The educational record of the province of Quebec, 1 avril 1934, Avril - Juin

[" or 3 aS coor nm 157C65 B38/ A THE Con \u201cTT EDUCATIO NAL RECORD OF THE PROVINCE OF QUEBEC (Published Quarterly) Old Series, Vol.LIII, No.2 New Series, Vol.VIII, No.2, ApriL - MAY - JUNE 1934 SPECIAL ARTICLES ih COURSE OF STUDY, 1934-1935 \u2018SALARY REDUCTIONS NEGLECT OF TEACHING METHODS | SCHOOL BUILDINGS NAT, LE | QUEBEC, QUE.6MAR 196 GENS THE CHRONICLE-TELEGRAPH PRINT FFrorEL LES vin i th RRR HINARIOD WY) | $ 3 Q: LA \" i 4 i Cm EE ih mw mem ih i va 4 A 0 à Wh i Hig 2 : ] 2 hy il 5 4 Wl oH i i A BE it niin iH il fa a a a 5 ue be Lait i Du \u2014\u2014\u2014 A 4 3 ii Bd ih fh Wi 3 A it oa) He P ti HER IR TR dis paire a Ir WIT) EE THE EDUCATIONAL RECORD A 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.LIII, No.2.Subscription, $1.00 per annum.New Series, Vol.VIII, No.2.April - May - June, 1934.J.C.SUTHERLAND, | Editor and Publisher.RCE SP EEE SN FRR hee pees RER \u2014 Le EE, rss TE 2, D LT POPC EE \u2014 eee nn = = To Tai Sn Ex as = ces Tne re ST ial = me oo ae ee 05 Tir, wT a > Æ intra = = = TEE ay x See rss = ay ess x = nl = = == is = re eee =; PE eo as == ce ae == 5 = es 3 Xe a 3 cE REED SEC ___ eo = Philips\u2019 Nature Study Readers An Attractive Series of Well-written, Freely-illustrated and Carefully-planned Readers Each book is complete in itself and contains stories covering the whole range of subjects usually included in the syllabus\u2014Flowers, Fruits and Vegetables, Insect and Animal Life, Trees, Pond Life, Simple Geology, etc., ete., being treated in an attractive and informative manner.The series is graduated on progressive lines, and so designed that the stories in the later books supplement those in the earlier.They cannot help but develop a habit of orderly thinking and mental alertness.Unquestionably the most outstanding series of Nature Study Readers ever published.Book I.\u2014184 pages, with two colored plates and many black-and-white illustrations.Delivered $0.65 Book I1.\u2014212 pages, with two colored plates and many black-and-white illustrations Delivered .70 Book III.\u2014232 pages, with two colored plates and many black-and-white illustrations Delivered .70 Book IV.\u2014264 pages, with two colored plates and many black-and-white illustrations Delivered .80 Canadian Representatives E.N.MOYER COMPANY, LIMITED Canada\u2019s School Furnishers 106-108 York Street, \u2014 Toronto - 2 - Canada Padang sh gh gigging CO OOOO IIASA - 5 eee IC EC a IE THE RAINBOW SERIES comprising CANADIAN HISTORY | WORKBOOKS 8559S, 5ENS 12S AND IN EIGHT BOOKS Gregg Pen Nibs are the best \u2014 .made in England \u2014 and are the by M.L.GOWAN, in collaboration standard pens for school use in : Canada today.with HELEN PALK.Write for samples.Th k i with \u201cPages from Canada's Story\u2019 Alita] gf, GRESG SPECIAL by D.J.Dickie & Helen Palk.They vod .: scientifically proportioned cover all the work included in this and well balanced.They fit popular and attractive textbook.the fingers perfectly.THE GREGG PUBLISHING COMPANY Toronto, Ontario Price 10 cents net per copy, CARRIAGE CHARGES EXTRA Send your inquiries to J.M.Dent & Sons, Limited 224 Bloor St.West - Toronto THE ENDLESS QUEST 3000 YEARS OF SCIENCE By F.W.WESTAWAY Author of \u201cScientific Method,\u201d \u201cScience and Theology,\u201d &c.Price $7.00 Large Demy 8vo.xvi + 1,048 pages, with 3 coloured plates, 48 half-tone plates, and many line diagrams Although primarily a history of science this book makes a new departure: it discusses the subject critically.Its object is to present to the enquiring layman the main facts of science as they have come down through the ages, and to do this in such a way that the layman may judge for himself the value of the evidence by which the facts are supported.The book begins with the science of ancient times and comes down to the present day.It includes both physical and biological science as well as such subjects as embryology, evolution and heredity, anthropology, and medicine.It deals at some length with the points of contact between science, mathematics and philosophy.It holds up in relief such exemplars of scientific method as Newton, Farady, Darwin, and Pasteur, and contrasts them with some of the rather reckless hypothesis-manufacturers of the present day.BLACKIE & SON (CANADA) LIMITED 55 YORK STREET, TORONTO, 2 _\u2014 = = 2 CONTENTS Page Editorial Notes.12002000 0044 e ea ea aa da ee a a ea ea ae ae ae» .7l Salary Reductions.OP RE £5 Taxes on Incorporated Companies.0200200 sacs sas sas nee» 76 Canadian History.eee 77 What Pupils Read.cca RAS ce.T8 Course of Study 1934-35.1102 20122 La La La a La a Aa a a a a ane 79 Englishman and Scot.cc iii iii.Cee .80 | French: Last Minute Touches.ii iii.81 I Book Notices.PS 84 | The Maister and the Apple.iii.RARE 86 | Character in Education.iii iii.87 Neglect of Teaching Methods.iii.88 | Education of the Blind.Lee s a aa ea aa 89 | School Hockey League.10220000 0002 a ieee 90 Playing with Detonators.iii, 91 School Buildings.coi a AL LA ae a ARR aa ane 93 | Examination Papers, Grade XI.oo 101 Time Table September Examinations.oo.104 Inspectors Reports.100100000000 0 aan aan RE 105 | Report of the Inspector General.113 British Headmistresses\u2019 Canadian Tour.00000000 casa aan 118 | Minutes of Protestant Committee .Cee ve.125 fi | | | + ?fi \u201d n \u2018Hi WH oi Hi Hy ki no; Hi I Vig ai fui | nn hi FA i 3 it pi i i WM) fil Hi Hl ih n i) hh | | i i \u201cul ; i i i \u2014 | 4 } | a i | i | ÿ 3 if i i) eh Al [3 Ahn i i Û i Hy th i A i a fh a i i ib Qui, je i tr Bh pi ih tH i TR an Lut LE ERNE) The Montreal Association for the Blind (7010 Sherbrooke Street West, Montreal) desires that teachers should cooperate by informing the Association of the names and addresses of children who are handicapped by defective eyesight, and who are absenting themselves from school on that account.The names of the blind as well as the partially blind should be sent.Teachers of Geography may now make use of an additional proof that the earth is round.Photographic plates sensitive to the infra-red rays of light are being used in remarkable photo: graphy.One scientist took a photograph of Mount Shastor, 331 miles away, from a height of 23,000 feet in the air.In South America he photographed the Andes from a distance of 310 miles.\u2018\u201c\u2018\u2019The perspective of this photograph showed the effects of the earth\u2019s curvature directly.The mountains appeared as resting on a curved surface.\u201d The Overseas Education League has again arranged for some fine Tours in EDITORIAL NOTES EDITORIAL NOTES England and the continent for the coming summer.\u201cIn Search of England\u2019 is one, including also visits to Germany and France.Circulars may be obtained by writing to Miss Lilian Watson, Secretary, 5 Queen\u2019s Park, Toronto.The South African Education Fellowship is to be held at Cape Town from the 2nd to the 13th of July, 1934, and at Johannesburg from the 16th to the 27th of July.Professor Fred Clarke of McGill University is to be one of the speakers.School boards are notified that by the Act 24 George V, chapter 71, passed at the recent session of the Legislature, the prescription of taxes, under article 397 of the Education Act, is still further extended to December 31st, 1934.The same act deals with the compulsory sale of properties for arrears of municipal and school taxes, but only for those in cities and towns.Boards interested may consult the Act in the supplement to the Quebec Official Gazette of April 28th, 1934. 72 EDUCATIONAL RECORD No.407\u201434 DEPARTMENT OF EDUCATION Quebec, May 9, 1934.To the Protestant School Commissioners and Trustees of the Province, DEAR Sirs, The school year 1933-34 approaches its close, and I wish to draw your attention to several matters of importance.1\u2014JULY ELECTIONS The law states that the election for school commissioners and trustees shall take place on the first juridical Monday of the Month of July.This year the first Monday is a holiday (Dominion) Day; therefore the first day on which the election can be held is the 9th.If for any reason no voting can be held on the 9th, the election may be held on any of the succeeding Mondays in July.2.\u2014ScHooL TAXES The reports of nearly all the boards for the year 1932-33 showed large amounts of uncollected taxes.That the financial conditions prevailing in this Province and elsewhere in the world were responsible for a large part of these arrears there is no doubt, but the Department of Education has received proof that there has been carelessness in the matter of collecting taxes from ratepayers who were in a position to pay.The special Act which extended the period of prescription was misunderstood in some cases.It was intended only for the - benefit of people who could not possibly meet their tax bills and mignt be sub- jected to the loss of their properties.Many boards, too, thought that the special Act gave them the right to remit interest on overdue taxes.Hence at the recent Session of the Legislature, Article 397 of the Education Act was amended by adding the following paragraph: \u2014 \u201cIt 1s not in the power of the school board to make remission of this interest.\u201d 3.\u2014 TEACHERS SALARIES The result of the tax arrears, mentioned above, was a very heavy reduction in teachers\u2019 salaries, accompanied by a reduction in the tax rate.The lowered rate of taxation took place chiefly in the rural municipalities, and the reports of the Inspectors show that this lowering of the rate has taken place also in the present year.The standard rural salary of $600.00 per year has almost disappeared from the Elementary Schools, and many elementary teachers in the Superior Schools have also suffered by this mistaken economy.It is a first duty to maintain the salaries as high as possible. EDITORIAL NOTES 4 \u2014FINANCIAL ADMINISTRATION It has to be made clear in regard to school boards which have deficits on account of uncollected taxes and lowered rates of taxation that Government grants in aid of these boards are not possible.Hence commissioners and trustees must see to it that active measures are taken to collect arrears, wherever possible, and there should be no resort to further reduction in the rates.Business methods should be employed, as the efficiency of the schools depends upon stable conditions for the teachers.5.\u2014AUDITING OF ACCOUNT Books Much has been accomplished this year in the matter of proper auditing, particularly in the rural municipalities.The strict rule of Section 7 of the Quebec Municipal Commission Act makes it impossible now for boards to engage any person as auditor other than those who have the permission, in writing, of the Quebec Municipal Commission.Many secretary-treasurers have welcomed the assistance they have received from the authorized auditors.Chartered accountants do not require the permission of the Municipal Commission.6.\u2014 PROPER BOOKKEEPING The audits referred to above disclosed the facts that the books and records of many rural boards are kept in a very unsatisfactory way.Hence the Quebec Municipal Commission has devised a system of books for rural school boards uniform with those already adopted by many rural municipal councils.The system is intended to simplify the work of the secretary-treasurers, to make it easler to prepare the annual financial statements of the boards and to make the auditing more readily possible.The Cash Book is in two sections, the first containing the receipts and the second the expenditures; the receipts are entered to show the year to which the taxes belong; the collection roll shows the arrears of taxes by their respective years; The sheets and binders of the system are sold at the following prices: Ce .00 Cash Book Receipts \u2014 25 sheets.LL $1.50 50 EE 2.50 75 EE 3.50 100 .Ô Bs 8 1 + + + + + \u20ac + 2 + + + + + + + + + + + + + + + 1 + + + 0 Cash Book Expenditures \u2014 25 sheets 1111111 LL LL $ 1.50 50 (EL aa ea a de a da da aa a aa 2.50 75 (EL a a ea aa a aa A La 3.50 100 © CT % * * + » + + = + + + ss 5 » \u20ac + + + + + + + 6 4 + + + 1 +6 58 el a.Ri hii Ë E.Bi li gli Hu EDUCATIONAL RECORD Collection Roll:\u2014 50 75 100 A complete set of binders and 25 sheets costs $10.75, a complete set of binders and 50 sheets costs $13.75, and so on.The sales tax and express are extra.The sets may be obtained by addressing the Department of Municipal Affairs, Parliament, Quebec.7.\u2014 CHANGES IN ScHooL Law The changes in the Education Act since the 1931 edition was published will be sent to the secretary-treasurers shortly.I may mention, however, two amendments adopted by the Legislature at its Session of 1934 in addition to the one given above in regard to interest on overdue taxes.a.Article 19a is added making it necessary for all private schools to notify the Superintendent before opening such independent schools.Ministers of religion and corporations instituted for teaching purposes are excepted.b.Article 208 1s amended by replacing the words \u201cwho shall remain\u201d, in the ninth line by the words \u201cwho must be chosen among them and remain\u201d.This amendment was necessary on account of misunderstanding as to the choice of the chairman.8 \u2014CoUursE oF STUDY Information will be given in the May number of the Educational Record in regard to the course of study and similar matters for the year 1934-35.Secretary-treasurers are requested to read this letter to their school boards at the first meeting after it has been received.I am, Yours truly, W.P.PERCIVAL, Director of Protestant Education. SALARY REDUCTIONS 75 SALARY REDUCTIONS The Montreal Protestant Central School Board, with financial responsibilities for the Protestant boards of Montreal, Westmount, Outremont, Verdun, Lachine, Town of Mount Royal, Hampstead, Coteau St.Pierre, St.Laurent, Sault au Récollet and Pointe aux Trembles, has decided upon a reduction of ten per cent in the salaries of teachers and other officers of the several boards for the year 1934-35.The reduction is in keeping with many other reductions throughout the Province, with this difference that many of the salaries in the rural school municipalities have been reduced as much as 25 per cent and more during the last two years.Before the depression most of our rural boards were paying only $600.00 a year to qualified elementary teachers.Too many are now paying only $500.00, $450.00, $400.00, or even less.The one consolation that can be offered is that the situation is continent- wide, and that the reduced salaries in other provinces began earlier in the depression.It is, perhaps, necessary to explain to many teachers the economic conditions which have caused the reduction in salaries.Although the daily newspapers are constantly full of the details of the lack of \u201cbalanced budgets\u2019 on the part of nearly all governments in the world\u2014Great Britain is one exception this year\u2014the actual position of school boards in city, town and country is not fully brought home to the minds of those who suffer reduction in their salaries.In the cities thousands of \u201crich\u201d people have suffered reduction in their incomes by loss of dividends, while thousands who are landlords have had to accept greatly reduced rents from their tenants.There are landlords, also, who have tenants unable to pay anything.These conditions have made the collection of taxes in the cities very difficult.A few weeks ago the unpaid taxes in Montreal for the previous year amounted to over seventeen million dollars, and in Montreal both the municipal and school taxes are collected by the city officials.In the rural areas of the Province the farmers have been suffering from extremely low prices for their principal products.For some time, milch cows have been selling in the Eastern Townships for one -tenth of their normal value.One farmer had to sell twelve head of his herd to secure enough ready money to pay his municipal and school taxes.The change from the \u201cwar prices\u201d of 1914-18 has been very great.The consequence is that the rural boards in general have had great difficulty in collecting taxes for the support of the schools and \u2018\u2018tax arrears\u2019 have been accumulating, as doubtful or slowly realizable assets.We repeat again, however, that our Province is not alone in this respect.The plight of the wheat farmers in the western provinces of Canada and the United States is even worse, and over 2000 schools have been closed in the United States from lack of funds.Bus at soon as conditions improve the absolute necessity of restoring teachers\u2019 salaries to their former standards, or better, must be recognized.J.C.S.eH he OO Le - En i pe Be, By ABH ie ies ane Eu , : EDUCATIONAL RECORD TAXES ON INCORPORATED COMPANIES Although the law has remained practically the same during many years, there is frequent confusion in regard to the collection of school taxes from incorporated companies.The two articles of the Education Act which control this matter are numbers 422 and 423.When a school municipality has two boards, the one being commissioners and the other trustees, it is the board of commissioners which callects these taxes and pays to the trustees .their share according to the respective enrollments of pupils of the previous year.Suppose that the commissioners had 100 pupils and the trustees 50.Then the share of the trustees is as 50 is to the whole number under both boards, that is, as 50 is to 150, which is one- third.This is the simple meaning of article 422.But when there are two boards of commissioners of different religious faiths in the same territory it is the board which has the largest number of ratepayers which levies the tax on the companies and pays to the other board its share, not according to the enrollment, but according to the number of children from 5 to 16 years of age of each religion residing in the territory common to both, whether these children are attending school or not.Sometimes, however, the territories of the two boards do not coincide.Here sometimes happens.it may be uncertain which board has the right to collect the company tax.(Article 423).One board may have the larger number of ratepayers and the other the larger number in the common territory.Nevertheless, the article 423 1s quite explicit.It is the board with the largest number of ratepayers in general which has the right to collect.Confusion happens, also, in regard to special taxes.Whether under 422 or 423 each board levies its special taxes on the companies independently, but only to that percentage which is determined by its share of the general tax.Thus, if the commissioners receive 60 per cent of the general tax on the companies, it may levy 60 per cent of the special rate on the companies, and if the trustees receive 40 per cent of the general tax, that is the per cent of the special rate that they may levy on the companies.Neglect on the part of the collecting board to pay over to the other its share This should be avoided on every ground, but particularly because of the fact that the other board can recover the amount due, no matter how many years the payment has been neglected.There is no three year \u2018\u2018prescription\u2019\u2019 in this case.Some boards in the past have had large bills to pay. CANADIAN HISTORY 77 CANADIAN HISTORY About fifty years ago there was a complaint that the school text books on Canadian History rather magnified the province of the particular author and neglected the other provinces.In consequence, a Montreal gentleman offered a substantial prize for a book that would do justice to all Canada.Although the book that won the prize did not have a long life in the schools, subsequent makers of text books endeavoured to deal broadly with the country as a whole, and then complaints arose that too little was known of a province by itself.The publishing firm of W.J.Gage & Company of Toronto has endeavoured to meet this difficulty by issuing, under the general editor-ship of Dr.John C.Saul, a series of five books for supplementary reading in Canadian History.One is called \u201cThe Romance of British Columbia\u2019, another \u201cThe Romance of the Prairie Provinces\u201d, a third is \u201cThe Romance of the Maritime Provinces\u201d, a fourth is \u201cThe Romance of Ontario\u201d, and the fifth \u201cThe Romance of Quebec\u2019 \u2014 the five books thus covering the nine provinces.The school texts, whether introductory in the elementary grades or more advances in the higher grade, are necessarily more or less circumscribed in their contents.Many important details of history have to be given merely in outline for class use.Hence the interest of the pupils has to be maintained, and their knowledge enlarged, by means of supplementary reading.The Gage series should prove very useful in this connection, and the five books might well find a place in many school libraries.As Romances, the books of the series are concerned chiefly with the interesting and striking events of the national history from the landing of Jacques Cartier onward, and deal with these events in more detail for each province than is possible in the class text books.At the same time the several authors have not lost sight of the progressive steps in social and political development tn the nine provinces.The history of these developments has been different in the different parts of the Dominion, and a just perception of the meaning, creation and purpose of Confederation is only obtained when this varying history is made plain.Hence the new Gage series of \u201cRomances\u201d furnishes a good foundation for the more advanced work in the high school grades, where it is becoming more and more important, with the increase of foreign peoples in Canada, that the Canadian pupils should have a sound knowledge of the Canadian constitution.J.C.8S.connect co The Toronto Public Library, under Mr.George H.Locke, formerly of Macdonald College, does splendid work in the matter of encouraging good reading for school children.There are branches of the Public Library in various parts of Toronto, under expert librarians.One of the features of these branches is the Boys and Girls Libraries.From a report of Miss Lillian H.Smith, Chief of the Boys and Girls Division, we learn that in 1933 boys\u2019 and girls\u2019 reading consisted of fiction 40 percent, other reading 60 percent.This fine result is due to the fact that the books which are worth while outside of fiction are made attractive.Another interesting feature of the report is in regard to the reading of the foreign element children, chiefly Southern European, but also from Finland.We quote from one branch \u2014 \u201cThe majority of the children who come to this branch library are southern Europeans, affectionate, emotionally high-strung and always the merriest of boys and girls.In contrast to these are the other large element, the more sober and serious children from Finland, who are independent and almost brusque in their manner, but very energetic and intelligent.Probably the most interesting child who comes to this branch is Olga Heikonen, who was born in the City of Helsingfors, Finland\u2019s ancient capital.She has been coming here for about three years.She has read widely and well fairy tales, hero stories, Dumas, Dickens and her favourite author, Selma Lagerlof.Though quite unconscious of the fact, she is of great assistance to me, for she has within her, developed to a remarkable degree, the gift of sharing her enthusiasms.She cannot help bubbling over EDUCATIONAL RECORD WHAT PUPILS READ to those standing near about her the books she \u2018yust loves\u2019, and she is dramatic and persuasive and the books recommended, I notice, generally go out under the arms of some of the bystanders.She speaks with the authority of a contemporary, while the librarian\u2019s remarks at best are tinged a little with the lofty wisdom of old age.\u201cMost of the children were either born here or came to this country when they were so small that the recollection of their native land has almost faded away.But little Rudolph, from Austria, is an exception.He still thinks fondly of the country he left two years ago.Last fall he brought himself to my attention by continually asking me for bird books and more bird books, which seemed a strange request when the first snow was falling outside.Suddenly one day he jumped up from the window-seat and came running up to me with an open book, saying excitedly, \u201cThis bird at home we have!\u201d and then, with that faraway look of \u2018Heimweh\u2019 in his eye, \u2018At home it sings beautifully\u2014so beautifully\u2019.But Rudolph is an exception.Most of the children are milled with amazing and even alarming rapidity yn into \u2018good Canadians\u2019.We have often urged in these columns the importance of the school libraries and the opportunity they afford to the teachers to direct the reading of the pupils.This is particularly true of the rural schools, where the majority of the pupils have little other access to books.Without guidance towards the right books, the taste for reading is not likely to be developed, except in the few cases where there is a very strong natural tendency in that direction.\u2014J.C.S. COURSE OF STUDY 1934-35 79 COURSE OF STUDY FOR 1934-35 At the meeting of the Protestant Committee on May 18, 1934, the following changes in the course of study and text books were authorized \u2014 1.Schools which are doing adequate work in Oral French may, upon securing a suitable recommendation, be permitted to take oral examinations.2.The School Art series (Renouf) replaces the Prang\u2019s Graphic Drawing Books in grades II to VII inclusive.The Prang Graphic Drawing Books are still authorized in grades VIII to X inclusive.3.Jones: \u201cThe English People\u201d (Dent) will be adopted for Grade VII if suitable arrangements can be made.This will replace the courses outlined in the syllabuses in British and Canadian History followed this year.4.A syllabus in British History will be prepared by the Director of Protestant Education for Grade VIII.5.Five of the following text books are authorized for English in Grade IX: Conrad: Four Stories; Scott: Flight of King Charles; Shakespeare: Julius Caesar and As You Like It; Sabatini: Scaramouche; Kipling: Puck of Pook\u2019s Hill.6.The following text books in English are authorized for Grade XI: Drink- water: Oliver Cromwell; Short Stories of Today; Eight Modern Plays: Lamb: Essays of Elia; One Hundred Years of English Poetry; Some English Diarists; Boswell and Johnson; Shakespeare: Richard II.7.German is added as an optional subject for the High School Leaving certificate in Grade XI.8.The Pre-Primer, Primer and Book I of the Elson Basic Readers published by the W.J.Gage and Company have been adopted for optional use in Grades I and II.Arithmetic The Director of Protestant Education was authorized to make the divisions of the three book series \u201cProblem and Practice Arithmetics\u201d according to grades.It was also decided that, for next year, the arithmetic of Grades IX and X should be continued as at present.NN EEE NT sogotoon IH ur Lt wt Lt.Bi: Re iy pe HA E kr \u201cHR 598 R'.i a Lt 50 i Ny.I Ni 80 EDUCATIONAL RECORD Note: Teachers are requested to read the minutes of the February meeting of the Protestant Committee in this issue of the Educational Record for other information in regard to the course of study.W.P.PERCIVAL, Director of Protestant Education.May 21, 1934.ENGLISHMAN AND SCOT Scotland laments the glorious, England mourns the dead.The noble Scottish National War Memorial typifies this characteristic of the race, as the silence on Armistice Day is symbolic of the English temperament.When the Englishman bows his head, the Scot lifts up his voice.While England has made an ethereal monument of her inarticulateness, Scotland has seized the occasion to mobilise all the resources of her national art into a visible monument with form and colour.Scotland needs sorrow for her art to become manifest.Her greatest poetry, her most haunting music are laments.The Celtic strain causes the Scot to dwell long on the tragedies of his history, so that the Englishman is apt to get the impression that the story of Scotland is a chapter of disasters, he himself being rather inclined to glorify the periods of prosperity in the history of his nation.Probably both races have had an equal share of happiness and sorrow.But, whereas the Englishman walks his valley and makes a lyric of its streams and homesteads, the Scot watches the cloud-shadows chase over the mountains and mourns the dead chieftains.It is such a bias that leads London, by ones and twos, to a flagstone in Westminster Abbey, but drives Edinburgh to crown the Castle rock with a coronach in stone.\u2014From \u201cThe Scottish National War Memorial by Sir Lawrence Weaver. FRENCH: LAST MINUTE TOUCHES 81 LAST MINUTE TOUCHES TO THE SUBJECT OF FRENCH It is in the early spring just before the young buds burst forth into leafy foliage and the bright spring flowers and green grass appear, that the country has a sorrowful drabbiness, which is description analagous to the French lessons and others of the average classroom.The year\u2019s work has been covered, perhaps not by all, but, by the majority of teachers, who are weary from repetition and drill.Some teachers may be leaving the post now occupied and so have that \u201clet down\u2019 feeling of \u201cI don\u2019t care, this particular problem will be some one else\u2019s problem next year, so, why should I worry.\u201d (I hope this statement is false.) Pupils have lost that enthusiasm for their French lesson, for there is nothing new and so often have that exasperating attitude of confidence; the idea that all is known.Other pupils are awakening to the necessity of application for the first time, if a pass mark in June examinations can save their reputation, both in the school and in the home.These unfortunates are grasping frantically for bits of knowledge which they hope will provide the answers to those horrible examination questions.Fears and torments are prevalent with such pupils and they face the final test with uncertainty and bewilderment.Occasionally, too, there are the pupils who have been told or, who know instinctively, $hat they are hopeless, dead failures, so why should they worry anyway.There is, of course, the other side of the question of both teacher and pupil.However, I do not propose to deal with the conscientious, alert, ambitious, enthusiastic, hardworking teacher or pupil, except to state, that it is a blessing that they do exist, and a pity that they are sometimes in the minority rather than in the majority.My reason for not dealing with them is this: There are only two sides to any question or argument \u201cGood\u201d and \u201cBad\u201d.If the \u201cBad\u201d 1s obliterated, every reader knows what remains.Therefore, I do propose to deal with that gloomy, drabby picture of final reviews.Firstly, every review lessons should be prepared as thoroughly, if not more thoroughly, than the new lesson.Many teachers, I fear, fall down in this respect.In my opinion, valuable time is lost going over every sentence and exercise in the French text book a second time.There are essential rules to be learned in each class and a certain vocabulary to be acquired.In the review lesson, the same old rules and new words (now old) may be served up to the pupils in new settings and sentences, similar to the manner in which a good cook can serve the same ingredients two or three days in succession, but, by her ability to trim up each of these three dishes, her guests will never recognise the fact that they are eating the same thing each time. 82 EDUCATIONAL RECORD (Re-Essentials.I wish to refer teachers of French once again to an article on this subject in the Jan.Feb.March 1933 issue of the Educational Record.) The use of incentives and games are especially valuable and beneficial at this time.Here, I would like to refer to speed tests which I saw in a Montreal school, work being carried on under the direction of Mr.MacGowan, supervisor of French in the Montreal schools.Teams are chosen to do a certain piece of work, which might be oral or written, (although the work I was privileged to see was oral) and the time taken to do it is recorded.Records could be kept from lesson to lesson.Reference to this same idea is also made in one of the French manuals by Mr.Robert.A noted psychologist sums up the value of play responses in child development as follows: \u2014 I.\u2014Play reactions are easier than those of work, because they involve the oldest and most used centres.II.\u2014Play brings a greater amount of activity, because it is easier, more pleasurable and less fatiguing than work.III.\u2014The intensity of response is greater, because attention is undivided and spontaneous, and therefore interest is keener.IV.\u2014Play is a better stimulant to growth and development than work, because it meets nature\u2019s demands in a natural and timely way.V.\u2014Play is the most variable of all reactions and thus provides constant and suitable exercise of all important physical and mental activities.Therefore, in our review lessons in the subject of French and others, let us endeavour to stimulate interest by utilizing this excellent device of play.Then like the author of the following poem, let us all, teachers, pupils and supervisors too.Chante.Travaille.Pardonne.Prie.Espère.As-tu vu le printemps?1\u2014As-tu vu le printemps sourire au grand ciel bleu?Et lancer dans l\u2019air pur sa chanson enivrante ?Laisse-là tes chagrins et tes soucis nombreux, Fais comme le printemps: Chante! 2.\u2014As-tu vu la nature À ce souffle puissant Se réveiller soudain?Tout en elle tressaille: Au bois la séve court comme aux veines le sang, Fais comme elle: Travaille! FRENCH: LAST MINUTE TOUCHES 83 3.\u2014As-tu vu les rameaux se couvrir de bourgeons Et l\u2019herbe reverdir sous nos yeux qui s\u2019étonnent ?Le printemps fait crédit à la rude saison.Fais trève à tes rancœurs: Pardonne! 4 \u2014As-tu vu quand le soir, l\u2019ombre descend vers nous S\u2019accroître le silence et s\u2019apaiser la vie ?On dirait l\u2019univers qui se met à genoux, Fais comme l\u2019univers: Prie! 5.\u2014As-tu vu le soleil dispenser ses rayons Et sa force amoureuse aux langueurs de la terre ?Il croit en la semence, il attend les moissons.Fais comme lui: Espère! M.A.SMITH.N.B.\u2014Poem taken from \u201cLa petite revue\u201d \u2018\u201cCampanules.\u201d\u2019 EDUCATIONAL RECORD BOOK NOTICES The Teacher's Omnibus: Book I, Grade I.Edited by George Dill.Other contributors: Donalda J.Dickie, Kate G.MacLeod, Olive M.Fisher, Helen Palk, P.H.Sheffield, N.Emily Tedd Introduction by Peter Sandiford, M.Sc., Ph.,D.Illustrations.387 pages.Toronto: J.M.Dent & Sons, Limited.The purpose of the book is to present the most important material required by the teacher of Grade One.The publishers hope that it will prove to be a valuable guide both to teachers in training, and to parents who have the responsibility of the school in the house, but particularly to all who are engaged in primary work, providing as it does a wealth of reference and source material No activity in the first grade seems to have been overlooked or omitted and we can confidently recommend the book to primary teachers.Its scope, in our opinion, affords one more proof of the fact that is too often neglected in the thought of school boards, namely, the importance and the responsibility of Grade One teaching.Teachers in one-room rural schools will find the book useful for Class One, and some of the material of service in Class Two of the combined course.Friends: A Primer.By Mary E.Pennell, Alice M.Cusack, and Kate G.MacLeod.Illustrated by Marguerite Davis.112 pages.Ginn & Company: Boston, Montreal, London.This is one of a set of the \u201cCanadian Children\u2019s Own Readers\u201d Good type of primer and well printed.First Over Everest.The Houston- Mount Everest Expedition, 1933.By Air Commodore P.F.M.Fellowes, L.V.Stewart Blacker, Col.P.T.Ether- ton, Squadron Leader the Marquis of Douglas and Clydesdale, with a foreword by John Buchan.With 57 illustrations from photographs, Diagrams and Maps.279 pages.London: John Lane, the Bodley Head Limited.This remarkable expedition was made possible by the generosity of Lady Houston, D.B.E., and the book itself is a remarkable human document, as well as one of great scientific interest.The World Around Us.By Samuel Ralph Powers, Professor of Natural Sciences, Teachers College, Columbia University; Elsie Flint Neuner, Supervisor of Elementary Science, New Rochelle, New York; Herbert Bascom Bruner, Professor of Education, Teachers College, Columbia University.475 pages.Price $1.20.Many illustrations.Boston and New York: Ginn and Company.In the last issue of the Educational Record we mentioned six books of series called \u2018Pathways of Science\u201d for elementary schools, published by Ginn and Company.The present book is the first of three intended for the higher classes in the Junior High Schools, corresponding roughly to our intermediate Schools.Apart from its high value as a text book, we suggest to teachers of geography that this book treating so clearly of the world around us would be of use to them for their own supplementary reading.The physical environment of BOOK NOTICES 85 living things, animal and vegetable, is the main subject throughout in its \u2018various aspects, and that is the background of successful geographical teaching.The Odd Little Soul.By Anne Sutherland.62 pages.In previous issues we had occasion to mention the poems of Miss Anne Sutherland of Guelph, Ontario.The present booklet is a charming prose idyl of child life.The preface reads: \u201cThe door was open an inch or two, and I could hear the tinkle of tea-cups within, and fancy their two kindly, grey heads, bobbing in friendly communion.Suddenly, my own name, like a determined thumb-tack in the vague pattern of their talk, pinned me to the spot.\u201cAh\u201d, Janet Muffin was murmuring, and I knew that she stirred her tea round and round, with an air of gentle speculation, \u201cAn odd little Soul\u201d.A light touch, a fine sense of humour combined with the sense of the seriousness of life\u2019s issues in the youngest, make Miss Sutherland\u2019s imaginative sketches most valuable.Canadian History Work-Books.By Mrs.M.L.Gowan in collaboration with Miss Helen Palk.Rainbow Series Nos.I to VIII.Price 10 cents, each.Toronto: J.M.Dent & Sons Limited.Intended to accompany \u2018\u2018Pages from Canada\u2019s Story\u201d by D.J.Dickie and Helen Palk, these work-books are likely to prove popular.Principal McIntyre of the Provincial Normal School, Winnipeg, in a preface to No.1 of the series, clearly states the purpose and advantages of this method of studying history.Among other things Principal Melntyre states that the \u2018\u201cwork-books will be a great boon to teachers and pupils in rural schools, where but a small portion of class time can be given to the teaching of the subject.Definite assignment for study periods then becomes a pressing necessity.\u201d Junior School Geographies: By A.Wilmore, published by G.Harrap & Co.London, and represented in Canada by Clarke, Irwin & Company, Toronto.Book I.Country, Town and Seaside, 45 cents.Book II.Peeps at other Lands.45 cents.Book III.Britain and the British People, 55 cents.Book V.The Wonderful World, 60 cents.Four well written and well illustrated books.Round the Year with Enid Blyton.Spring, Summer, Autumn, Winter.Four Books each of 96 pages, London: Evans Brothers.Toronto: E.N.Moyer Company.These four new Nature Readers for Juniors are finely illustrated, and chamingly written.The charm is that they do tell things that are both interesting and instructive about the objects dealt with in the four seasons of the Year.Warmly commended to teachers. 86 EDUCATIONAL RECORD Informative Geographies\u2014The British Isles.By F.M.Miller B.A.121 pages.Illustrated.Price in Canada about 40 cents.London: George Philip & Son.Toronto: E.N.Moyer Company.If geography is being taught in our rural schools generally in the perfunctory and useless manner that the report of one of our inspectors suggests, we commend to teachers who may desire to follow the \u201cbetter way\u201d the study of this book on the British Isles.In a preface by E.G.Taylor Professor of Geography in the University of London, he states that \u2018(many of us find that the geography of our own country is the hardest of all to teach\u201d.Exactly.No teacher need feel any inferior complex, if he or she finds it difficult to teach the Province of Quebec properly.The local geography, as Professor Taylor says, is the hardest of all to teach, but it is the foundation of general geography.THE MAISTER AND THE APPLE There is an amusing school story in the \u201cLetters to Isabel\u201d by Lord Shaw of Dunfermline.Shaw went to school when three years old, and one morning was a few minutes late.Reaching school he walked up to the \u201cMaister\u2019s\u2019\u2019 desk and said, \u2018\u201cMaister, I'm ower late, but if you\u2019ll no gie me the tawse I'll gie ye this fine big red-cheeked apple\u201d.The maister solemnly took the apple, but after school handed it back to Tommy, who was very much disturbed by this, as he thought it meant the \u2018\u201c\u2018tawse\u2019 after all.That evening he was still more anxious, as the maister called at his home.Tommy was upstairs at the time, and was much puzzled on hearing smothered laughter downstairs by the family and the maister. CHARACTER IN EDUCATION 87 CHARACTER IN EDUCATION To the Editor of The New York Times: I wish that a copy of the editorial \u201cA Crisis in Education\u201d might be placed before every parent and school officer in the United States\u2014with a recommendation to commit it to memory.In this great nation we have the most expensive education system in the world.So far as developing wholesome citizenship and moral training is concerned it is probably the least effective.As examples we have the antics of Federal Congressmen and State legislators.In municipal polities we see New York, Chicago and New Orleans as types\u2014one of graft, the second of gangster killing, the third of general cussedness.Each is a product of our education.\u201cMan is a political animal,\u201d Aristotle tells us.He might have added the opinion of another philosopher unknown to fame: Cet animal est trés méchant; Quand on l\u2019attaque il se défend.Our great moralists warn us to shun \u2018\u2018rotten politics.\u201d If there is rottenness in political life the reason therefor is apparent: it is because our education has permitted one of the two funda mental factors chiefly concerned in the life of a democracy to fall into the control of officers who see no sin in selling their country to a political lobby in order to buy their offices at a following election.The State spends money freely for education.Its interest is centred in the preparation of its youth for intelligent and righteous citizenship.Too often it is spent for the nambypamby that passes as \u2018\u2018culture.\u201d Instead of the cohesive power that makes fo sterling character we get a substitute that has no higher aim than enlightened selfishness.If the aim of education is the inculcation and the development of moral character, we must face the unpleasant fact that, according to the findings of former President Hoover\u2019s commission, the United States is the foremost nation in the world in crimes of violence.That condition is not a product of the World War, as has been claimed.It began more than a quarter of a century ago, when we considered \u201cculture\u201d an equivalent substitute for character.JACQUES W.REDWAY, Mount Vernon, N.Y., April 18, 1934.Note.\u2014Here in Canada we may also place emphasis on the importance of character in education. 88 EDUCATIONAL RECORD NEGLECT OF TEACHING METHODS The following letter was sent to the Protestant Inspectors on April 9, 1934, by Dr Percival.Dear Sirs, I have received a letter from one inspector in which he states that, throughout his inspectorate, the results in the study of Geography in Grades VI and VII are very disappointing.\u2018The truth is\u2019, he states, \u2018that teachers do not refer to their notes on methods given to them at Macdonald College, and do not prepare their lessons.The general order for seat-work in Geography is \u201cRead pages so and so\u2019; and there the instruction ends,\u201d He states further: \u201cI regret to find the teachers are obliged to have recourse to the text book in order to question pupils, and several are unable to draw even a rough outline upon blackboard of any country.\u201d Geography is a most important subject in the two upper grades of the elementary schools and, as you are aware, the teaching of elementary notions of the subject is required also in the earlier grades.For the sake of the pupils who may never have the opportunity to follow the higher grades in a higher school, some sound knowledge of the world we live in should be conveyed in a manner which will make the study of Geography attractive, and of use to them in after life, as well as for the purpose of affording the proper foundation for pupils who will attend a higher school.Perfunctory or listless methods in this subject are fatal.Hence I shall be pleased if you will each send me a report on this question, indicating the extent to which the modern methods are followed or neglected, and particularly also as to the extent to which the first principle of beginning with the local geography, with the school as centre, is followed.So important do I consider this matter that I now request you also to mark the work of your teachers in Geography with strict reference to the methods employed, sharply distinguishing neglect of the methods which they had been taught at the School for Teachers by scaling down the marks in the report.What is said in the foregoing paragraph in regard to the marking of the work in Geography applies to all the other subjects of the course.To neglect the methods which bring the most satisfactory results can only injure the effectiveness and lower the quality of the school.In this connection I wish to mention the subject of English.The new course is sometimes used for the mechanics of reading and for too close analysis, and thus defeats the very purpose of the English selections, which is to develop a taste for and literary appreciation of the English classics.Yours truly, (Signed) W.P.PERCIVAL.Director of Protestant Education.ES NEGLECT OF TEACHING METHODS 89 EDUCATION OF THE BLIND It is not generally known that in the Province of Quebec there is ample provision for the education and training of English speaking blind and partially blind children.There was a time when abject poverty was the inevitable consequence of blindness, and begging in the streets the oniy prospects of securing a livelihood.Fortunately, however, these conditions have passed and to-day a blind child may obtain a good education which will enable him to take ihs place in society along with his seeing fellows.The School of the Montreal Association for the Blind, Sherbrooke St.W., Montreal, is well-equipped for this purpose and many of its graduates are now self-supporting citizens.Blind children are taught to read by means of the Braille system which is an arrangement of raised dots having a different combination of dots for each letter.Braille is read by the fore-finger of both hands and considerable speed may be acquired.Text-books on all the subjects taught at School and College are available in this system and in addition scores of Magazines are published each month.The world of books is opened to the blind and hence in the search for knowledge their opportunities are unlimited.In addition to the ordinary subjects taught in the public schools the blind children at the Montreal School receive instruction in music and typewriting.Music has proved a lucrative field for many blind people and some of the best known church-organists have been sightless.If there are any English speaking blind or partially blind children throughout- the Province who would profit by coming to the School of the Montreal Associa tion for the Blind, every effort should be made to locate them in order that they may avail themselves of the facilities for education.If any teacher knows of any blind or partially blind child, please send the name and address to the School for the Blind: Sherbrooke St.W., Montreal. 90 EDUCATIONAL RECORD SCHOOL HOCKEY LFAGUE REPORTS Dr.Erle Draper The Third Annual Schedule of the Hockey League sponsored by The Provincial Association of Protestant School Boards was brought to a successful conclusion when teams from the Shawville and Lennoxville High Schools met at Montreal, on St.Patrick's Day, at the Coliseum Rink and played off for the Annual Challenge Trophy.The game resulted in a two to one win for Shawville after a clean and closely contested game.Messrs.Walter Smail and Andrew MeGerrigle officiated.The schools represented in the League this year were Lake Megantic, Scots- town, East Angus, North Hatley, Ayers Cliff, Lennoxville, Danville, Richmond, Asbestos, Windsor Mills, Granby, Waterloo, Knowlton, Cowansvilie, Bedford, Ormstown, Howick, and Shawville.There were severa: other applications for admission to the League but for various reasons these schools were not admitted.The management hope that these matters may be smoothed out at the Annual Meeting of the Association, and that in future any school wishing to apply, will be admitted.The playing schedule was this year divided into two sections, with Granby being the dividing point.The Eastern section being in the hands of Principal Amaron, of Stanstead, and the Western half was managed by Dr.Draper.This plan worked out very well and will probably be continued.We feel that one bit of fine sportmanship is worthy of special mention.On account of difficulties imposed by the severe Winter it was found necessary to have teams from Ormstown, Shawville and Cowansville meet in Montreal for their play-off games.Mr.Ployart, Principal at Ormstown was in charge of these games.The three teams met on Saturday March 3rd.Shawville and Ormstown played in the morning, the former winning.With a four hour rest the Shawville team again took the ice against Cowansville, and after a period of ten minutes overtime the score was tied at two all.On account of close train connections for home it was impossible for Shawville to continue the game.It was decided to toss a coin to determine the winner, which Shawville won giving them the right to enter the finals against the winners of the Eastern half of the League.The thanks of the Athletic Committee are due, for the smooth running of the schedule to Messrs.Rennie and Carson, of Shawville, Mr.Ployart, of Orms- town, Mr.McGerrigle of Bedford, Mr.Titcomb, of Cowansville, Mr.Greaves of Knowlton, Mr.Pergau of Richmond, Mr.McHarg of Ayers Cliff, Messrs.Johnston and Stevenson, of Lennoxvilie, and Mr.H.B.Patton, of Lake Megantic.The new rules established this year, aimed at discouraging the practise of playing ringers have worked out very well.What few complaints there were came more from failure to read the rules carefully than from any actual rigidity of the rules.: The past Season\u2019s experience with these new rules has shown that they will work out very satisfactorily.Bedford, April, 1934.- PLAYING WITH DETONATORS 91 { PLAYING WITH DETONATORS The annual report of the Explosives Division, shows the usual crop of acci- E dents due to playing with detonators.Twenty-eight boys were injured in 1933; E fortunately there were no deaths that year.This is the list: E Boy, age 16, lost tips of three fingers of left hand by the explosion of a deton- | ator, while he was trying to loosen the composition with a match stick.Boy applied a match to a detonator.It exploded.He lost the first joint of index finger and thumb of his right hand.Youth, age 18, found detonators and fuse in locked cellar of his employer\u2019s E house.He inserted a piece of fuse in a detonator and lit the fuse.The deton- ; ator exploded.He lost the tips of thumb and forefinger of right hand.E Boy placed a detonator, believed to have been received from a chum whose father retailed explosives, on a beam in a barn and struck it with a stone.It E exploded tearing all the finegrs of his right hand.E Boy, aged 13, found a rusted tin of detonators in a brick yard.While playing with the detonators they expolded.He lost the thumb and first two fingers of left hand, and his right hand was badly mutilated.Boys suffered severe injury to his left hand while playing with detonators i which exploded.2 Boy, age 15, exploded a detonator, given him by another boy, when picking the composition with a needle.He lost thumb and two fingers of his left hand.Boys obtained detonators, which had been cached in an empty garage, and [ threw them on a bonfire.One boy received severe injury to an eye by flying À metal.; { Boy, age 11, found box of detonators in chicken house.He applied a match : to one of the detonators and lost the tips of three fingers of his right hand by the explosion.Boy, aged 9, stole detonators from a railway work car.While picking one with a pin it exploded.He lost three fingers of left hand.Boy, age 7, took a detonator, found with others on beam in a cellar where they had been placed by the tenant, and exploded it by striking it with a stone.He lost two fingers of left hand.Boys, ages 7, 11, were given a number of detonators by the mother of one, who was ignorant of their properties.The boys attempted to cut one detonator with an electric saw.Both boys were injured about the face and hands but neither seriously. mere es 92 EDUCATIONAL RECORD Boy, age 12, found detonator on beam of his father\u2019s cellar.While tapping the cap on a chair it exploded.He lost first joint of thumb and forefinger of left hand.Boy, age 12, staying with relatives, found a detonator on beam in barn.He struck it with a hammer and it exploded.He lost part of thumb and first finger of left hand.Boy, age 13, found detonators in a barn, near his summer home, where they had been left twenty-five years ago.While playing with them one exploded causing injuries to his right hand which necessitated amputation of two fingers.Two youths, ages about 17, were given a box of detonators by an Indian.While sitting at a table with a party of friends they started removing the composition from the caps.There was an explosion in which one youth lost the index finger of his right hand and thumb and two fingers of left hand.A second youth lost two fingers of left hand.Eight others received minor injuries.Boy, age 11, lost two fingers and thumb of his left hand when he applied a light to a detonator with which he was playing.Boy ,age 14, exprimenting with a detonator which he had found, had both hands severely injured when the detonator exploded.Teachers may well give warnings in regard to detonators.i i i i F i SCHOOL BUILDINGS 93 SCHOOL BUILDINGS All school boards contemplating extensive repairs to their present buildings or the erection of new school buildings, would do well to read the following instructions carefully and incorporate in their blueprints and specifications the various features which make for a serviceable and comfortable school.For the sake of both the present and future health and safety of the children, the school should provide adequately for proper lighting, heating, ventilation, prevention of accidents, and sanitary arrangements.All plans and specifications must be sent for approval to the Department of Education.Site:\u2014It is very important to have well-drained grounds where the opportunity for securing a sanitary water supply and toilet system is good.School sites must not be chosen near a swamp or cemetery (Regulation 98).The school grounds must be at least one-half acre in extent.Larger schools should have a greater area (Regulation 99).Aspect: \u2014The point toward which the school should face will, of course, be determined by the position of the classrooms\u2014whether placed in the front or back of the building\u2014as it is necessary to obtain the most suitable aspect for the windows.During school hours it is essential that every classroom should have an abundance of light, and that sunlight should have direct access to every room, at least during some part of the day.As far as possible it should be arranged that no classroom faces the north or northwest.If it is necessary that any of the rooms should have this aspect, let it be those which are occupied seldom or for a short time only during the day.This side of the building can be taken up by the windows of the halls, science laboratory, cloakrooms, corridors, library, or staircases.CLASSROOMS SHOULD BE LIGHTED FROM THE EAST OR THE WEST.Building :\u2014When the building is to contain more than three classrooms it should have two stories exclusive of the basement.This provides an opportunity for constructing more commodious classrooms and cloakrooms, a teachers\u2019 room, Principal\u2019s office, lunchroom and library.(a)\u2014Basements: Basements should be under the entire building.The walls and floor should be of concrete, rendered impervious to water.The height should be ten (10) feet clear, of which at least four (4) is above GROUND line.If the basement is to be used partly as a gymnasium, the concrete floor should be covered with seasoned hardwood (maple or birch).In small schools 94 EDUCATIONAL RECORD the playroom can be divided for the sexes by a moveable partition\u2014folding doors or rolling wall\u2014which permits the whole basement being used as one when occasion requires.The area of the basement windows should be at least ten per cent (10%) of the floor area.Provision should be made for adequate ventilation.In the basement can be placed the furnace, water pump, lunch-room, playroom or gymnasium, and assembly hall.In large schools there should be two separate staircases leading to, and two exits leading direct to the exterior from the basement which should be divided by a permanent or moveable wall.If a lunch-room is provided, the entrance should be from the girls\u2019 basement; a window should be the only means of communication with the boys\u2019 section.(b)\u2014Ground Floor: This floor should contain classrooms and perhaps, the Principal\u2019s office.The pupils of the elementary grades, particularly those of Grades I, II, and III, should occupy the ground floor.It is permissible to have toilet-rooms on this floor, but it is advisable to have the main toilet-rooms in the basement.(c)\u2014Second Floor: If there be a second floor it should contain additional classrooms, library, lunch-room, teachers\u2019 room, and science laboratory.In small schools of two to five classrooms it is advisable to combine the teachers\u2019 room.or teachers\u2019 room and Prinecipal\u2019s office.Classrooms: It is generally accepted as a standard that each child should have from eighteen to twenty feet of floor space and about two hundred fifty cubic feet of air space.Elementary classrooms should be thirty feet long, twenty-four feet wide, and twelve feet high; this size of room will easily accommodate thirty-xsi pupils and give each pupil twenty square feet of floor space and two hundred forty cubic feet of air space.In the high school grades, where there are fewer in the classes, the rooms may be smaller.However, it is imperative that each pupil have at least eighteen square feet of floro space.(a)\u2014Lighting: (i)\u2014Natural: Windows should be only on the left of the pupils.Where windows are placed on the pupils\u2019 right and left, cross-lights are established which are confusing to the eye.IRR | ne SCHOOL BUILDINGS 95 Classrooms should be lighted from the East or West.Rooms on the West receive direct rays of the sun during the latter part of the school day; therefore, it Is wise to give lower-grade children, who are dismissed at an early hour, the western rooms, and upper-grade children the eastern rooms where, after the first hour of school, there is little trouble with direct sunshine.The actual glass area of the windows by regulation must be at least one- sixth of the floor space.One-fifth of the area will be found to be more suitable.Windows should be placed along the left wall and as near the back of the room as possible; they should not extend too far forward because of the glare which would be thrown on the blackboard.The top of the windows should reach within six inches of the ceiling and the bottom should not be less than three and not more than four feet from the floor.Steel mullions, which permit the windows being placed close together, should be installed between the windows in place of piers of masonry.Wide piers between the windows cast heavy shadows across the room and are therefore undesirable.Weighted, double-windows opening from the top and bottom should be installed.Opaque window-shades of green, or black, should not be installed unless a ~ light coloured shade is also provided.The best results have been obtained with shades of ecru, light sage, or light cream-coloured twilling.They should be two inches wider than the space to be covered.In the adjustable type, which is most satisfactory, the roller can be fastened quickly at any point on the casing by means of a very simple mechanism and the whole shade raised or lowered conveniently so as to cover any desired portion of the glass.(ii,\u2014Artificial: It has been found that semi-indirect lighting, which has the advantages of both direct and indirect lighting, is best suited to school illumination.Semi- indirect lighting is a plan whereby the lamp globes are placed in bowls which reflect much of the light to the white ceiling, where it is again reflected down ward to the room; the bowl is made of translucent material which permits some of the light to shine directly through and reach the room below without reflection.(b)\u2014Painting and Decorating: Every colour-shade and hue transmits through the eye an effect on the brain.It is therefore of greatest importance in school buildings where young children and teachers spend several hours each day that the decoration of their surroundings should be most carefully chosen.If scientific attention is given to this subject, the whole morale of the staff and pupils will be good, and, consequently, the general efficiency of the school maintained.GI 96 EDUCATIONAL RECORD All paints used should be of the utmost sanitary value, made from nonpoisonous ingredients.It is a great mistake to apply water paints which cannot be washed.All paints used on walls should be made washable in order that they may be cleaned or disinfected.In classrooms no high gloss paints or varnishes should ever be used, neither should any pattern or stencil work which would distract attention be embodied in the decorative sheeme.Young children frequently mark on the walls as far as they can reach.It is therefore advisable, where space is not taken up by blackboards, to have a good washable dado around the lower part of the walls for a height of at least four and one-half feet.The following colour scheme is suitable for classrooms: Wood of brownish dull stain (walnut or mahogany stain), ceilings flat white, walls buff and dados buff or green.Rooms with north light should have buff shades, and rooms with south light, buff or cool green colours.Desks and chairs should always be of a brownish dull stain which does not reflect the light.Reds, oranges, and browns, should never be used.(¢)\u2014Classroom Equipment: (1\u2014Blackboards: School work is linked up so closely with blackboard work that the blackboard to be used in the classroom becomes a matter of first importance.Slate makes by far the most satisfactory blackboard.It is expensive, but never wears out, is easy to write on, and can be washed.Composition boards are rarely wise investments.Great care must be exercised in placing the black boards.They should extend across the whole room in rear of the teacher's desk (Regulation 124), and along the side wall opposite the windows.The trough of the front blackboard in every room should be thirty-six inches from the floor, and the board itself forty-two (42) inches wide.The following scale gives the correct heights and widths of the side boards in the various classrooms.Grade Hight of lower Width of Board edge from floor I, II 24 inches 4 feet III, IV 27 inches 4 feet V, VI 30 inches 3 feet 6 inches or 4 feet VII-, XI 32 inches 3 feet 6 inches or 4 feet À trough, three and one-half inches wide, with a deep depression, should be placed below each board to catch the dust and support the chalk and aersers.À wide-meshed wire screen, fastened with hinges, should be placed across the top of the trough in order to keep the erasers and chalk out of the dust.4 ] i Ses - ot SCHOOL BUILDINGS 97 Exhibition boards, consisting of twelve inches of cork linoleum to match the walls, secured by wooden strips, can be placed conveniently along the top of the blackboard.A diagram of a properly installed blackboard assembly, showing trough, wire screen, and cork bulleting board, will be mailed upon request to school boards and their contractors.(ii)\u2014Desks and Seats: Desks and seats should be adjusted to the height of the children.This may be arranged either by supplying several different sizes for each room or by obtaining individual pieces of furniture which are adjustable to the requirements of the persons using them.Each desk or seat should be intended for one person only.Double desks are inadvisable.Desks should be so placed that their tops project over the fronts of the seats.The accepted standard for this relation of seat and desk is that a plumb line dropped from the front edge of the desk top should mark a point one and a half inches behind the front edge of the seat.A flat top desk with two vertical rows of drawers should be provided for the teacher.No high gloss varnishes should be used in finishing school furniture.A mahogany or walnut stain has been found most suitable.Cloakrooms: Special rooms should be provided for the pupils\u2019 wraps.It is most satisfactory to have the doors to the cloakroom opening directly to the classroom.Convenient cloakrooms can be made by building a partition extending to the ceiling, across the rear of the classroom, leaving a space about four feet wide between this partition and the end of the classroom.The partition should have a door at each end.If the room is to be used by pupils above Grade IV\u2018 it should be divided in the middle to provide separate rooms for the sexes.(In this case, one door to each cloakroom is sufficient.) Care should be taken to see that some system of ventilation is installed so that the clothing will be dried and aired without allowing foul odours to escape into the classroom.A lunch-box shelf should be built above the coat hooks.Toilet Rooms: Toilet rooms should receive careful consideration.It is most important that these rooms should be well lighted and ventilated.The floors should not be made of uncoated concrete because uric acid sets up a chemical action which ROSRAUUB CULE ee 18 EE PA EE SE NA a EI OA EN BOON OU ANA CL ME EE SE OR OR TES 98 EDUCATIONAL RECORD causes discoloration and frequently gives the characteristic toilet-room odour.Sanitary floors may be made by placing a layer of asphaltum, which is impervious to water and uric acid, over a sub-floor of concrete.The floors should be drained to an outlet to permit flushing with water.The floor of the boys\u2019 toilet-room can be drained to the urinals.Water closets should be of vitreous-ware, with open-front seats of sanitary material.Provision should be made for seats of different sizes and heights to accommodate pupils of various ages.The doors to the individual toilet stalls should be arranged to swing inward when the toilets are not in use and thus permit the entrance of the sun\u2019s rays.Urinals should be of porcelain, glass or marble.The stall type is the most satisfactory.Wall-urinals are neither convenient nor sanitary.Wash basins provided with hot and cold running water and liquid-soap dispensers, should be installed in the toilet-rooms.The following scale specifies the number of pieces of equipment necessary for well-equipped toilet-rooms: Number of girls to each toilet seat.15 \u201c boys PL LL LL LL \u201c25 \u201c boys urinal.20 \u2018\u201c boys or girls to each wash basin.20 The walls and ceiling of the toilet stalls and toilet-room should be very light coloured so that they will reflect light and reveal dirt.They should be made of some material which can be washed frequently.Drinking Fountains: Drinking fountains must not be installed in the toilet-rooms.There should be at least one on each main floor and two in the basement.The \u201cangle-stream\u201d type is recommended.Lunch rooms A special room should be provided for serving and eating lunch.It should have built-in cupboards, running hot and cold water, wet sink, electric plate, table and chairs.This room is an urgent necessity in consolidated schools.Library: Every school should have a room set apart for a library.(In small buildings the library can be in the teachers\u2019 room.) A room 10 feet by 12 feet, or larger, having built-in cupboards and bookcases with glass doors, will suffice ORR E # a ss ss 1 0 SCHOOL BUILDINGS 99 for a teachers\u2019 office and library.This room should be adequately lighted, heated and ventilated, and furnished with table and chair.s Teachers\u2019 Room: In every Secondary school there should be a room of suitable size, comfortably furnished, for the private use of the teachers.It should have a built-in cupboard, solid table, and several chairs.There should be a small room, equipped with wash-basin and toilet, adjoining the main room.Principal\u2019s Office: In schools with a staff of more than four teachers, an additional room should be provided for the exclusive use of the Principal.General: (a)\u2014Heating and Ventilation: A heating and ventilation engineer, or the company from which the equipment is being purchased, should be consulted and the advice received followed.(b)\u2014Floors: Should be of (1) carefully selected hardwood, kilndried, tongued and grooved and not less than three quarters of an inch thick; or (2) High-grade linoleum.The former are preferable though, if properly installed and cared for, linoleum floors of suitable thickness will wear for a very long time.Linoleum can be laid over and cemented to a sub-floor of concrete or other fire proof material.(e)\u2014Doors : The most serviceable door for schoolroom purposes is the \u2018slab\u2019 pattern, i.e., the door is built of heavy five ply veneer (about one inch thick) smooth on both sides and without mouldings or panels.This makes a light door which will not easily split or warp.It is very attractive, does not hold dust, and is readily cleaned.Doors should be from three feet four inches to three feet eight inches in width.All exit doors MUST open outwards and all inside doors should swing outward toward the natural way of egress.(d)\u2014Transoms over doors: Are not recommended as they collect dust and do not add to the efficiency of ventilation.They should be used only for lighting corridors and then they should be of fixed non-opening type.(e)\u2014Stairways: These should be not more than five feet in width.They should be in two runs (no winders), and have a continuous handrail set two feet eight inches from A Se te PP NE A ON EEE CEE Bt 4 th Ry i! hy i i.te Le h 200 oe, Sai ria acicderien OOCENNN Ga AA EN i a ASCE AIO IL EERN 100 EDUCATIONAL RECORD the nosings.Risers should be six and one quarter inches and treads eleven and one quarter inches.(f)\u2014Hardware : Double-acting spring hinges should not be used.Outside doors must have a double-expansion panic bolt.It is well to remember when constructing a new building, that the amount of the annual grant received from the Superior Education Fund varies directly with the efficiency of the building.This grant is awarded on the results of the Inspector\u2019s visit.The Inspector rates the building on the following items: painting, general appearance, seating, heating, natural light, artificial light, ventilation, lavatories, drinking fountains, basements, lunch-room, cloak-rooms, office, library, blackboards, fire protection, supply cupboards, janitor\u2019s room, and gymnasium.W.P.PERCIVAL, Director of Protestant Education. EXAMINATION PAPERS, GRADE XI EXMINATION PAPERS, GRADE XI, IN JANUARY, 1934.Physical Geography 1.\u2014(a)\u2014If aerial navigation is to be carried on above the clouds, as is some- (c)\u2014State what would be the two chief difficulties of navigation at this altitude.oe 2.\u2014(a)\u2014In the Arabian Desert the thermometer often rises to 130 degrees during the day, while at night it falls to a point not far above freezing.Account for the tremendous diurnal range.(b)-What connection is there between this tremendous diurnal range and (c)\u2014Give a typical example of i.A continental climate.ii.An oceanic climate .oe 3.\u2014(a)\u2014Name and describe any lake in your vicinity with which you are familiar.o.oo ee a aan (b)\u2014How was the lake formed?Give reasons for your answer.(c)\u2014Are there any indications that the lake is shrinking in size or being filled in?If so whatarethey?.(b)\u2014State three distinctive characteristics of these rocks.(c)\u2014Name several kinds of rock belonging to this class.4.\u2014(a)\u2014The surface and outline of the continents are changed from time to time by violent upheavals, but the quieter forces of weathering and transportation are producing changes quite as remarkable.101 ou ou Rie, autre 102 EDUCATIONAL RECORD 5.\u2014(a)\u2014Explain carefully and concisely what is believed to be the cause of the eruptions of volcanoes § VOleANOES.uu a a anna 6 ! (b)\u2014What remnants of ancient volcanoes are found on the St.Lawrence 3 Lowland Plain ?.a ea La La aa 4 6.\u2014On November 21st, an earthquake was reported which \u2018\u2018rocked the 3 earth.\u201d The needle of the seismograph in London was observed to 1 swing \u2018\u2018over a 10-inch arc.\u201d The epicentre of the earthquake 3 was believed to be 1840 miles north-east from Ottawa.a (a)\u2014 What is a seismograph ?.aa aan eee 2 a (b)\u2014What is meant by the epicentre ?.2 3 (c)\u2014How do the vibrations, so set up, travel ?.2 j (d)\u2014Judging from the location of the epicentre and your knowledge of I the position of the great volcanic regions of the world, would you $ say it was a tectonic or a volcanic eathquake ?State your reasons.4 i (e)\u2014 Explain the theory of earthquake action.5 1 7.\u2014 Explain and contrast the formation of the islands of Newfounland and 3 Jamaica.PS 10 i 8.\u2014An article published in a newspaper in November, stated that it was 3 believed by scientists that this winter would be long and cold be- 8 cause the cycle of sun spots had just come to an end.i: .à (a) \u2014What is a \u201cSun spot\u201d 2.ML eee 2 (b)\u2014 What is the generally accepted theory of their origin?.3 (c)\u2014Of what does the solar system consist ?.3 Physics (Choose any seven complete questions.Questions 5 and 9 are each worth 15 marks; each of the others is worth 14 marks).1.\u2014(a)\u2014Explain briefly the classification and elementary theory of levers.8 (b)\u2014If a straight pump handle is 3 ft.8 in.long, and works on a pivot which is 4 in.from the end attached to the vertical pumping rod what is the force on the rod when a downward force of 10 lbs.is applied at the free end of the handle?.6 2.\u2014(a)\u2014Describe the construction and explain the principle of a simple - hydrometer.ci Le a a a ea aa a ee aa ee 8 (b)\u2014The area of a solid raft with vertical sides is 50 square metres.If 1000 kilograms of cargo are removed from it, how much will it rise in the water ?.Led aa ae a a ea e 6 6 EXAMINATION PAPERS, GRADE XI 3.\u2014(a)\u2014Describe any two experiments which demonstrate that air has (b)\u2014If the barometer reading is 75 cms.what is the sum of the total pressures of the atmosphere, i.e., the tota: forces, on the six faces of a 4 \u2014(a)\u2014Explain the terms: \u2018\u2018atmospheric pressure,\u2019 \u2018\u2018pressure of 10 cms.of mercury,\u201d and \u2018\u201c\u2018dyne.\u201d\u2019.11221121 120 Lan (b)\u2014If 10 gms.of a gas which obeys Boyle\u2019s law occupy 1 litre at a pressure of 1000 dynes per sq.em., what weight of the same gas at the same temperature would occupy 2 litres at a pressure of 100 5.\u2014 Write short explanatory notes on any four of the following: Newton\u2019s law of gravitation, the hydrolic press, A simple siphon, electromotive force, electrical capacity.6.\u2014 (a)\u2014Describe Oersted\u2019s discovery in 1819, concerning the production of a magnetic field by an electric current.Give a sketch and a brief description of the apparatus you would choose to demonstrate it.oe (b)\u2014State any rule which tells how the north pole of a magnetic needle behaves when brought near a wire carrying an electric current .7.\u2014Deseribe experiments which show respectively,\u2014 (a)\u2014that eleetrification appears to be of two kinds, and.(b)\u2014that imparted electrical charge will escape rapidly from a sharp POINt .oo A LL LL AAA AA A A aa 8.\u2014(a)\u2014Explain what is meant by \u201celectrolysis of water\u201d and describe briefly what occurs during this electrolysis.(b)\u2014What mass of hydrogen will be liberated in the electrolysis of water by a current of 10 amperes flowing for 10 minutes ?(Assume that one ampere would deposit 0.001118 grams of silver per second from a solution containing a silver salt, and that 107.9 \u20181.008 is the ratio of the chemical equivalent of silver to that of hydrogen).9.\u2014 Make a diagram of any very simple electric motor, showing how the current flows through it.Explain why the armature revolves.Also print out briefly how the motor could be used as a dynamo or generator.Ce 103 Ou id rE AT Ne NE EE ss BEd EI eo ICI NA MARMARA AA en ee A 0 OUT a A RAO ON HL REI a tte ATEN 104 EDUCATIONAL RECORD SUPPLEMENTAL HIGH SCHOOL LEAVING EXAMINATIONS SEPTEMBER, 1934.1.These examinations will be held in Montreal at the Baron Byng High Schook, 4251 St.Urbain Street.2.Only candidates who have already written High School Leaving Examina- 3 _ tions within a period of sixteen months will be permitted to take supplemental | examinations.3.For each examination paper a fee of two dollars will be charged.The max- | imum fee will be ten dollars.| 4.Application is to be made and fees paid to the Inspector of High Schools, A Department of Education, Quebec.3 5.No application will be accepted after September 1st.| 3 6.Examinations will be held on Daylight Saving Time.1 TIME-TABLE SEPTEMBER, 1934.| ä 9 to 11.30 A.M.2 to 4.30 P.M., ; bi Monday Sept.10 English Literature.English Composition i Tuesday \u201c 11 French Grammar.French Composition ; Wednesday \u201c12 History.Elementary Algebra, | Thursday \u201c 13 Latin (Cicero).Latin (Vergil) and Intermediate Geometry Ek Friday \u2018\u201c\u201c 14 Elementary Geometry.Chemistry i Saturday \u201c 15 Physics.0.0.00000000 0e Intermediate Algebra. INSPECTORS REPORTS INSPECTOR REV.F.W.MITCHELL 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 ITI.The classification of municipalities Education Act in the same district; in the order of merit.105 STATISTICAL SUMMARY 1.\u2014Nwumber of school municipalities: a) Under control of commissioners.\u2026.000000000 a aa b) Under control of trustees.\u2026.1200200 1200 ee a ana ae 2.\u2014 Number of schools: a) Elementary.coi ea a ae La a a ea a ae 8.\u2014Number of teachers: a) Male teachers.iii, b) Female teachers.ciiiii iin.4.\u2014Average salaries in the schools under control: a) Male teachers: In elementary sehools.\u2026.0000 b) Female teachezs: In elementary.c.covvn.d.\u2014Number of children of school age: (census) (according to secretary- treasurer\u2019s reports).26 .73.14 .12 .24 Girls from 5 to 7 years Girls from 7 to 14 years Girls from 14 to 16 years Girls from 16 to 18 years a) Boys from 7 to 7 years b) Boys from 7 to 14 years 76 c) Boys from 14 to 16 years 19 d) Boys from 16 to 18 years 11 6.\u2014 Number of pupils enrolled: a) In the elementary schools.ccc uuuo.7.\u2014Average attendance: (in percentage) a) In the elementary schools.co oven.8.\u2014Classification of pupils: Primer.AAA InGrade 2.cout a aa a ea ae aa da nn à In Grade 3.\u2026.\u2026.22112 LL La dada a a a aa a aa a a aan In Grade 4.coco, In Grade 5.LL a La aa aan a A aa a anna In Grade 6.01010200L LL eee aa aa aa La Aa a aa aa aa aa aan In Grade 7.1.LLL LL ea ea aa a La aa a ea da da da aan 1932-33 .\u2026.\u2026s \u201cse ae ss $375.50 $269.75 50 149 33 23 85.5 12 75 27 28 10 30 12 y RE a.Le LH wi 6 Re: Bs.he 6 ; A ft J Bi\u2019 Be + kK: 4 SH pe ; Be Bi ie A.\u201cA i Ni 255 Ë J i i I it i.Ke J R H 3 DONO He MC AAA AIOE AI IE a vec ci OM conne pe at OCCA A OO AN DS EAR IR A AACR aC LA RI AA RM I NL ea aR a EE I a be 106 EDUCATIONAL RECORD GENERAL REMARKS A longer School term is necessary (and not impossible) in all the schools on the Islands.Also a keener interest could be taken in education generally.The children are intelligent and respond readily and would do well if they were urged on by their parents.Grindstone.\u2014 Very good.- Grand Entry and Entry Island.\u2014Good.Grosse Isle, No.1 and No.2 and Old Harry.\u2014Fair only.Grosse Isle No.1.\u2014Had a excellent teacher, but she was handicapped by the larger number of pupils (73).Grosse Isle No.2 (East Cape).\u2014Teacher and methods good but was handicapped by having to teach in private house, which was changed each month.F.W.MITCHELL, INSPECTORS REPORTS 107 INSPECTOR WELLS Sir, | 3 I have the honour to submit my annual report comprising: I.The Statistical E summary of my inspection district; II.General remarks on the working of the a Education Act in the same district; III.The classification of municipalities in Ë Sn the order of merit.STATISTICAL SUMMARY 1932-33 É 1.\u2014 Number of school municipalities: gE a.\u2014Under control of commissioners.18 A b) Under control of trustees.14 5 | Total.\u2026.ee een eee fee 32 E 2.\u2014 Number of schools: È a) Elementary.oie 76 p: 8.\u2014 Number of teachers: E a) Male teachers.LL LL LL a ALL 6 ES b) Female teachers.iii 70 ke TOtAL.ieee tee a eee fe ee 76 È 4.\u2014 Average salaries in the schools under control: Bt a) Male teachers: In elementary schools.E.b) Female teachers: In elementary schools.$426 x b.\u2014Number of children of school age: (census) (according to secretary- treasurer\u2019s reports.Ë a) Boysfrom 5to 7 years 139 Girls from 5to 7 years 128.267 a b) Boys from 7 to 14 years 661 Girls from 7 to 14 years 620.| 1281 c) Boys from 14 to 16 years 207 Girls from 14 to 16 years 172.379 d) Boys from 16 to 18 years 132 Girls from 16 to 18 years 128.260 Total.eee cena fee 2187 ; 6.\u2014 Number of pupils enrolled: Ê a) Inthe elementary schools.0.uno.1286 \"A a) In the elementary schools.|.ccoo.0.1286 3 7.\u2014Average attendance: (in percentage): a) In elementary schools.ci fee 80.0 8.\u2014Classification of pupils: In Grade 1.LL La La ea aa aa aa ea an aa aa 285 InGrade 2.aa aa aa a aa a aa aan 200 In Grade 3.1.1 L LL LL AA Aa a Aa Aa AR a a ana na 173 i InGrade4.Lea Aa a aa ana aa aa aa anne 187 In Grade 5.111112 LL LL Aa a a AAA a dd a na ne 177 In Grade 6.EP 149 InGrade 7.Lea La La ea aa ee a aa aa aa aa 111 | In Grade 8.121122 LL Lee a 4 i Total.FES 1286 SOIR Re CORIO SEE AAR OL HO à acid aan à ar M ar AN actes A DRA 108 EDUCATIONAL RECORD GENERAL REMARKS This district of inspection now includes the Protestant Elementary schools of the counties of Brome, Missisquoi, Iberville, St.John\u2019s, Rouville and Shefford (with the exception of the municipalities of North and South Ely.) Teachers:\u2014There were no teachers without diplomas, and, of the total of seventy-six, one held a first class High School diploma, sixteen held Intermediate diplomas, four had Advance Elementary and the remaining held Elementary diplomas.Several of the latter had completed the High School course.Salaries have decreased since last year, so that the average for the year is only $424.00.I fear that there will be a further reduction for next year.However, all teachers have been paid, and no schools have been closed for lack of funds.Conferences :\u2014Conferences for teachers of Intermediate and Elementary schools were held in September at Farnham and Knowlton.Dr.H.D.Brunt of Macdonald College was good enough to assist at each of these conferences.He gave the teachers help and inspiration in their English work.At Knowlton, the Fisher Trustees gave valuable assistance in addition to presenting the usual prizes and bonuses to the teachers of Brome county.They have assumed the cost of the September conference this year, so that teachers in Brome will have no expenses to pay when they attend the autumn conference.Two other conferences were held at Knowlton,\u2014one for the schools of Brome county, called by the Fisher Trustees, and one for the clergy, called by Dr.Rexford.Mr.McClintock the agronomist of the county, together with several other gentlemen, addressed the conference upon agricultural matters.The late Mr.A.P.Hillhouse gave an address on: \u2018Some Problems of School Boards\u2019.Dr.Percival gave an address both at the conference of clergy, and of school boards.Conferences of this nature are exceedingly valuable for stimulating an interest in educational matters.In each case, they were well attended, each board being well represented at the commissioners conference, and nearly every church in the county at the conference of clergy.Progress:\u2014There were but few major improvements made during the year, but the school boards of the six counties report an outlay of $3.672.00 spent upon repairs to school property during the year.With the cooperation of the Director of Protestant Education and of the Fisher Trustees I was enabled to make a second visit to the forty schools in Brome county, during the month of November.Not only did this visit bridge the interval of time between the usual fall and spring visits, but it enabled me to give further assistance to the teachers, and to make an early check upon the school boards to see if the recommendations made at my former visit were being carried out.I found this inspection of invaluable use to me in my work.Obituary: \u2014It is with deep regret that I have to mention the deaths during the year of three prominent members of school boards: Mr.A.P.Hillhouse of ey Cl INSPECTORS REPORTS 109 Brome Township, Mr.Robert Patterson of The Township of East Bolton and Mr.John Watson of St.Ignace de Stanbridge.Each of the gentlemen had served long and faithfully as chairman of his respective board.Mr.Hillhouse had just retired, but Messrs.Patterson and Watson were members of their individual school boards at the time of their deaths.To the school commissioners and families concerned, I would extend my earnest sympathy.Strathcona Trust: \u2014 1.Township of Brome, No.1, Miss Bertha Norris; Township of Potton, School No.7, Miss Erma B.Jones; Township of East Bolton, School No.6, Miss Eleanor Gendreau; Village of Foster, Mrs.Frances H.Baker; 9 5 9» Township of Sutton, School No.3, Mr.R.W.St.Pierre.CLASSIFICATION OF MUNICIPALITIES Excellent:\u2014St.Paul d\u2019Abbotsford, St.Hilaire and St.J.Baptiste, Village of Foster, Village of Sweetsburg, Village of Iberville.Good: \u2014Township of South Stukely, Township of Potton, Township of Shefford, St.Blaise, Township of Brome, St.Armand West, Township of East Farnham, St.Bernard de Lacolle, St.Thomas, Stanbridge East, St.Michel de Rougemont, Village of Eastman.Fair:\u2014Township of Sutton, Frelighsburg, Township of West Bolton, St.Marie de Monnoir (Marieville), St.Anne de Sabrevois, St.George de Clarence- ville, Township of Dunham, St.Ignace de Stanbridge, St.Joachim.Poor :\u2014Township of East Bolton, L\u2019Acadie, St.Sebastien, St.Pudentienne, St.Luc.Unranked :\u2014(No schools in operation) \u2014Township of Granby.In the above classification some municipalities will notice that they have a lower standing than that of last year.In most cases this will be due to lower salaries or shorter terms than those of the previous year.I have the honour to be, etc., Your obedient servant, H.D.WELLS, Inspector of Schools.EEE Rd 110 EDUCATIONAL RECORD INSPECTOR GILES Sir, NSP 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 1932-33 1\u2014Number of school municipalities: a) Under control of commissioners.96 b) Under control of trustees.34 Total.oi 2.\u2014Number of schools: a) Elementary.LL LL La LL 2 b) Intermediate.AL LL 74 c) High Schools.i.58 d) Subsidized independent institutions .1 e) Non-subsidized independent institutions.1 Total.ee af 3.\u2014 Number of teachers: a) Male teachers.aa aa nana Lan 244 b) Female teachers.cue.781 Total.cooiiiii 4.\u2014 Average salaries in the schools under control: ; .n intermediate schools.$1540 a) Male teachers: In high schools.2629 In elementary schools.725 b) Female teachers] In intermediate schools.809 ( In high sehools.1353 5.\u2014Number of children of school age: (census) (according to secretary- treasurers\u2019 reports).a) Boysfrom 5to 7 years 1204 Girls from 5 to 7 years|1162| 2366 b) Boys from 7 to 14 years 6231 Girls from 7 to 14 years 6252| 12483 c) Boys from 14 to 16 years 3319 Girls from 14 to 16 years 3423] 6742 d) Boys from 16 to 18 years 2740 Girls from 16 to 18 years 2220| 4960 Total.fe 6.\u2014 Number of pupils enrolled: a) In the elementary schools.33 b) In the elementary schools.6390 ¢) In the high schools.inn.19898 d) In the subsidized independent institutions.307 e) In the non-subsidized independent institutions.123 Total.ee 7.\u2014 Average attendance: (in percentage) a) In the elementary schools.90 b) On the intermediate schools.80.6 ¢) Inthe highschools.81.2 e) In the non-subsidized independent institutions.98 130 136 1025 26551 26751 Fo Wa | esa cs: eerie SG.CEE INSPECTORS REPORTS 111 8 \u2014Classification of pupils: In PR 1.ee a da ae a Lee 2538 In Grade 2.c iii La A a a da a a as ane» 1972 In Grade 3.LL LL LL LL LL LA Aa La La A Ra a a a ea a aa aa a 2047 In Grade 4.ee eee 2133 In Grade 5.111122 LL ALL LA A a A 4 ee A 4 0 A ee 8 8 4 eee da 4 a a a 1 aa ae 0 2061 In Grade GO.L.LLLLL eee eee 1932 In Grade 7.L.LLL LL LL LL LL LL AAA A se 4 eee a 4 4 a 8 a a a ea aa a a sa ee 2140 In Grade B.LL11 111 LL LA RL A AAA a a AA AL a AA ae a a aa aa ea ee 4357 In Grade OL.LL LL LL LL LL LA LA a AAA a ee da a a ea a aa Le aa a 6 3208 In Grade 10.1.122020100 1 LL LA aa a A ee a ee a Aa a AL a a a aa aa 2466 In Grade.100200000 0 A Le La La a a A ee ae Le aa aa aa 1897 Total.11100 104 4 aa a La a ae a a fa la 26751 GENERAL REMARKS This inspectorate includes all the High and Intermediate Schools of the Province and two Elementary Schools in Northern Quebec.Until 1922 the Intermediate Schools of the Province were visited by the Inspector of High Schools.Owing to the great increase in the number of both High and Intermediate Schools, brought about by many consolidations, the inspection of Intermediate schools was transferred at that time to the district inspectors.Since the appointment of Mr.H.S.Billings in July, 1932, as Assist- ant-Inspector of High Schools, it has again become possible to have the Intermediate schools visited by an Inspector from this office.The total number of secondary schools has increased from 93 in 1922 to 127 in 1933.In 1922 the grants to Secondary.education were $59,772, while ten years later they had risen to $89,584, an increase of fifty per cent.The increase in the number of pupils in high school grades was correspondingly great; i: e.g., 614 wrote the High School Leaving Examination in 1922, in 1933 there were 1194 candidates.Two excellent High School buildings have been erected at Ormstown and Lachute.The rural areas surrounding these towns have been consolidated and the attendance greatly increased.Practically all of the old building at Orms- town was demolished and the new school built on the the same site.At Lachute an extension was made to the existing building, which was itself repaired and renovated.The new building is modern in every respect.At Philipsburg an excellent new Intermediate School of three rooms was completed.Noranda Intermediate school has been extended by the addition of three class-rooms, a principal\u2019s office, laboratory and gymnasium.Renovations have been made at Three Rivers, two class-rooms, library and Science Room having been added 8.to the building.1 Salaries have been decreased during the past year in rural centres, have remained fairly stationary in most of the towns, and increased in a few places where unusual conditions prevailed.The average salaries for both female and Bi male teachers have remained at almost the same figures as last year.E In the Intermediate schools forty-four per cent of the teachers had element- | ary diplomas.In many of these schools it has been the practice to engage only BE CO A aOcOOORRE DOG DSC ODDO A aa OO aa A OO AS RO OO AAA a SN RSR cd EE LE A SO co 112 EDUCATIONAL RECORD one teacher with Intermediate diploma, which fact accounts for the high per- A centage of teachers with elementary diplomas.Emphasis has therefore been placed upon improvement in methods of teaching, and teachers have been urged to read periodicals, to make use of the professional library of the Department of Education, and to take summer courses leading to more advanced diplomas.The isolation of many of the smaller schools often causes teachers to lose touch with changing trends in Education, and the reluctance of some teachers to give up methods than have been proved to be obsolete and wasteful has often been noticeable.Excellent:\u2014Arvida, Brownsburg, Chateauguay Basin, Farnham, Granby, , 3 Greenfield Park, Hull, Montreal West, Mount Royal, Outremont, Pointe Claire, 8 Rouyn, Shawinigan Falls, St.Laurent, St.Lambert, Three Rivers.Very good:\u2014Arundel, Ascot, Bulwer, Chambly Canton, Coaticook, Dol- ] beau, Donnacona, Drummondville, Dundee, Fitch Bay, Gaspé, Gould, Joliette, Kenogami, Knowlton, Lachine, Lachute, Lennoxville, Macdonald, McMaster- ville, Noranda, Quebec (Commissioners\u2019), Riverbend, St.Andrews East, Ste.Agathe des Monts, Wakefield, Westmount.: Good :\u2014Ayer\u2019s Cliff, Beauharnois, Beebe, Bishopton, Bristol, Brookbury, 3 Clarenceville, Cowansville, Danville, Dixville, Dunham, Escuminae, Fort Cou- 3 longe, Frelighsburg, Glen Sutton, Hatley, Hemmingford, Hudson, Huntingdon, § Isle Maligne, Kingsbury, Kingsey, Kinnear\u2019s Mills, Longueuil, Magog, Manson- ; ville, Metis Beach, Morin Heights, Montreal North, Namur, New Carlisle, A North Hatley, Philipsburg, Port Daniel Centre, Richmond, Shawville, Sher- | brooke, South Durham, Valleyfield, Verdun.Fair:\u2014Asbestos, Athelstan, Aylmer, Bedford, Black Capes, Buckingham, Bury, Campbell\u2019s Bay, Canterbury, Cookshire, Delson, Fast Angus, East Greenfield, Howick, Iron Hill, Lacolle, La Tuque, Marbleton, Matapedia, Milan, New A Glasgow, New Richmond, Ormstown, Peninsula, Rawdon, Sawyerville, Scots- town, Shigawake, Stanbridge East, Stanstead, St.John\u2019s, Sutton, Thetford Mines, Ulverton, Waterville, Windsor Mills.i Poor :\u2014Gatineau Point, Hopetown, Inverness, Island Brook, Lake Megan- 8 gantic, Roxton Pond, Waterloo, Ways Mills.I have the honour to be, Sir, Yours obediently, E.S.GILES, i Inspector of High Schools.RESTOR Le LR i SA REPORT OF THE INSPECTOR GENERAL 113 REPORT OF Mr.J.C.SUTHERLAND, INSPECTOR-GENERAL OF PROTESTANT SCHOOLS To the Superintendent of Education, Sir, I have the honour to submit, in accordance with your instructions, a summary of the recports of the Protestant School Inspectors of the Province, including a statistical summary of the whole, an outline of conditions reported by the Inspectors, and the classification of the municipalities givne by each in accordance with Art.8 (m) of the Regulations of the Protestant Committee.STATISTICAL SUMMARY 1.\u2014 Number of school municipalities: a)under control of commissioners.ovuiieunnnnnn.b) Under control of trustees.oooii iin.Total.000200 0 sea i.2.\u2014 Number of schools: a) Elementary.c.count aa b) Intermediate.12212 20010 aa a ae a a a aa a a a a aa ae c) High Schools.iii iii.d) Subsidized independent institutions.e) Non-Subsidized independent institutions.Total.cei.8.\u2014Number of teachers: a) Male teachers.iii aa aa La a aan b) Female teachers.iii.Total.o ii.4.\u2014Number of children of school age: (census) (According to secretary- treasurer\u2019s reports): 5,952 23,090 10,729 7,335 Girlsfrom 5 to 7 years] 5,297 Girls from 7 to 14 years/21,159 Girls from 14 to 16 years| 9,979 Girls from 16 to 18 years! 6,628 a) Boysfrom 5to 7 years b) Boys from 7 to 14 years c) Boys from 14 to 16 years d) Boys from 16 to 18 years 5.\u2014Number of pupils enrolled: a) In the elementary schools.b) In the intermediate schools.o vine.¢) In the high schools.i ii.d) In the subsidized independent institutions.e) In the non subsidized independent institutions 1932-33 ce vee se.342 675 2,687 90,169 Doli al, pose DO EO A NOON na cata 114 EDUCATIONAL RECORD 6.\u2014Classification of pupils: In Grade 1.oo.LL LL LR RL 12,124 In Grade 2.LL LL LL LL AL LL 8,815 In Grade 3.LL LL LR LA AL 8,861 In Grade 4.LL LL LL AA A AL 9,259 In Grade 5.LL ALL LR ALL 8,974 In Grade 6.LL LA LR LA LL 8,082 In Grade 7.LL LA LL ALL ALL 6,642 In Grade 8.L LL LA LL LL LL LL ALL 4,388 In Grade 9.LL LL ALL LL LL LL AL 3,215 In Grade 10.LL LL LL LL LA ALL ALL 2,466 In Grade 11.1 LL LL LL LL LA LA LA LA 1,989 Total.aa ea La fe LL 74,722 With your permission I have omitted statistics in regard to average salaries and average attendance, as both would be misleading averages of incomparable averages from widely differing parts of the Province.However, the statements of the Inspectors in respect to these data will be given in the following summary.In 1932-33 the Inspectors of elementary schools were relieved from visiting the intermediate schools.The change was made for the purpose of securing a more co-ordinated inspection of all the Protestant intermediate and high schools.This change reduced the number of elementary inspectors, by rearrangement of districts, to seven instead of eight and enabled the appointment of an Assistant Inspector of High Schools, whose dutv is to visit the intermediate schools.Inspector W.H.Brady, whose district of inspection includes 63 elementary schools under 357 teachers in the counties of Beauharnois, Chambly, Chateau- guay, Huntingdon, Jacques Cartier, Laprairie, Laval, Napierville, Soulanges, Two Mountains, Vaudreuil and Westmount reported that-most of the school population of his district is in the urban schools on the Island of Montreal and in Chambly county.Only 602 pupils or 5.8 per cent were enrolled in 1932-33 the 34 rural schools.All schools, except nine rural, were open the full term of ten months.The rural schools with shorter terms were in weak municipalities suffering from the prevailing economic conditions.However, only one school was closed during the year for lack of funds and is to re-open in September.All teachers were fully certificated, the majority holding the intermediate diploma.Many teachers attended the Summer School at Macdonald College.The average salary for male teachers was $2,168.18 and for female teachers $1,180.32, but in both cases based upon the widely differing salaries in rural and city municipalities.The average salary was increased in urban schools but decreased in rural ones.Inspector S.V.Cattermull, whose district is that of the elemenatry schools of the counties of L\u2019Islet, Temiscouata, Matane, Bonaventure and Gaspé, re- reported that no school was closed on account of the economic conditions.The average salary of teachers, however, decreased 7.69, over that of the previous year.The number of uncertificated teachers was diminished.He found that some teachers were weak in the classification of pupils, and also that school boards having an intermediate school in their municipality are apt to neglect the in- REPORT OF THE INSPECTOR GENERAL 115 terests of the elementary schools, forgetting that these have the responsibility of preparing pupils for the higher work.The average salary for male teachers ; was $461.00.The average attendance was 80.1 percent.Inspector H.A.Honeyman inspects the elementary schools of the counties of Pontiac, Gatineau and part of Papineau.There were ninety teachers engaged, of whom only eight were without diplomas.This was a considerable reduction I in the number of unqualified teachers.Salaries had been maintained during the year, but the inspector was obliged to report with regret that there would be some considerable reductions for the year 1933-34.The average salary for male was $406.25 and for female teachers $508.87.The average attendance was | 76.8 percent.EE SERRES ESSOR DRE RE OR ERP PERS SN Inspector J.H.Hunter, whose district comprises the elementary schools of the counties of Compton, Stanstead and Sherbrooke, and parts of Frontenac and Richmond, reported that the rural school boards had great difficulty in the collection of taxes on account of the prevailing economic conditions.Nevertheless terms of nine months had been maintained by a number of boards at a salary of $55.00 per month, but the inspector reported that the salaries now offered for 1933-34 were $40.00 and $45.00 per month.Of the 89 teachers in 1932- ; 33, only three had received no teacher-training.An increase in male teachers i was reported.Thanks to the Women\u2019s Institutes the provision of hot lunches : : at the rural schools is increasing, and the work of the Junior Red Cross is followed with enthusiasm in the majority of the schools.The average salary for male teachers was $336.60 and for female teachers $786.00, the latter including, however, those of the elementary schools of the City of Sherbrooke.The average attendance was 81.2 percent.Inspector Rev.Lewis J.King inspects the elementary schools in the wide \u2018 territory including the counties of Argenteuil, Two Mountains, Joliette, Montcalm, L\u2019Assomption, Portneuf, Quebec, Terrebonne and the greater part of Papineau.Sixty-four of the seventy-two schools were one-room rural schools.Forty of the teachers in these schools held elementary diplomas, twenty intermediate, two high school and two with no diploma.There was a tendency towards reduction in salaries, owing to the difficulty in collecting taxes.The average | salary for male teachers was $2,357.00 (city chiefly) and for female teachers À $1,146.00 (city) and rural $446.00.The average attendance was 79 percent.Ei Inspector O.F.McCutcheon visits the elementary schools of the counties E of Arthabaska, Beauce, Dorchester, Drummond, Levis, Megantic, Richelieu, Richmond, St.Hyacinthe, Wolfe and part of Shefford.In some of the counties there are very few Protestant schools, but the territory is a wide one.Consider- Ee able improvements had been made to grounds and buildings of rural schools, a and the Junior Red Cross had assisted largely.The inspector observed that 8 the pupils were making better use of the school libraries, and teachers were taking advantage of the Professional Library conducted by the Department of Education.Only two teachers were without diploma in 1932-32, and seven held intermediate diplomas.The average salary for male teachers was $401.00 OOOO AICI.nN OO OO OO QUO AAA ARS ADAM A AR A Ci re Tac en ee Re es 116 EDUCATIONAL RECORD and for female teachers $462.00.There were seven male teachers.The average attendance was 78 percent.Inspector H.D.Wells, whose territory includes the elementary schools of the counties of Brome, Missisquoi, Iberville, St.Johns, Rouville and the greater part of Shefford.There were no teachers in the seventy-six school without diploma, and the diplomas held consisted of one first class high school, sixteen intermediate, four advanced elementary and the remaining ones elementary.Salaries had decreased over the various year, but all teachers had been paid and no schools were closed on account of lack of funds.The Teachers\u2019 Conferences had been very successful in the autumn of 1932.The average salary of male teachers was $400.00 and of female teachers $426.00.The average attendance was 80 per cent.Inspector E.S.Giles reported for the high schools visited by him and for the intermediate schools visited by Inspector H.S.Billings.These schools include all the Protestant Superior Schools of the Province, 74 being intermediate and 58 high schools.The total attendance at these schools was 26,751.The total number of intermediate and high schools increased from 93 in 1932 to 127 in 1933.In the year 1922 the number of pupils who wrote the High School Leaving Examination was 614; in 1933 there were 1194 candidates for the examination.The grants increased in ten years from $59,772.00 to $89,584.00.The excellent new buildings for the consolidated high schools at Ormstown and Lachute, renovations to the high school at Three Rivers, the new intermediate school at Philipsburg and the extension to the Noranda intermediate school are mentioned with high approval.Salaries have decreased in the rural centres, but have remained fairly stationary in most of the towns.The average salary for male teachers in intermediate schools was $1,540.00 and in high schools $2,629.00, and for female teachers it was $809.00 in the intermediate schools and $1,353.00 in the high schools.The average attendance was 80.6 in the intermediate and 81.2 percent in the high schools.Inspector Rev.A.S.Lemoignan reported for nine schools of Saguenay county (Quebec Labrador), which are not under the control of school boards.All the Winter schools were in operation nine months, and Summer Schools were maintained in five isolated places by voluntary teachers under the Labrador Voluntary Education League.There were five male teachers and five female teachers for the Winter schools, whose work is highly praised.The average salary was $450.00.The number of pupils was 257.I must add that there is one thing that Inspector Lemoignan omits to mention, and that is the remarkab.e and sound progress that he has accomplished in four years along the 250 miles of that rocky Coast, and it is regrettable to learn that he is to be removed to an Anglican parish in another part of the Province.Inspector Rev.F.W.Mitchell reports for the partial inspection district of the Magdalen Islands that six schools were in operation, with a total of 210 pupils.The average salary of male teachers was $327.50 and of women teachers $269.75.The average attendance was 85.5 percent.a REPORT OF THE INSPECTOR GENERAL 117 The foregoing summary of the reports of the Protestant Inspectors, which will be published in full during 1933-34 in the Educational Record, shows that in spite of the prevailing economic conditions the schools were well maintained during the year.One feature was the reduction in the number of teachers without diploma.In part this was an indirect result of the depression.Since 1929 there has been a large increase in the number of teachers trained at the School | for Teachers, Macdonald College, and receiving diplomas.Hence many more i than usual were available for the vacancies, but obliged to accept somewhat E lower salaries than would be paid in ordinary times.I have the honour to be, Sir, Your obedient servant, J.C.SUTHERLAND, Inspector-General of Protestant Schools.NOTE \u2014The classification of the schools is omitted as already given for each district of inspection in the reports of the inspectors.\u2014J.C.S. Mag A 220 BDC NCCC te Re EDUCATIONAL RECORD BRITISH HEADMISTRESSES\u2019 CANADIAN TOUR, 1931 Chairman of Committee: Mrs.L.S.AMERY Miss MARGARET WRoNG, M.A.(Hon.Secretary) Correspondence should be addressed to: Miss MARGARET WRONG, 2 EaTon GATE, LoNDON, S.W.1 7 MarcH, 1934.DEAR CANADIAN FRIENDS, The letters that we have received from various parts of Canada in answer to ours have afforded us very great interest and pleasure.The personal contact which ts maintained through these letters is in itself a welcome reminder of the warmth of Jriendship which was extended to us during our visit three years ago, while the information conveyed to us has been full of interest.We have realized as we should not otherwise have done, both the intensity of your difficulties arising from the economic depression, especially in the Prairie Provinces, and also the high courage with which you faced them.This year opens for us with somewhat better hope.Confidence is slowly returning, unemployment is slightly diminished and it seems possible to look forward to some easing of the situation so far as education 1s concerned.This letter vs the work of several hands and brings from us all our heartiest greetings and good wishes.Public Education in London \u2014 Some recent changes.The London County Council is the local authority entrusted by the government with the organization of education within the Administrative County of London.This central part of Greater London has a population of 41% millions, of whom about one-fifth (approximately 900,000) attend schools, institutes and colleges maintained or aided by the L.C.C.The youngest are babies in nursery schools and the oldest include grandfathers and grandmothers who are still attending evening institutes.The crisis of 1931.\u2014In 1924 the Council began a system of planning educational development in triennial periods, so that its third programme, for 1930-1933, was no more than launched when the financial crisis of 1931 arrived 1 i + \u2018 BRITISH HEADMISTRESSES\u2019 CANADIAN TOUR 119 to obstruct progress in several directions.The loss to London education was rendered more serious by state action in the matter of exchequer grants.Since the Education Act of 1918 it had been the practice of the Board of Education to meet half the cost of education incurred by any local authority, provided that the expenditure was approved by the Board.The block-grant system introduced in 1931 has resulted in the state finding 34% instead of almost 50% of London\u2019s educational expenditure.That development has not entirely ceased in these circumstances is partly due to the compulsory 109, cut in teacher\u2019s salaries, for this saving, forced on the Council by government decree, was so considerable that it helped to fill the gap caused by the reduction of the Board's grant.Senior Schools.\u2014School-building has almost entirely ceased but the reorganization of elementary schools into Junior Schools (for children from 8-11 years) and Senior (for children from 11-14) has continued.This movement, which started nearly ten years ago, is designed to give a fresh start to the children left behind in the elementary schools when the brightest are selected by the Junior County Scholarship Examination at 11 years of age and are sent to Secondary or Central Schools.Four-fifths of the L.C.C.schools have now been thus re-organized.The Senior Schools are generally large and allow of the careful classification that is necessary, for while a few clever children remain, the majority are of average intelligence and some are definitely below.In 1930 a three- year course in handicrafts and domestic science was approved and all Senior Schools now offer such a course in addition to the usual elementary subjects.Local Government Act, 1929, and its effects.\u2014 The local Government Act of 1929 swept away the Board of Guardians and handed over to the County Council in 1930 the numerous Poor Law Schools, homes and hospitals.The Council was not unprepared for this work for it was already dealing with some thousands of children who needed special care on account of mental or physical disabilities and many of those were in residential schools.To the 19,000 children attending \u2018\u2018special schools\u201d are now added between eight and nine thousand destitute children who are both maintained and educated by the Council.Some of them live in boarding-schools and some in Homes and these attend local elementary schools.About 400 boys from 12-16 years are being trained for the sea on the \u201cExmouth\u201d training ship which is moored in the Thames off Grays in Essex.Playing Fields.\u2014It would take too long to tell of the various ways in which the Council interests itself in the physical welfare of the children in its schools, but one pleasing new development may be mentioned.In the effort to make up to the children who live in very crowded areas for the absence of playing fields near their homes the Council has acquired large open spaces on the edge of the County.Two of these, one in a south-eastern and one in a south-western suburb, have already been equipped for games, and there classes of children from the city spend a whole day at a time, doing their ordinary lessons in classrooms erected on the site and enjoying games under conditions quite unpro- curable near their homes. EDUCATIONAL RECORD London University.In its life of nearly 100 years the Universitv of London has had three homes.Since 1900 it has been housed in the Imperial Instutite at South Kensington, but it has long outgrown its accommodation there and now at last it seems that a worthy habitation is to be erected in Bloomsbury.Largely through the generosity of the Rockfeller Foundation a site of 1015 acres lying between the | British Museum has already identified the neighbourhood with the interests of the student.There is no question of transferring the thirty-six schools or colleges of the University to the new site, of course.The new buildings will be chiefly administrative and ceremonial but there will be one important block reserved for the University Library and it is hoped to accommodate also the Institute of Education, lately the London Day Training College, which was handed over to the University by the L.C.C.in 1932.Some other University Institutions, which at present have merely temporary homes, will doubtless be included, notably the Courtauld Institute of Art, lately founded under the will of Samuel Courtauld, and the Institute of Historical Research.The architect, Mr.Charles Holden, has prepared the plan for the general lay-out of the entire site and it is clear that by placing the main group of buildings centrally and distributing the open spaces fairly evenly along the east and west frontages he will make it possible for the exterior elevations of the buildings to be seen to full advantage.The actual buildings will be the task of years but a beginning has been made with the Senate House, the foundation stone of which was laid by His Majesty the King on June 26, 1933.The Barber bequest to the University of Birmingham.At the meeting of the Council of the University of Birmingham on December 7th, 1932, the pro-Chancellor communicated particulars of a very generous benefaction by Lady Barber.The details of a Trust deed were explained to the Council, and the following statement, which was authorized by Lady Barber, was issued to the press.\u201cWishing to give effect to the intention expressed during his lifetime by her late husband, Sir Henry Barber, Bt., Lady Barber, of Culham Court, Henley- on-Thames, has made a munificent gift to the University.By a deed of Trust she has placed in the hands of Trustees securities yielding an annual income of approximately 1.12,000, such income to be devoted to the provision of an Institute of Fine Arts in the University; to the study of Fine Arts generally: to the advancement of music and musical education in the University and to further developments in the Faculty of Law, which was brought into existence by the founding of the Barber Chair of Law.The income of the Trust will be paid to the University Council by the Trustees, who will be responsible for seeing that the conditions of the Trust are fulfilled. BRITISH HEADMISTRESSES\u2019 CANADIAN TOUR 121 Lady Barber died in April 1933.After making provisions for legacies, annuities and specific gifts, the remainder of Lady Barber\u2019s estate will pass to the Trustese of the Trust Deed which Lady Barber executed in December 1932.The final value of the estate is not yet known but there is no doubt that it will be the largest single estate which has yet been left for the benefit of the University.Infant and Nursery Schools.At the end of 1933, appeared the Report on Infant and Nursery Schools of the Consultative Committee of the Board of Education (published London H.M.Stationery Office.Price 2-6 net).This completes the trilogy of which The Education of the Adolescent (The \u2018\u201cHadow\u2019\u2019 Report) 1926 and The Primary School 1931 were respectively the first and second parts.The Report begins with a comprehensive survey of the provision for infant education in this country, both prior and subsequent to 1870 and goes on to discuss at length the physical and mental development of the child up to seven years of age.The valuable evidence of Professor Harris of University College, London, on which this discussion is largely based, is printed at length in an appendix.The gradual recognition of the need for medical supervision and general training for children below school age (i.e.under five years) is then traced with special reference to the work of such pioneers as Margaret McMillan and Madame Montessori.The remainder of the Report deals with the organization of the Nursery (aet.2 or 3-5) and Infant (aet.5-7) stages of primary education and the actual training and teaching given at these stages.At the Nursery stage, the facilities are, generally speaking, two-fold:\u2014a) Nursery Schools, each of which is a self-contained unit, and b) Nursery Classes, which are departments of Public elementary schools.While the former serve as models.being able to legislate for their own requirements and thus finding favour on this account with the medical profession, the latter are by no means without their good points by comparison.Not the least of these is that they provide the opportunity for nursery training methods to percolate upwards into the infant school.Tne sensory stage of education really lasts till the age of seven, and it is argued that the infant school is already benefitting from the adoption of methods of sensory training, which are gradually pushing out more formal methods.The Nursery School has also its own field for experiment; and here, it may be noted, a vertical classification is occasionally replacing classification into age groups.By vertical classification is meant the grouping of children of all ages (within the prescribed limits) under one teacher.This arrangement has, of course, the advantage of approximating to that of the family, the condition of which in other respects, the Nursery School attempts to reproduce.Stress is laid on the present gap in medical supervision between the infant welfare centre on the one hand and the Nursery School (or Nursery Class) on the other, and on the necessity from the point of view of national welfare of that BG Bet Dee Th ei, ie ly \"A Bt, of Br ie Bn \u201cà û 4 BY Bee vi \"8 SRR Oy OCI OO ca aa ro ec re nero ce 122 EDUCATIONAL RECORD gap being closed.Much depends on securing the co-operation of the parent, and existing Nursery Schools are already helping greatly in this direction.The Report has aroused criticism in some quarters on the ground that it consists largely of \u201can overstressing of the obvious\u2019 and of a failure\u201d to perceive any line of development justified by clear thinking and sound experience in the sphere of education in which there has been more enlightened experiment and more formative thinking during post-war years than in any other.\u201d It has, however, on the whole, been well received; and the Executive Committee of the Head- Mistresses\u2019 Association at its last meeting forwarded to the Board of Education a Resolution of welcome and appreciation on the subject.Nursery Schools filled a prominent place on the agenda of the North of England Educational Conference held at Hull in January.It was apparent that representatives of Local Education Authorities appreciated the work which these schools may do in health education, and in the development of character and an increase in their number may confidently be expected when the financial situation is somewhat further eased.Malnutrition among Children.Closely allied with the subject of Infant and Nursery Schools is the agitation at present going on regarding the rate of unemplovment pay for dependent children.There is a wide-spread belief, supported by a good deal of medical authority, that malnutrition is prevalent among the families of the unemployed; and the Government recently resisted by a narrow majority a resolution in the House of Commons to raise the rate of benefit for each dependent child from 2 /- to 3 /-weekly.The last word has not yet been said on this subject.Mr.R.F.Young on Comenius.To return to the Consultative Committee of the Board of Education, it may be noted that the devoted and erudite secretary of the Consultative Committee, Mr.Robert Fitzgibbon Young has recently published an interesting piece of original research on the visit to England in 1641-42 of the Czech philosopher and educationist Comenius.This contains an account of Comenius\u2019 cherished plan for the higher education of the Indians in the then recently founded colonies of New England and Virginia, a scheme which was subsequently put into operation within the precincts of the University of Harvard.[Comenius in England as described in contemporary documents, selected, translated and edited with an Introduction and Tables of Dates.Oxford University Press, 1932.] Entrance to Secondary Schools.The method of selection of children for education in the public Secondary Schools is causing much anxious thought at the present time on the part of both BRITISH HEADMISTRESSES\u2019 CANADIAN TOUR 123 administrators and teachers.Fees are now charged in all these schools and children are either entered by their parents as fee payers or hold scholarships from the Local Education Authorities.As, however, the fees cover only a part of the cost of education, the other part being paid out of public funds, it is contended with a good deal of reason that every child, whether his parents pay fees or not, is in some sense the holder of a scholarship.Some local Education Aythorities have come to the conclusion that it is therefore only fair that all entrants to the Secondary Schools should be selected by means of one examination, which in many cases is highly competitive and that assistance with fees should ge given to successful candidates in case of need.The actual result of this new arrangement is that many children who are well able to profit by Secondary education and who are a valuable element in the schools are being excluded.Children who have been educated up to ten or eleven years of age in private preparatory schools have in many cases suffered particularly in this way as the wider curriculum and nore leisurely work in these schools makes it difficult for their pupils to compete in a narrow range of subjects with the children from the public elementary schools.Some of us feel anxious lest the new method adopted by certain authorities of making all pass through one door at 11 should militate against the freedom and variety which has been so characteristic and wholesome a feature of our English education, and also lest we should diminish kinds of social background, which we believe to be necessary for social well being, and which has hitherto been successfully and happily achieved.To many of us the only right solution of our difficulties would seem to be such a provision of Secondary Schools as would enable every girl and boy who really desires it and is proved capable of profiting by it, to obtain entry; but no large increase in the number of Secondary Schools is likely in the very near future, nor is there likely at present to be any movement in the direction of free Secondary Education.Film Institute Societies.Much interest is being taken in some areas in the provision of good films, and in connection with the British Film Institute ,Film Institute Societies are being formed, whose object is to influence public opinion to appreciate the value of films as entertainment and instruction and so to try and raise the general standard of film exhibitions.One of the most active of these Societies in the Merseyside Film Institute Society, which acts for Liverpool and Merseyside.This Society has a large number of members, who have promised to support local cinemas when they show a good class of film, and, with this object in view, the Society has negotiated with the cinemas to show films of this kind.One cinema in Liverpool has undertaken to bring films of outstanding artistic merit and another cinema is giving several performances of films in conjunction with the Society.The Society also arranges public lectures by film critics and workers and recently held an exhibition of film stills and apparatus.A monthly bulletin is issued to members, giving information about outstanding films to be shown in local cinemas and news about the Society\u2019s programme.Only a BERT NR EN AR 124 EDUCATIONAL RECORD small membership fee of 2-6.a year is charged and cheap entry to film performances arranged by the Society is allowed to members.The Society has met with a very large response from the people of the area and is being well supported by many associations and circles of people.All its work is carried out in collaboration with the British Film Institute and it is likely to exert an increasing influence as its activities become better known.We hope to hear from you that 1934 has brought with it some brighter prospects than 1933.With cordial good wishes, We are, Yours very sincerely, The Head Mistresses of the Canadian Tour.i + Hh A) 3 Pr: 3 i À i : HR Hy ii JH ns a ho: .i is bisa pi.58 es MINUTES OF PROTESTANT COMMITTEE 125 MINUTES OF PROTESTANT COMMITTEE Medical Building, McGill University, Montreal, February 23rd, 1934.E On which day was held a meeting of the Protestant Committee of the Council of Education.Present: Honourable W.G.Mitchell, K.C., D.C.L., in the chair, Howard Murray, Esq., O.B.E., Honourable W.S.Bullock, M.L.C., Right Reverend Lennox Williams, D.D., Reverend E.I.Rexford, D.C.L., LL.D., D.D., Milton L.Hersey, Esq., M.A.Sc., LL.D., A.K.Cameron, Esq., Reverend A.H.MeGreer, M.A., D.D., P.C.Duboyce, Esq., B.A.LL.B., W.D.Rothney, Esq., Ph.D., Malcolm T.Robb, Esq., G.W.Parmelee, Esq., D.C.L., LL.D., H.R.Cockfield, 3 Esq., W.L.Shurtleff, Esq., K.C., LL.D., Sinclair Laird, Esq., M.A.B.Phil.E Professor Carrie M.Derick, M.A., Professor Fred Clarke, M.A., Honourable G.W.Scott, M.L.C., Miss Catherine I.Mackenzie, M.A., and the Secretary.{ The minutes of the last two meetings were read and confirmed subject to the right of any member to suggest amendments to the revised regulations À contained therein after receiving them in printed form.The Director of Protestant Education reported that he had visited Shaw- ville to inquire into the charges against Mr.H.L.Rennie and presented a letter from Messrs.J.M.Argue, Harold Dagg, Rexford Wilson, John A.Dean, and John ÿ R.McDowell, withdrawing the charges, because after investigation they were e not substantiated.: The examiners for Grade X were appointed on the recommendation of the : Director of Protestant Education.Examiners for Grade XI were appointed as follows on the recommendation of the High School Leaving Board: English Literature, Professor G.W.Latham; English Composition, Professor Bb S.N.R.Hodgins; History, Mr E.C.Woodley; French, Miss Léa Tanner; Latin, i Professor A.M.Thompson ; Greek, Professor C.H.Carruthers; Algebra, Elemen- En tary and Intermediate, Professor A.V.Richardson, Geometry, Elementary and i Intermediate, Professor H.Tate; Physics, Dr.A.Norman Shaw; Chemistry, Professor N.N.Evans; Botany, Professor G.W.Scarth; Physical Geography, Miss D.Seiveright; Extra English, Mrs.Walter Vaughan; Stenography and E.Typewriting, Mr.S.S.Lomax; Bookkeeping, Professor D.R.Patton; Drawing, A Professor H.F.Armstrong; Domestic Science, Miss Myrtle Haywood; Biology EB (if asked for), Professor A.Kuehner.E +co03 dodo ee ace rt cou ARR OA RASICO.GUAR SONO OC ec OS EDUCATIONAL RECORD It was moved by Dean Laird, seconded by Professor Clarke, that Regulation 81 (d) be amended by adding the words, \u201cwith a maximum of ten dollars for all papers written at one regular examination period.\u201d\u2014Carried.The recommendation of the Inspector of High Schools was approved that in future all high schools with seven teachers or more and all smaller approved high schools be not required to forward to Quebec the answer papers in the June examinations of Grade 1X.A request from the Matriculation Board of McGill University concerning the fees paid to Fxaminers was referred to the High School Leaving Board.Honourable S.W.Bullock presented the report of the sub-committee on Poor Municipalities grants and recommended its adoption.The amount for distribution was $18,080.00.Carried.For the sub-committee on consolidation Mr.Cameron moved that a grant of 509, of the cost of the new consolidated school not to exceed $4,500.00 be recommended for Georgeville, and subject to the approval of the building plans by the Department of Education.Mr.Murray submitted the report of the sub-committee on Course of Study, which included the following recommendations, which was adopted: 1.That regulation 81 shall read: \u201cThis examination may be taken in parts, but must be completed within a period of sixteen months.\u201d 2.That regulation 25 (¢) be amended to read: \u201cTo the intermediate class, a High School Leaving or a University Matriculation Certificate, provided that the certificate presented shows a pass in at least ten papers.This regulation after approval by the Lieutenant-Governor-in-Council shall come into effect on September 1, 1935.\u201d 3.That a new regulation to be numbered 66 (h) be added as follows: \u201cProvided that in the examination of Grade X pupils, the papers shall be marked by the Departmental Examiners applying only to those candidates for admission to the Elementary Class at Macdonald College.\u201d (Note.This was rescinded at the May meeting.) 4.That Regulation 93 be rescinded.5.That Regulation 149 (7) (a) be changed to read: \u201cPupils shall in no case be deprived of their right to take the examinations as prescribed.\u201d 6.That \u201cApplied Book-keeping and Accounting\u201d by Belding, Greene and Beech and \u201cWords\u201d by SoRelle and Kitt be authorized for use in the Commercial High School of Montreal. MINUTES OF PROTESTANT COMMITTEE 127 7.(a) That the permissive use of \u201cProblem and Practice Arithmetics\u201d by Smith, Luse and Morss, published by Ginn and Company, in a Canadian edition be authorized, (b) That where the Problem and Practice Arithmetics are adopted by a school board, the graded introduction of the books is recommended, beginning with Grade III.8.That the use of the permissive Course of Study be extended to apply to the session 1934-35 and thereafter until cancelled.1t was decided that before submitting these regulations for orders-in-council they and all other regulations affected thereby should be revised by a sub-com- mittee consisting of Dean Laird and the Secretary.After the reading of the interim report of the sub-committee on revision of the Education Act, it was moved by Mr.Murray, seconded by Mr.Bullock and resolved that the attention of the Committee has been drawn to a press report concerning the introduction of a Bill in the Legislative Assembly concerning the proposed amendments, but as a sub-committee has these measures under advisement the sub-committee and the chairman of this Committee are requested to so advise the Government and request postponement of the proposed Bill.Dean Laird presented the report of the Teachers\u2019 Training Committee which contained an outline of the course of study as required by regulation 41, for the extended elementary course in the School for Teachers.The report was adopted.On the motion of Dean Laird, seconded by Mr.Murray, the 1933 edition of the Syllabus for Physical Training was adopted for use in the School for Teachers to replace the 1919 edition which is out of print.There being no further business the meeting then adjourned to re-convene on Friday, May 18th, unless otherwise ordered by the chairman.(signed) W.P.PERCIVAL, (signed) W.G.MITCHELL, Secretary.Chairman. x 2x TP EL ON SE 25 cents each RECOMMENDED Dumas: Queen and Cardinal.Lytton: Fire and Darkness T I TL ES Kingsley: Amyas and Ayacanora.Scott: The Flight of King Charles.an Goldsmith: She Stoops to Conquer which are procurable in the following 30 cents each well-known Julius Caesar.Macbeth.NELSON As you Liparpmmer Night's Dream.apest.EDITIONS: Twelfth Night.Merchant of Venice.35 cents each NELSON _\u2014 CLASSICS Buchan: Prester John.Book of Escapes.Spyri: Heidi.Kingsley: The Water Babies BOOKS Carol: Alice\u2019s Adventure in Wonderland.withi {thin BOOKS 40 cents each TEACHING -_\u2014 St n: Kid d.Black A .Catri .of ENGLISH .Scott: Quentin Dorward.The Talisman, riona SCHOOL Austen: Pride and Prejudice.Ballantyne: Coral Island.SHAKESPEARE Defoe: Robinson Crusoe.Dickens: Christmas Carol.Dana: Two Years Before the Mast.Collins: Moonstone.NELSON Blackmore: Lorna Doone.Gaskell: Cranford.Kingsley: Hereward the Wake.Marryat: Masterman Ready.PLAYBOOKS Hughes: Tom Brown\u2019s School Days.Yonge: Book of Golden Deeds.n J 45 cents each Stevenson: Kidnapped.Black Arrow.Boas: Shelley and Keats.Compton-Rickett: Primer of English Literature.Selected by Hampden: Eight Modern Plays.Quiller-Couch: Roll Call of Honour.THOMAS NELSON & SONS LIMITED, - TORONTO IN LONGMANS\u2019 FORCEFUL SERIES OF READERS FOR GRADES ONE, TWO AND THREE By FLORENCE PIPER TUTTLE \"OUR BOOK WORLD i Pre-Primer\u2014THE FAMILY PLAYHOUSE.25 fr 48 Pages \u2014 48 Coloured Illustrations ib.Primer\u2014PLAYING DAYS.i.64 Ki 122 Pages \u2014 110 Coloured Illustrations 3 First Reader-\u2014DOING DAYS.68 153 Pages \u2014 112 Coloured Illustrations 1 Second Reader\u2014REAL AND MAKE BELIEVE.72 1 186 Pages \u2014 108 Coloured Illustrations i Third Reader.\u2014IN THE WORKSHOP .80 2 WORK BOOKS FOR \u201cOUR BOOK WORLD\u201d each.35 E Pre-Primer, Primer, First and Second Reader ORAL AND SILENT READING PRACTICE.1.20 (The Teacher\u2019s Book) Procedures for all three grades bound in one volume.1 A DESCRIPTIVE CIRCULAR SENT FREE UPON REQUEST / LONGMANS, GREEN & COMPANY a 480-486 University Ave., Toronto, Ontario Tt i i moe EE.Bt 3 fh Di Py A 5 | pp i A i i Iv au Es HA D Re N, ET p a NC A x th NT a N 5 g NS ou 2 a RRR NRA ad i Ses (He pe NS QE Ne i = oe =, des a og 5 = Pa > Se \"=, PCC RE, = a a re, el LC = roi PE for st cs ere 6; + = 53 = a.= Te =X oo = = Xe a ae = es = = 3 oe Dépt tee a a = a?or cs à = ES pt hte: SE ptr = tes a Rss : 5 "]