The educational record of the province of Quebec, 1 octobre 1916, Octobre - Décembre

[" ws > + Che Educational Record - of the Province of Quebec 5 ) oe La No.10-11-12 October-Nov-mber-December Vol XXXVI EDITORIAL, LISTS FOR SCHOOL LIBRARIES.All teachers who attended conferences in September and October have doubtless received\u2019 the printed lists of books suitable for school\u2019 libraries, as drawn up by the \"Protestant Committee and issued by the Department.Teachers, members of school boards and secretary-treasur- ers who have not received copies may do so by sending a post-card to the Department.The selection of books has been well made.There are twenty-five sets in all, ranging at a little over ten dollars each.Boards receiving special grants for progress might well invest in a few of the sets for their schools.No doubt, also, the teachers can do much by way of small entertainments to add to the school library.NOTE TO TEACHERS \u2014 To interest the senior pupils and provide them with profitable reading 3 few pages of interesting selections and original items will appear in each issue of the RECORD.Please call the pupils\u2019 attention to these pages and ask them to read such parts as they prefer.\u2014 EDITORS. Educational Record.The next step after obtaining library books is to see that there is a suitable book-case in which they may be kept.Several boards in the Eastern Townships have been active in this respect lately, having provided neat cupboards for the Strathcona prize books.Then it is the duty of the teacher to see that a proper record is kept of the library books.It has been suggested by Inspector Taylor that this record might be at the back of the permanent register.A separate book, of course, should be used to indicate the name of a book (and the date) taken out by a pupil.Remember that a well selected library in the school \u201cdiscovers\u201d readers among the pupils.These should be helped and encouraged.: GERMAN OUTRAGES.It is probable that by the time this number of the Educational Record reaches the teachers, copies of the Report of the Committee appointed to investigate the Alleged German Outrages will also be in the hands of teachers and.members of school boards.The pamphlet is being distributed through the Department to secretary-treasurers.It is not pleasant reading.The ruffians whe first invaded Belgium in 1914 were unspeakably base and brutal.The cruelties they committed will long live in history to the shame of the Hohenzollerns.The Committee appointed by the British Government to investigate the charges were men of the highest integrity and standing.Viscount Bryce was the chairman, and the other members were Sir Frederick Pollock, Sir Edward Clarke, Sir Alfred Hopkinson, Sir Kenelm Digby, Mr.H.A.L.Fisher and Mr.Harold Cox \u2014all of them men who would, who could and who did scrutinise the evidence with the greatest care, in order that no injustice might be accorded even to the enemy.We are told that when peace comes good-will must reign again between the now warring nations.But what about the real lessons of the war?Have we not learned = of ee & Summer Schools.253 most thoroughly that Germany, at least the governing part of it, believes in and acts upon the Bismarckian principle of absolute \u201cruthlessness\u201d in war?\u201cLeave them only their eyes to weep with\u201d, was Bismarck\u2019s cruel dictum.Christian good-will towards, and confidence in, Germany can only be restored when the Hohenzollern crowd and their bloody policy are swept from power in that country.There are peace-loving people in Germany, but they are not ruling.+ \u201cSUMMER SCHOOLS.In spite of the war conditions there were about twenty summer schools for teachers held in England during the past summer, at which there was an aggregate attendance of fully three thousand teachers.These were not summer schools for the purpose of affording a minimum of training to teachers without diploma, but schools.for the purpose of \u201cbrushing up\u201d the knowledge of working teachers.Some of them, also, dealt with special problems, such as English, History, Nature Study and Biblical Study.In the case of manual training it would appear that some kind of certificate or diploma was given.Speaking of the movement in general, the London \u201cJournal of Education\u201d says: \u2014 \u201cA commonly noted characteristic of teachers is their tendency to keep too closely within the orbit of school interests and concerns.In this they are perhaps no more open to criticism than the members of any other profession.Clergymen, doctors, lawyers\u2014indeed, all who have to earn a living\u2014 must be largely restricted in their pursuits, and of necessity devote much of their thought to the profession or business by which they live.The circle of their acquaint- ° ance will include many engaged in similar work, and their conversation will assume the inevitable flavour known vulgarly as \u201cshop.\u201d For the teacher these pitfalls have yet another, and a more dangerous one, added to them.The broad professional interests tend to be subordinated to the concerns of a particular school, or even of a form or subject.There are many teachers who have never seen any school 254 Educationai Record.save the one in which they happen to be working, have seldom thought of the principles of their craft apart from their own limited experience, and will not willingly recognize any obligation towards teaching as a life work.They prefer to cultivate a pompous unconcern towards such urgent questions as the registration and training of teachers and the study of teaching method.Tacitly they support the view of the less informed outsider, who thinks that teaching is easy work, and therefore need not be highly paid.\u201cThe race of troglodytes is doomed to extinction in due course, and when the final obsequies shall be rendered to the ultimate survivor it will be found that he and his kind have been helped out of existence by the summer schools.It is these institutions which bring together every year increasing numbers of the younger and more enthusiastic teachers, affording them valuable opportunities for instruction and even more valuable facilities for exchanging views and opinions.\u201d And again.\u201cMore important perhaps than the list of lecturers and of topics is the note of enthusiasm which runs through the recorded impressions of students.A summer school of the right kind serves as a tonic and an inspiration to the teacher.Difficulties are found to be shared by others, and the informal talks and discussions lead to many efforts at solving them.The social and holiday atmosphere finds its proper place, and there is good reason for holding the schools in centres which afford scope for excursions and for the study of places of \u2018historical or archæological interest.The holiday spirit, however, is strictly subordinated to the main purpose of the meeting.Indeed, in some of the schools there is a risk of overworking the students.This is especially the case in schools which are organized to offer training in handwork subjects.The desire to obtain a certificate or diploma leads some students to become overeager in the making of models and to forget that models are unimportant in comparison with the principles which underlie them.\u201d La - - > A Few Remarks.255 It occurs to the writer that the long-projected but long- delayed University Extension lectures in this Province might be profitably begun by regional Summer Schools lasting, say, a week, and held at various points from Shawville to New Carlisle.As carrying out the general purposes of university extension the lectures could be adapted not only for teachers but for all others who would be likely to take an interest in clear and intelligent presentations of historical, literary and scientific subjects.The experiment might have to begin in the larger centres such as Sherbrooke, but the writer's experience in attending nine teachers\u2019 conferences from Shawville in Pontiac county to Bury in Compton county, in September and October, convinces him that there is a large percentage of the rural teachers who would welcome the opportunity for a broadening of their knowledge.Such a scheme would be, in a sense, a revival of the Y\u201cTeachers\u2019 Institutes\u201d of former days, and it could be made to replace readily the conferences of the present.A FEW REMARKS.As children can only learn to speak by hearing other people talk, so pupils can only learn to read by hearing other people read for them.Imitation is the process by which children acquire many of the qualities of good reading and unless they hear good reading they have nothing to imitate.In such case each pupil is left to his own conception of what good reading ought to be.Some pupils, who are more self-assertive than the others, put forward separate standards.of their cwn and sooner or later the whole class room is divided into groups of readers following one or another of these pupil-standards.If some of these happen to be good the case is not so bad, but frequently it happens that none of them are good and a bad state of things intervenes.There are the inaudible, the monotonous, the sing-song, the solemn and the boisterous styles of reading, some of which may be found in almost any community.They come from the home conceptions of reading and have never been pro- 256 Educationai Record.perly corrected by the teachers in former years, who have for a time each autumn endeavored to correct these defects ir the pupils by calling out directions, instead of reading to the pupils to show them how.We have heard such expressions from the teacher as \u2018Raise your voice,\u201d \u201cPut more life into your expressions,\u201d \u2018Remember your commas,\u201d &c., and then heard them read the paragraph over aright to show the pupils how to do it.So far this is very well, but it stops very far short of enough to produce the best results.What the pupils need is good reading en masse, not in silence, but in public utterance in the class room.First, the teacher should choose, at the very beginning of the year, such lessons from the Reader as contain subjects easily understood by the pupils and expressed in familiar language, so that the words may be readily recognized, both as to pronunciation and as to meaning.These lessons then should be read over by the teacher to her pupils in her very best style one by one, as she assigns them for class study.When the reading lesson is being taught preference ought to be givén for a time to those pupils in the class, who pay best attention to the teacher\u2019s instructions and who, as a result, can read nearly like the standard set by the teacher.As the number of good readers increases the whole class will be able to take a full share in the reading exercises.The chief reasons for thus preferring the best readers, are (1) To keep only good reading before the minds and in the ears of the pupils (2) To place a premium on the effort of those who try, because much of the failure in school work is due to wilful refusal to make an effort in the manner required.(3) To teach good reading early in the term and thus he enabled to confirm the practice during the lessons the follow.Later in the process, depending altogether on the progress made, the teacher should select some continuous reading exercise, such as a good story, and read several pages, say a chapter or two, for her pupils as a reward for good work and economized time.When she has read enough to set the style of the piece and to awaken an interest among her pupils, she should then select some of her good readers ko What Do You Do.257 and request them to read for the enterta:nment of the class.Ir process of time this privilege ought to be extended to each pupil, for the benefit will be found of great assistance in begetting an interest in the reading exercises, and the pupils will be found attending to such points as will make their platform efforts more accurate and more acceptable to their classmates, when they are next called upon to entertain.It should be possible for each pupil to enjoy the privilege of reading to the class several times during each year, especially in small country schools.In every case such reading matter ought to be \u201cfresh news\u201d to the pupils.Those pupils who are to read from time to time, should be given the book to prepare, but not allowed to read past their own assignment.They should then pass the book to other pupils.The chief inducement to attention is the interest and the interest depends on the newness of the information given.These are results full of joy for those who try.\u2014-J.W.M.WHAT DO YOU DO?In the preparation of a school lesson it is often better to assign to each pupil separate tasks than to assign all the tasks to the whole class.If a pupil has something to prepare for the class, which amounts to a discovery to them and himself he will labour with much more interest to make his effort worthy of the confidence reposed in him by his confreres.This interest and intensity of purpose will reward him by impressing upon his memory the information he gathers and by helping to induce him to greater effort | in the use of \u2018his faculties.Every person knows how stale second-hand news is, especially to à child, and what interest can surround a recitation, wherein each.pupil has the same story to narrate.It almost drove the king crazy in the \u201cStory of the Locusts\u201d and has a similar effect on people of today.We do not refer to the mere meaning of a word, but rather to difficulties 258 | Educational Record.of more general scope on which a few paragraphs of information might be gathered.Later on the teacher ought to assign an essay or two to be prepared by each pupil to be judged on all its merits, but chiefly as to its contents.These contents may be old to the world, but being learned by the pupil for the first time they are new and interesting to him and amount to genuine discovery.Unless our methods lead our pupils up to this point much of the benefits of study are being lost in the process.\u2014J.W.M.THE NEW COURSE OF STUDY.JUNE EXAMINATIONS, I916.At the beginning of September, 1915, many teachers in the Protestant Superior Schools began their work with many misgivings as to the ultimate success, in view of the radical changes made in the Course of Study and the textbooks.The new text-books in History, Geography, Arithmetic, Grammar, Latin, Physics, Chemistry, Agriculture, and English, did not allay their fears, but, on the contrary, served to increase their anxiety.The change in the system of grading, too, helped to make the problem more difficult.The addition of an entirely new subject, Nature Study and Agriculture, to the curriculum, together with a marked increase of work in the course in English did not improve the situation.To make matters worse, in several localities teachers were unable to procure authorized text-books until late in the year.With the June examinations looming up in the distance and the pupils unprovided with text-books the teacher\u2019s lot was not a particularly happy one.JUNE EXAMINATIONS.The results of the June examinations show that, even under all the difficulties which teachers and pupils labored, good work was done in our schools during the year. The New Course of Study.259 In our Academies 71% of the pupils in Grade VIII.passed the examinations successfully; 77% in Grade IX.; 84% in Grade X.; and 74% in Grade XI.In the Model Schools 55% of the pupils passed the examinations in Grade VIII.; 68% in Grade IX.; 70% in Grade X.- ENGLISH.At first sight the new course in English appears difficult.Teachers who had been accustomed to use only one book in each grade were appalled to think they had to teach four or five books in each grade.However, in each grade certain texts were assigned for class reading and discussion cnly.Pupils are not expected to read, mark, learn and inwardly digest the entire contents of the books assigned for class reading.It is generally admitted that the course in English is good.The results show that faithful and efficient work was done in all grades during the year.In Dictation the failures in all grades were less than one per cent.In the test words selected from the spelling book there were very few mistakes.COMPOSITION.The results in this subject are not so good.In several of the Model Schools it would appear that no text-book was used in Grade VIII.Teachers must not overlook the fact that certain fundamental rules and principles must be taught before pupils can write a good composition.In Grade VIII.Model Schools, 42% of the pupils failed in Composition.In Academies, 11% failed in Composition in Grade VIII.The work was satisfactory in Grades IX.and X.GRAMMAR.In Grade VIII.Academies, 18% of the pupils failed.In Grade IX.3% failed.In Model Schools 23% failed in Grade VIII, and 5% in Grade IX. Educational Record.LITERATURE.Notwithstanding the fact that each grade had severai classics to read, instead of one, as heretofore, the results of the examinations in all grades are very satisfactory.In Grade VIII.6% failed; Grades IX.and X.3% failed; Grade XI.7% failed.The examiner who read the papers of the candidates who took the examination in English Literature in Grade XI, (University School Leaving Ex.) reports \u2014\"\u201cFirst and most worthy of record is the happy news that never before has the examiner found occasion to pass so large a proportion of the papers offered.The failures are in fact almost a negligible number this year.This is as it should be when High School students are being tested on their knowledge of a few well conned classics in their own language.\u201d (GEOGRAPHY.- In Grade X., Physical Geography, the percentage of failures is small.In Grade IX.teachers and pupils found the course too heavy.The limits were too large.The results, however, were fairly satisfactory.This year, the limits assigned for this Grade are clearly defined in the Memo.of Instruction to Teachers.In Grade VIII.the percentage of failures in Geography was larger than that of the other grades.Next year the examination papers will be made with the view of testing the pupil\u2019s knowledge of Geography, not of the text-book.HisTory.This subject gave the poorest returns.In Academies 36% of the pupils in Grade VIII.failed; 46% in Grade IX; 29% in Grade X.In Model Schools 53% failed in Grade VIIL.; 49% in Grade IX.; and 28% in Grade X.Whether this large percentage of failures is due to the textbook, the teacher, the pupil, or the exanuner, deponent saith not.However, the fact remains that altogether too large a percentage of pupils failed in History. \u2014me agp > - pm.The New Course of Study.261 Teachers will take not of the fact that History (British and Canadian) is a compulsory subject for Matriculation into Arts, McGill University.GEOMETRY.In Academies, in Grades IX.and X.83% of the pupils .passed the examination successfully.In Model Schools 80% passed in Grade IX.: 73% in Grade X.ALGEBRA.The examination papers in Algebra proved to be more difficult than the papers in Geometry.In Grade X.Academies, 39% failed; Grade IX.4% failed.In Model Schools, Grade X., 34% failed; Grade IX.42% failed.Evidently, the paper for Grade X.was too difficult, the percentage of failures in Academies and Model Schools being nearly equal.The paper for Grade IX.cannot be considered too difficult in view of the fact that 96% of the Academy pupils passed the examination successfully.In the Mode! Schools only 58% passed.The difference in results may be due to the fact that the Academy pupils began the work in Grade VIII.When they enter Grade IX.they have a knowledge of the elements of Algebra and are more or less proficient in the funda- ment rules.ARITHMETIC.In this subject the results are satisfactory.In Grade VIII.75% of the pupils passed the examinations.In Grade IX.the results are better, 92% of the pupils passed successfully.The new text-book in Arithmetic has met with general approval.The general concensus of opinion is that the problems in the new book are practical and more suitable to the requirements of everyday life.Teachers will find the work for each Grade clearly defined in the Memo.of Instructions to Teachers. Educational Record, LATIN.In the Model Schools 66% of the pupils in Grade VIII.who took the examination in Latin failed.In Grade IX, 10% failed; Grade X., 15% failed.In Academies, Grade VIII., 37% failed; Grade IX., 12%; Grade X., 8%.When two-thirds of the pupils fail to take 50% of the marks assigned in a subject it is evident that the subject does not receive the attention which it merits or that the limits assigned for it are too large.FRENCH.Academies, Grade VIIL., 21% failed; Grade IX, 13%; Grade X., 22% failed.In Model Schools 33% failed in Grade VIII.; 15% in Grade IX.; and 26% in Grade X.SCIENCE.In Physics, Chemistry, Nature Study and Agriculture, the results are satisfactory.SCRIPTURE.There were a few complaints about the examination papers in Scripture.In Grade VIII.the results of the examinations were satisfactory.In the Academies 93% of the pupils in this Grade passed successfully.In the Medel Schools 87% passed the examinations in Scripture.\u2014J P.SPECIAL NOTES ON THE ELEMENTARY COURSE.A revised edition of the Memoranda of Instructions for the teachers of Elementary Schools is not being issued this year.It is important to notice, therefore, that the Course of Study at the back of this book must be replaced by the new Course given to teachers by the inspectors at the September and October conferences. Special Notes on the Elementary Course.263 We also give herewith a number of selections from the new Memoranda of Instructions for the teachers of Superior \u2018Schools, so far as the first seven grades are concerned.These will be of direct service and information to the teachers of the Elementary Schools.It will be noted that a syllabus of the work in Nature Study and Agriculture has now been outlined, and it will greatly simplify the work in this subject.The number of Lessons from Dr.Hamilton\u2019s book has been considerably reduced, and certain practical combinations of grades in the subject are suggested.| The suggestions with regard to the teaching of Geography and Art Work should be very helpful.The Memory work in \u2018Grades V., VI.and VII.is that required in those grades in the Superior Schools.Pupils preparing to attend a Model School or Academy will do well to have covered these requirements.The syllabus in Arithmetic is also useful.It is based on the limits set down in the Course of Study, and gives the subjects definitely.We commend the following notes to the careful study of every teacher.] ARITHMETIC.Before beginning work in this subject, study carefully the preface in both the Modern Primary Arithmetic and the Modern Advanced Arithemtic.Study each exercise carefully, not only as to contents, but also as to manner and method of presentation.The Smich\u2019s Primary Arithmetic is to be used in Grade III to Grade V.Afterwards Smith\u2019s Advanced.GRADE V.\u2014The four Fundamental Rules.Prime and Composite Numbers.Factors, Multiples, Fractions, Addition, Subtraction, Multiplication, Division.Aliquot Parts.Denominate Numbers - Industrial Problems.Review and Drill.GRADE VI.\u2014Review work of Grade V.Decimal Fractions.Addition, Subtraction, Multiplication, Division.Industrial Problems.Practical Measurements. Educational Record.Drawing to Scale.Changing Denominations.Areas.\u2019 Volumes.Board measure.Lumber measure, Carpeting, Plastering.Industrial problems.How to solve problems.Short method of computing.Unitary analysis.Review and Drill.GRADE VII.\u2014Review work of Grade VI.Percentage and its applications.Discount.Bills and Receipts.Profit and Loss.Commission.Interest.Partial Payments.Ratio and Proportion.Review and Drill.Industrial Problems.Industrial applications.Household Industry, Economics, Workshop, Spraying, Manufacturing, Pay Roll, Graphs, Problems.Review and Drill.NATURE STUDY AND AGRICULTURE.The limits of the course in Nature Study and Agriculture have been considerably changed this year and the work to be done in each grade reduced.\u2019 The following paragraphs are intended to give some hints on the teaching of the subject, while the table at the end of this section shows the limits of the course for each grade.The work has been combined to some extent and also reduced.It is hoped that this step will help to make the subject more popular and also cause the work done to be more efficient.This year it has been thought wise to combine some of the grades, since one grade, owing to the newness of the subject, is about on the same footing as another.\u2018This combination will have two effects.It will give the students of both grades sixty lessons each, but they will be taught in nearly every case as one grade, thus saving a good deal of valuable time.This feature should appeal especially to country school teachers.It will also cause the work to be more thoroughly done since the lower grade in each combination will repeat the work again next year In this way it is hoped that the knowledge of the pupils will be slowly but surely increased until it will he possible to have a distinct course for each grade. Special Notes on the Elementary Course.265 In some of the larger schools where teachers have only one grade under their control, they \u2018are expected to either teach that grade the sixty lessons or else make arrangements to have the other grade in the group unite with their own grade for this particular subject.This will save two teachers from covering the same work.It must be remembered that each grade is responsible for the lessons outlined in the combination.That is to say -\u2014Grade II is responsible for all lessons outlined for Grades I1 and III or vice versa.There are, of course, certain lessons in the outline which it may not be possible to teach, but an effort has been made to choose lessons such as require very simple equipment or where material can easily be obtained in rhe fields and woods.Teachers should make an effort to teach this subject efficiently and, if they are not well qualified, shoald take steps to make themselves better acquainted with the work.One of the chief difficulties in making this work a success, is the lack of knowledge on the part of the teachers.Books cannot remedy this handicap altogether, but they help a great deal.Teachers should procure a couple of good texts on the subject and read up the lessons some time before they are taken.An excellent book on Nature Study, profusely illustrated and containing most of the information required for these lessons is the \u2018Handbook of Nature Study,\u201d published by Comstock Publishing Company, Ithaca, N.Y., U.S.A.There are several good books on Flement- ary Agriculture, among them being: \u2014 \u201cBeginnings in Agriculture,\u201d by Mann.Macmillan Company, New York.\u201cAgriculture in Laboratory and School Garden,\u201d by Jackson & Dougherty.Orange Judd Company, New York.\u201cAn Introduction to Agriculture,\u201d by Upham, Renouf Publishing Co., Montreal.Teachers will do the work much more effectively by looking up the lessons ahead of time so that the work may be taken in its proper sequence, and preparations made to 266 Educational Record.procure any material required.The lessons should be taken as nearly as possible in the months suggested, although there are many which may be taken up at any time convenient to the teacher.J.E.McOuat, B.S.A., Macdonald College, Que., Demonstrator to Rural Schools, has expressed his willingness to do all in his power to help teachers of this subiect.He 1s willing to procure materials or books for them at reduced prices, or to answer any letters asking for information concerning Nature Study Work.Below are given the limits of the course to be followed :\u2014 TABLE SHOWING LESSONS TO BE TAUGHT FROM HAMILTON'S \u2019 OUTLINE.Lesson Number.2, 4, 5 \u2019 711 5, 8|1, Grade VI.Hatch & Haselwood to page 89 is to be followed by this grade.Calfee\u2019s Rural Arithmetic is to be used by the teachers only.They will select problems from this text which are especially adapted tc agricultural life and at the same time are closely correlated with the ordinary arithmetic.Grades VII and VIII.Hatch & Haselwood complete.These grades may be taught together.Calfee\u2019s Rural Arithmetic should be used by the teacher to supplement the work assigned in Hatch & Haselwood.Grade VIII really reviews the whole text as its year\u2019s work. Special Notes on the Elementary Course.267 SPELLING.Purpose \u2014To give the child the tools wherewith he may express his thoughts in writing.Steps to attain this purpose :\u2014 (a) Oral and written spelling of detached words.(b) Writing of words in sentences dictated by the teacher.(c) Writing of words in original sentences.Detached Words \u2014Lessons should be short, lively and interesting.Four to six words are enough for a lesson.Teach the contents and illustrate the use of the word before attempting to teach the spelling.The pupil on sounding the words, attending strictly to correct syllabication.Not until a word has thus been added to the child\u2019s vocabulary, should attention be directed to the spelling.Spelling is learned primarily through the eye, secondarily through the ear.\u2018Endeavour to form an image of the word so clear and strong that its reproduction is automatic.Dictation Exercises\u2014 Teach the content first, noting in this connection the punctuation.Drill upon the spelling of difficult words.Original Sentences.\u2014This part of the work should be correlated with the other work of the school and taken largely in connection with the work in composition.During the preliminary talk on the subject, note the new words and drill on these.General Suggestions.\u2014Make lists of words frequently mis-spelled.\u2018Constantly and persistently review.Cultivate in the child the habit of consulting the dictionary whenever ke is in doubt as to the spelling of words, especially in original written work.(GEOGRAPHY.The first duty of the teacher of geography is to acquaint the child with the more common phenomena of physiography.The old didactic method of making the child learn long definitions by heart, must be replaced by the method of concrete examples.As is suggested in the 268 Educational Record.Course of Study for Grade II, the neighbourhood of most schools provides numerous illustrations of the more elementary geographical terms.Grading of Work \u2014Although the work in all grades should be so arranged as to lead up naturally to the relations of cause and effect in geography, this aim will be to a certain extent obscured during the earlier stages.When mod- ciling work is based upon the physical features of the school neighbourhood, or upon illustrations produced by the teacher, it is doubly useful.It may also be used at a later stage to supplement the descriptions which the teacher has to give of a foreign country.The Descriptive Siage.\u2014As the child progresses, however, the initial work in observation and construction, and the limitation of the subject to the child's own neighbourhood or province, have to give way to the study of the great regions of the world, and to a different treatment.Regions which the child will probably never visit have to be studied, in order to show the fuller working of the simple physical laws which the teacher has already made clear.It is in this part of her work that the teacher seems to have the most difficulty.And yet it only requires a little reading and a little imagination, to make an unknown district almost as vivid to the child\u2019s mind as the actual neighbourhood of the school.If, instead of enumerating the bare facts of a region\u2019s geography, the teacher were to put the child on an imaginary train, travel with him through that region and invite him to look out of the window at the vast accumulation of physical and social material rushing by, the impressions created by the geography lesson would be both more lasting and of greater educational value.The teacher would do well, in preparing a lesson of this character, to replace the conventional text-book by the numerous interesting and instructive books of travel and topography which have appeared in recent years.The Reasoning Stage.\u2014By the time the pupil has reached the sixth grade, his knowledge both of regional and physical geography will be sufficiently ample for the teacher - -\u2014 em -\u2014 SE Sh pg Special Notes on the Elementary Course.269 to attempt to connect the two.When the child has made the discovery that towns are not where they are by chance, that the great fisheries, trade-routes and industries of the world are not isolated facts, but the results of inevitable physical conditions, he has already started to train as well as to fill his mind.Mapping and the Use of Maps \u2014Mapping should be begun as early as possible and should, in the first case, be based upon subjects taken from the surroundings of the school.(See the syllabus in the New Course of Study).Simple plans of the classroom, school and playground, furnish a useful introduction to elementary work in this subject.(a) Accuracy should be insisted upon from the earliest stages, especially important in this respect are the blackboard maps which the teacher constructs herself.(b) Clearness in the work of children depends to a large extent upon the character of the specimen blackboard maps which the teacher has constructed before them.A liberal use of coloured chalks, and the horizontal printing (not writing) of place names, are recommended.Children should be encouraged to make their maps large and clear and to make little attempts at embellishing their work, provided always that such attempts do not interfere with its clearness and usefulness.When the children have completed their maps, the teacher should always endeavour to find some device whereby they may put them to some practical use.A map whose use finishes with its completion, has little educational value.(c) Direction and Surface \u2014As soon as the children are old enough, the teacher should explain that the custom of connecting the top and bottom of a map with the north and south respectively, is only a convention.The globe should be used whenever possible, especially in lessons introducing a special region, or dealing with the relief of large areas.; Illustrations \u2014As an aid to descriptive teaching in geography, pictoral illustrations are particularly valuable.The enthusiastic teacher can soon, and with little expense, form béta AT EAR XA 270 Educational Record.an extensive collection.Illustrations from newspapers, photographs from magazines, even picture post-cards, can be both easily obtained and profitably used.School Museums.\u2014The above suggestion may be extended, if conditions permit, to the formation of a small collection of interesting geographical objects.In addition to the rocks and shells found by teacher and class during excursions and holidays, specimens of minerals, plants, timber, and the simpler industrial products, are everywhere and easily obtainable.The possession of a number of such objects, besides adding to the interest of individual lessons, can be made to contribute, in a large measure, to the general intelligence of the whole school.Sand Trays can easily be made out of a flat box painted blue inside to represent the sea.Builders\u2019 sand, kept moist, can then be used by pupils and teachers to illustrate capes, bays, islands, rivers, and other facts of physical geography.Relief Maps can easily be made by teachers themselves.\u2018A mixture of equal quantities of salt and flour moistened with water and applied to a slab of asbestos board will barden quickly and can be colored with school paints, when dry, to represent states or altitudes.Aim.\u2014 The aim in all Geography teaching should be to elicit ideas, not to teach words; to secure the understanding of geographical facts and the building of mental images of distant places, peoples, and conditions, not to have statements \u2018about them memorized.The ideal in this teaching is to seek the facts of Geography in the wor!d of out of doors when we can get at them there, in photographs and maps that symbolize this world, and in the text-book which is perhaps the least vivid of these sources.Class work in Geography should appeal to both reason and to memory.Lead the pupils to build images from observations out of doors, from the study of maps and photographs, and from these to reason out and image distant geographical facts, and lastly, to memorize them.Order of Study.\u2014Observe, Name, Represent, Describe, Define. Special Notes on the Elementary Course, 271 When the stage of memorization is reached, there should be no half-hearted work; facts should be driven home to stay.In presenting a course of instruction in Geography, four things must be kept in mind :\u2014 (1) The place of Geography in the field of knowledge.(2) The movement of the mind in acquiring the series of ideas involved.(3) The central idea around which all others are grouped.(4) The principle which determines which shall be presented to the learning mind.The subject is to be adjusted to eight grades of our school course.This does not necessarily represent eight phases of mind-growth, but rather that number of convenient halting places in fitting the course of study to the rising rowers of the pupil.In all grades the teacher should teach Geography, not the text-book.It is no longer the sole purpose to impart a knowledge of names, places, and boundaries, but to stimulate thought and to give the pupils something of the many interesting and curious facts, scraps of history and folk-lore that no single text-book should or could contain.It is the teacher\u2019s duty to supply this interesting material.The mode of procedure is to select the leadihg elements of the subject and secure a treatment of them suitable to the pupil\u2019s interest in each grade of school work.These elements are :\u2014 (1) Surface conditions and surface changes.(2) The elements of climate.(3) The forms and causes of drainage.(4) The conditions which directly affect plant and animal life.(5) Plant life, particularly useful to man.(6) Animal life, particularly those forms which aid man.: (7) Food, clothing and shelter. Educational Record.(8) School, church and home.(9) Government and industries.Some Physical Geography should be taught in all schools.Where there is not a regular class it will be best to include this instruction in the general information lesson.ART WORK.Object.\u2014The course is not intended to produce artists but rather to increase the habit of observation, to give the power of self expression, to aid in the development of the imagination, and to inculcate ideas of art that can be applied in daily life.Equipment \u2014Drawing does not call for expensive equipment.In the lower grades most vital work can be done with a five or ten cent box of crayons (not the common waxy variety) and ordinary Manilla drawing paper.\u2018Add to these a soft lead pencil as the pupil grows older and very satisfactory work may result.Modeling in plasticine or clay, and paper cutting, should find place in the lower grades.Where paints are used, a box containing the three primary colors and black, and a No.7 brush will be suitable for all grades.| In cases where brush work is desirable and there are no paints the use of common writing ink much diluted tor the lighter tones is very satisfactory.Method \u2014AII lessons to be taught should be carefully prepared and arranged for by the teacher From one and one-half to two hours a week should be devoted to Art Work.Young children should draw for short periods daily, while older ones may draw for a longer time less often.First lessons in brush handling and brush strokes, should be demonstrated on large sheets of paper fastened to the wall.Each pupil should keep all Art Work in a portfolio or envelope, and mount the very best in his drawing book.To obtain good results, \u201cencourage and he!n\u201d rather that \u201ccriticise\u2019\u2019 should be the teacher\u2019s motto. Special Notes on the Elementary Course.273 The work laid down for the grades may be run together to a certain extent in schools where the classes are small and where each teacher handles several classes.The Grades 1, 2, 3, could work togsther, or Grades 1 and 2 in one class, and Grades 3 and 4, in another Grades 5 and 6 could be put together if, to Grade 5 were given all the easy work; but Grades 6 and 7 would york together more advantageously.These suggestions are not arbitrary The object has been to provide a course that should be workable in most schools, and that should lead up to a fair working knowledge of drawing in perspective, and a general idea of colors and their combinations.Work in every branch of the subject touched upor in the book was not assigned as it is expected that the teacher will follow the course laid down in the book for her class, with particular attention to the work given in the manual.Note\u2014A very practical set of color charts can be obtained from the Prang Co., for $1.00.Fach is hand painted.; GRADE I.No Book.(a) Free Imaginative Drawing on blackboard and paper of objects chosen by the teacher or dictated by the child\u2019s fancy.(b) Mass Drawing of toys, animals, fruits.vegetables, flowers, etc.(c) Paper cutting, folding and pasting.(d) Modeling with plasticine or clay.(e) Design through laying of naper forms, stick printing, etc.(f) Teach Primary colors.GRADE II.No Book.(a) Follow course laid down for Grade I.(b) Paint or draw simple*landscape.(c) Teach Primary colors. Educational Record, GRADE III.Prang\u2019s Parallel Course, Book No.I.Follow work laid down in the book, working largely in mass with crayons or paint.Draw on gray paper with white chalk and colored crayons.Teach by using in illustrative drawing the directions, vertical, horizontal, and oblique.Review Primary and Primary colors.GRADE IV.Prang\u2019s Parallel Course, Book II.Continue working in mass.Teach right, acute and obtuse angles.Teach right, acute and obtuse angles, also triangle and square, and oblong rectangles.Begin to teach simple printing.Teach Normal colors and tints.(Optional).Tae GRADE.Prang\u2019s Parallel Course, Book III.In this book object drawing is begun.Draw large simple objects,pail, wash tub, cart, sail boat, etc.Continue to teach printing.Teach circle, ellipse and oral along with the object drawing and with these diameter, circumference, znd semicircle.Teach Normal colors, tints and shades.(Optional).GRADE VI.Prang\u2019s Parallel Course, Book No.4.Teach foreshortened circle.Draw hemisphere, cylinder, vase forms and simliar objects, viz :-\u2014tumblers empty and with water at different levels, drum, pail, sailor hat, flower pot, fish globe, toy trumpet, coffee pot, etc., etc.Draw in outline and finish with accented line. Special Notes on the Elementary Course, 275 The drawings of leaves, vegetables, flowers, trees in foliage called for in the book may profitably occupy the months of fall and spring while pose drawing, sketching animals and the work above can be done in the winter.Teach map drawing and Printing.Review Normal colors, tints and shades.(Optional).GRADE VII.Prang\u2019s Parallel Course, Book V.Emphasize the drawing of cylindrical objects, teach handles and rims.~ Draw Japanese lanterns and umbrellas, tin can lid partly cut off and raised bowl, pitcher, ketttles, flower pot and saucer, cup and saucer.Group two objects.Use accented line and teach cast shadows.Do the nature'drawing at its proper season and the work outlined above in the winter.Make much of careful printing and see that the lessons in design Are as practical as possible.~ Teach complimentary colors and Neutral Gray.\u2014\u2014\u2014\u2014\u2014 ENGLISH.Memory Work.GRADE V \u2014Laureate Poetry Book, III.Home, Sweet home, Page 1.The Road to the Trenches, 2 The Brook, 5.The Name of England, 10.In the Month of March, 16.The Flag of the Free, Page 17.The Children\u2019s Hour, 21.The Village Blacksmith, 30.The Burial of Sir John Moore.: GRADE VI.\u2014Laureate Poetry Book, IV.Admirals All, Page 1.The Pipes of Lucknow, Page 3.The Battle of the Baltic, Page 7. Educational Record.Who Shall be Fairest, Page 22.An Incident of the French Camp, Page 24.The Ministrel Boy, Page 45.Song, Page 47.GRADE VII\u2014Lauréate Poetry Book V.Ode, Page 6.The Day is Done, Page 15.Break, Break, Break, Page 18.The Charge of the Light Brigade, Page 19.The Skylark, Page 21.The Rainbow, Page 32.The Daffodilis, Page 32.The Arrow and the Song, Page 41.The Frontier Line, Page 48.REPORT OF TEACHERS\u2019 CONVENTION AT MONTREAL.The 52nd.Annual Convention of the Provicial Association of Protestant Teachers was held in the Montreal High School, University St., Montreal.The attendance this year was not quite as large as in 1915 at Westmount, the treasurer reporting 990 as against 1006.The reports of the various committees were read and adopted by the Convention.The report of the Executive Committee was of considerable length on account of containing \u2018amendments to Constitution and By-laws of the Association.These had been previously printed in the \u201cRecord\u201d and were familiar to the members of Convention.After further consideration and a few minor changes the amendments were passed.Clauses 9, 10 and 11 of the Constitution were not considered on account of the necessary three month\u2019s notice not being given, through an oversight in sending matter for the June number of the \u201cRecord\u201d to press.These will be considered at the next convention, notice to this effect having been given on behalf of the Executive by Mr.Vincent, Corresponding Secretary. Report of Teachers\u2019 Convention.277 The work of the Convention went along very smoothly, due chiefly to the carefully prepared programme of the Executive Committee.One feature of the programme that aided considerably to this end was the introduction of a place, on the agenda for the first session, for \u201cNotices of Motions,\u201d and on the agenda for the last session, for \u201cMotions of which notice has been given\u201d.The fourth session of the Convention was spent by the members in visiting the High and Public Schools of Montreal and Strathcona Academy, Outremont.\u2018French lessons were also in progress during the course of the Convention, at the Montreal High School and these were well attended and much appreciated.Interesting papers were listened to at the evening sessions of Convention.On Thursday Rev.Dr.Symonds gave an interesting lecture on \u201cDickens\u2019 Tale of Two Cities,\u201d and on Friday Prof.Colby, of McGill University, gave an address on \u201cHow Germany Overplayed Her Hand.\u201d Miss Norris, the President of the Convention, gave the annual presidential address in which she dwelt on efforts made during past year to obtain necessary legislative to allow women to act on school boards.She strongly urged greater co-operation among the teachers in order to bring the teaching profession to its very highest standard, and efficiency.An interesting letter was read by the Rev.Dr.Rexford at the Friday evening session, from Dr.S.P.Robins, which evoked cheers from the large audience present.Arising out of a discussion on the school leaving examination in its relation to McGill University, Mr.E.W.Campbell moved, seconded by Dean Laird, \u201cThat this association respectfully requests the Protestant Committee of the Council of Public Instruction to call a conference of Principals of High Schools and Academies and the sub- Committee of the Protestant Committee dealing with the University School Leaving Examinations to consider the whole question.\u201d This was carried unanimously.Principal Dormer\u2019s motion asking for the reintroduction of the indirect method of teaching French was voted down in the Superior School Section. Educational Record, Considerable discussion took place on the motion of Dean Laird, seconded by Principal Percival, calling the attention of the Protestant Committee to the fact that teachers with rural school diplomas were engaged in Superior Schools while other teachers with model diplomas were without places.It was pointed out that this was expressly against the regulation governing these diplomas.The motion was finally carried on vote.Principal Adams\u2019 motion re the introduction of Physical Geography as a matriculation subject was also passed by the Convention.During the course of the Convention a tripod was placed at the door in which members could give towards the Duchess of Connaught\u2019s Prisoners of War Fund.The amount collected was about fifty-five dollars and this amount was augmented by a contribution of Two Hundred Dollars from the Association funds.The officers elected for the following year were :\u2014 President, Miss Amy Norris; Vice-Presidents, Rev.Dr.Rexford, Dean Laird, Mrs.W.Irwin; Rec.Secty., Mr.W.Allen Walsh; Cor.Secty., Mr.Irving W.Vincent; Treasurer, Miss Hannah E.Winn; Curator of Library, Mr.S.Gammell; Rep.cn Prot.Com., Miss I.E.Brittain; Pension Commiss., H.M.Cockfield, M.C.Hopkins; Executive, Messrs.H.J.Silver, W.A.Kneeland, E.M.Campbell, W.Chalk, C.Adams, S.I.Pollock, C.McBur- ney, Rothney, Inspectors Parker, McOuat, the Misses A.H.James, E.Binmore, Gale, M.V.Allen, Laura Van Vleet.W.ALLEN WALSH, Secretary.Address of President, Miss Amy Norris, at the Montreal Convention.Fellow Members of the Provincial Association, Ladies and Gentlemen : I would Jike to take this opportunity to thank you, the \u201cmembers of the Association, for the honor you have done me in electing me your President, an honor which I deeply appreciate, and at the same time to thank publicly the Report of Teachers\u2019 Convention.279 officers and members of the Executive for the hearty cooperation they have afforded me.Busy men and women that they are, they have turned up unfailingly at the numerous extra Committee Meetings that have been found necessary, owing to the marvellously sudden growth of our Association, and have ungrudgingly given their best efforts to make this year successful.I am glad of this chance to bring before you again a subject in which, in the welfare of education, we should all be interested, and to appeal to you for individual help.But first, is the position of our profession among the cther professions what it ought to be?1s not the training and developing of the child-life practically the most .important thing in the world?And, yet, we must confess, that, as a rule, the doctor, lawyer, clergyman, rank higher professionally than we do.If we can judge by books, there was a time when the Dominie was one of the most important persons in the village; and going further back into the time of the classics, we see Plato wtih his group of pupils around him, teaching in an Academy in the suburbs of Athens, with Aristotle, disgusted at not succeeding him as headmaster, leaving Athens to become the tutor of Alexander of Macedonia.Isocrates sets up his school in which he professes to give a general practical education, Socrates and Diogenes in their turn are teachers-\u2014famous men, all of them, while Charles Kingsley immortalizes the woman's share in his Hypatia, and, speaking reverently, was not our Saviour first and foremost a Teacher, placing that part of his ministry before that of healing or preaching?If today our profession has fallen behind the others in popularity, are we not largely ourselves to blame?Do we take the stand in the community that we should?Are we doing all we can to increase our store of knowledge, not cnly keeping abreast of the times but ahead of the times, If we are to be the leaders we ought to be?More, are we keeping ourselves well informed in civic and provincial politics\u2014we ought to be training up our pupils to be good citizens, and yet, if we ourselves have but hazy notions of 280 \u2018 Educational Record, what is going on around us, how can we teach them to discern between the good and the evil\u2014and when they\u2014the future voters\u2014go out to manage in their turn the affairs of the Province, surely it is our own fault if we have not instilled into them the fact that Education, and everything that has to do with Education, are the most important things to be legislated upon, that nothing is too good to be lavished upon it, and that the children who are being educated are the greatest asset of the nation.We have the future citizens of this Province in our hands during their most malleable years\u2014whose fault is it if we do not make them realize what an important profession ours is?The clergyman has a chance once a week, and then but for an hour or two, of instilling his doctrines, we have them five days of the week and five hours of each day\u2014really more than the parents have if we eliminate the hours of sleeping, eating, and outdoor play\u2014how is i: that we have not made more use of our opportunities?Tomorrow afternoon at the Commercial and Technical High on Sherbrooke Street, we are to have a talk, fcllowed by a discussion, on the school as a social centre.Here is another way in which we have a chance to be a power in the land and to raise the standard of our profession.Are we doing all that we can to make our school the centre or rallying-place of the Community, and to in- fiuence the public opinion in our section?) And this brings me to the subject in which I want to enlist your sympathy and to secure your help.Last October, at the Convention held at Westmount, we passed unanimously, during a crowded session, a resolution, memorializing the Protestant Committee of Public Instruction, asking it to use its influence to have the laws of the Province of Quebec so changed as to make Women cligible to serve on school boards.Perhaps among those present tonight, some of you may not know that, in the civilized world, we, unfortunately are in the company of Germany and Turkey, in excluding women\u2014in nearly every other country they are not only allowed but, in most places, welcomed on the Committees\u2014in England, they were made Report of Teachers\u2019 Convention.281 eligible in 1870, and by 1902, had made themselves so valuable that, when the control of Education was transferred to Town and County Councils\u2014to which women were not then elected\u2014a bill was passed co-opting them in order to secure their continued services, while in 1907 the law was amended so that women might be directly elected members of the Councils, and .now may serve in any capacity.I might mention that the name \u2018School Inspectress\u2019 rolls as readily off the lips of English teachers as Inspector does with us.In 1893 the Province of New Brunswick made it permissible for Women to serve on their school boards and, finding them such an advantage, made it obligatory in 1896.Where women are eligible, they often head the polls, for instance, Mrs.Peter MacNaughton in Vancouver, Mrs.Grant in Victoria, and Miss Brett-Martin in Toronto, which tends to show the popularity of the movement elsewhere.And not only do women sit on these Boards but they hold important positions thereon.Mrs.Jenkins in Victoria has been the capable chairwoman of the Finance Cominittee for many years.Tt is hardly necessary to point out to an audience like this that there is an important work for women to do in the capacity cf school comimssioner.We hear of a rural\u2019 school that had not been cleaned for twenty-five years and then only through the energetic campaigning of the women voters\u2014after all, house-cleaning is not a man\u2019s vocation, while, if we can judge by the jokes in the comic papers, it 1¢ one of woman's ruling passions.But there is no doubt, with women acting as trustees, many a rural school would get its annual renovation just as regularly as the homes get their spring rejuvenation.Then think of the talent that is going to waste\u2014read the pension list and see the number of experienced women who are available, as well as the large number of married women who have been teachers \u2014there is no doubt these know more of the needs of the school than the busy farmer, storekeeper, or manufacturer who now largely looks after the details of our scholastic system. Educational Record.Last winter, a great deal of work was done by the Educational Committee of the Local Council of Women to create the correct public opinion in order to have the necessary legislation brought about.As a result of their efforts, the idea has been endorsed by many of cur most important School Boards both on the Island of Montreal and in the rural districts.Dr.Symonds, the chairman of the Montreal Protestant School Commissioners, whom we have the honor to have present with us tonight, can bear me out in regard to the City.The Protestant Committee cf Public Instruction have answered our request by passing a resolution favoring it, as was reported this morning by our Representative; the Synod of the Dicoese of Montreal has memorialized Parliament requesting the change, the Presbyteries of Montreal and Quebec have passed motions approving of it, as also have the Montreal Trades and Labor Union, the W.C.T.U.\u2019s, and that large body of amalgamated societies of the Roman Catholic Women, the Federation Nationale of St.Jean Baptiste.Personal letters have been received from many of the Secretary Treasurers of School Boards throughout the Province, wishing us success in securing the desired change in legislation, giving reasons why it should be for the good of our Educational System.Many of the Inspectors also have helped us greatly in reaching the Committees in their districts.But this is not enough\u2014letters should go in to the members of Parliament from all parts of the country, letting them know that when the bill comes before the Legislature this winter that it is the wish of their constituents that they should vote in favor of it.And it is here that you can help by working hard when you return to your respective schools, calling on the voters, explaining the movement to them and persuading them to write such letters to the member rof their constituency.These are the days of opportunity, when there are changes and improvements on every side.\u2014see that we, the teachers of the Province of Quebec-do not lose our chance to keep abreast of the times. Book Notices.283 BOOK NOTICES.Food and Health: An Eleemntary Text-book on Homemaking.By Helen Kinne and Anna M.Cooley, B.S, of Teachers College, Columbia Uniersity.302 pages.Price 65 cents.The Macmillan Company of Canada, Toronto.Readable, practical and well illustrated.Chapters on Luncheon at School, The Home Supper, The Home Breakfast, The Home Dinner, etc.Old Stories for Young Teachers.By Laura A.Large.223 pages.Price 40 cents.Everychild\u2019s series.The Macmillan Company of Canada.Excellent short stories.A Visit to the Farm.By Laura A.Large.130 pages.Everychild\u2019s series.Price 40 cents.The Macmillan Company of Canada.Farm life interestingly told in story form.Bright Story Readers.Nos.102, 101 and 115.Price 6 cents each.No.102 is entitled \u201cOnce Upon a Time,\u201d No.101 \u201cThe Story of the Golden Fleece,\u201d and No.115 \u201cThe Christmas Cuckoo.\u201d Published by The Macmillan Company of Canada.One Hundred Exercises in Agriculture.By Gehr and James.A Laboratory Manual and Notebook.Price $1.10.The Macmillan Company of Canada.Graded Writing Textbooks.By Albert W.Clark.Shorter Course.Book One and Book Two.Ginn & Co., Boston.» .Récits Héroiques.By M.Charles Guyon.Edited by Marc Ceppi.102 pages.Price 1s 6d.London, G.Bell & Sons, 1916.| Educational Record.Capital French stories of the present war, including some of the heroic deeds of \u201cnos amis les Anglais,\u2019 and especially of our boy-scouts.L'Histoire de Peter Pan.A translation and adaptation from the English.82 pages, with questionnaire and vocabulary.Price 1s 6d net.London, G.Bell & Sons.Bell\u2019s Sixpenny English Texts.Poems by John Dryden and Spenser\u2019s Faerie Queen Book V.London, G.Bell & Sons.Two excellent books.A Concentric Grammar Course.By D.E.Haes.100 pages.Price 1s 6d.London, G.Bell & Sons.The substance of English grammar in condensed and scientific form.Useful for teachers.King Henry V.King Richard III.Romeo and Juliet.Three more of the Bell's Shakespeare oolumes, edited for school use by S.P.B.Mais, M.A.The notes are few, but to the point and suggestive.\u201d The text is the \u201cCambridge\u201d (Globe edition).G.Bell & Sons, London.Elementary French Reader.By Louis A.Roux, A.B., Officier d\u2019Académie; Master in French, Newark Academy, Newark, N.J.; Lecturer on French, New York University.150 pages.Price 50 cents.The Macmillan Company of Canada (Toronto).Admirably arranged selections with a \u201cQuestionnaire\u201d at the end of each selection.Suitable either for direct or indirect method.Clothing and Health.An Elementary text-book of Homemaking.By Helen Kinne and Anna M.Cooley.293 pages.Price 65 cents.The Macmillan Company of Canada. Book Notices.285 A companion volume to \u201cFood and Health\u201d referred to above.The Way of the Stars.By Sneath-Hodges-Tweedy.The King's Highway Series.272 pages.Price 65 cents.The Macmillan Company of Canada.The Way of the King\u2019s Palace.By Sneath-Hodges- Tweedy.283 pages.Price 75 cents.The Macmillan Company of Canada.Both of these books are in the King\u2019s Highway Series, to which we referred in the previous number of the Educational Record.The series is a remarkable one, consisting of thoughtfully selected matter finely illustrated.Farm Spies: How the Boys Investigated Field Crop Insects.By A.F.Conradi, Professor of Entomology, Clemson Agricultural College, and W.A.Thomas, Associate Professor.165 pages.50 cents.The Macmillan Company of Canada.Farm entomology in narrative form.Study Outline: .Carlyle\u2019s Essay on Burns.Pittinger\u2019s Collection of Short Stories.Shakespeare's Merchant of Venice.5 cents each.The Macmillan Company of Canada.These study outlines are intended to accompany the various texts in the Macmillan\u2019s Pocket Classics.They contain, of course, no portion of the texts.Ancient History.By Phliip Van Ness Myers, formerly Professor of History and Political Economy in the University of Cincinnati.Second Revised Edition.590 pages.Price $1.50.Ginn & Co., 15 Ashburton Place, Boston.: This is 2 new edition of a well-known high school and college history, first published in 1882.The present revision was made necessary by the advance of archaeological research in recent years.\u2018\u201cThe additions include, besides dg ' a 286 Educationai Kecord.many new sections a wholly new chapter (under the title of Aegean Civilization) on the Cretan and Mycenaean period.The series of cuts has been augmented by the addition of many new illustrations, including five plates in colors.\u201d The volume is a most attractive one, ande readable in every way.Ancient Times: A History of the Early World.An Introduction to the Study of Ancient History and the Career of Early Man.By James Henry Breasted.Ph.D., Professor of Oriental History and Egyptology.740 pages.Price $1.60.Ginn & Co., 15 Ashburton Place, Boston.Medieval and Modern Times: An Introduction to the History of Western Europe from the Dissolution of the Roman Empire to the opening of the Great War of 1914.By James Harvey Robinson, Ph.D., Professor of History in Columbia University.777 pages.Price $1.60.Ginn & Co., Boston.These two companion volumes are undoubted triumphs in text-book writing and text-book publishing.In the perfect arrangement of the matter, in historical judgment and perspective, in literary precision and style and in unflagging human interest throughout, we do not know of any school history texts which equal them.The two authors have collaborated before in the production of single volumes, and in the present two companion volumes the collaboration of the archaeologist and the historian is complete, although they have undertaken distinct periods.The first volume rightly begins with a sketch of Early Man.The researches of geologists and archaelogists during the last seventy years have most truly revolutionized the study of history.For a long time the world was as unwilling to recognize its ancestry in the cave-men of tens of thousands of years ago as it was unwilling, less than four hundred years ago, to believe with Copernicus that the earth revolved about the sun.But the progress of science, as these volumes well illustrate, add to rather than detract from the romance of human history. Book Notices.287.The present amount of history in our school course in this Province is probably as extensive as it should be, in view of the demands of other subjects, and it 1s unlikely, therefore, that two additional texts aggregating over 1500 pages could be introduced into it.But we commend these two volumes to the attention of teachers of history for personal reading and study, as affording a \u201cbackground\u201d for the authorized texts.The survey of human history here given, beginning as it does with the first appeaiance of Early Man and extending down to the present conflict in Europe, is one of exceptional cultural value.It 1s not a universal history of the so-called \u2018compendium\u2019 class.It is the work of historical scholars, at home in the original materials and possessing true historical insight.The style in both volumes is admirably simple, clear and vivid.Great credit is also due to the publishers.The illustrations including beautiful colored plates, photogravures, cuts and maps, are numerous and valuable.The volumes are well bound, and printed on heavy paper.We can heartily commend them for any library The Teacher's World.The Teacher's World is the name of one of the most interesting of the educational journals we receive.It is published in London, England, and contains many features which have a relation to our own educational conditions and methods.The attention apparently given in the English rural schools to Nature Study and to the modern methods in geography is considerable, to judge by the weekly articles for the teacher in this journal.Each week, also, there is an instructive \u2018\u201cCauserie\u2019\u2019 on educational affairs in general, by \u201cThe Dominie\u201d.Published at Montagu House, Russell Square, W.C.London.Subscription price abroad, 9s 6d. Educational Record.FOR THE NOON HOUR.THE WISDOM OF THE SPIDER.If you stick a pole in a body of water so that the end of the pole is above the surface, and put a spider upon it, he will show some of his wisdom by the way he sets about trying to escape.At first he will probably spin a web several inches long, and hold one end while he allows the other end to drift on the breeze in the hope that it will strike some object and form a bridge for him to cross.When this fails the spider will patiently wait until the wind changes, and allow his web to float in another direction.When he has tried several times, and finds that the web does not reach dry land, he begins the most interesting work of all.This is to make a balloon.First he climbs to thé top of the pole, which he makes his workshop.The balloon he makes is so light that it easily floats in the air, but the spider wants to make sure that it is strong enough to support him before he trusts himself to it.When he finishes his balloon he weaves a silken rope which he attaches to the balloon and to the end of the pole which is his prison.Then he climbs into the airship while it is made fast, and tries whether it can carry him.If it is too small he climbs out, hauls it down, and makes another and larger.A spider has been seen to make three balloons before he was satisfied.When he is sure that it is all right, however, he will climb in, break thesilken rope that holds him fast, and sail away on the wind until he reaches dry land.\u2014 Junior Endeavor World.RUN AWAY FROM IT.Crossing a bridge one day, I saw a noble trout in the stream beneath.As he lay there gently fanning his sides with slow moving fins, he was a beauty.The only available bait was grasshoppers, of which I hastily caught half a dozen. - \u2014 > - \u2014 - EERE For The Noon Hour, 289 Cautiously approaching the bridge, I threw one over the side and it was instantly seized.A second followed with like result.A third, slipped on the hook, went to the same spot, but the trout never moved.The game was repeated, but with never a catch.The trout would instantly swallow every grasshopper that was free, and 1 ignore every one that covered a hook.Presently, in sheer disgust, I left the baited hook hanging over the bridge and went away to gather berries.When I came back I had the trout.Although that fish knew perfectly well there was a hook in that bait, he could not look on it indefinitely without yielding to the impulse to seize it.I caught something better than trout that day.I learned that the only way to escape temptation is to run away from it.To stay and look upon it is to be lost.\u2014Adapted.8 BETTER THAN GIVING.An urchin nine years old, with a very dirty face and a pair of bright eyes, accosted a woman as she was hurrying across Boston Common one day.\u201cPlease give me some money to get something to eat,\u201d he whined.No; I won\u2019t give you any money to get something to eat,\u201d was the reply.The woman mimicked his whine.Finally, she hired him to carry her umbrella to her office, and on their way thither gave him a dissertation on labor and its fruits in phrases she thought he would understand.She advised him to go into the newspaper businéss, and loaned him twenty cents to invest in papers, after he had signed his name to a contract she drew up promising to pay her immediately when he had cleared that amount, In an hour and a half he came back to the office proudly and deposited the money loaned on her desk.She took 290 Educational Record.ten cents of it and kept the other to make further investments.The next day he cleared $1.50.He was radiant.\u201cThis is better than begging, isn\u2019t it?\u201d she asked.\u201cYou bet,\u201d \u2018he said.\u201cNow, if I give you this ten cents, will you promise to buy with it what I shall ask you?\u201d \u201cYes'm.\u201d \u201cThen buy a cake of soap and use it.\u201d That was the way one boy started on the road to honesty and manhood.\u2014Sunday School Gem.\u201cTOO YOUNG TO BE A CHRISTIAN.\u201d \u201cI want to be a Christian,\u201d said a little boy of eight years to his mother.\u201cWhy, you are too young.What has put such a notion into your little head?\u201d \u201cWell, mother, I have been walking through the cemetery, and a good many of the graves are shorter than I am.\u201d The reply should have taught that mother a wholesome lesson.The average child eight years of age never heard of \u201clogic,\u201d but he can do some reasoning out of his own head.The parent, if wise, will not assume that a child of that age has not reached \u2018the age of accountability.\u201d If you hold him responsible, why should you imagine that God will not?If he is required to obey you, why may he not be required to obey his Maker?\u2014Western Recorder.KINDLINESS.Blest be the tongue that speaks no ill ' Whose words are always true, That keeps the law of kindness still ~ Whatever others do. For The Noon Hour, Blest be the hands that toil to aid The great world\u2019s ceaseless need, The hands that never are afraid To do a kindly deed.\u2014Our Dumb Animals.LOCUSTS AS FOOD.Not a few commentators have stumbled over the statement that John the Baptist \u2018\u201cdid eat locusts.\u201d Not aware that in the east locusts are eaten, even to this day, they have suggested that some sort of bean is meat.Locusts are eaten all over Arabia.Foreigners as well as natives dedlare that they are really an excellent article of diet.They are best boiled.The long, or \u201chopping\u201d legs, must be pulled off, and the locust is held by a wing and dipped into salt before it is eaten.As to flavor, the insect is said to taste like green wheat.The red locust is more palatable than the green.Some say that the female is red and the male green at first, whatever the sex.: Locusts must be caught in the morning, for then they are benumbed by the cold, and their wings are damp with the dew, so that they cannot fly.They may be found in Arabia clustered in hundreds under the desert bushes, and they can be literally shoveled into a bag or basket.Later the sun dries their wings, and it is hard to catch them.When in flight, they resemble what we call May flies.They fly sidewise, drifting as it were before the wind.: They devour everything vegetable and are devoured by everything animal; desert larks and bustards, ravens, hawks and buzzards like them.The camels munch them in with their food; the greyhounds run snapping after them all day long, and eat as many as they can catch.The Bedouins often give them to their horses. Educational Record, The Utah Indians used to gather and roast grasshoppers and when the creatures were plentiful, the red men organized veritable \u201cdrives.\u201d A crowd of men and children beat the grass, and drove the insects into a pit until a great mass had been collected.They then scooped out the \u201choppers,\u201d put them in a bag and shook them about with a number of almost red-hot stones until they were roasted.They then poured out the contents of the bag, ground them into meal, adding flour or grass seeds, and made the mixture into cakes that even the white men found good.BEETLE'S GREAT STRENGTH.If asked to name the strongest animals, most persons begin with the largest, the elephant, and continue with oxen, horses, etc.This is, of course, correct in so far as their total horse-power is concerned, says the London \u201cGlobe.\u201d But for real strength, proportioned to the size and weight of the animal, one must go to the insect world.Compared with insects, the strength of almost any large animal, and especially of man, is absurd.A man is considered strong if he can drag a mass weighing three or four times as much as himself, but the beetle will walk with five hundred times his own weight.If a man were placed under a wooden box with five times his weight on top to hold it down, he would remain there indefinitely.FROZEN FISH REVIVED.Solves Problem for Shipping Them Long Distances.The feat of freezing live fish and reviving them several weeks or months later has been achieved by the Swiss scientist, M.Pictet.The scientist put twenty-eight live fish in a box that contained water rich in oxygen in which several pieces of ice floated.The temperature of the water was then reduced slowly until it froze. For The Noon Hour.293 At the end of about two months the cake was gradually thawed, and the fish, it is said, were found alive.In such an experiment, the scientist reports, it is essential that the water be gradually frozen, and that it shall have contained pieces of ice for from fifteen to cighteen hours before the whole mass is frozen.The process of thawing must also be slow.Through this process it is believed that Siberian sturgeon and Alaskan salmon can be exported alive to distant markets.~ A POUND OF HONEY.When you eat a spoonful of honey, you have very little idea as to the amount of work and travel necessary to produce it.To make a pound of clover honey, bees must take the nectar from sixty-two thousand clover blossoms: and to do this requires two million seven hundred and fifty thousand visits to the blossoms by the bees.\u2014Sel.SOLDIERS KEEP MAILS BUSY.London, May 24.\u2014 Tommy Atkins has got the ,reputation of being the most voracious reader and indefatiguable letter writer of all the troops in the field.The British Postmaster-Genaral told an audience in Kent last night that during the war more than 450,000,000 letters and 40,000,- 000 parcels had been sent to the troops in France.Those letters and parcels weighed from 1,500 tons a week.In addition about 800,000 books and magazines were being distributed week by week, and on behalf of the troops he appealed for even more to be handed in.Most of our troubles are imaginary after all, and when a man\u2019s garter keeps slipping down over his shoe top in street cars, drawing rooms, and other embarrassing places, he should not permit himself to become depressed by the fear that he\u2019s rapidly losing weight until he has figured up how old the garter is.\u2014Ohio State Journal. Educational Record.WHY BLOTTERS BLOT.Every student of physics knows that water will run up a narrow tube by capillary attraction.Anything immersed in water has a similar attraction for the water; that is, the object becomes wet by the water that clings to it.The amount is limited by the weight of the liquid itself.Place your hand in water, and your hand, when withdrawn, is wet.The limited attraction between the hand and the water is guaged by the water that clings to the hand., Imagine several hands placed close together in water, but not touching one another.If this composite hand were formed of 10 - single hands, it would attract 10 times as much water as the one hand would attract, and hold on its surface.So, a wisp of hay, composed of a hundred spears of dried grass, placed In water will remove a hundred times as much of the fluid as would cling to one spear.Bushes in a marsh will remove a certain amount of water which will, by ordinary attraction, cling to their submerged parts.Under the microscope, fibrous blotting paper, when absorbing ink, resembles, on a small scale, a marsh matted with shrubs and sticks and twigs, around which water is flowing as ink runs about and among the fibres that together form the spongy paper.There is a limit to the amount of liquid which a \u201cblotter\u201d will absorb, as there is a limit to the amount of water that a marsh will absorb without overflowing.That limit, in the \u201cblotter,\u201d is the combined capillary attraction of the fibrous shrubs and sticks and twigs that together form the paper.\u2014Popular Science Monthly.A PIED PIPER.An incident occurred not long ago in the old fields near Babersfield, Cal., which bring to mind the story of \u201cThe Pied Piper of Hamelin.\u201d A forest ranger named Putnam, fighting a forest fire in the hills where thousands of acres were being devastated, had a truly exciting experience.The ranger on horseback was detailed to make a survey of For The Noon Hour.295 the burning area and ascertain the best place to post his men to fight the fire.The followed the trail for three or four miles along the backbone of the ridge, then turned turned down into a canyon.Suddenly, as he turned across a little knoll, he found himself in a wooded pocket which was teeming with wild animals.He realized now that he was surrounded by fire, and the only way out was back along the ridge by which he had come.All the furry creatures of wood and plain were here, milling, twisting, dodging to and fro\u2014mountain lions, wild cats, coyotes, rabbits, squirrels.The rabbit was not afraid of the lion nor the coyote, either of which under usual conditions would swallow him at a bite.The little glen was about an acre in extent, and they ran around this as if in a circus ring, all overwhelmed with the great dis- .aster that threatened them.After watching the scene for a few minutes, the ranger began to think of his own safety.The cracking of burning brush and grass in front told him he could not go on; then quickly he decided to turn back.He wheeled his horse and started out on a run.Turning in his saddle to glance back, he was surprised to find the animals following him on the dead run in the order of their \u201c size and ferocity\u2014the lions first, then the coyotes.next the bobcats, and last the timid rabbits.When he came to the top of the ridge and away from the fire, they scattered, not stopping to thank the one that had led them out of the wilderness.Truly it must have been a wonderful sight.\u2014 The Myrtle.INFANTRYMAN\u2019S PACE.~ How many steps do you take to the mile?Even if your considered reply be \u201cSeventeen hundred and sixty,\u201d I shall take leave to doubt it.Should you be a British infantryman your pace will be the longest of any infantryman in the world.The Russians\u2019 pace is the shortest, being but 271% inches, the French, Italian and Austrian pace is 29 inches, the Germans do 31 inches, whilst the British stride an extra half-inch.But your own pace, what 296 Educational Record.of it?It depends upon your height.Take your eye-brow height, halve it, and that represents your pace.You will find it to be somewhere between 30 inches and 32 inches, so that you will need between 2,000 and 2,100 paces to the mile.BIBLE BEES.The \u201cBees of the Bible\u201d never sting and they yield a great deal of honey.Here are a few of them \u2014 \u201cBe kindly affectionate to one another.\u201d \u201cBe sober and watch unto prayer.\u201d \u201cBe content with such things as you have.\u201d \u201cBe strong in the Lord.\u201d .\u201cBe courteous.\u201d | \u201cBe not wise in your own conceits.\u201d \u201cBe not unmindful to entertain strangers.\u201d \u201cBe not children in understanding.\u201d \u201cBe followers of God as dear children.\u201d \u2014The Junior Herald.THE WISHING GIRL.She wished she were a princess, Or better still, a queen; She wished to see strange countries That she had never seen.She saw the wealthy ladies And wished to take their place; She wished for their fine jewels, Their satins and their lace.She wished that all her duties Were changed to play and fun, Or that, by merely wishing, Her duties could be done. For The Noon Hour.But strange, with all her wishing, She never wished to be À The helpful and unselfish girl ; That others wished to see.E \u2014Exchange.Korea is perhaps the most remarkable missionary land in the world.In Korea thirty years ago there was scarcely a single Protestant \u2018Christian in the whole country.Now there are hundreds of strong churches and thousands of smaller gospel centres; the weekly prayer meeting are attended by hundreds and in some cases by a thousand \u2018Christians; Sunday Schools are limited only by the size of the churches, and the churches are built, many pastors supported, and the work largely carried on by the native Korean Christians themselves.NEAR ENOUGH.\u201cI've got it near enough,\u201d said little Jennie, who had been working at her drawing lesson.\u201cNear enough\u201d did not satisfy the teacher, and a blue mark for careless work was the result.\u201cI know my geography, excepting the capes\u2014it is near enough,\u201d exclaimed Albert as he closed up his book; but at the examination the next day one of the principal questions was, \u201cWhat are the chief capes of North America?\u201d and Albert lost the prize which had been offered for a perfect paper.; ~ \u201cNear enough\u201d appears to be very close to \u201cJust .right,\u201d but the two are really a long, long way apart.No bank clerk is content to have his account one cent too little or too much, he is aware it might cause his dismissal.The printer knows that one wrong letter in 2 word may make nonsense of a whole sentence of history.: Boys and girls should not be satisfied with \u201cNear iB enough.\u201d A lack of exactness tends to become a habit \"i which will run through the entire life.\u201cNear enough\u201d to E 298 Educational Record.the whole truth may be urged as an excuse for what is really a falsehood.\u201cNear enough\u201d in a matter of business may be the beginning of a life of dishonesty.\u201cNear enough\u2019 has done a great deal of harm, and has proved to be a very bad maxim to work on in life.THE LIFE OF THE FLYING-FISH.The life of the Flying-fish, which steamship passengers so admire in passing throug the waters in which it is found, 1s not all fun.A rather pathetic account of the difficulties and dangers of the life of this fish is given in Waterton\u2019s Wanderings in South America.The ocean swarms with curiosities.Probably the Flying-fish may be considered as one of the most singular.This little scaled inhabitant of water and air seems to have been more favored than the rest of its finny brethren.It can rise out of the waves, and on wing visit the domain of the birds.After flying two or three hundred yards, the intense heat of the sun has dried its pellucid wings, and it is obliged to wet them in order to continue its flight.It just drops into the ocean for a moment, and then rises again and flies on; and then descends to remoisten them, and then up again into the air; thus passing its life, sometimes wet, sometimes dry, sometimes in sunshine, and sometimes in the pale moon\u2019s nightly beam, as pleasures dictates, or as need requires.The additional assistance of wings is not thrown away upon it.It has full occupation both for fins, and wings, as its life is in perpetual danger.The bonito and albicore, both large and powerful fish, chase it day and night; but the dolphin is its worst and swiftest foe.If it escapes into the air, the dolphin pushes on with proportional velocity beneath, and is ready to snap it up the moment it descends to wet its wings.You will often see above one hundred of these little marine aerial fugitives on the wing at once.They appear to use every exertion to prolong their flight, but vain are all For The Noon Hour.299 their efforts; for when the last drop of water on their wings is dried up, their flight is at an end, and they must drop into the ocean.Some are instantly devoured by their merciless pursuer, part escape by swimming, and others get out again as quick as possible, and trust once again to their wings.It often happens that this unfortunate little creature, after alternate dips and flights, finding all its exertions of no avail, at last drops on board the vessel.There, stunned by the fall, it beats the deck with its tail and dies.When eating it, you would take it for a fresh herring.The larg- \u2018est measure from fourteen to fifteen inches in length.The dolphin, after pursuing it to the ship, sometimes forfaits his own life.Th pupils in a school were asked to write original compositions on \u201cKings.\u201d The prize was carried off by a bright youth, who perpetrated the following: \u201cThe most powerful king on earth is Wor-king; the laziest, Shir-king; a very offensive king, Smo-king; the wittiest, Jo-king; the leanest, Thinking; the Thirstiest, Drinking; the slyest, Win-king; the most garrulous, Talking.\u201d IN MEMORY OF JOHN TRAVERS CORNWELL First-Class Boy, H.M.S.\u201cChester.\u201d\u2014The Battle of Jutland, May 31, 1916.By CANON RAWNSLEY.His body to an honoured grave With pomp and state the nation bore, Because indomitably brave Throughout the fight one flower he wore\u2014 The flower that breathes immortal breath, The flower of duty done till death. Educational Record.The Bluejackets, with solemn face, \"Bore wreaths of honour for the dead; The King sent token of his grace, The city fathers bowed their head, And all the waves on British sands Seemed as they fell to clap their hands.For this young lad, till now unknown, Had moved the empire to the heart; Had won the \u201cChester\u201d great renown, Because he did a brave boy's part; And though Death smote to left and right Stood dauntless through the Jutland fight.The great shells hissed, the great shells tore, For well and deadly aimed the Hun, Stifled with fume and wounded sore\u2014 His mates all dead about the gun.Still could he hear the stern command, \u201cTill Death release you, ready stand.\u201d There at his post through crash of shell Unflinchingly the hero stood; They found him in the jaws of hell, His body weak for loss of blood, His quenchless spirit all aflame For duty and the **Chester\u2019s\u201d name.Bring thanks and praises to his grave, Lay on the tomb Victoria's Cross, For Britain still shall rule the wave And freedom never suffer loss So long as lads like Cornwell stand Till death\u2014for home and motherland. For The Teacher.Brave boys of Britain braver be To help your country at its need; Wher\u2019er ye be on land or sea Remember Cornwell\u2019s noble deed And vow your hearts, your hands, your all To service at the country\u2019s call.\u2014D.H.RAWNSLEY.(The above beautiful tribute to the little hero of the Battle of Jutland appeared in a recent issue of the London \u2018\u201c\u2019Teachers\u2019 World.) FOR THE TEACHER.QUESTIONING THE TEACHER.Many teachers can lecture, but that is only half of teaching, the pouring in.The other half is the taking out.If you find you cannot take out, then you have not been pouring in; you have merely been pouring over.The instruction has all gone on to the floor.The teaching rule is, expression must follow impression.As soon as you have taught something, or think you have, put it to the proof by having the pupils tell what you have taught.If they tell it, accurately and enthusiastically, then you have taught it; not otherwise.It is a matter of great importance for a teacher to know what good questions are, and become expert in framing such questions.A good question calls for thought.\u2018Paul was a convincing speaker, was he not?\u201d is not a good question.No leading question is a good question.\u201cIn what ways was Paul great?\u201d is a good question.A good question is concise, in the briefest form.A good question is vivacious.A good question is usually personal.It is not flung out into the empty air.\u201cWhy did Jonah run away, Mary?\u201d Good questions require practice.The teacher should at the first write out his questions, considering clearness, ENACT a OAR LE HE Educationa:i Kecord.302 brevity, vivacity and variety.It is only after he has attained much skill in questioning that he can wisely allow his queries to become impromptu.\u2014Condenses from S.S.Times.THE USE OF WOOD FLOUR.More than twenty thousand tons of wood flour, valued at $300,000 are used annually in the United States in two widely different industries, the manufacture of dynamite and the manufacture of inlaid linoleum.Wood flour is also used in making composition flooring, oat-meal paper, and in several other industries.It forms one of the means by which the huge waste product of our lumber mills is beginning to find some better means of disposal than the burner.Since a total of 36,000,000 cords of such waste is produced each year at sawmills, in the United States, of which about one-half goes into the furnace as fuel, while the rest is burned as refuse to get rid of it, there is no lack of raw material for industries which can develop ways of turning this waste to account.All wood flour-using industries require a white or very light cream-colored flour having good absorptive powers.~The wood species that may be used are confined to the light, non-resinous conifers, and poplar.Mill waste, free from bark, furnishes much of the raw material for making wood flour.\u2014 Canadian Forestry Journal.BIBLES FOR SOLDIERS.The British and Foreign Bible Society has not been idle in Europe during these troublous times.At the end of the first thirteen months of the great war the Society has distributed three million Testaments, Gospels, and Psalters to sick and wounded sailors and soldiers, prisoners of war, refugees and aliens, and to the troops of all nationalities engaged in hostilities.Thirty languages are represented by the books distributed, which have gone into a score of countries.RETIRE PIRE ER EEE RP PAIE For The Teacher.\u2018 303 Four hundred and fifty thousand volumes printed in the various languages of the Russian Empire have been distributed among the Russian prisoners confined in Geramny.The cost of about half of these has been met by funds contributed by Sunday schools in the United States.From the same source came two hundred thousand New Testaments for distribution among French soldiers.| There are now a million prisoners in Russia, and for these fresh supplies have been printed in several languages.In Western Siberia, in India, in Turkey\u2014wherever the armies are found\u2014the soldiers are receiving these messages of light and life.At Port Said the colporteurs sold eight hundred New Testaments in a single day to the troops on board a British transport.The hospitals and hospital ships in Egypt and Malta are being supplied with the Scriptures free of charge, and free distribution has been arranged for among the unfortunate Armenian refugees from the coast of Syria.A Testament was placed in the hands of each soldier of the New Zealand contingent, which has been fighting with such gallantry in the Dardanelles.WINTER IN AN INDIAN TENT.How many of us would care to live among conditions described in a book on Missionary Explorers among the American Indians, edited by M.GC Humphreys?Inita missionary to the Dakota Indians says: The Dakota tent is formed of buffalo skins, stretched on long poles placed on the ground in a circle, and meeting at the top, where a hole is left from which the smoke of the fire in the centre issues.Others are made of bark tied - to the poles in a similar manner.A small place is left for a door of skin stretched in sticks, and hinged with string at the top, so that the person entering raises it from the VE ground and crawls in.In the cold weather the door is pro- if tected by a covered passage formed by stakes driven into the ground several feet apart and thatched with grass. ét ch) 9 ARIE N 0 EN PES ERIE 304 Educational Record.Here they keep their wood, which the women cut in cold weather, the thermometer at eignhteen to twenty degres blow zero.\u2018And should you lift the little door, you would find a cold, smoky lodge about twelve feet in diameter, a mother and her child, a blanket or two, or a skin, a kettle, and in some cases a sack of corn.THE WORRY HABIT.A.worrying woman once made a list of the possible unfortunate events and happenings which she felt sure would come to pass and be disastrous to her happiness and welfare, The list was lost, and to her amazement, she recovered it, a long time afterward, and found that not a single unfortunate prediction in the whole catalogue of disasters had been realized.The most deplorable waste of energy in human life is caused by the fatal habit of anticipating evil, of fearing what the future has in store for us, and under no circumstances can the fear or worry be justified by the situation, for it is always an imaginary one, utterly groundless and without foundation.One of the worst forms of worry is the brooding over failure.It blights the ambition, deadens the purpose, and defeats the very object the worrier has in view.Fear and worry make us attract the very things we dread.\u2014Northwestern 'Christion Advocate.WHY KANSAS LIKES PROHIBITION.Because Kansas consumes per capita per annum $1.23 worth of liquor for all purposes, as against the average American consumption of liquor of $21 2 head.Because forty-eight of Kansas\u2019 one hundred and five counties did not send a prisoner to the penitentiary last year.Because eighty-seven counties did not send an insane patient to the asylums. For The Teacher.305 Because in fourteen counties no jury has been called in ten years to try a criminal case.- Because fifty-three counties have empty jails.Because thirty-eight counties have empty poor-houses.Because the Kansas death rate is seven and one half per thousand, the second lowest in America.Because bank deposits haye increased in ten years from $100,000,00 to $220,000,000.Because the average holding of taxable property is $1,666.92, the largest in America.Because Kansas has decreased its State debt faster than any other State.Because it has over eight thousand students in its colleges and in other educational institutions above che high school grade, more according to population that any other State.\u2014In Saturday Evening Post.THE TEACHER: THE TAUGHT: THE TEST.\u201cBack to the same old grind!\u201d That commonplace of disheartenment expresses too often the working philosophy of many a school teacher\u2019s life.Trustees can he so inconsiderate, parents so ungrateful, pupils so unresponsive.And a city school, with its medley of problems and personalities, 1s, in its way, often as hearbreaking and hopeless as a school in the back country is monotonous and deadening.And yet, is that all there is in a teacher\u2019s life?Is it only, or is it mainly, \u201cthe same old grind\"?Just as the words of that question were being set down the door opened, and there entered the editorial office a man whose name and services are known to every reader of The Globe.To his name cling academic degrees that denote learning, and the record of his services is high as a leader of men.\u201c \u201cThe same old grind,\u201d is it?\u201d he said.\u201cMy mind goes back to a pioneer school in a most primitive Scottish settlement on the River down in Quebec.No, you have nothing like it in Ontario\u2014a group of young ragamuffins 306 Educational Record.taught by a strip of a girl hardly out of her teens, who was paid the munificent sum of $140 a year.Perhaps it would answer to your \u2018same old grind,\u2019 but across the continent I meet men who were boys with me in that school.Some of us have done things in science, some in philosophy, some in medicine, some in law, some in theology, some in education, and, best of all, most of us in useful human service.But\u2014 and here\u2019s the thing\u2014every one or us, if you touch the right chord, will answer back with the name of that woman whose soul went into our young blood, and from whom we learned things that have been wrought into the warp and woof of our manhood lives.Say something for us, therefore, to the teachers who think it only \u2018the same old grind.\u2019 Tell them that those who were taught and touched by the real teacher, even in the back-country schools, will not fail when the testing comes.\u201d There you have it\u2014the Teacher: the Taught: the Testing.But the Quebec school and school teachers have their match and mate in a thousand districts throughout Ontario.Scarcely a man of middife who reads these sentences but can duplicate that experience.Some unfamed teacher in some wayside school put into*the \u201csame old grind\u201d some spark of personality that disturbed the clod, and when the testing came the man did not forget.Here 1s a case in point.In an editorial on July 15 The Globe made use of some sentences written to his mother in Toronto by a young officer at the front in France the night before he went into action.The letter was to be sent in case he did not survive.He was found half-buried in the debris, his right hand still clasping the lever of the machine gun of which he took charge when its man was killed.In his letter were two lines of poetry.Many inquiries have been made as to their authorship, one from British Columbia, one from Newfoundland.The verse will be recognized as from Macaulay's \u2018\u201cHoratius\u201d : For The Teacher.307 \u201cThen out spake brave Horatius, The Captain of the Gate: \u201cTo every man upon this earth Death cometh soon or late.And how can man die better Than facing fearful adds, For the ashes of his fathers And the temples of his gods.\u2019 \u201d\u2019 Oswald Grant committed to memory that poem as it appeared in one of the public school Readers.The only public school he ever attended was in Dawson, in the Yukon.His teacher probably often complained of \u201cthe same old grind,\u201d but when the testing came the tether was stronger than life, even as the Bible truths of boyhood were deeper than common speech.And who can tell how many others play the man in the testing at life\u2019s wide battle-front because of the teacher's fidelity in \u2018\u201c\u2018the same old grind\u201d !\u2014Toronto Globe.THE MONSOON LANDS.In the Monsoon Lands, where most rain falls during the summer months, and where great rivers have spread thick layers of fertile silt over their broad valleys, farmers can raise enormous crops with very little trouble.Indeed, in some parts of Southern Asia man has only to scratch the soil with a stick and scatter a few seeds broadcast, and he can reap a rich harvest.So easily can men get their living from Mother Earth that they have little need to work in these favoured spots.If a man owns a few coconut palms or banana trees, and a little patch on which he can grow rice or millet, he and his family never want for anything.He has no need to produce enough food to last him through the winter; for there the weather is always warm, and fruits or grain are always to be had.This is not true, however, of Northern China, or Japan, where winters are often fairly severe. Educational Record.AGRICULTURE IN THE MONSOON LANDS, Most of the people of the Monsoon Lands get their living by farming.In great river basins, like thosc of the Ganges in India and the Yang-tse in China, there are very dense populations all supported by agriculture.There are no enormous farms worked by the aid of clever machinery, as one finds in Canada or the United States.Most of them are little patches owned by peasant proprietors, who send their produce to local markets on the great rivers.But the tea, cotton, rubber, and coffee plantations are fairly big; so are some of the wheat fields of the Punjab, and the rice fields of Indo-China and Japan.Very little up-to-date machinery is used.The small farms are thinly tilled by primitive ploughs drawn by slow-mov- ing, mild-eyed water buffaloes, or dug over by spade labour.Seed is sown broadcast, except in the case of rice, every plant of which is carefully set in its place by hand at the time of rice-planting.So rich is the soil, and so favourable the climate, that two, three, and ever four harvests may be reaped by industrious farmers in a single year.Chinese peasants are perhaps the most industrious in the world.They make use of practically every square yard of cultivable soil.On moonlight nights one can see them hard at work in their fields at harvesttime.The Japanese are hard workers, too.But in the hotter south work is not a favourite occupation.The climate is toc warm; and there is no need to toil for a living.In Indo- China and the East Indies the natives lead a lazy life; they want little clothing, and Mother Earth gives them food for the mere asking.PRODUCTS OF THE FIELDS.The most important grain is rice, which forms the daily food of millions of Asiastics.India and China grow more rice than all the other countries of the world.Japan comes next, then Siam and Indo-China\u2014all Monsoon Lands.The rice fields are in the wet, steamy lowlands or in the broad, flat, fertile deltas of the great rivers, for For The Teacher.309 during the early stages of its growth, rice must be kept flooded with water.A great deal of the rice we use in the United Kingdom comes from Rangoon\u2014the port at the mouth of the Irawadi, in Burma.Millet is another grain which is the food of many millions\u2019 in the monsoon countries.In temperate regions it is grown only for cattle-fodder.Wheat is chiefly grown as a winter crop in North-West and North-Central India.The great wheat port is Karachi, at the Indus delta, whence thousands of tons of wheat are exported to Britain from the wheat lands of the \u201cCountry of the five rivers\u2019\u2014the Punjab.The chief plantation crops are tea, cotton, coffee, and rubber.Many of these plantations, especially in Ceylon, India, and the Malay States, are owned by big companies, which employ many hundreds of native workers.It costs a great deal of money to clear the ground and plant it; and four or five years may pass before any great profit is made.Who finds the money?The people who take up shares in the companies, lend their money in return for a yearly interest, which becomes bigger and bigger as the plantations earns more and more profit.Tea plantations flourish in Ceylon and Assam in India, on the hill slopes, where it is not too hot and where there is good drainage.Cotton grows best on the rich black soil of the great Indian peninsular tableland of the Dekkan.Bombay is the chief Indian cotton port.Rubber plantations flourish in the hot, wet plains of the Malay Peninsula and the Archipelage of the East Indies.Other very important field crops are indigo, tobacco, sugar, and opium.Indigo is a fine blue dye, made from the juices of several kinds of plants which grow well in India and in Java.When the plants begin to flower they are plucked, or reaped, and carted in bullock wagons to huge vats, where they are soaked in water.To make sure that all the dye is got out, the natives constantly stir up and beat the sodden plants with heavy sticks, as they wade knee-deep in the vats.Some of the most up-to-date indigo producers use steam- 310 Educational Record, jets or compressed air to stirsup the wet mass, instead of .the primitive methods which the natives have followed from time immemorial.The juice is yellow at first; but after a time it changes to a deep blue, when the colouring matter is allowed to settle.Then the water is drained away, and the brilliant dark blue \u201cmud\u201d at the bottom of the vat can be scraped up and made into little cubes.Opium is dried poppy juice, refined by boiling.This drug is still very much used in the East in spite of the efforts.made to do away with it.But although we think of it as deadly stuff that is smoked by the Chinese, and that brings terrible results upon those who use much of it, we must not forget that from it is obtained laudanum, which our doctors and chemists find exceedingly valuable.Both India and China produce large quantities of opium, and in some regions there are as many fields of white and purple poppies as there are of wheat, or rice, or millet.\u2018When the blooms fall, and the big green poppy heads or capsules are formed, women and children go into the fields to reap the opium harvest.With a four pointed instrument they make long cuts in each poppy head, out of which a thick creamy juice begins to trickle, turning brown and sticky when it has been exposed to the air for a little while.Next morning the women and children come back to scrape away the dried juice into little earthenware bowls, and carry it off to dry in the sun.When it is boiled and dried again it is opium ready for use.: A PEEP AT AN INDIAN VILLAGE, We are quite close to the village before we see it, so well are the little thatched mud houses concealed in the bamboo thickets and palm groves which stand like a dark green island in a level sea of lighter greens and yellows, where fields of rice, indigo, and lentils stretch carpet-like over the plain.Down the dusty road come great creaking bullock-carts with solid wheels.The brown-skinned driver, clad in a scanty swathe of loose cotton, stops to call to the men at the irrigation channel which runs parallel to the road.They are lifting water from it in big buckets on balanced poles, and pouring it into smaller runlets in the ! For The Teacher, 311 thirsty field.Near by the slow, ungainly buffaloes, released for the moment from their task at the plough, wallow in the black mud of a half-dry water-hole, made by the removal of material for house building.The village stands on a little hill.When the rains come, and the waters of the great river overflow the country for many miles, the village stands safe and dry above the flood.The village streets swarm with dark-stained, cotton-clad people.On an open spac: where a floor of pounded mud has been prepared, the slow oxen pass round and round over the rice strewn upon it, and thresh out the grain.Peasants with long forked sticks cast thé trodden stems high in air to winnow out the precious seed.Under a thatched shed beside the threshing floor women are husking rice by pounding it in huge mortars with heavy beams so balanced as to rise and fall easily.Farther along the street a group of curious children watch the oxen circling round a big stone mill which crushes oil from cotton or flax seeds.Sellers of sweetmeats, sellers of sweet water, and vendors of fruits pass to and fro.At the corner sits the letter-writer, who will do your correspondence with quickness and dispatch; the barber who carries on his business in the open-air; and the fortune-teller who will tell you the secrets of the gods for a silver rupee.Old men and women, wrinkled and scorched by the hot suns of many summers, sit and talk.They talk always of the same things\u2014the price of food in the village bazaar, and their plans for marrying their children and grandchildren.Everyone is happy.Have not the rains fallen it abundance, covering the earth with the rich promise of harvest! They have forgotten the anxious days when the parched soil gaped in great cracks for the long-delayed rains; when the hot wind stirred the red dust of the roads or whirled it madly along in dus-devils that overtopped the palms and banyan trees; and when at last the monsoon burst in a deluge over the sun-baked plains and drowned the lower villages.Not until next year will they remember these IR things\u2014only to forget them again when the green of re- 'E viving vegetation begins to tint the rain-soaked fields anew.\u2014From \u201cThe Teachers\u2019 World,\u201d London, Eng. Educational Record, Department of Public Instruction Quebec, Que.May 19th, 1916.At which place the regular quarterly meeting of the Protestant Committee of the Council of Public Instruction was held.1 Present:\u2014Principal Sir W.Peterson, K.C.M.G., LL.D., in the Chair; Prof.A.W.Kneeland, M.A., B.C.L.; Rev.A.T.Love, B.A., D.D.; Gavin J.Walker, Esq.; Hon.Sydney Fisher, B/A.; W.M.Rowat, Esq., M.D., C.M.; Hon.Justice McCorkill, D.C.L., LL.D.: Prof.J.A.Dale, M.A.; Rev.Principal R.A.Parrock, M.A., D.C.L.; Right Rev.Lennox Williams, D.D., Lord Bishop of Quebec; Rev.E.I.Rexford, D.C.L., LL.D.: W.L.Shurtleff, Esq., K.C., LL.D.; Chas.McBurney, Esq., B.A.; Sinclair Laird, Esq., M.A., B.Phil.; Miss Isabel F.Brittain, M.A.The minutes of the last meeting were read and confirmed.Apologies for absence were submitted for Sir Herbert Ames, K.B., LL.D., M.P.; Robt.Bickerdike, Esq., M.P.; Howard Murray, Esq.; The Hon.George Bryson, M.L.C.: the Hon.W.G.Mitchell, K.C., M.L.A., and W.S.Bullock, Esq., M.L.A.The Secretary announced that since the last meeting of the Committee the Hon.Boucher de La Bruère.D.C.L., had resigned his position as Superintendent of Public Instruction on account of ill health after upwards of twenty years of service, and that the Hon.Cyrille F.Delage, Litt.D., had been appointed in his place and had entered upon his duties.It was then unanimously resolved that :\u2014 This Protestant Committee of the Council of Public Instruction desires to place on record its sincere regrets that continued ill-health has obliged the Hon.Boucher de La Bruére to resign from the position of Superintendent of Public Instruction of the Province. Department of Public Instruction.313 Mr.de La Bruère has during these many years filled his high and important position with marked dignity and worth.Imbued with a deep sense of the mission that education has to perform in the development of civic and national life, he steadily aided every movement which had for its aim the increased efficiency of the schools of the Province of every class.The wide and thorough scope of his interest was yearly shown in particular in his prefaces to the annual reports of the Department.The improvement of the rural schools, and their development along essential lines by means of school gardens and the teaching of the elements of agriculture; more effective and more general training of teachers; better remuneration for the teachers; the encouragement of drawing in the schools as a means among other things for the advancement of technical education; the improvement of school buildings; the consolidation of the Protestant rural schools, these and many other recent features of progressive effort in the educational life of the Province received his steadfast support and his earnest attention.To this Committee and its members he has been ever courteous, and his advice on occasions of difficulty wise and helpful.We therefore beg him to accept this assurance of our warm and heartfelt appreciation of his faithful and useful public services, and of our esteem of his personal character, and we heartily trust that Divine Providence will accord to him many years of rest and of restored health.The Secretary was instructed to see Mr.Delage and to ask him at what hour the members of the Committee could wait upon him at his office to offer him their respects and their congratulations upon his appointment as a successor of the worthy line of Superintendents of Public Instruction in this Province.Arrangements having been made the Committee adjourned for the purpose indicated, and later in the day Mr.Delage attended the meeting as a member, ex officio. Ea ad rater cree ENT LE rary Dos ER A cru 314 Educational Record.À letter was read from John Whyte, Esq., in which he offered his resignation because of his advancing years as associate member of the Committee.The Committee unanimously instructed the Secretary to write to Mr.Whyte asking him to withdraw his resignation and to continue to attend meetings, and give the public the benefit of his services whenever his health would permit him to do so.The Secretary reported that a delegation had arrived at the Parliament buildings in order to make representations in regard to religious instruction in the School for Teachers.The delegation, consisting of the Right Rev.J.Farthing, Bishop of Montreal; the Ven.Archdeacon Balfour, Dr.John Hamilton, Dr.R.Campbell, of Quebec, and others, was admitted.The Bishop on behalf of the delegation and speaking generally for the Anglican body of the Province, and particularly for the diocese of Montreal, urged the continuance of such a scheme of religious instruction as is outlined in the motion of Dr.Rexford, made at the last meeting.The Secretary reported that certain schools had prepared for an examination in Agriculture and wished to have a paper set for their pupils.It was ordered, notwithstanding the action taken at the November meeting, that a paper be prepared {or such schools as wish for it.It was moved by Mr.McBurney and seconded by Miss Brittain, that the course in Agriculture be confined to the first seven grades in the coming year, and that the subject be taken in an additional grade each year till completely covered.It was moved in amendment by Dr.Rexford and Mr.Fisher that the words \u201cfirst seven grades\u201d be replaced by the words \u201cfirst eight grades\u2019.The amendment carried.Prof.Kneeland submitted for the committee on text books and course of study the final course of study for the coming year, and a list of books recommended for purchase by school boards for school libraries, the latter drawn up according to directions given at the last meeting.They were both adopted, and it was ordered that they be printed Department of Public Instruction.316 for circulation.It was unanimously resolved that the course of study and the text-books in Nature Study and Ag- , riculture be referred back to the sub-committee for consideration in conjunction with the course in Geography.The following preliminary directions in regard to the proposed short course elementary class in the School of Teachers were approved.(1).The examination for admission to the short course elementary class in the School for Teachers at Macdonald College, on and after September 1st, 1917, shall be that of the tenth grade.Nevertheless, the Central Board of Examiners may admit candidates who have successfully passed grade IX upon the conditions enumerated below: (a) The candidates who have successfully passed grade X shall have the option, so far as accommodation permits, of entering for the term before Christmas or the term after Christmas, but preference shall be given to those who have been teaching on a permit.(b) \u2018Candidates who have successfully passed grade IX may be admitted to the term after Christmas, provided that they have taught up to Christmas, by permission of the Department of Public Instruction, or have attended a Superior School, taking the full work of grade X up to that date, as certified either by the secretary-treasurer of the school board under which they have taught, or by the principal of the school which they have attended.(¢) All candidates for either course must apply for admission before July 20th of each year to Dr.G.W.Parmelee, Secretary of the Protestant Central Board of Examiners, Quebec.In the case of candidates to be admitted with grade IX standing, the certificate of having taught or of having attended school shall Educational Record, be forwarded on or before\u2019 December 15th to the Dean of the School for Teachers, Macdonald College, Que., who shall then have the power to admit such as have been approved by the Central Board of Examiners.(2) Travelling expenses shall be paid to all such elementary class students.(3) Bursaries of $50.each shall be paid to those who agree to teach in a rural school for three years in the Province of Quebec.A report on a scheme for leaving examinations was submitted and referred back for further consideration, especially in regard to the expenditure involved.The subcommittee was discharged and the following appointed :\u2014 Dr.Rexford, Miss Brittain, Mr.McBurney, to act with the Secretary of the Department.Inasmuch as McGill had given notice that it could not continue to carry on these examinations on the former plan which caused annually a financial loss to the University, it was resolved that the Secretary be authorized to pay from the funds of the Committee all the expenses incurred this year in this connection.Mr.Laird was added to the sub-committee on legislation.Because of Mr.Murray's absence his motion regarding more frequent meetings of the Committee, as well as the further consideration of the report on the education of the foreign born population in Montreal, was held over till next meeting.The Secretary reported that information from the Inspectors shows that hardly a half of the Protestant schools are provided with the flag.The chief reason for this seemed to be that the flags were so soon destroyed when an attempt was made to fly them every school day. Department of Public Instruction.317 It was ordered that the next draft of the regulations require that a flag be provided for each school for interior use, and for flying on special occasions.Mr.Walker moved that the marriage license fees be divided so as to give the poor municipalities 40% and the ordinary elementary schools 60%.A point of order being raised the Chairman ruled that the motion being contrary to law could not be put.On the suggestion of Mr.Fisher the sub-committee on summer educational campaigns was empowered to take steps if it thought best, to hold meetings this year, especially with a view to forming an \u2018\u2018association of school commissioners and trustees.\u201d On the recommendation of the Inspector of Superior Schools it was ordered that the school at Ayer\u2019s Cliff, and the school at Longueuil be placed on the list of academies, and that the elementary schools at Joliette, Milan, and Arundel, be placed on the list of model schools.A letter from the E.M.Renouf Publishing Company was read in which it was stated that they had purchased a large stock of the Dual Notation Music course, and that the demand for it was very small.They asked that some relief be given by having the subject made compulsory.The Secretary was authorized to say that music is already a compulsory subject, and that the sale of the book in question would probably have been greater were it not for the fact that the books were not upon the market until some time after the opening of the school year.Applications from various elementary schools, and model schools, to teach the higher grades were submitted.The Secretary was instructed to grant or withhold permission in accordance with the recommendations which had been made in each case by the Department.The Secretary stated that he had received about forty letters from various parts of the Province in regard to religious instruction in the School for Teachers.Owing to PORN TIR PAPE 318 Educationai Record.the fact that time for adjournment had come, he was asked simply to give the general purport of them.After this was done it was agreed to hold over the whole question along with Dr.Rexford\u2019s motion as given in the minutes of the February meeting, for later consideration.The meeting then adjourned to meet in Quebec, on Friday, the sixth day of October, unless called earlier on order of the Chairman.G.W.PARMELEE, W.PETERSON, Secretary, Chairman.LONG SERVICE BONUSES.The following, teachers are entitled to bonuses, but the Department has been unable to forward the cheques from lack of proper addresses:\u2014Misses Ella M.Smith.Susan M.A.Mitchell, Tressie Sherry. Notices from Official Gazette.NOTICES FROM THE QUEBEC OFFICIAL GAZETTE.DEPARTMENT OF PUBLIC INSTRUCTION.His Honor the Lieutenant Governor has been pleased, by Order in Council, of 22nd June, 1916, to detach all the properties and lands belonging to the Protestant ratepayers of the school municipalities of the parish and village of Saint Andrews, Argenteuil county, from said parish and village, and to erect them into a separate school municipality for Protestants only under the name of \u201cSt.Andrews East\u201d, and bounded as follows: on the north by the parish of Saint Jeursalem, on the east by the parish of Saint Jerusalem and the county of Two Mountains, on the south by the River Ottawa, and on the west by the parish of Carillon and the township of Chatham, all in the county of Ar- genteuil.His Honor the Lieutenant Governor has been pleased, by Order in Council, dated the 13th of July, 1916, to appoint Messrs.Toussaint Sainte Marie and Charles M.Barrriere, school commissioners for the municipality of Saint Henry, in the county of Hochelaga, and Messrs.Charles Henri Desjardins and Napoleon Gauvreau, school commissioners for the municipality of the town of Terre- bonne, in the county of Terrebonne.His Honor the Lieutenant Governor has been pleased, by Order in Council, dated the 14th of July, 1916, to appoint Messrs.J.Hormisdas Lemoyne and J.Ulric Dumont, school commissioners for the municipality of the town of Acton Vale, in the county of Bagot.His Honor the Lieutenant Governor has been pleased, by Order in Council, dated the 26th of July, 1916, to appoint Messrs.J.Ernest Ouimet and Donat Tasse, school commissioners for the municipality of Laval-des-Rapides, in the county of Laval. Educational Record.His Honor the Lieutenant Governor has been pleased, by Order in Council, bearing date the 26th of July, 1916, on account of irregularies in the procedures relating to the annexation of certain lots of the school municipality of Papineauville to that of Montebello, to revoke the Order in Council No.762 of the 26th of June, 1916, annexing to the school municipality of Montebello, county of Labelle, the lots Nos.55 to 58, inclusively of the official cadastre of the parish of Sainte Angelique, forming part of the school municipality of the village of Papineauville.His Honor the Lieutenant Governor has been pleased, by Order in Council, bearing date the 11th August instant, 1916, to change the name of the school municipality of Windsor Mills, county of Richmond, into that of town of Windsor, as prayed for by resolution of the school commissioners dated the 26th of June, 1916, and to appoint Mr.Charles A.Phelan, school commissioner for the municipality of Saint Leon de Westmount, in the county of Hochelaga.His Honor the Lieutenant Governor has been pleased, by Order in Council, bearing date the 18th August, 1916, to appoint Messrs \u2018Charles Collins and Joseph Joncas, school commissioners for the municipality of Saint Albert, in the county of Gaspe.Mr.Alexandre Trudeau, school commissioner for the municipality of Sherbrooke, in the county of Sherbrooke, and Mr.Ambroise Joseph, school trustee for the municipality of Paspebiac, diss., in the county of Bonaventure.His Honor the Lieutenant Governor has been pleased, by Order in Council, of date the 2nd September, 1916, to detach from the school municipality of Sainte Genevieve No.3, in the county of Jacques Cartier, the lots Nos.1 to 41, exclusively, of the official cadastre of the parish of Sainte Genevieve, and to erect all the above territory into a district school municipality under the name of Sainte Genevieve No.4.DS VO NO RU NO Notices from Official Gazette.321 His Honor the Lieutenant Governor has been pleased, by Order in Council, of date the 2nd September, 1916, to appoint Messrs.Azarias Langevin and Aylmen Binette, school commissioners for the municipality of Cartierville, in the county of Jacques Cartier.Mr.Joseph Aylwin dit Langlais, a school commissioner for the municipality of Riviere-aux-Pins, in the county of Potneuf.Messrs.Sam Lacaille and Arthur Godin, school commissioners for the municipality of Loranger, township, in the county of Labelle.Mr.Hormisdas Chaput, a school commissioner for the municipality of Mascouche, (Saint Henri) in the county of Terrebonne, and Messrs.Edouard N.Beaudry, Al- phonsé Bouchard and James Glenn, school commissioners for the municipality of Aylmer, in the county of Ottawa.His Honor the Lieutenant Governor has been pleased, by Order in Council, of date the 7th September, 1916, to appoint Messrs.Alexandre Comeau and Joseph Labrie, school commissioners for the municipality of Godbout, in the county of Seguenay, and Mr.Cyrille Garnier, a school commissioner for the municipality of I.ake Windigo, in the county of Labelle.His Honor the Lieutenant Governor has been pleased, by Order in Council, of date the gth September, 1916, to appoint Mr.Zenon Gascon, chairman of the school commissioners for the municipality of Saint Francois de Sales, in the county of Laval.His Honor the Lieutenant Governor has been pleased, by Order in Council, of date the 13th September, 1916, to appoint Messrs.J.B.Lebel and Joseph Levesque, school commissioners for the municipality of Sainte Blandine, in the county of Rimouski.Mr.Donat Saint Cyr, = school trustee for the dissentient school municipality of Riviere Bleue, in the county of Temiscouata.Mr.Arthur Lafre- niere, a school commissioner for the municipality of Saint 322 Educational Record.Justin, village, in the county of Maskinonge, and Mr.Hercule Joly, a school commissioner for the municipality of Riviere Richelieu, in thecounty of Richelieu.His Honor the Lieutenant Governor has been pleased, by Order in \u2018Council, bearing date the 22nd September, 1916, to appoint Messrs.Maurice Binet, Charles Lacroix and Irenee Crete, school commissioners for the municipality of Sainte Marie, parish, in the county of Beauce.Messrs.Omer Gauthier and Jean Baptiste Lacasse, senior, school commissioners for the municipality of Notre Dame des Quinze, in the county of Temiscamingue, and Messrs.Louis Bergeron and Emile Leblanc, school commissioners \u201cfor the municipality of Jonquiere,.in the county of Lake Saint John.His Honor the Lieutenant Governor has been pleased, by Order in Council, bearing date the 4th of October, 1916, to appoint Mr.Philadelphe Corbin, chairman of the school commission for the municipality of Masse and Ouimet, in the county of Rimouski.To appoint Mr.Louis Reid, school commissioner for the municipality of East Angus, in the county of Compton.Mr.Edmond Coursolle, school commsisioner for the municipality of Sainte Valerie de Ponsonby, in the county of Labelle, and Mr.Edouard Beli- veau, school commissioner for the municipality of Spauld- ing, in the county of Frontenac.His Honor the Lieutenant Governor has been pleased, by Order in Council, bearing date the 6th of October, 1916, to appoint Messrs.Armand Cardin, Octave Parenteau, Vital Parenteau, Joseph Theroux and Edouard Giguere, school commissioners for the municipality of Saint Gerard d\u2019Yamaska, in the county of Yamaska. Directory of Superior Schools, 1916-17.: DIRECTORY OF SUPERIOR SCHOOLS, 1916-17.ACADEMIES.Aylmer \u2014Ernest W.Hodgins, Miss F.E.Faris, Miss E.Galley, Miss E.I.Manson, Miss M.J.Hall.Ayer\u2019s Clif \u2014Miss H.Brown, B.A.; Miss F.Martin, Miss Ruth MacKaskill.Bedford.\u2014R.J.Hewton, M.A.Buckingham.\u2014S.J.Macgowan, Miss M.E.Higgin- son, Miss K.L.Goodfellow, Miss M.Parker, Miss F.L.Ewart.| | Coaticook.\u2014Levi Moore, B.A.; Miss I.Remick, Miss M.Savage, Miss C.Brennand, Miss F.Hopkins.Miss E.\u2018Roy.\u2019 Cookshire.\u2014James Allan, B.A.; Miss Annie Macdonald, Miss H.Mackay, Miss L.Bailey, Miss M.Mackay.Cowansville \u2014W.P.Percival, B!A.; Miss Yvonne Roy, Miss M.J.Taylor, Mrs.P.F.Ferguson, Mrs.D.A.Shufelt.Danville.\u2014Wm.T.Macleod, B.A.; Miss M.Bridgette, Miss F.L.McCurdy, Miss J.L.Millar, Miss M.McCaskill.East Angus.\u2014Miss C.W.Fritz, B.A.; Miss Vivian Porter, Miss C.Metcalfe, Miss A.Mills, Mrs.Munkit- trick.| Gault Institute\u2014Hubert D.Wells, B.A.; Mrs.Geo.Self, Miss M.B.Macdougall, Miss M.M.Sangster, Miss L.Doak, Miss C.C.Crighton, Miss M.Snelling, Miss A.Lowe.Granby.\u2014Claude Adams, B.A.; Miss E.C.Snyder, B.A.; Miss N.R.Macfarlane, Miss M.A.Goodfellow, Miss H.M.Silver, Miss K.I.Hawke, Miss E.MacMillan.Huntingdon\u2014C.A.Crutchfield, B.A.Inverness.\u2014Miss C.Blampin, B.A.; Miss V.V.Thompson, Miss E.McVetty.Knowlton.\u2014W.O.Briegel, B,Sc¢.; Miss A.E.Prouty, Miss L.G.Derby, Miss S.Mayhew.ae as a Dn cee ln | rar pe Ae hn a ge 2e \u2014\u2014 Educational Record.Lachine \u2014C.A.Jackson, M.A.; Miss C.W.Wood- side, Miss E.A.James, B.A.; Miss E.C.McCoy, B.A.; Miss G.Mitchell, B.A.; Miss I.Marceau, Miss L.Hughes, Miss A.Robinson, Miss A.Hughes, Miss A.Dickson, Miss G.Johanson, Miss C.Campbell, Miss M.J.Sanborn, Miss L.Perrier.Lachute \u2014Chas.McBurney, B.A.; A.D.Hogg, Miss F.S.Anderson, Miss N.F.Brownrigg, Miss J.Macvicar, Miss Grace H.McOuat, Miss R.M.Silverson, Miss E.Hansen.Lennoxville \u2014W.G.Dormer, M.A.; Miss F.I.Bayne, Miss M.H.Reed, Mrs.L.D.Abbott, Miss S.H.Balfour, Miss C.A.Davis.Longueuil \u2014Miss M.O.Vaudry, M.A.; Miss D.M.Synder, B.A.; Miss P.M.Lindop, Miss E.W.Fessenden, Miss J.I.Norris, Miss M.E.Webb, Miss L.R.MacKin- non, Miss M.E.Jameson, Mrs.A.F.Mallinson, Miss K.Bulman.Macdonald High School \u2014A.D\u2019Arcy Chapman, M.A., F.R.G.S.; Miss Florence Drummond, M A.; Miss Agnes McCredie, Miss Eva Rollins, B.A.; Miss Mabel * Price, Miss Jean MacLeod, Miss Frida Kruse, Miss Alice Brownrigg, (French Specialist).Magog\u2014W.J.Edwards, B.A.; John Gilianders, Miss L.Lindsay, Miss C.Lindsay, Miss I.Norton.New Carlisle \u2014W.H.Gill, B.A.; Miss I.Caldwell, Miss R.Cooke, Miss A.Briard, Miss L.Briard.North Hatley.\u2014Miss Flora A.Bryant, B.A.; Miss F.H.Paul, Miss I.E.Ramsdell, Miss Amy B.Davidsor.Ormstown.\u2014A.W.Lang, B.A.; Miss M.E.Campbell, Miss G.B.Simpson, Mrs.A.L.Lang, Miss M.Geddes.Quebec Girls High School \u2014Miss E.L.Gale, B.A.: Miss M.G.Fraser, B.A.; Miss M.M.Wilkinson, Miss H.D.Sever, Miss C.Rondeau, Miss Grace Duffett, Miss M.McLennan, Miss F.Wilkinson, Miss Elga Lemesurier.Quebec Boys\u2019 High School.\u2014 ~ Directory of Superior Schools, 1816-17.325 St.Francis College School \u2014T.S.Mills, M.A.; Miss A.Q Earls, B.A.; Miss Amy Bothwell, Miss J.T.Shufelt, Miss E.S.Nicholson, Miss M.Findlay.St.Johns \u2014W.T.Haig, B.A.; Mrs.W.T.Haig, B.A.; Miss L.Evans, Miss Jessie S.Brown.St.Lambert\u2014C.W.Ford, M.A.; Miss M.I.Morrison, B.A.; Miss M.Hay, B.A.; Miss I.M.Adams, Miss M I.Rowat, Miss J.E.Norris, Miss E.A.Young, Miss C.W.Norris, Miss M.Dunn, Miss A.M.Demers, Miss D.M.Derick, Miss M.E.Bayley, Miss F.A.Kydd, L.Green.Shawville\u2014S.McMullen, B.A.; Miss M.Goff, Miss D.M.Rothera, Miss L.I.Duncan, Miss A.C.McDowell, Miss M.M.Armstrong.Sherbrooke.\u2014 Stanstead.\u2014Geo.J.Trueman, Perry S.Dobson, John D.McFayden, Eldon C.Irvine, A.Harlow Martin, Thomas A.Cleland, Lindol R.Waterman, C.R.Ford, Miss Jean M.Holding, Miss Elizabeth Ball, Miss Ivah Strachan, Miss Clara S.Smith, Miss Alma F.Alger, Miss Hope Jack, Miss Ida M.Leslie, Miss Violet M.Knapp, Mrs.Jennie P.Watson, Miss Elva M.Foreman, Miss Marion Gordon Watson.Strathcona.\u2014W.A.Walsh, B.A.; Miss E.D.M.Lamb, B.A.; Miss H.Murchinson, Miss L.VanVliet, Miss F.MacSween, Miss H.R.Jones, Miss L.Wilson, Miss M.H.Manson, Miss M.Fagey, Miss J.L.VanVliet, Miss E.M.Ferguson, Miss V.J.Williams, Miss R.Windsor, Miss M.Murchinson, Miss M.Parmelee, Miss J.E.Rodgers, Miss M.V.Moe, Miss A.Munroe, Miss A.Manson, Miss M.Taylor, Miss E.Anderson, Mr.G.S.Walsh.Sutton \u2014C.S.Douglas, B.A.; Miss G.L.Pope, Miss E.M.Duncan, Miss A.Baker, Miss C.G.Addie.Verdun \u2014Ernest Smith, the Misses I.E.Blair, M.A.; Ethel Gray, B.A.; I.W.Duncan, Florence Harney, B.A; A.G.Eadie, Edith A.Goodlet, Edna Barr, Janet H.Wallace, Hazel M.Hyde, Louise Dilworth, Winnifred M.Hibbard, Jessie King, and Alice Hamilton. : .Educational Record, Waterloo \u2014A.E.Rivard, B.A.; Miss M.M.Mathewson, Miss M.Joyce, Miss F.M.Moynan, -Miss L.J.Temple.W atervilie.\u2014Miss Alice McFadden, Miss I.M.MacKinnon, Miss E.M.Munroe, Miss C.L.Edwards, Miss Irene Moore.Windsor Mills\u2014Miss Jessie Gilman, Miss Jessie Godfray, Miss Elva Caswell, Mrs.S.Gardner.MopEL SCHOOLS.Aberdeen \u2014A.M.McPhee, Miss I.L.Smith, B.A.: Miss J.M.Norris, Miss A.Hamilton, Miss L.Carmichael, Miss S.M.Doyle, Miss S.M.Carr, Miss P.V.Cooper, Miss M.J.Hislop, Miss Z.L.Rodger, Miss R.F.L.Shaw, Miss H.K.Cliff, Miss H.M.Robinson, Miss H.S.Armitage.Athelstan.\u2014Miss E.Winifred P.Gray, Miss Isabel M.Wilson.Beebe \u2014Hattie M.Patch, Principal Mildred Graham, Ruth S.Gustin.Bishop\u2019s Crossing\u2014Hazel A.Cowan, Principal; Eva B.Cunningham, Hazel M.Bishop.Bulmer \u2014Marion O.Mackenzie, Principal; M.Mildred Mackenzie.Bury \u2014Misses Isabel J.Stowell, Claudia Smith, Lillian Law, Mrs.A.D.MacLeod.Brownsburg.\u2014Maude Savage, Principal; Gladys J.Tomalty, Laura J.Matthieu, Margaret J.Taylor.Chateauguay.\u2014Model Teacher, Elsie M.Younie; Elem.Teacher, Margaret A.Grier.Como.\u2014The Misses Lulu C.Burk and Margaret E.Gordon.Clarenceville\u2014Miss Ethel G.Ellison, Miss Edith P.Tipping, Miss Bessie Hunter.Dixville-\u2014Principal, Miss Lillian S.Johnson; Elementary, Miss Bessie F.Buddell.| Dunham \u2014W.W.Hepburn, Miss J.Gilbert, Miss M.Baker. Directory of Superior Schools, 1916-17, 327 Frelighsburg.\u2014Miss Jessie \u2018A.MacMillan, Miss Frances C.Barnum, Miss Geraldine Wales.Farnham.\u2014Miss Helena M.Short, Principal; Miss Irene Elmes, Miss Gladys Durocher, Miss Mary Sornber- ger.Gould \u2014Miss Mary C.MacKinnon, Miss Gladys Duffy.| Greenfield Park.\u2014A.E.Duncan, Mrs.E.J.Locke, Miss Flaws, Miss Beerworth.Gaspé.\u2014Miss B.E.Bechervaise, Miss E.J.Bartlett.Howick.\u2014].M.Mills, M.Todd, and J.M.Lang.Hemmingford.\u2014Nettie M.Cleland, Principal; Mary Ferns, Elem.Hatley.\u2014Princ., Miss Martina A.McLeay; Inter, Miss E.Jessie Davidson; Prim., Miss Alice Dresser.Hull \u2014Principal, Wm.G.MacBean, Misses M.B.Truell, O.M.McConnell, M.M.Reilly, M.Ludington, M.L.Kalem, A.I.Gray.Kingsbury.\u2014Prin., Miss M.A.Kerr; Elem., Miss M.Weed.Joliette\u2014Miss R.A.Herbert, Mrs.Wm.Broadhurst.Kingsey.\u2014Mrs.H.J.Carson, Miss Kathleen Moore.Lacolle.\u2014Mona E.Hewson, Emma O.Stuart.Lake Megantic\u2014Ruby S.G.Goff, Edith Sherman, Agnes Oliver.Leeds \u2014Miss Annie F.Duncan, Miss Agnes C.Mc- Kenzie.Milan \u2014Myrtle E.Thompson, Christie F.MacDonald.M ansonville \u2014 Margaret Macdonald, Laura I.Hall, : Gladys Buckland.Maisonneuve \u2014L.A.A.Sawyer, Miss A.N.Mac- * Naughton, Mrs.L.M.Roy, Miss E.L.Patterson, Miss G.Watson, Miss J.Holmes, Miss L.M.Wright, Miss C.M.Jeakins, Miss S.Pitman, Miss Laura Macfie, Miss B.Ogden, Miss I.Younie.Marbleton \u2014Miss M.Hazel Merrill, Miss Edna M.Grady. , \\.Educational Record.Notre Dame de Grace \u2014E.S.Rivard, B.A.; Miss Annie J.Bennett, B.A.; Miss Rosina Cairns, Miss Millicent Dyke, B.A.; Miss Anna M.Douglas, Mrs.Harriet M.Richardson, Miss Roxana Ingalls, Miss Beatrice McClarty, Miss Violet A Watt, Miss Jessie Mackenzie, Mrs.Maud A.Brown, Miss Dorothy M.Davison.New Richmond West.\u2014Miss S.E.Hall, Miss Annie MacKenzie.Paspebiac.\u2014Miss Elizabeth B.Taylor, Miss Clara L.Cooke.Port Daniel Centre.\u2014Miss Jane V.Palmer, Miss Ella Dow.Portneuf.\u2014Miss May Lefebvre, Miss Mabel Johnston.Rawdon.\u2014Miss Bessie Davies and Miss Edna May.Ste.Agathe des Monts.\u2014Miss Lillias R.Cavers, Miss Winnifred M.Cooke, Miss Eva E.Taylor.St.Andrews East \u2014Miss Eva F.Bradford, Miss Grace Barclay, Miss Constance Mount.Shawinigan Falls \u2014Miss Annie E.Rexford, Miss Helen M.Van Vliet, Miss Alberta R.Elliot, Miss G.Elsie Elliott.South Durham \u2014Miss M.Marretta Fee, Miss Elizabeth Duff.Sawyerville \u2014Miss M.Ida Morrison, Miss E.Jean McAdams, Miss Pearl Chaddock.Stanbridge East\u2014Miss A.E.MacLeod, Miss Sara B.Moore, Miss Jessie Corey.: Thetford Mines.\u2014-Miss C.L.Johnsion, Miss C.Tyr- rell, Mrs.M.Williams.Three Rivers\u2014H.D.Hunting, Miss Emma C.Stewart, Miss Avis A.Martin, Miss Jessie Adair.Ulverton.\u2014Miss T.J.McMillan, M.A.; Miss C.Morrison.Victoria School\u2014Mr.W.S.Lamb, Miss H.Winn, Miss C.V.Jackson, Miss E.Moffat, Miss L.M.Rothera, Miss M.Coombe, Miss F.E.Brown, Miss A.Buchanan, Miss L.Pounds, Miss F.Gillespie, Miss H.Glass, Miss J.Penney, Miss L.L.Tremaine, Miss A.Meiklejohn."]