Journal of education, 1 mai 1872, Mai

1 teLICIOMsciENCE L,BtRïiï,mocnEss, THE JOURNAL OF EDUCATION Devoted to Education, Literature, Science, and the Arts.Volume XVI.Quebec, Province of Quebec, ITIay, 1873.Xo.5.TABLE OF CONTENTS.Acro>s the Sun 57 Theory and Practice in the School - Teacher wanted for Model School.Teacher wanted for Elementary Official Notices 62 McGill University Intelligence Annual convocation 64 Distributions of Honours to the Official Documents : Distribution of the Grant for superior education to Catholic and Protestant Institutions for Interesting address 65 Meteorology Advertisements : Wants Across the Sun The passage of the planet Venus over the mighty and tumultuous sea of fire which makes up the face ol the siin, is an event of so infrequent occurrence, that it is safe to say no living man iacludcs it in his personal recollection.Whatever incidents of the glowing skies and the measure-loss space-depths have disclosed themselves to the vision of vigilent sentinels—whose eyes are yet unsealed in death’s deep slumber—the transit of Venus may not he numbered among them, for it has not taken place within a whole century.If it were not for the records of history on the one hand, and the indisputable demonstrations of celestial mathematics on the other, it might be regarded as an astronomical myth.But just a hundred and three years ago, this bright June month coming, the event so unreal to living eyes, actually happened, and not in any sense to the surprise of the scientific world.On the contrary, it was a repetition of a perfectly accredited phenomenon, and had its date assigned to it by astronomic prescience.It was anticipated, and costly arrangements were made by a great government to have the rare procession carefully inspected from its first step to its vanishing point.In June, 1769, a company ofEnglish astronomers sailed from London, in the special appointed ship, the Endeavor, and, in remote and widely-sundered regions of the globe, scannod, by detachments, the face of the sun, to note the path, across its glowing sierra, of a little black spot, which might, to an untutored eye, have seemed a chance speck, a mere mote.In less than the space of three years from this date—in December, 1874—there will he another transit of Venus, and the importance of it to science may be measurably estimated by a consideration of the fact that the British Government has appropriated a sum exceeding fifty thousand dollars for the equipment of various expeditions of learned men and scientific experts, to take the closest possible cognizance of its progress and phases.These expeditions will doubtless go to the remote zones of our globe, to Hawaii, on the one hand, and on the other, to Crozet Island, or Mauritius, in order to obtain favorable views of the transit.It will happen, not as in the last historical account of it,—in the “leafy June,” but in the dead of our winter ; and extreme northern points, otherwise most desirable for the sentinels, will be very bleak, and perhaps utterly inaccessible.In the antartic latitudes, also, there will undoubtedly present themselves formidable barriers to the enterprise.In spite of difficulties, however, the scientists will go, undaunted by cold, by icebergs, by the chance of encountering dense fogs, which may hide sun and satellite alike from their sight.From opposite ends of the earth they will look for the exceptional passage of the fair queen of the planets over the blazing surface of the sun.Other governments, and our own among them, will probably do as the British Government has done, make appropriations for similar adventurous parties ; and the common and single object of all explorers, whether by national or private commissions, will be to see how Venus will behave while she is daringly making her trespass on the solar disk.A hundred thousand dollars will not cover the cost of scientific observations of this unusual event.The observers, as the fruit of toil, perilous exposure, patient waiting at some points for months, will see, generally, a small round disk of intense blackness—which is the unillumined hemisphere of Venus—impinge upon the sun’s glowing border, and occupy four hours—moro or less by minutes, according to the observer’s position—in accomplishing its procession across the disk, when the little pageant will come to an immediate close ! They will have been, if the sun’s face is clear at the imminent moment of contact, and continues smiling, in spite of its brief blemish, to the momentous instant of the planet’s congé, intensely interested witnesses of the scene. 68 THE JOUENAL OF EDUCATION [Hay, 1872.If it were not important that they should be free from excitement, and they were not men of severe mental discipline, as astronomers are, it might be assumed that they would be excited as well as interested.They must, however, be cool, careful, collected; for they will have to use both eyes and hands, the one to see, the other to record by electric pulsations just what they see.The path of the planet will be to them all a chord of a great circle, but it will vary in length to the different groups of observers, and its variations will be parts of the efficiency of the whole work to be done.But what will it all amount to?The quetion, “Cui bono ?” seems hardly impertinent here—at least to the unscientific reader.He will, indeed, conclude that there must be a value behind and beyond all this valor of investigation, but he will not be deterred from asking what it is.The question demands und deserves an answer to vindicate the expenditure of so much money and so much time, the apparent waste of the “ two hundred pence ” spent upon the ointment.All this careful, elaborate, and costly work is to be done to help astronomers get nearer than they have yet been able to do, to what may be reasonably reckoned the bottom-line in the grand sum of figures which express the sun’s distance from the earth.No problem in astronomy is more important or more difficult of solution than this.Upon the degree of accuracy we reach in working it out depends all exterior problems of the celestial distances and magnitudes.It is precisely this consideration which impels every conscientious student of the skies to unremittin gefforts in approximating a true issue.For more than a score of centuries the sun’s distance has been a moot question in astronomy.At the other extreme of this immense period of doubt the old Samoan sage Aristarchus stretched his lunar fathoming-line out into space, and thought he reached the sun at a distance of twenty moon-removes, or fewer than five million miles.After him, Hipparchus and Ptolemy made scarcely less amazing failures with other methods.The truth is, their processes were inadequate—and would he none the less so to-day—for reaching any reasonable result.Many decades have elapsed since better methods of attacking this obstinate citadel of astronomical problems were devised, and even now the best result is but an approximation.This special incertitude of astronomers seems infelicitous, and has, indeed, brought some obloquy on their science.Yet this unjustly, for the obvious reason that in solving so vast, so deep, so intricate, so all-comprehending a question as that of the sun’s distance, all parts of the work, if yet ingenuous and earnest, are, in view of the conditions of difficulty which environ it, and of the inevitably cumulative nature of such knowledge, steps and progress rather than what they may seem to unthinking minds to be, simply overthrows and corrections of errors.Those corrections are, indeed, taking place continually and hopefully; and very recently the well-accredited figures of the sun’s distance have dropped from ninety-five to ninety-tow million miles as the result of Stone’s patient reviewal of Laverrier’s splendid but still culpable calculation ! But the end is not yet.We have not attained it, and must plod with patience onward and upward still.There are probabilities of error even now that move over a broad arc of half a million miles, and this is quite too far for the pendulum of doubt to swing.It must bo shortened one-half, and, if possible, that remainder be again divided.That we shall ever come to the absolutely real figures of the distance is not to be imagined.But, reached within I a hundred thousand miles, the conditions for insuring comparative accuracy to dependent measurements throughout space would be fulfilled.The calculation of this distance by the transit of Venus is the very best of the various modern methods for solving it.But the infrequency of such an event is a formidable hinderance to success.If it happened in every one of the revolutions of Venus about the sun—as on a certain condition it would do—we should be able to study the problem every eight months, instead of once or twice in something over a century.The condition which would insure to us such frequency of the occurrence, now so rare, would bo simply,the coincidence of the earth’s plane of motion with that of the inferior planet.If they both moved round the sun on one level, then every time Venus came between the earth and sun, she would he seen rolling across his disk as she will be in 1874.But the two orbit-levels do not lie together.They are tipped from each other, and intersect at two opposite points.Hence, for the most part, Venus goes above or below the sun at her conjunctions.When, indeed, she does strike a node, or crossing-point, at the time when she is going between us and the sun, it is mathematically sure that, in two days less than eight of our years afterward, which means in thirteen of her own orbital sweeps, she will hit that node again, and another transit will happen.So there are always two transits at eight year intervals, and this double recurrence has a periodicity of something more than a century.If our astronomers—and the world’s, more broadly—are baffled in their wishes in 1874, there is consolation for them in the hope set before them of success in 1882.It is probable that the latter transit will present more embarrassments to their researches in its inevitable conditions than the earlier one will.Still, should the little black disk roll over the solar photosphere in sulky shadows in 1874, let us hope that, in 1882, it will traverse it in undimmed splendor; and that, ten years hence, if not in two, we shall be upon the eventful eve of such decisive knowledge of solar distance, as shall enable us to measure the breadth of the solar sierra almost as surely as we can the stretch of the terrestrial desert with rod and chain ! But how can we reach such sublime results through the mere observation of the passage of a black dot across the bright field of incandescent gases which envelop the solar orb ?The common method of estimating distances which lie betwixt the observer and unapproachable objects, is by triangulation.This has been effectually applied to the moon.Why not, then, to the sun ?Because, it may bo replied, briefly, the base-line of the triangle resulting from such an observation could not possibly exceed the length of the earth’s diameter ; and this distance of eight thousand miles, as compared with the many millions of miles certainly included in the distance sought, would be insufficient to give us an angle extensive enough to avoid fearful results of almost unavoidable (however minute) errors in the calculation.An error—to illustrate this point—that would make a variation of not over sixty miles in the moon’s distance from us, would, if carried over into the solar problem, swell into the tremendous mistake of ten million miles—an error nearly three times exceeding that already referred to as corrected by the skill and patience of the first assistant at Greenwich.What is immediately south after in the observation of Venus upon the disk of the sun is to get at the planet’s true distance by obtaining, through minute and carefully-guarded processes, the parallax which Venus affords to observers upon opposite sides of the earth.This angle obtained, the problem of the planet’s distance is solved, Mat, 1872.] POE THE PEOVHSTCE OF QUEBEC.59 and then, by the application of Kepler’s law of relations between the celestial bodies as to distance, the grander the colossal, and central problem of celestial mathematics is brought to the very edge of minute revelation.Ihis method of dealing with the great astronomical onus ol centuries was recommanded by Edmund Halley • though, in honoring him for his foresight, we must not overlook the fact that James Gregoryi at a still earlier d£7> suggested the probable feasibleness of obtaining the solar parallax through the knowledge of that of Venus bv transit.J This knowledge might, perhaps, be reached by direct observation of the planet, at auy one of her nearest approaches to the earth, exactly as the parallax of the nearest exterior planet, Mars, has been calculated Of these two results, however, the former would be much the less valuable and trustworthy, owing to the general absence—or, rather, to the invisibility—of contiguous stars as accessories to careful measurements, in the proximate radiance of the sun.To get Venus, therefore, upon the sun s face, is to obtain this great primary advantage in attacking the evasive question of her precise parallactic displacement, that we have, as it were, behind her a dial-plate, and can make felicitous use of it in measuring the chords she traces upon it in her path.This brief paper cannot pretend to deal with the minor embarrassments which belong inseparably to such observations.1 hey are many, however, and require subtile processes lor overcoming them.The compound and complex motions ol both the planets—Venus and the earth—while the observations are making, are not slight hinderances to the weak, although, of course, ultimately manageable.-t hen, too, there arc curious distortions of the little black spot, at the imminent moments of its entrance upon and departure from the sun’s face, in which it presents much the appearance which a drop of water does when slowly lilted Irom a larger volume at the end of a rod.The planet assumes a sort of pear-shape, which is, indeed, an optical illusion, but in this case a very serious one, since it makes it uncertain, for an important moment, whether the edge of the planet is actually clear of the sun’s absolute edge or not.This phenomenon, slight as it seems, as a disturbing mature and force, actually tended to invalidate the laborious processes and calculations of the experts, who at Kola, m the Arctic Seas, at Pekin, at Otaheite, and other points, made sedulous search for the solution of the parallactic problem in 1769.1 Doubtless, Venus will deport herself in the same eccentric, if not unbecoming, fashion in 187-1; but the astronomers will not again be taken in by it.They had, indeed, eight year s warning after her first strange antics in 1761 beiore they were renewed in 1769, but in all that timely interval they were unhappily, not considered and provided lor as they have been since.Venus can stand upon the sun s brink like a black peg-top on its point, or a pear upon its stem, if she will, but the observers will be able now to tell to a second when to count her wholly within the solar rim.J One method of observing the transit—and that, too the general method which the English expeditions will pursue (but whether with the best judgment or not is perhaps tairly questionable)—is a modification of Halley’s plan and known as Delisle’s method.It deals with the planet just at the beginning or end only of the transit.Two observations, one made at the earliest observable beginning point, and another, on the earth’s opposite border^ at the latest beginning-point-or equally well if the ending-points are chosen—will give the sun’s parallax.Exactness oi comparative time in these remote observations is the thing essential here, and this is not easily assured.Halley’s method, on the other hand, deals with Venus in the actual transit—measuring its precise period and the chords she traverses, as noted at such nearly antipodal points of the earth as are available for the view.Sometimes the best points are in the sea, or in other impracticable^ positions.All these things combine with time-difhculties to make the work of transit-taking always most delicate in detail, and sometimes most doubtful in decision.Yet the eagar explorers of the celestial depths, accustomed to deal with apparently overwhelming tasks, subject them to law, to exactness of condition, to uniformity of result; and thus what would otherwise seem insuperable, falls—if not easily, yet eventually—under the control oi human genius, skill, and persistence.The present accepted parallax of the sun, as obtained, not hy transit calculations, but by most patient processes’ which havo beguiled no meagre portions of the weary interval since Venus obliged the astronomical college with a sight of herself in the rôle of a blackamoor, is 8”.9, and this formula, mathematically translated, means 91.730,-000 miles, with a chance for error somewhere within the hundreds of thousands, and ofwhich possible error we may not reasonably hope to get any further contraction until the next transit of Venus comes off.Of other processes, herein referred to, some are so beautiful and ingenious that the readerwill be willing to linger for a glimpse of them.One, indeed, has been mentioned already—the direct observation of Mars; which red-at-mosphered globe sometimes comes almost as nigh to us as Venus, and, from its position among the stars, is a o-ood auxiliary in this problem-work.Another is the extraordinary and daring plan of estimating the sun’s distance by experimental tests of the amazing speed of the light-ray.This speed, as usually stated, of 192,000 miles in a second, is .only in a sense con ¦ joctural, and really affected by the one great doubt wo are dealing with.When the sun’s distance is determined the actual velocity of light will be settled with it.Yet bold physicists have come independently to something like certainty in estimating the rate of the motion ot light.Foucault and Fizeau.by measuring the duration of visual impressions—the one by means of rotating mjr_ rors, the other by rotating toothed wheels—have given ns tigures for this problem.Foucault’s calculation, indeed was deemed scientific enough to cast doubt upon the distance-problem as it stood.He made the speed of lm-ht enm ofliniri* oK of 1 Off AffA —~ 11 i ^ , & .a - —- tuv- e rceti ui Ili-JIL something short of 186,000 miles a second, which would reduce the sun’s distance several thousand miles below the latest accepted data.Again, irregularities in the motion of both the earth and its satellite have bean ingeniously and hopefully levied upon for tribute to the growing grandeur of the resources in the hands of the astronomer, for yet vanquishing the formidable foe holding back from him so long this important secret of the sun’s real distance from the earth These investigations, pressed with so much pains patience, and persistence, are indisputable proofs of the unfaltering and invincible spirit of modern science which will not accept uncertainties, unloss in conditions’ which clearly render them finally inevitable.William C.Richards, in Appleton’s Journal.Theory and Practice in the School.Room.(*) Teachers who year after year have met in this room to compare notes, have by this time, I doubt not, in almost (*) Paper read bye.Cl.K.Gillespie, Esq., Secretary, before the Go lege of Preceptors, London, at the evening meetim- of 8th February, 1871.6 60 THE JOURNAL OF EDUCATION [May, 1872.every case become weary of hearing that the true principles of our profession are still but little understood ; that the canons of Education, as generally admitted, are to a great extent based upon error and misconception ; and that, in the most necessary understanding of the work to be done and the way to do it, we are but on the thresh-hold of investigation.It has been as often brought before us that the great body -of middle-class teachers has been formed, and is being recruited, by the introduction into it of persons whose preparation for their responsible duties has not begun till those duties have already come upon them, and who have either floundered into some kind of experimental knowledge of their profession by the accident of talent or circumstances, or, by careful following of ancient rules and mediæval methods, have kept the even tenor of their way, in perfect unconsciousness of the mistakes they are perpetuating.To remove these defects, to set before the teacher, especially the young teacher, the true principles of his art, to raise him to a right appreciation of his noble place among the world’s workers, and to stimulate him deeply and earnestly to investigate the nature and properties of the materials and implements at his disposal,—have been the leading objects of this institution, and of the many talented and experienced men whoso knowledge and opinions on educational matters have been brought under contribution at our evening meetings.The precepts of philosophy, the thoughtful hints of tentative speculation, the bolder assertions of successful experience, have been set before him for his guidance in the general consideration of his work ; while the most recent "facts regarding special subjects of instruction have been placed at his command.He has listened with delight as he has recognized the words of truth, and his heart has burned within him as he has thought, “ It is thus that I will teach ; I too shall be an educator.” He has x-eturned to his work with high thoughts and earnest hope : but (experto crede) he has found himself sui-i-ounded, as before, by the same cares, the same difficulties, the same petty worries.True, he has learned to believe that for all these there are remedies to be found in the arcana of his profession ; he has realized, at least for a time, the prospect of such attainments in scientific mind-formation as shall comfort him for all his present discouragements ; but he asks, “ What shall I do now ?How shall I apply, in the work of this very day, the theories which last night commanded the assent of my understanding by their simplicity and truth, but which seem to lie so strangely out of reach at my greatest need?” Such questions have often been asked of one another by those who have met here from time to time ; and it seems, on the whole, to be l-ather in the practical solution of these everyday problems, than in the demonstration of theoretical principles, that we stand i n greatest want of mutual help and instruction.In coming before you to-night, it is my purpose, not presumptuously, to assert that I have found what so many have sought in vain, but to tender some results of my own attempts in this direction for criticism and discussion.Much has been said of late in reference to the examinations of this College in the Theory and Practice of Education ; and I feel sure that much satisfaction has followed the announcement of the Council’s intention to modify these examinations in such a manner as to give them a more practical character and effect.Yet it has always appeared to me that great good must be done by the careful consideration of tlie departments to which in those examinations the greatest amount of attention has been paid, viz, the principles of mental discipline and the histoi-y of education.There are, I think, good reasons for the belief that, in the case of persons intending to become teachers, who possess practical opportunities for training in matters of detail, these two should constitute the lead ins subjects of professional study.But the strongest argu 1IÜ» SUU|CCto VA ÿ-J — - - O V , ment which presents itself to my mind in connection with the subject of training institutions for teachers, is tho vital necessity that the beginner’s lessons should impress upon him, in the most clear and direct manner, tho sacredness of the duties in the which he proposes to engage.Upon this point I need not enlarge, except to remind you of the acknowledged truth, that special training is required, not so much of necessity in knowledge of facts, as indispensably in thoughtful appreciation of the work to be donc.I cannot, however, resist tho conviction that one of the most important parts of tho training of the future teacher consists in showing him, by his own personal experience, tho mental process by which a given fact or train of facts may bo learned ; and beyond this, leading him to a habit of measuring the steps downward from his own capacity to that of the pupil to whom these facts are to be transmitted.One of the greatest difficulties so great that its conquest is often looked upon as evidence of special talent, is presented by the disparity between the teacher’s ordinary conversation and the mental calibre of the boys in his class.A little while back I heard a teacher give an excellent lesson on Mathematical Geography to a junior class.He had evidently prepared the subject with considerable care, and he led the boys along with him very satisfactorily till he reached the culminating point of his lesson, indicated by these words “ Longitude is distance east or west of a given meridian.” The idea of “meridian” had been etymologically and practically settled, the bearings pointed out by the boys themselves, and several examples similarly stated in illustration.So far so good ; but it happened that the form of words, “ a given meridian,” was unfamiliar to the children, whose geometrical studies had not yet extended to the peculiar phraseology of Euclid’s Elements.The result was mystification, not only of the class but of the teacher, to whom tho sudden collapse ot comprehension and attention was apparently inexplicable.It is easy to suppose such failures as this being tho rule rather than the exception, if we admit one of several possibilities ; e g the pupil’s interest in the subject being as yet unawakened, his want of confidence preventing him from seeking explanation, or his eager interest leading him to assign to the teacher’s words a meaning different from that’intended.But as this is only one phase of a defect more or less accidental to several methods of instruction, it may be best, in our consideration of preventive measures to examine the leading principles of different methods, with a view to ascertain the direction in which each incurs the danger of failure.The means employed for communicating or faxing knowledge, or testing its extent and accuracy, seem to be susceptible of classification thus ; Oral Teaching, Catechetical Exercises, Examination Questions.First Oral Teaching, or the Lecture System.In the use of this method, we have to consider, whether or not it is desirable that the pupils should take notes of the lesson • and, if desirable, whether such notes should be written simultaneously with, or subsequently to, the lesson.These are matters on which there seems to be much diversity of opinion.In the oral lesson, the teacher is left to himself; and (assuming conscientious preparation! he has it in his power to marshal the facts, and bring them out in his own way, and as he judges best for the comprehension of the class.His object is, that these facts shall be recognised and remembered ; but m this special object he does not, or should not overlook the general obiect the habitual cultivation of the faculties of attention, observation, reflection.If, in the course of the lesson, a pupil intermits his attention for a while to write down a FOE THE PROVINCE OF QUEBEC.61 May, 1872.] special note, ho is in danger of losing the connection, which the teacher has, of course, taken care to make essential ; and if the teacher pauses on every such occasion, he must necessarily do much loss in the time, besides giving the rest of the class an opportunity for disorganisation during his silence.If he arranges to toll the class when notes are to bo taken, there is danger of the rest of the lesson being considered of minor importance, and hence of relaxed attention to all ; while the faculty of.observation, by which the pupils would for themselves have noticed these salient points, is left without sufficient exercise.If, at the close of the lesson, the pupil at once enters the leading particulars in his note-book, he thereby frees himself from the immediate necessity of reflecting upon and mentally reproducing the chain of association by which those particulars were presented and could be retained.On the other hand, when the pupils have nothing to do but to listen, and the teacher has nothing to do but to talk, there is danger of their seeking unauthorized relief from the monotony of continued mental effort, while he is expending much valuable but misdirected energy in talking over their heads.From all these considerations, contirmed by many experiments, it appears that the oral lesson produces the best effect, as regards both information and mental training, when the teacher drives home and relieves it by questions, pertinent but not too numerous, and elliptical sentences to be filled up by the pupils ; and that it is better that the obligation to reproduce the lesson should be deferred till after the lapse of at least one day, a period in which it would probably be forgotten but for tho exercise of attention, observation, and reflection during its delivery.Next in order comes the Catechetical System, in which the lesson is first prepared by the pupil alone, and afterwards worked out with the teacher.Lessons in this section consist of those in wh ich verbal accuracy is required, and those wherein tho substance only is insisted upon.On the subject of learning by rote, many grave objections have been raised, to which may probably be traced the almost entire expulsion of catechims from the lists of approved the school books.I may, perhaps, be pardoned for citing one or two examples, from personal observation, of the way in which this system sometimes tends to mislead both teachers and pupils.I was once brought into personal contact with a practitioner of some twenty years’ standing, whose boys used a little French phrase book (very fair of its kind) having the French and English on opposite pages.The weekly lessou from this book consisted of one page only, but this had to be repeated verbatim.Another case :—A young friend whose education was within three months of being “finished,” was compelled by adverse circumstances to seek some remunerative occupation.Her talents and attainments removed all difficulty as to the choice of her future career, so it was arranged that she should come to us on stated days, just to keep her acquirements from getting rusty till she could be placed out as a junior governess.Having ascertained that she had “been through” the History of England more than once, I requested a few particulars as to early times, for my guidance in the advanced course which alone could be suitable in such a case.I was instantly informed with the most alarming glibness, that “ the ancient British army consisted of infantry and cavalry ; they also used chariots in war, to which scythes were attached, which spread terror and devastation wherever they drove.” On my expressing astonishment at the accuracy and despatch of her recitation, she kindly offered to favour me with three or four pages in the same style.It was with some trepidation that, under these circumstances, I ventured to put a few questions (merely as a matter of form) relative to tho meaning of some important words.I thus learned that “ cavalry ” was a kind of sword, that a scythe was a forest, and that a chariot was a noble quadruj>ed used in war.There are, however, many studies in which some portion at least must be learned by heart ; and it is well known that great results can be attained by a judicious use of the faculty of mere memory.But it must never be forgotten that those systems in which most success has been achieved in this way, make the memory-work merely the basis of a most thorough and searching inquiry into the minutiæ of the subject.Only very receutly we have been reminded of the value of such training in the study of English verse ; aDd it may almost be accepted as an axiom, that the best results are gained in any subject when memory and judgment are exercised together.This principle applies to the method of fixing historical dates by means of jingling rhymes, which, when well constructed, give a fair outline of the events referred to.No part of such a lesson will be lost, if the pupil be led to think out the connection as well as to learn it.He will thus avoid fatal mistakes, and learn punctuation as well as history.Pardon me for making one extract in illustration from a very popular school book.“ In 450 the Jutes arrive, Horea was slain in 455, And two years more established Kent ; Before year 490 was spent Ella another kingdom tore From Britain ; twenty-nine years more Saw Wessex on the southern shore." Allow this to be a sing-song rote lesson, and the pupil, however will he may remember it, will not be sure as to the agreement of dates and events.Make it an intellectual exercise, and he will gladly read all he can about each portion of it, and recite it with just appreciation and emphasis, finding in this plan for retaining the dates an index to his future reading.In this connection an example occurs to me from the work of a few days ago.To the question on this lesson, “ Who was Horsa ?” a nervous young boy answered, “ A Roman general.” The following questions on the lesson of the previous week were then put to him : “ When did the Romans first land?” “Why did they leave?” “Who was then Emperor?” “Why did he not keep his troops here ?” “ When were they recalled ?” “ How did the Britons suffer in consequence ?” “ How long?” “ Who was Horsa ?” The correct answer followed as a matter of course.Here nothing had been said either to discourage him, or even to tell him that he was mistaken.Many of his class-fellows had, of course, perceived this, and their interest was roused as well as his own by the process, which always forms a source of amusement, of what I cannot help thinking a profitable character.While referring to this section, I fear that I shall incur considerable disapprobation when I acknowledge that I believe much advantage can be gained from the use of the “ Spelling Book with Meanings,” in conjunction -with lessons in etymology.The modus operandi is this : On Thursday morning a dictation lesson is given, based on two pages of the Spelling-book, from which words are selected irregularly by the teacher, who spells out each root, naming the language and stating the meaning.These are written on the slates in three colums, a fourth being left blank.When about twenty primitives have thus taken down, the boys open their Spelling-books, and search on the indicated pages for the derivatives, guided by similarity of form and signification.Tho lesson is checked by questions is these two forms : “ What words can you find derived from-?” “ What is the derivation of-?” no answer being accepted without proof.This lesson seems to remove from the Tuesday’s rote lesson much, if not all, of the repulsiveness generally ascribed 62 THE JOURNAL OP EDUCATION [May, 1872.to that division of study.In hearing the latter lesson, the teacher employs Tour methods : the simple spelling with meanings, the same reversed, the etymology,and the tilling up of eliliptical sentences so constructed as to throw light where required on the origin of the word expected.The second division of catechetical lessons consists of those in which the main objects of direct acquisition are things, not words ; the words being for the most part accidents of nomenclature or terminology,though even here much verbal accuracy is often demanded.To this division belong the great majority of school studies capable of falling under the category of set lessons.At the risk of wearying you with matters of detail, I venture to remark upon a few little points in this very important department of the school work.One thing that cannot be too clearly understood is, that what is called “ hearing ” lessons is not teaching.The position of the teacher with a class around him is the most arduous of his trials if unprepared, the most pleasant if ready and at home in his , work.It seems to be a sine qua non for successful teaching in this manner, that the lesson set to the boys be so far mastered by the teacher as regards verbal details, that he may dispense with the text-book, and look every boy in the face.The amount of power thus gained tends greatly to give him that confidence and swing which alone can place him on a level with the class.The teacher who has done this is himself an example to his boys, who will respect him and the lesson all the more, if he will work through it not so much ex cathedra as con amove, and if he will with evident pleasure accept all the contributions frequently offered from the more extensive or special reading of any of his younger fellow workers, allowing places to be taken for two correct answers.At the close of the lesson, the re-distribution of tickets ensures the assembling of the class in proper order on the next occasion.To give every boy a full opportunity, the questioning is varied from asking in turn to the show of hands, the left hand being at all times the signal that the question or explanation has not been understood.Questions of an alternative character are avoided as much as possible, and no answer to such a question is accepted unless accompanied by the reason.A thorough sitting in a class of this description teaches the process by which every lesson of the kind should be learned ; and by helping to give accuracy of conception, thought, and expression, obviates the danger of misunderstanding of terms, which too often makes the home work a pernicious weariness.It is always useful to bear in mind that “ the best melhod of teaching depends on the best method of learning,” and that the most valuable service the teacher can render to his pupil is to give him true intellectual indépendance.To this end, everything that can be brought in illustration from the pupil’s own everyday experience will be an important aid, as showing him that he has much, if not One word as to the preservation of order in classes of this description.Of course the great thing to be attended to is the keeping up of a lively interest, tor which, as I need hardly observe, the keen observation as well as the energy and tact of the teacher will always be needed.But minor points must not be disregarded.I have often seen a class thrown into confusion by the simple fact that the teacher has acquired the unfortunate habit of taking up his position on the chord of the arc formed by the class, instead of standing some two feet farther back.If the boys at either end were careless, they took advantage of their position to distract the attention of the others ; while, if anxious, they would press forward to meet the teacher’s eye, and so become the innocent causes of crowding and disorder.In large classes, the simple plan answers very well of distributing numbered tickets, collected before the commencement of each lesson, and all, of the required material of knowledge and practice at his own disposal.In fact, the only restriction upon illustrative teaching is found in the necessary caution that all illustration must be presented as evidently subsidiary to the lesson it conveys.{To be continued.) OFFICIAL NOTICES.JEinistry of Public Instruction.MUNICIPALITIES ERECTED AND ANNEXED.The Lieutenant Governor in Council has been pleased, under date of 17th April, to annex for school purposes that part of the 15th range of Wotton, in the County of Wolfe, extending from lot No.13 to lot No.31 both inclusive, to district No.9 of Ham North in the said County ; And under date of 15th May; To erect the new mission of St.Honoré, County of Temis-couata into a School Municipality with the following limits : To the North by Demers, to the North-West by Whitworth, to the South-West by the Township Parke and part of Pohenagamook, to the South-East partly by the Township Cabano, and partly by Estcourt, the said limits comprising all the township Armand : To erect Township Cameron, County of Ottawa into a school municipality, independently of the Township Bouchette, from which it is separated by the River Gatineau : To erect the mission of Moisie, in the county of Saguenay into a school municipality with the following limits, namely : to the East and South by the River St.Lawrence, to the North and West by straight lines starting from the River St.Lawrence at a distance of a mile and a half on each side of the River Moisie, and meeting at right angles : To detach the first range of the township of Peterborough from the separate municipality of Peterborough, iu the Counties of Berthier and Maskinongé, and to annex it to the school municipality of the Parish ofSt.Gabriel de Brandon, in the County of Bert hier, as it is already for religious purposes.SCHOOL TRUSTEES.The Lieutenant Gouvernor in Council, has been pleased under date of 22nd April last, to name Mr.Edward Joyce, of Inverness, County of Megantic, School Trustee, vice Mr.James Henry.SCHOOL COMMISSIONERS.The Lieutenant Governor in Council has been pleased to make the following nominations of School Commissioners.Under date of 22nd April last.County of Yamaska, St.Pie Deguire : Messrs.Louis Proulx ; Louis St.Germain, son of Joseph, Louis Desfossès, George St.Germain and Edouard Côté.And under date of 15th May.County of Champlain, St.Maurice : Mr.Isidore Biron, vice Mr.Léandre Désilets.County of Ottawa, Township Cameron : Messrs.John Scullion, Owen Lynch, Timothy Lynch, William McLellan and François Patry.County of Saguenay, Mission of Moisie : The Revd.M.A.Pierre Séguin, Messrs.Luc Simard, Luc Montreuil, Louis Servant and Hilarion Fortier. Mat, 1872.] FOE THE PEOYIHCE OF QUEBEC.63 County of Saguenay, township Saguenay : Messrs.François Dufour, André Laprise, Onésime Savard, Hubert Duchêne and Simon Gaudreault.County of Témi-scouata, St.François Xavier : Messrs.Charles Therriault, George Cimon, Jean Plourde, Robert Martin and Pierre Nadeau.County of Jacques Cartier, Ste.Geneviève No 1 : The Revd.Mr.Fabien Perrault, vice The Revd.Mr.Louis Marie Lefebvre.DIPLOMAS GRANTED BY BOARDS OF EXAMINERS.CATHOLIC BOARD, QUEBEC.Model School, Is/ class, (F) : Mr.Léopold Philemon Falard au.Elementary School, 1st class (E) :—Miss Mary Quinn.Elementary School, 2nd class (E) :—Miss M.Pbilomène Hardy.Elementary School, 2nd class(F) :—The Misses.Exilda Barbeau, Elmire Chabot, M.Marcelline Godivet et Marguerite Pelchat.6th February, 1872.N.Laçasse, Secretary.SHERBROOKE BOARD.Model Schood, Is/ class (E; :—M.Arthur J.H.Wynne and Miss Orpbia A.Leet.Elementary .School, 1st class (E) The Misses.Annie Higgins, Cla-rinda Harvey, Ida A.True, Margaret Leavitt, Harriet Young and M.Rémi Tremblav.Elementary school, laddass (E) The Misses.Jennet A.Coats, Annie F.Curran, Catherine Main, Anna Bella McCashill and Emily Wilson.7th May, 1872.S.A.Hurd, Secretary.Protestant Board Montreal.Model School, Is/ class (E) :—Miss Jane Muir.Model School, 2nd class (F) :—The Misses.Manilla R.Bissell, Elizabeth McDonell and Swift * Elementary School, Is/ class (E) :—Miss Helen Walker Clark Cizzie Clark, Esther Mayor, Annie L.Miller, Mary Tighe, MM.Mathew Gilbert * and James Ross.Elementary School, 2nd class (E) :—The Misses Ann Eliza Bullock, Eliza W.Fraser,* Annie Hall and Jane Loynachan.17th May, 1872.N.B.—The asterisk after a name denotes that the candidate has not yet attained the required age of 18 years.T.A.Gibson, Secretary.Stanstead Board.Elementary School, Is/ class (E) :—M.Noel Beebe, the Misses Ella J.Snow, Mary A.Marlow, Rose A.Dupont, Sophranie Sucrafft, "Mathilde Brudet, Carrie A.Hodges, Euretta Bullock, Mary Ilovey and Georgina H.Macdonald.Elementary School, 2nd class (E) :—The Misses Clara Place, Mary Flanders, Susie Ayer, Mary J.Sampson, Ida E.Barry, Clara Taplin, Amelia Morrill, Anna M.Morrison, Alice Heath, Lizzie J.Lorimer and Minnie, E.Chamberlain.7th May, 1872.C.A.Richardson, Secretary.Protestant Board of Waterloo and Sweetsburgh.Elementary School, JsZ class (E) :—The Misses Sarah C.Allan, Edna Bullock, Sarah Corey, Lizzy Powers, Florence E.Skeele, Libbie, E.Stowe and Emma Wilkinson.Elementary School, 2nd class (E) :—The Misses.Lucy J.Clow, Agnes II.Hill, Phila C.Jewell, Mary J.McElroy, Helen Robinson, Addie, E.Royce, Altba A.Smith, Abbie C.Squire and Lillian C.Stickney.7th May, 1872.Wm.Gibson.Secretary.CHICOUTIMI BOARD.Elementary ScnooL, Is/ class (F) :—The Misses.Mary Bélina Tremblay, Marie Louise Tremblay and Elizabeth Delvina Godin.7th May, 1872.Ths.Z.Cloutier, Secretary.BEAUCE BOARD.Elementary School, 1st class, (F) .—Miss.Marie Ferland.Elementary School, 2nd class, (F i :—The Misses L.Hamel, Marie Olive Vaillancour, Marie Angèle Béland, Olivine Tardif, Apolline Boucher, Marie Sarah Bisson, Vitaline St.Hilaire, Marie Divine Maheux, Constance Gagnée, Marie Georgiana Hébert, Marie Philomene Cartier et Elmire Grégoire.7th May 1872.J.T.P.Proulx, Secretary.CATHOLIC BOARD, RICHMOND.Elementary School, 1st class (F) —The Misses Emma Comptois Rose Anna Campbell, Célina Gould, Wilhelmine Renaud, M.S.G.Sévérine St.Laurent and Délima Trottier.Elementary School, la/ class (E) :—M.Wm.J.Byrne and Misses Margaret Ann Delany.Elementary School, 2d class (F) : The Misses Jane Auger, Joséphine Bérubé, Adélaïde Bérubé, Alphonsine Demers, Hermine Désilets, Marie Eloïse Gagné, Elodie Jutras and Marie Therrien.Elementary School, 2d class (E) :—The Misses Wilhelmine Renaud and M.S.G.Sévérine St.Laurent.7th May, 1872.F.A Brien, Secretary.CATHOLIC BOARD, MONTREAL.Model School, Is/ class (F) :—The Misses Alphonsine Henri-chon, Virginie Jodoin and M.Ignace Picard.Model School, 1st class (E) :—M.James Anderson.Model School, 2d class (F) :—MM.Jean Bte.Bonin and Ferdi.nand Ramsay.Elementary School, Is/ class (F) MM.Aristide Champagne and Pierre Etu, The Misses Mélanie Benjamin, Marie Elvina Brault Georgianna Brouillet, Emélie Brunet, Marie Henriette Carmel ’ Cordélia Cardin, Joséphine Castonguay, Marie Célanire Charbon-neau.Virginie D’Août, Joséphine Derôme, Marie Décary, Euphé-mie Desrosiers, Elmire Desmarchais, Lia Desmarais, Zéphirine Duhamel, Anne Duhamel, Marie Ernestine Dumontel, Louise Gauthier, Ernestine Gravel, Marie Anne Guenette, Césarine Hervieux, Joséphine Huette, Virginie Jodoin, Angélique Jetté Marie Calixte Lajoie, Célina Ladouceur, Sophie Valérie Lange-vin, Marie Félicité Lasalle, Marie Lavallée, Elmire Lavigueur Marie Honorine Marchesseault, Hortense Maurault, Célanire Messier, Rosalie Ouimette, Marguerite Paré, Marie Emma Pepin Marie Exerina Pleau, Marie Rose Proulx, Angèle Proulx Zoé’ Proulx, Rosalie Honorine Prévost, Caroline Reid, Edw’idge Rivard dite Dufresne, Cordélie Robert, Marie Rompré, Célina Sauvé, Virginie Sentenne, Christiana Sheridan, Malvina Thérien Emma Thibodeau, Lucie Vallée and Marie Elise VUliard.Elementary School, Is/ class (E) The Misses Anna Fitzgerald and Hannah Hayes.Elementary School, 2d class (F) Messrs.Ignace Riendeau and Israel Dufresne, The Misses Victoire Archambault, Marie Louise Bourgoin, Valérie Chamberlan, Malvina Chevandier dite Lépine Joséphine Côté, Laure David, Marguerite Deniers, Marie Anasta-sie Dufresne, Georgina Isabelle, Hermine Lafontaine Olive Monet, Marie Cléphire Nantelle, Marie Eulalie Petit, Eulalie Théoret, Azilda Thibodeau and Exilda Aminta Viger.7th, 8th and 10th May, 1872.F.X.Valade, Secretary.BONAVENTURE BOARD.Elementary School, Is/ class (F and E) —Miss Alice Kimlin-Elementary School, Is/ class (E) .—Miss Marie Louise Arse, neault.L.P.Lebel, Secretary, 64 THE JOURNAL OP EDUCATION [Mat, 1872.PROTESTANT BOARD OF EXAMINERS, MONTREAL.The Lieutenant Governor has been pleased to name, under the date ot 15th May instant, the Revd.Charles Chapman, M.A., a member of the Montreal Protestant Board of Examiners for the granting of Teachers’ certificates, vice the Revd.John Jenkins, D.D, McGill University Intelligence.ANNUAL CONVOCATION—DISTRIBUTION OF HONOURS TO THE STUDENTS— INTERESTING ADDRESSES.A meeting of the members of the Convocation was held yesterday, May 1st, at the McGill University for the reading of the minutes and the election of Fellows.The following was the result of the election : Mr.E.Holton, B.C.L., and Mr.J.J.MacLaren, M.A.B.C.L., law Fellows: Dr.Schmidt and Dr.Reddy, Fellows in medecine.Mr.C.P.Davidson, M.A.B.C.L., and Mr.R.A.Ramsay, M.A.B.C.L., Fellows in Arts.The annual public meeting of the Convocation of the Lhiiversity for the conferring of degrees in arts was held yesterday in the William Molson Hall.The Hon.James Ferrier presided, and there was a nnmerous and influential attendance of ladies and gentlemen, amoDgst those present being Messrs.Andrew Robertson, M.A., Q.C., George Moffatt, John Molson, of the board of Governors, the Bishop of Montreal, and Professor Goldwin Smith, the Vice Chancellors Dawson, the Ven.Archdeacon Leach, the Dean of the Faculty of Medicine; Dr.Campbell, Professor Wilkes, Professor McVicar, Mr.R.A.Ramsay, Dr.Reddy, Lr.Schmidt, Professor Scott, Rev.Dr.Jenkins, Mr.Davidson, Fellows of the University, and Mr.W.C.Baynes, the Secretary ; Professors Howard, Badgely, Smallwood, Moarkgraf McCallum, Fenwick and Trenholme ; Archdeacon Bond, Doctor Baynes, Dr.Bell, Dr.Major.Messrs.Hart, Edward A.Baynes, C.Cushing, W.D.Drummond, R.C.Fisher, F.R.Gilman, Edward Holton, J.J.McLaren, A.A.Brown, J.Cameron, T.Kelley, D.McGregor, J.S.Tupper.The proceedings were opened by prayers offered up by the Ven.the Archdeacon Leach.The following list of awards was then read over by the Dean of the Faculty of Aets.who presented those gentlemen who had passed the necessary examinations and performed all the conditions required, to the Vice-Chancellor to receive the degree of Bachelor of Acts.The following is the list of the winners of honors .'— FACULTY OF ARTS.PASSED FOR THE DEGREE OF B.A.In Honours.First Ronk—Ells, R, Cornwallis, N.S ; Dodge, D W R, Eaton, Q ; Maxwell, J, Lancaster, 0 ; Naylor, W H, Noyan G ; Wallace, R, Out.Second Rank—Crothersd W J, Philips burg, Q.Ordinary.Class II—Allwortb, J.Paris, Ont ; Christie, J.H.Lachute, 0.Class III—Torrance, J Fraser, Montreal, Q ; Munro, M, Glengarry, Ont ; Whillans, R, Ottawa, Out; McLeod, F.PASSED THE INTERMEDIATE EXAMINATIONS.Class I—Dawson, B, Montreal.Class II—AllaD, J, Leeds, 0 , Harvey, C, St.John’s, N F ; Ward, G, Boundary Line, U ; McKibbin, W M, Montreal, Q ; Taylor, A D, Montreal, G ; Hall, J H L, Lachiue, Q ; Harvey, A, St John’s, N.F.Class lII^Greenshields, S, Montreal, Q ; Thomas, H W, Montreal, Q ; Dewey, F McN, St Remi, Q ; Taylor, E M, Potton, Q ; Wellwood, J Ganaroque, Q ; McLennaD, J S, Montreal, G ; Black, J R, Rochester, N Y.Weeks, Charlottetown, PEI, Aegr.BACHELORS OF ARTS PROCEEDINO TO THE DEGREE OF M.A.W Clarke, B A, M D : F A Kahler, B A ; G T Kennedy, B A.HONOURS AND PRIZES.Graduating Class.B.A.Honours in Natural Science.—Ells, R, first honours and Logan gold medal ; Maxwell, J, first honours.B.A.Honours in English Language, Literature and History.— Hodge, D W R, first honours and Shakespeare gold medal.B.A.Honours in Mental and Moral Philosophy.—Naylor, W H, first nonours ; Crothers, W J, second honours, PASSED FOR THE DEGREE OF B.A.In Honours.— Crothers, (W J) ; Ells, (B) ; Hodge, (D W) ; Maxwell, (J) , Naylor (W H) ; Wallace, (R.) Ordinary.—Allwovth, (J) ; Christies, (J H) : Torrance, (T F) ; Munro, (M) ; Whillans, (K).THIRD TEAR.McLeod, (D C).—First honours in Mathematical Physics Jand Prize ; first raDk general standing ; Murray, (C H), first honours in Classics and College Prize ; first rank general standing ; prize in Zoology; McDonnell, (R L), fust honours in classic'-, and Professor’s prize ; McFee, (K N), secoud honours in Classics ; first rank general standing ; prize in German, certificate in Zoology ; Allan, (J G), prize in Moral Philosophy : certificate in Zoology ; Allan, (J G), prize in Moral Philosophy : certificate in Zoology ; Reddy, (H L) ; Prize for collection of plants ; (surplus of Logan mo !al fund.) PASSED THE SESSIONAL EXAMINATIONS.McFee, McLeod, (D C) ; Murray, TuBstall,—Allan, McDor nelI, Griffith, Reddy.Second Year.Dawson, (W B.), (High School, Montreal), First honours, Mathematics, and prize ; first general standing.Harvey, (C), (Dalhousie College), prize, English literature ; Ward, (G R), (Lennoville), prize iu French ; AllaD, (J), (St.Francis College), prize, Botany.PASSED THE SESSIONAL EXAMINATION.Dawson, Allan, Harvey (C), Ware, McKibben, Taylor (A), Hall, Harney, (A), Greenshields, Thomas, Dewey, Taylor (E), Welwood, McLennan, Black, Weeks, Ægrotal.First Year.Chandler, G H (Shefford Academy), first honours in Mathematics and prize ; prize in Classics, History, English, Essay French, Chemistry, Hebrew, General Standing ; Crothers, R.A, (Clarenceville Academy), second honours Mathematics; Rexford, E, (McGill Normal School), first General Standing.PASSED THE SESSIONAL EXAMINATION.Chandler, Rexford, Crothers, Campbell, Denovan, Eccles, Mooney, Hawley, Ritchie.DEPARTMENT OF PRACTICAL AND APPLIED SCIENCE.Middle Years—Slewart, D A—First honours Mathematics and prize, Prize, Zoology, German.Wilkins, D F H, B A—First prize honours, Natural Science, prize, prize, Assaying.McLeod C H—Prize, Civil Engineering.PASSED THE SESSIONAL EXAMINATION.Civil Engineering—Stewart, McLeod and Wicksteed, equal ; Wilkins, Torrance, Brodie.Mining Engineering and Assaying—Wilkins, Torrance.Junior Year—McLean, A—Prize Surveying and Drawing.PASSED THE SESSIONAL EXAMINATION.McLean, Rodger, Boswell.FACULTY OF ARTS.SESSIONAL examination, 1872.Greek.B A Ordinary—Class I—None.Class II—None.Class III— AUworth and Munro and Willans, equal.Third Year—Class I—Murray, Macdonnell, McFee ;—Ritchie ( A F ) and Tunstall, equal.Class II—Griffith ; Allan (J G) and McLeod (D C), equal ; Reddy.Class III—Fleet.Second Year—Class I—Weeks ; Harvey (C) and Taylor (A D)and Ward, equal ; McKibbin ; Dawson and Hall, equal.Class II— Allan (Jno) ; Dewey and Thomas and Wellwood, equal ; Harvey (A), Greenshields.Class III—Black, Taylor (EM), McLennan, Craig.First Year—Class I—Chandler (Prize) ; Crothers (R A).Class II—Mooney, Ritchie (Fred).Campbell and Rexford, equal ; Donovan, Eccles.Class III—Hawley, Malcolm.LATIN.B A Ordinary—Class I—None.Class II—Christie ; AUworth and Whillans, equal ; Munro.Class III—None.Third Year____Class I—Murray, Macdonnell, McFee, McLeod (D C).Ritchie (A F) Allan (J G) and Tunstall, equal ; Griffith Class II—Reddy, Fleet.Class III—None.Second Year—Class I—Weeks and Ward, equal ; Dawson, Taylor (A D), McKibbin, Harvey (Cbas).Class II—Greenshields, Hall, Harvey (Alf), Allan (Jno), Thomas.Class III—Dewey, Craig ; McLennan & Taylor (E M), equal ; Black, Wellwood. Mat, 1872.] FOR THE PROVINCE OF QUEBEC.65 First Year—Clase I—Chandler (Prize) ; Crothers, (R A), Ritchie (Fred), Class II—Mooney and Rexford.8 1488 Ste.Anne Lapocatière 238 1688 1637 L’Assomption 210 1338 1488 Ste.Marie, Montreal 325 1338 1488 Trois-Rivières 130 117S 1276 Ste.Marie do Monnoir 151 732 710 Rimouski 118 1338 1438 Total 1 $12240 $12719 List No.2.—Colleges of Industry.Joliette.Laval.Longueuil.Masson.Notre-Dame de Levis.Rigand.Sberbi onke.St.Laurent.'t.Michel, Bellechasse__ Varennes.Ven l ores .a.Ste.M irie, Beauce.Schools of applied science.Total.169 810 786 132 354 344 250 358 348 247 1176 1276 1 180 810 786 I 136 810 786 78 277 269 325 641 622 626 607 90 277 269 354 344 354 454 2500 2500 $9391 May, 1872.] FOR THE PROVINCE OF QUEBEC.09 List No.3.—Academies fob Bots or MIXED.List No.4.—Girls’ Academies.—(Continued.) NAME.1 Number of scholars.Grant for 1871.Grant for 1872.NAME.N umber of scholers.Grant for 1871.1 Grant for 1872.1 ' 57 210 204 103 157 152 98 140 136 96 141 137 1 02 155 151 191 89 89 232 210 204 St.Laurent, Jacques-Cartier 193 187 181 72 312 303 St.Lin 160 89 89 1 flO 312 303 308 2s0 272 Bonin, St.Andre d’Argenteuil 95 210 204 Longue-Pointe, convent of Hochelaga.36 141 137 130 140 136 294 169 Cbambly 10S 164 159 N- D.de la Victoire 256 111 108 1 77 240 233 146 157 152 125 140 136 Ste.Marie Monnoir 144 141 137 240 233 98 89 89 136 210 204 St.Michel Bellechasse 118 212 206 235 185 179 Deaf Mutes de la Providence 135 200 194 148 140 136 Academy, St.Denis, Congrégation 178 174 169 220 142 138 St, Nicholas 91 89 89 135 140 136 St.Pau', l’Industrie 95 89 89 144 210 204 Pointe Claire 95 89 69 160 437 424 Pointe aux Trembles, Hochelaga 112 187 181 116 140 136 do.Portneuf 98 167 181 92 310 301 167 212 206 128 185 ] 79 Rivière Ouelle 89 162 157 19 124 120 Ste.Scholastic 107 97 97 96 140 136 295 280 272 210 232 225 635 323 314 267 I 739 1687 110 89 89 277 269 141 99 89 Quebec, Com.& Liter.Academy, St.Koch.64 140 136 Ste.Timothée.• 97 125 121 403 122 118 St.Thomas de Pierre ville 141 137 350 364 353 do.Montmagny 228 212 206 140 204 198 110 124 120 88 140 136 300 212 206 115 210 204 114 89 89 300 291 83 157 152 140 141 137 58564 $8312 85 141 137 $9959 59721 List No.4.—Girls’ Academies.St.Aimé.St.Ambroise de Kildare.Ste.Anne de la Pérade.L’Assomption.Baie St.Paul.Beloeil.Berthier.Boucherville.Cbambly.St.Charles de l’Industrie.Chateauguay.Les Cèdre6.St.Césaire.St.Clément.Ste.Croix.St.Cyprien.St.Denis, (St.Hyacinthe).Ste.Elisabeth, (Joliette).St.Eustache.Ste.Famille.Ste.Geneviève, Jacques-Cartier.St.Grégoire, Nicolet.St.Henri de Mascouche.St.Hilaire.St.Hyacinthe, Sisters of Charity.do Sisters of la Presentation.L’Islet.Isle Verte.St.Jacques l’Achigan.St.Jean Dorchester.St.Hugues.St.Joseph, Lévis.180 100 150 106 89 126 103 89 122 List No.5.—Model School.179 126 122 1 130 106 103 Society of education, Quebec .615 973 944 104 89 89 do.Three Rivers 372 471 457 131 96 96 Lorette Indians, boys 1B2.50 162.50 111 89 89 do do girls 162.50 162.50 160 141 137 do do St.François 156 152 339 187 181 St.Jacques, Montréal 622 780 757 140 89 89 Catholic Commissioners 77 89 89 Quebec 313 304 172 119 116 Acton Vale, Convent 200 150 146 243 141 137 Artabaskaville 50 56 56 94 141 137 Aylmer Convent « 83 150 146 174 89 89 Ange Gardien 66 73 73 140 89 89 Bagotville 95 56 56 135 187 181 Beaumont 76 73 73 125 94 94 Beauport 150 73 73 62 179 174 Berthier (Montmagny) 105 73 73 104 139 135 Bécancour 78 125 121 253 212 206 Boucherville 115 73 73 97 89 89 Baie du Fehvre 167 73 73 77 89 89 Bastiscan 99 56 56 220 126 122 Cap St.Ignace 109 100 100 209 126 122 Cap Bouge 137 100 100 72 126 122 Carleton 73 103 100 111 124 120 Châteauguay 65 73 73 190 187 181 Château Richer, boys 74 73 73 437 212 206 do.girls 84 51 51 95 280 272 Chicontimi 95 166 166 331 280 272 Côte des Neiges 97 73 73 70 THE JOURNAL OF EDUCATION [May, 1872 List No.5.—Model Schools.—(Continued.) Name.Coteau du Lac, boys.do girls.Côteau St.Louis.Chicoutimi, Convent.Carleton, do .D’Eschambeault, boys.do girls.Champlain.Coaticook.F.boulements.Ecureuils.Escoumains.Etchemin, Village.Grande Baip, boys.do girls.Grande Rivière.GrondiDes.Henryville.do Convent.Huntingdon.Hébertville.Iberville.do girls.Lacadie.Lacolle.Lacbine.Lotbinière.do Convent.Maîtrise St.Pierre Montreal.La Pescbe.Maria.Malbaie.Matane.Girls’ school, Visitation street.Cath.Commrs.School, Montreal Nicolet, girls.N.D.de Bonsecours, Convent.N.D.de Hull.N.D.du Portage.Nouvelle.Percé.Pointe Claire.Pointe-aux-Trembles, Portneuf.Pointe du Lac.Portneuf, garçons.do filles.Quebec, St.Roch South.do do Convent .do St.John’s Suberbs.Rawdon, dissentients.do ConveDt .Rigaud, Girls Academy.Rivière Ouelle.Rivière des Prairies.Rivière du Loup.Fraserville, boys, Témiscouata .Rivière du Loup, Maskinongé.Rivière du Loup, Fraserville., Témiscouata, Convent.Saultau Récollet.Sherrington.Somerset de Plessisville.Stanfold.Soulanges.Shawinegan.Ste.Aimé.St.Alexandre, Iberville Convent “ Kamonraska.“ Iberville.St.Anicet.| Number of scholars.tr- CO S» «2 c et 6 Grant for 1872.1 (0 73 73 80 56 56 172 73 73 6'J 150 146 45 200 194 60 140 136 90 73 73 124 73 73 80 101) 100 64 73 73 127 56 66 57 73 73 242 100 100 32 73 73 44 56 56 56 73 73 75 56 56 57 56 56 135 56 56 79 73 73 105 100 100 145 73 73 H 8 58 56 86 73 73 96 73 73 130 73 73 21 73 73 64 73 73 175 100 200 68 56 56 40 73 73 60 73 73 89 56 56 1000 73 73 975 946 162 66 56 158 150 146 2:0 73 73 60 56 56 53 100 100 65 56 56 66 140 136 72 73 73 86 73 73 95 54 56 72 56 56 340 173 168 620 73 73 73 37 73 7 3 29 73 73 106 73 73 62 73 73 32 66 56 99 | 73 73 80 1 73 73 150 | 73 73 65 73 73 92 89 89 24 ISO 185 29 16 56 40 73 73 102 56 66 122 173 168 115 56 56 90 73 73 68 73 73 1 115 56 i 56 List No.5.—Model Schools —(Continued.) » ht Cfl O C-l O CO CD Name.1 O 1—1 i m a d ei o3 o o Aylmer 66 129 52 St.Andrew 60 57 37 Barnston 38 86 35 Bedford 109 90 06 86 35 Charleston 126 173 91 Clarenceville 54 170 82 Clarendon 50 86 35 Coaticook 72 75 91 Compton 120 86 35 Cookshire 45 86 35 Danville 162 129 52 Dudswell • • ¦ • 43 86 35 Dunham 73 170 82 60 45 66 Farnham 67 129 51 Ste.Foye 51 86 35 Frelighsburg 60 114 07 Georgeville 40 t8 14 Granby 135 170 83 Huntingdon 97 191 18 St.Jean 71 205 39 Knowlton 62 170 83 Missisquoi 60 à 70 131 98 Philipsburg 63 88 14 Shefi’ord 80 197 96 65 76 49 Stanbridge 73 133 22 Stanstead 110 305 86 Sutton 89 107 13 Sherbrooke 81 189 33 Cowansville 65 86 95 Total 4035 06 $4035.06 List No.5.—Model Schools 00 t- eS 'o A r—