The educational record of the province of Quebec, 1 décembre 1903, Décembre

[" EDUCATIONAL RECORD PROVINCE OF QUEBEC.DECEMBER, 1903.Vou.XXITI.The birds sit chittering in the thorn, A\u2019 day they fare but sparely ; And lang\u2019s the night frae e\u2019en to morn, I\u2019m sure it\u2019s winter fairly.Burns, Articles : Original and Selected.THE RISING GENERATION.Address delivered before the Provincial Teachers\u2019 Association at Montreal, Octoa ber 16th, 1908, by His Honor R.Stanley Weir, D.C.L., Recorder of Montreal.Mr.President, Ladies and Gentlemen, When your secretary conveyed to me your invitation to speak at one of the meetings of this Convention, he was good enough to suggest as a theme appropriate to my special experience, the attractive topic of \u201c Bad Boys.\u201d But for some reason or other I rather shrank from the subject, and we finally compromised upon what now strikes me as a somewhat high-sounding theme,\u2014 The Rising Generation.I have since thought that I must have rejected the suggestion to discourse upon bad boys, because in the majority of asseverated instances I have found myself somewhat skeptical as to their existence.I am free to confess that the grimy, ragged, unkempt boys of the street often attract me strangely, and even the juvenile offender as he stands in court, his boisterousness hushed, fear and wonder meeting in his eyes, is full of a vague and mute appeal which seems to say in Kipling\u2019s phrase : \u201cI am on the Wheel of Things; THE EDUCATIONAL RECORD it is to blame not I.\u201d Negligent parents and unhappy environments there undoubtedly are, but to classify children as categorically bad, while correct enough in current .phrase, is oftentimes to visit too soon upon them the iniquities of their fathers.And I am also free to confess, and to risk the charge of presumption in so doing, that I strongly dissent from the opinion ascribed to one of the fathers that \u201c childhood fairly pullulates with the beginnings of sins ;\u201d moreover, I have little sympathy with, and have gladly observed the discrediting of Lombroso and the so-called Italian school of psychiatrists in their endeavours to establish approximations between the criminal, the savage and the child.\u2018When I came to think over what I had to say about \u201c The Rising Generation,\u201d I found my mind preferring the general to the particular and recurring repeatedly to the mystery and charm of childhood ; to that period from which we have hasted all too soon ; to that golden age in which we have all lived not knowing it was golden; to those dim vistas of the past where we still discern our own shadowy selves,\u2014the children we once were\u2014, and feel the strange self-pity which such a retrospect awakens, echoing as we do so the words of Shelley : \u2018\u201c Out of the day and night, A joy hath taken flight, or the question of Wordsworth : \u2018\u201c Whither hath fled the visionary gleam Where is it now the glory and the dream ?\u201d\u2019 We must all admit that a constantly increasing interest in the child is very apparent in the literature and psychology of our day.It has been said, indeed, that it remained for so latea century as the 19th to discover the child.The full significance of the discovery has only been lately perceived, and the result is that the a priori theories of the past are being discarded or greatly modified.It is seen that the child is not the simple plastic entity, unrelated to the past, he was traditionally supposed to be, and that he demands the most serious study as he suggests by his normal instincts and constitution, the proper sequence of educational methods, and displays qualities of human genius and even the attributes of a perfect humanity.» \u2014_\u2014\u2014 aa Ch em 4 0 ome ew \u2014f te CED CED CFD py pan py ss 11 La 4 A 1 86 2 \u2014 \u2014 il ¢ THE RISING GENERATION.- 229 Certain maxims, too, which long had the authority of axioms are now seriously questioned.To say that \u201c The mind of the child is a blank page upon which the teacher may write what he will \u201d\u201d or, that \u201cAs the sculptor to the block of marble so is education to the human soul,\u201d is to ignore the fact that human personality, even in the child, has instincts and prepossessions that render these metaphors and maxims incomplete if not misleading.It is now conceded that the child\u2019s mind begins when that of the race did, and tends to pass, and as some maintain does actually pass through absolutely parallel stages in its development.Such is the Herbartian doctrine of \u2018\u201c Culture Epochs.\u201d Each ofthese epochs has its appropriate games, child occupations and appropriate studies which time forbids us to enumerate.The theory has been criticized on various grounds and most effectively, I think, for ignoring the power of environment to shape humanity, irrespective of the alleged necessity for recapitulation of these successive epochs, but it contains sufficient truth to indicate that the mind of the child is not the blank unbiassed entity that the traditional maxims imply ; that the child of to-day is not born in the twentieth century, but probably in the glacial epoch on the edge of the receding icesheet ; not born an Anglo Saxon or the heir of Britons never destined to be slaves, but a cave- dweller, and his mind contemporary with the mammoth.Less concretely, but perhaps quite as vividly, Mr.Mallock has told us that whereas till recently the personality of man was regarded as something that was bounded by the normal consciousness, the.truth is that, like an iceberg which floats with most of its bulk submerged, © the human mind from the first day to the last, has more of itself below the level of consciousness than ever appears above it.\u201d Above this level the reason may seem to have rightly full sway and dominance, but it is wrong and unscientific to ignore the larger mass of instincts and prepossessions which lie below.Moreover we are finding that these sub-liminal instincts are, in normal humanity, worthy of trust rather than of distrust.We are coming to the conclusion that whatever the normal man, or at least the normal child, uniformly prefers is not necessarily evil and is rather likely to be good.We are becoming less confident of the operations of the logical faculty and entertain greater respect for instincts, 330 THE EDUCATIONAL RECORD.even human instincts.As a witty writer in The Contemporary Review (1) remarks: ** The moment we begin to in- vestigale the pedigree of instinct we find that it is the crystallized result of the experience of millions of generations.It is worth while to remember what a moment's reflection will show us, that no instinct for that which is seriously injurious can develop.A race which invariably tended to do the wrong thing would promptly eliminate itself.\u201d Moreover it would really seem as though Mother Nature strives to enswathe each new birth with her sweetest influences, showing in early childhood what each child at its best may become by making upward impulses dominant.We have all had two mothers, and the second is the social milieu or environment which has surrounded us.These two often differ from each other, sometimes for good sometimes for evil.Happy the child in whom they work together for his good.THE CHILD IN LITERATURE.The clearest evidence of the modern discovery of the child is doubtless to be found in literature.The 18th century with its artificial methods and dignified subjects scarcely dreamed of\u2014thus enshrining him.It remained for the 19th century to do this, and among the poets, Wordsworth stands first in his exaltation of human infancy.The proportion of his poems that refer to the period of childhood is extraordinarily large.Not only does he proclaim that the child is father of the man, but he bases his lofty argument for immortality upon the recollections of early childhood.Wordsworth it* was who asserted the startling and heterodox teaching that Heaven lies about us in our infancy.It is our just affections, those shadowy recollections of \" vanished glory which are the fountain light of all our day, the master light of all our seeing But shades of the prison house begin to close upon the growing boy, | At length the man perceives it die away And fade into the light of common day.In this mountain peak of poesy Wordsworth, who was long thought to haveindulged in mere rhapsody, has by im- (1).Dr.Woods Hutchinson. THE CHILD IN LITERATURE.331 aginative insight anticipated the latest conclusions of our psychologists, that in the child are naturally apparent the best tendencies of human character, and that the crowning glory of nature, thus far, is not the fully ripened man marred by the conventions of our strenuous milieu, but the child whose joy in his own world is complete.This is not the time or place for a discussion of the Wordsworthian poetry, but [ think it noteworthy that in the return to nature and the natural human heart by which we live, which so characteristically distinguishes the bard of Rydal Mount, he should so constantly draw his themes and gather his inspiration from childhood.It is sometimes said that the literary cult of the child has been overdone.But why should not the child be studied as well as the man or the woman ?Who, indeed, will pretend that he is less interesting ?At all the events since \u2018Wordsworth shewed the way a great host have stopped at the nursery door to listen.And so we have those astonishing and wonderful Dream Echoes of DeQuincy, and the chapter on Infant Literature in which I often recall a notable line where he speaks of the crashing overture to the grand chapter in Daniel,\u2014*\u201cBelshazzar, the king made a great feast to a thousand of his lords ; \u201d\u2014the tales of Charles and Mary Lamb, and the exquisite reverie of Charles called Dream Children.In the novels of Charles Dickens, the frequent delineations of the child show how the pathos of his own early days _strongly moved him.Charles Dickens understood the feelings of him who wrote that \u2018\u2018Nothing can bring back the hour Of splendour in the grass or glory in the flower,\u201d and I think there are few things in literature more pathetic, knowing the desolation ôf his early days, than the way in which he weeps over Little Nell, and Paul Dombey, or lingers over the early days of waifs like Oliver Twist or David Copperfield, or in almost every book discloses his sympathy with childhood.In his excellent study of The Princess of Tennyson, our former townsman, Dr.Dawson, has shewn us that the real hero of the poem is the child whose silent influence is stronger than all merely intellectual theories, and who ever 332 THE EDUCATIONAL RECURP.regenerates the heart.In The Princess are to be found some of the sweetest songs of the language, and the subject of them all, giving unity to the poem, is the child or the relationship of the family.Mrs.Browning's thrilling Cry of the Children with its passionate protest against the exploitation of child labour in England, is an ever notable poem, while in Pippa Passes her great husband has drawn a picture of innocent childhood contrasted with the wickedness of abandoned man that justifies his belief that the impulses of the natural child \u201cmean intensely and mean good.\u201d Pippa it is, as you remember, who sings that sparkling lyric so full of cheerful faith: The year\u2019s at the spring And day\u2019s at the morn ; Morning\u2019s at seven The hill-side\u2019s dew pearled : The lark\u2019s on the wing ; The snail\u2019s on the thorn ; God\u2019s in His Heaven\u2014 All's right with the world.I have no intention of compiling a catalogue of children\u2019s books, for their name is legion, but apart from the periodicals devoted to the culture of the child, the columns and pages in our dailies and weeklies and monthlies, it is interesting to consider the popularity of such books as Little Lord Fauntleroy, the poems of Eugene Field and James Whitcomb Riley; the vogue of such books as Sentimental Tommy, Kipling\u2019s Kim and Jungle Stories ; so recent popular success as Wee Macgregor, not to omit such classics as Kenneth Grahame\u2019s Golden Age and Stevenson's unequalled Child's Garden of Verses.Any list of children\u2019s books, equally enjoyed by child and adult, (which is perhaps the best general test that could be adopted,) is sure to include the wonderful Alice in Wonderland with its companion volume ; the fairy tales of Hans Anderson, with the Fairy Books in all colours of Andrew Lang; \u201cUncle Remus,\u201d where the little boy hovers so sweetly in the background ; Hawthorne\u2019s \u201cWonder Book, Ruskin\u2019s \u201cKing of the Golden River ; Kingsley\u2019s Water Babies, and .a host more.It is a happy augury that the Fairy Tale once taboo is THE CHILD IN LITERATURE.| 333 now permitted a place in the nursery library ; but our modern school readers are still too preponderatingly utilitarian.What the Puritan child would have done without his Bible and its stories of David and Goliah, Daniel and the Den of Lions, Joseph and his brethren, it would be hard to conjecture.Fairy Tales, as a recent writer in the National Review remarks, are histories of human nature, and human nature does not change as much as might be expected in a few thousand years.We are all persecuted princesses, stupid ogres, wicked dwarfs and handsome princes, if only we were able to get to the bottom of each others\u2019 disguises; and it is because the Fairy Tales and sagas and marchen and folk lore of the world are so true that they go on satisfying the heart of childhood through the centuries.The child in literature is a topic that might easily detain us.The poets almost universally have treated him with the utmost veneration, but among the writers of fiction there has been great diversity.On the other hand we have the impossible creatures pourtrayed by Miss Barbauld and Maria Edgeworth and those of the Sanford and Merton type, and on the other hand we have a franker if not very edifying pourtrayal in such books as Sta/ky & Co., and certain American books of which the Little God and Dicky is a fair type.The later cult seems to reveal in narrating the pranks and devilry which the modern child is thought to affect, whilst the earlier school was marked by greater reserve.Now in these efforts to hold the mirror up to nature by the frank depicting of the impudence of juveniles, we have really a portrayal of the faults of the adult environment.The complaints about the disrespectful manners of the modern child, particularly perhaps in a certain country reported to be contiguous to Canada, are simply so much criticism of those who have had the bringing of them up.The child is naturally shy but exceedingly imitative and unconsciously reproduces the tone of culture, by which he is surrounded.Almost at the worst I am of opinion that most children have by nature, sufficiently pretty manners to know instinctively that they had better not do a third of the things they see their elders doing.I think, therefore, that books of the Dickey type are to be eschewed as unfair and even libellous and mischievous.\u201che 334 THE EDUCATIONAL RECORD.It may be true, that very few writers have been able to catch the \u2018visionary gleam\u2019 that Wordsworth missed from his childhood.Stalky & Co.may be too clever altogether, Kim also too clever and fantastic, Sentimental Tommy ma be too wonderful to be a boy, and Little Lord Fauntleroy quite impossible.- #2 As a matter of fact, when we listen to real children at their imagination-play, we shall find that they are wonder- fally reticent.Nothing is more remarkable than the dumb- show and silences which justly take so much for granted.If adults intrude or eaves-droppers are suspected, self-con- sciousness completely mars the scene.Still a writer can only report what his memory and imagination weave for him, and if he sometimes betrays a tendency to idealize the things which he has seen but can see no more, the results are assuredly none the less wholesome, better for the children to be, and better for the race to be, than such unpleasant cynicism as depicts the normal child of to-day insisting that his parents obey him in the Lord, and as not sparing the rod, lest his congeners be spoiled ; and which declares in a sense, quite other than that of Wordsworth, that the child is father of the man indeed ! ( To be continued.) Editorial Notes and Comments.\u2014AN interesting forecast (?) of Canadian History is made by Mr.Tracy, of the Boston Transcript, in an article in the North American Review, where he says, The great mass of the people north of the Great Lakes are consciously or unconsciously dissatisfied with their form of government, and regard it as only temporary.Barring a world-wide war and terrible crisis, involving the trading of empires by battle or treaty, Canada will come to the United States\u2014 after a brief period of independence.\u201d \u2014THERE is a prospect of McGill degrees being recognized as qualifications for teaching in Ontario.\u2014THE soaking process for the production of classical scholars, advocated by one in authority on the elassical question, is not educative.Its tendency is to produce men steeped in classic lore, to be sure, but undeveloped in mind and character, and lacking in intelligence and ordinary common sense; men of one side only, who can quote from Bll» le era titel titi EDITORIAL NOTES AND COMMENTS.335 -any known classic author, but who do not know the time to be silent and the time to speak; men who, in dealing with their fellows, know not and care not to know the ways of men, much less the ways of women.We admit at once the educative value of creating a classic atmosphere, but this atmosphere may be so thick as to obscure all other subjects of the curriculum, and may put the learner into a long sleep with Homer and Virgil and the rest of the classic writers.\u2014 WE note with pleasure the courteous action of the Trustees of Cornell University in naming the new hall for the College of Arts the \u201c Goldwin Smith Hall\u201d These tactful acts of kindliness make for peace and good-will -among nations.\u2014AT the Conference on Secondary Education, called by the Northwestern University, last October, at Evanston, Illinois, many problems were discussed which are of vital interest to Canadians at the present time, as they are, in many cases, the problems which are pressing hard upon our attention also.The following is the list of topics suggested : 1.In view of the remarkable and ever-increasing growth -of the public high school, what is the place of the private high school or endowed academy in our system of education?2.Is it desirable that the public high school should assume any responsibility for the moral and religious train- Ing of its pupils?and if so, what is possible and advisable in this matter ?3.Should the public high school be looked upon primarily as a school to prepare young men and women for the college and university ?or should it be viewed as an independent school with its own important ends and aims, to which preparation for higher institutions must be strictly secondary ?| 4.If the latter is the correct view, what is the effect of the system of accredited schools adopted by the state uni- \u2018versities and the leading private universities in the Mississippi Valley ?Does not thissystem tend to subordinate the high school, and force it into the position of a mere preparatory school for these institutions ?5.If this view of the independent character of the high school is a correct one, should the college frankly recognize Gt A LICE A, 386 THE EDUCATIONAL RECORD, the altered situation and accept any curriculum which the high school works out as suitable for its purposes as also .suitable preparation for the college and university ?6.Should the public high schools adopt the policy of dropping Greek as a required or optional study in the high school course, relegating this subject entirely to the college and university, thus putting it, in a sense, in the same category with Hebrew and similar languages ?7.In case this plan is adopted, should the private high school and endowed academy and seminary follow the same system ?or should they attempt to preserve for Latin and Greek their traditional place of importance in the preparatory work ?8.If the academy, including the private high school and other preparatory schools, should insist on maintaining Greek, what would be the effect upon its future development of such a distinct separation frem the functions and ideals of the public high school ?9.Some serious defects in our high school system.a.Too many women.b.Growing encroachment of the demands of social life upon serious study.c.Growing tendency to imitate the questionable features.of college life; fraternities, development of competitive sports, etc.10.Is it feasible to arouse that particular kind of interest in the public high school, supported by taxation, which will lead public-spirited citizens to contribute to the better equipment and more adequate support of these schools, as.they now contribute to the maintenance of the academies.and seminaries ?\u2014THE value of Sloyd-as an educational force has been: brought before my notice recently by observing a boy ten years of age amusing himself.Four years ago this boy left the kindergarten with a strong impulse towards drawing and making things.He had next to no work in school, along these lines, for the four following years.The result is that he is still engaged upon the infantile work of\u2019 his kindergarten life.Persistently, and with intense interest, he makes very much the same things that he made in the kindergarten.There has been a little advance to be sure, but it has been rather along the line of more skilful CURRENT EVENTS.387 use of tools than upon work of a more advanced character.He is not employing his creative power upon higher and ever higher work, but is rather marking time less and less clumsily.The work in Sloyd, being graded in character, should produce in the child the desire to put away childish things when childhood is past.\u2014 THE appointment of Mr.Wellington Dixon, B.A., to the principalship of the High School, Montreal, gives universal satisfaction to teachers.Mr.Dixon has been twenty- four years in the Province of Quebec, and has been a successful teacher in the High School, Montreal, for twenty years.He has, therefore, earned his promotion to this important position.Current Events.\u2014 THEODOR Mommsen, the great German historian, died recently at the ripe age of eighty-six years.His great work was his Roman History which he began in 1854.The last volume has not yet been printed.He was also the author of \u201c Roman Jurisprudence\u201d and * Monumenta Ger- maniæ.\u201d \u2014W.E.H.Lecky, the author of the \u201c History of the Rise and Influence of the Spirit of Rationalism in Europe\u201d and the \u201c History of European Morals from Augustus to Charlemagne,\u201d passed away within the last few weeks.He was born in Dublin in 1838, and was educated at Trinity College, Dublin.\u2014TRINITY College, Dublin, the oldest of Ireland\u2019s Universities, has demonstrated the broad-mindedness of its governors by making application for a royal permit to provide for the education of women in connection with the university.\u2014PANAMA has cut her leading strings and declared her intention of walking without the aid of Columbia.\u2014THE boys and girls of the McGill Model School, Montreal, under the leadership of Miss Peebles (with whom the idea originated), Mr.Campbell and the other teachers, held a most successful bazaar in aid of the proposed * Children\u2019s Memorial Hospital,\u201d whereby $450 were raised.This was perhaps the least good that resulted from the bazaar.Into hundreds of homes was carried the story of the poor little Gus 338 THE EDUCATIONAL RECORD.crippled children for whose comfort and healing adequate provision has not yet been made.Every child and every teacher worked with a right good-will by either providing articles for sale, buying or selling at the bazaar, or all three.\u201c \u2014THAT brutal play hazing still goes on.One student is dead and another dying as the result of hazing at the University of Maryland.\u2014SIR Richard Jebb, M.P., thinks that the multiplication of university centres is, on the whole, for the general good.\u2014 COURSES of instruction for children who stutter have been started in various German schools.In Berlin six specialists, engaged by the municipal board of education, devote twelve hours a week to this work.About 11 per cent of the children attending German schools stammer \u2014Exzchange.\u2014NEED NoT WasH.-\u2014Three Chicago children were recently sent home from school with instructions to their mother that they could not come again until they had a bath.The mother reponded that she would not risk washing her children in winter.A test case was made of it and it was decided that the compulsory law does not allow the authorities to cross the threshold of an American\u2019s castle and see that children are properly bathed.The Chicago law requires the children to attend school, and they may go unwashed if the parents so elect.On the other hand the school authorities may bathe the pupils at the schools, and in a number of school-houses bath-rooms are provided for this purpose.Practical Hints and Examination Papers.REMINDERS TO TEACHERS.Be as patient with children as you would like grown up people to be with you.See that children form correct habits of attention, position and regularity.\u2018 Keep your eyes fixed upon the stars, but do not forget to light the household candles by the way.\u201d A German Proverb.\u201c Politeness is like an air-cushion\u2014there may be nothing in it, but it eases the jolts wonderfully.\u201d out oO cn de amt maa a CLE Oa PRACTICAL HINTS AND EXAMINATION PAPERS.33% Never force a child to say, \u201cI am sorry.\u201d Encourage him to feel sorry and then to express his sorrow for the wrong he has done, or the mistake he has made.Are the children in your class creating and constructing ?If not, why not ?Inspire your pupils with the desire to get the best education that their opportunities will allow.The objects of education are to teach the child to observe, to record, to compare, to express \u2014 President Eliot, of Harvard.Results in character and scholarship must be the tests of the efficiency of the teacher's work.Control your class not by force but by power of leadership.and your personal worth.Use nature study work to teach the child to see things as they are.Let your whole life preach the dignity of labor.Children should be led to make their own investigations and draw their own inferences.They should be told as little as possible, and induced to discover as much as possible.\u2014 Spencer.\u2014IN the vast majority of cases, private reproof is preferable to public reproof.Do not wound a child\u2019s self-re- spect.\u2014IT is a very serious matter to make a mistake in teaching.It is a more serious matter to try to cover up the mistake and to make it pass for the truth.\u2014A FooL\u2019s mistakes never teach him anything.THE VALUE OF PREPARATION.Do our teachers make enough of the first stage in teaching, namely, \u2018\u2018the preparation\u201d?By this is meant, not merely preparation of subject-matter by the teacher, but getting the children\u2019s minds into the right attitude towards the subject to be taught, and bringing into the foreground of their consciousness, ideas which they already possess on the subject proposed to be treated.Suppose the subject is.nature study.How much the lesson will gain if the teacher announces a few days beforehand that the next subject is to be, say, \u2018\u2018 The Life-history of a Frog,\u201d or \u201cHow :340 THE EDUCATIONAL RECORD._ Seeds Travel,\u201d or \u201c How Pollenis Carried.\u201d The teacher who has a grip of a class can count upon a large proportion of the children becoming busy searchers for the information necessary for the lesson.In this way, there is less strain upon the teacher in both preparing and giving his lesson.Teacher and class become interested co-workers in the subject, instead of, as is too often the case, the teacher being the only real investigator, with the class as passive recipients.The complaint that school children are not trained to be self-reliant, independent workers would be less frequently heard were this plan followed.In a country school recently, an inspector was impressed with the number of pictures on Canada which were made use of during the geography lesson ; and, on inquiry, it was found that these pictures had been brought on loan by the children who had been requested to find out all they could about Canada for the lesson to be given next week.This was the usual plan followed by the teacher; and the result was that school and home were brought very close together.To secure a closer connexion between school and the _ home, and break down the barriers between school interests and out-of-door interests should be the aim of all teachers.\u2014 Exchange.\u2014To vary the reading lesson cut short, choice extracts from newspapers or old magazines.On Friday afternoon give one of these to each child in the room, allow five minutes for asilent study of the selection.If there areany difficult words, have these written on the board by the children, without comment.At the end of the five minutes draw the attention of the whole class to the words on the board, have them pronounced, put into suitable sentences and defined, if advisable.Then allow each child to read his extract, so that every other child can hear and understand.If the children do not understand, let them question the reader until they do.\u2014FOR generations systematic education has been looked .on by the young as an infliction to be endured, an interference with the natural joys of life.It is not the children only who need deliverance from this view of life.How many adults still regard labor as a curse, and the earning .of a livelihood as an obstacle to happiness ?Yet labor creates PRACTICAL HINTS AND EXAMINATION PAPERS.341 the home and civilized society.It is always the interest in labor and the product of labor that makes it happy.\u201c Every intelligent person to-day seeks his fundamental satisfaction through labor\u2014labor with a loving motive.% % % At school the child should work with hope of achievement and with the sense of having achieved ; and that child only is to be pitied who is unable to win this satisfaction.Are mot these the inducements to hard work which satisfy and profit grown-up people?The kinder- arten sets them before little children.\u2018Joy in doing\u2019 should be the motive in all education, and the inspiring, the happy motive at every stage of human life.\u201d \u2014 President Eliot, of Harvard.-\u2014Âs you walk along the street observe the shoulders of the people in front of you, you will be surprised to find how many people walk with one shoulder lower than the other.How do the children in your class carry themselves ?\u2014 What sort of class temperament have you in your school ?Is the work in general carried on, in an indolent ,indifferent, noisy, careless, haphazard way or areall class exercises conducted in a brisk, eager, quiet, careful, purposeful manner.The teacher sets the time ; the pupils follow.If the teacher sets a quick march in sentence making, with any given basis, the pupils will take the step and march : along with her.If the teacher gives out the problems in mental arithmetic briskly, especially if the attention of the children is gained by a very interesting problem for the first, the attitude of the whole class towards the lesson will be that of alertness.\u2014 You can\u2019t expect to get along by standing still.\u2014 CONTENTMENT often serves as a brake on the wheels of advancement.\u2014RESOLUTIONS are worse than useless, unless they are carried out.If you are goingto do something, make a start.\u2014\u2014A LITTLE time rightly spent is often productive of profitable results for a great deal of time to come.\u2014IF you have arrived at the point where you can not be taught anything more, you must either know very much or very little.\u2014ADDED knowledge will harm no one.The more you 342 THE EDUCATIONAL RECORD.you get.In the words of David Harum \u201c Them as has gets.\u201d \u2014 Business Maxims from The Spur.-\u2014A PARROT and a dog were left in a room together.The parrot, out of mischief, said to the dog, \u201cSic him.\u201d The dog seeing nothing else went for the parrot and tore out about half his tail feathers before he escaped to his perch.The parrot, after looking himself over and reflecting a little, said : \u201cPoll, you talk too much.\u2019 There are many people, old and young, who would do well to remember this story.\u2014@G 00D METHODS IN RECITING.\u2014A good method compels the pupil to feel that the recitation is his opportunity and that he must then prove that he is prepared to recite.At the beginning of the recitation, a topic should be named by the teacher and a pupil required to recite on it without question or comment.This method, if persisted in, will develop self-confidence, fluency, and readiness of expression.Questions by the teacher interfere with the flow of thought and with its free expression.Interference by the teacher is the most serious defect of the average recitation.The method of the teacher either compels the pupil to study, or it licenses him to be idle.If the teacher talks much, the pupil will soon quit studying ; if the teacher\u2019s method requires but little ot the pupil, the pupil will soon make little or no preparation for the recitation.À good method saves the time of both teacher and pupil.Ten minutes spent by the teacher in looking over a lesson: before calling the class will save twenty minutes in hearing the recitation.The teacher should know just what is to be presented in each lesson, and how to present it.Definiteness inspires ; results encourage.A wandering shotgun method discourages pupils because they do not feel the inspiration which always accompanies results.By definitely pointing out, day by day, the fact that the lesson of to-day is only an extension of the lesson of yesterday, the pupil will soon learn that to-morrow leans on to-day and he will govern himself accordingly.The same method should not be used until it becomes stereotyped.The teacher who deems his work worthy of his best intellectual effort will find more than one way of know the more you are; and the more you are the more- \u2014_\u2014\u2014 v\u2014\u2014 aa pr.4 re 1 v3 - PRACTICAL HINTS AND EXAMINATION PAPERS, 343 hearing a recitation.The manner of hearing the recitation should be frequently changed.Try the topical recitation to-day ; in this form of recitation the teacher has but little opportunity to use the time of the class in talking.The pupils can present their views in some fullness.Tomorrow the quick, short question and answer method may be used.Next day the pupils might be privileged to volunteer to present the matter of the text and illustrate the definitions and principles.This method of hearing recitations places all the members of the class on the same level and soon distinguishes the studious, self-reliant pupils from the indolent and uncertain pupils.Whatever method is used, the teacher's personality is the chief factor in success or failure.Only the teacher's knowledge of the subject, his interest in his work, his enthusiasm, his love for his pupils, can clothe the dry bones of the best method with real life and worth.The teacher must be the life of any method, yet talk but little.His manner should speak; presence is the great speech-maker.Pupils are not trained by talking teachers to think or to express themselves.Talking teachers never lead pupils to acquire studious habits because the method which exacts little or nothing of the pupil is worth little or nothing to him.The teacher's manner should arouse his pupils toactivity.Passive speech and indifferent bodily action mean little or nothing to children.To lead pupils to do, requires positive speech and action.The emphasis of voice and action that accompanies purpose is ever present in the work of the successful teacher.\u2014The Western School Journal.PURPOSES OF THE RECITATION.To draw out each pupil's view on the subject.To test their crudeness or thoroughness of grasp of the subject.To correct his ideas by the greater comprehensiveness of others of his class.To arouse and stimulate a new method of study on the next lesson.To cultivate the closest habits of attention.To bring into full play the powers of numbers engaged upon the same thought. 344 THE EDUCATIONAL RECORD.To supplement by stronger force what the pupils give.To bring into play the teachers\u2019 highest powers.To arouse self-activity, power of independent research, acute, critical insight, to be obtained only by contact with one\u2019s fellows striving toward the same goal.To initiate the student into the great secrets of combination with his fellows.To help the struggling boy or girl to ascend above his idiosynecrasy and achieve the universal forms.To learn to suppress the merely subjective, and how to square his views with what is objective and universal.\u2014 William T.Harris.\u2014TEACHERS would do well to study the qualities i in boys demanded by employers of labor.~ \u2014 GEORGE SEXTON, who has charge of two hundred boys in a big department store, loves to talk about boys.\u2018\u201c Boys are not a necessary evil at this establishment,\u201d he sald.\u201cThey are the material out of which men are to be made.\u201d \u201c How do you choose your cash boys, Mr.Sexton ?\u201d 1 asked.* My first question is \u201c Where is the boy ?\u201d You see, it all depends upon the boy himself.You can judge the boy better from his appearance, his manner, his dress and the way he comes into an office than from any description of him.Character shows forth in little things\u2014you can\u2019t hide it.I take boys by what you might almost term first impressions.Ihave \u201csized a boy up\u201d before he asks me for a place.The removal or non-removal of the hat on entering the office, the respectful and self-respecting way in which a boy addresses me, the way in which he meets my look and questions, all give me an idea of his bringing up and the \u201c stuff \u201d that isin him.As to appearance, | look at once for these things : polished shoes, clean clothes and clean face, hands and finger nails.Good clothes are not requisites.A boy\u2019s clothes may be ragged, his shoes have holes in them, yet his appesrance may still give evidence of a desire to be neat.I will not employ a cigarette smoker if I know it.As for reference, a boy\u2019s teacher is the best reference he can have.The recommendation \u201cwhich a good boy in our employ gives a boy applying for a position always receives marked consideration. into PRACTICAL HINTS AND EXAMINATION PAPERS.345 \u2014 PUZZLE WITH LETTERS.\u2014Some time since, students at the Boston Institute of Technology designed a puzzle which is interesting.Given two words of an equal number of letters, the problem is to change one to the other by altering one letter at a time of the first so as to make a legitimate English word, continuing the alterations until the desired result is attained.The conditions are that only one letter shall be changed to form each new word, and that none but words which can be found in English dictionaries shall be used.Here are some examples of the changes.East to west.\u2014East, vast, vest, west.Dog to cat.\u2014Dog, dig, fig, fit, fat, cat.Soup to fish.\u2014Soup, soul, soil, foil, fowl, foot, coot, cost, cast, fast, fist, fish.Road to rail.\u2014Road, rood, root, coot, coat, coal, coil, toil, tail, rail.Milk to hash.\u2014Milk, mile, male, mate, hate, hath, hash.\u2014 Leisure Hour.\u2014 1 PROMISE not to use tobacco in any form, nor to swear nor use impure language during the month of- I also promise to influence my school fellows to discontinue these practices.I promise that if I break this pledge, I shall tell the principal or the teacher of my class.The above pledge is a monthly promise, given by the boys of a certain class in one of our schools.The signing of this promise is voluntary.There is no punishment meted out for the breaking of it.Its object is to help boys who feel that they would like to live up to this standard\u2019 \u2014-IT is with narrow-souled people as it is with narrow- necked bottles,\u2014~the less they have in them the more noise they make in pouring it out.\u2014A CLIQUE is friendship gone to seed.-\u2014The Philistine.\u2014THE time to teach the difference between \u201clie\u201d and \u201clay\u201d is when the child is two years old.\u2014E.H.Lewis, Department of English, Lewis Institute.\u2014 TEACH THE CHILDREN To LoVvE Goop Books.\u2014 \u201cGod be thanked for books.They are the voices of the distant and the dead and make us heirs to the spiritual life of past ages.No matter how poor I am, no matter though the prosperous of my own time will not enter my obscure RE TON ET ER TRE 0 PEERS a 346 THE EDUCATIONAL RECORD.dwelling \u2014if Milton will cross my threshold to sing to me of Paradise, and Shakespeare open to me the worlds of imagination and the workings of the human heart, and Franklin enrich me with his practical wisdom\u2014-~I shall not pine for want of intellectual companionship, and I may become a cultivated man though excluded from what is called the best society in the place where I live.\u201d \u2014 William E.Channing.\u2014 THE facts of history, the mathematics, and the idioms may crumble away, but the supreme gift of education\u2014a larger, richer and more beautiful life\u2014will live forever.\u2014 Success.-THERE are so many good, old books that have stood the test of ages, that we do not need to spend much time in youth in sampling the doubtful books.\u201c But the old books, the old books, the mother loves them best ; They leave no bitter taste behind to haunt the youthful breast ; They bid us hope, they bid us fill our hearts with visions fair ; They do not paralyze the will with problems of despair.And as they lift from sloth and sense to follow loftier pains, And stir the blood of indolence to bubble inthe veins: Inheritors of mighty things, who own a lineage high, We feel within us budding wings that long to reach the sky : To rise above the commonplace, and through the cloud to soar, And join the loftier company of grander souls of yore.Then as she reads each magic scene, the firelight burning low, How flush the cheeks ! how quick, how keen, the heartbeats come and go! The mother\u2019s voice is soft and sweet, the mother\u2019s look is kind, But she has tones that cause to beat all passions of the ming ; And Alice weeps, and Jack inspired rides forth a hero bold ; So master passions, early fired, burn on when life is cold.\u201d\u2014The Spectator. PRACTICAL HINTS AND EXAMINATION PAPERS.347 .\u2014IN studying nature, with the children, do not fail to bring the objects into the school-room.Thisis the month to study the nuts of Canada, chestnut, hickory-nut, walnut, etc.The child always prefers the thing to its picture.\u2014THE following story might serve as the basis of a dictation exercise :\u2014 A LessoN IN MODESTY.\u2014Gen.Methuen, whom the Boers captured and then released not long ago, was formerly British military attaché at Berlin.On one occasion, when he was going to the palace to visit Emperor William I, in 1881, he jumped into the river Spree and saved the life of a drowning child.The time required to change his clothes made him late at his audience with the Emperor.For the delay he apologized, but did not give the reason.A few days later.at a reception in the Palace, the Emperor drew the British attaché aside and pinned the Rescue Medal on the lapel of his coat.\u2014NaATIONS, like individuals, are powerful in the degree that they command the sympathies of their neighbors.Sayings of Teachers and Children.\u2014JOHNNY\u2014That ink that papa writes with isn\u2019t indelible ink, is it, mother ?Mother\u2014No.Johnny\u2014P\u2019m glad of that.Mother\u2014 Why ?Johnny\u2014TI've spilt it all over the carpet.\u2014 Answers.\u2014Tommy: Is it a sin to say \u2018 rubber-neck\u2019 teacher ?Teacher: It is worse than asin, Thomas, it is positively vulgar.\u2014UNOLE (trotting Harry on his knee) : Do you like this, my boy ?Harry : Pretty well ; but I rode on a real donkey the other day at the Zoo.\u2014Sel.\u2014 A UskruL Boy \u2014Uncle Charles\u2014Boys, how can you associate with that Binks boy ?I understand he\u2019s the worst scholar in the school.Willie\u2014Huh ! If it wasn\u2019t for him me or Tommy'ud be at the foot of the class \u2014 Chicago Daily News.POP 348 THE EDUCATIONAL RECORD.\u2014TOMMY was a little rogue, whom his mother had hard work to manage.Their house in the country was raised a few feet from the ground, and Tommy, to escape a well deserved whipping, ran from his mother and crept under the house.Presently the father came home, and, hearing where the boy had taken refuge, crept under to bring him out.As he approached on his hands and knees Tommy asked, *\u201c What's the matter, papa ; is she after you, too ?\u201d \u2014 Selected.\u2014A HoPEFUL ProsPECcT.\u2014The St.Louis \u2018 Mirror \u2019 has this story of a beloved president of an Eastern College.One beautiful day the president was strolling over the campus with his wife.They were admiring the buildings, some of which had been erected by wealthy alumni.Presently they came to a noble hall, built of stone, occupying a commanding site.Over the main entrance was a marble tablet, which announced that the hall had been erected by « John C.Blank, as a Memorial to His Beloved Wife.\u2019 The president stood for a moment and looked at the imposing pile.Then he heaved a sigh that might have held some envy.\u201c Ah\u2019, said he, ¢ that is what I should like to do for my college.\u201d He cannot understand why his wife should have looked so horrified.\u2014DUuRING Roy's first year in school he came home late one afternoon.\u201cI was kept in,\u201d he explained, \u201c and it was all the fault of that thermometer! Just wait till I get to be thermometer, and I'll report her for being late in the line.\u201d \u2014A SCHOOLBOY was told to write an essay on the Tudor Period.Of Raleigh he wrote: \u201cSir Walter was the first person to introduce tobacco into England, and one day, as he was initiating some friends into the mystery of smoking, he turned round and said to Ridley, \u2018 We shall this day light such a flame in England, that it will never be put out.2% \u2014A TEACHER asked her class to name five different members of the \u201ccat\u201d family.Nobody answered till at last one little girl raised her hand and said: * Father cat, mother cat and three little kittens.\u201d CURRENT SAYINGS.349 \u2014TomMY had been tardy at school, and this was the excuse he handed in: ¢ Miss McMerey, please Exkuse Tommy for Being late as he was kept out on the account of Sixness in the Fambly, yours Respect Nicodemus Tucker.\u201d \u201cThomas,\u201d said the teacher, after she had read it, \u201c I have serious doubts about the genuineness of this.It looks very suspicious.\u201d \u201cI know it ma'am,\u201d he replied, sniffing.\u201cI told pa I could write a lot bettern he could, but he would do it.\u201d\u2014Sel.Current Sayings.\u2014THE theory has been advanced by an Ohio teacher that the breaking down of so many pupils while attending schools, is not due to over-study, but to being compelled to sit in ill-ventilated rooms of variable temperature, day after day.\u2014THERE are many people, and many very intelligent and very successful people, who think that a college education is not so productive of real efficiency and true success in life as severe manual or clerical work is.We do not agree with these people at all ; we say, and have no doubt about it, that the average man liberally educated makes a better citizen, produces more, and helps civilization more than the average man who has not had the advantages of the advanced schools.But still these people have some ground for their thinking.It is found in the conceit of too many young college men and women, in their unteachableness and their unwillingness to adapt themselves to the conditions and the details of the labor which can alone build up success.\u2014Andrew S.Draper.SOME RESULTS OF SECULAR TRAINING.After a prolonged residence in the United States, I am convinced that nothing is more inimical to the finer human instincts, more dangerous to common morality, or more fatal to stability of character.\u201cI have had unusual opportunities in the pedagogic way of noting the working of the secular system.I find a boy of fifteen, gentlemanly, well- dressed, courteous, coming from a comfortable home, ignorant of the fact that the Bible is divided into two parts, the Old and the New Testaments.In a group of some twenty boys, of ages ranging from twelve to sixteen, none 350 THE EDUCATIONAL RECORD.knew who was the first King of Israel; only two had ever heard the story of David and Goliath.Four boys knew that Jesus was born at Bethlehem ; only one had heard the story of the conversion of St.Paul.Of the names and arrangement of the books of the Bible they were all profoundly ignorant.Another boy of fifteen, on being requested to find a reference in Genesis, turned over the leaves of the whole Bible, beginning with Revelation.\u201d \u201cThe opening morning exercises in the national public schools are very characteristic.With great ceremony the Stars and Stripes are paraded up the room ; everyone salutes.Then is sung, not a religious hymn, but a sentimental song.Then the principal may give a few minutes\u2019 talk, generally in a patriotic vein.A certain vapid sentimentality is provided instead of the strong, wholesome teaching of what is right and wrong which is found between the covers of the Old Book.The character of the child indubitably reflects the instruction of his preceptors.The American boy, the brightest creature on earth, develops into a youth who is sensual, not religious; indulgent, not kind; patriotic, not law-abiding ; sharp, not scrupulous; politic, not truthful.\u201d\u2014 Canadian Churchman.\u2014LoRD Minto spoke timely words of advice on the occasion of the Jubilee of Bishop\u2019s College, June 18th, 1903 To be a Christian gentleman is of more importance than to earn a living.His Excellency said : \u201cI very deeply appreciate the loyal and hearty welcome the University of Bishop's College has extended to me, and I can assure you, Mr.Chancellor, it is a great pleasure to me to be present here to-day\u2014all the more so, on the occasion of the celebration by the university of its fifty years of existence.I congratulate you, gentlemen, most heartily on your jubilee.In those fifty years the university has earned for itself a well deserved reputation, and I rejoice to know, gentlemen, that in your endeavors to encourage higher education in the new world you are not unmindful of the valued traditions of the Motherland.In a new country, those traditions, if they are understood, are full of good seed, for they tell not only of time-honored lines of study, not only of refined taste in literature and art, but of those old rules of chivalry which have done so much to form the character of English men and women. pouce couns DIRECTORY OF SUPERIOR SCHOOLS.351 i Ë \u201c1 often think that in the new world, where the youthful energy of its people is fighting the battle of life under rough conditions, there is perhaps too great a tendency to- ignore the polish of the old world.Noone is a greater admirer of individuality than I am, but independence of character does not necessitate an obtrusive self-assertion, neither are good manners and respect for one\u2019s fellowmen and women indicative of servility\u2014and one must remember that it is not only education in the ordinary sense of the word which our universities and schools bestow\u2014 beyond that they are forming the character of the rising generation, and I say to teachers and students alike, that neither university nor school can produce anything better than what is called a gentleman in the true sense of the word.I believe that in its recognition of the doctrine of the old world education this university has done, and can do, much in the future to mould the manhood of Canada.\u201d DIRECTORY OF SUPERIOR SCHOOLS FOR THE YEAR 1903-04.ACADEMIES.Aylmer :\u2014Mr.H.A.Honeyman, Miss Edna M.Edey, Miss Minnie McLean, Miss Gertrude Chamberlin.Bedford :\u2014Mr.G.W.Findlay, B.A.; Miss Bockus, Miss ones.Coaticook :\u2014Mr.C.W.Ford, Miss Annie À.Wadleigh, Miss Clara J.Trenholme, Miss Edith A.Tomkins, Miss Laura VanVliet.Cookshire :\u2014Mr.L.D.Von Ifland, M.A.; Miss Cora Solomon, Miss E.E Vibert, Miss Eva Mallory.Cowansville :\u2014Mr.Wm.Moore, Miss Frances Buck, Miss Maude Kezar, Miss Ruby Griggs.Danville :\u2014Mr.W.T.Briggs, B.A.; Miss Lilian Teeson, Miss Ida W.Henderson, Miss Christina Palliser.Dunham Ladies\u2019 College :\u2014Miss Elizabeth O\u2019Loane, Miss Katherine Pearson, B.A.; Miss Florence Horsey, B.A.; Miss Lilian Jackson, Miss Mary Kemp, Miss Alberta Cleland, Miss Elizabeth Ball, Rev.H.Plai- sted, B.A.Granby :\u2014Mr.Charles McBurney, B.A.; Mrs.J.McDonald, Miss C.W.Norris, Miss M.H.Gill, Miss M.B.Gill. 32 THE EDUCATIONAL RECORD.Huntingdon :\u2014Mr.C.S.Holiday, B.A.; Mr.F.H.Barring- ton, B.A.; Miss Ermina Carpenter, Miss Annie M.Saunders, Miss Bessie E.Saunders, Miss Anna E.Dickson.Inverness :\u2014Miss E.C.McCoy, B.A.; Miss E.B.Abercrom- bie, Miss A.L.C.Mooney.Knowlton :\u2014Mr.Nelson C.Davies, B.A.; Miss Hattie Patch, pis Miss M.Hunt.Lachine :\u2014Mr.C.A.Jackson, Miss Munn, B.A.; Miss Woodside, Mrs.Dilworth, Miss Barrington, Miss Brodie, Miss Weir, Miss Davies, Miss Sanborn.Lachute :\u2014Mr.R.H.A.Connolly, M.A.; Miss C.Moore, Miss M.Boudreau, Miss Rowat, \u2018Miss Scott, Miss Maclean, Miss Paton.Lennoxville :\u2014 Miss M.O.Vaudry, M.A.; Miss Lydia Shaw, Miss Cora Davis, Miss F.I.Drummond.Montreal High School (Boys) :\u2014Rev.BE.I.Rexford, M.A.; .F.W.Kelly, B.A., Ph.D.; E.L.Curry, B.A.; Wellington Dixon, B.A.; H.H.Curtis, I.Gammell, B.A.; J.P.Stephen, James Walker, J.T.Donald, M.A.; R.Squire Hall, B.A.; Orrin Rexford, B.C.L.; Chas.K.Ives, B.A.; F.C.Smiley, B.A.; C.B.Powter, Miss M.Ross, Miss A.D.James, Miss M.J.Clarke, Miss I.McBratney, Miss L.Binmore, Miss C.M.Smith, Miss A.O'Grady, Miss B.Irving, Miss A.8S.DeWitt, Miss A.Macfarlane, Miss S.Louise Shaw, Miss M.Metcalfe, Miss Hannington, Miss A.O.Dodds.Montreal High School (Girls) :\u2014Rev.E.I.Rexford, M.A.; Miss G.Hunter, B.A.; Miss M.A.Wilson, B.A.; Miss F.Taylor, Miss Brittain, B.A.; Miss E.C.Charlton, Mrs.Allen, Miss Hammond, M.A.; Miss M.Clarke, Miss Ferguson, Miss Mewhort, B.A.; Miss Tatley, B.A.; Miss Lily Clarke, Miss J.Bremner, Miss L.Sinclair, Miss Shaw, B.A.; Miss Ethel Fisher, Miss A.J.Rodger, Miss McGowan, Miss Gordon, Miss Mary Campell, Miss Morrow, Miss Taylor, Mr.E.L.Curry, B.A.; J.T.Donald, M.A.; Mrs.Sim- ister, Miss Jessy 'McBratney, Prof.Couture, Miss Holmstrom.Ormstowr :\u2014Mr.E.S.Rivard, B.A.; Miss Ruth Hunter, Miss Lillias Surprenant, Mrs.E.F.McCartney. DIRECTORY OF SUPERIOR SCHOOLS.353 Quebec High School (Boys).Quebec High School (Girls) : \u2014Miss Elizabeth Macdonald, Mrs.F.Walton, Miss C.Dunkerley, Miss Theodora MacNaughton, Miss C.Rondeau, Miss Hatch.Shawville:\u2014Mr.Wm.D.Armitage, Miss M.E.MacGregor, Miss L.E.S.McCartney, Miss Mabel Armstrong.Sherbrooke :\u2014Mr.N.T.Truell, Mrs.M.MacLeod, Miss Emma Jackson, B.A.; Miss Lizzie Sangster, Miss Edith Campbell, Miss Alice Griggs, Miss Idonea Nourse, Miss Maud Lefebvre, Miss M.E.Water- house, Miss Isabel E.Wiggeit, Professor Bellefon- taine, Professor H.Fletcher.Stanstead : \u2014Rev.Charles R.Flanders, B.A., D.D.; Miss Elizabeth Irving, B.A., Perry S.Dobson, B.A.; Elson Irvine, B.A.; O.K.Wingrove, Miss Jane Read, Dee Gustin, Frank O.Call, Miss Isabella Ball, Miss Lena Leach, Miss May Moran.: St.Francis College Grammar School :\u2014Mr.Levi Moore, B.A.Miss Esther M.Smith, B.A.; Miss A.L.Beckett, Miss Katie B.Morison, Miss E.A.Elliott, Miss Janet S.Smith.St.Johns :\u2014Mr.Charles P.Green, B.A.; Miss Edith F.Thompson, Miss Carrie Nichols.St.Lambert :\u2014Mr.A.Rivard, B.A.; Miss J.Perry, Miss J.M.Varney, Miss C.E.Carbee, Miss F.Kydd.Sutton :\u2014Mr.R.M.Noyes, B.A.; Miss Kate Longeway, Miss M.Wallace, Miss E.Sweet.Three Rivers :\u2014Miss M.McCuaig, B.A.; Miss Julia C.Park, Miss Helen McLeod.Valleyfield : \u2014Mr.W.J.Messenger, M.A.; Miss Janet D.Douglas, Miss Catherine C.Thompson, Miss Edna \" Ferris, Miss Isa M.Copland, Miss Hortense E.Lawrence, Miss Janet E.Lowe.Waterloo :\u2014Mr.James Mabon, B.A.; Miss Annie Boothe, Miss Margaret Matheson, Miss Daisy Lawrence, Miss Effie Boothe.Westmount :\u2014Mr.W.B.T.Macaulay, B.A.; Mr.W.Chalk, B.A.; Mr.R.S.Hoew, B.A.; Mr.T.L.Pollock, B.A.; Miss B.Grant, Mr.C.A.Place, Miss P.Steacy, Miss À.J.Griffith, M.A.; Miss A.Holiday, B.A.; Miss M.Phillips, Mr.A.Thomas, Mr.H.D.Hunting, Miss A.Symington, Miss G.B.Cayford, Miss M.Brodie, THE EDUCATIONAL RECORD.B.A.; Miss A.S.Pease, Miss S.MaGuire, Miss E.L.Wilson, Miss D.W.Day, B.A.; Miss K.Terrill, Miss P.Lawrence.| MODEI SCHOOLS.Barnston :\u2014Mrs.J.N, Jenks, Miss Belle M.Duffee.Beebe Plain : \u2014Miss Mabel Hovey, Miss Ruth Gustin.Bishop's Crossing :\u2014Miss Maude E.Batcheller, Miss Ona B.Cunningham.Buckingham :\u2014Mr.J.McMillan, Miss E.Higginson, Miss E.Russel, Miss E.MacGregor, Miss M.Manley.Bury :\u2014Miss Kate E.Stobo, Miss Edith Dawson, Miss Bessie Brounard.Clarenceville :\u2014-Mr.F.C.Humphrey, Miss Mary L.Patti- son, B.A.; Miss Mattie Hunter.Clarendon: \u2014Miss Beatrice E.Robertson, Miss Bella Os- © trom.Como :\u2014Miss Nettie LeRoy, Miss Boyce.Compton :\u2014Mr.Lewis A.Sawyer, Miss Nellie P.Bliss.East Angus :\u2014Miss Elizabeth Hepburn, Miss M.E.Brae- don, Miss Nettie Bracken.East Hatley :-\u2014 Fairmount: \u2014 Farnham :\u2014 Mr.James A.Mackay, Miss Marion M.Brown, Miss Clara Blackwood.Frelighsburg :\u2014Miss G.Alice McLellan, Miss Georgie Guillet.Gaspé :\u2014Miss F.Hutchison, Miss Carrie Patterson.Gould :\u2014Miss Ella M.Fraser, Miss F.Mabel Wilson, Miss Clara Hanright.Hemmingford :\u2014Mr.J.E.Lipsey, Miss Mary E.Moody.Hull :\u2014Mr.A.E.Vaughan, Miss Hutchins, Miss McIntosh, Miss Reid, Miss Wright, Miss Robinson.Kinnear\u2019s Mills :\u2014 Miss Elizabeth Clunie.Lacolle :\u2014 Miss Alice Woodworth, Miss Sarah O'Dell.Leeds :\u2014Miss Harriet Barr, Miss Agnes McKenzie.Longueuil :\u2014 Magog :\u2014Mr.F.A.Garland, Miss Pansy Young, Miss M.Bayley, Miss Alice Robinson.Mansonville :-\u2014-Miss Emma J.Plaintin, Miss Luvia M.Willard.Maple Grove :\u2014Miss J.Edith McClatchie. CORRESPONDENCE, 355 Marbletown :\u2014Miss G-.de Kastner, Miss I.H.Bailey.Megantic :-Miss Marion A.Solomon, Miss M.Annie Sparrow, Miss Edith G.Sparrow.Montreal West :\u2014Miss C.Hinds, B.A.; Miss Stella Young, Mrs.M.McCubbin.New Richmond : \u2014 Miss Ida Fair, Miss G.Maude Harvey.North Hatley :\u2014Miss Jean A.Topp, Miss Isabel Stowell.Paspebiac :\u2014Miss Ethel J.Kempffer, Miss Stella Scott.Portage du Fort :\u2014Miss Gertrude McClenaghan, Miss Nettie M.Stewart.Rawdon :\u2014-Miss Mary R, Kirkwood, Miss Cornelia Boyce.Sawyerville :\u2014Miss Léonie VanVliet, Miss Nettie M.Giles, Miss Annie M.Wark.Scotstown : \u2014 Miss L.A.McCaskill, Miss A.Bowman, Miss E.A.Black.South Durham : \u2014Miss Bertha W.Mountain, Miss Annie Woolfrey.Stanbridge East :\u2014Miss Anna J.Phelps, Miss Jessie Corey.St.Andrews :\u2014Miss K.Elizabeth Walsh, Miss Mary Hyde.St.Haycinthe :\u2014Miss Grace E.Johnson.St Sylvester :\u2014Miss Ruth E.Whitehead.Ulverton :-\u2014Miss Edith E.Smith, Miss Gladys Cowan.Waterville :\u2014Miss Edith E.Miller, Miss Fanny Clarke, Miss Annie Wilcox.Windsor Mills :\u2014Miss Louise M.Miller, Miss Nora K Hodgson.Correspondence.Will the Editor ofthe RECORD be so good as to solve for a puzzled teacher the following problem ?A receives a consignment of wheat, he is to sell it on a commission of two per cent., and invests the procceds in silk ; after deducting his commission, at 4 p.c.on this new transaction., his total commission was $600; what sum did he invest ?One dollar\u2019s worth of wheat sold would give the owner 98c., and the commission merchant 2c.Now four per cent., which is one twenty-fifth of the money invested, would be one twenty-sixth of the money before the comission was deducted.Therefore, when the commission merchant proceeded to invest the 98c., he kept one twenty-sixth part of it for himself, and invested twenty-five twenty-sixths ofit for 356 THE EDUCATIONAL RECORD.the owner.Consequently, of the original dollar for wheat, the commission merchant had received two cents and one twenty-sixth part of 98c., while twenty-five twenty-sixths of 98c.were invested for the owner.Cents: Cents.$ .Therefore 22 + 2: 235 of 98 : : 600 : the answer.This proportion, when worked out, gives the answer $9,800.Official Department.NOTICES FROM THE OFFICIAL GAZETTE.DEPARTMENT OF PUBLIC INSTRUCTION.Boundaries of School Municipalities.His Honor the Administrator of the Province has been pleased, by order in council, dated the 4th of November, 1905, to detach the following lots of the cadastre of the parish of Saint Jean, and forming part of the school municipality of Saint Blaise, to wit: the lots 1, 8, 4, 5, 6, 7, 10, 11, 13, 14 and 16, from the municipality of Saint Blaise, in the county of Saint Jean, and to annex the said lots for school purposes to the municipality of the \u201c Parish\u201d of Saint Jean, in the said county.This annexion will take effect the 1st of July next, 1904.Also to make the following appointments, to wit : School Commissioners.Gaspé : Cap-au-Renard\u2014Messrs.François Henley, Joseph Vallée and Jean Baptiste Vallée, continued in office, their: term having expired.Laval: Port Many.\u2014Messrs.Joseph Gravel and Aldéric Fortin ; the former continued in office, and the latter to replace Mr.Adolphe Lachapelle.Sherbrooke : Orford.\u2014 Mr.Alfred Gauthier, to replace Mr.Cyprien Perrault.School Trustees.Pontiac: Mansfield.\u2014 Mr.Thomas D.Carmichael, to replace Mr.Wm.Sharpe, whose term of office has expired. Bae da, NOTICES FROM THE OFFICIAL GAZETTE.357 Stanstead : Sainte Catherine de Hatley.\u2014Messrs W.E.Ansell and A.F.Kezar, to replace Messrs.L.E.Rexford and Pascal Morrissette.NOTICE.His Honor the Administrator has been pleased to revoke, on the 2nd of October last, 1903, the order in council No.590, annexing certain lots of N.D.des Anges de Stanbridge, county of Missisquei, to the school municipality of Bedford, in the same county.His Honor the Administrator has been pleased, by order in council, dated the 19th of November, to detach from the school municipality of the village of Roberval, county of Lake Saint John, the territory hereinafter described, to wit : 1.The lots bearing on the official cadastre of the township Roberval, the numbers 29, 30 and 31; 2.The lot of Léon Dechéne, now Beemer, forming part of No 27 of the official cadastre of the said township ; 8.The south-west part of the lots bearing on the official cadastre of the township Roberval, the numbers 39, 40, 42, 58, 59, 60, 61, 63, 64, 65, 66, 67, 68,69 and TO, starting from the division line between the ranges B and I of the said township, to a distance of 20 arpents in depth on the said lots : And to annex this territory to the school municipality of Ouiatchouan, in the same county.; To detach from the school municipality of Ouiatchouan, in the county of Lake Saint John, the lots of George Audet and of Idas Dufour, forming part of the lot known on the official cadastre of the township Roberval, as number 71: the north-east part of the lots bearing on the official cadastre of the township Roberval, the numbers 36, 37, 39 and 40, starting from the division line between the lots 15 and 16 ofthe primitive survey of the range B of the township Roberval, to a point situate at twenty arpents from the division line between the 1st range and the range B of the sald township, continuing the said lots to Lake Saint John; And to annex this territory to the school municipality of the village of Roberval.The name of the school municipality of the village of Roberval will be changed to that of the \u201c school municipality of the town of Roberval. :358 THE EDUCATIONAL RECORD.This bounding will take effect on the 1st of July next, 1904.His Honor the Administrator has been pleased, by order \u2018in council, dated the 19th of November, 1903, to make the following appointments, to wit : School Commissioners.Megantic: Sainte Anastasie de Nelson.\u2014Mr.Eugène \u201cCroteau, to replace Mr.J.B.Houle, resigned.Yamaska: N.D.de Pierreville, parish.\u2014Mr.Hercule Laforce, continued in office, his term having expired.His Honor the Administrator has been pleased, by order \u201cin council, dated the 19th of November, 1903, to detach from the municipality of Saint Raymond, in the county of Port- neuf, the properties bearing on the official cadastre of the parish of Saint Raymond, the numbers 72 and 78, belonging to Pierre Denis and Quetton Caher, and to annex them to the school municipality of the village of Saint Raymond, in the same county.This annexation is to take effect on the 1st of July next, 1904. Page(s) manquante(s) ou non-numérisée(s) Veuillez vous informer auprès du personnel de BAnQ en utilisant le formulaire de référence à distance, qui se trouve en ligne : https://www.banq.qc.ca/formulaires/formulaire_reference/index.html ou par téléphone 1-800-363-9028 TABLE OF CONTENTS.\u2014 ~ PAGE.Articles : Original and Selected : A Day in the Horace Mann School An Educational Misfit.\u2026.0.0.0001000000 RAS > 22 A Peep into a Manual Training Class Room.\u2026\u2026.263 Arithmetic of the Fourth, Fifth and Sixth Vear Canadian History.020000 04 sa aies aa en ee sa nan 6 141 Manual Training in Canada.oien.I The Boy and the Birds.coiiiiii lt.220 The Child in Literature.co.iii iviinn.330 The German Educational System.49, 79 The Greatness and Littleness of Man.261 The Relation of Interest and Attention in Educational Procedure.ovo ee ee 109 The Rising Generation.cooviiiinenn.n.327 The Student.cou oni iii 265 The Study of History.c.count.295 The Teacher and.Society.coon.213 Books Received and Reviewed.175, 252 Boys we have Met, The Bully.ee 2206 _.18 Child Study : An Inductive Study of Methods mn English and Arithme- BIC ot et eee Ye 223 The Examination of the Ears of One \u2019lhousand School Children.coi ieee 222 The Reasoning Powers of Children.RS 85 The Problem of the Atypical Child.303 Consolidation of Schools.co ii iii.205 Convention of Protestant Teachers.Cee 284 Correspondence.2020200 0000 sa a aa aa 44 ea ae na Lea aa 06 357 Current Events : Attendance at Canadian Normal Schools.315 Commercial Education.o.oo.236 Miscellaneous.42.57, 90, 128, 155, 194, 232, 270, 315, 337 The \u2018\u2018All Red Route .00000 02 ea cena en nn.60 \u2018The British University Plan.197 The Modern Language Association.Qo The National Fducational Association ® ee ts 4 ea aa sees se Current Sayings.«overt tir ein nie.ee : Current Thought.cco iia, 96 Directory of Superior Schools for the Year 1903-04.353 Editarial Notes and Comments.27, 55, 86, 124, 153, 188 , 225, 266, 312, 334 362 THE EDUCATIONAL RECORD.PAGE.Educational Experiments : An Educational Experiment in Arithmetic.cee.23 Character Building by Suggestion.:.265 Experiment Stations.in.224 Famous Teachers.274 Lesson Notes, .oooviui iii.98, 162 Model Lesson.0400010200 00 ae ea ea a ae aa a aa ae 275 Official Department : Bonuses Paid to Teachers.73 Minutes of the Meeting of the Protestant Committee of the Public Instruction.65, 134, 287 Notices from the Official Gazette.47,75, 138, 175, 254 324, 358 Practical Hints and Examination Papers : A Devicein Spelling.oo iii.202 AmI Educated ?.ea 63 A Number Game for Little Ones.173 A Problem for Boys.coi a aan eau 47 Arithmetic Questions.ciie ii.172 Check thisWaste.i ae.132 Children at Work.iii.64 Collections of Drawings.ccc viinvininnn nn.102 Committing to Memory.vue iin.174 Don\u2019t Snub a Boy.SR A a a a a ae aa ann 104 Education.iii i i ea ea a eee 166 For Busy Work in Reading .202 Going to Head-Quarters.coo.203 Have youscen Him?.Cee 202 How to make a Duplicator.321 Is Obedience the Root of all Virtue ?.105 Marking Compositions.000020002 00 aa a aan aan 105 Miscellaneous.45, 63, 101, 132, 166, 200, 250, 280, 317, 339 Pleasant Primary Education.170 Purposes of the Recitation.343 Reminders to Teachers.45.03, 101, 131, 200, 249, 279 317.338 Reproduction Story.oii 106 School Manners.42042 0002 44e a aa eee san 0e 132 Some Results of Secular Training.351 The Bad Boy on the Back Seat.171 The French Form of the Multiplication Table.132 The Present Fads.20220 20e sean aan ea ana ae en 203 Three Misused Words.2220220000 caca aan ane 107 What Plodders Accomplish.320 What Shallit Be?.co.iii, 171 Revenue and capital of the Pension Fund for Teachers.283 Sayings of Teachers and Children.31, 322, 348 + po "]