The educational record of the province of Quebec, 1 juin 1891, Juin - Juillet

[" THE EDUCATIONAL RECORD OF THE PROVINCE OF QUEBEC.Nos.6 & 7.JUNE AND JULY, 1891.Vor.XL Articles : Original and Selected.ENGLISH IN THE GRAMMAR GRADES.In the ideal school, which would be to any teacher, even to him who is most highly imbued with missionary proclivities, a wellspring of joy and source of perpetual delight, there are only those children who have grown up with good English, who know no incorrect forms, because they have heard none.They have come from homes of culture and refinement, have \u201ctumbled about 1n libraries \u201d in infancy, have known always a surrounding of books till books themselves, the great refiners, are as familiar to them as the pleasant smile of the mother.In this Utopian realm are none who make you shiver with the \u201c T seen\u2019s \u201d and \u201c I taken\u2019s \u201d so common in the ordinary schoolroom ; none who rasp your nerves and make you wish unutterable things with \u201cI have saw\u201d and \u201c would have went,\u201d the seeming delight of the average schoolboy.These ideal pupils enter the kindergartens and primary schools, are developed by nature\u2019s beautiful methods, acquire a good vocabulary and pleasant expression.The grammar school has only to continue the work and direct the energies, and, by leading them into the purest and best paths of literature, guide them to the coveted goal, correct thought correctly expressed.Although Mr.Bellamy failed to mention this point, such a condition of affairs may well be classed among the delightful realizations of the year two thousand, when life is to be free 10 Fi, i oh a i 28 Ml s 1 if) 3 ih: 133 THE EDUCATIONAL RECORD from all those anxieties that plow deeper furrows on the brows of humanity than are warranted by passing years; or, it may become a bright and growing reality when the Vril-ya have shivered the rocks that now shut them in and have delivered mankind from comparative barbarism.But the school-room of the nineteenth century belongs not to these ideal realms; societies among the people for the study of science and for the promotion of culture are rare and short-lived ; parents are untaught and children are born to a heritage of ignorance.Earnest, practical work is needed to save our mother tongue from the corrupting influences that steal in at so many points.Especially is this true in the new land of the West, but it is also true of the cultured East, where the foreign element enters so largely into the population, and where children enter the schools from homes of squalor and dens of poverty and vice.Many pupils have had no training, and speak the language of the streets.Some have, through carelessness, been allowed to contract habits of inaccuracy which can only be corrected by much patient effort and often bitter mortification.In fact, such errors are frequently never wholly eradicated, and, as a result, we hear such barbarisms as \u201c tote,\u201d \u201cI would rather do this as that,\u201d and others of like nature from the lips of people of culture as well as native intellect.The average pupil of the grammar grades neither speaks nor writes correctly.He murders the Queen\u2019s English often in matters of construction; his a\u2019s are so flal that it seems a herculean task to round them into fulness; his ¢\u2019s and d\u2019s are dropped as useless, while the faithful letter r is tossed aside contemptuously ; he has a limited vocabulary, with an undue proportion of slang; his ideas are crude, and his expression is timid and halting; often his written work is \u201cconfusion worse confounded,\u201d the el\u2019s, 1e\u2019s, tl\u2019s, sl\u2019s, and ce\u2019s of our erratic orthography being to him profound mysteries, with the mastery of which he has never burdened his mind and in whose use he has not had sufficient practice to enable him to absorb the correct forms; his i's are undotted and his t's remain uncrossed; he knows little of the use of capital letters, and still less of the laws of punctuation.As to faults of construction, only the utmost patience and most careful attention can secure to him the greatest good.No error should pass unnoticed, and, since we can only acquire habits by acts, as Malibran says, and can strengthen them by use alone, the corrected form put into practical use at once imparts power which could not be derived from theoretical A A PT PEN EEE A A il ; 3 le gr ial RIT AM à.NRHN TTI J ENGLISH IN THE GRAMMAR GRADES.139 instruction.\u201c Eternal vigilance is the price of success,\u201d and this, with instruction in the simpler details of construction, with a very little drill in the technicalities of the language, with frequent analysis and synthesis of sentences according to methods dictated by common sense, ought to enable the pupil of average capacity to leave this department with a reasonable knowledge of how an English sentence is built.With regard to pronunciation, it is probable that the teacher can never overcome entirely the defects which are perhaps hereditary, and which have been strengthened by increasing years.But exercise of all the organs that contribute to the various elementary sounds of our language will benefit the most stubborn case.With some there is insufficient movement of the lower jaw, the effect of which is to keep the lips and teeth so closely shut that distinct enunciation is an impossibility.With others the tongue is heavy in its movements and needs exercise to render it more flexible, while many, if not all, carry themselves in such manner that the vocal organs are out of their natural position and this leads to husky tones, short breath, and the many other evils which produce that indistinet articulation so unpleasant and whose prevention ought to receive so much more attention than we accord it.Nothing is more productive of good results in the effort to gain possession of discarded sounds than frequent and thorough drills in phonetics.To extend this vocabulary numberless good things may be tried.Exercises in synonyms, for which a book of synonyms may be provided, or, with more trouble, perhaps, the dictionary may be consulted, sentences containing homophonous words, the study of prefixes and suffixes, exercises in defining and in the synthesis of sentences from selected words, and many other devices may contribute to this end when one really wishes to master the intricacies of our composite language.The importance of the question of slang must occupy the thoughts of all who care to presérve the beauty and purity of the language which, in the \u201clast thirty years, has doubled its area and quadrupled its population.\u201d Though we denominate as slang many expressions which, through their very force, must become a part of our language, and though we are all willing to admit these \u201ccrystallized thoughts,\u201d yet it is easy to see that nothing so limits and contracts one\u2019s vocabulary as the continued use of slang, and for this reason, as well as that it is inelegant and often bids defiance to the requirements of good taste and the laws of language, the teacher should discountenance its use, and, by continued disapprobation and examples for the use of 140 THE EDUCATIONAL RECORD.correct forms, lead pupils to follow the best writers and speakers, and avoid those expressions which must always be excluded from our best literature.To reach the desired result the teacher must contend against the tendency, either natural or acquired, to shirk the thought and care necessary to the production of correctly written exercises.This tendency is at times the result of ignorance, for nothing sooner discourages a young mind than to find itself in à maze of difficulties with no previous knowledge to use as a key to the situation.Proper instructions should be given, line upon line, much written work assigned, providing always for a fair division with the oral so as not to make a hobby of the former, mistakes carefully noted, and thorough corrections required.This done there must be notably good results.Even after much care there will be errors, at times ludicrous perversions of sound instruction, and then, instead of the gratified sense of good seed sown carefully in good soil, bringing forth a hundred-fold, the result of a careless moment, some chance expression, or, more often, perhaps, deplorable inattention and listlessness is seen in such examples as are furnished by Mark Twain in his \u201c English as She is Taught,\u201d and in similar ones discovered by most teachers in English as she is wrote in Examinations.If one pupil has become somewhat confused and says: \u201c Always use a capital letter after the word O,\u201d and another, in profound ignorance of theological terms, says that \u201c Heaven should begin with a capital letter when it means the Virgin Mary, or the Holy Ghost,\u201d there is no need for discouragement, but the teacher must be honest enough to see that the fault may possibly lie in the fact of too much being undertaken.Fewer principles thoroughly taught will develop the mind and lay a stronger foundation for future work.To direct the child\u2019s thought, to develop his mind, to help him to secure pleasant and easy expression, reading, memorizing, and copying selections from the best writers will be of much benefit.The language lessons of the primary grades may be continued, and reproductions and abstracts, both oral \u2018and written, used with profit.Employed in the proper way English composition is a lever of no mean importance.Carelessly \u2018used it may be of some profit, but with judicious care its benetits are increased ten-fold.Don\u2019t tell a child to write of \u201cthe vanity of human grandeur,\u201d or \u201cthe subtlety of life,\u201d or \u201c the evanescence of earthly joys,\u201d but let him tell of the trees which he knows, of the birds whose plumage he admires and whose song he enjoys, of the many common things around him, teach him WHAT IS ELEMENTARY EDUCATION ?141 to find beauty in the most familiar objects and to tell of it, to study nature in books and in her own glad manifestations of herself, and to express what he has learned in simple and strong language ; lead him to interest himself in the lives of great men, and, in giving utterance to knowledge thus gained, he will grow stronger, gaining not only the power of expression, but developing the force of character and many of the attributes which win our approbation.Just here a great responsibility rests upon the teacher, who 1s not only to note the form of expression and any inaccuracies of construction and inelegances of style, but is to know what literature is placed before the child, and, so far as may be, provide that which is suitable and which will inspire such moral and spiritual aspirations as will be in line with the mental development.To this end every school should have a library, and every teacher should use his influence in securing it.The true teacher 1s a lover of books; he finds one of his highest enjoyments in them, and counts them his noblest, his most faithful friends ; to lay before young and unfolding minds this pure delight is to him a pleasure unsurpassed.No tongue can express, no mind conceive the great results which must follow the right use of a well selected school library.Open to children who might never otherwise know the great masters whose thoughts tend ever to lift humanity to grander heights, its influence extends through generation after generation, and, as one drop of water communicates its motion to others and these to others, till the ever-widening circle disappears in the infinite expanse of the sea, so this influence shall have no limits till time is lost in eternity.\u2014Soutlnrestern Journal.WHAT IS ELEMENTARY EDUCATION ?From our old friend the Schoolmaster, we cull with pleasure the report which it makes of a speech lately delivered by a member of the London School Board, and which is so full of meaning to all of us who are interested in emancipating ourselves and others from educational notions that are vulgarly called fads.\u201cI am at one,\u201d says Mr.Diggle, the member in question, \u201cwith those who place the moral development of the child\u2019s character in the position of primary importance.There is an elementary education in morals just as in anything else.À teacher is compelled to insist upon obedience to certain primary laws before the child can understand the reasonableness of the laws he is 142 THE EDUCATIONAL RECORD.called upon to obey ; and it is through simple obedience that moral character in its elementary stage is built up.The importance of the personal character of the teacher now appears.And hence it is that stress has been laid in the past, and will be laid still more in the future, upon the religious side of early training.\u201d In practical teaching, of course according to Mr.Diggle, the moral and intellectual influences continually act and réact upon each other.The proportion of intellectual advance which an average child may reasonably be expected to make in each year of his school life, has been decided by experience to be fairly measured by the six standards of the Government Code.These standards, or estimated yearly advances in knowledge, if thoroughly attained, do constitute a complete foundation of knowledge in reading, writing, and of calculation, upon which all future advance must be made.Where the controversy rages the most strenuously is around certain applications of these elementary principles to certain definite fields of operation.It is just in this area of choice that the man with an idea finds his field of action.One man\u2019s idea is science.Then he insists that every child\u2019s use of reading and writing and power of calculation shall be directed towards the acquisition of certain scientific facts.Another man\u2019s idea may be sociology in one of its many forms.Then he insists upon reading-books being used having the special information which he desires the child to possess.And so the manufacture of these regulations goes merrily on in the form of one \u201cspecific \u201d subject or another, until the great aim which ought to underlie all the school work is obscured and lost.The essential things obviously are, in Mr.Diggle\u2019s eyes, first of all, that a child should be taught to read well and to understand what he reads.He ought to be trained to express in writing his own thoughts and his recollections of the thoughts of others.He ought to be trained to use his power of calculation for the purpose of training him in accuracy of thought and statement.These are the first stages of intellectual development.What the child should be taught, and what he can usefully be taught beyond these, depends upon the capacity of the child and of the teacher.\u201c I place no other limits upon what should be taught beyond these.I only suggest this as a guiding principle, that in the choice of a sphere in which the child\u2019s acquired knowledge should be called upon to exercise itself, the aim should be to stimulate the intelligence of the child and to foster the love of learning.\u201d \u201cTt will be obvious, therefore,\u201d continues the shrewd member EDITORIAL NOTES AND COMMENTS.143 of the London School Board, \u201c that my plea for liberty to the teacher to teach what is best for the children to learn involves a radical change in the conception which many appear to have formed of the number of subjects named in the Government Code.I look upon them as finger-posts for direction, and not as compulsory invitations to tread in a labyrinth of intellectual paths.My conclusion is that no subject, the teaching of which can benefit the children who attend our elementary schools from four to twelve years of age, ought to be excluded from the possibility of being taught.On the other hand, no attempt can wisely be made to teach children who leave school about twelve years of age as if they could look forward to remaining under tuition until the age of fifteen or sixteen years.It is the attempt to do this which introduces confusion into elementary schools and delays the organization of secondary schools to so serious an extent.\u201d Foitorial Notes and Comments, Those who have had a chance of being present at a Calisthenic Exhibition in which young folks happened to take part, must have come away convinced, not only of the necessity of physical training, but of its feasibility in every school, from the Elementary Department to the High School Class.The palaver of the popularity-seeking educationist is to be met with in this, as in nearly every other effort to introduce something new in our schools; yet it can hardly be said that even after such palaver has secured its morsel of evanescent applause, there has been no permanent lesson taught.That there is a demand for systematic physical education cannot be questioned ; and this not because it looks well, when boys and girls, in uniform dress, are put through their facings, but because the development of child-nature as a whole is affected by the drill itself.The importance of such training in its relationship to the moral and intellectual phases of the child\u2019s being can scarcely be over-estimated.Everyone knows that, other things being equal, the better physique wins the race in the ordinary walks of life at least; and though parents are often inclined to think that \u201cthe ordinary walk \u201d is not to be the portion of their children, yet the future citizens of the world with but few exceptions are being brought up for \u201c the ordinary walk\u201d all the same, and have to be fortified physically as well as mentally to withstand the ordinary wear and tear of life.Indeed the problem of the honest educationist in this matter of physical training is a simple one, with the sympathy of the million in his favor, as it J br: i 1 a A.144 THE EDUCATIONAL RECORD.is at the present moment.The honest educationist has no unseemly craving for applause ; he is practical, and, taking a broad view of every educational movement, to see if there is anything practical in it, he is all the more anxious to get such a movement as this in favour of physical training in our schools away from the palaver of the popularity-seeking educationist\u2014 away from those public spirited ladies or over-fussy philanthropists, whose delight it ever is to engage in work which the newspapers glorify, Srrespective of its ultimate tendency.It can hardly be said that physical training has been neglected in our schools altogether.Many of our teachers, who recognize in an all-round education more than may be officially taken notice of or paid for, have been careful to introduce this element in their school- work, knowing the indirect influence it has upon the general routine of their schools, The question has not been overlooked i in our Normal Schools and Teachers\u2019 Institutes.The Inspectors have even come to report on the attention or lack of attention which is being given to physical culture in the schools under their supervision.A text-book on the subject has been in the hands of our teachers for some time, while here and there are to be found gymnasiums attached to the school.There is but one step further to take in the province or country where the system of payment by results has been recognized, and that 1s to rank physical training among the items \u201cof school-work receiving pecuniary recognition.In our province this has been done indirectly ; yet some of our teachers may have some suggestions to make whereby uniformity may be secured in all our schools in this connection.We need hardly say that we shall be glad to hear from them on the subject.\u2014It can hardly be said that our celebration of Arbor Day was a success, except In one or two communities, and we feel justified in returning to the subject of well-kept school-grounds by making a quotation from Garden and Forest.The smallest school yard, says that journal, at least can be redeemed from a bare and unsightly aspect.With painstaking effort a narrow border close to the walls can be brightened with flowers the greater part of the year; luxuriant vines can be trained from the ground to the roof, and window-boxes with plants can be arranged and kept in order without difficulty.Where there is more space out of doors a carefully selected series of shrubs can be depended upon to impart color and freshness to the school- grounds from month to month.These suggestions are practical, and are enforced by the obvious moral that it is as important for children to receive lessons in orderliness and natural beauty EDITORIAL NOTES AND COMMENTS.145 outside the doors as within the school-rooms.And from another source we find the following: \u2018The ready objection will be offered that school-children are destructive little barbarians who enjoy trampling.on flowers and injuring shrubbery, and that it is impossible to train them to respect and care for the surroundings of the buildings.This is a favorite argument with indifferent teachers who assume that inherent depravity forms the subsoil of the child-nature, and that it is impracticable to enlist the sympathy and support of their scholars in keeping the school-grounds in order.The answer to this objection is that neglect and heedlessness on the part of the teachers and officers of a school inevitably promote indifference on the part of the children.Let the importance and advantages of having the grounds as tidy, orderly and attractive as the interior of the building be enforced by the teachers, and the children will quickly learn to take pleasure and pride in the school-gardens.In the public parks great masses of variegated bloom are unmolested by boys and girls playing around them.This is because there are signs of orderliness and care and a sense of refreshment to the eyes which make an impression on the children\u2019s minds.It will not be difficult to educate schoolboys to respect tlower-borders, window-boxes, vines and shrubbery, if teachers themselves will display intelligent interest and affection for the school-gardens.\u201d There is not so much cause for complaint in Quebec in regard to this matter as there was a year or two ago.A step has been taken in advance, though it is only confined to a few schools as yet, and we trust that further encouragement will be given to the movement of beautifving the school-grounds even in our remote country districts.Our suggestion of a year ago can bear repetition, and we have yet some hopes of seeing it acted upon, as far as Arbor Day is concerned.\u201cThere is more required than the mere proclamation of the day as a public holiday; and what we would suggest is the placing of the whole matter in the hands of an executive which shall by circular and otherwise make arrangements for the celebration of the day every year in all parts of the province.Nor is this all.Some of our agricultural societies have offered prizes for the best planted avenue or the finest stretch of tree growth on the farm, and this should be encouraged until all our agricultural societies do the same.Even the Government might offer a prize to the village in the province whose main street is the best kept and the most neatly planted.Or, if this would present a difficulty, let the schoolhouse be the objective point for the general competition for the 146 THE EDUCATIONAL RECORD.first period.The school-house is the rallying point of the villagers.They have all an interest in it, and if the government would only offer a premium of a hundred dollars or so to the most pleasantly embowered of our school-houses, with the understanding that no school could compete the second time, we would soon have every school-house in the country situated amid improved surroundings.\u201d \u2014And in case some one may set our advocacy aside as a kind of fad, we may quote what is being done in a practical way in the State of Wisconsin.The following paragraph is from a recent Arbor Day circular issued from the office of the State Superintendent of Education: \u201c Reference to the proclamation of the Governor will reveal a purpose of awarding a premium of $1,000.00 to encourage the improvement of the premises of district schools, in ways of tidiness and decoration, between the dates of April 10th and September 30th.This inducement.is offered, in part, in recognition of the educational value of Arbor Day exercises with the expectation that it may serve as a stimulus to their proper observance.The reward offered will be divided into seventy parts, giving each superintendent district a distinct prize to be awarded to the district that, within the dates mentioned, will make the greatest improvement in accordance with the terms of the gift.The rewards will take such form as will make them of enduring value to the school.The offer is made by the governor in behalf of the schools in rural districts.He, however, desires the city and village schools to make the utmost of the advantages of the day, but thinks they need no other incentive than \u201cthe desire to beautify their surroundings and enliven their schools with fresh and instructive exercises.\u201d \u2014 There is something of the true ring about an article which lately appeared in the Montreal Star, under the caption \u201cScience in School.\u201d The title might lead some to suppose that the editor was anxious to see introduced into our schools.what has been already laid down in our Course of Study, namely the study of the modern sciences, physiology, botany, chemistry and physics.But the plea in itself is one in favor of a right method in approaching a study of such sciences, and we direct.the attention of our teachers to what our contemporary says: \u201c During the last few years there has been an increasing recognition of the importançe of introducing a scientific element into \u201cpublic school education, but up to the present the results.of such instruction in science as has actually been given have not on the whole been satisfactory.The reason, according to EDITORIAL NOTES AND COMMENTS.147 certain authorities, has been that scientific facts have been \u201ctaught in advance of any adequate comprehension of scientific methods.Facts so imparted have but a feeble hold upon the mind, and do not really afford it any useful discipline or training.The proper way, it is urged, to begin, is to practice the young in observation and measurement.They should be taught in the first plaee to see, and in the second to make the most exact quantitative determinations.In the third place only should come the investigation of causes.A pupil who 1s conducted carefully and patiently through the first two stages will find himself prepared to enter on the third and attack its problems with a distinct sense of power ; whereas, one who has not had the advantage of such preliminary training will in many ways be at a loss in the doing of theoretical work.Clever pupils are apt to fret and chafe under the practice which a careful teacher will give them in various operations of, as 16 seems to them, an almost mechanical character, but if they were wise as well as clever they would feel that hardly any amount of practice in the observation, handling and measurement, or weighing, of things could be excessive.Here, indeed, is where the best discipline of science comes in.Not every one is adapted to be a brilliant theorist, but every one might, one should suppose, learn to be careful in observation and accurate in statement.How few persons, in point of fact, we meet upon whose powers of observation we can wholly depend ?How few again who can report a thing exactly as it happened, without any variation or inconsistency of statement! How many on the other hand are prepared to frame theories before they have any accurate or duly corrected knowledge of facts! Man 1s an impatient animal; women, perhaps, a still more impatient one ; both want to do the higher work of shaping conclusions before they have done the humbler work of securing data for their conclusions.Now if scientific method were properly taught in the schools, and if the truth were constantly inculcated that the scientific method is of universal application, we should soon find a decided improvement in the intellectual habits of the community.\u201d It may be as well to state here that in some of the more elementary school examinations in England and elsewhere, there is a paper called the \u201c General Knowledge \u201d paper, used as a test of the above kind of teaching, and the writer remembers well the paper of this sort in connection with the examination of teachers in the Old Country and the dread in which it was held by the candidates.Were such a paper to be proposed by the school authorities of Quebec, the man who 148 THE EDUCATIONAL RECORD.would be appointed to draw it up would have to insure his reputation, if not his life, before he undertook the task ; and without an examination it would hardly be possible to get all our teachers to devote attention to a course of training which is so wide in its scope.Yet it must not for a moment be supposed that our teachers are guided and controlled in their work only by what the examination demands.We have the kind of teaching indicated by the Star in nearly all our larger graded schools, where the principal is imbued with the spirit of the true educationist, where the charge of all the departments 1s in the hands of a man who would have just as good a school, if not probably a better, were there no written examinations in connection with the Inspector\u2019s duties.The one way to have anything taught well in our schools is to have them in charge of good teachers; and the institutions which have the preparation of our teachers are the institutions which for the most part must assume the larger share of the responsibility of the efficient or inefficient schools in the country.\u2014We wonder whether the persons whom the Sta» enumerates in the rest of its article on the scientific method of thinking were graduates, undergraduates, or only ordinary people that had never attended a higher course of training in any of our universities.It has been said that no man knows more than an undergraduate, and though not so ironically yet just as unreasonably, it is said that all the evils of the day are to be referred to some defect in our school systems.We have no reason to suspect the truth, however, of what the Star says: \u201cAs it 1s now, we find persons who reason well enough on certain matters with which they are acquainted, talking in the wildest and most irrational manner about things of which they know nothing.The teacher of science should bring home to the mind of every pupil that while there is no sin in ignorance there is sin in talking ignorantly when we might keep silence.We have heard a man who never gave ten minutes in his life to the study of any treatise on electricity asserting dogmatically the impossibility of transmitting motive power on any large scale by electric conductors.We have heard others dogmatizing on questiôns of physiology who knew absolutely nothing of that science, and others again ventilating views on etymology who, to save their lives, could not have distinguished between an English and a Latin root.Evidently the science master is wanted to show the difference between knowledge and ignorance and to inculcate the pious duty of recognizing our ignorance and not trying to pass it off on ourselves or on others ROSE EN ONE CRIER AT RERO RTI TI ETI TENT HE TIER TTI PP TER ICI ada da Cannan 0000 PO VAVORRE TEE EDITORIAL NOTES AND COMMENTS.149 for knowledge.We are convinced that a new intellectual era will dawn upon the world if science in a broad sense can only gain a proper footing in the schools, and the minds of the young can be brought to understand the method of science and to see its beauty as well as its efficacy.The time has fully come when judgment should begin on all unfounded and immature opinions, and when men and women should be taught to love the truth and to be loyal to it, not only with their lips, but in their lives.\u201d \u2014In thus referring, as we have above, to the proper carriage of body and mind, we may be excused for pointing out the necessity of teaching manners and morals in our schools.As a contemporary of ours has said: \u201cIt seems to be a matter of universal comment and regret, that the children of the present day are lacking in good manners.Anyone with half an eye can but perceive the tendency of the times in this respect.Irreverence, frivolity, and lawlessness seem to characterize the age.This state of things has been brought about by influences various and complex ; but the two prime causes are the immense immigration into this country of a rude and uncultured class of people, and the rush and whirl of affairs.In this ever onward rush, parental discipline has grown lax.It has been quite the custom to make the public schools the scape-goat for all prevailing evils of mind and body, and thus to-day they are held responsible for the immorality and ill-breeding of the youth of this country.Any one who pauses to reflect a moment will see that the cause lies deeper than the public schools.They are not more responsible for ill-breeding than for ignorance, but their responsibility lies in the fact that while they have brought great force to bear against the one, they have left the other untouched\u201d And yet if our schools cannot renovate the country community by beginning with the young folks, much may be done in improving the manners of the coming generation by common-sense morality teaching.To do this is to have a good school.The virtues of obedience to law, industry and honesty are essentials to a good school as they are to society.Make it good and the pupils that are turned out from it will be good citizens.The following advice from the Maitland Journal we willingly submit to our teachers: \u201c One way of improving the morals of your pupils is by correcting everything vile or mean that crops out among the pupils in school or at play.There are ways of doing this with tact and to the best effect, which will occur to the shrewd teacher.Watch the currents of opinion among your pupils and turn Un A: i A i 150 THE EDUCATIONAL RECORD.them 1n the direction of purity and nobility of character.Another way 1s by directing the reading of the pupils to books that will be interesting and at the same time inspiring.Youth is full of enthusiasm and ready to worship an ideal, good or bad.Instead of that ideal being a pirate or an Indian fighter, let 1t be an inventor or a benefactor of the human race in some way.Good books are great teachers.Another way is by inducing the pupils willingly to memorize selections which are full of some great enthusiasm, such as patriotism.Half the moral evils of the world are simply weeds growing where there is no good seed sown.Give a boy or girl \u201csomething noble to think of, and that will of itself expel a great deal of silly trash or worse than trash from his or her mind.Another way is by a series of talks to the scholars, or better with them, on moral questions.The more informal these are, and the more they draw out from the pupils, the better effect they will generally have.Preaching at your pupils will not often do much good.Such a story as that of Washington and the hatchet, or Lincoln paying his drunken partner's debts, will furnish a series of questions, which it is often well to leave open for discussion several days.In most cases the children themselves will settle these questions of casuistry near enough right, if you can only Wake up their interest in them.It is of more importance to set them thinking and talking on moral questions than it is to decide these dogmatically for them.It is the habit of asking whether certain actions are right that is of most consequence.We may add that in some cases it is more politic for the teacher to leave the avenue to really doubtful questions open.In some of these ways it ought to be easy for every teacher to inculcate morals in a public school.And it ought to be easy to do this without being sectarian, or offending any one\u2019s prejudices, with a little good sense and tact in the teacher.\u201d Current Events.\u2014Our latest advice from the Executive Committee of the National Educational Association of America holds out the promise of success for their great Convention, to be held in Toronto, from the 14th to the 17th of July next.The secretary informs us that the prospects are of the most encouraging kind, and that the Toronto meeting is likely to be the largest and most successful meeting yet held by the Association.The display in the Exhibit Department of school work and supplies will be a good one.The Local Committee are doing every- CURRENT EVENTS.151 thing in their power to make the visit of the members of the Association a pleasant one, and in this they are receiving the hearty support of the citizens of Toronto and the teachers of Canada.Every arrangement that can be devised is being made for the proper accommodation of visitors, and the providing of excursions by rail and steamboat during the Convention and after.Teachers who can afford a longer stay in the Queen City than the four days of the Convention, should make preparations to do so, as every facility will be given to them to study in a practical way the efficiency of the Ontario school system.The fare to Toronto from all parts is the lowest that can be secured, and those desiring to attend should at once put themselves in communication with the local ticket agent or station master in their district to find from him the cost of such a trip.All other information can be procured from or through the active secretary of the Executive Committee in Toronto, whose address in full is H.J.Hill, Esq., Secretary of the Executive Committee of the National Educational Association Convention, Toronto, Ont.\u2014The Young Canadian has been good enough to recognize the enterprise of our communities in favor of school libraries in some such terms as the following: \u201cThe Inspector of Superior Schools in Quebec has started a capital idea and is vigorously putting his idea to the test among the schools under his supervision.By means of illustrated lectures on literary and scientific subjects he secures not only an audience but a fund for organizing a school library in the community in which he happens to be visiting the school.In this way he has already laid the nucleus of such a library in the various school centres, and in some instances school museunis have been commenced as well.It is scarcely possible to over-estimate the value of a movement like this, and we tender Dr.Harper our sincere approbation of his efforts in this connection.\u201d \u2014In daring to quote the above encomium, we hope that the movement will receive further encouragement, so that in time we may perhaps be able to make some such report as the following about the school libraries of Quebec: \u201cThe high schools of our state,\u201d says a contemporary on the other side of the line, \u201care building up libraries with commendable rapidity and success.They are evidently used extensively by the pupils, and the stimulus to use them comes from the school work.This is in part the result of the assignment of topics, of references and readings Dy the teachers, and of talking with the pupils about what they read.But a well selected library recommends itself, and, as one principal said, \u2018 there are books which do not SOOM ht du: Gt 152 THE EDUCATIONAL RECORD.stand on the shelf a day during the year.\u201d Not only the high school pupils use these libraries, but in some places the intermediate and grammar school pupils are the great readers.\u201d \u2014In returning the compliment which the Young Canadian has been pleased to pay the Inspector of Superior Schools, we would draw the attention of our teachers to the position which that periodical is ambitious to fill in connection with the practical education of the rising generation of the Dominion.It has already given abundant evidence of the ability of the lady who conducts it.Its aim is to foster a national pride in Canadian progress, history, manufactures, science, literature, art, and politics; to draw the young people of the provinces closer together ; and to inspire them with a sense of the sacred and responsible duties they owe to their native country.Its leading features are literary and artistic matter, topics of the day at home and abroad, illustrated descriptions of our industries, departments in history, entomology and botany, with prizes to encourage excellence, a reading club for guidance in books for the young, and a post-bag of questions and answers on everything that interests the young.In a word, the aim of the magazine is to provide for the people of the Dominion a periodical for the promotion of a true Canadian patriotism.We need hardly say that we heartily sympathize with such an aim, and hope that our teachers will arrange to give it tangible support.In connection with every school library there ought to be at least one copy of the Young Canadian, so that it may be bound at the end of every year and put upon the shelves with the other volumes selected.\u2014Some time ago the gold medal of the Scandinavian Agricultural Academy was presented by the King of Sweden and Norway to August Abrahamson, the founder and supporter of the Slojd Normal College at Naas.This honor was all the greater, as the medal had not been awarded for a great many years, and especially as it was an acknowledgment on the part of the Royal Agricultural Society, that educational Slojd, which emanated from Naas and has been introduced into so many of the public schools of Sweden under the name of \u201cthe Naas system, has furnished most excellent results.In handing the medal to Mr.Abrahamson, the King said: \u201cI award this medal to you, Mr.Abrahamson, in order to show that the Royal Agricultural Society fully appreciates and acknowledges the great work you have so successfully carried out.I should also add my own personal esteem and regard for one who has done so much for the honor and good of our fatherland.\u201d 3 Cor CURRENT EVENTS.1 \u2014We have been asked to explain what is meant by Slojd, and the following item will do so in a concrete form: \u201cSlojd is the name of a system of handcraft in wood, now a prominent part of the entire educational system of Sweden.The first to introduce it here was Miss Meri Toppelius, an accomplished young woman and the daughter of a general of the regular army of Sweden.At the last National Educational Association she presented the Slojd system, and both the speaker and the subject aroused the greatest enthusiasm.She now goes to Bay View to become one of the summer university faculty, and will have a class for teachers, and also an observation class where children will be seen at work.Irom the number of applications already received it is certain both classes will be large.In the estimation of many of the leading educators Slojd is sure to be widely adopted, and be as much used in our educational system as are now the kindergarten principles.It is adapted to all grades, more especially to the lower ones, where it is a connecting link between primary teaching and manual labor.As a handicraft system 1t cultivates the constructive sense, trains the hand, develops health, taste and a sense of form.At the same time 1t early creates a love for labor, and it is said, where in use, study 1s made so much more a pleasure that educational progress is greatly forwarded.\u201d \u2014Sir John Bennett Lawes, the eminent agricultural scientist, of Rothamstead, St.Albans, has just completed the arrangements for bequeathing to the cause of agricultural science the sum of £100,000, together with fifty acres of land, and the laboratory and museum at Rothamstead.In the latter are stored more than 45,000 bottles of experimental ground produce, animal products, and soils.The income of the fund will be handed over to a committee of nine persons, including the owner of Rothamstead for the time being.\u2014Cornell University has lost the $1,500,000 bequeathed to 1t by Jennie McGraw Fiske.The decision of the Court of Appeals of New York was declared November 27th, sustaining the lower courts.Justice Peckham holds that the University 1s by its charter limited strictly to $3,000,000 worth of property.These bequests would have made Cornell one of the richest Universities in the country.It is thought that an appeal will be taken to the Supreme Court of the United States.\u2014The School Savings Bank idea, which has not been neglected in the Province of Quebec, seems to have succeeded in the schools of Long Island City, where the system has been successful in teaching the pupils lessons of thrift.Every 11 Et ba aii 154 THE EDUCATIONAL RECORD.Monday morning the roll is called, and the pupils who desire to do so make deposits of money with the teacher, who gives a receipt therefor, and through the principal of the school transmits the money and an account thereof to the Queen\u2019s County Savings Bank.The purpose of having the deposits made in this public manner is evidently to stimulate the pupils to efforts to save, but, it may be feared will do as much harm as good, awakening feelings of pride and jealousy and heart-burning, offsetting the good influences.The responsibility and risk are probably not very great, as the collections are small and the savings bank a well-established institution.An effort is being made to have the system extended through the United States, but thus far only fifty schools are reported as having established what are in effect agencies for savings banks.In Europe they are much more common, France alone, it is said, having nearly two and a half million dollars invested through the agency of schools.The lessons of thrift taught by the regular saving of small sums are undoubtedly of value, and the savings themselves may relieve unexpected distress or open the way to business advancement, but the lesson should be given in a way not to arouse bad feelings in the children, either of pride or envy, a result that seems inevitable from the Long Island syste.\u2014 Complaints are being heard on all sides in Germany as to the scarcity of efficient elementary teachers.This is hardly to be wondered at, considering the wretched salaries given and the low social status of elementary teachers in Germany.For instance, in the small district Stade, there are thirty-nine teachers\u2019 positions vacant in ungraded schools, and at least as many in schools consisting of more than one class.As there are only twenty-four students qualifying themselves for the examination in the local normal school, many posts will remain unfilled, even after the beginning of the new school year.\u2014The following item may be of interest to some of our teachers who know what the boycott in the country districts 1s, though they may never have experienced it from the same cause as Miss Evans.The story, as taken from an American paper, is entitled \u201cA Teacher Boycotted,\u201d and reads as follows: \u201cThere is a strange strife going on in School District No.3, In the town of Cumberland, R.L., resulting, as it has, in the boycott of the young lady who teaches the little district school there.A young fellow, son of a prominent farmer in the district, had been paying attention to the teacher, who has taught the school acceptably for two years.The young man seemed to be getting an CURRENT EVENTS.155 along in his suit all right until last winter, when for some reason or other his lady love dismissed him; and since then young Jenks has been trying to get even with the fair schoolmarm, who, as he thinks, has been merely toying with his affections.Old man Jenks and the neighbors took up the case on young Jenks\u2019 side and tried to get the young lady displaced, but one of the trustees sided with her.At the annual school meeting last month the Jenks people tried to oust the trustees and failed.Then they set to work to boycott the school There were some fifteen pupils in the school.Seven of them did not live in the district, and they were promptly instructed to go to school in their own district.Then a family with one more child moved out of town.Of the six remaining two were relatives of young Jenks, and these were withdrawn, and only four are now left.As the law requires at least five pupils in a school to secure the town support, the school house is likely to be closed, and the trustees are hustling, without success so far, to secure another youngster who will go to school.The friendly trustee says he has a good mind to attend himself.The whole town 1s getting excited over the matter, and the friends of the trustee and the teacher who are blessed with children think of moving into No.3 District to send their children to school there.\u2014A letter signed by, among others, the Archbishop of Canterbury, the Bishop of London, Mr.Gladstone, Mr.W.H.Smith, Lord Grimthorpe, the Lord Mayor, and the Rev.Henry Wace, has been sent to the papers in support of an appeal issued by the Council of King\u2019s College, London, for the contribution of a sum of not less than £50,000, to enable the college to meet the increasing demands of education, particularly in modern science and experimental research.For nearly sixty years (say the writers) the College has maintained its position as one of the two University Colleges of London by successive additions to its original foundation, until a total sum of more than £200,000, raised by voluntary subscription, has been expended upon the construction and equipment of the building required for its educational work.But, in the absence of any general endowment, the Council experience the greatest difficulty in satisfying the fresh demands continually made upon them by the development of education.\u2014The following is a description of what the new Normal School will be like when it is finished ; The present building on Belmont street was erected in 1840 for the use of the High School.On the Government establishing normal schools, as 156 THE EDUCATIONAL RECORD.already related, it, in 1856, purchased the building and fitted it for Normal school purposes.The grounds occupy one and a quarter acres, and are well known, fronting, as they do, north on Belmont, south on Palace and west on St.Genevieve streets.The new building additions are being carried out in every detail with a strict view to adaptability and comfort, the ornate in architecture being kept, partly through limited funds, strictly in abeyance.The new building will extend from the present one down to Palace street, a distance of 140 feet; the narrowest part is 64 feet.There are two wings, a total width of 85 feet.It will be four stories high on Palace street, but not on Belmont street, owing to the 25 feet slope of hill on approaching the former street.On the ground floor on Palace street will be the janitor\u2019s apartments, 57 by 24 feet, and immediately above will be the technical school-room, same size ; the play-rooms for wet days are also here ; the remainder of this flat contains heating apparatus, closets, etc.The flat above this is on the ground floor proper, and here is the main corridor, ten feet wide, connecting with the present building and leading to the classrooms.Two large kindergarten rooms, 40 by 25 feet, here form a special feature, and are succeeded by the library room, 35 by 25 feet, together with rooms for the accommodation of the primary departinent ; teachers\u2019 rooms, ete.The last flat, above, 1s reached by two flights of fire-proof stairs, and comprises drawingroom, large and very commodious demonstrating, lecture and principal\u2019s rooms, besides several convenient minor rooms.This corridor connects with the main hall in the present building used on commencements and general public occasions.The building will be of rock-faced stone in courses on Palace street as high as the ground floor ; above this the walls are of brick, with stone facings, and are built hollow the more effectually to render the school fire and damp-proof ; for the same reason the roof is hollow and without eaves.The heating and ventilation is on Smead\u2019s system, as in the present building.Particular attention has been given to the admission of light, the windows rising to within six inches of the ceiling.The floors are secured by steel girders and the inside walls are of 12 inch brick thickness.The estimated cost of the whole is $50,000, and it is expected to be ready for occupation by October 1.\u2014 Mr.Morgan Owen, in speaking at a distribution of prizes at the Wrexham National Schools, told one or two good stories.He said one of H.M.Inspectors was one morning on his way to examine a school, when he saw a fine little fellow busily enjoy- A RI HHA i Fl { CURRENT EVENTS.157 ing himself in a puddle, with dirt and water up to his little thighs ; so, being a bachelor, he was somewhat surprised at the sight, and he called out to him, \u201c Why are you not at school, my lad?\u201d And the lad replied, \u201c Please, sir, l\u2019ve got the bronchitis, and my mother won't let me go to school.\u201d This is another of his anecdotes :\u2014There is in some schools a person who 1s generally known by the name of \u201c bully.\u201d Well the school I refer to had a bully in it, who, among other pranks, broke the school windows.Luckily for him he was caught in the very act; and the master (an excellent man, who afterwards became a clergyman) determined to take advantage of the opportunity to improve the occasion.So he formed the scholars into a jury, and he said he would be judge.The broken windows were shown, and the stone that did the mischief was shown, and all the circumstances of the case were related by him : then the jury was asked to give its verdict.They did so, and that, too, without the slightest hesitation, as they shouted out with one voice, \u201c Not guilty!\u201d Thereupon the schoolmaster, being shocked at the verdict, thrashed the offender and the jury.\u2014In the reorganization of the Montreal High School, provision is to be made for instruction in manual training, The Boston School Board has been moving in the same direction, having taken the initial steps for the purchase of land on the Back Bay and the erection of a building at an expense of $100,000 for a new high school for manual training.Boston is too far behind other cities in this regard.Philadelphia, Baltimore, Chicago, St.Louis, Minneapolis, Toledo, Cleveland, San Francisco, Cambridge and other cities have admirable plants of this kind, but the proposed appropriation will place her easily in the front rank.The school board is a unit, and the mayor is thoroughly committed to the plan.The closing paragraph of the report of the sub-committee 1s worthy of quotation :\u2014 It is after all not altogether what our children learn, but the habits they form and the noble purposes awakened that give to schools their greatest value.Manual training quickens the perceptive faculties, while at the same time it trains the eye and is invaluable to the earnest work of life right at hand.That 1s the broadest, truest education that trains the hands, the eye, and the mind, for while it is the mind that plans and the eye that guides and directs in the educational world, it is always the hand that executes.The motto, The Cultured Mind, the Skillful Hand,\u201d which is over the entrance of the manual training school of another city, is our ideal.\u201d \u2014There are always some quaint relics of an age which never A A h re En LE; A R, A i, 8 fi 2 it of 158 THE EDUCATIONAL RECORD.reached Canada turning up in the old countries.For example, we are told that on Good Friday last, at the Church of All Hallows, Lombard Street, the boys of the Bluecoat School carried out an ancient and curious custom, dating from Catholic times, in con- pliance with the will of one Peter Symondes.Sixty of the youngest boys of Christ\u2019s Hospital attended service, where by order of the testator a sermon was preached on \u201c The Passion of our Divine Master, and the boys instructed therein.\u201d At the conclusion of the service the terms of the bequest were complied with ; it runs thus : \u201c Each boy shall receive a bag of raisins, a new penny and a bun, and though the idea may be \u201cfrivolous, yet the meaning is well known to me.\u201d So runs the bequest.The church-wardens supplement the bequest by giving each of the children of the schools a bun, ete \u2014At Rahere\u2019s old priory church, in West Smithfield, twenty-one old widows of the parish picked up a new sixpence from a tomb in the churchyard.It is said that this custom has prevailed for the last 500 years.The matter is shrouded in mystery, there being no documents in the parish registers which bear upon the matter, and until three years ago there were no funds to carry out the \u201cgift.\u201d Mr.J.W.Butterworth then came to the rescue, and in order that the matter should no longer be left on the voluntary principle, provided funds, so that for all time twenty-one widows of the ancient parish of St.Bartholomew the Great will enjoy the Good Friday sixpence.\u2014 This is what our contemporary the Toronto Æducational Journal says of the cadet movement when carried to an extreme.When Sir Adolphe Caron, Minister of Militia, was in Toronto a few weeks since he was waited upon by a deputation in which the Mayor and the city Inspector were included.The object of the deputation was to represent that there were in the Toronto public schools thirty-six companies of boys, who, 1t is claimed, are as well drilled as any of the volunteer regiments in Canada, and to request that these companies should be recognized by the Militia Department as entitled to the usual Government grant for equipment and drill instruction.Sir Adolphe said in reply, in substance, that he approved of the idea, and would advocate it before the Government.Personally he would like to give the boys of Canada a Military Education, such as that given in the schools of France, Germany, Switzerland, etc.We need hardly say that we hope the people of Canada will never consent to any such system.We can conceive of nothing better adapted than this military training of school children to keep up the barbarous and crushing system of national armaments and to perpetuate LITERATURE, HISTORICAL NOTES, ETC, 159 the war-principles and war-practices for whose abolition all the nobler spirits of the race are hoping.We believe in plenty of gymnastics but no military drill for the children.\u2014 An exchange makes the following plea for the bad boy.The bad boy is no more responsible for his existence, and natural mental and moral defects, than the good boy for the better gifts of his character and surroundings.Both are with us.Both have an equal claim upon parents and the community.Both should be given an equal opportunity, the one to improve and enlarge his good qualities, the other to correct and overcome his natural defects and wrong inclinations.For this reason every great institution of learning should be provided with a reformatory branch, so as not to shut out God\u2019s unfortunate ones, those deemed unfit, in a moral sense, for daily association with good children.These things should be borne in mind by those interested in the memorial to Congress asking for the donation to the State of the recently abandoned arsenal grounds in this city.What could be more desirable to the State than a great industrial institution with a reformatory branch situated upon those handsome grounds.\u2014Dr.Fitch contributes a letter to the New York Educational Review on contemporary educational thought in Great Britain, in which, among other topics, he deals with the training of elementary school teachers.He says: \u2014\u201cAn important change has recently been made in the regulations of the English Education Department concerning the training of elementary teachers.It is perhaps not generally known in America that in this country no person is recognised as the head of any elementary school which receives aid from the Parliamentary grant, unless he or she has obtained a certificate of competency.This certificate has always been granted on examination by the authorities of the Department ; candidates, whether proceeding from training colleges, or whether they have served two years satisfactory as assistants, being all subjected to the same examinations, the one at the end of the first and the other at the end of the second year, either of training or of service.Literature, Historical Notes, ete, The immaturity of the youthful mind is something which one cannot help being merry over at times, especially if there be no ill- natured person at hand torefer such immaturity tothe inefficiency of our teachers or our school system.Not long ago, many of the \u201c chiefest of our educationist-croakers \u201d went into hysterics over 160 THE EDUCATIONAL RECORDa series of mistakes made by children under examination, which had been collected by some humorist or other for the press.Many of these, it is supposed, the humorist had some trouble in passing current as bona fide mistakes, and not as the creations of his own wayward fancy, and when it was made known that he had actually coined many of them himself, the laugh was rather against the croakers, who claimed that there must be something radically wrong with our school system, something lamentably pernicious in our methods of imparting instruction.The following, however, are bona fide quotations made from some of the examination papers that have passed through the writer\u2019s hands, and it is to be hoped that those who read them will be more inclined to sympathize with the teachers who have to contend with the immaturity of thought they illustrate rather than blame them for not being able to overcome it.Besides 1t must be remembered that these answers are in the ratio of one to a thousand with the correct answers, and hence all the more are they selected merely to show how funny at times ignorance is, during the process of its development into knowledge.For example, a unique definition of the term emigrant is found in the statement: \u201cEmigrants are children that are left mother and fatherless,\u201d or of the term cwilization, in the assertion that ¢ Civilization means a newly settled country.\u201d When adopting the test for geographical knowledge what examiner would not find his reward in laughter over such answers as these: © A watershed is a place near the railway track where water is kept,\u201d or, as another expressed it, \u201cA watershed is a building built to keep boats, ete.in; According to some of the other budding geniuses examined, it is settled that \u201c Louisbourg is in New York City,\u201d that \u201c India is in the south of Europe,\u201d that \u201cthe Mackenzie River rises in the Gulf of Mexico and flows into the Arctic Ocean,\u201d and that \u201cSt.Petersburg is noted for having to build new houses every year because \u201cthe frost renders them useless\u201d These are morsels of information which the examiner could hardly have afforded to miss; and one can readily understand how a laugh had to be checked by a severe compression of the lips and danger to the whole nervous system as they read that \u201cJohn the Baptist was a local preacher in the wilderness,\u201d that \u201c Thomas & Becket was the first man born in England under the supremacy of the Romans,\u201d that \u201c Murray was a general in the British army who served under Arnold at the capture of Louisbourg,\u201d that \u201cJoan of Arc was the daughter of a pheasant,\u201d and that \u201cJohn Wycliffe was a religious agitator and the founder LITERATURE, HISTORICAL NOTES, ETC.161 of the Methodist Church.\u201d From a brief paragraph on the great historical primate \u201c first born under the Romans,\u201d there is a lesson in conciseness of composition if nothing else, when it is said that \u201c Thomas a Becket was murdered, and a girl saved his life and afterwards he married her.\u201d Nor could the examiner\u2019s search for the good things in history be expected to be made less zealous when he asked the question: \u201cIn what way did the Earl of Essex come under the displeasure of Queen Elizabeth 27 and obtained for answer: \u201c He wanted to marry her, and she gave him a box on the ear.\u201d Nor would anyone think that his interest in geography would be diminished by learning for the first time that « Belfast is famous for its ginger ale,\u201d that \u201c Astrachan is noted for its astrachan jackets,\u201d that \u201cIreland is one of the islands of Scotland,\u201d or that \u201c Sahara 1s a desert in the north of Asia named after an Egyptian woman.\u201d The richest attempt at translation is not to be surpassed by this which was found in one of the French papers ; where entendre un glas funebre is solemnly declared to mean \u201cA large attendance at my funeral,\u201d nor as an incitement to laughter is it of more public value than the grammatical information that \u201clanguage is the noise we make when we speak,\u201d or that \u201cneuter gender is anything that can\u2019t speak.\u201d Among other Juocetiee of this kind was found the definition of ammunition : \u201cIf you run short of anything, such as powder and shot, you call that ammunition ;\u201d while, in answer to the question: \u201c Name five of the Patriarchs,\u201d was the reply: \u201c Noah, his wife and his three sons;\u201d but perhaps the climax to every specimen of immatured knowledge was reached when in one of the papers on physiology and hygiene it was said that \u201ccatarrh (which was spelled guitarrh) may be stopped by breathing through the nose and not blowing the nose too hard,\u201d and in another, \u201ccatarrh 1s caused by little poisonous insects and may be cured by putting kinds of medicine in your head or wherever the case may be to kill these insects.\u201d In giving these specimens, which might be multiplied had we space at command, we reflect upon no one, because there is really no one to blame for such comi- calities in the nature of children, unless it be Nature herself.If any parents read this article, they may be induced to sympathize with our teachers a little more than they have done in the past, when they catch a glimpse through a series of such concrete illustrations of what the youthful intellect is, and come to perceive how difficult it is to prevent it from mixing up items of knowledge during the earlier stages of its development. THE EDUCATIONAL RECORD.THE TEACHER'S SOLILOQUY.To teach, or not to teach : that is the question : Whether \u2019tis nobler for the teacher to suffer Insults and contempt of enraged parents, Or to let boys and girls assume command, And thus by yielding ruin them ?To teach ; to please ; No more ; and others while we please, we end Our own repose, the only natural gift Mankind is heir to, \u2019tis a consummation No, never to be wished, to teach, to please\u2014 To please, perchance, a few ; ay, there is the rub ; For in the act to please great discords come, Though we have studied well the part we play, Must give us pain, there\u2019s the respect That maketh teaching of unpleasant mien.Who cares to live and die and do no good ?The ungrateful\u2019s howls, the gossip\u2019s endless web, The parent\u2019s view of darling Johnnie\u2019s worth, The indolence of pupils, and the threats The patient teacher of the unlearned takes, Are all but thorns in his own flesh that make His life a terror.Who would birches sway, To quell the kid, reclaim the wayward one, But that the dread of something he might do If let unpunished go, from day to day.A prestige over all puzzles the will, And makes us rather use some prompt incentive Than run the risk of natural reform.Thus duty is our law, the right our guide, And conscience mans the wheel that steers our way.The grumbler finds at last the fault at home, The mist is cleared, the effulgent rays pour down, All voices rise in tuneful harmony To bless the name of teacher.\u2014D.E.C.(Revised).Practical Hints and Examination Papers.\u2014The relations existing between geography and history would seenr to demand that one should not be taught to the exclusion of the other.Is it not possible that by teaching less of detail in geography, time may be found for training children to read and appreciate history ?The two studies are properly complements of each other.The one is a description of the earth and the other a story of the people who have lived on the earth.If either is presented with no reference to the other it often becomes a dry and uninteresting subject.The teaching of geography for this reason has lacked life and color.Some- HENAN N PRACTICAL HINTS.163 thing is gained when interesting books of travel and adventure are permitted to enliven the lesson, but a still richer benefit is conferred when the teacher, after discussing the physical structure and topography of a country, directs his pupils to some striking events or epochs which have marked the history of that country, or to the achievements of its patriots and warriors, its social and industrial progress and the causes therefor.As a matter of fact, the relief and topography of a country are of no value except as they reveal reasons for what nations have been able to accomplish.There is logic in events.There is still closer logic in the soil and what it produces, or in a given section of country and what the human race has wrought within its borders.-\u2014S.T.Dutton, New Haven.\u2014A problem that at a glance seems easy enough to tempt many a school-boy to spend a portion of his Christmas vacation in an endeavour to solve it appeared recently in a Maine journal, and it is as follows :\u2014¢ Take the number fifteen.Multiply it by itself and you have 225.Now multiply 225 by itself.Then multiply that product by itself, and so on until fifteen products have been multiplied by themselves in turn.\u201d The question aroused considerable interest among lawyers in Portland, and their best mathematician, after struggling with the problem long enough to see how much labour was entailed in the solution, made the following discouraging report upon 1t :\u2014\u201c The final problem called for contains 38,539 figures (the first of which are 1,412).Allowing three figures to an inch, the answer would be over 1,070 feet long.To perform the operation would require 500,000,000 figures.If they can be made at the rate of one hundred a minute, a person working ten hours a day for 300 days in each year would be twenty-eight years about it.If, in multiplying, he should make a row of ciphers, as he does in other figures, the number of figures used would then be 523,939,228.That would be the precise number of figures used if the product of the left hand figure in each multiplicand by each figure of the multiplier was always a single figure ; but, as it is most frequently, and yet not always, two figures, the method employed to obtain the foregoing result cannot be accurately applied.Assuming that the cipher is used on an average once In ten times, 475,000,000 figures is a close approximation to the actual number.\u201d \u2014This is surely strong language for even an advocate to use against the present jumble of Latin pronunciation produced by those who would reform it.\u201c Latin is a dead language, as dead as Cesar, as the Tarquins, as Remus, whom Romulus killed.Who cares how the old Romans pronounced it?What matters it whether the cock that once crowed thrice much to the chagrin of a certain Peter, crowed in G minor or a Shanghai basso profundo! There isno one to tell in what key he crowed.\u201d \u2014It goes without saying that a fair degree of proficiency in general knowledge is indispensable for full efficiency.No one ought to be RE 164 THE EDUCATIONAL RECORD.admitted to membership in a training-school who does not control a knowledge of number, form, the phenomena of matter and force, animals and plants, the earth and the sky, the structure and force of language, to the extent at least to which good elementary and high schools deal with these things.No training-school can afford the time and energy to teach these things: they should be brought to the school by the candidates for admission.Every teacher worthy of the name should be a constant reader of good educational literature.The horizon of the teacher\u2019s experience can be extended only by his own personal elevation ; his isolated habitation can be effectually illuminated only by the admission of light from without.Yet thousands of teachers prefer to exclude the sunlight, that they may toil on by the light of their own tallow candles.\u2014 Educational Exchange.\u2014 What say the opponents to spelling reform after reading something of this kind?Pay great attention?What does this spell\u2014 Ghoughphtheightteeau ?Well, according to the following rule, it spells\u2014it spells\u2014do you give it up ?It spells potato, viz.\u2014gh stands for p, as in the last letters in hiccough ; ough for o, as in dough ; phth for t, as in phthisis ; eigh stands for a, as in neighbor; tte stands for t, as in gazette ; and eau stands for o, as in beau.Thus you have p-o-t-a-t-o.EXAMINATION PAPERS.GEOGRAPHY (GRADE I.MODEL SCHOOL.) [Only one question is to be answered from each Section of all the papers for Grades I.and II.Model School, except in those where other instructions are given.The answers must be written on paper of the regulation size (quarter-sheet foolscap, and fastened at the upper left-hand corner.) It will be more convenient for the examiners if every answer begins on a new sheet.A margin should be left on each page.Write only on one side of the paper.Write neatly.] SECTION 1.1.Write out the names of the provinces of Canada and the states of the adjoining Republic which border on the Atlantic Ocean.What are their capitals?2.Name in a column ten of the largest rivers in North America, and in a parallel column the name of any one of the towns situated on each of these rivers respectively.3.Write a paragraph, a page or more in length, on Newfoundland or on Alaska.SECTION II.4.Draw a map of any one of the provinces of the Dominion of Canada, and print in it, in your neatest way, at least ten names of places.: 5.Describe the course of the largest river in North America, and of the largest river in Canada.Draw a map of the course of either river. PRACTICAL HINTS.165 6.Name the principal mountain ranges in North America.What are the names of five of the mountain peaks.SECTION III.7.Write the names of any ten of the following places in a column, and opposite each say where it is situated and give some one fact you know about it \u2014 Bermuda, New Westminster, New Orleans, Long Island, Vancouver, Erie, Utah, California, Cape Sable, Kingston, Albany, Memphramagog, Pontiac, Ottawa, St.Hyacinthe, St.Francis, San Francisco.8.What is meant by exports and imports?State in what part of the Dominion of Canada there is to be found in largest abundance coal, iron, gold, lumber.Where is the great wheat-growing district in Canada\u2019 9.Give an account of a voyage from Montreal to New York, naming the coast-waters, capes, peninsulas, and islands to be seen on the way.ARITHMETIC (GRADE I.MODEL SCHOOL.) [Two questions are to be answered from each of the first two sections.] [The question is to be written out by the pupil first, and the problem worked out underneath.The ciphering should be done neatly, and each sum separated from the other by a double line.] SECTION I.1.Name the various kinds of vulgar fractions.Write out a complex fraction and reduce it to a simple fraction.2.Reduce 16 tons, 3 cwts,, 2 qrs., 16 lbs, 3 ozs, 4 drs.to drams.Reduce 24 lbs, 6 ozs., 4 dwte., 6 grains to grains.3.Find the L.C.M.of 44, 18, 30, 77, 56, 27, and the G.C.M.of 556 and 672.SECTION II.4.Write in figures seven millions, five hundred thousand and sixteen.Write out in words 160,300,456,216.Multiply 67,483 by 365.5.A farmer sells seven loads of wheat, the first containing 1,763 lbs., the second 1,827 lbs., the third 1,329 Ibs., the fourth 1,901 lbs., the fifth 1,666 lbs., the sixth 1,879 lbs., and the seventh 1,185 Ibs.What was the weight of the seven loads when heaped together, and how many bushels did they contain, a bushel weighing 60 lbs.on an average ! Divide 384,967,325 by 397.6.Divide 44 of 3% by 21 of 61 How much is 5 of 186 acres 3 rods.Reduce # of a ton to the fraction of a lb.SECTION IIT.7.Write down the answers of the following, and attach this part I RER IH A I hy A 166 THE EDUCATIONAL RECORD.of the printed paper to your written answers to the four questions you have selected from Sections I.and II.:\u2014 (a) Multiply 64 by 78.Ans (b) Divide $145.60 among 13 boys.What does each receive?Ans (c) Multiply 1,365 by 25.(d) Simplify 1 + # + À.(¢) Multiply 6% by 16.Ans (f) Reduce 340 cwts., 6 lbs.to lbs.(9) Multiply $16.16 by 16.(h) Multiply the square of 12 by 9.(7) Simplify # of $ of #8.(7) Multiply 364 by 6, and divide by 2.ENGLISH GRAMMAR (GRADE I.MODEL SCHOOL.) [Two questions to be answered from the first Section.] SECTION I.1.Name the various kinds of nouns and define them.What are nouns inflected to show?Give six nouns that have a separate form for the feminine.2.How many cases are there?Define them.What is the case of the nouns and pronouns respectively in the following sentence : \u201cThis book John tried to give me, but it I would not have, for it was not his own to give.\u201d 3.Name the various kinds of adjectives.Define them and give examples.Compare the adjectives: old, new, little, better, last.SECTION II.4.Analyse these tliree sentences :\u2014 (a) The pilgrim passes over the bridge.(b) The poor pilgrim wearied with his long walk passes with faltering step over the bridge near our house.(¢) The poor pilgrim, sad in look and weary in limb, passes across our bridge in search of food and lodging in the neighbouring village.5.Parse every word in the sentence :\u2014 \u2018\u201c At the horizon, where the waters and the clouds appear to meet, all is calm and tranquil.\u201d 6.Write out a sentence in which there are at least five of the parts of speech represented.Indicate them by writing above each word what it 1s. on PRACTICAL HINTS.167 SECTION III.7.What is meant by syntax?Write out any rule of syntax.Are these expressions correct?If not, correct them :\u2014How many is there in our school?He don\u2019t know.You aint acquainted with him.He hadn\u2019t ought to be allowed near the school.I seen him last night, though he has went away as suddenly as he came.Between you and I, he\u2019s not much.8.Decline the personal pronouns, and then write short sentences containing respectively the forms of the third personal pronoun.8.What is the difference between the direct object and the indirect object?Define the terms: \u2014subject, predicate, enlargement extension, and simple sentence.Construct a simple sentence of fifteen words and analyse it.ENGLISH (GRADE I.MODEL SCHOOL.) SECTION I.1.Where do any three of the following passages occur?Complete the stanzas.Name the authors.(a) Life is but an empty dream \u2014 \u2014 \u2014 (6) There was a sound of revelry by night \u2014 \u2014 \u2014 (¢) Would you see the magical army?\u2014 \u2014 \u2014 (d) Hail to the days when the Briton came oer \u2014 \u2014 - (e) Mother, wherefore dost thou look so earnest?\u2014 \u2014 \u2014 (f) O earth, so full of dreary noises \u2014 \u2014 \u2014 SECTION II.[Answer two questions from this Section.] 2.Write out a description of \u201cNiagara Falls\u201d or of the \u2018 Battle of the Nile.\u201d (Be careful in the construction of your sentences.) 3.Give the meaning of the following words taken from the prescribed portion of the reader :\u2014precipitated, propitiation, development, aphorism, melancholy.Write out five sentences, each containing one of these words respectively, in such a way as to show that you understand the meaning of each of them.4.Same as number 3, with the words i\u2014contemplation, tributary, anxiety, extremity, expectation.SECTION III.5.Reproduce the extract which has been read twice in your hearing by the deputy-examiner.(The paragraph is to be taken from page 267 Gage\u2019s Fourth Reader, \u201cThe Rebellion of 1837.\u201d DRAWING FROM ll To 12.1.While the pupils are engaged with their English paper, the 168 THE EDUCATIONAL RECORD.teacher may copy on the hlack-board the * Rosette\u201d on page 24 of the Dominion Freehand Course No.2.2.In addition to the above, the pupil is to sketch a square and a vase.The above figures are to be drawn in pencil, and no figure will receive marks that 1s not at least three inches in length.FRENCH (GRADES I.AND II.MODEL SCHOOL.) [One question to be answered from each Section by Pupils of Grade I., and two questions from each Section by pupils of Grade IL.] SECTION I.1.Put into French \u2014I have some bread.Have you finished your lesson ?Give the man\u2019s book to the lady.Have we seen thie boy's dog?My tailors cloth and his.Has he lost your watch-chain ?What kind of weather have we to-day ?It is very fine now.2.Translate into English :\u2014Jean, viens ici, mon ami.J'ai quelque chose pour toi.C\u2019est une petite pomme rouge.Regarde ! Elle est bien belle, n\u2019est-ce pas?Veux-tu la manger?La voilà, prends la.Bon, madanie, merci maintenant.Je vais étudier ma leçon.Bon soir, monsieur.3.Write in French five short sentences, or the names of ten objects in your schoolroom.SECTION IL 4.How would you say in French :\u2014How do you do, this morning ?My brothers are going away at nine o\u2019clock to-morrow.There is the boat.I am not going by the boat.My uncle will drive his two horses himself, if it does not rain.Bring the white dog.Make haste ! 5.Translate \u2014Où vas-tu, Joseph, ce matin?A la maison, voir mon ami.Quel ami?Le petit frère du marchand.Où est-il?Il était dans la salle à manger.Je ne comprends pas ce mot.Vous allez voir, venez avec moi.Allons, descendez.Voyez-vous cette chambre?C\u2019est la salle à manger.6.How would you say in French :\u2014Tall, taller, tallest; good, better, best.Tell how you compare adjectives in French.SECTION III.7.Give the future of être, the future of avoir, the present of parler, and the imperfect of donner.8, Write out the present and imperfect indicative of menacer.9.What is the French for :\u2014 White, the water, the horses, some earth, potatoes, generals, him, or to him, they (m.), they (£.), women.The second of June.There are thirty days in this month.DICTATION, READING AND WRITING FOR ALL GRADES.DICTATION.GRADE I.MopeL ScHoOL.\u2014Sections 1 and 2 of lesson on \u201c Advice PRACTICAL HINTS.169 to Young Men,\u201d page 204 Gage\u2019s Fourth Reader; or half of the lesson on \u2018\u2018 The Puritans,\u201d pace 291 Royal Fourth Reader.Grapes 11.AND III.MopEL ScHOOLS OR GRADE I.AcaDpEMY.\u2014The paragraph on \u201cSunset,\u201d page 356 Gage\u2019s Fifth Reader; or the first paragraph of the lesson on the ¢ Death of Perikles,\u201d page 233 Royal Fifth Reader.GraDE II.AcapeEmMy.\u2014The paper set by the A.A.Examiners shall be taken by this grade.READING.Moper ScHooLrs.\u2014For Grades I., II.and III.Model School or Grade I.Academy, the deputy-examiner may select any passage within the prescribed pages (181 to 298), giving 50 for a perfect in Grade I., 75 for a perfect in Grade II., and 100 for a perfect in Grade III., and likewise 100 for a perfect in Grade II.Academy, the paper for which is given in printed form.The reading may be heard at any time during the Examination convenient to the deputy-examiner.Acapemies.\u2014The printed form prepared by the A.A.Examiners shall be used for all the Academy Grades, beginning with Grade II.Model, the deputy-examiner giving 40 for a perfect in Grade II.Model, 50 for Grade I.Academy, 75 for Grade II.Academy, and 100 for Grade III.Academy.The greatest of care should Le taken in entering the proper marks in the schedule sent for the enrollment of the pupils.WRITING.The paper set by the A.A.Examiner is to be taken by the pupils of Grades II.and III.Academy: for the pupils of the other Grades, any ten lines of poetry may be written out neatly.SCRIPTURE HISTORY (FOR THE MODEL SCHOOL GRADES.) [The pupils of Grade III.Model School are expected to answer two questions from each section.] SECTION I.1.Who was Melchizedek ?Give an account of the destruction of Sodom and Gomorrah.2.Describe the institution of the Passover.What were the ten plagues of Egypt?3.What was Achan\u2019s sin ?Describe an event connected with Ai, Gilgal and Bethel.SECTION IL.4.Who were Obadiah, Jonathan, Joab, Abner, Adonijah ?Give the prominent event in the life of each.5.Where were Ekron, Beersheba, Capernaum, Rephidim, Hebron ?Name some prominent event in connection with each place.12 170 THE EDUCATIONAL RECORD.6.What were the Holy of Holies, the Ark of the Covenant, and the Breastplate of Judgment?Name the three prominent feasts of the Jews.SECTION III.7.Draw a map of Palestine, and indicate on it the places mentioned in the lives of Abraham, Isaac and Jacob.8.Give an account of the wanderings of the Children of Israel through the desert.9.What is the Commandment against lying, against disobedience, against swearing?Write each of them out in full.GEOGRAPHY (GRADE IL MODEL SCHOOL.) [One question only is to be answered from each Section of the papers for Grades I.and IT.Model School, except those where other instructions are given.The answers must be written on paper of the regulation size (quarter-sheet foolscap, fastened at the upper left-hand corner).It will be more convenient for the examiner if every answer begins on a new sheet.A margin should be left on each page.Write only on one side of the paper.Write neatly.] SECTION I.1.Draw a map of Ireland or of France.(The map should be neatly drawn in a clear pencil outline to fill the quarter-sheet of paper.At least ten names should be neatly printed in it.) 2.Describe a voyage from Caithness to Cornwall along the east coast of Great Britain, naming the coast waters, the capes and islands on the route.3.Name the countries of Europe on the shores of the Mediterranean Sea, mentioning their capitals and some important fact connected with their capitals.SectioN 11.4.Enumerate the various mountain ranges in the British Isles, and naine at least five of the most prominent peaks.5.Give an account of the river system of Russia.Name a prominent town situated on each of the rivers.6.Draw an outline of the course of the Danube, indicating its tributaries and the towns situated on its banks.SrcrioN TIL 7.What is a Meridian, an Archipelago, a Watershed, an Isthmus, a Country, a County, a Province, a City, a Capit, a Plateau, the Arctic Circle, the Torrid Zone, the Equator ?8.What and where are the following places :\u2014Aberdeen, Astrakan, Syracuse, Coleraine, Plymouth, Bordeaux, Coblentz, Hague, Bohemia, Cevennes, Crimea, Hammerfest, Valencia, Azov, Riga.9.What is meant by the resources of a country?What are the PRACTICAL HINTS 171 chief manufactures of Great Britain, and in what districts are they principally carried on?What are the chief exports of Europe to Canada ?ARITHMETIC (GRADE II.MODEL SCHOOL.) [Two questions to be answered from each Section.] [The question is to be written out by the pupil and the problem worked out underneath in neatly arranged figures.Each sum should occupy a quarter-sheet by itself to avoid confusion.Be careful to note the instructions given in the Geography paper, which apply to all papers.] SECTION I.1.Divide 14% of 42 of of 12 by # of 5% of § of 5.2.Divide 97 lbs., 3 ozs., 4 drs, 1 scr, 17 grs.by 9 lbs, 7 ozs., T drs., 2 sers.3.How much is +# of ?of À of 231 times 24 hours, 30 minutes ?SECTION II.4, What is the distinction between vulgar and decimal fractions ?Show how 3848 is reduced to a decimal, and how 69-0752 is reduced to a vulgar fraction.What is a repeating decimal * 5.Write out the tables referring to cubic measure, dry measure and liquid measure.6.Divide 79-342 by \u201800006378, and multiply 64276-3427 by 99993000.(Be careful in indicating the decimal point in the answer.) SECTION III.7.Reduce & of # of 9% of a square rod to the fraction of an acre, and 43 of a lb.to the fraction of a scruple.8.What fraction is 2 sq.yds., 2 ft., 120 ins.of 3 sq.rods, 13} yds, 1 ft, 72 ins.?9.Find the G.C.M.of 2,691, 11,817, and 9,028, and the L.C.M.of 60, 50, 144, 35, 18.ENGLISH GRAMMAR (GRADE IL.MODEL SCHOOL.) [Two questions to be answered from the first Section.] SECTION I.1.Name in a list the various kinds of nouns, adjectives and pronouns, giving examples.2.Give the corresponding plural feminine forms of man, nephew, lord, hart and actor, the plurals of penny, fish, brother, axis and cherub ; the comparative and superlative forms of evil, nigh, late, happy and old.3.Give the definitions of gender, number, case and comparison.What is an abstract noun ! 172 THE EDUCATIONAL RECORD SECTION II.4.Parse all the words in the sentence : À baby was sleeping, its mother was weeping, For her husband was far on the wild raging sea.5.What is inflection?What words in the above lines are illustrations of inflection?Give six nouns that are inflected irregularly.6.How is the comparative degree of adjectives formed.Some adjectives have two comparatives \u2014further and farther, older and elder, later and latter.How do these words differ in their meaning ?SECTION III.7.Analyze the sentence : She stepped upon Sicilian grass, Demeter\u2019s daughter, fresh and fair, A child of light, a radiant lass, And blythsome as the morning air.8.Explain the terms subject, predicate, object, enlargement, extension, indirect object.9.Write out a sentence containing subject, predicate, object, enlargement of subject, enlargement of object, extension of predicate.BRITISH HISTORY (GRADE II.MODEL SCHOOL.) SECTION I.1.Name ten of the principal events in the history of Great Britain previous to the reign of William the Conqueror.2.Tell what you know of \u201c Prince Arthur and the Round Table,\u201d or give an account of the reign of King Alfred.3.Who were Agricola, Boadicea, Edward the Confessor, Ethelred the Unready, Hereward?What historical events are associated with the following places : Stamford Bridge, Hastings, Canterbury, Agin- court, Fotheringay.SECTION II.4.How long has Queen Victoria reigned?To what line of sovereigns does she belong?Name them in their order.5.Describe the Battle of Waterloo.6.Name ten of the most important dates in British History and the events connected with them.SECTION III.7.What and when was the \u2018 Commonwealth\u201d?Give an account of the \u201c Restoration.\u201d PRACTICAL HINTS.173 8.\u201cThe bulwarks of British freedom are the Magna Charta, the Petition of Rights and the Habeas Corpus Act.\u201d What were these and when did they become law.9.Who was the victor of the battle of Bosworth Field?Give an account of one of the important events of his reign.ENGLISH (GRADE II.MODEL SCHOOL.) SEcTION I.1.Where do any three of the following passages occur?Complete the stanzas.Name the authors.(a) Forthwith a guard at every gun was placed along the wall \u2014 \u2014 (b) And each St.Clair was buried there \u2014 - \u2014 (c) A dewy freshness fills the silent air \u2014 \u2014 \u2014 (d) Above the pines, the moon was slowly drifting - - = (e) The ship was cheered, the harbor cleared \u2014 \u2014 \u2014 (7) Cold on Canadian hills or Minden\u2019s plain \u2014 \u2014 \u2014 SECTION II.[Two questions to be answered from this Section.] 2.Write as a composition an account of the ¢ Suez Canal,\u201d or a sketch of \u201c\u201c Robert Burns.\u201d (As the manner in which your sentences are constructed will be specially examined, you should be careful in this respect.The writing should also be neatly done.) 3.Give the meanings of the following words and write out five sentences, each containing respectively one of them: Demoralized, contemplate, tmpetuosity, annihilated, elevation.4.The same as the above question with the words : Constitutional, indescribable, transparent, illuminated, sympathy.SECTION IIL 5.Write in your own words the substance of the paragraph read twice by the deputy-examiner.(The paragraph is to be taken from page 215 Gage\u2019s Fifth Reader, the first of the lesson on the Spanish Armada.) Drawixe 11 ro 12.1.While the pupils are engaged with their English, as given above, the teacher may copy on the black-board the Egyptian fan on page 18 of the Dominion Freehand Drawing Course, No.3.2.In addition to the above, the pupil is to sketch a vase and a cylinder.The figures in all cases are to be at least three inches in length, and in pencil only.LATIN (GRADE II.MODEL SCHOOL.) SEcTioN I.1.Translate : Di sunt immortales.Domus urbis sunt pulchre. 174 THE EDUCATIONAL RECORD.Cives agros et hortos habent.Clades hostium erat magna.Voluntas judicis justa est.Regina pulchra est.Servus timidus est.SECTION II.2.Tell the number, gender and case of : Urbis, hortos, clades, hostium, servus.3.Parse the adjectives in the above sentences.4.Decline : servus, mensa, dux, domus and dies, in the plural only.SECTION III.5.Write out the present and imperfect subjunctive of sum.\u2014 6.Give the comparative and superlative of gravis, and decline each as well as the positive in the feminine singular only.7.Translate into Latin: Jupiter has temples in Italy.The father has a slave.The plans of the leaders were prudent.The books of the boys.In the fields of the general are many apples.ALGEBRA (GRADE II.MODEL SCHOOL.) [Answer two questions from each Section.] SECTION I.1.What is a negative quantity ?How do you indicate the square root and the cube root of an unknown quantity?What is meant by a factor, co-efficient, and a power?2.1fa = 6,0 = 5,e = 4, d = 3,e= 2, f=1,9=0, what is the numerical value of abcd \u2014 2bede + 3edef \u2014 defy.3.If a = 1,5 \u2014 3,c \u2014 5, d \u2014 D, find the value of 12a8 \u2014 bh?2c?a + b?+ «8 3a?EE 568 SECTION II.4.Find the sum of x?\u2014 3ax?+ 3a?x \u2014 «®, 42° \u2014 Haz?+ 6az \u2014 15a3, 3x?+ 4ax?+ 2a?æ + 6a5, 19ax?\u2014 17œ® \u2014 15a?x + Sa?and 18«® \u2014 13ax?\u2014 27Tazx.5.From a* - 2a®b + 3a?b?\u2014 4ab3 + 5b* take 2ab® \u2014 3a2b?+ 4a>b \u2014 Bat, and 3a* \u2014 2a®b + Ga?b?\u2014 2ab® + 3b4.6.Multiply x° \u2014 aæ + b by æ - cand by x?+ ax - c.SECTION III.7.Divide a® - 4a®b?- 8a2b® \u2014 17ab* \u2014 1265 by a?\u2014- 2ab - 302.8.If a = 25, b = 9, c = 4, d = 1, find the value of bc + 3/acd \u2014 44/b?d + Ve?d?, 9.Divide a8 + 58 + c3 \u2014 3abe by à + b + c, PRACTICAL HINTS.175 PHYSIOLOGY AND HYGIENE (FOR ALL GRADES UP TO GRADE II.ACADEMY INCLUDED.) [Only one question to be answered from each Section by the pupils of Grades I.and IT.Model Schools ; but two questions from each Section are to be selected by pupils of Grades I, and II.Academy.] SecTION L.1.Name the various parts of the skeleton.In what way, and why should bodily exercise and labor be adapted to the condition of the bones ?2.Give a short description of the action of the heart, the lungs and the liver.3.Name the organs of special sense and describe any one of them minutely.SECTION II.4.Name some of the artificial drinks used by mankind, and classify them as injurious and non-injurious.5.Enumerate five of the more ordinary of infectious diseases.How is the blood of the body kept in a pure state ?6.Name the various organs employed in the digestion of the food, and describe the process of digestion in the stomach.SECTION III.7.Write out five of the laws of health, and specify some of the diseases which their neglect will produce.8.What would you do to deaden the pain in the case of your burning yourself severely?What would you do in the case of a companion of yours cutting an artery in his arm or leg?How have some been saved from death by drowning ?9.How can you know that a room is badly ventilated ?What figure on the thermometer indicates the proper temperature of a room ?What does pure air consist of?What does impure air generally consist of ?BOOK-KEEPING (FOR ALL GRADES.) [Only one question to be answered from each section by the pupils of Grades I.and II.Model Schools ; but two questions from each section are to be selected by pupils of Grades I.and IT.Academy.] SECTION I.1.Define stocks, assets, liabilities, capital, book-keeping.What is the simplest form of book-keeping?What is the objection to its use ?2.What is an account?What is an invoice?How is the Cash- Book distinguished from the Ledger ?What is the purpose of closing an account ? 176 THE EDUCATIONAL RECORD.3.What two parties are there to every business transaction ?When is cash debtor?When creditor?When is merchandise debtor ?When creditor ¢ Explain the terms \u201c debit \u201d and \u201c credit.\u201d SECTION II.4.What transactions are recorded in the Day Book ?What are recorded in the Cash Book ?Are any transactions recorded in both books ?5.Draw out the page of a Day Book containing ten transactions.(The neatness with which the page is written will affect the marks given for this question.) 6.What is an Invoice Register, a Sales Book, an Order Book, a Petty Cash Book ?SECTION III.7.What is a negotiable note?What is a non-negotiable note ?What is a joint note?Draw up a form for each.8.What is a draft ?What is a bank check ?What is an order for mdse.?Draw up a form for each.9.Explain the following business terms :\u2014 Bond, Bill of Lading, Bankrupt, Inventory, Voucher, Way-Bill, Auditor, Account Current, Forgery, Commission Merchant, Teller, Policy.GEOGRAPHY (GRADE III.MODEL SCHOOL, or GRADE I.ACADEMY.) [Two questions are to be answered from each Section of the papers for Grade III.Model School or Grade I.Academy, except in those where other instructions are given.The answers must be written on the regulation size of paper (quarter- sheet foolscap fastened at the upper left-hand corner.) Each answer, as far as possible, shonld begin on a new sheet.A margin should be kept on each page.Write only on one side of the paper.Write neatly.] SECTION 1.1.Draw a map of South America and mark the outlines of its various countries.(The map is to be drawn in pencil outlines with the rivers and mountains marked.The names are to be neatly printed.) 2.Name the most important of the West Indian Islands, with their capitals.3.Name the political divisions of the United States on the Pacific Coast, with two of the principal towns or cities in each.SECTION II.4.Draw an outline of the course of the Amazon, of the Mississippi, or of the Mackenzie, with the tributaries.5.Tell what you know of the Argentine Republic and the trade it carries on with the outer world. PRACTICAL HINTS.177 6.Where and what are the following places :\u2014 Magellan, Quito, Corrientes, Savannah, Flattery, Sable, Pensacola, Hudson, Utah, Washington.SECTION III.7.Describe a voyage from Nova Scotia to Florida along the Atlantic Coast, naming the coast-waters, the capes, islands, and other places of interest.8.Namie all the ranges of mountains in North and South America, with ten of the principal peaks.9.Give an account of the trade between North and South America.ARITHMETIC (GRADE II.MODEL SCHOOL or GRADE I.ACADEMY.) [The question is to be written out Ly the pupil and the problem worked out underneath in neatly-arranged figures.Each sum should occupy a quarser-sheet by itself to avoid confusion.Be careful to note the instructions given in the Geography paper, which apply to all papers.] SECTION I.1.What is 24 per cent.of $7,135.80?A merchant imports 2,740 boxes of oranges, and finds, upon receiving them, that 20 per cent.of the whole quantity are decayed.To how many boxes was his loss equivalent ?2.Add together 25 per cent.of $763.22, 16 per cent.of $847.16, and 6%} per cent.of $1,234.17.What is the difference between 43 per cent.of $740 and 2} per cent.of $1,680?3.A correspondent purchases teas for me to the amount of $6,734.10.What is his commission at 17 per cent.?What is the brokerage on $8,643.22 at 11 per cent.?SECTION II.4.Multiply 123 Ibs., 4 ozs., 7 drs., 2 sers, 17 grs.by 749, and divide 422 miles, 3 furs., 38 yds.by 37.5.What are the prime factors of 32,320?Find the L.C.M.of 8, 10, 18, 27, 36, 44, 396, and the G.C.M.of 556 and 672.6.Simplify §of $ of 2 0f 253 1 + 2 + 2 +5 + I; and tof 5 + 3 of 35%.SECTION III.7.What is the weight of the water contained in a rectangular cistern 11 feet wide, 13 feet long, and 15 feet deep, and how many gallons of water does it contain ?(A gallon of water weighs 10 lbs., and a cubit foot weighs 624 lbs.) 8.Square 8,976 and extract the square root of the product.What is the square root of 984,064 ?9.How many bricks, 8 inches long, 4 inches wide, and 2 inches thick, will it require to make a wall 25 feet long, 20 feet high, and 2 feet 6 inches thick? 178 THE EDUCATIONAL RECORD.CANADIAN HISTORY (GRADE III.MODEL SCHOOL, or GRADE I.ACADEMY.) Section I.1.Tell the story of the Indian Wars during Champlain\u2019s time.When and where did Champlain die ?2.Where is the Dominion Parliament held ?How many Houses are there in connection with it?How does a Bill become an Act of Parliament ?.3.Was there any Parliament in the days of Champlain?What \u201c Companies \u201d were associated with Champlain\u2019s rule ?SECTION IT.4.Name the French Governors of Canada.Who were the Governors-General of Canada from Confederation to Lord Stanley\u2019s.time ?5.Describe the ¢ Battle of the Plains,\u201d naming the Generals, when it was fought, and what was gained or lost by it.6.Name five of the most important treaties connected with Canadian History.What were the terms of any one of them.SECTION III.7.Write a short account of the United Empire Loyalists.8.Tell what you know of the Confederation Act.9.Name five of the events in Canadian History that have occurred since 1867.ENGLISH (GRADE III.MODEL SCHOOL, OR GRADE I.ACADEMY.SECTION 1.I.Break the following passage up into clauses, underlining the subjects and double-underlining the predicates.Thus every good his native wilds impart Imprints the patriot passion on his heart ; And \u20ace\u2019en those hills, that round his mansion rise, Enhance the bliss his scanty fund supplies.Dear is that shed to which his soul conforms, And dear that hill which lifts him to the storms ; And as a child, when scaring sounds molest, Clings close and closer to the mother\u2019s breast, So the loud torrent, and the whirlwinds roar, But bind him to his native mountains more.2.Complete the passage, and analyse it, beginning with :\u2014 \u2018\u2018 O blest retirement, friend to life\u2019s decline,\u201d \u2014 \u2014 \u2014 and ending with :\u2014 \u201c His heaven commences ere the world be past.\u201d \u2014 3.Give the lines succeeding these quotations and rhyming with them, giving the particular analysis of any two of them; PRACTICAL HINTS.Sweet was the sound \u2014 \u2014 \u2014 Near yonder copse \u2014 -\u2014 \u2014 Beside yon struggling fence \u2014 \u2014 \u2014 Yes, let the rich derive \u2014 \u2014 \u2014 Downward they move \u2014 \u2014 \u2014 SectioN II.4, Enumerate the various works written by Goldsmith.Describe in a carefully written paragraph the last years of his life, 5.Describe the scope of the \u2018 Deserted Village,\u201d in a short paragraph carefully composed.6.Give the derivation of the following words :\u2014 Husband, champion, disaster, health, influence, prevailed, pensive, cumbrous, parlour, freighted.SECTION III.7.Give the exact meaning of the following expressions :\u2014 Each pleasing science, in guilty state, ran his godly race, stimulates the breast, his native wilds.8.Write in your own words the substance of the paragraph read twice by the deputy-examiner.(Page 215.Same paragraph as in Grade II.Model School.) 9.Write a short composition on the \u2018\u201c Suez Canal \u201d or on the poet \u201cRobert Burns.\u201d Drawixe FroM 11 TO 12.1.While the pupils are engaged with their English, as above, the teacher may copy on the blackboard the Romanesque Ornament on page 7 of the Dominion Freehand Drawing Course, No.4.2.The pupil is also expected to draw a pyramid and a cone.Each ficure drawn in pencil only, must be at least three inches in length, otherwise no marks will be given.LATIN (GRADE III.MODEL SCHOOL, OR GRADE I.ACADEMY.) [Only one question to be answered from the first section ; two from the others.] SECTION I.1, Translate : Mors finiet vitam nostram.Igo te laudabam, tu me vituperas.Si virtutem amabitis, omnes boni vos amabunt.Castra hostium propius urbem moventur.Quum milites urbem intrabant, omnes cives timoris pleni erant.Quis tibi hune librum dat?Qui amico in periculis adest, is verus amicus est.2.Translate into English :\u2014XNon erat dubium quin milites subito periculo territi essent.Puer, bene educatus, omnibus placet.Curo ut pueri mentem erudiam.Virtutis praeceptorum memores este.Multi homines ædificant domos in quibus non habitabunt.Quum exercitus urbem oppugnavit, nos jam emigraveramus.Omnes 180 THE EDUCATIONAL RECORD.homines amanto Deum.Ita judicat judex justus, ut in omni re rectam conscientiam servet.A TR pu 8 Be 3 iN SECTION II.3.Write down the verbs, stating the tense and mood of each, in either of the above extracts.4.Decline justus in the feminine plural.5.Decline the pronoun ego, singular and plural.SECTION III.6.Name the various kinds of pronouns in Latin, giving examples.7.Write down the principal parts of amo, monen, rego, audio, 8.Conjugate moneo in the indicative passive.GEOMETRY (GRADE III.MODEL SCHOOL, OR GRADE I.ACADEMY.) SEcTION I.1.Define the following geometrical terms: A square, a rhombus, a circle, an angle, rectilineal, rectangular, equilateral.2.Name and draw the various kinds of four-sided figures, and the three kinds of angles.3.Write out the three postulates and five of the axioms.What is a theorem ?SECTION IL.4, Give the enunciations of propositions III, XIII.and XXIIL.5.Draw the figures of propositions I, XI.and XXI.The drawing of all figures is to be in pencil and the figures must be at least two inches in length.6.How does proposition XI.differ from proposition XII.?Give the demonstration of proposition XII.SECTION III.7.Prove that any two sides of a triangle are greater than the third side.8.Write out in full proposition IX.9.Prove that the exterior angle of any triangle is greater than either of the interior and opposite angles.ALGEBRA\"(GRADE III.MODEL SCHOOL or GRADE I.ACADEMY.) SECTION I.1.Resolve into elementary factors any four of the following quantities :\u2014 PRACTICAL HINTS.SECTION II.2.Solve any three of the following equations \u2014 (a) 13æ \u2014 21 (x \u2014- 3) = 10 - 21(3 \u2014 x).( ( ( b) (m + n) (m \u2014 x) = m (n \u2014- x) c) + (x \u2014 a) \u2014 + (2x \u2014 3b) - + (a - x) = O d)îx+#(æx-1)=x-4 SecTION III.3.Solve any two of these problems :\u2014 (a) Find two consecutive numbers, such that the half and the fifth of the first taken together shall be equal to the third and the fourth of the second taken together.(b) Divide 150 into two parts, so that one of them shall be two-thirds of the other.(¢) Find a number, such that if 10 be taken from its double, and 20 from the double of the remainder, there may be 40 left.ENGLISH GRAMMAR (GRADE IIL.MODEL SCHOOL, or GRADE I.ACADEMY.SectioN 1.1.Define a verb.What are the two great classes into which verbs are divided ?What is an auxiliary ?2.Re-write the following sentences in the passive voice: The magistrate swore in the constables.The goodness of the soil soon raised a crop.The gardener will fell the tree and lay out the borders.How is the passive voice formed ?3.What is an adverb?What enables you to say for certainty that