The educational record of the province of Quebec, 1 octobre 1934, Octobre - Décembre

[" et : C65 ; ; 8 THE Con Sn ÉDUCATIONAL RECORD A OF THE PROVINCE OF QUEBEC fit i (Published Quarterly) Old Series, Vol.LIII, No.4.New Series, Vol.VIII, No.4.ç OcToBER - NOVEMBER \u2014 DECEMBER 1934 SPECIAL ARTICLES él em A GREAT HEADMASTER ADDRESSES or Hon.Mr.DELAGE AND Dr.PERCIVAL ar TORONTO Superior School Directory.lt Li TH Q Ve QUEBEC, QUE.ONAGE | 6 MAR 69 THE CHRONICLE-TELEGRAPH PRINT i FFICIELLES i i Be yor + ET aE A git À i IN mn it \u2014\u2014 Hi a Sy ; i : H sh 3 J i Du SH + H À 4 Ri D i ici kt i AH a {0 À 1 H i\" I i i Ju y Rf | ! | wa A I) 5) pi i of k A H 4 he 1 QE 5 Le ati A D PR ™m PRI su 1 w m EE arr THE EDUCATIONAL RECORD À quarterly journal in the interests of the Protestant Schools of the Province of Quebec, and the Medium through which the Proceedings of the Protestant Committee of the Council of Education are communicated, the Committee being responsible only for what appears in its Minutes and Official Announcements.Old Series, Vol.LIII, No.4.Subscription, $1.00 per annum.New Series, Vol.VIII, No.4.October \u2014 November \u2014 December, 1934.J.C.SUTHERLAND, Editor and Publisher. sacs | À ! À } 0 A | | A, ù y jit DE) | M A H À it a Hi a 4 i) \u201chig 4 i 3 i j i : i i 3 i ji: in dE iH pi 15% + Da \u201cfl ih 6 y : ; | A Ji nn Al as .nD ait hls b's i) [AREY ee et Ss ll 0 J D D 0 ] } } [] [ D Q [} + } D [3 ) + ) ) 5 D 0 0 ) [) Li + ) ) [} [} bY À 1} } [] D 1884 OUR 1934 Golden Anniversary Catalogue NUMBER FIFTY NOW READY FOR DISTRIBUTION TEACHERS AND TRUSTEES WILL FIND THIS AN OUTSTANDING REFERENCE BOOK OF THE LATEST AND BEST IDEAS IN EDUCATIONAL EQUIPMENT YOUR COPY GRATIS ON REQUEST E.N.MOYER COMPANY, LIMITED Canada\u2019s School Furnishers since 1884 106-108 York Street, \u2014 Toronto - 2 - Canada BOOOOOGOOOOOOOOOCOCOOOOOOOOOOOCAOOOODCOAEACANL We should like to draw to your atten- When tion two mew books by Mr.L.A.DeWolfe, Director a Rural Education d .for the Province of Nova Scotia.The particular feature of these books, apart ordering from their excellent subject matter, is the number of photographic illustra- : the m from our advertisers Happy Hours in Garden please Field and Woodland (186 photographs and diagrams, mention the price 90 cents) Journeys Near and Far EDUCATIONAL (Over 300 illustrations and maps, price, $1.00) RECORD .For further details write J.M.Dent & Sons, Limited 224 Bloor St.West, Toronto LR Nl AS KAY _ Sime ee eel ee alnlel = Sr care ee rimes The Progress Series Fully Illustrated.Bound in cloth boards.This is a series of books suitable for supplementary reading in Senior classes of Elementary Schools and in High Schools.The books deal with a variety of themes\u2014adventure in the air, geography and exploration, history, social life, and engineering\u2014but they have this in common, that each tells of human endeavour and achievement and progress.Their value in the school can hardley be over-estimated, for surely an interest in geography can be aroused in no better way than by accounts of exploration; and the fascinating story of the road in Britain is one of the best possible introductions to social history.Surely even the dullest of boys must be quickened by the story of how, in this Age of Machinery, the forces of nature have been turned to the service of man.The series is fully illustrated.Every book has a number of half-tone plates, and many have line drawings and maps.All are strongly bound in cloth boards.Great Exploits in the Air.By F.V.Monk and T.H.Winter.With eight full-page illustrations, and maps and diagrams.65 cts.Adventure Above the Clouds.By.F.V.Monk and T.H.Winter.With eight full-page illustrations, and diagrams.65 cents.The Age of Machinery.The forces of nature turned to the service of man.By Alexander R.Horne, B.SC., M.I.Mech.E., F.R.S.E., Professor of Mechanical Engineering at the Heriot-Watt College, Edinburgh.New Edition, revised to day.With thirty-one full- page and many other illustrations.85 cents.Some Triumphs of Modern Exploration.By B.Webster Smith.With illustrations and maps.65 cents.True Stories of Modern Explorers.By B.Webster Smith.With eight full-page illustrations.65 cents.Heroes of Exploration.From the Discoverers of the New World to Shackleton and Scott.By A.J.Ker and Charles H.Cleaver, B.A.With twelve full-page illustrations.65 cents.Our Roads and Travellers.Through the Centuries.By Anna M.Pagan.Fully flustrated.65 cents.Social Life in England.Through the Centuries.By H.R.Wilton Hall, Librarian, Hertfordshire County Museum; Sub-Librarian, St.Albans Cathedral.With numerous illustrations and quéstions 85 cents.Please write for 96 page illustrated catalogue of books suitables for all classes in the school.BLACKIE & SON (CANADA) LIMITED EDUCATIONAL PUBLISHERS 55 YORK STREET TORONTO, 2 CONTENTS Editorial Notes.10220100 100114 4e AA aa ee A Great Headmaster.1120000 000 A Le aa a a a a a a ALL AA eee aa» Address of Hon.Mr.Deldge at Toronto.Address of Dr.Percival at Toronto.0002020200 004 La a a ana Protestant School Board Association.nines McGill Travelling Library.cc.ei ieee More Hostels Needed.a È Book Notices.«oie ee É Diet for School Boys.ee E The Boy Who Didn't Pass.iii 4 The Lure of Quebec.02000000 00 Lea sa a a ae ea da a aa ae» kb: The Challenge to Education.a aa a aa a ea ea aan ee À League of Nations Society in Canada.2 sea see eee» Professional Library List.aa ea aa anne Superior School Directory.iii Reports of Inspectors.ee Minutes of Protestant Committee.c.ovine Progressive Script Writing Lessons By L.W.Treweek À series of four books covering the first two years of the child\u2019s school life.Books 1 and 2 contain the work for Grade 1, Books 3 and 4 the work for Grade 2, with corresponding Manuals to cover each Book.Realizing the need of a writing book and teacher\u2019s manual covering the script form of writing, the publishers had this series of books developed on a scientific principal and in conformity with the foremost educationalists\u2019 views.These books are work books and are not intended to be put before the child for mere copying but each page contains a a lesson or lessons and must be taught.The teacher's manual explains fully to the teacher just how each lesson should be taught.Price: Pupil\u2019s Book, 15c each Teacher\u2019s Book, 48c each.RENOUF PUBLISHING CO.1433 McGill College Avenue MONTREAL 2 [05105 The Indispensable Desk Book Roget\u2019s THESAURUS of English Words and Phrases Bible Paper, Compact and Light.Over 700 Pages Cloth, Price $1.25.Limp Leather, Price $2.25 WHAT IT IS: A Thesaurus differs from a dictionary in that a dictionary lists words alphabetically, giving their spelling and its variations, and their meaning and usage, while a Thesaurus starts with the idea and gives you a wide range of words and phrases by which that idea may be expressed.A Thesaurus is in no sense a rival to your dictionary, but a companion volume, and equally indispensable to all who write.To the professional writer, the correspondent, or the student, it is one of the most valuable of all tools, for reference to its pages frequently lifts him out of the most discouraging impasse and enables him to go on.The vast treasure house of expression which it makes available will help the most unpractised writer to say what he wants to say and say it well.LONGMANS, GREEN & COMPANY 480-486 UNIVERSITY AVE.TORONTO, ONTARIO The death of John Redpath Dougall removes the greatest of Canadian editors of past as well as of recent times.That greatness did not consist merely in the long period of years, sixty seven, that he had been the editor and publisher of the Montreal Witness, but in the character of his journalism.It was journalism of noble conscience and high ideals from first to last, and as such it was recognized by his fellow journalists from the Atlantic to the Pacific.Starting out with a sound university education, he supplemented it with wide reading and study, and the Witness editorials which were readily recognized as his own were marked always, not only by an admirably clear style but also by wide historical knowledge, whether political, economic, religious or social, and in each field he could point the way in present problems with principles of truth and justice.A great Canadian citizen passed away in John Redpath Dougall.The back-to-the- land movement now being undertaken by the Provincial Government is one of large scope and intention.The burden of providing for the large number of unemployed has become altogether too heavy for the cities in which they are gathered.The EDITORIAL NOTES EDITORIAL NOTES 1dea behind the new movement is to place large numbers on farms, with Government aid at the outset, with the intention for the first few years at any rate, that the farms will supply the families with food and clothing\u2014 \u201csubsistence farming\u2019, as it is called, and which it was in the early pioneer days in Canada and the United States.Subsistence farming led gradually, however, in the early days to the production of surptuses to be sold, and the development of the independent farmer of moderate means.In the new experiment ultimate success of individuals will depend upon the qualities of character they possess, in order that intelligent industry and foresight may be applied.If large numbers accept the plan the matter of rural education will become all the more important and pronounced.Sound education assists towards good farming.The Honourable Mr.Deldge, Superintendent, and Dr.Percival attended the Convention at Toronto of the Canadian Education Association in the second week of November.We are pleased to publish in this issue parts of the addresses of each at the Convention.It was five years since the Convention had previously met, and the occasion was accordingly an important one. tre, dias RRE LS LAPS 2e ape actes ia LNA RE eo cas cognac sets 3 200 EDUCATIONAL RECORD Dr.Tassie become master of the small Galt Grammar School : an 1858.Under him the school expanded in size and rank and soon became one of the first four Collegiate Institutes of Ontario.During Dr.Tassie\u2019s period the school was for boys only.He retired in 1881.WILLIAM T'Assre, M.A., LL.D.A Great Headmaster Galt Collegiate Institute in the days of Doctor Tassie. - A GREAT HEADMASTER A GREAT HEADMASTER In this issue we present a portrait of Doctor William Tassie, who became the master of a Grammar School at Galt, Ontario, in 1853 which shortly became one of the four first schools ranked as Côllegiate Institutes in that Province.During Doctor Tassie\u2019s headmastership, which ended in 1881, the Galt Collegiate Institute was for boys only.After 1881 it was open to both sexes and in 1903 a much larger building, at a cost of six hundred thousand dollars, replaced the older granite four-winged school.The south end of the new building, however, has a magnificent assembly room called Tassie Hall in memory of the great past.There were four boarding houses under control in Doctor Tassie\u2019s period, as the majority of the boys came from outside.In my period (in the seventies) there were boys from all over Eastern Canada\u2014Ontario, Quebec and the Maritimes; also from New York, Toledo, Detroit and other northern places as well as half a dozen boys from Mobile, Alabama; Tallahassee, Florida, and New Orleans.Two came from the West Indies, one of whom was named Antonio Romogosa y Venecia.The surname of the other was Quinones and if his Christian name was Antonio he may have been a descendant of the Antonio Quinones who was an officer under Cortes in the Spanish Conquest of Mexico four hundred years ago! It was the fame of Doctor Tassie, never advertised, which attracted students from such a wide area.He was known (to thoughtful parents, at least) as a disciplinarian of the old school, and the formidable leather \u2018\u201c\u2018tawse\u201d, doubled and two inches broad, still sticks in the memory, although it has to be admitted that, in the later years of the \u2018\u2018seventies\u201d, long usage had worn the tactual end into a certain softness comparable to that which Carlyle attributed to Frederick the Great\u2019s old hat.But, if a disciplinarian, Doctor Tassie was a great personality, and this was quite as effective an attraction as his discipline.His dignity of manner was magnificent, but it was not assumed.It was natural and genuine.One \u201cold boy\u201d, the late Dr.Crozier of London, England, in one of his books said: \u201cEmperors I have seen, Kings, princes and ambassadors, but never have I seen any one who had so much of what Matthew Arnold calls the \u2018grand air\u2019 as Doctor Tassie\u2019.The grand air was also constantly relieved by flashes of natural humour.Looking back, I often think that that humour was similar to Doctor Samuel Johnson's in its combination of direct wit and sound sense and wisdom.It could also be sudden.He often stressed the derivation of words in class.One day he asked for the derivation of the word \u2018darling\u2019.There were several wild guesses, until one rash boy suggested \u2018duck\u2019.\u2018Goose\u2019 thundered the Doctor at him, and then smiled at the aptness of his retort.We were left to our own resources to discover the derivation for the next day.The question whether the schools of the past, in the days of less regimentation, were better than those of today\u2014as some maintain\u2014is inadequately stated.Ca OSEO SP PNPN NOTE NS TES 202 EDUCATIONAL RECORD There has been progress on Education as in other things, but the real point is that, in the earlier period of less centralised control, there were schools of distinction and individuality of character, in which personality had a free scope and in which the results were very substantial.It is therefore reasonable to urge that the special qualities of those schools might well be remembered.This, at least, is the gist of discussions on the subject at recent Annual Conferences of the Canadian Universities, where Doctor Tassie\u2019s school was cited as an outstanding example.It was the personality and reputation of the Headmaster which attracted the strong and mature staff of the school in the \u2018seventies\u2019 of the last century.These were Murray of Edinburgh, McRae of Aberdeen, George Chase of Toronto and Alexander Tassie, a nephew, of Toronto.That three of the staff, including Doctor Tassie, were Old Country, accounts for much.The great qualities of Scottish education were in evidence in Galt as in other Ontario schools at that time.My own recollection is that education and instruction were there combined in the right proportions, and that every class period meant a piece of work well done.The essential \u201cnote\u201d, to use a favourite word of Cardinal Newman's, was thoroughness.Another recollection of the days when there were no \u2018\u2018scribbling books\u201d to destroy handwriting, is that both Doctor Tassie and Mr, McRae could set the headlines for copy books in perfect script without flourishes.Mr.McRae was excellent in English (naturally as an Aberdonian) and, like Doctor Tassie, laid stress on the derivation of words.He was also interesting in History\u2014Collier\u2019s British History being the text book\u2014as he had travelled and read much, and had observed.Mr.Murray\u2019s subjects were Mathematics and Physics, the text book on the latter subject being Peck\u2019s Ganot\u2019s Physics.Mr.Chase was admirable in Geography, and also in French and German.Drill in the French \u201ceu\u2019\u2019 sound was perfect, and also in French pronunciation in general.This was not general in the schools of Ontario at that time.The text book was De Fivas\u2019s Grammaire des Grammaires.The purely grammatical training was good as a foundation, but the Oral French of today is a great improvement.One subject that was neglected was Canadian History.This is to be accounted for in the same way that the late John R.Dougall accounts for its absence in the High School of Montreal in the \u2019fifties of the last century.In an article which he contributed to the High School Magazine years ago (reprinted in the Witness of October 3rd, 1934) Mr.Dougall said: \u201cThe absence of Canada from the school course was because it was never thought of.We were still the old country people; though we boys were pretty much all natives, and some of our parents\u2019.~ Canadian Geography was also absent at the Montreal High, and Mr.Dougall adds, speaking of both subjects:\u2014\u2018I have at least been thankful that we did not have to acquire a distaste for our country from the desiccated presentation of it in school books that I have seen\u201d.When Doctor Tassie retired in 1881 all the staff resigned with him.Mr.Chase was appointed to an important educational position in Toronto, and later | IR ii silane.\u2014\u2014 AE WRX RS Fiat. A GREAT HEADMASTER 203 published his \u2018High School Geography\u201d,.widely used for years throughout Canada.Mr.McRae became the Secretary of a manufacturing company in Galt and Mr.Murray bought an island in the Muskoka Lakes, there building himself an ideal home for the rest of his days.The Rev.Dr.W.G.Wallace of Toronto, in an article on \u201cDr.Tassie and his School\u201d in \u201cThe School\u201d (Toronto) said: \u2018\u201c\u2018Some has said that the code of the English Public Schools implies \u2018\u2018a rooted belief in the permanent sanctity of honour, self-devotion and the playing of the game\u201d.It was because Dr.Tassie thought he found here the ethic of English character that he sought to develop these great qualities in his boys.He did seek to hand down the inherited ethical and spiritual values, as he saw them, to the students committed to his care, most of whom might be expected to become men of influence in the life of the nation\u201d.To that true statement it may be added that character was not formed by preaching (nor by fear of the \u2018\u2018tawse\u2019\u2019), but that it was inherent in the atmosphere of the school, to which the great majority of the boys were instinctively loyal.Mr.McRae, however, could.enforce the importance of character by biographical example.One day it was an impressive outline of the patience and modesty of Sir Isaac Newton, and on another a description of his own visit to Thomas Carlyle at Chelsea.But these lessons were never obtruded unnecessarily and were welcomed.I close with another quotation from Rev.Dr.Wallace on Doctor Tassie: \u2014 \u201cThe personality of the man had much to do with the success of the school.The abundant labours and unremitting energy necessary to his task required unusual physical strength.It was commonly said that he went to bed at eleven and rose shortly after four.At eight o\u2019clock every week-day morning he met his University class in honour classics\u2014every week-day, for the school had holiday on only Wednesday and Saturday afternoon.In those early walks to the school, and the weather was often bitterly cold, he never protected his throat, save with a light silk scarf, just enough to break the force of the wind.His firm tread and general bearing bespoke a man not only physically strong, but also conscious of a great task and determined to see it through.I have often thought that he was marked by such strength of character and dignity of demeanour that the gown he wore\u2014and indeed all the staff wore gowns in their classes\u2014 was not necessary to emphasize them.\u201cNo student of the ancient classics ever passed through his hands who has not been grateful for his insistence upon knowledge of the rudiments; we were drilled unceasingly in the declension of nouns, in the conjugation of regular and irregular verbs and in certain fundamental rules of Latin and Greek prose com position\u201d.\u2014J.C.SUTHERLAND.TE - 204 EDUCATIONAL RECORD CANADIAN EDUCATION ASSOCIATION HELD AT TORONTO, NOVEMBER 6, 7, 8, 1934 Report by Hon Cyrille F.Delâge, Superintendent, on Secondary Education in Quebec (Catholic Section).Quebec Roman Catholic secondary education is exceptional in its organiza- a tion.It is mostly in that respect that our school system differs from other - 9 school systems in Canada.1 No important difference is to be noted either in our elementary schools or in our Universities when compared with the schools of the same degree in other provinces.But we have to go overseas\u2014to England, France or Germany\u2014for instance, to find anything similar to our secondary school organization.Whereas secondary schools in other parts of Canada have, generally speaking, a program which\u2019 is so designed as to form a ladder from the elementary school to the University, Quebec has no less than six different types of Secondary schools, only one of which directly leads to the University.Whether this multiform organization should be regarded as fortunate or as a handicap is a question that I do not intend to discuss today.I shall be satisfied if I can make plain to you the organization of each of these types of schools and the category of students for whom each is intended.Primary Complementary Schools:\u2014These schools are also called Primary Vocational Schools.They offer a two years\u2019 course to students having completed the elementary course.They may be compared with the Protestant Intermediate schools of Quebec or to the Lower Schools of Ontario.Their object is to provide adequate education to boys and girls according to their more special needs in each locality.The course of study establishes Speical Sections; the work done in them is a beginning in specialization and it has its determined place in the time-table.Where the school is situated and what will be the probable occupation of the mass of the pupils on leaving school determine how the division into sections shall be carried out.The object of thus forming sections is double: (a) to cultivate the special talents of the pupils while broadening the knowledge acquired in the Primary Elementary School; (b) to give the general and thereoretical teaching of the school a more pronounced professional direction and, in a certain measure, to prepare the pupils for the agricultural, technical and other special schools, admission to which requires special training.There are four principal Sections: Agricultural\u2014for boys\u2019 country schools; Domestic Economy\u2014for girls\u2019 schools; Commercial and Industrial\u2014for city schools.What special section is to be adopted is a matter for the School Authorities to decide after consultation with the principal of the School.The things which should be taken into consideration in deciding this question are: The .number of pupils, their special aptitudes, where the school is situated, the will of both parents and pupils.Lt a aie are és RI Le D RER IC NA AO NT i bi A ions Lee = gore : © apm ae vy me EE BOC OC CU a AO One SCO ODOOrIL ADDRESS OF HON.MR.DELAGE AT TORONTO 205 Primary Superior Course:\u2014This is a new type of school existing since 1929 and offering.three additional years of High School work to students having completed the Complementary School course.Primary Superior teaching has for its essential object to furnish young men and women preparing for position in commerce, industry, agriculture, public service or arts and trades, with a more thorough education and instruction than those which are given by the primary school, but less developed than those of the secondary teaching institutions, this education and instruction being characterized by a pronounced guidance towards the practical requirements of the pupils\u2019 probable future occupation.English Speaking High Schools: \u2014These teaching institutions are regular High Schools offering a four years\u2019 course leading to matriculation.They received their legal existence in 1931 and are generally attended by English speaking students preparing for admission to McGill University.D\u2019Arcy McGee School in Montreal and St.Patrick\u2019s School in Quebec are the principal institutions of this type and their candidates to McGill University matriculation have obtained great success these last two years.Classical Colleges:\u2014These are the real teaching institutions of the Province of Quebec, according to the meaning which this word \u201csecondary\u201d usually conveys to the minds of French Canadians.The requirements for admission to the Classical Colleges are the same as those for Entrance to the High School, that is, students are admitted upon completion of the elementary course and then go through a course of 8 years where French, English, Latin and Greek, History and Philosophy are the outstanding subjects, but where also Mathematics, Physics, Chemistry and other Natural Sciences have been given more and more attention for a-number of years.The classical College is in Quebec the regular ladder to the University and the B.A.degree which is conferred upon successful completion in the general 8-year course above mentioned is considered by our students as the master-key which opens the doors'to its various faculties.The educational trend of the present day is in the direction of natural sciences, but in our system the importance of mathematics and natural sciences have pever been under estimated.These subjects are receiving greater attention from year to year, but still the preference during the first six years of the course is given to classics over all other subjects because the classics are considered as the fittest instruments to promote both intellectual and moral growth of the pupil.Our 30 Classical Colleges are getting more popular from year to year and the average enrollment in each of them is probably not less than 500 students while some of them, as the \u201cLittle Seminary of Quebec\u2019, have had over 1,000 pupils for the last five or six years.Normal Schools: \u2014It is not without a bit of surprise, I am sure, that some of you will hear that our 31 normal schools are numbered amongst the Secondary teaching Institutions in Quebec.This is another peculiar future of our system.Our Normal schools, instead of being simply Schools of Pedagogy, limiting their work to the professional training of students, give concurrently the academic education of the High School and the professional course of the Normal School.NE re eu oie 58 Bl Ri I Be i js he RY.Ril Hie pe ot Ri gt pe EDUCATIONAL RECORD Students instead of being admitted to the normal school, when they have completed their High School course are admitted after one year or two of High School work and then are specially trained during four or five years with a view to develop in them good habits of learning and good habits of teaching.I do not think it advisable to express here an opinion as to whether candidates for the teaching of the profession are better qualified by taking conjointly the literary course and the professional course or by taking them separately.What I wish to stress is that our normal schools in addition to being training institutions for teachers are real secondary schools with a program distributed over four or five years and covering the full course of ordinary high schools and in several cases of Collegiate Institutes.Other schools in high standing: \u2014Besides the classical colleges, the Province of Quebec has several other private teaching institutions, such as the Commercial Academy in Quebec or the Academy \u2018\u2018Mont Saint-Louis\u201d in Montreal offering courses which extend at least two years beyond the regular High 8 School program.Similar institutions for girls are conducted by the Ursulines of Quebec, the Sisters of the Congregation of Mary, in Montreal, and other religious teaching Orders throughout the Province.Mr.Chairman and Gentlemen, I have briefly depicted before you the character of the various Catholic Secondary Schools of the Province of Quebec.Persons wishing additional data concerning the management and the courses of study prescribed for these teaching institutions may find more complete information in the calendar published by each of them and in the regulations of the Catholic Committee of the Council of Education.We feel that we have a solid platform under our feet and that the machinery which puts in action has withstood the test of time.The chief qualities of this machinery are freedom of movement and steadiness: and its main levers are confidence, energy and devotion.OUTSTANDING FACTS IN QUEBEC ROMAN CATHOLIC SCHOOL POLICY SINCE 1929 (Second statement by the Superintendent) mR PEDAGOGICAL FEATURES 1.\u2014Organization of the Elementary School Certificate (Entrance Certificate in Ontario) and the Complementary School Certificate (Lower School Certificate in Ontario): In-accordance with a decision of the Catholic Committee of the Council of Education sanctioned by the Lieutenant-Governor in Council, a uniform examination is held throughout the province, since 1931, under the control of the School inspectors.This legislation is not compulsory, but it has proved to be very popular with parents and pupils and has determined a gratifying movement i in RAR ag tC a i a ADDRESS OF HON.MR.DELAGE AT TORONTO 207 towards more regular and more extended attendance.809 municipalities on a total of about 1,500 participated last year and about 7 ,000 candidates on a total of 10,335 were granted a certificate.: 2.\u2014Primary Superior Schools and English speaking High Schools.\u2014As already explained in the statement that I read this morning, the former came into existence in 1929 and the latter in 1931.Their organization differs little from the ordinary high schools.of other provinces.3.\u2014Normal Schools.\u2014Two important points should be stressed with regard to our Normal Schools.First, eleven religious training schools known as Scho- lasticates and belonging to the various Orders of Teaching Brothers of the Province of Quebec were officially recognized as Normal Schools four years ago and are now controlled and supervised by the Department of Education.As a result of this new law, which was enacted at the request of the Religious Congregations themselves, all new religious teachers will be holders of an official teaching certificate.In the second place, the full normal school course has been extended to four years for women and to five years for men teachers in training.In addition, the requirements for admission have been raised by one or two years of academic work so that students completing the full course will probably be on about the same footing as holders of a B.A.degree.4 \u2014Ruralization of country schools:\u2014I may safely assert that this question has taken precedence of all others during the last five years.A great effort has been made to keep the mind of the country child in constantly renewed contact with things of the farm land in view of developing and cultivating in his heart a great love for the farming trade and preserving him from the attraction of the cities.To this end, our teachers are applying the best of their energy and ability.They pay more attention to texts for dictation and analyses, choose in preference to all other subjects for composition those relating to rural life scenery, problems in arithmetic, mensuration and bookeeping that have a practical bearing of the life around them.Recourse is also had to many ways of maintaining a rural atmosphere in the school: agricultural thoughts written on the blackboard, collections of maps and pictures illustrating country scenes, small agricultural museums, tree- planting and, in a few places, experiments in the school garden or at home.In a word, class-rooms are more full of the fragrance of the fields.The lessons are more in harmony with those taught by the soil.From the time they start to school, our rural sons and daughters learn the advantages the soil offers in return for intelligent treatment, fidelity to ancestral traditions, economy and perseverance.They are taught to cling to and never forsake mother earth.FINANCIAL FEATURES All grants have been maintained in spite of the crisis.Building grants had to be increased on account of the large number of schools to be erected in new settlements.On the other hand, the Department insisted on economy in all municipalities where school building and equipment were satisfactory. 208 EDUCATIONAL RECORD SUMMARY OF MAJOR CHANGES IN PROTESTANT EDUCATION IN THE PROVINCE OF QUEBEC DURING THE PAST FIVE YEARS Reported to the Canadian Education Association at its meeting in Toronto, November 8, 1934, by Dr.W.P.Percival.1.\u2014New Course of Study À new course of study was introduced into the schools in 1931 and has been improved each year since.In the elementary schools the course followed the same general lines as the former course extending over seven grades.Great changes, however, have been made in the content of some subjects.In English, language has been separated from literature and given a separate place and treatment.The course in English was greatly enriched and, from Grade V, pupils are given a choice of the books which they must read.Alternative readers of a modern character are offered in Grades I and II.The memory work in the elementary grades is now selected by the teacher and pupils in consultation.Spelling has been separated from English and a new series of Canadian Spellers adopted.In Art a new series of books prepared by art specialists in the Province of Quebec has been introduced.In Arithmetic a new series of textbooks has been authorized.The course in Scripture has been completely revised and is arranged on the topical principle, with the comprehension and interest of the child in mind.A new textbook in Canadian History has been adopted in Grades V and V1 and one in British History in Grade VII.7 À new series of three modern textbooks has been introduced into the course in Health Education.Household Science and Manual Training now appear as subjects of the elementary school course.The course in Music has been reconstructed and much more explicit instructions given to teachers.In the high school grades there has been a complete reorganization and rearrangement.Two courses are now offered, the General and Academic.Both courses lead to the High School Leaving certificate.Students intending to enter the Arts Faculty of a university follow the Academic course.The courses in the several grades are parallel.The assignments in subjects common to the two courses are identical.Transition from one course to the other is easy.Neither course is more difficult nor more cultural than the other.The courses offer a choice which will be made by the individual on the basis of his wishes and tastes.The following courses have been added: Extra English (for those desiring to do more extensive work in literature); Book-keeping; Stenography and Type- - writing; Household Science; Manual Training; Greek; German.ee a ee ee se bt aa Te i li tt a a a TRITITRE TERR ARR Tar ADDRESS OF DR.PERCIVAL AT TORONTO 209 Within the courses in the subjects there are many changes.The course in Art has been revised.Music has been more fully organized.Several changes have been made in Science, General Science has been introduced into Grades VIII and IX; the course in Physics has been rearranged and now includes Elec: tricity; Biology has taken the place of Botany.The most extensive changes have taken place in English.With the desire of greatly increasing the amount of reading in English, a number of texts has been assigned in each grade from which the pupil must select five texts in Grade VIII; five texts in Grade IX; six texts in Grade XI; six texts in Grade X including one Shakespearean play and five other selected texts.The course in Extra English requires the reading of five texts in each of Grades VIII and IX; and six texts in each of Grades X and XI.The texts are selected from -an authorized list in each grade.2.\u2014The Continuation Year.This extra year\u2019s work is authorized for schools which have an adequate staff and equipment, and in which there is a sufficient number of interested pupils.It has been established: (a)\u2014To afford students who may so desire an opportunity of furthering their cultural education by carrying on more extended work in subjects which have already interested them in their previous school course.(b)\u2014To enable students who have had an uneven high school course to spend a session filling up gaps in their knowledge of fundamentals, and thus make their school course more complete, or strengthen their preparation for Junior Matriculation.Much liberty is given in the selection of subjects.The completion of the course is recognized by a continuation vear certificate.This is awarded if English and at least three other subjects from the course are taken successfully.The subjects of the course are English, Extra English, French, Extra French, History, Latin, Mathematics (Algebra, Geometry, Trigonometry), Science (Chemistry, Physics).3.\u2014Summer School for Teachers.A Summer School for Teachers has been operated at Macdonald College since the Summer of 1931.The schoo! is held during the month of July and is in session almost the entire month.The purposes of the school are to enable certificated teachers to supplement their previous training, to become better acquainted with modern educational movements and methods and to qualify for more advanced diplomas.Advanced diplomas are offered for successful attendance.4.\u2014High School Diplomas.The training for the High School diploma has been placed on a graduate basis at Bishop\u2019s and McGill Universities.However, at McGill, undergraduates may still follow the courses in Education. EDUCATIONAL RECORD 5.\u2014 Interim Diplomas.No diploma or certificate valid in Protestant schools is permanent until the holder has taught successfully in the schools of the Province for two years.Only those holding permanent diplomas may act as Principals of high and intermediate schools, except in special cases allowed by the Director of Protestant Education.6.\u2014Abolition of short courses at The School for Teachers.Beginning with September 1934 the former short course of four months\u2019 training at the School for Teachers, following the successful completion of Grade X, and leading to an elementary diploma, has been abolished.A full year\u2019s professional training is now required for this diploma.7.\u2014Raising the Standard of Admission tc the Intermediate Class at the School for Teachers.The High School Leaving certificate or a university matriculation is now accepted for admission to the intermediate class only on condition that the candidate shows a pass in ten papers.8.\u2014Teaching by Permit.Teaching by permit has been almost entirely abolished.3 9.\u2014New and Enlarged Edition of the Memoranda.In view of the many changes introduced into the course of study, a new edition of the Memoranda became necessary.This was published in 1934 under the title \u201cMemoranda for the Guidance of Teachers\u201d.In addition to instructions regarding the content of the courses in the different subjects, much sound pedagogical guidance is given.The aims of each subject are stated, and in many subjects a list of books helpful to the teacher is included.10.\u2014A Professional Library for the Use of Teachers and Inspectors.The Department has established a library of professional literature, from which the books may be obtained by teachers and inspectors.One book at a time is supplied.It may be retained for a month, (or longer, with permission).Books are sent without charge.The only expense is the cost of postage when the book is re-mailed to the Department.11.\u2014Additional Aid in the Teaching of French.To ensure the better teaching of French, particularly in intermediate schools, an Assistant-Supervisor in this subject was appointed.She regularly visits the classroom and also lectures at the Summer School for Teachers. mer rie rés Esse aitictng o ADDRESS OF DR.PERCIVAL AT TORONTO : 211 r 12.\u2014The Holding of Supplementary Examinations in September Supplementary examinations may now be taken in September by candidates who have failed in earlier High School Leaving examinations.In order to obtain a high school leaving certificate, the requirements must be completed \u2018within sixteen months of the first writing.13.\u2014The Admission of Private Schools to the High School Leaving Examinations on Certain Conditions.For a number of years past private schools have been debarred from presenting pupils for the High School Leaving examination.However, a new regulation has been passed to allow it.Among the conditions governing the exercise of this privilege is the fact that the schools must have followed the authorized course of study for at least two years previous to the examinations, unless the Director of Protestant Education accepts another course as equivalent.14.\u2014School Consolidation.Since 1930, eleven consolidations of schools in rural areas have been effected, and one previous consolidation has required the enlargement of a school building.15.\u2014Recognition of the Toronto Conservatory of Music Examination for the High School Leaving Examination.The intermediate examination of the Toronto Conservatory of Music is now accepted for High School Leaving purposes as the equivalent of the McGill intermediate examination in Music.16.\u2014Appointment of a Board of the Order of Scholastic Merit.In accordance with the law a Board was established for the awarding of Scholastic honours for Protestants following similar action by the Roman Catholics.Awards have been made for the past three years.17.\u2014Appointment of an Assistant High School Inspector.An assistant high school inspector has been appointed to inspect the intermediate schools.18.\u2014Increase of Educational Facilities in the Canadian Labrador.The educational needs of the small Protestant communities on the North Shore of the Gulf of St.Lawrence are now well cared for in twelve schools, the buildings being provided by the Provincial Government.W.P.PERCIVAL, Director of Protestant Education. ee eas % i jl Bi: li.212 EDUCATIONAL RECORD PROTESTANT SCHOOL BOARD ASSOCIATION The annual meeting of the Provincial Association of Protestant School Boards was held at Asbestos on Thursday, September 20th, under the joint auspices of the Danville and Asbestos boards.: The programme of discussion on school questions was not extensive, but the day proved a most interesting and instructive one.Thanks to the courtesy of the Johns-Manville company officers, the visitors were shown over the extensive asbestos manufacturing works and, by train, down 200 feet into the immense rock pit from which the asbestos fibre is quarried.A railway track circles the wide pit to the bottom.: At the close of a banquet in the evening at the Athletic Club, Mr.D.S.McMullan, principal of the Commissioners\u2019 High School of Quebec, gave a most interesting address on \u201cVisual Aids in Education\u201d, illustrated by experiments and by still and moving pictures.The address was much appreciated, and showed that most of the visual aids could be given at little extra expense to the boards.Dr.Percival followed, congratulating Principal McMullan on the work he had accomplished in that direction, and stressed the importance of teacher- parent associations and the maintenance of standards.In the afternoon Mr.Sutherland spoke on School Finance, and explained the new form of the annual reports of school boards.The next annual meeting (1935) is to be held at Waterloo.To make the work of the Association more effective a larger membership is required.McGILL TRAVELLING LIBRARY Rural schools may now again obtain the McGill Travelling Libraries for the very small fee of two dollars, the University Library paying all transportation charges.Each library consists of 40 books, selected as usual to suit varying ages and interests.Here in the East this great privilege is not appreciated as thoroughly as in the Prairie Provinces of the West, where the difficulty is to meet the many demands.The Women\u2019s Institutes and the Parent-Teacher Associations might well add to their beneficent activities that of encouraging the use of these libraries and thus awakening interest in literature.ITE RRR PEER ESC RO à \u2014\u2014\u2014\u2014 r=. ru poo mo pe co acte ee MORE HOSTELS NEEDED 213 PROTESTANT HOSTELS There are three Protestant hostels, boarding places in high school centres for isolated pupils, namely, those at New Carlisle, Huntingdon and Quebec City, opened and maintained by the churches, United Church and Anglican.More are needed.The problem of the isolated pupil is an increasing one.In the older settled parts of the Province, shiftings of population have left families without school facilities, while the industrial and mining developments in the northern and western areas have also drawn Protestant families to places where no schools are available.This situation is not confined to this Province.It is marked in Northern Ontario and in British Columbia, where education by correspondence and by means of school trains has been carried on with some success.In Quebec, however, the hostel system would seem to be the more promising method.The pupils are boarded, under supervision, at reasonable rates according to the means of the parents, and attend the Protestant schools in the city, town or village where the \u201chostel is situated.At the present moment, when the demands upon the churches in respect to aid for the unemployed and for the maintenance of the home missions are very great, no forward movement in the establishment of more hostels may be possible, but the matter is important enough to merit attention as soon as the financial conditions permit.One difficulty in connection with the correspondence method of instruction is that frequently the parents are unable to assist the children effectively in their studies.The active school is preferable.J.C.8S.ETES EEE pid cs Sin EDUCATIONAL RECORD BOOK NOTICES Exploration and Adventure.By Clifford Collinson, F.R.G.S.With pictures and maps.152 pages.Price 75 cents.Toronto: Thomas Nelson & Sons, Limited and London (England) George Allen & Unwin.Previous books by Mr.Collinson, such as \u201cCannibals and Coconuts\u2019 and \u201cLife and Laughter Midst the Cannibals\u2019\u2019\u201d have been noticed in these columns.The author is himself a traveller and describes with vigour and clearness what he has seen.The present book is an outline of the work of great explorers, including the Vikings, Marco Polo, Columbus, Pizarro, Magellan, Drake, Captain Cook, Mungo Park, Livingstone, Nansen and Scott, and ends with a chronological table.Very readable.Les Promenades des Pointu.Dialogues Faciles par Jaboune.Les contes dialogues de \u2018La France\u2019, 64 pages.Eightpence net.London: Evans Brothers.Toronto: E.N.Moyer Company, Limited.Amusing incidents in everyday good French and illustrated.The Concise Oxford French Dictionary.Compiled by Abel Chevalley and Marguerite Chevalley.928 pages, illustrated.Price $2.25.Toronto: Oxford University Press.This companion to the Concise Oxford Dictionary of Current English is a welcome book.It is stated in the bright and interesting introduction that \u2018It is not sufficient to be a Frenchman, even highly educated, if you want to succeed as a French-English lexicographer.Nor can an Englishman, even with first-class honours in [Ee pa She et tt the period 1880-1904 and Part II with French, be guaranteed to find the best English equivalents for French words, or idioms\u201d.The Introduction states the methods or principles adopted in this dictionary to find and use those best English equivalents, and it also guards against the danger in translating French words too directly when they have much the same form as somewhat corresponding English words.One such case led to misunderstanding between the British and French Governments.The French wrote \u201cNous nous réservons le droit de contrôler l\u2019emploi de ces sommes\u201d, which was translated \u2018\u201cWe reserve to ourselves the control of these expenditures\u201d.Con- troler, however, meant merely the verification or auditing of the accounts.French Specialists will find this new dictionary useful and a pleasure.A Brief History of our Own Times.By Ramsay Muir, Lately Professor of Modern History in the University of Manchester.306 pages, with charts.Price 5 shillings.London: George Philip & Son, Limited.Teachers of History and others will welcome this new book by Ramsay Muir, which the publishers have issued at a moderate price in the expectation of a wide reception.In these columns we urged lately the importance of the principle of interpreting history in the light of Past and Present.This book deals with the Present covered by the years 1880 to 1933.It leads to the Great War of 1914-18 and the Treaty of Versailles and then follows up the consequences which resulted.Part 1 deals with \u201cThe Age of Imperialism and the Rivalry of World-Powers\u2019\u201d in ve BOOK NOTICES 215 the \u201cOrdeal of the Commonwealth\u201d in the period 1905-1933.The first part vividly and clearly portrays the rivalry of the Great Powers in the race for colonial possessions in Africa and elsewhere and the imperialistic spirit which accompanied it.The danger Zone was evident by 1905 and the descent of the nations into the cataract in 1914 seems now to have been inevitable.The second part is rich in instruction regarding the infiuence of debts and tariffs upon the problems of the states, and is important also concerning the League of Nations and the growth of dictatorship.British political history in both periods is fully dealt with.The Young Athlete.By R.M.N.Tisdall in collaboration with Fenn Sherie.With a prefatory note by the Very Rev.C.A.Alington, D.D., Dean of Durham, late Headmaster of Eton.With 16 Plates from Photographs.160 pages.Price 85 cents.Toronto: Blackie & Son (Canada) Limited.The Dean of Durham says, among other things.\u2018\u201c\u2018Like many thousands of Mr.Tisdall\u2019s countrymen, I have enjoyed the spectacle of grace in action which he knows so well how to provide.It is not every successful athlete who is able to impart to others the secret of his success, but I hope and think that Mr.Tisdall\u2019s simple and modest account of his own athletic career will appeal to those for whom he writes, and that they will lay to heart the advice which he is so well qualified to give.\u201d The book deals with running and sprinting, hurdling, long jumps, high jumps, and other sports, and is a fine call for true and clean sport.The Age of Machinery: The Forces of Nature turned to the Service of Man.By Alexander R.Horne, B.Se., M.I., Mech.E., F.R.S.E.Professor of Mechanical Engineering at the Heriot-Watt College, Edinburgh.With Thirty-one Half-tone Plates and many other illustrations.224 pages.Price $1.25.Toronto: Blackie & (Son (Canada), Limited.A glorious book for any boy of a mechanical turn of mind.It covers the chief features of mechanical engineering from the story of coal and its applications down to modern electrification.Some of the chapter titles will indicate the scope of the book: \u201cHow Iron is Made\u2019, \u201cThe Casting and Rolling of Iron and Steel\u201d, \u2018About Gases\u201d, \u201cSteam Boilers\u201d, \u201cThe Steam Engine\u201d, \u201cThe Steam Turbine\u2019, \u201cCompressed Air\u2019) \u201cThe Power of Flowing Water\u2019, \u201cSome Uses of Water Power\u2019, \u201cMachines which produce Cold\u2019, \u201cThe Locomotive\u2019, \u2018The Motor - Car\u201d, \u201cFlight\u201d, \u201cHow Electric Currents are Produced\u201d.English Lyrical Types.Edited, with introductory notes by B.J.Pendlebury, M.A., Senior English Master at the Douglas High School for Boys.185 pages.Price 85 cents.Toronto: Blackie & Son (Canada), Limited.A splendid collection, embodying the ode, the elegy, the sonnet, the song, the idyll, the ballad (old and new) and other typical lyrics.We are glad to see the substantial classics, such as \u2018\u201cLyci- das\u2019, \u201cIl Penseroso\u2019\u201d\u2019, \u201cL\u2019Allegro\u201d, Gray\u2019s \u2018Elegy\u2019, Shelley\u2019s \u2018Skylark\u2019, Coleridge\u2019s \u201cAncient Mariner\u201d, included with many ever-living poems from Chaucer and Shakespeare down to Matthew Arnold and Austin Dobson.Long Long Ago.Book One by Dorothy King.Illustrated.144 pages.Price 55 cents.People of Bygone Days.Book Two by Dorothy King.Illustrated.160 pages.Price 60 cents. EEE ce res = a ei 216 These two books are in the \u201cBlackie\u2019s Junior Histories\u2019, published by Blackie & Son (Canada), Toronto, and can be most heartily recommended for supplementary reading, with special appeal to children between the ages of 7 and 11.The type is large, the binding good and the stories are told with clearness and interest.Some Great Adventurers.By B.Webster Smith.With Eight half-tone Plates and Maps.224 pages.Price $1.25.Toronto: Blackie & Son (Canada) Limited.Another fine book on the great explorers and adventurers, from Hudson to Livingstone.School Art Books.Grades II, III, IV, V, VI, VII.Editorial Committee: Prof.Henry F.Armstrong, M.A, Chairman of the Department of Drawing and Descriptive Geometry, MeGill University; D.Maud Bellis, Former Instructor in Art, School for Teachers, Macdonald College; Helen Mary Buz- zell, Supervisor of Art Instruction, Montreal; Clarence V.Frayn, A.R.C.A.(Des.London), N.C.Medallist, London Board of Education, Supervisor of Art Instruction, Westmount and Chairman of Committee.In six books.Montreal : Renouf Publishing Company.The new art books for the Protestant schools of the Province deserve a most hearty welcome.They are a decided credit to the strong art committee which is responsible for the editing and to the publishers for the manner in which they are produced.We recognize at once that, beginning with the book for Grade II and onward, they have been designed not only to teach art but to awaken art appreciation.The beautiful reproduction of fine pictures by great artists, English, French and Canadian, can hardly fail to arouse even PO A ST Fo PPP © gt Sy EDUCATIONAL RECORD the youngest pupils to the sense of beauty in colour.Among the Canadian artists represented are Krieghoff, whose \u201cBringing in the Deer\u201d is given in Book VI.In the same book is Cullen\u2019s \u201cThe North River\u201d.In Book VII Coburn\u2019s \u201cWinter Landscape With Oxen\u201d and Tom Thomson's \u201cIn the Northland\u201d.All the originals of these are in the Art Gallery of Montreal.Both teachers and pupils will now undoubtedly take to the subject with enthusiasm.Here and there real artists will discover themselves, and be discovered, while many others will be introduced to the world of art appreciation for its own sake.Progressive Script Writing Lessons.L.M.Treweek, N.F.U.Work Books 1, 2, 3.Progressive Script Writing Lessons.Work Books 1, 2, 3.Teacher\u2019s copy.Montreal: Renouf Publishing Company.Script writing is popular in England with good results.The books for pupils in the above series sell at 15 cents each, and the teacher\u2019s copies at 48 cents each.The semi-upright system, however, is the one authorized for our schools, but teachers may find suggestions in these books to improve the work of the pupils in this art.On Learning to Speak a Foreign Language.By Michael West.103 pages.Toronto and London: Long- mans, Green & Co.Professor West is at present engaged in special work at the Ontario College of Education, Toronto, as a representative of the Carnegie Foundation.He is an Englishman who is a very high authority on language teaching to foreigners, and has had twenty years of experience as teacher and director of instruction in English to the native Ey ne me 2 \u2014 : \u2014 a TRE We Tm\u2014 ee = BOOK NOTICES 217 population of Bengal.He has also prepared vocabularies and dictionaries for Egyptians and others.This little book is the result of intensive practical application to the subject along modern scientific lines, and it is worth the attention of French specialists for the principles so clearly stated.Philips\u2019 Pictorial Atlas of the World.Showing Where and How People Live.24 pages.Price 10 pence.London: George Philip & Son, Ltd.In conformity with the recommendation of the Hadow Committee this atlas for young people gives simple notions of the sun, the seasons and the weather.The maps and charts are clear and instructive to the youngest.Nature and Language Work Book (Junior).By R.S.Sherman and E.W.Reid.Illustrated by Maud Sherman.64 pages.Price 25 cents postpaid.Toronto: J.M.Dent & Sons, Limited.This is a work book suitable for Grades II and III, and includes all manner of exercises, seat-work and tracing work.A sheet of carbon paper for the tracing work is provided in the back of the book.The system is one that seems to be spreading, and serves well the purpose of keeping the pupils at seat work employed in a useful and interesting way.Philips\u2019 \u2018Study-Work\u201d Arithmetic.By E.K.Molloy.Book III.One shilling.Philips\u2019 \u201cStudy-Work\u201d Arithmetic.By the same.Book IV.One shilling.\u2018\u2018Answers\u2019\u2019 to each of the foregoing.Books III and IV.Price fourpence each.London: George Philip & Sons.Tales of a Traveller.By Stanley Rogers.Illustrated by the author.223 pages.Price $1.25.Toronto: Blackie & Son (Canada) Limited.These stories cover experiences of the author in thirty years of travel in Europe and the United States; in the period between 1896 and 1926, the experiences were mostly of a dangerous and exciting nature.Life Overseas New Zealand.By By Ernest Young and Samuel Carter Gilman: 72 pages.Illustrated.Price eightpence.London: George Philip & Son, Limited.Another excellent addition to Phillips\u2019 \u201cNew Prospect Readiers\u201d.Ideal reading in human geography, with vivid photographic illustrations of industries, animal life and farming.Farming receives the largest attention and its scientific development in New Zealand is remarkable.Ottawa-Montreal Sheet.This large \u2018sheet issued by the Topographical Survey of Canada, at a trifiing price to teachers, takes in all the southern part of the Province west of Sherbrooke, part of Ontario and New York and Vermont states.The names of places, large and small are very complete, and the shading is instructive in physical geography.The Monteregian hills are clearly defined.Tracing History Backwards.Book 21 By Commander Stephen King-Hall and K.C.Boswell, 96 pages.Illustrated.Price 1s.6d.London: Evans Brothers.Toronto: E.N.Moyer Company.This is the second book of the series and instructive in an interesting way on the development of trade, industry and transportation.German Composition Through Pictures.For Beginners.By L.J.Russon, M.A.Price 10d net.London: Evans 218 Brothers.Toronto: E.N.Moyer Company.There is so little teaching of German in our schools that this book will not interest many, but the method employed, the numbering of the objects in the pictures and the correspondingly numbered words below, together with the questions in German based upon the objects and the words, may have suggestions for the teaching of French.\u201cHigh School Typewriting, Part I,\u201d by M.C.Roszell and B.H.Hewitt.32c.\u201cHigh School Typewriting, Part 11,\u201d by M.C.Roszell and B.H.Hewitt.40c.\u201cHigh School Typewriting, Part III,\u201d by M.C.Roszell and B.H.Hewitt.52c.\u201cAccounting Principles and Bookkeeping Procedure, Introductory Course,\u201d by C.E.Walker, $1.40.\u2018Accounting Principles and Bookkeeping Procedure, Advanced Course,\u201d by C.E.Walker.$1.50.Toronto: Gregg Publishing Company.The high quality of the technical publications of the Gregg Publishing Company is well known to many of our teachers.The three graded books above on High School Typewriting are approved by the Department of Education of Ontario, and the authors are instructors at the Northern Vocational School, Toronto.The two books on Accounting Principles and Bookkeeping Procedure are by the Associate Professor of Commerce, Queen\u2019s University, Kingston.Webster's New International Dictionary.1934.Publishers: G.& C.Merrian, Springfield, Mass.However attached we are to the great English lexicographers, and determined to spell \u201ccentre\u201d that way instead of \u201ccenter\u201d, we have long had an admiration and respect for the dictionary founded over a century ago by EDUCATIONAL RECORD.Noah Webster, and since revised and enlarged nine times.One marked feature of the work is the lucidity of the definitions of technical words.Hence there may be some truth in the story that one day, when Noah Webster was elderly and had a visit from three old college friends, the group, in those strict puritan days actually became noisy in their mirth.Mrs.Webster suddenly returned and addressed her husband: \u201cMr.Webster, I am surprised\u2019, to which he answered, \u201cMy dear, let us be exact in our use of words.I am surprised and you are astonished\u201d.This new edition of 1934 is a revision of that of 1909, and we learn from the Springfield \u2018\u2018Republican\u2019 that it represents 10 years of work by a staff of 250 editors and editorial workers.The number of entries has increased from 400,000 to 600,000, and in addition there are 12,000 illustrations, 13,000 biographies and 35,000 geographical entries.We have received from Miss Charlotte Whitton, Executive Director of the Canadian Council on Child and Family Welfare, Ottawa, a pamphlet entitled \u201cSome Sources of Material for Health Education in Schools\u201d, which we are pleased to announce may be obtained free by any teachers who will apply for it by letter addressed \u2018\u201cCanadian Council on Child and Family Welfare, 245 Cooper Street, Ottawa.\u201d Some of the valuable material, Government publications, may also- be obtained free of charge.The Romance of Windsor Castle.By Hector Bolitho.128 pages.Illustrated.London: Evans Brothers Limited.Toronto: D.N.Moyer Company.À pleasantly written history of the royal castle, dealing with the changes and events from the time of William the Conqueror. rey aéticuee as coca eu AO DIET FOR SCHOOL BOYS 219 DIET IN TRAINING FOR SCHOOL BOY ATHLETICS (By Dr.Erle Draper, Bedford) rT Written with the co-operation of Mr.F.M.Van Wagner, Coach of the E x Champion Intercollegiate Track Team at McGill University, and with extracts E | from an article indorsed by Coach Dean B.Cromwell, of the University of Southern California.Of course, training for football, hockey, basket ball, soft-ball, etc.are py based on the same principles, and an athlete goes into training for the purpose E 4 of increasing his strength, wind, endurance, and to increase his ability to re- | cuperate his strength and wind quickly during a game.Added to these a growing boy must eat to maintain normal growth and developement towards manhood.School boys generally get their practice when school is out in the afternoon.Granted that they get adequate exercise and practice, and that they carry no E ; excessive body fat, a proper diet is the next important aid to securing the maxi- i 1 mun of the desired strength and sraying power.A motor car runs better with a high test gasoline, which vaporizes quickly, burns quickly and completely, delivers all its power \u201cAll at once\u2019 or in other words \u201cWith a punch.\u201d The same car, with a heavy gas.which burns slowly and incompletely, deposits carbon on the pistons cylinders and spark plugs, runs sluggishly, becomes progressively slower, and cannot develope the speed, endurance and smoothness which was built into the car.What then, are the foods a boy should select ro enable him to be at his best, and to enjoy his games from the viewpoint of the high class and successful player ?Carbohydrates and proteins make up the high test gas for human use, while 3 fats, for the puposes of this article, may be called the lower grade gas.A small E amount of fat is essential to normal growth and well being, but Army rules of diet call for four parts of carbohydrate to one of fat, while ordinary civilian diets often contain as low as one part carbohydrate to two of fat.E The chief sources of carbohydrates are: Cereals, breads, fruits, vegetables, 5.sugars, syrup, honey, jams, jellies, and plain candy.BN The sources of proteins are lean meats, beef, lamb, pork (only occasionally) chicken, ducks, game, fish, and milk, milk, and more milk.Any of the meats may be roasted, broiled, boiled, or stewed none of them should be fried in | butter, lard, or any of the substitute oiis.Fats are derived from fat meats, cream, butter and lard, both of which are used in frying foods, crusts of pastries, and in rich cakes; ice cream; gravies; bacon; suet; nuts; olive oil, ete.The reasons for eating carbohydrates and proteins are parallel to those of using the high test gas.They are quickly easily and completely digested.Their residue, i.e.their gases are easily and quickly eliminated through the lungs, hence the \u2018\u2018wind\u2019\u2019 is improved.One becomes breathless or \u2018winded\u2019 when the gases developed in the body during exertion, are formed faster than they can be breathed out, hence a lighter gas, which can be exhaled in greater volume, such as a gas from a carbohydrate food, can be exhaled more quickly than the heavier gases from the fatty foods.AOTC RORY EDUCATIONAL RECORD From the menus given below a boy can see that his diet need not be changed much.He should not eat between meals.In preparation for a practice or a game in the afternoon he should eat a substantial breakfast, a light lunch, with a heavy evening meal after the game in order to provide him with the food his body needs.The light lunch is to avoid any heaviness in the stomach during the exertion of the game.Many of the high speed sprinters, jumpers and distance runners, as well as many pugilists, take no food at all for four hours previous to their event, although each individual chooses the time limit which he finds best suits his own habits.The following sample menus are indorsed by the University of California Coach, Mr.Dean.B.Cromwell, the success of whose teams speaks for itself: Breakfast Breakfast Banana Prunes Oatmeal with milk and sugar Pettijohns with milk and sugar Soft boiled egg Poached egg, Orange marmalade Strawberry jam Toast Butter Toast Butter Milk and (not or) Milk and Orange juuce Orange juice.Lunch Lunch Cream of celery soup with crackers Tomato bouillon with crackers Scalloped cabbage, with cheese Baked beans Combination vegetable salad Combination vegetable salad with Bread and butter French Dressing Ripe pear, or apple Bread and butter Sliced peaches and Orange juice.| Milk and Orange juice Dinner Dinner Roast beef brown potatoes Broiled lamb chops Cream potatoes Banana squash spinach String beans Cauliflower Lettuce salad Lettuce salad with French dressing Bread and butter Bread and butter Tapioca cream Cornstarch Blanc Mange Milk and Orange juice Milk and Orange juice The constant use of orange juice is explained as supplying a necessary alkalie necessary in the chemistry of digestion, enabling the lungs to expel carbonates quickly.It may be alternated with grape\u2019fruit juice. rem Edy ROSE pi THE BOY WHO DIDN\u2019T PASS 221 THE BOY WHO DIDN\u2019T PASS: SCHOOL\u2019S IN (J.Dowell) A sad-faced little fellow alone in deep disgrace, There\u2019s a lump arising in his throat and tears rush down his face, He wandered from his playmates for he doesn\u2019t want to hear Their shouts of merry laughter since the world has lost its cheer.He has sipped the cup of sorrow, he has dripped the bitter glass, And his heart is fairly breaking\u2014 He\u2019s the boy who didn\u2019t pass.In the apple tree the robin sings a cheery little song, But he doesn\u2019t seem to hear it, showing plainly something\u2019s wrong, Comes his faithful little spaniel for a romp and bit of play But the troubled little fellow bids him sternly go away, And alone he sits in sorrow, with his hair a tangled mass, And his eyes are red with weeping\u2014 He\u2019s the boy who didn\u2019t pass.Oh, you who boast a laughing son, and speak of him as bright, And you who love a little girl who comes to you at night With shining eyes, and dancing feet, with honours from her school, Turn to that lonely little lad who thinks he is a fool, And take him kindly by the hand, the dullest of his class, He\u2019s the one who most needs love-the boy who didn\u2019t pass.ee Er EDUCATIONAL RECORD THE LURE OF QUEBEC (English Composition by a High School pupil in the School Leaving Examination).The lure of Quebec is irresistible and mighty.The quaint cottages in the mountains, the simple peasants, the lovely orchards and tilled farms, the mighty cities, the majestic river, the tinkling water falls, the sparkling lakes and rolling hills send a clarion ery far out over the world, calling to mankind to come and rest in Quebec\u2019s natural paradise and forget the \u201ccares that infest the day\u2019.From far eastern Quebec comes another call, the voice of the thundering ocean, splitting ice crags, and the lure of frozen Labrador.It is from this land of Wabun, the East Wind that this terrifying call comes, yet withal it is a majestic cry, one that spurs us on to do great deeds.But past ages are not the only lure of Quebec, for even today magnificent sights can be seen all around us.Within the past few years man has completely tamed the rushing St.Maurice river and bound his mighty sinews to the wheels of industry so that from Shawinigan comes great quantities of electric power.Even the splendid St.Lawrence River has not escaped from man, and great ships sail up and down its great length carrying the food of a nation to its destination.Elsewhere along the banks of this river thriving towns have grown up and great bridges have been built, about whose bases the great River fumes and roars impotently\u2014man has once again conquered him.Truly Quebec is irersistible, and has today just as much of the lure, of the challenge, of the life and energy that it had in the days when red men stormed the palisade of Mount Royal. b THE CHALLENGE OF EDUCATION 223 THE CHALLENGE TO EDUCATION An Address at Installation of Dixon Ryan Fox as President of Union College Schenectady, New York, October 12, 1934 by Nicholas Murray Butler.It is my first privilege to offer to President Fox, in this presence, words of affectionate greeting and good will from all those on Morningside Heights with whom he has been so long in intimate association as student, as teacher and as administrative officer.That great company of friends and well-wishers will follow with eager and confident interest the happenings of the new and distinguished career which now opens before him.The name which this useful institution of higher learning has honorably borne for well-nigh a century and a half is today of particularly happy omen.What this disturbed and distracted world most needs at this very hour is just that Union which the name of this College betokens.Our slowly building civilization has been broken into a hundred fragments.At the very moment when union of all for all, in the common interest and to promote the general welfare, is the crying and most obvious need, it is disunion\u2014 political, disunion industrial, disunion social, disunion moral, disunion intellectual\u2014that forces its disheartening way forward on every side.It is represented by every form and kind of abhorrent voice and infiuence, from those of simple folly and ignorance to those of dangerous and selfish effrontery, malice and madness.No principle of morals or of organized life is too well-established and too clearly based upon unbroken experience to escape ribald and contemptuous attack.No form of folly and no tempestuous phrase-making are too ridiculous to be extolled and to receive a popular acclaim which is by no means always inconsiderable.Culture is laughed at, while scholarship and good manners are looked upon as the marks of a hopeless reactionary.One must no longer save from the fruit of his labor lest he be denounced as preying upon his fellow men.Even the Ten Commandments, the moral law and the multiplication table may be threatened by some newfangled law of economic relativity.Ideas, policies, slogans which belong to the darkest of dark ages hailed as progressive, while the finest and best-tested liberalism is hotly denounced as inimical to the interests of the mass of the people.If any part of the once civilized world has been wholly free from all this disunion and disaster, that fact escapes the attention of even the most patient observer.At the moment, it is the people of Great Britain who are standing most firm upon honored and well-established foundations of ethical and institutional life and of public morals, thereby once more strengthening the honor and esteem in which the thoughtful world has held them for a thousand years The people of France, while restless and fearful, have not yet broken from their moorings.The Dutch people, with whose spirit of eager adventure and solid progress this Mohawk Valley is intimately associated, are in the front rank of the happy and fortunate few who still hold fast to sound principle.Likewise the RE RE ES ER CE RE 224 EDUCATIONAL RECORD Scandinavian peoples who have contributed so much to the population of the United States, particularly in the nearer Northwest, are in these respects companions of the Dutch.Almost everywhere else in the world troublesome and dangerous ferment\u2014moral, political, economic and social\u2014is well under way.Unhappiest of all, a large part of the great German people whose literally colossal accomplishments in philosophy and in science, in literature and in the fine arts, in industry and in commerce, have played so commanding a part in the world\u2019s history for two full centuries, has gone completely mad under the pressure and temptation of those rigid and disheartening conditions which attended the writing of the Treaty of Versailles and which have marked the subsequent administration of its drastic and indefensible provisions.No light and no leadership can be looked for from Germany for some time to come.Those people must regain their senses, turn their backs upon the silly and reactionary slogans which are now hurled at them to be received with such highly emotional enthusiasm, before they can resume the intellectual leadership which they had so well won and which some day will again undoubtedly become their right.The world cannot do without Germany, no matter how preposterous and reactionary may be its ruling policies and doctrines at the moment.Here in the United States we are on the border line.In our public policies and public expressions we are falling much below the level upon which the British people stand and we have gone farther toward chaos than the French because of our present restless unhappiness and discontent.At the moment, no political or economic program is too absurd or too unreasonable to receive a certain, often a very considerable, measure of public acclaim among us.Men whose names should never be mentioned save with a smile in any serious society, are extolled by their immediate neighbors, and sometimes over wider areas, as hopeful and promising leaders and guides of public opinion and public action.Promising, yes; but hopeful, no.One would have thought it quite impossible that after the long record of human experience in the fields of reflection, of action and of experiment such a condition as now everywhere confronts us could exist.Yet it does so.It is marked by disunion of every sort and kind\u2014the breaking up of families and family life; the constant insistence upon selfish and carefully planned industrial war, waged with particular vehemence by those whose every expression as to international war is of opposition and abhorrence; the eager attempt to divide society into fixed and permanent economic and social classes; the subordination everywhere of the moral and the ideal to that greed for gain and for power which is the wickedest manifestation of the unchecked profit motive when unguided by the spirit of service; the vain exaltation of local, sectional and national temporary interests and vanities under the guise of a wholly false patriotism at a time when the satisfaction, the happiness and the progress of every man and of every group of men are dependent upon the quick constitution of an organized world of citizen-nations, to the end that true union may displace forever that disintegrating spirit of disunion which is now so widespread.The one instrument which humankind has in its hands to accomplish this revolution forward is that of a liberal education.Narrow preparation for vocations and technical preparation for professions will not do; a liberal education, THE CHALLENGE OF EDUCATION 225 at least in its elements, must be the foundation of both these.It is the power of liberal education that is challenged by the influences which control the world today.À liberal education is not only one which is based upon a true concept and understanding of freedom but it is one which prepares for freedom\u2014freedom from narrow and self-seeking selfishness, freedom from meanness and hypocrisy, freedom from malice and antagonism whether personal, group or national, freedom from willingness to exploit or impose upon one\u2019s fellow men.The man who is truly free will see the world as it is.He will be a stern realist and for that very reason a sincere idealist, since it is ideals, whether true or false, which rule the world.If these disunions are to be overcome, it can only be through the power of an educated and enlightened public opinion which grasps and is guided by the ideals and convictions of a liberal education.The American college was in some degree unfortunate in that it began its career as a school whose ideals and methods were, in large part ar least, those of vocational preparation.Those who brought the college into existence on this continent had in mind, first and chiefly, the preparation of men for the ministry of the Christian Church.It was some little time before those conditions were changed and the college entered upon its long and useful career as a school for the general and liberal education of American youth, no matter what his future calling was to be.As the college multiplied in numbers, its task was steadily increased in difficulty by the progress of knowledge throughout the world.New regions were discovered and new peoples made known.Nature was attacked on every side by observation and experiment and rapidly yielded her secrets with the lessons and consequences that are even now only partially understood.Literature and the fine arts, always untrammeled by either race or language or national boundary, steadily conquered the intelligence and the emotional life of increasing millions of men.Deposite these enriching and unifying influences, economic conditions increasingly tended to become such as to lead to the demand that the school and the college offer that instruction which would point the way to earning a livelihood in some specific calling.This is well enough in its way, indeed essential, but it is something which is quite fatal if mistaken for education or allowed to displace it.So in time it came to pass that economic forces which were making for disunion steadily increased their power and influence in the face of the spiritual and intellectual forces which were making for union.The result is sad, indeed disastrous.Until these economic forces are controlled by those which are intellectual and spiritual, the whole fabric of civilization will not be safe.The economic interpretation of history must always be subordinate to its moral and its spiritual interpretation.Today the challenge is distinctly to that liberal education which makes for union, that it may give to each of these many separate, often combative, numerators of disunion a common denominator to overcome their disintegrating influences, and to bind together parts which should never have been separated.This means steady and persistent emphasis upon the intellectual and the spiritual nature of man, upon inderstanding, upon his appreciations and upon his insights\u2014 upon all those characteristics and customs which can neither be weighed nor 226 EDUCATIONAL RECORD measured nor counted, but which through their presence or absence determine the direction which civilization shall take and the fate toward which it moves.It is some 200 years since Montesquieu said that society is the union of men and not the men themselves.This union of men involves and depends upon a common foundation for intellectual and moral insight and understanding.It is precisely this which it is the highest business of the twentieth-century American college to furnish.This insight and understanding will be found, as they have always been found, in the interpretation of human insight and human experience.Those masterpieces of the mind which serve as milestones in the history of literature and the arts and those masterful accomplishments in the field of human organization and public service which are the outstanding landmarks of humanity\u2019s history, are the material of which this foundation is to be built.The immortality of human effort and human accomplishment surrounds us.on every side and if we would understand life and its sternly practical problems, we must grasp the significance of this immortality at any cost.Happy indeed is the American youth who is led up to the high places from which he can see and appreciate those permanent intellectual, moral and spiritual forces whose working gives to civilization both its meaning and its ideals.What this signifies is that after the technique of apprehension has been gained through a knowledge of arithmetic, algebra and geometry, of grammar and rhetoric, of the elements of scientific method and of at least one other language than that which is native to the student, he shall be offered guidance toward comprehension of fundamental scientific principles, toward appreciation of excellence and beauty in the fine arts, toward a knowledge and love of all that is best and finest in the literature of the world, toward a comprehension of the economic and social influences at work in the world, toward an understanding of that general movement of human forces which is recorded in history, and toward those moral and religious insights and ideals which have always played so controlling a part in shaping human conduct and in providing it with motives.When this shall have been done, the youth will have been offered the training worthy of a free man.He will have gained the basis of a liberal education.It will then be his personal responsibility so worthily to use his knowledge and his training that he himself will steadily grow in mind and in character.His fellow human beings will be better and the richer for his presence in the world and no single one of them will be harmed, much less exploited, by him.It is in this way that the trained youth of the nation can lead and guide our country\u2019s public opinion toward that true union of thought and feeling and action, which is not only the basis of strength but the necessity for safety.Longfellow wrote in Hiawatha: All your strength is in your union, All your danger is in discord; Therefore be at peace henceforward, And as brothers live together.There should ring in our ears across the intervening years the noble words spoken in the Senate of the United States as Senator Lamar of Mississippi, afterwards a Justice of the Supreme Court, closed his eulogy of Charles Sumner: My Countrymen, know one another and you will love one another.PEER RT RP Rs - _ TR THE CHALLENGE OF EDUCATION 227 Only so can we hope to make possible that union which this twentieth- century world so sorely needs.How fortunate that here in the United States is an honorable institution, ancient as our American institutions go, which is devoted to the accomplishment of these ideals and which, by its very name, emphasizes their essential character and their commanding importance.That the company of scholars, the body of rich alumni sentiment and the fine traditions, all of which unite to make the Union College of today, may carry it forward under this new leadership in the very front rank of the forces which would combat and conquer those of disunion, and so lift our people, our country and the world, up to that higher and finer plane of union which is our heart\u2019s desire, is our confident expectation and our most earnest wish.LEAGUE OF NATIONS SOCIETY IN CANADA October 16th, 1934.The Fall and Winter programme of the League of Nations Society in Canada, designed to culminate in the national conference or annual meeting of the Society in Ottawa next Spring, was announced today.Subjection of the main and subsidiary issued of peace and war to the procedures and practices of democracy, full public and parliamentary discussion, and the improvement or extension of existing instruments of democracy, the Department of External Affairs, parliamentary committees, the League of Nations and the Society itself are stated as the keynotes of the programme.Arrangements have been made for the holding of mass meetings in all sections of Canada at the end of this month and early in November having as their three-fold object: the exposition of the Society\u2019s policies as set out at the Annual Meeting in Ottawa in May, announcement of plans for the Society's Second National Study Project and initiation of the Society\u2019s drive for new members and membership fee-contributions large and small.Rt.Hon.R.B.Bennett, the Prime Minister, has intimated a willingness to participate in one or more of these meetings provided arrangements as to time can be made upon his return to Canada.Two series of radio addresses to be broadcast over the national net work of the Canadian Radio Broadcasting Commission have been arranged.In one series, that conducted by the Canadian Institute of Public Affairs organized by the Radio Commission, beginning on Sunday evening next at 6 p.m.Eastern Standard Tume, Prof.T.W.L.MacDermot, National Secretary of the Society, RS PE ye ES SE DES SE ET OT OS SO EE AS SE MSC COR LEE WG 228 EDUCATIONAL RECORD will speak on the Society as an essential instrument of democracy and more extensively of the other instruments which are being created for the development of a peace world, the League of Nations and its subsidiary organizations, the International Labour Organization, the Permanent Court of International Justice and the Pact of Paris.Eminent representative Canadian citizens will preside for Professor MacDermot in each of his addresses which will be delivered monthly.J.M.Macdonnell, a Vice-President of the Society and President of the Toronto Board of Trade, will take the chair over next Sunday evening\u2019s broadcast as a representative of Canadian business and industry.The second series of broadcasts will begin on Thursday evening, November Ist, at 9 p.m.East Standard time and continue weekly.They will be linked with the Society\u2019s second national study project which will be a continuation and an extension of the first project initiated last season when the reorganization of the Society was completed.Amongst the speakers will be Principal W.H.Fyfe, Queen\u2019s University; Miss Winnifred Kydd, President of the National Council of Women; Hon.Vincent Massey, former Canadian Minister to the United States; Prof.F.H.Howard and Mr.Escott Reid.In a special appeal to men and women in a position to make substantial financial contributions to the work of the Society, Hon.Ernest Lapointe, its President, is writing the following: \u2018\u2018Everywhere war and preparation for war have an assiduous press, countless millions of money, and almost unlimited authority and organization working in its service, with centuries of experience behind it.In comparison, peace, though desired by so many, is sparsely served and those who can devote their whole time to establishing it and are trained in the work are a mere handful throughout the world\u201d.REE RT RE RON RR PT) A = 0gaat rw \u2014 \u2014 I a a OOOO IE OC Lb oben, PROFESSIONAL LIBRARY LIST 229 A PROFESSIONAL LIBRARY FOR PROTESTANT TEACHERS OF THE PROVINCE OF QUEBEC (The conditions on which the library may be used are stated in the Memoranda for the Guidance of Teachers).History of Education: E Adams.The Evolution of Educational Theory.Baker.A Chapter in American Education.E Begtrup.The Folk High Schools of Denmark.gE Clarke.Essays on the Politics of Education.8 Cubberley.The History of Education.4 Cubberley.A Brief History of Education.B Cubberley.Readings in the History of Education.E Dobbs.Education and Social Movements, 1700.1850.3 Dyde.Public Secondary Education in Canada.E Fogt and Russell\u201d.Comparative Education.E Graves.A Student's History of Education.i Kandel.History of Secondary Education.E Kandel.Comparative Education.É Monroe.A Brief Course in the History of Education.È Ontario Normal School 4 Manual.History of Education.g Rusk.The Doctrines of the Great Educators.A Turnbull.The Educational Theory of J.G.Fichte.E Ward.Notes for the Study of English Education.3 Educational Theory, the Curriculum, General Educational Topics: a Bagley and Kyte.California Curriculum Study.E Bobbitt.\u2026.The Curriculum.ER Bode.Modern Educational Theories.E Brewer.Education as Guidance.E Chapman and Counts.Principles of Education.EE Cubberley.Changing Conceptions of Education.Curriculum Making in gi the Elementary School.Lincoln School Staff.A Curriculum for Pupils Ê 12-15.0 Scottish Council Report.A Dewey.J Interest and Effect in Education.3 Flexner.Unaversities: American, English, German.A Haefner.The Educational Significance of Lefthandedness.È Harap.The Technique of Curriculum Making.E Inglis.Principles of Secondary Education.Ê EN a 230 EDUCATIONAL RECORD Inskeep.Child Adjustment in relation to Growth and Development.Mason.An Essay towards a Philosophy of Education.i Mort.The Individual Pupil.; Nunn.Education: Its Data and First Principles.| Ontario Normal School Manual.Science of Education.Piaget.The Child\u2019s Conception of the World.Reisner.Nationalism and Education.\u2018| Robertson and Others\u2026 .Humanism and Technology.} Russell.Education and the Good Life.| Strayer.Brief Course in the Teaching Process.1 Ward and Roscoe.The Approach to Teaching.Whitehead .The Aims of Education.À Woodley.The Profession of Teaching.ï Woodhouse.Human Nature and Education.2 Woods.Educational Experiments in England.1 Zimmern.Education and National Goodwill.Administration: Almack and Bursch.The Administration of Consolidated and Village Schools.Ayres, Williams, Wood.Healthful Schools.Black and McLean.Peace and Efficiency in School Administration.Cubberley.State School Administration.Langford.Educational Service.Richardson.The Administration of School in Cities of the Dominion of Canada.Stevenson.Smaller Classes or Larger.Supervision: Bagley.Classroom Management.Bennett.School Efficiency.Blackhurst.Directed Observation and Supervised Teaching.Kyte.How to Supervise.Kyte.Problems in School Supervision.Maxwell.The Observation of Teaching.à Nutt.The Supervision of Instruction.; Ontario Teachers\u2019 | Manuals.School Management.! Rugg and Shumaker.The Child-Centred School.Sears.Classroom Organization and Control.| Stone.The Supervision of the Elementary School.A Educational and Child Psychology: Adams.Everyman\u2019s Psychology.Baldwin and Stecker\u2026 .Psychology of the Pre-School Child.19 Benson, Lough, Skinner À i and West.Psychology for Teachers.Brooks.The Psychology of Adolescence.M0 EN DES Soom NS PROFESSIONAL LIBRARY LIST 231 Cameron.Psychology in the School.Dorsey.Why We behave like Human Beings.Downey.Creative Imagination.Gesell.Guidance of Mental Growth in Infant and Child.Gibson.On Being a Girl.Gifford and Short.Problems in Eudcational Psychology.Holley.Introduction to the Psychology of the Classroom.Hollingworth.The Psychology of the Adolescent.Judd.Psychology of Secondary Education.Pechstein and Jenkins.Psychology of the Kindergarten-Primary Child.Pringle.The Psychology of High School Discipline.Pyle.The Outlines of Educational Psychology.Reed.The Psychology of Elementary School Subjects.Richmond.The Adolescent Girl.Robinson.\u2026.\u2026\u2026.The Mind in the Making.Sandiford.Educational Psychology.Slattery.The Girl in her Teens.Swift.The Psychology of Childhood.Tracy.Psychology of Adolescence.Waddell.Introduction to Child Psychology.Watson.Behaviourism.Watson.Psychology from the standpoint of a Behaviourist.West.Education and Psychology.Wheat.Psychology of the Elementary School.Sociology and Citizenship: Almack.Education for Citizenship.Bagley.Education, Crime and Social Progress.Cabot, Andrews and others.Course in Citizenship and Patriotism.O'Shea.Social Development and Education.Vocational and Educational Guidance: Brewer.Education as Guidance.Brewer and others.Case Studies in Educational and Vocational Guidance.Davies, Osler and others.Essays on Vocation.Yeaxlee.Lifelong Education.Educational Statistics: Rugg.coo.A Primer of Graphics and Statistics.Tests and Examinations: Ballard.Groups Ballard.,.Group Tests of Intelligence.Ballard.Mental Tests.Ballard.The New Examiner.Goldring.ee Intelligence Testing in a Toronto School.Richardson.Methods and Experiments in Mental Tests.Bot PTE I RC RAR FOR tt PA ES NE EE EEE 232 EDUCATIONAL RECORD Lang.Modern Methods in Written Examinations.Monroe, de Voss and Kelly.Educational Tests and Measurements.Russell.Classroom Tests.Ruch.The Objective or New Type Examinations.Smith and Wright.Tests and Measurements.Stainer.The Measurement of Progress.Terman.The Measurement of Intelligence.Mental Hygiene, Retarded and Defective Children: Amoss and DeLaporte.Training Handicapped Children.Desceeudres.The Education of Mentally Defective Children.Fraser.The Education of the Backward Child.Inskeep.Teaching Dull and Retarded Children.Sinelair.Backward and Brilliant Children.Symonds.Mental Hygiene of the School Child.Extra-Curricular Activities and the Home-School Relationship: Mason.Parents and Teachers.MecKown.Extra-Curricular Activiizes.Pullman.Extra-Curricular Activities of the Teacher.The Teacher and Teacher Training: Jones.The Training of Teachers.Palmer.The Ideal Teacher.Porter.The Teacher and the New School.Price.A Teacher\u2019s Problems.Rural Schools: Almack and Bursch.Administration of Consolidated and Village Schools.Betts.New Ideals in Rural Schools.Betts and Hall.Better Rural Schools.Campbell.Rural Life at the Crossroads.Challoner.A Rural School Plant.Davis.The Twentieth Century Rural School.Foght.The American.Rural School.Lowth.Everyday Problems of the Country School.Plunkett.\u2026.The Rural Life Problems of the United States.Woofter.Teaching in Rural Schools.Moral and Religious Training: Cabot, Andrews and others.Course in Citizenship and Patriotism Charters.The Teaching of Ideals.Ontario Teachers\u2019 Manuals.Golden Rule Books.Riley, Sadler, Jackson.The Religious Question in Public Education.Sneath, Hodges, Tweedy.Religious Training in the Schools. LNT 7 EOE NE: he 2 20 Ee mai PROFESSIONAL LIBRARY LIST | 233 Methods\u2014General : Adams.Errors in Schools.Bode.Modern Educational Theories.Charters.Teaching the Common Branches.Dewey.Interest and Effort in Education.Douglass.Modern Methods in High School Teaching.Drum.A Preview of Teaching.Handbook of Suggestions to Teachers (England): Hughes.Better Training for Children.Hughes.Mistakes in Teaching and Training.Kilpatrick.Foundations of Method.E Krackowizer.Projects in Primary Grades.E Lynch.Individual Work on the Dalton Plan.5 Lyttleton.School Boys and School Work.1 Mossman.Principles of Teaching and Learning in the Elementary b School.Parker.General Methods of Teaching in Elementary Schools.Parker.Types of Elementary Teaching and Learning.Parker.Methods of Teaching in High Schools.Price.A Teacher\u2019s Problems.Rusk.Experimental Education.Sloman.Some Primary Methods.Waples.Problems wn Classroom Method.Methods\u2014Special subjects: Agriculture: J Leake.The Means and Methods of Agricultural Education.4 Ontario Teachers\u2019 5 Manuals.Agriculture.1 Art: \u2018 È Conway.\u2026.Book of Art.È Grayson.Picture Appreciation.i Hammell.Advancing in Picture Study.= Klar and Dillaway.Picture Appreciation.5 MeLennan.\u2026 Children\u2019s Artist Friends.bE Opdyke.Art and Nature Appreciation.É Seaby.Art in the Life of Man.Witt.How to look at Pictures.Dramatics: Ward.Creative Dramatics.English: Addis.Exegesis of English Composition.Ballard .Teaching the Mother Tongue. 234 EDUCATIONAL RECORD Batchelder.Notes on the Teaching of English.Canby and others.English Composition in Theory and Practice.Carpenter, Baker, Scott.The Teaching of English.Colby.Literature and Life in School.Cunliffe.English Literature in the Twentieth Century.Davidson.Modern English Teaching.Dickie.Learning to Speak and Write.Dickie.Modern Methods in Composition.Field.A Guide to Literature for Children.Gates.The Improvement of Reading.Greenhough and Hersey.English Composition.Haddow.The Teaching of Poetry.Huff.Child Life in Literature.Jenkins.Reading in the Primary Grades.Ontario Teachers\u2019 Manuals.Grammar.Reynolds.The English Syllabus.Smith.One Hundred Ways of Teaching Silent Reading.Stone.Silent and Oral Reading.Storm and Smith.Reading Activities in the Primary Grades.Thomas.The Teaching of English in Secondary Schools.Westaway.The Teaching of English Grammar.Games: Brandreth.The Canadian Book of Games.Geography: Crawford, McDonald.Modern Methods in Teaching Geography.Ontario Teachers\u2019 Manuals.Geography.History: Clarke.Foundations of History Teaching.Jarvis.The Teaching of History.Seeley.Hints at the Teaching of History.Hygiene: Myers and Bird.Health and Physical Education.Shaw.School Hygiene.Kindergarten and Primary Methods: Pechstein and Jenkins.Psychology of the Kindergarten- Primary Child.Montessori.The Montessori Method.Montessori.The Montessori Method.Montessori.Dr.Montessori\u2019s Handbook.Sloma.Some Primary Methods.LE LIEB PACE PE wg .TOE MEME CES PROFESSIONAL LIBRARY LIST 235 Mathematics: \\ Ballard.Teaching the Essentials of Arithmetic.Clarke and Hatton.First Steps in Teaching Number.Drummond.Psychology and Teaching of Number.Durrell.Teaching of Elementary Algebra.Godfrey and Siddons.Teaching of Elementary Mathematics.Klapper.The Teaching of Arithmetic.Mills.The Teaching of Modern Arithmetic.Morton.Teaching Arithmetic in the Primary Grades.Morton.Teaching Arithmetic in the Intermediate Grades.Nunn.The Teaching of Algebra.Ontario Teachers\u2019 Man\u2019ls.Arithmetic.Osburn.ee Corrective Arithmetic.Thorndike.Psychology of Arithmetic.Music: Gibbs.A First School Music Course.White.Music and its Story.White.A Course in Music.Nature Study: Ontario Teachers\u2019 Man\u2019ls.Nature Study.Opdyke.Art and Nature Appreciation.Patch.[PEP First Lessons in Nature Study.Phonetics: Barrows and Cordts.The Teacher\u2019s Book of Phonetics.Ripman.Good Speech.Science: Cawthorne.Science in Education.Ontario Teachers\u2019 Man\u2019ls.Science.Twiss.Principles of Science Teaching.Westaway.Science Teaching.ESC NN NN IE SEEN RE ICE SERRE EEE NON RECETTE ; \\ 4 i qe ; SSSR Lu ET ee 236 EDUCATIONAL RECORD SUPERIOR SCHOOL DIRECTORY 1934-35 HIGH SCHOOL Asbestos:\u2014Mr.Donald S.Rattray, Miss Rachel E.L.Woodburn, Mrs.Dorothy Thompson, Misses Hilda Woodburn, Dora Elliott, Elizabeth Elliot.Ayer\u2019s Cliff:\u2014 Mr.R.G.MeHarg, Mr.B.A.Miller, Miss A.I.Riley, Mrs- Mary L.Dustin.Aylmer:\u2014Mr.R.A.Kennedy, B.A., Miss I.F.MacCallum, Mrs.F.E.Hodgins, Misses C.A.Robertson, M.J.Ferris.Bedford: \u2014Mr.H.L.Rennie, Misses Marion Burt, I.N.Théorét, Mr.D.C.MacDonald, Misses Thyra J.Parker, Béatrice Roy.Beebe: \u2014Mr.D.T.Pickford, Misses Pauline Neveu, M.I.Webster, Mrs.Phylis Pickford, E.A.Reid.Buckingham: \u2014Mr.I.M.Stockwell, Misses Victoria Wallingford, Sarah P.Edey, Myrtle E.Dunlop, Alice A.Derick, Gladys G.Buckland.Bury: \u2014Misses Hazel Griffith, E.Mabel Ward, Mr.Winston F.Prangley, Miss Patricia Bennett, Mrs.Margaret Mayhew, Miss Gwyneth Laurence.Coaticook:\u2014Mr.C.Wayne Hall, M.A., Misses Phylis McVie, Jean Donaldson, Mrs.Mary Smith, Miss Beatrice Denison, Mrs.Pearle Carson.Cookshire:\u2014Misses Dora Smith, B.A., Louisa Elliott, Muriel Pennoyer, Mr.Sydney McHarg, B.A., Cowansville:\u2014Mrs.Ruth E.Knowlton, Misses Marion L.Phelps, Alice E.fHunter, C.Grace Shufelt, Viola M.Noble, Mrs.Bernice McClatchie, Mrs.W.Wilson.Danville:\u2014Mr.Hobart Greene, Misses Lilian Salicis, Kathleen Potter, Mr.Elm.N.Denison, Miss Rena MacNair.East Angus:\u2014 Mrs.Harriet M.Avery, B.A., Misses Marion A.Reed, Marguerite E.Philbrick, Iréne V.Lariviére, Dorothy F.Knapp, Anita Labonté.Granby:\u2014Mr.Claude A.Adams, B.A., Misses Sylvia L.Burton, B.A.Ada M.Barrington, Mr.George P.Miles, Miss Florence M.Findlay.Mrs.Christina E.Armour, Misses Ethel J.McCourt, Elizabeth J.Tomalty, Mrs.C.A.Adams, Misses Lucille R.Lapointe, Eliza Simpson.Howick: \u2014Mr.Douglas Silverston, Misses Hester Burns, Eileen Cameron, Mabel Anderson, L.A.Carson, Corrigan. a .Te ea Er BO LL LA Onn CIEE Dt SUPERIOR SCHOOL DIRECTORY 237 Hudson: \u2014Mr.G.H.V.Naylor, Miss Mildred E.Duffett, Mrs.Corinne L.Williamson, Miss Wilhelmina R.Clarke, Mrs.Hazel M.Haig, Mrs.Sara C.Lane: Mrs.S.E.Mathews.Huntingdon: \u2014Mr.J.B.Macmillan, Miss Jessie Snaden, Mr.W.Rowse, Misses Anaelia Cunningham, Gladys Herdman, Mary Pringle, Elsie Salter, M.Macmillan, Alison Cunningham, Florence Farquhar.Inverness:\u2014Misses E.Joan Halls, A.W.Graham, M.E.Underwood.Kenogami:\u2014Mr.Herbert W.Biard, B.A., Misses Bernice A.Hunten, M.A., .Jessie A.Knowles, B.A., Mary M.Smollett, Olive M.Roy, Ena R.Black.Knowlton: \u2014Mr.E.M.Greaves, B.A., Mr.W.C.Bisson, B.A, Misses Mabel Blier, B.A., Leila T.Smith, Clarice Frizzle, Minnie E.Scott.Lachine: \u2014Messrs.W.J.Larminie, B.A., J.B.Carr, B.A., W.J.Sargeant, B.A., G.B.Gagnon, B.A., Misses H.D.Keith, B.A., M.Macdonald, M.Keith, B.A., J.Muir, B.A, E.G.Ellison, A.K.Keith, P.M.Lindop, M.M.Armstrong, M.Martin, M.M.Jamieson, P.M.Gyton, J.L.Logan, C.F.Ward, A.M.Murchie, Mrs.A.McWilliam, Misses M.J.Sanborn, D.Ward, Mr.W.P.Hughes, Mr.W.J.Hislop, Miss M.A.Kerr.Lachute:\u2014Mr.Clifton L.Hall, M.A., Gerald H.Taylor, Gordon L.Drysdale, Misses Muriel V.Marshal, Freda K.Mason, B.A., Margaret Lancey, B.A.Lillian Webster, B.A., Dorothy Labelle, B.A., Elizabeth Bruce, Mrs.E.Ruth Graham, Misses Gertrude McMahon, Eleanor McCoy.Lake Megantic:\u2014Misses Marion W.Matthews, Isabel M.Stevens, Mrs.Maude A.Patton.La Tuque:\u2014Miss Katherine M.MacIntosh, Mr.James Hodgkinson, M.A., Misses Margaret A.Webb, Esther M.England, M.A., Margaret J.Taylor, Mrs.Flora Nicholson Creighton.Lennoxville:\u2014Mr.C.Howard Aikman, Misses N.Moorhead, Enid Farwell, L.E.Baker, Evelyn Stevenson, Florence C.Mackinnon, Laura Mackinnon, Hazel H.Gibson, Cora A.Davis, E.Gladys Duffy.Longueuil :\u2014Mr.A.E.Lariviére, B.A., Misses E.Bercovici, H.K.Cross, I.Elder, H.I.Jersey, I.J.Johnston, M.A., E.E.McVetty, J.I.Norris, Mrs.G.Wardell.: Macdonald :\u2014Mr.William A.Steeves, Ed.M., Misses M.Helen Cannell, B.A., Hope Clarke, Messrs Howard Atwood, Lorne S.Brown, Misses Helen Armitage, Margaret Clarke, Grace Revel, Mrs.Estelle B.Walsh, Mrs.Elsie Armstrong, Miss Hilda Freeland, Mrs.Agnes Mary Towne, B.A., Miss Blanche Stewart.Magog :\u2014Miss Esther A.Magoon, Mr.Alfred Arthurs, M.A., Misses S.Helen Embury, Freda Norris, Beulah Newell, Mrs.George Hall, Mrs.Bessie Osborne. ne gi +i ATT 238 EDUCATIONAL RECORD Montreal-West:\u2014Mr.S.S.Nason, B.A., Miss Jessie M.Norris, Mr.G.R.Ryder, B.A., Miss Mabel K.Simpson, B.A., Mr.W.F.Russell, Miss Anna V.C.Kerr, M.A., Mr.J.W.Johnston, B.A., Misses Annie Hamilton, Anna V.C.Kerr, M.A., Mr.J.W.Johnston, B.A., Misses Annie Hamilton, Grace E.Hawthorne, Mr.J.Norman Smyth, B.Sc., Misses Mary E.Rodger, Daisy A.Hawker, Eva G.Morgan, Elsie G.Gass, Evelyn M.Barker, Annie M.L.Duffy, Eleanor Hansen, Rev.Hy.DuBois, Misses Frances Hodgson, Margaret E.MacKenzie, Messrs.E.A.Robinson, James Small, Miss F.Blandine Boudrias, Messrs.O.G.Parson, B.A., T.A.Cadman, Miss Mildred E.Hig- ginson, B.H.S.Mount Royal:\u2014Mr.A.M.Henry, Miss P.Benning, Mr.J.M.Bovyer, Miss P.Bowers, Mrs.R.Hall, Mr.G.F.Hunter, Miss R.Moore, Mrs.D.M.Neale, Mrs.E.I.Prowse, Misses R.Richan, F.Robertson, Mr.G.F.Watts, Mrs.D.M.Wright, Miss L.H.Carmichael.New Carlisle :\u2014Misses Mabel A.Young, B.A., L.May Paige, Jean Smellie, B.A., Marion Loney, Lulu LeBrocq, Janet Brownrigg, Mae Bisson.Noranda:\u2014Roland O.Bartlett, Miss Esther L.Farnsworth, Mr.C.Wynn Dickson, Misses G.Jean Dickenson, Jennette MacKinnon, Sybil M.Campbell, Doris Evelyn Graham, Wilda Benway, Mrs.Caroline J.Wilson, Mrs.Winifred S.Rivett.North Hatley:\u2014Mr.H.Carl Mayhew, B.A., Miss Ella C.Butler, Mrs.Helen Lilley, Miss Muriel G.Riley, Mrs.Myrtle L.Burns, Miss Mary A.Robertson.Ormstown:\u2014Mr.C.E.Ployart, Misses Phyllis Reid, Melva Campbell, Edith MeMath, Florence Dunn, Mrs.Margaret Lindsay, Mrs.M.C.Walsh, Mr.Gifford Mitchell.Quebec High School (om\u2019rs.):\u2014Mr.D.S.McMullan, B.A., M.S., Misses Ethel Gale, B.A., Mabel G.Fraser, B.A., M.McLellan, H.Winifred Coates, B.A., Thyra MacAulay, B.A., Iola Beaulieu, B.A., M.Hope Glass, Hope H.Laurie, Messrs.R.C.Amaron, T.A.Cleland, T.A.Johnston, A.D.Lennon, S.Martin.Richmond :\u2014Messrs.S.N.Pergau, B.A., F.N.Fleming, B.A., Misses E.J.Marchant, E.M.Montgomery, E.C.Ascah, A.L.Baker, A.C.Dresser, I.L.Brouillet.Sawyerville:\u2014Misses Alethea Mount, Kathleen Laboree, Barbara Ward, Adelaide Wilson, Mr.Carman Wilson.Scotstown:\u2014Misses Annie Elizabeth McMonagle, Mary Templeman, Catherine Margaret MacLennan, Jean Katherine Smith, Robina Marian Stevenson, Mr.Donald Norman McRae.Shawinigan :\u2014Mr.Charles N.Crutchfield, B.A., Misses Dorothy Morrison, Edith Gorham, Elsie Elliott, M.Miner, B.A., Winifred Gee, Florence McCurdy, A ARRET 1e MANE Me BARRE CEE.ue ES NE hina aaa aes Ly BO UE IE aT a NE ARE OOUDRD LAA SUPERIOR SCHOOL DIRECTORY 239 Mrs.E.A.Brown, Mrs.Geo.Snyder (née Mary Wright), Messrs.Lloyd Penny, B.A., Malcolm Turner, M.A., Misses A.Parker, B.A., E.Henry, Carol Bean, B.A., Andrew Watson, B.A., Shawville \u2014Mr.Harold G.Young, Misses Margaret Brough, Helen Leota Dagg, Orla Emily Mee, Winnifred E.Horner, Clara E.Strutt, Ethel P.Powers, Everette E.Denison.Sherbrooke \u2014 Mr.Wright W.Gibson, M.A., Misses Muriel McHarg, M.A.Constance West, M.Sc., Margaret Siddall, B.Sc., Greta Frizell, B.A., Ellison Tilton, Eva Mallory, Alice Griggs.Messrs.Reginald Carson, M.A., Robert M.Calder, B.A., Carl L.Gagnon, B.A., C.F.Cruchon, Miss Velma M., Smith.St.John\u2019s:\u2014Mr.William E.Marshall, Misses Claire Duval, L.R.Gallant, Linda Journeaux, G.J.DuRocher.St.Lambert: \u2014Mr.Harold Cook, Misses Marion Mackenzie, Ruth Smith, Mildred Clark, Claudene Smith, Pearl Gallant, Messrs.Thomas Fishbourne, Maurice Gagnon, Misses Doris Richmond, Ruth Sargeant, Jessie Cockerline, Eleanor Johnston, Frances Lewis, Ruth Tompkins, Margaret Dunn, Mrs.Vivian Young, Misses Margaret Pendlebury, Dorothy Voce, Maud Hamilton, Agnes Ross, Jeanette Ippersiel, Phyllis Powell, Edna Campbell, Marguerite Cole, Henrietta Chrysler, Frances Wilson.St.Laurent :Mr.Philip Harvey, B.A., Misses Wilhelmina Mitchell Tait, Helena Rose Lawrence, Evelyn Mabel Jordan, Kathleen Gladys Ellis, Mrs.Christy Margaret Cook, Misses Beulah Florence Halcro, Gladys Madge Wilkins, B.A.Mrs.Katheryn Brown Elvidge, Mrs.Mabel Alice Perry, B.A., Stanstead College:\u2014Messrs.Errol C.Amaron, M.A., B.D., D.M.Hac- kett, B.A., À.P.Gordon, B.A., F.T.Brown, S.B., Ernest Carter, B.A., Miss Flore A.Godue, Mrs.Ruby Wharram, Misses Gladys Hutley, B.A., Eleanor Miller, Jean McDonald, B.A., Jean Greig, Grace Libby.Sutton: \u2014MTr.C.S.Douglas, Misses Lillian G.Crook, May Hextall, Marjorie Darrah, Mrs.Eva Robinson, Miss Marjorie Smith.Thetford Mines:\u2014Messrs.S.N.Hodge, Edward Wiggett, Mrs.T.A.Wood, Misses Dorothy Bennett, Florence Duffy.Three Rivers:\u2014Messrs.J.G.McLeod, B.A., G.J.Titcombe, B.A., Miss Bessie Kelly, Mrs.Sara Marceau, Misses Dorothy Hicks, Elsie Ward, Elizabeth Macklem, Elizabeth Cullen, Gladys Duff, Doris Barter, Eileen Middleton.Verdun:\u2014Messrs.H.E.Grant, M.A., H.D.Hunting, M.A., Mrs.J.Mec- Lean, Miss I.J.Hasley, M.A., Messrs.A.D.Flowers, M.A., L.F.Bennet, B.A, Mrs.F.W.Mallin, Miss J.M.Mills, Mr.P.M.Mulock, B.Sc., Misses M.Prew, B.A., M.J.McEwen, B.A., A.Hamilton, C.B.Boomhour, C.E.Smith, B.A., A.E.Adams, B.A., Messrs.G.Lessard, E.R.Boyd, A.L.Larocque, Mrs.V.Richards, Misses P.K.Smith, B.A., I.G.Patton, B.A., Mr.D.G.Cumming, Misses M.K.Morrison, B.A., M.V.Horner, Mrs.N.Franklin, Misses E.C.Doig,* Mona Eades, Mr.A.M.Smith, Miss L.Hogan, Mrs.M.E.Harrison, un coucecioe penInu Tu Bet 8 pete ts 4 A À À 3 i 240 EDUCATIONAL RECORD Misses M.I.Gilbert, E.Marsan, R.D.LeBel, M.J.Watt, W.H.Chodat, Miss H.McRae, Mr.H.E.Law, Miss E, Cole.Valleyfield:Mr.A.K.Campbell, Misses Genevieve Getty, Lois C.Elliot, Olive Mount, Dorothy Haselton, Grace M.Baugh, Eleanor Mayoh, Helen Smith.Waterloo :\u2014Mr.Alexander G.Donaldson, Misses M.Allison Ewing, Gladys E.Palaisy, Marion E.Kenworthy, Bertha E.Norris, Bertha E.Menangon.Waterville:\u2014Misses Eunice M.Tannahil, A.Geraldine Seale, Mrs.Eunice A.Smith, Misses Helen M.Ayer, Dora A.Stewart.Windsor Mills:\u2014Mr.J.Clifford Moore, B.A., Aileen M.Wilson, Evelyn L.Wright, Mrs.Lida J.McIntyre, Miss Mildred M.H.Brown.Outremont (Strathcona): \u2014Mr.W.Allen Walsh, B.A., Misses M.Came- on Hay, B.A., Julia E.Bradshaw, B.A., Ada E.Allen, B.A., Catherine N.Holland, M.A., A.Elizabeth Rattee, B.A., Flora J.MacKinnon, B.A., Alice V.Smith, B.A., Mr.Allison Ross, M.A., Misses Elfreda H.Racicot, B.A., Jean B.Towne, B.A., Elizabeth L.Osgood, B.Sec., B.Audrey Bennett, B.A., Dorothy M.Robert, B.A., Messrs.Allan T.Smith, B.A., Ernest W.V.Deathe, B.A., Fred W.Cook, B.A., William I.Cook, Ralph J.Eaton, G.W.C.Ginn, B.A.Misses Doris S.Bennett, B.A., Edith I.Finlayson, B.A., Margaret J.Lough, B.A., Barbette T.Fuller, B.A., Irène Marceau, Minnie F.Smith, M.Ethel Tompson, B.Sec., Gladys, E.Hibbard, B.Sc., Mary C.M.Ross, B.A., Olive Hibbard, L.Mus., Hilda M.Robinson, Barbara McPherson, Mr.Henry C.Brennan, Misses Hazel F.Jones, Ida McKinnon, Eileen MacFarlane, Doris G.Willows, Mrs.H.L.Storrie, Misses Mary H.Smeed, Muriel M.Amos, Annie M.Crombie, Elizabeth M.Ferguson, Westmount :\u2014Messrs.H.B.Parker, M.A., W.G.Irving, M.A., H.Nicoll, B.A., J.Anderson, M.A., Misses B.Craig, B.A., G.M.Banfill, M.A., Messrs.D.E.MacLean, B.A., L.P.Patterson, M.A., E.W.Smith, B.A., B.C.L., A.E.White, M.A., Misses A.E.James, B.A., R.Hopkins, M.A., H.A.Shearing, M.A.Messrs.W.E.Black, M.A., B.Com., J.G.Stewart, B.A., À.L.Frizzle, B.A., J.D.Lawley, M.A., Misses F.M.Vipond, B.A, L.B.F.Truax, B.A., R.M.Shearing, B.A., Messrs.R.Steeves, B.A., K.L.Mactavish, B.A., R.N.Bagnell, B.A, J.K.Snyder, M.A., Misses M.M.Mackenzie, B.A., I.M.Imrie, B.A., M.Campbell, B.A., E.S.Wardleworth, M.A., Messrs.H.H.Worsfold, M.A., H.H.Mus- sells, B.A., K.H.Murray, B.P.E., Wm.Coupland, C.V.Frayn, A.R.C.A,, F.Whiteley, G.P.Smith, Misses M.Dyke, B.A., E.L.Egerton, M.H.Moore, E.G.Lawlor, B.A.Baron Byng, (Montreal) :\u2014Messrs.J.S.Astbury, B.A., J.C.Calder, B.A, G.M.Cameron, B.A., J.H.Cilley, B.Sc., P.A.G.Clark, M.A., J.W.Dunn, B.A.I.F.Griffiths, B.A., G.F.Henderson, B.A., D.M.Herbert, E.P.Hoover, B.A., F.T.Jackalin, J.W.Jardine, B.A., W.E.Jones, O.J.Lummis, B.A., P.A.MacKinnon, M.A., J.K.McLetchie, M.A., R.A.Patterson, B.A., R.E.Raguin, O.B.Rexford, B.A., A.Saunders, B.A., G.F.Savage, M.A., B.G.Spracklin, B.A., W.S.Watson, B.A., D.C.West, B.Sc., Miss M.M.Bouchard, tt Sy a a TEA pres : \u2018 SUPERIOR SCHOOL DIRECTORY 241 B.A., Mrs.C.H.Brennan, Misses.L.W.Colquhoun, M.A., M.J.H.Deery, B.A., Mrs.M.B.Graham, M.A., Misses A.Hecht, B.A., L.R.Herschorn, B.A, A.M.McLellan, B.A., H.R.Montgomery, M.A., E.P.Mott, L.L.Newman, B.A., I.M.Patterson, B.A., A.D.Savage, M.B.Smith, B.A., M.L.Wallace, R.M.Walsh, B.A., A.G.Wilson, B.A.Commercial High, Montreal :\u2014Messrs.John M.MacKenzie, M.A., LL.B., James T.Allan, B.A., William H.Bagg, B.A., Arthur 8.Cockhill, Harry M.Doak, B.A., M.A., William M.Firth, B.A.James H.Greig, M.A., Arthur S.H.Hankin- son, John E.Mac Vicar, Hilton D.McKnight, B.A., Thomas J.McVittie, M.A., Fred N.Stephen, B.A.Misses Gladys H.Butler, B.A., Laurette A.Campbell, B.A., S.Doris Campbell, B.A., Audrey L.Clark, Laura S.Davis, B.A., A Maud Dobbie, B.A., B.Hazel Drew, Bertha R.Ewing, E.Mabel Hetherington, B.A., Eileen B.Hutchison, B.A., Helen T.Kent, B.A., A.Gwen Killingbeck, Muriel G.LeMesurier, Elizabeth Massy-Bayly, B.A, Hazel McMillan, B.A., Christian C.Murphy, B.A., M.Erma Nelson, B.A, Sarah Roberts.High School of Montreal:\u2014Canon James E.Fee, M.A., Messrs.Lionel H.S.Bent, B.A., Harold Bott, B.A., Richard, F.Callan, B.A., J.Douglas Campbell, B.A., James F.Cargin, B.A., Edward 8.Cushing, B.A., Kelsey C.Denton, B.A., Charles R.Dyas, B.A., Robert D.Ewing, B.A., Gavin T.P.Graham, B.A.David J.Gulliverm, B.A., Herbert L.Hall, M.A., Gordon H.Heslam, B.A., Brenton M.Holmes, B.A., Frederick T.Jackalin, Robert Japp, M.A., Thomas M.Kerr, B.A., Gilbert H.King, B.A., Lighthall, Lyle C., B.A,, Harry P.Lockhart, B.A., William R.MacDougall, B.A., William H.MacNeily, B.A., Alexander R.McBain, M.A., M.C.Coll McFee, B.A., B.Sc., Allan A.McGarry, B.A., Robert L.Reeves, B.A., Robert L.Robert, B.A., Louis R.Skinner, B.Sc., Edward Storr, B.A., Cecil T.Teakle, M.A., Misses L.Helen Morison, Winifred Thompson, B.A., Mabel L.Allan, Kathleen G.Fowler, Maud P.Hay, Edith B.Kneen, Marguerite M.A.MeGreer, Dorothy M.Mowat, Messrs.Duncan A.MacRae, W.Orlaf, Searle, Geo.Edgar, W.J.Hislop.High School for Girls:\u2014Misses Catherine I.Mackenzie, B.A., M.Edith Baker, B.A., L.Hope Barrington, B.A., Annie Louise Baizley, Mabel Biltcliffe, Mary Binmore, B.A., Mabel Brittain, Winifred Brown, Margaret Campbell, Selma C.E.Carl, M.A., Mabel E.Corner, B.A., Hildegarde M.Carrier, Muriel Davies, Grace J.Gardner, B.A., Margaret F.Hadrill, B.A., Sybil Harrison, B.A., Dorothy Hatton, A.Kathryn Hill, B.A., Winifred Hurdman, B.A., Isabel Hurst, B.A., Sophia M.Idler, B.A., Mary H Lees, B.A., Annie M.Mackinnon, B.A., Alethia McNab, Audrey Marcou, Dorothy Mathewson, M.A., Magaret McLeish, B.A., Marjorie Mitchell, B.A., Eda Maude Nelson, M.A., Gertrude Oxley, M.A., Edith Petrie, B.A., E.Christine Rorke, B.A., Thelma Rough, B.A., Irene E.Scott, B.A., Louise Seymour, B.A., Henrietta Shaw, James Speirs, Standish Standish, B.A., Winifred Watt, A.Muriel Wilson, M.A., Elsie C.Wright, B.A., West Hill:\u2014 Messrs.Herbert C.Atkinson, B.A., Alan Aitken, M.A., John G.S.Brash, M.A., George Brown, M.A., A.\u2018Roy Chesley, B.A, Wiliam L.Duncan, B.A.Ross H.Ford, B.A, Cleveland J.Fraser, George K.Gregg, B.A, A.Norman Harris, Charles G.Hewson, B.A.) John C.J.Hodgson, B.A., E.Wyatt Johnston, B.A., J.Arthur Latham, B.A, Douglas M.Lunan, B.A., Percy Ee BE = ° Se pe + = RY: Ri EN co \\ ors 242 _ EDUCATIONAL RECORD L.H.Muschamp, M.A., Kiel H.Oxley, B.A., Keith S.Pitcairn, B.A., Gordon A.Potter, B.A., Charles B.Rittenhouse, B.A., James F.Shupe, M.Sc., Thomas Sommerville, M.A., Hugh M.Stewart, B.A., Leonard Unsworth, B.Sc., Dudley B.Wilson, B.A., Gordon F.Brasford, Irvin Cooper, A.R.M., C.M., Misses Dorothy L.Beauchamp, B.A., Doris A.Edson, B.A., Annie I.Fraser, B.A., Muriel J.Graham, B.A., Isabel M.Lindsay, B.S., Margaret L.Macdiarmid, B.A., Margaret R.Macnaughton, B.A.) Joyce E.McLelland, B.A., Christian M.Morton, B.A., Annie D.Moss, Hazel I.Murchison, B.A., Olive A.Parker, B.A., Doris G.Payne, B.A., Dorothy C.Robinson, B.A.Janet E.Ryan, B.A.Edith P.Simpson, B.A., Flora M.Stewart, B.A., Mary C.Sutherland, B.A., Evelyn C.E.Wilson, B.A., E.Hilda Bell.INTERMEDIATE Arvida:\u2014Mr.G.A.McArthur, Misses M.A.Johnson, G.D.Smith, J.C.Higginson.Ascot: \u2014Mrs.Martina A.Hill, Miss V.Elaine LaBonté, Mr.Melvin J.Butler.Athelston:\u2014Miss Carrie B.Macfarlane, Miss C.V.Maude Cottingham.Beauharnois:\u2014Mrs.Evelyn Richardson, Misses Marjorie Munro, Marjorie Ellison.Bishopton:\u2014Misses Mildred G.Lyster, Irene L.Jenkerson, Pearle Smith.Bristol :\u2014 Misses Florence L.McAdam, Winnifred Rutherford.Brookbury:\u2014Mr.L.F.Somerville, Mr.Carlton Stokes Goodenough, Miss Florence Pehlemann.Brownsburg: \u2014Mr.N.A.Todd, Misses Bessie Morrison, Janet Morrison, Ruth Campbell, Olive Wheeler, Lyla Bruce, Eunice Cullen, Eleanor Wilson, Eunice Monahan.Bulwer :\u2014Miss Jennie Mariasine, Mr.Edward A.Todd, Miss Marion E.Richardson., Campbell\u2019s Bay:\u2014Mr.James C.Gordon, Misses Catherine G.Morrison, Elizabeth 'Y.Bisson, O.Pearl Bisson.Canterbury :\u2014Misses Grace E.Dunn, A.Thérése MacCaskill.Chambly Richelieu:\u2014Miss Helen L.Kelly, Mrs.Edna Copper.Chateauguay:\u2014Miss L.A.M.McClellan, Mrs.Dorothy Ellicott, Miss Mary Gardner.Clarenceville :\u2014Miss Irene Darby, Mrs.Edith Hunter.Dixville :\u2014Misses E.Helene McClintock, Mildred K.Searles. SUPERIOR SCHOOL DIRECTORY 243 Dolbeau:\u2014Misses S.E.Mackenzie, H.Mackinnon.Donnacona:\u2014Mr.À.J.MeGerrigle, Mrs.Anne L.Cameron.Durham \u2014Mrs.Bertha G.Fortin, Mrs.Maude F.Laycock.Drummondyville:\u2014Mr.D.M.Shufelt, Mr.John Baugh, Misses Katherine Millaro, Grace Fisk, Dolena Nicholson, Minnie Thompson.Dundee :\u2014Misses Mary W.Ashton, Maggie Salter, Edna E.McRae, Bernice M.Fraser.Escuminac:\u2014Misses Margaret McGrae Young, Eileen E.Powell, Myrtle Court.Farnham :\u2014Mrs.Carrie E.Spicer, Misses Edith H.Horner, Rosemary E.Higginson, Gladys M.Williams, Ethel L.Scott.Fitch Bay:\u2014Mrs.Bernice M.Daintrey, Mrs.Opal Packard, Mrs.Edna Taylor, Miss Ruth Douglas.Fort Coulonge :\u2014Misses Mildred Maud McArthur, Ethel May Rider.Frelighsburg:\u2014Misses Winnifred M.White, Margaret J.Doherty, Doris Small.Gaspé :\u2014Mrs.Bert Coffin, Misses S.Hilda Lenfesty, Doris E.Boyle.Gatineau: \u2014Mr.L.G.Brooks, Mr.E.E.Eades, Misses Jean McIntyre, Ermine Nicolet.Glen Sutton: \u2014Misses Susan M.Beattie, Ethel S.Sherrer.Gould: \u2014Mrs.M.E.Murray, Misses M.Edith Wood, Anna G.McIver.Greenfield Park:\u2014Mr.Dennis Staniforth, Misses Margaret Allen Lawrence, Muriel Lorna Tait, Doris E.Boyd, Edna Olive Moncrief, Pearl Ida McMahon, Violet} Lynda Murdock, Etta Glenrose Perkins, Anna Lydia Snow.Hatley :\u2014Mrs.Muriel McClary, Misses Mabeth Parkinson, Luella Long- moore.Hemmingford:\u2014Misses Josephine McM.Ullock, Mabel Keddy, Ruth Sutherland.Hopetown :\u2014Misses Muriel A.Watt, Jean M.Ramier, Jean MacWhirter.Hull: \u2014Mrs.Edna M.Routliff, Mrs.Marjorie J.Kelly, Misses Violet M.Grimes, Armita C.McDowell, Clara A.Benedick, Gladys M.Newcommon, Ellen N.Bronson.Island Brook: \u2014Misses Kathleen E.Matthew, Evelyn M.Bennett, Gladys E.Cook. 244 .EDUCATIONAL RECORD Isle Maligne:\u2014Mr.J.N.Fortin, Miss Ida M.Fletcher.Joliette:\u2014Misses Mannie I.McColm, Laura L.McColm, Mrs.D.E.Copping.Kingsbury:\u2014Misses Eleanor F.Greaves, E.Lulu Brundage.Kingsey :\u2014 Miss Muriel E.Fraser, Mrs.J.Inez Fallona.Kinnear\u2019s Mills:\u2014Misses Gladys C.McKell, Muriel B.Moore, Ruby M.Jamieson.Lacolle :\u2014 Misses Kathleen R.Buck, Ardell M.Force.Mansonville :\u2014Misses Annie A.Howse, Mary G.Scott, Letitia Halley.Marbleton :\u2014Misses H.Louise Breyer, Eleanore M.Breyer.Matapedia:\u2014Mr.F.A.Lewis, Misses M.Jean McLeod, Annie S.Pratt.MacMasterville :\u2014Misses Lena Mildred Marlin, Marie A.Clement, Emma Reid.Metis Beach :\u2014Misses Glen McCallum, Maude Hauver.Milan :\u2014Misses Edith M.Daigneau, Alice I.Thompson.Montreal North :\u2014Misses Marian E.Jolley, Gladys E.Hambleton, Mrs, Herbert W.Jordan, Misses Mabel M.Payne, Jessie J.Staniforth, Agnes Conners, Grace Miller.Morin Heights:\u2014Mr.C.L.Brownlee, Misses Dorothy F.Paxman, Stella M.Scott.Namur :\u2014Misses Margaret Holliger, Ena B.Favier.New Glasgow :\u2014 Misses Isabel A.Smith, Minnie E.Clifford.New Richmond: \u2014Mrs.A.B.Thompson, Misses Ellen Pratt, Delcie E.Willett, Queenie Watson.Peninsula :\u2014Mrs.Genevieve G.Dawson, Miss Audrey V.Ascah.Philipsburg :\u2014Miss Ruby H.Primmerman, Mr.Charles McCaw, Miss I.Carlotta Perkins.Pinehurst and East Greenfield:\u2014Mr.G.A.Lewthwate, Miss M.Blinston.Pointe Claire:\u2014 Mr.J.Egbert McOuat, B.A.S., Miss Florence Ray, Mr.Frank Sharpe, Mr.A.Howden, Misses A.A.Hughes, M.Duncan, E.M.Younie, Mrs.E.A.Curran, Misses Dorothy Codd, Marion Watson, Mrs.I.À.W.Hunter.Port Daniel:\u2014Misses Grace E.Boyd, Ruth MacPherson.ee ES D SUPERIOR SCHOOL DIRECTORY 245 Rawdon :\u2014Mr.Donald W.Buchanan, Misses Marjorie M.Simpson, Marion Agnes Pratt.: Riverbend :\u2014Mr.Harold H.Calder, Mrs.Lulu M.Shore, Misses Irene Montgomery, Isabel Dougall.- Rouyn:\u2014 Mrs, Mina B.Duncan, Mr.J.Norris Brough, B.A., Misses Isabel M.Pratt, Ada M.Kerr, Georgina L.Olmsted.Roxton Pond :\u2014Misses Lora E.Martin, Elaine M.Lemoine.Shigawake :\u2014Misses Stella May Cook, Olga Jean MacKenzie.South Durham :\u2014Misses Edna May Farrar, Olive Margaret Taft.Stanbridge East:\u2014Miss Ruth A.Laduke, Mr.Paige A.Knight, Misses Thelma E.Jones, Janette Bullard.Sainte Agathe:\u2014 Mr.Jas.H.Jacobsen, Mr.Langdon V.P.Fuller, \u2018Misses J.M.MacWhirter, B.E.Hillhouse.St.Andrew\u2019s East:\u2014 Misses Eleanor W.Carson, M.Esther Morrison, Amy E.Morrin, Doris M.Leroy.Ulverton:\u2014Mr.Alden J.Scott, Misses Eileen Armstrong, Jennie E.Milti- more.Wakefield :\u2014 Mrs.Jemina M.Stevenson, Misses Marjorie J.Findlay, Anna L.Robertson.Way\u2019s Mills:\u2014Misses Marjorie A.Pye, Gweneth E.Geddes.Black Capes:\u2014Mr.James C.Logan, Misses Thelma Taylor, Bessie Burton.Iron Hill :\u2014Misses Thelma Fessenden, Eileen Bertha Hunt.hn Al i iN = A BY, SA 44 FT i REE CN ER i ge ps 6 ke.Ji ; 246 , EDUCATIONAL RECORD INSPECTOR W.H.BRADY Sir, I have the honour to submit my annual report comprising: I.The Statistical summary of my inspection district; II.Gemeral remarks on the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.STATISTICAL SUMMARY 1933-34 Totals 1.\u2014Number of School municipalities: a Under control of commissioners.eee ee 18 b) Under conrtol of trustees.iii.17 Total.oo lia 35 2.\u2014Number of School: a) Elementary.iii, CIRE 65 Non-subsidized independent institutions.3 Total.ooo iii, 68 3.\u2014 Number of teachers: a) Male teachers.ci iii tities 35 b) Famale teachers.cc iii La a a a a a ea ea ee ee a a a avan e 330 4.\u2014Average salaries in the schools under control: $2071.17 a) Male teachers: In elementary schools.co | a ) eee .n elementary sehools (urban).1224.64 b) Female teachers: { In elementary schools (rural).,.383.57 5 \u2014Number of children of school age: (census) (according to secretary- treasurer\u2019s reports).a) Boys from 5 to 7 years|1437|Girls from 5 to 7 years|1361.2798 b) Boys from 7 to 14 years|5963|Girls from 7 to 14 years|(5919.| 11882 c) Boys from 14 to 16 years|1480|Girls from 14 to 16 years|1398.2878 d) Boys from 16 to 18 years|1229|Girls from 16 to 18 years|1092.| 2321 Total.00202000000 caen a fees 19879 6.\u2014 Number of pupils enrolled: A a) In the elementary schools.ee 8 80 a ee 0 0 ae 0 se 0 a se 0000 10885 b) In the non-subsidized independent institutions.96 Total.l.10981 7.\u2014 Average attendance: (in percentage) a) In the elementary schools.eee 88 b) In the non subsidized independent institutions.81.2 c) Average general attendance.cite].87.9 8.\u2014Classtfication of pupils: In Kindergarten.0004400 4404 ea ae ea ee 0 0 sa 0 see sea sa 00 0 30 In Grade 1.12 0002214 Lea eee a ea a ee 0 se 0 a ea 0 a aa sa ee ans se 2038 In Grade 2.111222 LL Lea aa ae a ea ee a a 0 0 0 0 0 aa 00 0 sa a 0 sa 0 00 1670 InGrade 3.LL.eee aa 1617 In Grade 4.oii ei tie eee 1671 In Grade 5.cori ie te ee a 1650 In Grade 6.c citi ii i iter ier aia 1461 In Grade 7.110102000 002 ae eee a aa a ee a iat re eee 835 In Grade 8.PP 9 Total.0200200000 0000 ane fe een ee ee 10981 REPORTS OF INSPECTORS 247 GENERAL REMARKS This inspectorate is made up to the Protestant elementary schools of the counties of Beauharnois, Chateauguay, Chambly, Huntingdon, Jacques Cartier, Laprairie, Laval, Napierville, Soulanges, Two Mountains, Vaudreuil and West- mount.In addition I visit on behalf of the Department of Indian Affairs one school at Caughnawaga and two on the Oka reserve.Buildings and Equipment :\u2014Of the sxhools under control 36 are rural one-room schools, with a total of 641 pupils.The remaining 29 are urban schools situated on the Island of Montreal and on the \u2018South Shore\u2019\u201d\u2019.There is a striking contrast between the buildings, furniture and equipment of the latter type of schools and that of the greater number of the schools in the rural part of the district.Although considerable renovating, repairing and painting had been done in the country sections previous to the depressions, nearly all the buildings are of an obsolete type, erected many years ago, equipped with old, uncomfortable desks, and seldom supplied with all the equipment considered necessary in a modern school.Owing to the economic plight into which agriculture has been plunged very little improvement in the material condition of the riral school can be expected at present.The bonuses to deserving municipalities used to be of great value in encouraging rural school boards to make progress.Let us hope that their discontinuance is only temporary.| New and Repaired Buildings:\u2014The Laprairie School Trustees erected ! a brick school-house, built according to the plans and specifications of the De- ; partment of Education.Minor repairs were made to nine school buildings in | the inspectorate, at a total cost of $3,076.94.Qualifications of Teachers:\u2014This year only 66 teachers, or 18 per cent of the total employed, held certificates of lower grade than the Intermediate.Holders of either permanent or interim High School diplomas numbered 29.Even in the rural schools 12 of the 36 teachers possessed either permanent or interim Intermadiate diplomas.No \u2018\u2018permits\u2019\u2019 have been granted for the last two years.It is very encouraging to note the numbers of teachers who are securing diplomas of higher grade by attending the summer school at Macdonald k College.A number of principals and teachers in the urban schools continue to E : avail themselves of the opportunity offered by the extra mural and summer \u2019 school courses of Queen\u2019s University to secure the B.A.degree, and thus com- ki plete the requirements for the High School diploma.Many are making use of .the excellent selection of books available in the Professional Library of the Department of Education.vo Salaries:\u2014There has been little variation in the average salary figures for i 1 the urban schools for a number of years, but next year\u2019s report is expected to fe: show a decrease, owing to the cut decided upon by the Montreal Central Board, 8 to take effect on the first of September next.This year all annual increases 5 were withheld.Outside the territory under the jurisdiction of this board, a cut averaging about 10 per cent has been in effect for the last two years.The rural teachers, however, have been much less fortunate, particularly this last year.Boards that formerly paid $55.or $50.a month are now paying $40.or even $35.One municipality reduced the salaries to $30.a month for a nine 248 EDUCATIONAL RECORD months session.Two years ago the average salary for female teachers in rural | schools was $511.55, last year it was $463.23, while for the session just closed | it has dropped to $383.57, that is, about 25 per cent lower than the 1931-32 level.The teachers have borne this misfortune with remarkable patience.| Being familiar with the conditions prevailing on the farms today, they realize that their position is relatively no worse than that of the rural rate-payer.They are still more favourably situated than the increasing numbers of normal school graduates who are unable to find positions.Obituary:\u2014One of the teachers in LaSalle Road School, Verdun, Miss Lillian E.Barr, passed away very suddenly in the month of February.The members of her family, the staff and her pupils have our sincerest sympathy in this sad bereavement.Our sympathy is also extended to the widow and relatives of the late Mr.J.A.Davis, who served for many years as a School Trustee of Ste.Scholastique Parish.Junior Red Cross:\u2014This splendid organization is now represented in - nearly every school in the distruct.Its benevolent and patriotic work is well | known.I know of no other school activity that has greater value in character training through its emphasis, not only on personal health habits, but on service for others.The international scope of its programme serves to make the pupils world-conscious and tolerant and may prove not the least of those agencies that are working toward the realization of the Christian ideal of the brotherhood of man.Strathcona Trust:\u2014The prizes and certificates for excellence in physical exercises are recommended as follows: Longueuil No.2, Miss J.E.Cullen; Elgin No.2, Miss E.J.Curran; Hin- chinbrooke No.7, Miss M.E.McDougall; Hincihnbrooke No.2, Miss M.J.MacMaster.7 III.\u2014CLASSIFICATION OF MUNICIPALITIES Excellent:\u2014Stl Lambert, Coteau St.Pierre, Pointe Claire and Beacons- field, Hampstead, Verdun, Longueuil, St.Bruno, Pointe aux Trembles, Lachine, Grande Fresniére.Good :\u2014St.Hubert, Delson Junction.Fair:\u2014St.Jean Chrysostome, St.Louis de Gonzague, Hinchinbrooke, Laprairie, Elgin, St.Anicet, Hemmingford, St.Canuite, St.Telesphore, Franklin.Poor:\u2014St.Urbain, Havelock, St.Constant, Napierville.Unranked :\u2014(Pupils sent to schools of adjacent municipalities).\u2014Dorion and Ile Cadieux, Laval des Rapides, Point Fortune, Ste.Anne du Bout de l\u2019Ile, St.Malachie d\u2019Ormstown, Ste.Scholastique, Senneville.I have the honour to be, Sir, Your obedient servant, W.H.BRADY, Inspector of Schools. f REPORTS OF INSPECTORS INSPECTOR E.S.GILES Inspector of Superior Schools Sir, 249 I have the honour to submit my annual report comprising: I.The Statistical summary of my inspection district; II.General remarks on the working of the Education Act in the same district; III.The classification of municipalities in the order of merit.STATISTICAL SUMMARY 1.\u2014 Number of School municipalities: 1933-34 a) Under control of commissioners.94 b) Under control of trustees.cu.35 Total.|.129 2 \u2014Number of schools: a) Elementary.c.count 2 b) Imtermediate.LL aa aa da a aa aan , 72 c) High Schools.iii.58 d) Subsidized independent institutions.1 e) Non-subsidized independent institutions.1 Total.oo.|i.134 3.\u2014Number of teachers: a) Male teachers.~.oii, 260 b) Female teachers.ci .739 Total.|.999 4.\u2014 Average salaries in the schools under control: ; 6 .n intermediate segools.122 a) Male teachers: {In high schools.1111 TU 2520 In elementary schools.700 b) Female teacehrs: In intermediate schools.720 In high schools.1318 5\u2014Number of children of school age: (census) (according to secretary- treasurers\u2019 reports).a) Boys from 5 to 7 years|1949|Girls from 5 to 7 years|1976.| 3925 b) Boys from 7 to 14 years|9754|Girls from 7 to 14 years(9329.| 19083 c) Boys from 14 to 16 years|3479|Girls from 14 to 16 years|3437.| 6916 d) Boys from 16 to 18 years{2676|Girls from 16 to 18 years|2667.| 5343 Total.0.35267 6.\u2014Number of pupils enrolled: a) In the elementary schools.31 b) In the intermediate schools.6012 ¢) Inthe high schools.20043 d) In the subsidized independent institutions.279 e) In the non-subsidized independent institutions.111 Total.0.26476 7.\u2014 Average attendance: (in percentage) a) In the elementary schools.84.13 b) In the intermediate schools.81.51 c¢) Inthe highschools.La LL 85.29 d) In the subsidized independent institutions.91.04 e) In the non-subsidized independent institutions.94.6 f) Average general attendance 87.31 TT I NN, EDUCATIONAL RECORD STATISTICAL SUMMARY\u2014(Continued) 8.\u2014Classtfication of pupils: In Grade 1.iii Lea a aa a aan aa ana LA 2328 In Grade 2.L LL Le LL a a a a aa a a aa a a aa nana 1825 In Grade 3.A La La ea a aa a aa La na a ana N 1949 In Grade 4.LL LL LL La a ee a aa aa ea a La a aa nana 1967 In Grade 5.a La ea a dan aa dada La aan aa 1952 In Grade O6.La a ae a a a aa a a aan 1999 In Grade 7.LL LL a a aa a ea a a na aa aa 2070 In Grade 8.LL LL LL LA da a ea a na aa aa a a nan 4521 In Grade OL.LL LL a Aa ee a aa ea ae a aa a ea a aa a aa a aan 3336 In Grade 10.La aa a a a aa a a na aa a aan 2609 In Grade 11.11 12112 Le aa a aa ea aa aa a aa aa aa 1876 In Grade 12.102202 LL LL La A VA La a a a aa A GENERAL REMARKS In 53 of the 59 high schools in this Province, all grades from I to XI are taught; in the six remaining schools, instruction is given in the four high school grades only.The size of the schools varies from 40 pupils to over 1200 pupils, with staffs of three to forty teachers.There are 14 high schools in the area surrounding Montreal ; in the Eastern Townships 24, many of which are small schools with staffs of 5 to 7 teachers; in south-western Quebec there are 7; in the Ottawa Valley 4; the remaining 10 schools are in areas which are partly commercial and industrial.Twenty-five high schools serve an urban population; twenty-six are rural high schools; the 8 remaining are in small centres that are both industrial and rural.Thirty-six of the seventy-two Intermediate schools taught Grades I to X inclusive last year; thirty-three taught nine grades; three last year taught Grades Ito VIII only.Thirty of the seventy-two Intermediate schools had two teachers only; twenty-five had three teachers and 17 had four or more.Five Intermediate schools had over 200 pupils enrolled and larger staffs than many of the high schools.An excellent new high school was built at Verdun in the summer of 1933, and there were new additions to the high schools of Asbestos and Shawinigan Falls.A new four-room brick building was erected at Stanbridge East.There are now 27 consolidated Intermediate schools in the Province.There has been a marked improvement in the equipment of the intermediate and high schools in the last two years.Boards that keep their buildings in excellent condition often hesitate to purchase material for classroom use.When the importance of good equipment has been pointed out to them, as many purchases as finances will permit are usually made. REPORTS OF INSPECTORS 251 In 54 high schools in the session of 1933-34, nineteen per cent of the teachers held Flementary or Advanced Elementary diplomas.In the Intermediate schools 41 per cent held these diplomas.Salaries were lower than in 1932-33, less than $600 per annum being given to teachers of elementary grades in thirteen high schools # In the 45 high schools that receive grants from the Superior Education Fund, the average salary of the Principal was $2,041.In several high schools, where economic conditions were not as serious as in rural areas, the minimum salaries were $800 to $900 per annum.In the Intermediate schools, salaries have decreased eleven per cent, the decrease being as high as twenty per cent in some areas.In some municipalities salaries have been increased owing to the excellent work that was done by the teachers.1933-34 CLASSIFICATION OF MUNICIPALITIES (a) HIGH SCHOOLS (Each class in alphabetical order) Excellent :\u2014Granby, Lachine, Lachute, Montreal West, Mount Royal, Noranda, Outremont, Quebec (Commissioners), St.Lambert, St.Laurent, Three Rivers, Verdun.Very Good: \u2014Ayer\u2019s Cliff, Coaticook, Kenogami, Lennoxville, Macdonald, New Carlisle, Ormstown, Richmond, Shawinigan Falls, Sherbrooke, Stanstead, Valleyfield, Westmount.Good :\u2014Aylmer, Asbestos, Beebe, Bury, Cowansville, Huntingdon, Knowl- ton, La Tuque, Longueuil, Magog, North Harley, Scotstown, Shawville, St.Johns, Sutton, Thetford Mines, Waterville, Windsor Mills.Fair:\u2014 Bedford, Buckingham, Cookshire, Danville, East Angus, Howick, Hudson, Sawyerville.Poor:\u2014Inverness: Lake Megantic, Waterloo.(b) INTERMEDIATE SCHOOLS (In order of merit) Excellent :\u2014 Pointe Claire, Greenfield Park, Riverbend, Arvida, Chateau- guay.Very Good:\u2014Ste.Agathe, Ascot, Isle Maligne, Brownsburg, Farnham, Chambly Canton, MacMasterville, Rouyn, Drummondville, Mansonville, Fitch Bay, Montreal North. 9 3 hi A A i A 3 i! 252 EDUCATIONAL RECORD Good :\u2014Stanbridge East, Joliette, Dolbeau, Donnacona, Dundee, Namur, Arundel, Gaspé, St.Andrews East, Beauharnois, Roxton Pond, Bulwer, Hatley, Kinnear\u2019s Mills, Dixville, Kingsbury, Brookbury, Bishopton, Morin Heights, Escuminac, Dunham, Matapedia, Black Capes.Fair :-\u2014Campbell\u2019s Bay, New Richmond, Gould, Wakefield, Frelighsburg, Peninsula, Port Daniel, Bristol, Fort Coulonge, Island Brook, Kingsey, Clarence- ville, Glen Sutton, Iron Hill, Metis Beach, New Glasgow, Way\u2019s Mills, Hemming- ford, Ulverton, Canterbury, Marbleton, Rawdon.Poor: \u2014Lacolle, Athelstan, Milan, Pinehurst and East Greenfield, Shiga- wake, South Durham, Hopetowy.T have the honour to be, Sir, Your obedient servant, E.S.GILES, Inspector of High Schools.I a D pga Ey de ee bh Ie OO EEE CR PE DE CII REPORTS OF INSPECTORS 253 MINUTES OF PROTESTANT COMMITTEE Quebec, May 18th, 1934.On which day was a regular meeting of the Protestant Committee of the Council of Education.Present \u2014Honourable W.G.Mitchell, K.C., D.C.L., in the chair.Honourable W.S.Bullock, M.L.C., Right Reverend Lennox Williams, B.D., Reverend E.I.Rexford, D.C.L., LL.D., D.D., A.K.Cameron, Esq., Reverend A.H.MecGreer, M.A., D.D., P.C.Duboyce, Esq., B.A., LL.B., W.O.Rothney, Esq., M.A., Ph.D., Malcolm T.Robb, Esq., G.W.Parmelee, Esq., D.C.L., LL.D., Honourable R.F.Stockwell, M.L.A., Sinclair Laird, Esq., M.A., B.Phil., Professor Fred Clarke, M.A., Miss Catherine I: Mackenzie, M.A., and the Secretary.The minutes of the previous meeting were read and confirmed.Apologies for absence were received from H.R.Cockfield, Esq., Milton L.Hersey, Esq., M.A.Sc., LL.D., Honourable Andrew R.McMaster, K.C., Professor Carrie M.Derick, M.A., and Honourable Gordon W.Scott.It was resolved that the usual grants of $7,000 (for the School of Commerce, McGill University) and $1,000 (for teacher-training at Bishop\u2019s University) be recommended for the approval of the Lieutenant-Governor-in-Council.Dean Laird applied for the regular paymnet from the funds of the Committee of $500.00 towards the expenses incurred in carrying on the Kindergarten Assistants\u2019 Classes in co-operation with the Protestant Board of School Commissioners of the City of Montreal.The application was approved.A letter was read from the Librarian of McGill University requesting a grant towards the Travelling Libraries sent to schools.The sum of $100 was voted for this purpose.The High School Leaving Board submitted a report concerning the remuneration of the Examiners for the Hugh School Leaving examination in reply to the letter of the Matriculation Board of McGill University.In consequence, no action was taken towards reducing the fees.It was agreed that the intermediate examination of the Toronto Conservatory of Music be accepted for High School Leaving purposes as the equivalent of the McGill music intermediate examination.On the recommendation of the Central Board of Examiners it was decided that special certificates be issued, valid for one year, but subject to extension, to teachers teaching on the North Shore (Saguenay County) and the Magdalen Islands.\u2019 RER RER REA PE 254 EDUCATIONAL RECORD For the sub-committee on Retarded Children, Dr.Rexford reported that the special classes organized in the Protestant schools of the City of Montreal were being carried on successfully, that the formation of special classes increases the efficiency of the normal classes, that the pupils in special classes are happy and contented, that teachers should be trained in principles and methods that would allow them to deal effectively with handicapped children, that additional school municipalities on the Island of Montreal desire to organize special classes as soon as grants in aid are available, and that, while the education of all teachable children in the elementary grades is an obligation on each school board, the establishmnet of special classes can best be promoted in the initial stages by small grants.The report was adopted.Following the reading of the report of the sub-committee on course of study the following recommendations were adopted \u2014 1.That schools which are doing adequate work in Oral French may, upon securing a suitable recommendation, be permitted to take oral examinations.2.That the School Art Series replace Prang\u2019s Graphic Drawing Books.3.That Jones\u2019 \u201cThe English People\u2019 be adopted for use in Grade VIII.4.That a syllabus in History be prepared by the Director of Protestant Education for Grade VIII for the session 1934-35.5.That the English texts for Grade IX be: \u2014 Conrad.\u201cFour Stories\u201d Scott.\u201cThe Flight of King Charles\u201d Shakespeare.\u201cJulius Cesar\u201d, \u201cAs You Like It\u201d Sabatini.\u201cScaramouche\u201d Kipling.\u201cPuck of Pook\u2019s Hill\u201d.6.That the English texts for Grade XI be \u2014 Drinkwater.\u2026.\u201cOliver Cromwell\u201d \u2018One Hundred Years of English Poetry\u201d \u201cShort Stories of Today\u201d \u201cSome English Diarists\u201d \u201cEight Modern Plays\u201d \u201cBoswell and Johnson\u201d Lamb.\u201cEssays of Elia\u201d Shakespeare.\u201cRichard II\u201d, 7.That a suitable poetry book be complied for Grades VIII and IX.8.That the Pre-Premer, Primer and Book I of the Elson Basic Readers published by W.J.Gage and Company, be adopted for optional use in Grades I and II.: A db a 0 EE Se SACS Lisle dispenser nas REPORTS OF INSPECTORS 255 9.That the following be deleted from the Memoranda of Instructions to Teachers for Grades VIII to XI.(a) Delete from Grades VIII and IX \u201cThe total number of subjects from the optional list must not exceed three.\u201d (b) Delete from Grades X and XI \u201cThe total number of subjects from the optional list must not exceed five.\u201d (c) Delete also \u201cNot fewer than seven subjects and not more than eight may be taken,\u201d 10.That the Director of Protestant Education be authorized to make the divisions of the three book series \u201cCanadian Problem and Practice Arithmetics\u2019\u2019 according to grades.Further, that the Arithmetic of Grades IX and X should be continued as at present.11.That the procedure followed in the past be retained in regard to the correction of the examination papers of Grade X.It was moved by Miss Mackenzie, seconded by Dean Laird that German be accepted as a subject for the High School Leaving certificate and that suitable arrangements be made whereby students will be able to obtain credit for the work in June 1934.| A statement was presented concerning educational funds that are shared between the Protestants and Roman Catholics, but it was laid on the table to be taken up at a later date.The Director of Protestant Education submitted the Memoranda for the Guidance of Teachers for 1934-35.Dean Laird and Dr.Rothney were appointed as a sub-committee to co-operate in the preparation of the manuscript.The Director of Protestant Education made a report on the teaching of French with the aid of the phonograph, and recommended that assistance be given to school boards that purchase phonographs and records.The subcommittee on Superior Education Grants was asked to consider the matter and report at the next meeting.There being no further business the meeting then adjourned to reconvene on Friday, September 28th, unless otherwise ordered by the Chairman.(Signed) W.P.PERCIVAL, (Signed) W.G.MITCHELL, Secretary.Chairman.cmt et ee ep pe fe soi A Picture History Âs you turn over the pages it is as if you had of » » before you a picture of our country\u2019s growth.The artists and the authors who made this book, aimed not to give great detail but to show in graphic style a single incident of each period that contributed to our advance- a na a ment.One picture is of an Indian community of very early times; another shows Sir Adam Beck turning on the hydro-electric power in in his native village of Baden.Illustrated by many Canadian artists among them, Charles $2.75 W.Jefferys, E.J.Dinsmore, Tom Mitchell, Fergus Kyle, and L.R.Batchelor.The text of the book was written by Kathleen Moore and Jessie McEwen Thomas Nelson and Sons Limited TORONTO \u2014_ SSSR The New Merriam- Webster The new Merriam-Webster, now ready, is the most important contribution to educational equipment in 25 years.NNN SS SS SS ES SS ES SS SE ES SS ES ES CE EC CE EEE TEES Easy to use and tts encyclopedic treatment of thousands of topics makes it indispensable to all.Webster\u2019s New International Dictionary SECOND EDITION The work of outstanding authorities.600,000 entries.Magnificent plates in color and half tone.Thousands of new words.12,000 terms illustated.Thousands of encyclopedic articles.35,000 geographical entries.13,000 biographical entries 3,800 pages.Write for free illustrated booklet with specimen pages.G.& C.Merriam Co., Springfield, Mass.SE ES SS EE ES EE EE EEE eee SSSR) P0000000000009600905900089000S0SSSSSSSSSSSE pra ft Pit # \u2014 fg Ps À 4 pg +3 i A ; ; N E it 18 LH g ht Q LA te BG ° RB De ° EC, À iQ RK A ¢ : ot a A rR fi Be: tt oa .i Cul fe 5 si RON Re Te) RIN on + pe = ie = = ee ela fee 25 es A LE a restes À Re in oy [CER ay ite Tt ira PES SOC Ets parisien so Tr se x x = = = UE ee rs ESS 3 tit Ra A pb rsd ds ct 5 3 CN Xl se >= 3 BA Ri 3 = = vo 3 ù x È ; A A = 3 ] "]