.To give the right kind of emphasis, also, that will impress itself upon the understandings as well as the memories of the pupils, recourse must be had to supplementary reading.We often ask ourselves if any teacher of history can afford to be without Green\u2019s History of the English People\u2014so far as British History is concerned ?The great turning points in the long struggle for liberty are there most vividly portrayed.Even the two brief pages of Green (468 and 469 of the Everyman edition) on the Petition of Right afford, in their dramatic details, not only what was demanded by parliament, but indicate the very spirit of absolutism on the part of Charles the Second which led to his destruction.He at first refused to acknowledge the Petition of Right (though most of its demands were statutory), but afterwards relented in order to obtain \u201csupplies\u201d.When the money was obtained he immediately ignored his promises, dismissed parliament and ruled without one for the long period of eleven years.This obstinacy and bad faith led finally to the Civil War and to his beheading.Pupils seem to remember Magna Charta better than the other great constitutional events in British liberty, because there was all the paraphernalia for fighting when the barons confronted King John at Runneymede.But the scenes in parliament when King Charles the First refused the Petition of Right were also dramatic.Green quotes a letter of the time, describing what occurred when the Speaker (so directed by the King) had refused to allow the Remonstrance to be debated :\u2014 \u201cThen appeared such a spectacle of passions as the like had seldom been in such an assembly, some weeping, some expostulating, some prophesying of the fatal ruin of our kingdom, some playing the divines in confessing their sins and the country\u2019s sins which drew their judgments upon us; some finding fault, as it were, with those that wept.There were above an hundred weeping eyes, many who offered to speak being interrupted and silenced by their own passions.\u201d TT AT I a.Bt Bl À A RE: KE 6 Bi A D 7 i Tl fi Bes By! it Bs Bt 4 A: =f DE It 4 hss ne a à D art \u2014 pels > I! i Be! BB EDUCATIONAL RECORD In ordering the Speaker to refuse discussion on the Remonstrance, Charles was interfering with the right of free speech in parliament.That was something even Henry the Eighth never interfered with, though sometimes he was strongly criticised there.The Petition of Right appealed against all the wrongs of the King\u2019s arbitrary government: arbitrary taxation, forced loans, punishment, outlawing and deprivation of goods otherwise than by lawful judgment of the courts, arbitrary imprisonment, ete.The Bill of Rights, sixty-one years later (1689), was passed in the first year of William the Third\u2019s reign as a declaration against the argitrary actions of the last of the Stuarts\u2014James the Second.Nothing is more effective in the way of fixing important constitutional facts in the minds of the pupils than to emphasise the dramatic elements concerned in their declaration.Take the fact, for instance, that a sovereign may not enter the House of Commons, and the entry of Charles the First with his soldiers to arrest the Five Members.What a scene: All over the House members are exclaiming \u2018\u2018Privilege\u201d, Privilege\u201d, the king having invaded their privileges.Then when the king finds, as he says, that \u201cthe birds have flown\u2019\u2019, he demands Speaker Lenthall to say where they are, who replies, \u2018Sir, I have neither eyes to see, ears to hear, nor tongue to speak, aught save as this House commandeth me.\u201d Turn again to p.315 of West, The first paragraph tells how the Emperor Sigismond had given John Hus a \u2018\u2018safe conduct\u2019\u201d\u2019 to attend that Council of Constance at which Hus was burned at the stake.The Emperor broke his solemn pledge, and, when reminded of it by Hus, strode to a window of the cathedral, resting his elbow on the sill.A great mcdern painter has depicted the scene and the struggle of conscience on the Emperor's face. MACKAY INSTITUTION FOR PROTESTANT DEAF MUTES & THE BLIND 141 Ay ES o RX I 8 = = 2e .& ig a 5 se x fit = ae 5 x 5% = x AE Be Ny a a hi Ga 3 = .LÉ hone nn, i 2 .1p hs 0 9 3 53) i iH i ce By # 7 2 p + 8 5 ke ES ea 2, # EAL.i\u201c se ave # v.& & 7 SY GE by means of the Aud * i MonNTR \u201c #æ .1C \u2019 5 dr ve a ce # ne rer eat mans E REE pos à | # A) 3 A = WF Vi æ Ve Es ANN Sm A.ot BE ae Hh te + gi SE om 2 sig i i to recorded mus se me 75 Wp Sia p> .ing te 3 vi 2 = Mackay INSTITUTION 4 po ca A listen Sed i \u201c ey a ka % 5 a Bt Es ou bs > SZ - o fyi cs = vr pupils J Lu _ or £5 i ed cs 3 3 \u201cDeaf\u201d 5 J i £3 Ç ir CL 2 EE ern PT csi 2 | tH, 23 5 ae qu 4 4 oo i; Ai DO EE pr # LE i x 7 7 J 2 # i ; ia is 7% 2 En.a 5 ; i i A i % Gr 2X La ae \u201ci 5 TRE i 3 ul ÿ th 13 ét ! 1 he Ls a IR Ro pat EE PER RTE ANRT A A) WH He ht Ne Ju 1 CA ht ce pce TE +.anse = ce ed = NE 53 > 53 == \u2014 ae ARIE, = Te Ct are a ity a re Si rm oo = res er ea x re oo TS = es SE SE Serer sert = 5 ma = 3 FT HE a mat ve sn = = rente NE se = 2 .= 74 se RE = ce ae 3 = E 5 8 Ë a es SH RY a 3 SN i : 2 = = # 3 : ss se se x = se se.ce = se A = x 0 Si 3 =.= .2 # 28 : Ro Mi onsen = i i : Xe = bi I 3 - WS es = sn i HH Sh BN se es i ak i Se 8 ASF Ë Ë Se a è .no eh .= se Sa = = .E 5 5 a Ta 3 2 ce = 7 $ 3 3 hs 3 2 À > Sh ; RS = < he SR RE Ni HE = £8 5e a 7 + se sc Si as Æ Js a 4 gi se = 5 i + VA Ro = 24 Ra £ i = se\" AE - ; 2 oe = 5 se 52: ei, a Lx ill 50 CHOOHU \"TVNOILLVONdH qu 3 = és x Te # en 8 ES % SR a Sa Su i is 5 Si , Ze x NE = Si pi = 20 a SN A A ne AS = pas 43 Teacher giving oral instruction to \u2018\u2018deaf and dumb\u201d pupils who now hear and speak.First institution in Canada to use this Audiphone method.Mackay INsTITUTION, MONTREAL. Hance) MACKAY INSTITUTION FOR PROTESTANT DEAF MUTES & THE BLIND 143 MACKAY INSTITUTION FOR PROTESTANT DEAF MUTES AND THE BLIND The difficult problem of imparting instruction to the deaf child is made somewhat easier today by the use of scientific hearing aids in the school room.During the past year experiments were carried on at the MacKay Institution for the Deaf, Decarie Boulevard, Montreal, using \u201cear sets\u2019 and microphone equipment.This was the first school use in Canada of such equipment\u2014the microphone catches the voice of the teacher, magnifies this many times and transmits the sound waves to the ear sets worn by each pupil, in the same manner as that of a telephone operator.Children having even a very small percentage of hearing are able to catch the sounds and soon learn the meaning of speech; and when they do learn to express themselves, it is most interesting to note how strong is their desire to talk.It seems as if they were trying to make up for lost time and they make conversation incessantly.Very few children have impaired vocal organs, hence deaf children are \u2018mute\u2019 merely because through lack of hearing they have not learned to repeat intelligible sounds.In the school, the finger method of speech and sign manual are of course extensively used and written instruction is a part of the daily routine, but with the new equipment it is expected progress will be much more rapid.In addition to the regular subjects of the common school curriculum the boy pupils are taught manual training and the girl pupils, sewing, dressmaking, millinery etc.Some have specialized in cffice work and have secured excellent positions.Pupils are in attendance at the Institute not only from Quebec, but also from New Brunswick, Saskatchewan and Ontario, and this contact alone gives a broadening influence and greater appreciation and understanding of Canada.The Committee of Management of the Institute are very anxious that any protestant deaf in the Province, or any who may have difficult speech, receive the benefit of the Institute training.They especially request that teachers, who know of a protestant deaf child, will send such name to the Secretary.An attempt is being made to have a complete check-up on defective speech and defective hearing in the Province, and teachers are earnestly requested to cooperate in this effort.Names of children or of parents of deaf children, may be sent to the Secretary, R.Schurman, C.A., 275 £t.James Street, Montreal.RE NO ROSEN CUURLL GOULD R ro iii Soon antdntic EDUCATIONAL RECORD TRANSLATION INTO FRENCH Instead of translation from French into English, Miss Tanner has prescribed this time a translation of idiomatic English into idiomatic French.The task is more difficult, and in consequence the prizes will be increased as follows: First Prize, four dollars\u2019 worth of books from the list of any -publisher who advertises in the Educational Record; Second Prize, three dollars\u2019 worth, and Third Prize, two dollars\u2019 worth.The winners make their own selection after they have received word of the result, and have chosen the publishing firm.The competition is open to all.English pupils in Grade X or XI.Naturally, French-speaking pupils would have a considerable advantage in finding the simplest French equivalents to the phrases in the selection given below.The work to be done in class, preferably as a Friday \u201ctest\u201d.RULES: 1.Each pupil to sign his or her translation, giving the grade and the name of the school.2.All translations to be forwarded by the principal of the school to \u201cEditor Educational Record, Parliament, Quebec.\u201d 3.All translations to be received at Quebec not later than October 25.Here is the selection: ON SPEAKING FRENCH Robert Lynd) I doubt if I shall ever be able to speak French.The longer I stay in the country the more difficult I find it to make myself understood.The other day I was bitten by a mosquito (piqué par une moustique), rather, by several mosquitoes.I went into a chemist\u2019s (pharmacien) for a cure (reméde) and startled him by saying that I had been stabbed by a musketeer (mousquetaire).The only kind of conversation I can carry on in French for any considerable time is the kind I have with the old woman of eighty who looks after the chdlet.She says: \u201cGood day, sir,\u201d I reply: \u201cGood day, madam.\u201d She says: \u201cIt is beautiful weather.\u201d TI reply: \u201cYes, very beautiful.\u201d She says: \u201cIt is sweet.\u201d I reply: \u201cYes, yes, very sweet.\u201d She waves her arms ecstatically towards the sky and says: \u201cThe sun,\u201d and something else I cannot understand.I smile back and say: \u201cYes, yes, it is warm.\u201d She replies: \u201cVery warm.\u201d I say: \u201cThis is a beautiful place.\u201d She replies: \u201cYes, sir, very beautiful.\u201d \u201cThe sea is beautiful\u201d I say.She agrees.\u201cAnd the birds are very jolly.\u201d \u2018Yes, sir, very jolly\u201d.You would hardly realize from this rough translation how extremely enthusiastic, fluent and satisfying a conversation of this kind can be.By the end of it I feel in a curiously exalted mood as though I had been collaborating in a beautiful poem. en MAKING FRACTIONS INTERESTING 145 MAKING FRACTIONS INTERESTING By F.H.SpINNEY Principal Alexandra School, Montreal.(An outline of lessons conducted by the writer) When the pupils have become familiar with the operations involving the use of circular cards divided into halves, quarters, eighths and sixteenths, as suggested in the preceding articles, the teacher will find that the foot ruler furnishes an interesting means of introducing thirds, sixths, and twelfths.Teacher: What part of the ruler is 1 inch?Pupils: One-twelfth.Teacher: What part of the ruler is 4 inches?Pupils: One-third.Teacher: How many twelfths ?Pupils: Four-twelfths.The pupils of Group I.(the dullest pupils) go to the board.The teacher dictates similar questions, and the pupils write: 21in.=2/12 ft.=1/6 ft.8 in.=8/12 ft.=2/3 ft.18 in.=1% fît.30 in.=24 ft, ete.The pupils readily observe that 2-3 is a better form than 8-12.The pupils should be asked to point out all such relationships that may be involved in connection with the use of the ruler.When the pupils of Group II.go to the board they are asked to express in {welfths all the fractions that are dictated.The pupils write the answers thus: 1/2=6/12 1/4=3/12 1/3=4/12 2/3=8/12, ete.The work is then erased, and without any preliminary explanation, the pupils are asked to write in fenths all the fractions that are dictated.The pupils write: 1/2=5/10 1/5=2/10 2/5=4/10, ete.The teacher suggests to the pupils who are puzzled that 2-5 will equal twice as many tenths as 1-5, ete.That is to find the value of 2-5, 3-5, etc.the pupils must constantly keep in mind the value of 1-5.pou: eas i ours te pot o rath EDUCATIONAL RECORD If the teacher observes that the principle is clear to all the pupils, they are permitted to choose a \u201cname\u201d and try more difficult examples.They choose twentielhs.They write: 1/2=10/20 1/2=10/20 1/4= 5/20 3/4=15/20 1/5= 4/20, etc.The pupils who fail to write the correct answers promptly take their seats; and the teacher increases the difficulty until all the pupils of Group II.have left the board For several days, the teacher should use the word \u2018name\u2019 instead of denominator, and the interest will be increased by allowing the pupils to choose a \u201cname\u201d with a condition that it must not be above 40.The teacher says, \u201cSuppose we have a number of cards each divided into 40 parts.\u201d The pupils express the suggestion thus: 40 40 40 40 40 The teacher then asks for the appropriate number of parts to make 1-4, 3-4, 1-5, 1-8, 3-8, dictating one fraction at a time.The work done by the pupils 1s thus expressed ; 10 30 8 5 15 40 40 40 40 40 They are then asked to write the value of each fraction.Many of them will do that work from memory: but, even so, the exercise will offer the suggestion of a method of reducing fractions to their lowest terms.As that topic is to be taken up later, no explanations will be given at this stage.The exercise is an experiment to ascertain what the pupils can do without any direct instruction on the topic.By a daily repetition of such exercises, many of the pupils will originate their own methods.The teacher should seek every possible opportunity of permitting pupils to find original methods.The writer has observed that pupils will find original methods of reducing fractions to their lowest terms, finding common denominator, changing mixed numbers to improper fraction, as well as many other operations involved in the use of fractions.In so doing, the pupils find the lessons intensely more interesting.Such a policy requires patience on the part of the teacher.In the teaching of arithmetic, patience is the most valuable characteristic that the teacher can possess.Along with patience, should go much sympathy for the pupils who are short in mathematical capacity.Nagging is of no value.In fact, it is a serious handicap.A few pupils will never learn how to ae Uso end LR MAKING FRACTIONS INTERESTING 147 do difficult work in arithmetic: but that is no reason why their lives should be made miserable.In connection with the use of the foot ruler, the writer once dictated the following question to a group at the board; without preliminary explanation: 1/3+1/4 Several pupils secured the correct answer.One pupil reasoned thus: 1/3 ft.is 4 in; 1/4 ft.is 3 in.3 inches and 4 in.is 7 inches, which is 7/12 ft.Such a method of solution will easily lead the pupil to the usual method of finding the common denominator.He actually found a common \u2018name,\u2019 and changed the two fractions to that name.He was delighted with his own solution, and took great pleasure in telling the other pupils about it.Many teachers complicate the work of addition of fractions by attempting to apply the formal method of finding the Least Common Multiples of the denominators.The formal method of finding the L.C.H.should be postponed until the pupils have found the common denominator of a great number of fractions by what we may call the \u201csight\u201d method.The teacher assigns the following to a group at the board, and asks for the \u201cnew name\u201d: 1/5, 1/4.The pupils will readily observe that the new name must be twentieths.The teacher uses the following denominators, and asks for the \u201cnew name\u201d; 1.3 4 5 2.3, 4, 6.3.2, 4, 5.4.2, 3, 6, 9, ete.The pupils will readily give the new name, and the difficulty may be increased until the pupils can determine by \u2018\u2018sight\u2019\u2019 the new name for such denominators as: 4, 5, 6, 8.It will not be necessary to add the fractions, but simply to find the new name that would be used in the addition.As a preliminary step to introducing the Least Common Multiple, the teacher dictates: The multiples of 2 are 2, 4, 6, 8, arid then allows the pupils to continue the series to 40.To another group working at the board the teacher dictates: The multiples of 3 are 3, 6, 9, and then allows the pupils to continue to 39.Then, without further suggestions, the teacher asks for the multiples of 4, 5 and 6.When the pupils have completed this work, they have an idea as to the meaning of \u201cmultiple\u201d. EDUCATIONAL RECORD From the following series, the teacher asks for multiples that are common in the three lines: 2, 4, 6, 8, 10, 12, 14, 16, 18.3, 6, 9, 12, 15, 18.4, 8, 12, 16, 20, 24.The pupils readily observe that 12, 24 and 36 are found in all the lines.\u201cWhich is the least ?\u201d\u2019 asks the teacher.The pupils answer that 12 is the least.\u201cThen 12 is called the Least Common Multiple,\u201d says the teacher.And she adds, \u201cIt is written in shorthand, thus: L.C.M.\u201d At least, 90% of all work in fractions should consist of SIGHT or ORAL artihmetie.There is no doubt that fully 509, of all written work in fractions might be eliminated to the great advantage of pupils and teachers.To work with fractions containing denominators greater than 12 is usually a waste of valuable time.In fact, to attempt to add fractions in which the common denominator cannot readily be determined by sight is to make of a arithmetic such a dull subject as to be distasteful in the eyes of the majority of pupils.On the other hand, I have observed an entire class in the fifth grade intensely interested in rapid SIGHT and ORAL work.When the pupils have had a thorough drill in the fundamental operations, they should learn some \u2018short cuts\u2019 in order to add to the interest.For instance, in adding 3/4 and 2/3.They take the product of 3 and 4 for the common denominator, then \u201ccross multiply\u201d, 3 x 3 and 4 x 2 make 17 for the numerator.Pupils will perform the operations mentally, and they take a keen delight in such rapid manipulation of figures.The teacher\u2019s leading aim in teaching any subject should be to make that subject as intensely interesting as possible. REPORT OF THE CONVENTION 149 REPORT OF THE CONVENTION OF THE RELIGIOUS EDUCATION ASSOCIATION AT CHICAGO MarcH, 1927 This Convention was organized around the problem of the relationship between Church and State in promoting moral and religious education.Leaders in secular education shared with religious leaders in a survey of what is now being done in America to promote Character Education.Both groups were equally frank in discussing what was not being done and in facing the advantages and difficulties of cooperation.The interest in the problem was evidenced by the attendance of prominent religious and educational leaders from all parts of the United States and Canada, and by the unpleasant overcrowding at almost all the sessions.The Canadian delegation was gratified at the re-election of Sir Robert Falconer as President of the Association and with his effective and scholarly contributions to the success of the convention.The addresses and summaries of discussions were printed in the magazine, and are available for students of the movement, but I am going to try to formulate the main issues for you in very brief form.I.\u2014SomE UNDERLYING Facts AND CONDITIONS 1.The public schools have always maintained that one of their chief objectives was moral character, but until recently no serious and specific attention has been given to the matter.2.The public schools have scrupulously refrained from \u201creligious\u201d teaching in order to maintain the separation of Church and State.Religion has been left to the Home and the Church.3.During recent years there has been increasing anxiety because of the widespread evidence of moral anarchy among all classses of the community and in particular among young people.There has been a rapid increase of crime.A wave of robbery, drunkenness, sexual irregularity, murder and a cynical disregard for any law, human or divine, seems to be sweeping over America, and the very foundation of Western Civilization appears to be threatened.4.Many students of the problem assert that the gravity of these conditions 1s due to the neutrality of the Public Schools in morals and religion, and to the declining influence of Home and Church.Careful studies indicate that more than half the people of the United States are not connected even nominally with any Church.In England, it is stated that only one person in eight attends a Church.It is claimed that two thirds of the children in America do not receive any definite moral and religious instruction and that the training of the remainder is trifling as to time and inefficient in quality. EDUCATIONAL RECORD 5.The problem is still further complicated by sharp differences of opinion in regard to moral and religious questions, even among those most anxious to promote reform.We still have to face sectarianism.Religion does not mean the same thing to Roman Catholic, Protestant and Jew.Protestant Sectarianism has been declining but Protestantism is now threatened with a new division between Modernists and Fundamentalists.Even on moral issues, there is sharp disagreeement over such questions as prohibition, divorce, birth control, war and economic imperialism.The underlying problem as to the final source of authority becomes clearer each year as we see the struggle to control the teaching of the schools.Rival interests, political, social, ecomomic, racial, national, and ecclesiastical are increasingly aware of the advantage of using schools and colleges for their propaganda.Perhaps we have escaped from the tyranny of the mediaeval Church only to fall victims to a worse tyranny under the modern State, or modern Industry! In theory at least the Church is committed to a universal and spiritual conception of life.Shall we now submit to the control of a narrow nationalism, a gross materialism, or in the name of science, to an intolerant anti-religion ?Such questions as these provided the background for the Chicago Convention.II.\u2014 THE PRESENT STATUS OF CHARACTER EDUCATION IN SECULAR SCHOOLS.From prepared papers and discussion the following facts and opinions emerged: 1.The ultimate aim of both Church and School was said to be the development of Character, \u201cThe Good Life\u201d.2.Both organizations are prone to forget this aim and to be satisfied with means and methods which have become ends in themselves.Thus, the school is often content with measuring its pupils in terms of book knowledge.The Church also comes to regard membership, attendance at worship, Biblical information, conventional morality, as standards of achievement.3.Both institutions \u201crationalize\u201d their failure to secure character results.Schoolmen claim that all their subjects have moral and even religious value.Churchmen claim that Bible teaching or religious exercises or doctrinal instruction, or participation in sacraments, must inevitably produce character.But we know to our sorrow that neither piety nor learning, nor even both combined 1s any guarantee of virtue.We can make college men and church men, but we are still very much in the dark, as to how to make \u201cgood\u201d men.4.The Public Schools are beginning to concentrate on the problem.The chief interest of the National Education Association, in recent years has been focussed on Character Education.\u201cIn many cases the effort of the schools has been feverish, anxious and even frantic in character\u2019.Large prizes have been offered (as much as 50,000) and have led to the development of such schemes as the \u2018Iowa Plan for Character Building in the Public School\u201d.Special periods Le REPORT OF THE CONVENTION 151 have been introduced into schools, for the teaching of \u2018\u201cMorals and Manners.\u201d Hygiene and Civies courses have been given prominence in the curriculum.Opening exercises have been used to create school and civic spirit.Increased attention has been paid to the spirit of the school itself, and to the development of an ethical standard in its daily life.Most of all, the school has undertaken to promote and supervise extra-curricular activities, such as musical associations, dramatic studies, athletics and dancing.5.In addition to this, the Universities have begun research work, which will help us to discover exactly what we mean by \u201cgood character\u201d, how we may produce it and how to measure it.Mental testing and measurement which are used widely in modern education, have been carried over into the moral field.The results so far are mostly negative.As far as they go, they show that the plans we have been depending on for character results are largely futile.For instance it now seems certain that there is little causal relation between \u201cthe knowledge of right\u201d and \u2018\u2018the practice of right\u201d.The same is true of the value of Biblical or theological knowledge; it has little correlation with ethical discrimination in concrete situations or with good character in action.So too, the activity programmes of the Boy Scouts and the Y.M.C.A.seem to have little carry over into new situations.6.The Public Schools have also realized that they must enlist the cooperation of the Home and the Church.Hence the rapid spread of Parent-Teacher Associations, and the release of pupils during school time to attend Week-Day Schools of Religion.7.Speakers representing the Catholic, Protestant, and Jewish religions agreed in their estimate of the inadequacy of public education.Father Ryan sald \u201cThe so-called neutral attitude of the State, in the last analysis, amounts theoretically to a denial of the truth of Christianity, and practically, to the teaching of an abstract, non-historical type of religion which nobody believes in, nobody is satisfied with, and nobody has asked the State to teach\u201d.Dr.H.L.Hough rejoiced in the freedom of public education from ecclesiastical domination.He feared, however, that the freedom to teach was often used to teach a subtle antagonism to moral and religious ideals.To mention God, or Jesus Christ, or evangelical religion, in sympathetic terms was considered bad form, and the glorification of Voltaire and his imitators distinctly smart.He felt that the Universities were chiefly occupied in studying \u201cthings\u201d and the impersonal laws which control them.He believed that the study of \u201cpersons\u201d was even more important, and that the religious experience of the race was worthy of reverent and critical study and explanation.Rabbi Mann of Chicago shared the alarm of the other speakers over the prevailing \u201cspiritual illiteracy\u201d of America.He deprecated dependence on volunteer teachers of religion.\u201cA charming young girl of sixteen, with no special preparation, might with equal justice volunteer to perform an operation for appendicitis\u201d.He was afraid of having the Public Schools teach religion directly and preferred an arrangement for released time.He claimed that the Jews would co-operate with the Protestants in organising Week-Day Schools of Religion, under professional leadership. 152 EDUCATIONAL RECORD III\u2014THE PRESENT STATUS OF CHARACTER EDUCATION IN THE CHURCH.Addresses and reports presented the following picture of what the Church is doing and not doing for Character Education.1.Although the Churches established five-sixths of the Colleges and Universities of America, Protestant religious leaders helped the movement to turn public education over to the State.They believed that Church and School should cooperate, while each kept strictly to its own fonction.The Roman Catholic Church has steadily opposed this dual control and has insisted on maintaining its own school system.2.Professor Weigle of Yale maintained that the Protestant Churches had made two great mistakes.First, they had permitted the schools to drop every mention of religion, and thus given the pupils and teachers the idea that the Community did not consider religion of any real value.Second, the Churches also dropped the definite doctrinal teaching of the old catechisms and pinned their faith on Revivalism and a Sunday School curriculum, organized asthe International Uniform Lessons.Both of these methods have broken down hopelessly, but they still stand in the way of any definite and comprehensive program of religious education by the Church.The inadequacy of the Sunday School has led to the establishment of organizations such as the Y.M.C.A., Y.W.C.A., the Boy Scouts, Girl Guides, etc., which now occupy any time which the ever-ex- panding school program leaves free.As a consequence, the local Church is now unable to re-enter the field effectively.3.Notwithstanding these difficulties, many Church Schools are striking out vigorously to build up a unified and comprehensive program, including instruction, worship, social service and recreational activities.The program is progess- ive, to meet the needs of both sexes and all ages.It includes week-day as well as Sunday activities.It is under professional leadership, and many of the teachers and officers are paid for their services.4.The International Council of Religious Education (Canada and United States) is making an entirely new curriculum, centred on the actual interests and needs of the children of America.It incorporates the activity elements originated by the Y.M.C.A.and Boy Scouts, and will provide accurate historical and Biblical information about religion.It will include the great events and personalities in Christian history during the last 1900 years.It will provide very carefully selected materials for worship, in harmony with the conception of religion it seeks to teach.It is definitely designed to procure character results.5.The Week-Day School of Religion is growing very rapidly, and many communities are now sending their children to Church Schools for one or two hours each week.The children are excused from Public School for this purpose.Some of these Schools are denominational; in others the Protestant teachers of religion are in charge, and Public School standards of instruction and discipline are maintained.6.The Daily Vacation Bible Schools are also growing rapidly in numbers .REPORT OF THE CONVENTION 153 and efficiency.They operate in cities during the school holidays.Their program contains many features of the Playground movement, with definite religious instruction and worship added.7.University Schools of Religion are growing up at University centres.Single denominations, cooperating denominations and non-denominational bodies like the Y.M.C.À.and Y.W.C.A., are putting in highly trained experts to organize and teach religion to college students.These Schools are not to be confused with Theological Colleges.They seek to make the average college undergraduate intelligent about religion.Although religion is such an important matter in history and in contemporary life, few universities include it in their curriculum.In some cases however colleges and universities are now appointing a Professor of Religion in the Arts Faculty, and leaving room for elective courses in Religion.The courses offered in these schools include the History, Psychology and Philosophy of Religion, as well as practical courses dealing with Methods, Organization and Principles of Religious Education.8.Religious Education is now being taught in almost all theological seminaries; 109 seminaries offer 712 courses in Religious Education.There seems to be a tendency for Universities to put on courses in Religious Education.This is true at Columbia and at Northwestern, which now offer the Ph.D.degree in the Department of Religious Education.In the Universities, graduate work 1s given in cooperation with affiliated Thoelogical Colleges.9.The Public School men claimed that the failure of the schools to teach religion is largely the fault of the Churches themselves.First, they did not take the work of religious education seriously.Church schools were trifling in time, conducted by amateurs, as ignorant of religion as they were of educational technique, with shoddy curriculum,and the whole paid for by the children\u2019s pennies.Second, the churches were still so sectarian that they could not agree on the fundamentals of Christianity, as essentially a life of love to God and man.Third, many ministers were intellectually timid and did not have the courage to teach plainly in their pulpits and Sunday Schools what they learned in their seminaries.Fourth, the churches were so preoccupied with other tasks, that even when a school system offers them a chance to teach religion they do not have the energy to do the work.IV.\u2014THE SENSE oF THE MEETING.The Association did not pass any resolutions and it was quite clear from the discussions that no unanimity could be expected.However, certain opinions seemed to be held by the majority of the delegates.1.The public Schools have a definite responsibility for moral and for religious education of a universal character.They have no right to be anti- religious or sectarian.The school curriculum in history, literature and science provides an opportunity to foster religious faith and feeling.The character of the teaching staff and their training in religion are the critical points in the matter.ucotune raie EDUCATIONAL RECORD 2.The Convention had little faith in the character-producing value of Bible reading in the schools.3.Worship was considered a very important element, which the churches should adapt to children, and to modern conceptions of religion.4.School teachers should have sound courses in Religious Education in Normal Schools and Colleges.5.Local communities should seek to develop cooperative study groups, between school men and religious leaders, to work out a basis of cooperation.| 6.The best plan at present seems to be that of released time from the Public Schools for definite training in Community Schools of Religion.7.An experimental attitude should be maintained as to methods and organization, and an open mind kept as to the real meaning of both religion and education.V.\u2014SoME IMPRESSIONS.The reorganization of the Association under Professor Artman was clearly reflected in the Convention.The Association had gradually become very professional and technical.It was unduly concentrated on method.This convention showed a return to larger problems and drew a much wider group than I have seen present since the war.I came away from Chicago with the impression that the present practice of the Quebec Protestant Schools, of including an opening exercise of worship and the reading instructive memorization of Scripture, was decidedly better than no religion at all.There are very grave defects in the matter of our Seript- ure selections, with their over-emphasis on narrative and miraculous events.We also suffer from a predominance of Old Testament material, which teaches the most primitive conception of God, and which violates both scientific knowledge and elementary ethics.We also suffer from the restriction of the teaching of Jesus to Grades VI and VII, after about half our pupils have left school.The Montreal Board has revised this system and, while the revised system is far from ideal, it is a great improvement over the system used elsewhere in the province.We also suffer from the fact that our teachers in short courses at Ste.Anne\u2019s cannot get much insight into the Christian religion, or much help on how to teach it.A worse handicap is the fact that High School teachers and principals have had no training whatever in this field, except what they bring with them from homes and Sunday Schools and reform during their Arts Course, with the aid of their professors of English, History, Classics, Science or Philosophy.With a few exceptions these University professors have had some of them are of little help in the re-interpretation of religion, in harmony with modern thought.It is surely not unreasonable to expect the Principal of a School, which undertakes to teach religion as well as morals, to have some training in this field from informed and sympathetic sources.I have a feeling that the members of the Religious Education Convention REPORT OF THE CONVENTION 155 often forget that they represent the advanced or liberal wings of their various churches.A good deal of impatience with the slowness of the Church is due FE to the fact that the majority of these bodies hold quite different conceptions i both of religion and education.It is not at all certain that even middle-of-the- road theologians (to say nothing of the traditionalists), would accept the almost unchallenged statements that the aim of religion is character.A mild protest was registered against the tendency to equate religion and moral conduct, or to regard religion as a means to character.There were a few who also insisted that the conduct-character aim could only be achieved by definite teaching about God.Others felt that metaphysical conceptions were unnecessary and É controversial.They said that such arguments showed that the speakers had E not yet grasped the idea of God as present here and now and incarnate in all É personality.A Jewish Rabbi created a good deal of amusement when he was opposing the teaching about God in the public schools.He said that he opposed it, not because he did not believe in God but because he felt that it would introduce violent controversy.There was some dissent, and the speaker raising his voice and pointing his finger at the Chairman (a member of the Chicago Theological i Faculty) said\u2014\u201cI have a great deal more of God in my theology than the Faculty E of Chicago Divinity School.\u201d E This pointed reference to the wide cleavage of opinion berween leaders in Protestant theology, in regard to the nature of God and of religion, reveals one E of the serious difficulties faced by those who undertake the teaching of religion be to the young people today.As long as we had a relatively simple and unified body of Protestant dogma, embodied in creeds and confessions and re-affirmed E or \u2018re-interpreted\u201d\u2019 as \u2018Systematics\u2019 or \u2018\u201c\u2018Dogmatics\u201d\u2019 in our seminaries, our E problem was merely one of method.The application of scientific and historical ge.method to the study of religion has created an entirely new situation, and the È Religious Educator is now obliged to choose between theologies which vary from Machen to Fosdick, Campbell-Morgan to Barnes.As most of the people in this movement have had a scientific as well as theological training, Religious Education tends to represent the liberal rather than the conservative elements E of the churches.However we have religious education which represents all rE stages of theological opinion, and all sections are adopting improved teaching methods.The next convention, at Philadelphia, is intended to be a clearing house for theologians and scientists, and should help us a step forward.The theme will be \u201cWhat do we mean by religion in an age of science ?\u201d\u2019 I venture to hope that we will have a strong delegation not only from the Theological Colleges but also from McGill University at this Conference.ErNEsT M.BEST. EDUCATIONAL RECORD BOOK NOTICES Philips\u2019 New School Atlas of Universal History.By Ramsay Muir and George Philip.Tenth edition, rearranged and greatly enlarged.56 pages.London: George Philip & Son, Ltd.32 Fleet Street, E.C.4, Toronto: E.N.Moyer Company, Limited, 106-108 York St.Price in England, 5 shillings.This admirable atlas contains 56 plates, 145 coloured maps and diagrams with an introduction illustrated by 48 maps and plans in black and white, and a full index.The introduction of 24 pages is a sort of condensed world history which enables the pupils to grasp more readily the significance of the numerous maps and sketch-plans.Now that world history forms a part of high school work so generally in the English-speaking countries, the usefulness of this Atlas is quite apparent.It is now about sixty years since the late Sir Archibald Geikie, Director General of the Geological Survey of Great Britain, first brought before English readers so vividly the intimate connection between Geography, physical and political, and History.The Canadian Historical Atlas, reviewed in the last issue of the Educational Record, and the present one on Universal History, form indispensable aids for the teaching of history.History of Canada.By Duncan McArthur, M.A., F.R.S.C.Douglas Professor of Colonial and Canadian History, Queen\u2019s University, Kingston, 536 \u2018pages.Illustrated.Toronto: W.J.Gage & Co.Limited.The appearance of another school trospection.Less than half a century ago the demand was for a \u2018really good\u2019 history of the Dominion, coupled with admonitions to the writers not to be sectional or provincial.Then Mr.Patterson of Montreal offered a prize for the best book, and Clement's history obtained it.Later, the \u201cschool\u201d of Canadian History was established at Oxford, two eminent graduates of which are W.L.Grant and W.Stewart, Wallace.Provincialism or sectionalism has passed away so far as the writers of our history are concerned, by the mere necessity of stressing those features which led to Confedera- tion\u2014the central point of our history\u2014 and the vast developments which have taken place in the Dominion since the year 1867\u2019 Another necessity in school text book writing is that of compression.As a consequence, the best text books cannot always satisfy Eastern, Central or Western Canada in every particular, when they deal with Canadian development as a whole.Some vital local events are either omitted or dealt with too lightly, and there is local dissatisfaction.Professor McArthur has succeeded, we think, in making a useful and interesting text book.He has not emphasised the facts of the long struggle in constitutional development, but has dealt with that struggle in connection with the gradual progress of settlement and and the economic and social problems which brought about, for instance, the principle of responsible government.His details in regard to the pioneer days in Canada are, indeed, the right kind of matter to show that our constitutional development was a history of Canada suggests some re- birth of the soil and local circumstances. INSPECTOR\u2019S REPORT 157 REPORT OF INSPECTOR GEORGE HARRINGTON For the Year 1926-27 Mutton Bay, P.Q., July 29th, 1927.To the Honourable Superintendent of Public Instruction, Quebec, P.Q.Sir, I have the honour to submit the annual report for the Inspectorate of Saguenay County (Canadian Labrador) for the scholastic year 1926-27.STATISTICAL SUMMARY.1926-27 1.\u2014Number of SChools.a ea La AL LL a Na eee 8 2.\u2014Number of teachers: men.iii.6 .women (temporary).102222200 00000 To.Total.oo 7 3.\u2014Average salary: permonth.aa ea aa aa ane $40.00 4 \u2014Number of children of school age:\u2014 a.Boysfrom 5to 7 years.35 Girlsfrom 5to 7years.| 37 72 |.b.Boysirom 7 to 14 years.79 Girlsfrom 7 to 14 years.| 67 146 |.c Boys from 14 to 16 years.15 Girls from 14 to 16 years.5 20 |.d.Boys from 16 to 18 years.22 Girls from 16 to 18 years.12 34 |.Total.ALL LA AL LA AL a a a ae 272 5\u2014Number of pupils inscribed.La LL a a a ae 198 6.\u2014Average attendance.Lada AAA LA A A a ee 699, 7.\u2014Classification of pupils:\u2014.a La a aa a In first year.10004444 a ALL LL LA A aa a ae 6 74 |.In second year.ALL La A A ae a LL 34 |.In third year.LA Aa LL LL 30 |.In fourth year.A a ea aa aa Le 15 |.In fifth year.Aa LL AA La ae LL Le 17 |.In sixth year.LA LL Le A A LA A ae 17 |.In seventh year.LL La aa aa 120 Ir bo Total.A 198 GENERAL REMARKS.Of the eight schools in my inspectorate in operation during the past scholastic year, three were open for only three months each, as we had but six regular teachers.There was not as much improvement as one would wish to see, either in the standard of teaching or the work of the pupils, but there was a larger number of the latter, who.progressed to some extent.In some places RON aa CAO 158 EDUCATIONAL RECORD parents are showing a greater desire for their children to be educated, but a greater measure of support from them is necessary if we are to obtain better results.During this summer we are having three university graduates and one undergraduate who are operating Summer-Schools, thus supplementing the Winter teaching.This had been made possible by the efforts of \u201cThe Labrador Voluntary Educational League\u201d, an organization consisting of friends in the city of Quebec.But although I have tried to obtain teachers for the Winter term from the universities and training colleges in Quebec and the Maritime Provinces I regret to say I have been unsuccessful.This is partly because of the distance from larger centres and partly because we are unable to offer higher salaries, which it will be impossible to do until we receive a larger grant from the Department, or until school municipalities are organized and regular school taces collected.At the present time there is no organization at all other than my own, so that the inspector has to do everything except teach, and that en a coast-line of two hundred and fifty miles where the only means of transportation is by motor-boat or dog-team.However I.am very glad to be able to state that as a result of my remarks in last year\u2019s report one lady teacher has volunteered to come and accept $350 for the next eight months\u2019 term.Of the individual schools all the buildings are now in good condition, thanks to the grant from the Department, except that at Old Fort where more work has yet to be done: but it Was in better condition than formerly and the scholastic work was fair.The new building was used at Harrington Harbour and proved very satisfactory.Progress was fairly good, but it is almost essential that two teachers be employed here as there were fifty-five scholars enrolled.It is a two-room school.La Tabatiere school operated for eight months and was very satisfactory in every way.This also is one of the schools that benefited by the building grant, and is now in good condition.At Mutton Bay the discipline was good but the work and attendance of the pupils might easily be improved.St.Paul\u2019s River school carried on fairly satisfactorily for eight months; it would improve if the parents would give greater support in regard to attendance and sdicipline.The two schools of Alymer Sound and the Barachoix in Harrington district were operated by one teacher for three months each, showing as much progrres as could be expected in the time.The school at Kehashka was the third open for three months only, and that at a time when it was impossible for me to visit it; but I understand fairly good work was done.Thanking you and your Department for your continued interest in these schools.I have the honour to be, etc., Geo.HARRINGTON, Inspector of schools.hE ta a PORTER Rit anna INSPECTOR\u2019S REPORT 159 REPORT OF INSPECTOR J.H.HUNTER For the Year 1926-27 SHERBROOKE, July, 1927.Tur HONOURABLE SUPERINTENDENT of Public Instruction.Quebec, Can.Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.1\u2014Number of school municipalities: 1926-27 a) Under control of commissioners.110200010 00011 LL LL 14 |.b) Under control of trustees.6 Total.|.2 Number of schools :\u2014 a) Elementary.a ee aa LL a LL L Le 64 b) Intermediate.LL ALL RL LL 5 Total.\u2014_\u2014 3.\u2014 Number of teachers: a) Male teachers.La LL LL Ra a ae 5 b) Female teachers.111111 0001 LL La A aa a a Là 83 Total.|.4\u2014 Average salaries: $ a) Male teachers in elementary schools.425 b) Male teachers in intermediate schools.1133 c) Female teachers in elementary schools.412 d) Female teachers in intermeaiate schools.670 5.\u2014Number of children of school age: a) Boysfrom 5to7years| 135 |Girlsfrom 5to 7 years 137; |.b) Bovsfrom 7to 14 years| 51 |Girlsfrom 7 to 14 years 519) |.c) Boys from 14 to 16 years| 130 Girls from 14 to 16 years 134 |.\u2026.d) Boys from 16 to 18 years 84 Girls from 16 to 18 years! 58[ |.Total.|.+ \u2014Number of pupils enrolled: a) In the elementary schools.993 b) In the intermediate schools.452 Total.|.7.\u2014Average attendance: (in percentage).a) In the elementary.La a aa a 75.9 b) In the intermediate schools.0.0.77.ety 160 EDUCATIONAL RECORD STATISTICAL SUMMARY.\u2014Continued 1926-27 8.\u2014Classification of pupils: In Grade 1.LL RL LR 359 |.In Grade 2.302 {.In Grade 3.LL LL LL LL LL LL 159 |.In Grade 4.LL LL LA RL 178 |.In Grade 5.LL LL LL 159 |.In Grade 6.LL LR LR LE 155 |.In Grade 7.LL LL LL LL LAS 132 |.In Grade 8.LL 48 |.In Grade 9.ARR 31 |.In Grade 10.LL LL LL LR 22 |.Total.1.1,445 GENERAL REMARKS.Inspectorate.\u2014The district of inspection includes all of the County of Stanstead and about half of the federal County of Compton, and a part of the County of Sherbrooke (Ascot Corner).One municipality (Westbury) which linked up with East Angus last year reverted to independence and re-opened its school.Owing to Insp.Rothney\u2019s appointment as Insp.of High Schools, Bury Intermediate was placed under my inspection.One municipality (Barford) linked up this year with Coaticook for school purposes and closed the rural school.Premises.\u2014TFrom year to year Boards are improving biuldings and providing ampler play-grounds.Intermediate and Consolidated Schools have all been well-provided for in the matter of Campus.The areas vary from 1 to 6 acres.Ample room for sport is a good ally to school-progress.A number of these campuses are bordered with the loveliest of shade trees.Consolidation.\u2014This modern feature of Education has been pretty thoroughly adopted by some Boards.The first Consolidated School in this inspectorate was at Bulwer, township of Eaton, 15 years ago.This school has been a- great success.Last year Bury organized Brookbury Consolidated School and this year organized Canterbury Consolidated School.Both schools have been very successful.Choice sites with delightful outlook have been chosen.Springs with abundant flow, on adjacent properties, supply both upper and lower rooms of these schools and provide amply for lavatories and flush closets in basements.Transportation is provided for by vans that have rendered very satisfactory service.Next year (1927-28) these 2 Consolidated Schools and Bury Intermediate will provide for the Education of all the youth of the township.Stanstead is now seized with the desire for Consolidation.A new brick building is in course of erection at Fitch Bay and a consolidated school will be INSPECTOR\u2019S REPORT 161 opened there in the Fall with over 100 pupils in attendance.The end of Con- : solidation in Stanstead is not yet.E Certificated Teachers.\u2014This year has been the best in the history of this E inspectorate with regard to the engagement of teachers with diplomas.E 19 out of 20 Boards endeavored to secure certificated teachers.All the teaching staff but 5 had professional training\u20143 whose diplomas were deferred for 1 year, received them this spring.i Attendance.\u2014In many schools there has been a pleasing advance in regular- RN ity of attendance.Unfortunately epidemics invaded some localities which made regularity | impossible.Libraries \u2014 Many schools have now good-sized libraries.The Strathcona Trust and the Department year by year provide very valuable literature for the schools.The coloring, binding and printing of the volumes are exquisite.Conferences.\u2014The annual conferences were held in Bury, Sawyerville, i\u2018 Sherbrooke and Tomifobia.E Mr.C.McBurney, B.A.of the Department lectured at each Conference fe and, because of his wide experience as a teacher, he gave the teachers many timely suggestions regarding the teaching of school-subjects.Women\u2019s Institules\u2014The Women\u2019s Institutes must be acknowledged as ready helpers of the schools.During the year, they have aided in providing 6 hot lunches, sports, skating rinks, flower-gardens and medical inspection, all of Ek which efforts are highly appreciated.EL The Teaching Staff \u2014The Staff included: 83 women, 5 men.\u2014Total: 88.É The academie status is as follows: E Grade IX.4 (mer 1 Grade XI.2 Uncertificated.Deferred Diploma.4 Extra-Prov.1 B.A.1 Total 13 \u2018Rural Elem.2 II Elem.3 Certificated.IElem.51 Advanced Elem.1 Intermediate.15 \\ H.Sch.Diploma.3 Total 75 Total 88 162 EDUCATIONAL RECORD Bonuses for successful teaching.\u2014The following teachers are recommended for bonuses: Misses Florence Glidden, Myrtie Gray, Julia Bacon, Mrs.Caroline Wilson.Mrs.Lura Rickard, Miss Ruth Bowen, Mrs.L.Sevigny, Misses Enid Rollins, Kathleen Laberee, Gertrude Hatcher, Evelyn Wright, M.A.Schoolcraft, Pearle Card, Ruby Card, Ethel Gailin.The following are debarred from receiving bonus 2 years in succession: Misses Alice Thompson, Florence Bacon and Dorothy Hodge.Strathcona Trust.\u2014The 5 bonuses are recommended as follows: Westbury, No.2, Mrs.Pearl Anderson; Newport, No.9, Miss Rita H.S.Kenney; Clifton, No.2, Mrs.Hilda Bailey; Barnston, No.12, Mrs.May Grady; E.Clifton, No.1, Miss Alice Thompson.Bonuses to municipalities.\u2014 The following are recommended for bonuses: Dixville, Ascot Corner, Compton Village, Bury and Clifton.Classification of mumicipalities.\u2014According to Art.9 (m) of Regulations: Excellent \u2014Beebe, Hatley Village, Hereford.Good \u2014Compton Village, Eaton, E.Clifton, Bury, Newport, Magog, Hatley, Barnston, East Angus.Fair.\u2014The remaining municipalities.I have the honour to be, ete., J.H.HUNTER, Inspector of schools. INSPECTOR\u2019S REPORT 163 E REPORT OF INSPECTOR H.A.HONEYMAN For the Year 1926-27 OTTAWA, July 7th 1927.Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.STATISTICAL SUMMARY.1926-27 1.\u2014 Number of school municipalities: a) Under control of commissioners.cieen.o.28.b) Under control of trustees.ii.15).Total.|.2.\u2014 Number of schools: \u2014 a) Elementary.c.ee BT b) Intermediate.eB ¢) Subsidized independent institutions Ce ee d) Non-subsidized *\u201c \u201ca a Total.|.8.\u2014 Number of teachers: Under control] Independent a) Male teachers.4 0 oe 4 b) Female teachers.{1 94 2 68 96.212 Total.|.4.\u2014 Average salaries: a) Male teachers in elementary schools.b) In Intermediate schools.¢) Female teachers in elementary schools.d) In intermediate schools.a.5.\u2014Number of children of school age: a) Boys from 5to 7years| 272 |Girlsfrom 5to 7 years| 266 b) Boys from 7 to 14 years| 906 [Girls from 7 to 14 years| 911 c) Boys from 14 to 16 years 237 |Girls from 14 to 16 years| 255 d) Boys from 16 to 18 years 201 [Girls from 16 to 18 years! 203 6.\u2014 Number of pupils enrolled: a) In the elementary schools.b) In the intermediate schools.¢) In the subsidized independent institutions.d) In the non-subdisized independent institutions.7.\u2014 Average altendance: (in percentage).a) In the elementary schools.b) In the intermediate schools.c¢) In the sunsidized independent institutions.d) In the non-subsidized independent institutions Ce e) Average general attendance.ir. EDUCATIONAL RECORD STATISTICAL SUMMARY.\u2014Continued 1926-27 8.\u2014Classification of pupils: In Grade 1.LA A LA R a Aa a ea 6291.In Grade 2.a ae LL 262.2 In Grade 3.LL LL LA LL AL LL LL AL 308|.va In Grade 4.LL LL LA LA La Aa A a aa 285].3 In Grade 5.La aa a La LR La 254|.1 In Grade 6.LL LL LL LL LL 232.ne In Grade 7.LL A RL AA LA ane 229.ne InGrade 8.SEITE 40).pur In Grade 9.AA ALL LL 14/1.In Grade 10 GENERAU REMARKS My district of inspection includes the Protestant elementary and intermediate schools of the counties of Hull and Pontiac, also five schools in the electoral district of Papineau.During the year there were in operation eighty-seven regular elementary schools, five intermediates, one subsidized independent school and one non- subsidized.It may be added that there are flourishing high schools in Aylmer and Shawville.Attendance.\u2014The total number of pupils enrolled at the time of my second visit to the schools was as follows: Protestant Boys.986 Roman Catholic Boys.139 Protestant Girls.1000 Roman Catholic Girls.134 Total.2259 This 1s-a.decrease of fifty-three as compared with the numbers last year.In West Templeton, No.1 school, which has been closed for several years, was reo-pened in September.In the same municipality the International Pulp and Paper Company opened a new school for the English speaking children at the plant.: Staff.\u2014There were ninety-four schools in operation with just one hundred teachers.All the elementary schools were one teacher schools.The intermediate schools of La Péche, Bristol, Campbell\u2019s Bay and Fort Coulonge had two teachers each, and at Hull there were eight teachers.The qualifications were as follows: High School Diplomas.1 Intermediate.0 17 Elementary.DB Ottawa Normal.8 Without Diplomas.21 \u2014_\u2014 Total.DROIT OC OO OR TEE RO AT PTE DENT EE INSPECTOR\u2019S REPORT 165 There is still a shortage of quailfied teachers in this district.No doubt the chief reason for this is the inability of municipalities to pay a salary sufficient to tempt qualified teachers to take these positions.There are about ten municipalities that have a valuation of less than $20,000 per school.With a rate of even $1.50 per hundred the revenue is very small.The situation in these municipalities is not likely to improve.Large government grants are needed.Salaries.\u2014There has been practically no change in the salaries.The usual amount in the majority of elementary schools is $600 for the year of ten months.In the weaker municipalities this amount is not reached as the term is shortened and the monthly salary is considerably less.Length of term.\u2014The large majority of schools are open for the ten months.In this respect, the inspectorate compares very favourably with other rural parts of Quebec.Rate of taxation \u2014The rate of taxation varies from 25 cents to $2.90 per hundred.As a rule the poorer municipalities pay the higher rates.Bonuses for teachers.\u2014I recommend the following teachers for bonuses for successful teaching during the year: Jean McIntyre, West Templeton, No.2.Armita McDowell, South Hull, No.1.Mary B.Storie, Bristol, No.2.Edith E.Moore, Bristol, No.10.Jean McDougall, South Onslow, No.3.Idena Burden, Eardley, No.2.Eileen Moore, Aylwin, No.3.Clare E.Strutt, Clarendon, No.4.Lottie A.McDowell, Clarendon, No.9.Hazel Thompson, Bristol, No.3.Annie P.Hamilton, Clarendon, No.7.Velma M.Smith, Clarendon, No.1.Ethel A.Johnson, Eardley, No.4.Grace S.Cornu, Eardley, No.1.Gertrude McKibbon, South Hull, No.3.The teachers who received bonuses last year and are still teaching in the district continue to do good work.Physical culture.\u2014Better work is being done from year to year along this line.In fact it is becoming difficult to select the five best when many schools do very good work.The prize books are very much appreciated.The following are recommended for prizes: Mary B.Storie, Bristol, No.2.Mary Barber, Clarendon, No.2, Velma M.Smith, Clarendon, No.1, Jean Olmsted, Masham, No.3, Gladys Newcommon, Centre Onslow, No.1. EDUCATIONAL RECORD Progressive municipalities.\u2014In accordance with Art.9 (q) of the Regulations of the Protestant Committee, I recommend the following municipalities, in order of merit, for special progress during the year: Bristol, Thorne, Centre Onslow, West Templeton, Low South.Teachers\u2019 Conferences \u2014These conferences were held in Hull, Shawville, Ladysmith and Kazubazua.At Hull and Shawville Mr.McBurney from the Department was present and added much to the interest and profit of those meetings.The attendance was very good, and the teachers, I trust, received benefit in many ways.The teachers have been faithful in their work, and better work is being done from year to year.The attendance of the pupils is far below what it should be.Classification of municipalities by order of merit: Excellent \u2014Maniwaki, Quyon, Clarendon, Masham, South Onslow, Hull, Eardley, Deschénes, Bristol, Cantley, North Wakefield, Campbell's Bay, Fort Coulonge, Centre Onslow, La Péche, South Hull.Good.\u2014Valley Gatineau, St.Etienne de Chelsea, London, West Templeton, Wakefield, North Templeton, Portage du Fort, Calumet Island, Bryson.Middling.\u2014East Templeton, Thorne, Northfield & Wright, Alleyn, Cawood, Aylwin, Low South, Lower Litchfield, North Onslow, Mansfield, South.St.Elizabeth de Franktown, Aldfield East, Upper Litchfield.Poor\u2014Waltham, Leslie, Centre Northfield, Kensington, St.Cecile de Masham.To understand the basis for this classification school boards and others will refer to Art.9 (m) of the Regulations of the Protestant Committee.The autumn reports and the spring bulletins have been filled out and forwarded to the Department at various times during the year.I have the honour to be, etc., Howarp A.HONEYMAN, School Inspector. INSPECTOR\u2019S REPORT REPORT OF INSPECTOR LEWIS J.KING For the Year 1926-27 167 New Richmond, July 1927.The Superintendent of Public Instruction, Quebec, P.Q.SIR, I have the honour to submit the statistics and general report of my district of inspection for the year enging 30th June, 1925.re SUMMARY OF STATISTICS 1.\u2014Number of school municipalities: a) Under control of commissioners.[APE b) Under control of trustees.Total.2.\u2014 Number of schools: a) Elementary.A AL Le a a da a b) Mntermediate.LL A La a aa ne Total.8.\u2014Number of teachers: Under control Independent |.a) Male teachers.| .|.fe LL b) Female teachers.{ .01.|.Total.4.\u2014 Average salaries: [ in elementary schools.a) Mela teachers \\ in intermediate schools.b) Female teachers [ in elementary schools.i in intermediate schools.#A\u2014 Number of children of school age: a) Boysfrom 5to 7 years) 203 Girlsfrom 5to 7 years| 189 b) Boysfrom 7 to 14 years 716 Girlsfrom 7 to 14 years| 592 c) Boys from 14 to 16 years 190 Girls from 14 to 16 years| 174 d) Boys from 16 to 18 years 151 Girls from 16 to 18 years! 120 Total.6.\u2014 Number of pupils enrollsed: a) In the elementary schools.b) In the inyermediate schools.Total.7.\u2014 Average attendance: a) In the elementary schools.ccc.b) In the inetrmediate schools.cc.oun.LT Ea TL 1926-27 25 12 ce } A : Ki » w Ri 'n mr SRE EDUCATIONAL RECORD STATISTICAL SUMMARY.\u2014Continued 1926-27 8.\u2014Classification of Frepils: In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Grade In Geade In Grade 10 GENERAL REMARKS This inspectorate is comprised of the Protestant schools of the Gapsé Peninsula with the exception of the High School in New Carlisle.Staff.\u2014Sixty-eight teachers were employed, with diplomas or certificates as follows: 1, H.S.; 8 1 Int.(deferred); 37 E.; 6 E.(deferred); 6 grade XI; 2 grade X; 5 grade IX; 1 N.Scotia.Eleven teachers had no professional training.Salaries.\u2014Salaries for female teachers in Intermediate schools remained the same as for the year before.Elementary teachers received an average of $2 less.This is the first time for a number of years that there has not been an increase.Enrolment and Census.\u2014Secretary-treasurers report 67 less children of school age but teachers report an increased attendance of 29.Intermediate Schools \u2014The condition of Intermediate school buildings remains the same as reported last year.Most of the Intermediate schools have done good work during the year.The inspector kept closely in touch with the work of Grades VIII, IX and X by setting a monthly uniform test on work covered.The answers were first read and marked by the teachers, then they were forwarded to the inspector where they were reread and marked indepently, and then returned to the schools.Some of the school boards show folly by keeping good teachers only one year.Matapedia and Gaspé are wise in keeping their principals as long as possible.Two new Intermediate schools will probably be opened next September, viz Metis Beach and Sunnybank.Conference.\u2014 The conference held at Percé was especially noteworthy.The natural beauty of the place, the sea, the cliffs, Percé Rock, Mount St.Anne and the birds rocks, made a most suitable atmosphere for the special topic of the conference, the teaching of Geography.Bonuses to teachers.\u2014Bonuses are recommended to the following for successful teaching.Miss Rena McNair, Black Capes. INSPECTOR\u2019S REPORT 169 Mrs.Jean Miller, Wakeham, Gaspé Co.Miss A.E.Buckley, Gaspé.Miss Pearl McColm, New Richmond.Miss E.Bartlett, Grand Grève.Mrs.B.Caldwell, New Richmond.Miss Jean MacWhirter, New Richmond.Miss Hilda Lenfesty, Cape Cove.Successful teachers debarred from two bonuses In succession are: Mrs.M.Simon, Grand Greve.Mrs.R.J.Ascah, Peninsula.Mrs.C.Patterson, Sunnybank.Mrs.Thomas Young, Oak Bay Mills.Strathcona prizes.The following teachers are recommended for Strathcona Certificates and the schools, for prizes: Mrs.Cameron Dow, Port Daniel Centre.Miss Hilda Lenfesty, Haldimand.Miss Winnifred Montgomery, New Richomnd No.3.Mrs.Bert Coffin, Gaspe.Mrs.Lola Black, Sayabec.Bonuses to Municipalities.\u2014Bonuses for progress are recommended for the following municipalities: Roseville, Edmonds, York and Sellarville.Classification of municipalities.\u2014As required by the regulations the municipalities are classified as follows: Excellent \u2014Sayabee, Gaspé, Barachois, Roseville, Shigawake, Percé, Mann, Port Daniel Centre.Good.\u2014Cox, Metis Beach, St.Godfroi, Port Daniel East, New Richmond, Port Daniel West, Haldimand.Middling\u2014Sellarville, Shoolbred, Maria, Cap D\u2019Espoir, York, St.Pierre de Malbaie, Grand Gréve, Paspebiac Fast, Gaspé Bay North, St.Charles de Caplin, St.Bon.de Hamilton, St.Laurent de Matapedia, Restigouche, Broad- lands, Fontenelle, Gaspe Bay South.Poor \u2014Edmonds, Matapedia, Grand Metis, Douglastown, Seal Rock.Unclassified.\u2014Red Head.1 have the honour, to be, etec., Lewis J.King, ; Inspector.ARs Rte a Dl, i 2 By Bt SH qu.030 be.Bt 3 EDUCATIONAL RECORD REPORT OF INSPECTOR O.F.McCUTCHEON For the Year 1926-27 LEEDS VILLAGE, QUE., July, 1927.THE HONOURABLE SUPERINTENDENT of Public Instruction, Quebec, P.Q.Sir, I have the honour to submit my annual report comprising: I.The Statistical summary of my inspection district; II.General remarks of the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.SUMMARY OF STATISTICS 1926-27 1\u2014Number of school municipalities: a) Under control of commissioners 17 b) Under control of trustees 2.\u2014 Number of schools: a) Elementary b) Intermediate 3.\u2014 Number cf teachers: a) Male teachers b) Female teachers 4.\u2014 Average salaries: a) Male teachers in elementary schools b) Male teachers in intermediate schools ¢) Female teachers in elementary schools d) Female teachers in intermediate schools.5.\u2014 Number of children of school age: (City of Quebec not included).a) Boysfrom 5 to 7 years 96 |Girls from 5to 7 years| 78.b) Boys from 7 to 14 years 276 |Girls from 7 to 14 years 331].c) Boys from 14 to 16 years 107 |Girls from 14 to 16 years 8(|.d) Boys from 16 to 18 years 92 lGirls from 16 to 18 years |! 76].6.\u2014 Number of pupils enrolled.a) In the elementary schools b) In the intermediate schools.The enrolment greater than the census, no census being taken ir Quebec City.7.\u2014 Average attendance: (in percentage).a) In the elementary schools b) In the intermediate schools.¢) Average general attendance tete.INSPECTOR\u2019S REPORT | 171 i STATISTICAL SUMMARY .\u2014Continued 1926-27 8.\u2014Classification of pupils: In Grade 1.LL ae Le Le ea a ee a a aa eee 6 358 |.In Grade 2.LL A ea ee Le Re ae a eee 211 |.E In Grade 3.120222 2 LL Le a La ae a ae aa a sas 215 |.i In Grade 4.AL AL LA AA AA LL LL A aa eee 230 |.À In Grade 5.1.1 LL LL LL LL Ra Re a La a ae aa a aan 6 188 |.In Grade 6.i 210 |.E In Grade 7.1 LL LL LL AL LL LA LA a a a aa ee 146 |.gE In Grade 8.ee 32 |.i In Grade 9.LA La LR a a eee 13 |.oH In Grade 10.11 LA LL Lee LA Lee a a a a ae 14 |.In Grade 11.FO 4 j.12.Total.0.1,621 GENERAL REMARKS The school sessions in my inspection district average 8.15 months in the year.The schools should be in operation ten months in the year to enable the pupils to do thoroughly the work prescribed for that period by the course of study.Unfortunately, owing to there being insufficient taxable valuation, the sessions have been in a number of instances shortened.Were it not for the assistance given to these weak municipalities by the grants from the Poor Municipality Fund, the difficulty of maintaining the schools In operation would be very much increased.Consolidation.\u2014In the municipality of Leeds South six elementary schools À have been united to form one Consolidated Intermediate School.In the muni- e cipality of Dydswell, the pupils from two of the elementary schools are con- i veyed in good vans to the Intermediate School where they hace the advantages of a ten-month session instead of a six or eighth-month term.In the following municipalities one or two of the rural elementary schools have been closed because of the small attendance and provision made by the school boards for the conveyance of the pupils to another school or for boarding them in an adjoining district: Hampden, Leeds, Lingwick, Marston, St.Foy, St.Sauveur, and St.Gabriel West.Tazxation.\u2014The rates of taxation for the year were as follows: Tax paid per valuation of £100.{2.50{2.00(1.50|1.45|1.40(1.35/1.25(1.10(1.0 © © Qu 0 Cu œ > y Cr a © = Ot œ =] oo Lal w On to n 1 © \u2014 Qu No.of municipalities| 1 1 1 1( 2 1 211 81111312 1161311111 1 New School Buildings.\u2014In St.Gabriel West a new school house has been erected to replace one destroyed by fire in September last.The residents of re a 172 EDUCATIONAL RECORD the district managed in a very creditable manner to have the esssion continue uninterrupted, and rallied to have the building speedily replaced.A new school house was also nuilt in the municipality of Leeds in district No.5.Though small, it meets the requirements and is up to date in most respects.In the City of Quebec, an excellent school building modern in all details, has been erected to replace the old St.George\u2019s school house.Eight teachers are now employed and all grades from kindergarten to grade VII are taught.The locality has good reason to be proud of the new St.George\u2019s School edifice.Improvements have also been made on the premises or in the way of modern equipment supplied in the following municipalities: Dudswlel, Levis, Lingwick, Loretteville, Milan, Portneuf, Ditchfield, St.Raymond and St.Romuald.The municipalities recommended for the prizes for improvements and progress made during the year are: First prize, $60.00 St.Gabriel West.Second prize, $50.00 Lingwick.Third prize, $40.00 Portneuf.Fourth prize, 835.00 Milan.Fifth prize, $30.00 Loretteville.Physical culture\u2014For physical culture the following schools are recommended {or the prizes from the Strathcona Trust Fund: Leeds No.7\u2014Teacher, Miss Nora A.Cheal.St.Pierre Baptiste, No.2\u2014Teacher, Miss Jennette MacKinnon.Leeds No.6\u2014Teacher, Miss S.Dorothy Oliver.Inverness, No.13\u2014Teacher, Miss Marjorie Pye.Marston, No.2\u2014Teacher, Miss Isabel A.McKelvie.School Libraries.\u2014The supply of books received from the Department for the school libraries were all distributed among the schools.About twelve books were placed in each school.Qualifications of the Teachers.\u2014The number of qualified teachers has recently increased very considerably.A few years ago nearly 509, of the teachers in my inspection district were without diplomas.Of the 93 teachers engaged this year, all except 15 held diplomas.The teachers recommended for the bonuses for successful teaching are: Misses Nora A.Cheal, Eva E.Taylor, Jennette MacKinnon, S.Dorothy Oliver, Mrs.Vera T.Miller, Misses M.Elva Campbell, Freda H.McKinley, Caroline E.Penney, Beatrice H.Cochrane, Freda J.Bossy, Eva E.Paquet and mina A.Coombe.Successful Teachers debarred from two bonuses in succession: Misses Iva MI Blake, Merle E.Ward, Ruby M.Bisson.The Teachers\u2019 Conferences were held as usual, and were well attended.At the Scotstown and Kinnears\u2019 Mills conferences I was ably assisted by Mr.Charles McBurney, B.A., of the Department of Education, Quebec.By his INSPECTOR\u2019S REPORT 173 very instructive and interesting talks on education, I am confident that the teachers present would be incited to renewed effort in their school work.Classification of the Mumnicipalities.\u2014Yhe municipalities are classified as follows according to the length and arrangement of the school year, the condition of the school houses, closets and grounds, the supply of apparatus, the use of the course of study, the use of the authorized text-books, the salaries of the teachers and the method of payment: Ezxcellent\u2014Quebec, Leeds South, St.Colombe de Sillery, Loretteville, Levis and Marbleton.Good.\u2014Portneuf, Chaudière, Beauport, Milan, St.Romuald, St.Raymond, Dudswell, Lingwick, Ditchfield, Stoneham, St.Gabriel West and The Valley.Fair\u2014Aubert Gallion, Leeds, St.Gabriel East, Mill Hill, Maple Grove, Hampden, St .Dunstan, Inverness, Leeds East, St.Pierre Baptiste, Ireland, North, Marston and Ste.Pétronille.Inferior\u2014South Ham, Frampton, Nelson, St.Malachie, Whitton, Halifax and Weedon.I have the honour to be, ete., O.F.McCuTCHEON, Inspector of public schools. EDUCATIONAL RECORD REPORT OF INSPECTOR J.W.McOUAT (Part of late Inspector Gilman's district) For the Year 1926-27 Lachute, July, 1927.Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on thewording of the Education Act in the same district; III.The classification of municipalities in the order of merit.STATISTICAL SUMMARY.1926-27 1.\u2014 Number of school municipalities: a) Under control of commissioners 2.\u2014 Number of schools: a) Elementary b) Intermediate 8.\u2014 Number of teachers: Under control |Independent a) Lay male teachers ¢) Lay female teachers 4.\u2014 Average salaries in the schools under control: a) Lay male teachers: in elementary schools in intermediate schools ¢) Lay female teachers: in elementary schools.| In intermediate schools d.\u2014Number of children of school age: (according to the secretary-treas- urer\u2019s reports).a) Boys from 5 to 7 years 59 (Girls from 5 to 7 years, 63|.b) Boys from 7 to 14 years 185 |Girls from 7 to 14 years| 167].c) Boys from 14 to 16 years 57 |Girls from 14 to 16 years] 56 .d) Boys from 16 to 18 years 45 |Girls from 16 to 18 years! 36!.6.\u2014Number of pupils inscribed: a) In elementary schools b) In intermediate schools 7.\u2014Average attendance: Per cent a) In elementary schools 70 ¢) Intermediate schools e) Average general attendance (2) INSPECTOR\u2019S REPORT 175 fie: BH a it Bt STATISTICAL SUMMARY.\u2014Continued 1926-27 É 8.\u2014 Classification of pupils: 3 In Grade 1.ee 154 |.; In Grade 2.111111 LL LL LL AL LL A LA a LL LL a ea ae T3 JL.In Grade B.111LL LL LL LL RL LL La A Le ea La a aa a ae 55 |.In Grade 4.111111 LL LL LL LL AL LR AR ee LL ea a A a eee 70 |.In Grade 5.A LL A da A Aa Aa a Lea ee 57 |.In Grade \u20ac .1111 LL LL LL LA Le da ae a a a La 52 |.In Grade 7 L.LL1LL LL LL LL LL LL LL LA LA A A a a ae aa a a eee 6 37 |.i In Grade 8.LL LL LL LL LL a LL LL 23 JL 22 4.In Grade 9.LL LL LL LA AA A AA AA ea ae 16 |.Total.|.537 GENERAL REMARKS 1.\u2014 The classification is as follows: Excellent \u2014Joliette; Pointe au Trembles; Sault au Recollet.| Good.\u2014Terrebonne; Rawdon; St.Gabriel de Brandon.i Inferior\u2014Mascouche; St.Felix de Valois; St.Justine; St.Telesphore.2.\u2014 Bonuses to School Boards:\u2014Mascouche in county of L\u2019Assomption.3.\u2014 Bonuses lo teachers \u2014 Miss Edith S.Boddy, St.Felix de Valois.In Terrebonne school, Mrs.I.A.Wood is entitled to a certificate of successful work only as she had a bonus last year.Items for repairs in these 10 municipalities amount to $586.99 during the past year.Next year will probably see a new school at St.Felix de Valois.Strathcona Trust Prize was given to the Sault au Recollet school at Montreal North.The attendance in these Elementary Schools has been 709), while in the three Intermediate Schools it has been 839.The rurals are harder to reach in winter weather and the three Intermediates are in towns, where the roads, are better.I hereby gratefully acknowledge the kind co-operation of officials and teachers, whom I have worked with for 30 years.Your okedient servant, J.W.McOuar. EDUCATIONAL RECORD REPORT OF INSPECTOR W.O.ROTHNEY Inspector of \u201cHigh Schools\u201d For the Year 1926-27 SHERBROOKE, 31st July, 1927 Sir A I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks on the wording of the Education Act in the same district; III.The classification of municipalities in the order of merit.1 STATISTICAL SUMMARY.1926-27 1.\u2014Number of school municipalities: a) Under control of commissioners b) Under control of trustees 2.\u2014 Number of school: a) \u2018High Schools\u201d.b) In independent institutions subsidized ¢) In independent institutions non-subsidized 3.\u2014 Number of teachers: a) Lay male teachers ¢) Lay female teachers 4.\u2014 Average salaries in the schools under control: a) Lay male teachers: [in the \u201cHigh Schools\u201d ¢) Lay female teachers: \\ in the \u201cHigh Schools\u201d 5\u2014Number of children of school age: (according to the secretary-treas- urers\u2019 reports).a) Boysfrom 5to 7 years, 1862 jGirlsfrom 5 to 7 years| 1775).b) Boys from 7 to 14 years| 5205 |Girls from 7 to 14 vears| 5369|.c) Boys from 14 to 16 years| 1416 |Girls from 14 to 16 years) 1376.d) Boys from 16 to 18 years! 749 (Girls from 16 to 18 years! 783 6.\u2014 Number of pupils inscribed: a) In the \u201cHigh Schools\u201d b) In independent institutions subsidized 7.\u2014 Average attendance: a) In the High Schools b) Independent institutions subsidized c) Independent institutions non-subsidized d) Average general attendance (2) een Gl ava Oh a de CO DC CLEA AL ii INSPECTOR\u2019S REPORT 177 STATISTICAL SUMMARY.\u2014Continued 1926-27 8.\u2014Classification of pupils: 7 Grade 1.LL LL LL La a LL LL 1677 |.In Grade 2.LL LL LL LL A A AL La LL 982 |.In Grade 3.LL LL LL LL LL LL LL LL ALL LL 1045 |.In Grade 4.LL LL LL LL LL LL LL 1076 |.In Grade 5.A A LL LL AL 9908 |.In Grade 6.a LL LL 927 |.In Grade 7.LL LR LL LL ALL LL LL LL 1155 |.In Grade 8.LL LL LA LL LL LL LL LL LL LL 1396 |.In Grade 9.ee 1031 |.In Grade 10.i.oe a7 In Grade 11.LL LL LL La a a LL 639 |.Total.0.11,678 II GENERAL REMARKS Having been, as yet, less than one half year in the High School Inspectorate, I am unable to submit as complete a report as the work of the inspectorate merits.It is safe to say, however, that while schools vary greatly in point of efficiency, much good work is being done in the Protestant high schools of the Province.A particularly pleasing feature of the situation is the conscientious, faithful, and pains-taking manner in which the great majority of the teachers and principals are carrying on their work.Many are working under serious handicaps as regards buildings and equipment, others labor under much more favorable circumstances, but with few exceptions all are putting their best effort into the training of the youth placed in their hands.Moreover, I was agreeably surprised to find such a large number of principals and teachers eager for suggestions as to how they could improve their efficiency, and anxious to secure further training to better equip themselves for their work.The attitude of the teachers towards their work is decidedly good.I regret that all are not equally well remunerated.The salaries of principals, for instance, vary from $1000 per annum to $4,500 per annum.Some of the more prevalent weaknesses discovered in the schools were defective classification and inadequate supervision of school work by principals.Many principals are doing too much teaching and not enough supervising.It is, to say the least, uneconomical for school boards to pay a principal\u2019s salary for ordinary class-room work.Yet, when a staff is so limited that all of the Principal\u2019s time is occupied in teaching, this is actually what the Board is doing.This Jack of supervision is in itself one of the causes of defective classification.Another cause is the lack of definite specific standards of ability and attainment to which pupils must measure up in each grade before going on to more advanced work.One could wish to find in the schools less of a tendency to make the main objective of the schools marks in the June Examination, and a greater tendency to make the main objective the development of good citizenship.Improvement in this respect, however, is perhaps not to ke expected under our present 178 EDUCATIONAL RECORD examination system.Nevertheless, sooner or later, we must abandon the idea that the school is primarly an assemblage of classes where subjects are being taught, and, instead, come to look upon the school as a place where growing human beings assemble for a portion of their current, wholesome living, and for getting advice, guidance, practice and mcmentum for a continuance of that wholesome living while out of school.If the work of the school results in lifting the conduct of pupils outside of school above what it otherwise would be, then, to that extent the school is successful in educating.But in the degree to which it fails to do this, it fails to educate.Right conduct must ever be the objective of education, and even while we continue to prepare for examinations, this ultimate objective must never be Jost sight of.The percentage of failures in the June Examinations this year was somewhat larger than that of last year, 389, of the pupils presented having failed this year, as compared with 25% the previous year.The larger number of failures is probably due to recent changes in the course of study and the regulations governing promotions.It may be of interest to note the following facts: In Grade VIII, in intermediate schools, 29% of the pupils presented for the exemination failed to pass; In Grade IX, in intermediate schools, 41% of the pupils presented failed to pass, and, in high schools, 429, failed to pass; In Grade X, in intermediate schools, 299, failed, and in high schools, 30% failed; In Grade XI, in high schools, 47% of the pupils who wrote on the examination failed to pass.III CLASSIFICATION OF MUNICIPALITIES Following is the classification of the Protestant high schools of the Province according to Regulation 9 (m), of the Regulations of the Protestant Committee : Excellent.\u2014Granby, Lachine, Quebec (Comm.High), Shawinigan Falls, St.Lambert, Knownton, Macdonald College, Mount Royal.Good \u2014 Three Rivers, Montreal West, Sherbrooke, Coaticook, Magog, Waterloo, Cookshire, Cowansville, Lachute, Valleyfield, Bedford, Stanstead, Ayer\u2019s Cliff, Thetford, North Hatley, Shawville, East Angus, Buckingham.Fair \u2014Lennoxville, Huntingdon, Richmond, Scotstown, Aylmer, Longueuil, Sutton, Danville, Waterville, Lake Megantic, Ormstown.Poor \u2014St.Johns, Ascot, Windsor Mills, Inverness.I have the honour to be, etc., W.O.RoTHNEyY, Inspector of schools. INSPECTOR\u2019S REPORT REPORT OF INSPECTOR W.W.SMITH For the Year 1926-27 nec ace Oops 179 Grosse IsLE, M.L, July, 1927.Sir, I have the honour to submit my annual report comprising: I.The Statistical summary of my inspection district; II.General remarks on the working of the Educational Act in the same district; IIT.The classification of municipalities in the order of merit.STATISTICAL SUMMARY.1.\u2014Number cf school municipalities: a) Under control of commissioners b) Under control of trustees Total.2.\u2014 Number of schools: a) Elementary.LL LL ALL ALL LL Total.3.\u2014 Number of teachers: Under control b) Lay male teachers.LL LL LL LL ¢) Lay female teachers.LL LL LL Total.4.\u2014 Average salaries in the schools under control: a) Male teachers: / In elementary schools.b) Female teachers: | In elementary schools.5 \u2014Number cf children of school age (census) (according to secretary- treasurers\u2019 report): a) Boys from 5to 7years| 23 |Girlsfrom 5to 7 years; 18 |.b) Boys from 7 to 14 years| 71 |Girlsfrom 7 to 14 years| 62 c) Boys from 14 to 16 years| 22 |Girls from 14 to 16 years| 14 |.d) Boys from 16 to 18 yearsi 11 Girls from 16 to 18 years| 13 |.6 \u2014 Number of pupils enrolled: a) In the elementary schools 7.\u2014 Average attendance (Percentage) a) In the elementary schools.8.\u2014 Classification of pupils: In Grade 1 1926-17 dia EDUCATIONAL RECORD Particular schools: Entry Island \u2014The school house was finished and is now the best on the Islands.Considerable credit is due to the people themselves and to the Provincial Government for a generous grant.A male teacher with a previous years\u2019 experience on the Islands did really excellent work.Old Harry.\u2014The buildings are in excellent condition.The teacher here obtained good cooperation from the parents and was able to accomplish good results.Grindstone.\u2014The building inside has a pleasing appearance but immediate painting of the outside is necessary.The tax rate was raised in this municipality and a teacher of experience did splendid work.Grand Eniry.\u2014Further improvements have been made to the schoolhouse outside.In following out the text book requirements this Board is the most conscientious on the Islands.The teacher was young and inexperienced but kept good discipline and reqults were fair.Grosse Isle \u2014The schoolhouse and grounds are in good condition, but outbuildings have received rough treatment.Your Inspector had charge of this school for four months, teaching four days weekly.With a large number on the roll, and with all grades represented, this school presents a difficult problem.Classification of Municipalities in order of merit: Excellent \u2014Entry Island, Old Harry.Good.\u2014Grindstone, Grand Entry.Fair \u2014 Grosse Isle.GENERAL REMARKS All the schools were in operation for some portion of the year.Entry Island, Old Harry, Grand Entry, and Grindstone had each seven month terms.Grosse Isle having been unable to secure a teacher, your Inspector undertook to teach this school for four months.A very successful conference was held in the month of March at Grand Entry.There was a good attendance of taxpayers and teachers.It was found impossible to hold the conference in the Autumn at Entry Island, as there were but two teachers on the Islands at that time, and with the advent of November it is not advisable to take teachers to Entry Island.Generally speaking, School Boards have shown more interest in the matter of improving buildings and equipment.In no case, however, did.they fulfil their obligations to visit the schools periodically.Jt ty a ri MERE INSPECTOR\u2019S REPORT 181 The teaching of scripture, so badly neglected hetorofore, has received conscientious attention in all the schools.In at least two cases, the results of examinations in this subject were remarkably good.Certain boards failed to obtain a sufficient number of text books and other supplies and consequently hindered the progress of the pupils.Mr.John C.Murray, teacher in the Entry Island school, is recommended for the bonus for successful teaching.The Teacher's Conference was held at Grand Entry in March 25th, 1927.I have the honour to be, ete., W.W.SmrTH, Inspector of schools of Magdalen Islands.Grosse Isle, July 9th, 1927. EDUCATIONAL RECORD REPORT OF INSPECTOR ERNEST M.TAYLOR For the Year 1926-27 KNOWLTON, June 21st, 1927.Sir, I have the honour to submit my annual report comprising: I.The statistical summary of my inspection district; II.General remarks of the Education Act in the same district; IIT.The classification in the order of merit.se RS SES SUMMARY OF STATISTICS 1926-27 1.\u2014Number of schcol municipalities: a) Under control of commissioners b) Under control of trustees 2.\u2014Number of schools: a) Elementary b) Intermediate 3.\u2014 Number of teachers: a) Male teachers b) Female teachers 4.\u2014 Average salaries: a) Male teachers in elementary schools b) In intermediate schools b) Female teachers in elementary schools c) In intermediate schools 5.\u2014 Number of cgildren of school age: a) Boysfrom 5 to 7 years, 180 |Girlsfrom 5to 7 years] 164 |.b) Boys from 7 to 14 years, 699 |Girls from 7 to 14 years| 685 |.c) Boys from 14 to 16 years| 654 |Girls from 14 to 16 years| 138 |.d)- Boys from 16 to 18 years| 110 |Girls from 16 to 18 years! 130 |.6.\u2014 Number of pupils enrolled: a) In the primary elementary schools b) In the primary complementary schools 7.\u2014 Average attendance: (in percentage).a) In the intermediate elementary schools b) In the intermediate schools c) Average general attendance INSPECTOR\u2019S REPORT 183 E SUMMARY OF STATISTICS\u2014 Continued 1926-27 pe 8\u2014Classification of pupils: E In Grade 1.aa aa een ea aa ane 458 |.In Grade 2.LL A LA LL A ee a ee 233 |.E In Grade 3 .LL Le a ea a ee 182 |.a In Grade 4.111021 LL LL LA LL a ea a a ne 201 |.E In Grade 5.L ea A a a Ra aa ae 212 |.gE: In Grade 6.Rae a ea ee en 190 LL i In Grade 7.0 LL Le de Aa a a da ea a ea eee 137 JL.i In Grade 8.ALL La A a a aa a a ane 56 |.E In Grade 9.LL LL LL a Lee a ed aa 21 |.É In Grade 10.Le La ad ee a dede eS 4 |.Total.|.1,693 GENERAL REMARKS My inspectorate, as last year includes all of the Protestant Elementary and Intermediate Schools of Brome, Missisquoi, Iberville and St.John\u2019s Counties, now 82 with a total of 97 teachers.The school properties of Brome County have been further improved, as in the past, largely through the stimulation of the Fisher Trust Fund.The Frelighsburg Intermediate School has been renovated and largely improved at an expenditure of over four thousand dollars.In my District 20 school Buildings have been repaired at a total expenditure of $6,444.41.It will be noticed that the census of pupils of school age is larger than last year while the attendance is smaller.I am of opinion that the larger census is due to the fact that the Secretaries ° have been more faithful in the matter of census taking than formerly.In years of the past, I have sometimes found, that the Secretaries have taken it for granted that every one of school age was attending school and have made up their census returns from the school journals, which has given a smaller number than now.Year by year the school attendance diminishes.Last year the number in attendance was 1806 and this year 1693.A larger number are now in attendance in the Intermediate Schools.TESCHER\u2019S CONFERENCES The Teachers Conferences were held in Knowlton and Farnham as usual.Mr.McBurney rendered very efficient service at each centre.At Knowlton Representatives of the Fisher Trust Fund were in attendance and took an active part.Mr.McBurney was also with me at the Conferences held in Hemmingford and in Huntingdon.At Farnham Dr.Rothney brought some of his teachers as has been wisely done fro several years.The lectures given, by Mr.McBurney, on teaching the different subjects of the course of study were much appreciated by the teachers, who have borne grateful testimony thereto when I have visited their schools. EDUCATIONAL RECORD The Reports and Bulletins have all heen sent to your Department.The following are recommended for Bonuses for successful teaching: Misses Myrtle Rogers and Doris G.B.Vernal, Mrs.Hazel S.Elvidge, Essie S.Worden, Miss Ruth A.Laduke, Mrs.Frances S.Pibus, Misses Leila T.Smith, Irla M.Seale, Sarah E.Bolestridge and Edythe Aiken, Mrs.Charles Smith and J.L.Thomas.The following successful teachers are debarred from two bonuses in succession Misses Ruth Clark, Hildred Vail and G.M.Taylor and Mrs.M.A.Peacock, Mrs.Grace Yates Short and Miss Viola G.Brown each took very high marks; but in each school there were only six pupils present.The following teachers have won the Strathcona Trust prizes for their schools: Misses Flora Macdonald, Sarah E.Bolestridge, Leila T.Smith, Verlie Bishop, Ruth E.Stowe and Mrs.M.A.Peacock.BONUSES TO DESERVING MUNICIPALITIES The following are recommended: 1.Frelighsburg; 2.Farnham; 3.Potton; 4.Iberville and 5.Phillipsburg.The classification of the municipalities in unchanged from last year.I have the honour to be, ete., ERNEST M.TAYLOR, Inspector of schools. REPORT OF INSPECTOR GENERAL OF PROTESTANT SCHOOLS 185 REPORT OF Inspector General of Protestant Schools For the Year 1926-27 To the Superintendent of Education.Sir, I have the honour to report that the Protestant schools of the Province\u2014 Elementary, Intermediate and High\u2014had a successful year in 1926-27, as shown by the reports of the Inspectors.In several districts of inspection (rural) which in previous years had a considerable number of unqualified teachers, a decided improvement has taken place.Not only in these cases are there fewer teachers teaching on \u201c\u2018permission\u201d, but these also have higher academic preparation than prevailed some years ago when young girls who had merely attended local elementary schools were engaged.The engagement of unqualified teachers 1s due now, of course, chiefly to the smallness of the salary offered by some boards.There is actually a surplus of teachers with diploma in the Province, and no board offering $60.00 per month need remain without such teachers.To this it may be added that the improved economic conditions on the farms during the last three years have contributed to the improved condition in regard to the engagement of the qualified teachers.At the same time it is to be remem- hefed that there are small isolated groups of Protestant farmers in different sections who have to tax themselves highly to maintain schools at all, and to whom the special annual grants recommended by the Protestant Committee are absolutely essential.The inspection district of the late A.L.Gilman, which had been vacant four years but had been visited in the meantime, in sections, by Inspectors Taylor, Rothney, McOuat and Honeyman, was filled in June last by the appointment of Mr.W.H.Brady, B.A., formerly principal of a Montreal school.The district of Inspector Rothney, however, became vacant in January last, owing to his appointment as Inspector of High Schools.Progress in the Superior Schools is to be noted, among other things, in the admirable buildings completed during the year.The Shawinigan Falls High School is a magnificent one erected at a cost of $150,000.00.Other very creditable buildings completed during the year are the Consolidated Intermediate Schools of Brownsburg, Morin Heights, Canterbury and Roxton Pond, while a handsome Consolidated Intermediate School is to be ready for occupation in September 1927 at Fitch Bay, in the township of Stanstead.\\ EDUCATIONAL RECORD The consolidation movement continues to make progress, and several large unions for this purpose promise to be effected in 1927-28.The special Government grants in aid of building these schools, upon the recommendation of the Protestant Committee, as well as the annual grants in aid of the conveyance of pupils, assist the movement most materially.They are indispensable, indeed, for its success.During the past year I visited various municipalities in the interest of consolidation, holding a number of meetings in Stanstead and Hunringdon counties particularly.The prejudices against the movement of some years ago have almost wholly disappeared.The chief question now raised at the meetings concern the most suitable centre and site for the establishment of a consolidated school.The evidences concerning the value of these schools in the various municipalities in which they are in operation\u2014by affording preparation in at least two or three years of high school work for pupils who would otherwise be deprived of that advantage\u2014are cumulative on every hand and are most encouraging.Equally gratifying is the sincere appreciation expressed by those who have had the benefit of this longer school life.In several communities the progressive idea of using motor-buses instead of horse-drawin vehicles for the conveyance of the pupils is being discussed.On the improved roads of the Province this is now practicable, as shown by experience in those parts of the northern United States where the snow-fall in winter is about as heavy as in Quebec.In the state of Maine the \u201ccaterpillar\u201d tractor is used for the purpose when the snow is particularly deep.The motor-bus has the advantage of getting the pupils to school in less than half time the required by a horse-drawn vehicle.Hence, two or three districts could be covered in the hour before school opening by one motor-bus, this replacing three teams, and pupils could also be brought in from wider areas.Owing to its rapidity, the motor-bus is no more expensive in the end than the horse-drawn vehicle.After seventeen years of experience in this work, and as the result of much observation, I have become convinced that, apart from its obvious advantages in affording higher and better graded classes throughout the school for all the pupils within the radius of the conveyances, the consolidated schools and the consolidation movement are aiding, supplementing and accelerating social and economic developments of an important character in rural life.The movement has come at the right time.Within the last few years certain changes in the attitudes and spirit of rural life have been going on a rapid rate, and as marked, perhaps, as those which accompanied the introduction of farm machinery some seventy years ago.Good roads and the farm automobile, for one thing, have largely increased the amount of social contact in the county.Attendance at any evening entertainment thirty miles away presents no difficulty, and much longer journeys, for business or pleasure, are made in a single day.This larger facility of travel, unknown 25 years ago, has undoubtedly given a changed activity to rural life.Then the largely increased activities of provincial and REPORT OF INSPECTOR GENERAL OF PROTESTANT SCHOOLS 187 federal departments of agriculture are bearing fruit in a more highly awakened interest in the principles of scientific agriculture, and this interest again has given a more correct appreciation of the importance of the education obtained in the rural school and of the kind of knowledge which they should provide.: In other words, in the progressive municipalities the consolidated school is now ' welcomed as a practical ideal.Therefore, as the movement grows we may look forward to a spirit in these schools which yield such results as those obtained in the remarkable \u201cFolk\u2019s High Schools\u201d of Denmark.I have the honour to be, ete., J.C.SUTHERLAND, Inspector General of Protestant Schools.August 17, 1927. IDUCATIONAL RECORD MINUTES OF PROTESTANT COMMITTEE Medical Building, McGill University, Montreal, February 24th, 1928.On which day was held a regular meeting of the Protestant Committee of the Council of Education.Present:\u2014The Honourable W.G.Mitchell, K.C., D.C.L., in the chair.Professor A.W.Kneeland, M.A., B.V.L., W.M.Rowat, Esq., M.D., C.M., Howard Murray, Esq., O.B.E., W.S.Bullock, Esq., M.L.A., Rt.Reverend Lennox Williams, D.D., Reverend E.I.Rexford, D.C.L., LL.D., D.D., Sir Arthur Currie, G.C.M.G., K.C.B., LL.D., A.Kirk Cameron, Esq., Victor E.Morrill, Esq., Eugéne Lafleur, Esq., K.C., Hon.Justice John E.Martin, Andrew R.McMaster, Esq., K.C., Rev.A.H.McGreer, M.A., D.D., W.L.Shurtleff, Esq., K.C., LL.D., Sinclair Laird, Esq., M.A., P.B.Phil., Professor Carrie M.Derick , M.A., J.A.Nicholson, Esq., M.A., LL.D., P.C.Duboyce, Esq., B.A., LL.B., and C.A.Adams, Esq., B.A.The Minutes of the last meeting were read and confirmed.Apologies for absence were submitted on behalf of Rev.A.T.Love, B.A., D.D., and the Hon.Jacob Nicol, K.C., M.I.A., D.C.L.Dr.Rexford submitted a report on qualifications for the high school diploma.After discussion it was resolved on motion of Dean Laird and Dr.Nicholson to refer the report back to the sub-committee for further consideration.Mr.Cameron reported that consolidation of schools in Dundee was under way, and that a building was to be erected at an estimated cost of $15,000.Mr.Cameron moved, seconded by Mr.Morrill that a grant of 50% of the total cost be paid on the completion and acceptance of the building, the said grant, however, not to exceed $7,500.Carried.Dr.Nicholson reported for the sub-committee on text-books and course of study, the following recommendations were approved.1.That book-keeping be added to the list of optional subjects for the i Cr CCN CE CAE COLL LOC ee ete ee da MINUTES OF PROTESTANT COMMITTEE 189 high school leaving certificate, but marked with a cross, as in the case of physics and chemistry, thereby bringing it under the provisions of Note 3 of the course of study, if adopted, be made retroactive so as to cover the examinations recently held.2.That in grade X and XI History shall be associated with English for the purposes of valuation, 300 marks being allowed for the papers as at present; and that regulation 2 under the head of \u201cpromotion\u201d in the memoranda of 5 instructions for teachers be changed to read as follows: \u2014\u201cIn subjects which E represent two or more units, such as English and History, French and Latin, failure in one of the papers will be overlooked provided the pupil has taken 559%, of the marks obtainable in the subject as a whole, and provided further that he does not fall below 409, in any one of these papers.3.That a slight change be made in the following regulation to make the meaning clearer \u2014\u2018 \u2018Notwithstanding a pupil\u2019s failure in one of the compulsory subjects of the grade, he shall be entitled to the high school leaving certificate if he obtains 659, of the marks obtainable in the examination as a whole.\u201d The last sentence should read as follows:\u2014*\u201cIf he obtains 659, of the marks obtainable in the subjects which he has taken.Mr.Bullock reported for the sub-committee on the distribution of the Poor Municipality Fund an allocation of grants aggregating $15,400.40.The list as submitted was accepted and it was resolved that the Secretary take the necessary steps to secure the approval of the Lieutenant-Governor-in-Council.Mr.Duboyce submitted a report on June examinations which was discussed and held over fro consideration at another meeting.Mr.Eugéne Lafleur submitted a report on the Judgment of the Lords of the Judicial Committee of the Privy Council delivered February 2nd, 1928 in the case of Michael Hirsch and another V.the Protestant Board of School Commissioners of the City of Montreal and others and the Protestant Committee of the Council of Putlic Instruction of the Province of Quebec.The Secretary was instructed to have the text of the report and of the judgment printed for the use of the members of the Committee.The thanks of the Committee to Mr.Lafleur for his report and for his conduct of the case in its behalf were tendered to him.Dr.Nicholson as chairman of the sub-committee appointed to draft a regulation regarding the selection of text-books and the arrangement of the course of study reported the following as a regulation to replace the one now in effect: EDUCATIONAL RECORD \u201cAll recommendations regarding text-books and course of study shall be made to the Director of Protestant Education.After these recommendations have been carefully considered he shall report his findings to the Protestant Committee for final action.\u201cThe Director of Protestant Education, or the Protestant Committee itself may also initiate proceedings in this connection.\u201d The adoption of this report was moved by Dr.Nicholson and seconded by Mr.Duboyce.Dean Laird moved in amendment, aeconded by Professor Kneeland, that the report be adopted with the addition of the following words: \u2014\u2018 \u2018In case new books are proposed for authorization copies of them shall be procured for the use of such members of the Committee as may request them with a view to examination before final action.\u201d The amendment being put was carried.A resolution of the Provincial Association of Protestant Teachers recommending that Algebra and Geometry be restored to grade IX, and that Stenography be recognized as an optional subject in grade XI was read.It was referred to the Director of Protestant Education for consideration.Nominations for a successor as associate member of the Committee to replace the Honourable George Bryson, resigned, were called for.George F.Calder, Esq., B.A.of Lachute was nominated by Dean Laird and Mr.Justice Martin.There being no further nomination, Mr.Calder was declared elected unanimously.On account of the official position of Dr.W.O.Rothney, High School Inspector, the Director of Protestant Education recommended that he be appointed as member of the Protestant Central Board of Examiners.The recommendation was concurred in and the Secretary was instructed to ask for the appointment of Dr.Rothney by the Lieutenant-Governor-in-Council.It was moved by Sir Arthur Currie and Professor Kneeland that Dr.A.T.Love and Dr.W.L.Shurtleff be re-appointed as members of the Teacher Training Committee for another term of three years.Carried.The Secretary read resolutions from \u201cWomen\u2019s Education Committee\u201d asking that women be made eligible for service on school boards and as members of the Protestant Committee.The Secretary was instructed to say that the Committee was quite willing to reaffirm its action at a meeting held in February 1916, which was favourable to the pretensions of the Women\u2019s Education Committee. GO er A A EO EE ELC LL OE er arr MINUTES OF PROTESTANT COMMITTEE 191 Resolutions from the Frontier Sabbath School Assocuation in favour of further teaching of temperance in schools was read.The Secretary was instructed to say that what is now asked for is covered by the present school regulations.A letter from the Women\u2019s Institute of Gore, Richmond County, in regard to the high cost of text-books was read by the Secretary along with his reply thereto.The Committee considered the Secretary\u2019s reply quite sufficient and further action unnecessary.+ Resolutions that had been passed at a meeting of high school principals at Bishop\u2019s College in December were submitted.It was moved by Dr.Rexford, seconded by Sir Arthur Currie that these resolutions be referred to the P.À.P.T.for report.Carried.A letter from the Advisory Board of the Royal Military College asking what provision cam be made for graduates of the R.M.C.who may wish to become teachers was read.The matter was held over for consideration after the report of the sub-committee on high school diploma qualifications.A resolution of the Pointe Claire school board in favour of summer schools for teachers was laid on the table.A\u2019special grant of $400.for the intermediate school at York, Gaspé Co.was recommended.It was moved by Dr.Rexford and Mr.Cameron that the June examiners for grades 8, 9, and 10 and for grade 11, as recommended by the Director of Protestant Education, be appointed.Carried.The meeting then adjourned to re-assemble on Saturday the 19th day of May, 1928, in Quebec, unless called earlier by order of the Chairman.(Signed) G.W.PARMELEE, (Signed! G.W.MITCHELL, Secretary.Chairman. 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