The educational record of the province of Quebec, 1 avril 1919, Avril - Juin

[" Educational 1 Record of the .Province of Quebec fe ogoofe.+ + No.4, 5 & 6 April, May & June 1919 XXXIX EDITORIAL NOTES: THE AUTHORISED TEXT BOOKS (For the year 1919-20) - As stated in the last number of the Educational Record, the text books authorised at the February meeting of the Protestant Committee are for one year only.The reason of this is that by ancther year lower prices may be obtained in some cases, and then, in all probability, the present list will be authorised for the four years beginning September 1920.(See p.187.) The new lists are printed, and are being distributed.They go into effect at the re-opening of the schools in September.In order that school boards, teachers, and others may more readily understand the changes we offer the following explanations.NOTE TO TEACHERS \u2014 To interest the senior pupils and provide them with profitable reading a 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.\u2014EDITORS, EE TE RS 102 The Educational Record.1.The List now contains four lists.List No.1 consists of the books to be purchased by pupils in the several grades.It is the general list for all the Protestant schools of the Province, except where (under the provisions of List III) an option is permitted to the school boards of Montreal and Suburbs of Montreal, and the French Pro- , testant schools.List No.II comprises the supplementary text-books for all schools, and these are to be purchased by the school boards.These supplementary text books are practically all the English Literature texts to be used for \u201creading and discussion\u201d.The ones for \u2018\u201cclose study\u201d are retained in List I for purchase by the pupils.As the books for \u201creading and discussion\u201d are merely read in class, for the most part, the wear and tear upon them will be slight, and it has been deemed advisable in the interest of economy that they should be supplied by the school boards.The books bought in one year will, with ordinary care, serve the needs of the classes for a number of years.List II1 domprises the optional books for Montreal and Suburbs, and List IV the Acadian Readers for the French Protestant schools which may desire to use them.| 2.In order not to impose hardship upon parents unnecessarily, the \u2018Committee has also decided that in those cases where a new text book has been adopted it is only to come into use in the grades where the subject is taken up for the first time.The Course of Study is being arranged so that pupils, for instance, who have used a certain text book in Grade V this year, and continue the subject in Grade VI next year, will not be obliged to discard the text if it has been replaced by a new one.In other words, the principle of the gradual working out of the old text books has been adopted.3.As before, the prices of single books are given in one column, and the price \u201cpost-paid\u201d in the next column.This should be ample protection for pupils and the public in general against over-charges for text-books.Secretary- treasurers, also, should take note of the facts in connection with the prices, which may be briefly and clearly summarised as follows: \u2014 gi hi sam on gr = Fa. War .Saving Movement.103 (a) Opposite the title of each book is the retail price per single copy, and in the next column the price at which it may be ordered from the publisher or agent.(b) The name of the publisher or agent is in the same line with the title of the book.| (c) The addresses of publishers or agents are given on the last page.| (d) The discount to the retailers i is sufficient to enable them to supply the books at the printed prices.These simple facts do not seem to have been sufficiently well understood by the public during the last four years, and complaints of overcharge have been made.There is no need of any difficulty in this respect if the foregoing facts are clearly grasped.\"We may note, too, that in.many cases the price per single copy and the price \u201cpostpaid\u201d are the same.- 4.The changes in the list are not numerous.The Royal Crown Readers are retained but in a new and revised edition.Alexander's Speller (in use for some time in Montreal only) is now adopted for the whole Province.Smith\u2019s Primary Arithmetic is dropped.but the Advanced is.retained.Lang\u2019s Introductory Grammar is retained, but the Advanced is dropped, being replaced by Mason's Intermediate, formerly in use in Montreal only.Thornton\u2019s Poetry for Schools, Selections from Irving and Hawthorne, Poems of the Romantic Revival, Westward Ho, and Julius Caesar, are new in the English Literature texts for \u201cclose study\u201d.Laureate Poetry books are dropped.Davis's Physical Geography is dropped, this subject being dealt with in the MuacMillan\u2019s Complete Geography.Marsh's Story of Canada is dropped; it is replaced by a revised edition of Miss Weaver's History.Vol.II of Warner and Marten's \u201cGroundwork of British History\u201d is dropped; Vol.III is retained.In the list of French texts the new ones are Lectures Faciles, Choix de Contes Populaires, Le Voyage de M.Perrichon, Merimee\u2019s Colomba ; the two dropped are Histoires \u2018Courtes et Longues and Une Joyeuse Nichée, In Latin the only grammar now is Hen- 104 The Educat.onal Record.derson & Little.The other Latin books are Fabulae Faciles, Matriculation Caesar, Vergil\u2019s Aeneid, Book I.Merchant and Chant\u2019s Elementary Physics takes the place ot Lynde\u2019s Household Physics.5.By comparing the new list with that of 1915 it will be seen that while some books have been increased in price the burden upon the parents has been decreased on the whole.The list has been reduced in number.The transfer of most of the English Literature books to List II is an - economic measure, and it is hoped that the school boards will promptly supply the texts required for the respective classes.As the books are used from year to year the expense to the taxpayer is very slight.The burden upon the pupilis also lessened by this plan; he has fewer books to carry back and forward.Teachers are also urged 'to exercise great care in the matter of looking after the books purchased by the board.WAR SAVINGS MOVEMENT In this issue we publish the letter of the Superintendent on this important movement, in so far as it concerns the schools of our Province.Teachers are earnestly requested to study the letter carefully, as it depends entirely upon their active co-operation how far successful the response will be.The letter should be read to the pupils, and once a week at least they should be reminded of the subject in in a few simple words.Schiool-boards are also requested to assist.In a number of municipalities this has been done already.The money for the first supply of Thrift Stamps has been advanced by the board.A small amount only is needed for the first purchase, and then-as stamps are bought by the pupils the teachers can obtain further supplies with this money.The original amount is returned to the board after all purchases are at an end.After the great successes which have been obtained in the schools of Great Britain and the United States, in this War Saving Movement.105 movement, it will be a considerable disappointment if Canada does not do as well in proportion to population.So far, the reports indicate that the western provinces are much more active than the eastern.We are slower to move in the eastern provinces, at least in the start.This is true in respect to all movements.It will probably be September before the War Stamps are popular in all our schools.Nevertheless, a good beginning has been made in several directions, notably in Westmount and in the Eastern Townships.One thing should be well understood by teachers at the outset, and that is that the sale of the Thrift Stamps i in the schools has the one main purpose of encouraging thrift, and of instilling in the minds of the pupils some idea of their future responsibilities as citizens.The Government ot Canada could readily borrow the money at less expense by means of direct loans from capitalists.It is believed, however, that the time has come to emphasize this matter of personal thrift in the interest of the rising generations.The want of thought and forethought shown by so many who were earning big wages at munitions work during the war\u2014a happy-go-lucky carelessness that was not confined to Canada alone\u2014made this question of personal thrift one of public importance.Thousands upon thousands of people tempted by the ready and extra money they were earning at munitions and other war industries, indulged in fancy furniture, player-pianos, gramophones, and so forth on the instalment plan, and have been left stranded after the closing of the works in which they were employed.Everywhere the situation in this respect is reported as bad.It is not to be wondered at, perhaps, that many of those who earn their living by labour have been reckless of the future, when so many of the rich are extravagant in the display of their wealth.But the lesson of true thrift is for all, rich and poor, now that an immense burden of taxation, direct and indirect, must be borne by the world to meet the cost of the war. \u201c106 The Educational Record.Not only does the War Stamp movement in the schools encourage thrift; it is a means, also, of conveying some ideas to the pupils in regard to the responsibilities of citizenship.On this point the Thrift Magazine says: \u2014 \u201cOf the various criticisms directed at Canadian educational systems the majority are groundless\u2014they arise from a misunderstanding on the part of the critics or, perhaps, in some few instances, from ill-will.For the schools are doing good work.Witness the wonderful achievement of the youth of Canada in the world-war\u2014achievements at which \u2019 all nations were amazed.And these heroic young Canadians are the products of the schools! \u201cBut there is one criticism that persists through the decades.It is said that the children are not taught, as they should be, to understand the privileges and the responsibilities of citizenship, to understand how this nation is governed, to realize the problems which statesmen must face.For such an indictment there may be some little reason.Pupils are taught history\u2014the story of the past\u2014but to teach them the history that is now being made is more \u2018difficult.Present-day events are so near that they are out of perspective.The subject known as \u2018civics\u2019 is taught in almost all schools but too often the teaching of this subject becomes a rehearsal of complicated systems of government which the child cannot understand and which he must, therefore, memorize.This should not be.The time for memorization is largely past\u2014the time for thoughtful reasoning has arrived.The war has aroused in all\u2014-children as well as adults\u2014an intense desire to know the history that is being made now.\u201cAnd national problems are not difficult of comprehension.They all go back to fundamental principles which are as simple as they are necessary.| \u201cIn every school in the land \u201ccurrent events\u201d should form part of the daily programme of studies.Present conditions are such that \u201ccivics\u201d and \u201c\u2018current events\u201d can be so blended (correlated is the technical terms) as to become one and the same subject.\u201d rf ih ns m War Saving Movement.107 Further on, the Thrift Magazine refers to some of the details which might be explained to the puplls, in order that they may understand some of the uses to which the money borrowed by the Government is put.We quote the following :\u2014 \u201cThe money to be raised through the sale of Wars Savings Stamps is needed mainly for one great purpose\u2014 to provide employment.If many people are out of work the whole country suffers\u2014\"\u201chard times\u201d come; everyone 1s depressed, discontented, \u201cblue\u201d.Think of the many fight- ing-men and munition-workers for whom employment must be found! How can it be secured?\u201c1.There is a great scarcity of dwellings.The Government offers to lend money to the Provinces to be used in building workmen's houses.This money serves two pur- poses\u2014it provides the required dwellings and it provides work for those engaged in the \u201cbuilding trades\u201d.This money is lent; it will be paid back.\u201c3.Millions of money will be needed to provide farms for veterans of the war.It is not fair to ask them to take cheap lands, far from railways.They are entitled to good farms; and they will need money to buy stock and machinery.Again, the money used in this way is lent; the soldier-farmers will pay 1t back.\u201c3.Roads will be built.In most parts of Canada the public highways are none too good.Roads are necessary for transportation of the products of the farm, for example.Roads are an asset to a country and the making of them provides employment.Better roads, better business.\u201c4.But public highways are not the only means of transportation \u2014 Canada has milways and waterways.(Locate and trace the Government\u2014owned railways and the most important water-ways on the map.) Ships will be built; railways will be improved.This work will provide a great deal of employment and will add to the general wealth of Canada.\u201c5.The building of public works\u2014Government buildings, wharves, docks, and other necessary facilities\u2014has 108 The Educational Record.been postponed during the war.Now this work can go on and many men will be needed.The principles of citizenship and government taught by means of practical questions of the time should be readily ~ grasped by all pupils of ordinary intelligence, from the sixth grade upwards and even lower.The following letters from Inspectors Taylor and Rothney speak for themselves: \u2014 Knowlton, Que., April 15th, 1919.In regard to the W.S.S.work I am of the opinion that it is unfair to judge of its utility at the inception of the campaign, though its tendencies and principles are apparent, as it is even now bearing early fruits, in the awakening of the minds of teachers and children where it has been faithfully presented.Its effect upon the future thrift of the nation cannot be readily estimated.A secre- tary-treasurer who was present a few weeks ago when the Inspector was presenting the matter that morning in the school has written \u2014 \u201cYou will be pleased to know that even now every pupil is the possessor of thrift stamps and a keen compe- tition-is among the children.\u201d In other schools a very large percentage of the pupils hold thrift stamps.\u201cAnd as Teachers\u2019 Conferences are held in the early autumn the matter of thrift should be a part of the programme at each and every one of them.And in consequence every school pupil and teacher will be reached by the living touch which tells beyond the power of the printed page.T am strongly of the opinion that this juvenile thrift should become a perpetual feature of our national life and that in time it may result in narrowing the national debt down largely to this source of supply.\u2018As one who feels the need of utilizing every means for the upbuilding of sturdy character founded on self-denial, industry, and 1 patriotic principles, I should greatly deplore War Saving Movement.109 the giving up of such an admirable plan as this.seems to be; or even of having it debated except in so far as public discussion may lead to improved methods of procedure.ERNEST M.TAYLOR, Inspector of Schools Lennoxville, Que., April 15th, 1919 The Thrift Stamp and War Savings Scheme has been presented in all the schools of the Inspectorate.The project was entirely new to almost all the pupils, yet when it wis explained to them they were unanimous in their approval of the scheme, and in their desire to begin saving at once.The teachers, without exception, promised their cooperation, and several have kept a supply of thrift stamps in the school at their own expense in order to make it convenient for pupils to purchase them.Five teachers report that the parents have discouraged their children in the purchase of thrift stamps, and have made it very difficult to secure any results, but in the great majority of the schools an increasing number of pupils are purchasing thrift stamps and war savings stamps.Apart from the schools of my own inspectorate, I have visited 15 of the Superior Schools of the Eastern Townships, and presented the War Savings scheme to the teachers and pupils.In most cases, representatives of the \u2018School Board, as well as_other rate-payers, were present, and assured the pupils of their hearty approval of the project.Everywhere the pupils were enthusiastic, and promised to begin saving at once.Several school boards promised to place a supply of stamps in the school to be sold by the teachers as pupils called for them.The replies to the questionnaire sent to principals and teachers the last day of March show the following percentages of pupils already purchasing thrift stamps and war savings stamps: County of Drummond, 58% County 110 The Educational Record.of Richmond, 34%; County of Drummond, 58%; County Sherbrooke (Rural ony) 24%; City of Sherbrooke, 20%: Superior Schools, 28%.Only two schools report 100% saving.These are rural schools in the Municipality of Cleveland, County of Richmond, taught by Miss Francis McLaughlin, and Miss Mary Horan, respectively.W.O.ROTHNEY, Inspector or Schools.A MESSAGE TO THE BOYS AND GIRLS OF QUEBEC PROVINCE.Department of Public Instruction, Quebec, 1918.To the Teachers and Pupils of the Schools of the Province.My Dear Friends, : ; This is the first occasion upon which I have addressed a letter to you directly.It is my duty from time to time to write to the school commissioners and trustees of the Province on matters concerning the welfare and progress of our system of education, but it is seldom that I have had \" the pleasure of writing directely to the Teachers and Pupils.My purpose in this letter is to bring to your attention a very important matter, that, namely, of the War Savings Stamps, and to enlist and encourage your active share in this movement which has already proved its usefulness in Great Britain and the United States and which has now been adopted by the Government of Canada.In all the countries engaged in the World Conflict, and indeed in some of the neutral countries, the war has inevitably been the cause of vast expenditures of money by the governments.Then, too, because so many millions of men were withdrawn from the work of manufacturing and farming, all the countries concerned -have become less rich in real wealth.The real wealth of a country is not its money.There is oe mr mrp moses SR rT Message from the Superintendent.iil just as much money in the world now as there was before the war, and perhaps more.But there is not as much real wealth.One simple proof of this you will find in the fact that money does not buy as much as it did before the war.One dollar now only goes about as far in buying the necessities of life as half a dollar did before August 1914.This is because there is a smaller supply of the goods and services that money buys.We had to expect, of course, that the war would be costly, not only in money but in human lives as well.This was the sacrifice the world had to make to preserve human liberty and to maintain the rights of nations and peoples, whether large and powerful or small and weak.All thinking men knew that the cost would be great, but when the defiance issued by Germany and Austria-Hungary came, the challenge was taken up.How proud and confident the Central Powers were four and a half years ago, when they ruthlessly invaded Belgium and France.How certain they were that \u201cthe arm of the flesh\u201d would ensure a great conquest and their everlasting glory.Yet when this letter was written those proud countries had crumbled in the sight of all men, and a glorious victory had been gained for the world.Let me assure you, my young friends, you especially who are studying History in your text-books.that you have been witnessing one of the greatest events in human history \u2014 rich in instruction, rich in moral lessons and fraught with possibilities for the future that no one can fully estimate.But in the midst of these reflections we are called upon to consider a very practical duty.Money was needed to bring our brave soldiers back again to Canada, and to establish them once more in their various occupations.Tt would be gross negligence, to say the least, nay it would be gross ingratitude, if we failed in our duty to meet those money obligations which are required to place Canada once more in normal conditions for industrial development after the war.The surviving heroes are not returning to look for charity, all they ask for is the rightful chance to earn their 112 The Educationat Record.own independence.This they can only do if and when the business and industry of the country are so organized tthat the normal progress of peace times will be assured.In other words, for their sake as well as our own, we must busy ourselves at once in the duty of Reconstruction.This word reconstruction may have conveyed to your minds no more than the idea of rebuilding, as in France and Belgium, the countless thousands of homes, of churches and of public and other buildings so shamefully destroyed by the enemy in his avowed policy of \u201cfrightfulness.\u201d But it has a much wider meaning It reaches up even to the highest moral considerations.Reconstruction will mean, for instance, a greater development of the principle of justice in communities, and a nobler conception of our duties to our neighbor.But the particular work of reconstruction I wish to remind you of, so far as Canada is concerned, is that referred to in the last paragraph.Soon, let us hope, the many thousands now engaged in war work will be transferred to other lines of industry.The goods and commodities required in peace will then take the place of the munitions of war.This transfer, this \u2018displacement\u2019 will not be easy; it will mean expense.Money is needed, then, not only to meet the direct obligations incurred by the war, but also for the reconstruction which must follow.Where is the money to be obtained?Is it to be borrowed?Yes, but borrowed money has to be paid back some time or another, and all along interest has to be paid for it.Now there is only one way in which the money can be paid back, principal and interest, and that is by the EARNINGS and SAVINGS of the people.So, too, the greater part of the money borrowed by the Government must come from the earnings and savings of persons.That is how the War Loans are obtained.The big war loans are in the form of bonds for amounts ranging from fifty dollars to thousands of dollars.But there are many people who cannot invest in these bonds.They do not have the ready money to buy the bonds in the Un TT EVA 0 PRO PP Message from the Superintendent.113 required amounts.At the same time, however, they wish to do their patriotic share in supplying the needed money, and earn also their share of the interest paid upon the lians.] The War Savings Stamps were thought of for this purpose.The smallest earnings and the smallest savings can be invested in them.As soon as twenty-five cents is saved it buys a Thrift Stamp.The moment you buy one at the post-office you become an Investor! When you have saved four dollars, that is, when you have bought 16 Thrift Stamps you exchange them for a War Savings Stamp, for which at the end of five years you will receive five dollars.Your four dollars earns another dollar in five years.This is an investment at good interest.But before explaining the details more fully (and it is necessary to study them carefully) I wish to make some other remarks.When people invest their earnings or savings in anything, and it is usually in stocks or bonds, they generally wish to know all about the investment.The first thng asked is,\u2014What is the security that I shall be paid back my interest, or my dividends, and my principal?The security in the case of the War Savings Stamps is the whole Dominion of Canada.All that Canada owns is pledged to pay back your invested money and the interest it earns.Is that not enough?Next,\u2014Who may buy the Thrift Stamps and become the owners of War Savings Stamps?The answer is, everybody, old and young, at school and out of school, rich and poor.Not only the pupils, but their parents and their friends generally may and should adopt this habit.T am told that in the United States, where nearly 800 million dollars were invested in Thrift Stamps in eight months people with large means as well as people with small means have been buying them steadily.Then people of large means, even when they had large War Bonds in their safes and vaults, rea- _ soned this way: \u201cIt is my duty, for the sake of the soldiers \u2018at the front, to give up this and the other extravagance or # 9 be oa 4 B.4 a B: À on E a 4 of A A A 114 The Educational Record.\u2019 ° luxury and put the money saved into War Savings Stamps.It will do me no harm, and it will help the Government support the Army.\u201d Again, is there any other good reason why the young people in our schools should become interested and active in this movement?Yes.Saving and investing in War Savings Stamps will inculcate in the minds of thousands right ideas and habits of THRIFT which they had not possessed in anything like an equal degree before.Thrift, it is true, is one of the homely virtues.There are other virtues which appeal more strongly to our higher moral sentiments.You all know at once, I am sure, that the soldier who gives up his life on the field of battle in defence of freedom and civilization is exercising a far nobler virtue than the man who is merely thrifty.But humble as it is, thrift has its important part to play in the lives of individuals and of nations.In ordinary peace times particularly thrift is usually associated with honesty.The man who is thrifty and careful in his business dealings, and to be this he does not necessarily have to become mean or \u201cclose\u201d, is generally honest as well.Then as to nations, I recall the fact that after Germany had overthrown France in 1870-71, and had imposed \u2018an immense money indemnity upon her, it was to a large extent the savings of the industrious peasants which enabled France to pay that debt in a very short time, and to free the country from the clanking sabres of Prussian soldiers encamped there until the indemnity was paid.The savings of the peasants were hoarded in woollen stockings, but when the Government needed the money it was loyally drawn forth from the humble stockings and invested in the bonds.1 Then there is another reason why we should encourage the habit of thrift.For some years before the war the people of Canada had become pretty largely interested in what is called CONSERVATION.That is another big word like reconstruction, but the older pupils at any rate know what it means.Conservation is the opposite of waste. Message from the Superintendent.115 For many years, and to a much greater extent than the people of Europe, we who live on this continent had been much more wasteful in our ways than we should have been.We were squandering our natural resources too fast.Careless of the future generations, we were robbing our soil of its fertility, we were destroying our forests and taking no pains to ensure their regrowth, and in large and small ways we were eating up our capital to a most wasteful extent.A halt had to be called.The Governments of Canada and the United States appointed permanent Conservation Commissions which have been doing much good work ever since.But there is still much to be done.Wastefulness is still far from being stopped.True conservation must continue to be urged, until all the citizens recognise the fact that they have a duty to perform in the matter.With thrift habits formed early in life you will be in a better position to learn what Conservation means.I do not think that I need to urge you to be patriotic.Your teachers have doubtless kept you well informed as to thé progress of the war, and have told you why Great Britain and the Empire at large, including Canada, why France, Belgium, Italy and the United States are at one in the conflict.I am certain that, realizing the righteousness of the cause of the Allies, you will be glad to do your best to aid in the final work of the war.This you can best do by investing your small earnings in War Savings Stamps instead, perhaps, of spending them foolishly.Here, then, is the way to go about it.When you have saved a quarter take it to the post-office or to a bank and buy a\u201825-cent Thrift Stamp.You will be given a Thrift Card along with your stamp.Attach the stamp to the Thrift Card.There is room for sixteen stamps on your card.Every time you have a quarter saved, buy another stamp and stick it on your card.Keep on doing this until your card is filled.You have lent four dollars to the Government.When your Thrift Card is filled with stamps, take it to the post office or the bank and you will receive in exchange for it a War Savings Stamp.If you have it PAR I OO REED EP 116 The Educational Record.filled in December, 1918, or in January, 1919, you will receive the War Savings Stamp in exchange without making any additional payment.In February, 1919, you will have to pay one cent in addition to surrendering your Thrift Card; in March, two cents, and so on, paying an additional cent for every month through 1919.The War Savings Stamps bear interest at the rate of about four and a half per cent, and you are not entitled to that interest until you exchange your Thrift Card for a War Savings Stamp.Five dollars will be paid to you by the Dominion Gove ernment on the 1st of January, 1914, that is five years from now, for each War Savings Stamp you may have earned and bought.Here is what each War Savings Stamp (bought with 16 Thrift Stamps at 25 cents eachi will cost you :\u2014 In December, 1918, or January, 1919.$ 4 oo In February, 1919 .cco.4 OI In March, 1919 .ee 4 02 In April, 1919 «LoL 0 es 4 03 In May, 1910.202202 22e aa aa ana 4 04 In June, 1919 .0202 001022 a ee aa ea a eee» 4 O5 In July, 1919 .20222 0021 e a see aan ea Len 6 4 06 In August, 1919.ee 4 07 In September, 1919 .cc iii 4 08 : In October, 1919 .222002 12 Lee ee Lee 4 09 In November, 1919 .22000 0201 e aa eee eee 4 10 In December, 1919 .coin.4 11 It will save you much trouble to keep these particulars in mind.Notice that when you receive your Thrift Card you are - to write your name and address on it, so that it may be returned to you if lost.If you should find somebody else\u2019s Thrift Card drop it into the post office without postage and it will be returned to the owner.Be careful to attach your Thrift Stamps to your card at once for if they are lost when unattached there is no means of making good your loss, RC Lbs oe +3 En > ms Message from the Superintendent._ 117 For the same reason attach your War Savings Stamps to your certificates as soon as you get them and write your name and the number of your certificate across the face of each Stamp.If you wish, you can register each War Savings Stamp at the post-office and in this way protect yourself fully against loss.If your registered Certificate is lost or destroyed.apply at the post-office where it was registered and you will receive your money back after satisfactorily proving loss and ownership.If you can save four dollars at a time instead of a quarter you need not bother with the Thrift Card at all.Simply take the four dollars to the post office or bank and buy a War Savings Stamp.If, as already stated, this is after January next one or more cents (one additional cent each month) have to be added to the four dollars.- | Teachers will kindly study these .details closely, so that questions may be readily answered.They will also read this letter to the whole school, and give copies to the older pupils.A sufficient number is sent to each secretary- treasurer for this purpose.In conclusion, let us all, young and old, join in this patriotic movement so far as our means and opportunities will permit.Our Province, our Country, our Empire will all directly benefit by the results of our thrift, and the young especially will be laying the foundations of their future prosperity and independence.Earn an honest penny and save it towards buying a Thrift Stamp.Learn to hate wastefulness.Do you know that one of the greatest triumphs of practical science in the nineteenth century was that of turning waste to account?Let me give you one example out of many.When lighting gas was first made out of coal, the gas only was used.For years great heaps of waste from the gas-retorts accumulated outside the gas works.and they were apparently useless.But the chemists went to work, and in a short time found that this waste was far more valuable than the gas.To-day a rich harvest, hundreds of beautiful dyes, of drugs, of ammonia for fertilising purposes, and other products are obtained from these rubbish heaps. HAN da et pince nai ab 118 The Educational Record.I have said that you do not need to be urged to be patriotic, you are that already.But let me urge you to study more and more the true spiritual meaning of the great Empire to which we belong, comprising so many races and so many languages.Its true greatness must ever rest upon a right understanding and mutual knowledge of the different races with all their differing characteristics.In that right understanding and mutual knowledge alone can true sympathy and justice prevail.The war has awakened many thoughts in the world whose future results none can foresee.The future, indeed, hides behind her veil both gladness and sorrow, but I hold to the strong hope that in Canada at large we may more and more develop the true spirit of justice and broad citizenship that will unite the hearts and efforts of the two great races of our country for \u2018the common good.I am, yours sincerely, CYRILLE F.DELAGE, Superintendent.THRIFT CLUBS IN SASKATCHEWAN A SUGGESTION FOR QUEBEC] (Adapted) Teachers! Important as has been your work in the past it is still more important to-day.The period of reconstruction is upon us.During the past four years we have learned many lessons, which should guide us in the years to come.Among other things we have learned the value of thrift and saving.Let us aim to inculcate true patriotism and habits of thrift in the pupils attending our schools.In issuing Thrift Stamps and War Savings Stamps the Government of Canada has two distinct purposes in view : First\u2014To reach the small investor and secure his systematic financial aid for the government.a EE EEE oi Ce le PA I TS A ST within every school-room in the Province.Thrift Clubs in Saskatchéwan 119 Second.\u2014 To teach thrift and the habit of systematic saving.In order to obtain the best results in our schools it is necessary to have organisation, with this in our mind, we have formed a simple plan for the formation of A THRIFT CLUB \u2014 ORGANISATION.A Thrift Club should be organised in every school rural and urban, in the province.In graded schools there should be a club for each room.It is suggested that each club have a name: For example \u2014The Live-Wire Thrift Club of Victoria S.D.No.1526.A secretary treasurer (preferably one person) should be chosen as the active executive of the club.= It is desirable that a person of some maturity or experience act as secretary treasurer.We suggest that the teacher assume the responsibility with probably the assistance of one pupil or a committee of pupils elected by the class.In some cases it may be deemed advisable to have a trustee or secretary of the school boards to act as secretary treasurer of the Thrift Club.| SUPPLY OF STAMPS.It is recommended that rural school boards keep on hand about ten dollars\u2019 worth of Thrift Stamps, for sale to members of the Thrift Clubs of their respective schools.Many teachers will be willing to invest a few dollars in Thrift Stamps, so that a supply will be available at all times for the pupils wishing to sell or purchase them MEMBERSHIP.All pupils in the school may become members of the Thrift Club.Boys and girls above school age and not in attendance should alse be encouraged to join.If there is TL Le RARE NRA RP ER 120 The Educational Record.no adult.Thrift Club in the community parents and frienas may be asked to become members.Teachers should endeavour to make the club fit into the life of the community as they deem advisable.The co-operation and active sympathy of the parents, ratepayers, and trustees, should be sought.RECORDS.The secretary treasurer should keep a careful record of all stamps bought and sold, in a book used solely for this purpose.He should also carefully in the reports asked for and promptly forward them to the Inspector.SUGGESTIONS The vegetables from individual garden plots in school or home may be sold and the proceeds invested in Thrift Stamps.The Aim Should be a Thrift Card for Every Pupil.Many parents will encourage their children to earn money by raising chickens, pigs or calves.Teachers should render their pupils assistance by offering advice and taking a lively interest in their poultry, pig or calf clubs.Instead of money prizes at school fairs and school picnics, give Thrift Stamps.If the teacher cannot arouse interest in any other way, have a good school concert, charge thirty-five cents admission and present each one who attends with a Thrift \u2018Card and one Thrift Stamp.Try this.In many districts it is difficult to secure the services of a caretaker.It is suggested that where this condition exists, trustees engage the pupils to do the work and pay them in Thrift Stamps.Many other ideas will readily suggest themselves if the teacher and trustees take an active interest.Success must come if evervone does his part.Teachers! You have a golden opportunity.Do not let it pass.If you are in doubt about any phase of this work communicate with the Department of Education, and an endeavour will be made to assist you.RVR Ban => + rai _ Thrift Clubs in Saskatchewan 121 CONCLUSION.Are you sure you understand the scheme?Here it is in simplified form: When you have saved a quarter purchase a Thrift Stamp and attach it to a Thrift Card.There is.room for Sixteen stamps on the card.Every time you have ancther quarter saved buy a stamp and place it on the card.Keep on doing this until your card is filled.You have then lent four dollars to your government.When your Thrift Card is filled take it to the post- office or the bank and you will receive in exchange for it a War Savings Stamp.In February, 1919, you will have to pay one cent extra on surrendering your Thrift Card, in March, two cents, and so on, paying an additional cent for every month through 1919 This is necessary because the War Savings Stamp bears interest at the rate of about 47% per cent.and you are not entitled to_ that interest until you exchange vour Thrift Card for a War Savings Stamp.By December the stamp will have earned eleven cents interest, and therefore is worth eleven vents more than it was in January.To make half-yearly payments of interest on War Savings Stamps would be very complicated and expensive because such small amounts and so large a number of people are involved.Consequently, the government does not pay the interest every six months as it does on a Victory Bond.Instead of that, it keeps the interest for you, and will pay you back what you have lent along with the interest at the end of five years.Each War Savings Stamp, which costs four dollars plus the amount of interest earned by it at the time of purchase, will be redeemed by the government on January 1, 1912, for five dollars in cash.The extra dollar is the interest on your four dollars for five years at about 4% per cent.compounded yearly.When you exchange vour Thrift Card for a War Savings Stamp, ask for a War Savings Certificate.This is a pockets sized folder containing ten spaces for War 122 The Educational Record.Savings Stamps.Attach the War Savings Stamp to the certificate, get another Thrift Card, and begin buying Thrift Stamps again.Every War Savings Stamp you can buy and put on your Certificate will be worth five dollars in 1924.If you fill the certificate you will receive fifty dollars for it when redeemed by the government.REMEMBER T'His.If every school boy and girl in Canada saved twenty- five cents a week all through 1919 and lent it to the Government the total sum would amount to $20,000,000.OUR NATIONAL RESOURCES.Mr.Marquis, provincial statistician, has addressed a letter to the teachers of the Province in the Enseignement Primaire, of which we make the following summary: \u201cThe Dominion Government makes a general census every ten years; the governments of the provinces endeavour each year to take account of the economic development: production, commerce, exchange, transport, etc.\u201cOF all our national resources, the most important in this Province is \u2018Agriculture.In 1918, the total output in pulp-wood, wood for building purposes, minerals and fish was $58,572,169.00.Our agricultural products on the other hand amounted to $559,638,111.00, or nearly ten times as much.\u201cDuring the last two years the teachers of the Province have assisted greatly in obtaining the statistics of agricultural production.They are asked again to give their valuable aid in this way.At the end of May or the beginning of June every head teacher of a rural school will receive a parcel centaining instructions, and the cards they are asked to deliver to the farmers in their districts and to return to Mr.Marquis when filled out.ws \u201c+ Cr Ir ad hus, rit Letter from Dr.Rexford 123 \u201cLast year the following were the percentages of cards returned in the several provinces: \u2014 Prince Edward Island.54 per cent Nova Scotia .38 $ O0\" New Brunswick .36 \u201c°° Quebec .vviiii 20 \u201c+ Ontario .ee 43 \u201c \u201c Manitoba .38 C0\u201c Saskatchewan .44 \u201c4 \u2018Alberta .Cee 20200 $0* British Columbia .42 No.of muni | .of muni.| | cipalities a 1 1 2 1 5 Err | | | | | | 1| 2 | 4 | 2 | | | 2 Sora | | | [90.60 50.55 90.50150.45 $o.40 $0.35 [ | | | | | | | | | | | No.of muni-| cipalities vi 10 4 1 2 6 5 | | | | | | | | | | | | | | Rate per $100.|$1.00 90,80! $0.751$0-70 [ | | ! | | | | 2 | | | | | | | | 1 | 1 !| 1 | | | | | | The Educational Record.The teachers whose names follow are recommended for bonuses for successful teaching: l | Teacherd Municiptlity | Districts : 1 f fi A.Birdsell Robb St.Etienne de Chelsea.| Margaret Harkness Clarendon George B.Gagnon North Wakefield Sadie C.Lang Bristol Linda E.Smiley Clarendon Linda McClure Clarendon Alda Kerr Lochaber & Gore .M.M.Morrisson South Hull Lucy Dahms Leslie Jessie Black Eardley Mabel V.Ramsay Clarendon Perside Lapointe Suffolk & Addington.Sara J.Wilson Clarendon Dora Grimes Eardley Della McNally Masham = Ov = = ; ; = == WH WWW I= The following teachers are recommended for prizes for excellent work in physical culture in connection with the Strathcona Fund for this purpose: | | , Teachers | Municiptlity Disltricts | Gladys Hodgins {Clarendon A.Birdsell Robb |St.Etienne de Chelsea.| Fern Campbell St.Angelique | Linda E.Smiley |Clarendon Ada Kerr Lochaber & Gore WI WVU Pe The nature of the work in physical exercises is improving from year to year, but, with so many teachers unqualified, the work as a whole is not what it should be.Under present conditions we cannot look for many new buildings, but there are always municipalities in which improvements of some kind are being made.Each year in each inspectorate the Department offers five special prizes for improvements above the ordinary.This year the prizes will go to Bristol, Leslie, South Branch Low, Lochaber & Gore, Bowman and Denholm. 138 J ut ny id i 78 18 - Reports of Inspectors.173 In a former report I drew the attention of members of school boards to Art.gm of the Regulations of the Protestant Committee.According to that Regulation, school municipalities are to be classified under the following heads: 1 Excellent; 2 Good; 3 Middling; 4 Bad; 5 Very bad; arranging the members of each class in order of merit.The bases .for classification are given.The full term is ten months.Sections.2 and 3 refer to the condition of buildings and grounds, and to the supply of apparatus.It is clearly the duty of members of school boards to visit the school and examine into these matters.I regret to report that many school boards persistently neglect their duties in this respect.It is absurd to think that commissioners and trustees can do their duty without making even one visit to their schools during the year.The Regulations state plainly that the Course of Study must be followed and the Authorized Text-books must be used.Not only the teachers but the school boards should see that these Regulations are followed.The books of most.of the secretary-treasurers are well kept, but there are some who are not careful enough.I would advise members of boards, secretaries and others interested to consider well Arts 2768, 2826 and 2827 of the School Law.The first article refers to the taking of the census which must be taken in September each year.Secretaries claim in many cases, that their salaries are not sufficient to warrant them in making a thorough canvass of the municipality.Yet the law stands.This year the municipalities are classified as follows: Excellent.\u2014Mansfield, South Onslow, Quyon, Clarendon, Maniwaki, Bryson, Campbell\u2019s Bay, North Wiake- field, Low South, Portage du Fort, South Hull, Centre Ons- low, Cantley, Valley Gatineau, South Branch Low, Eardley, Bristol, Masham, London, Northfield & Wright, Waltham, Ste.Angelique, North Onslow.Good.\u2014Aylwin, St.Etienne de Chelsea, L\"Ange-Gar- dien, Mansfield South, Calumet Island, Fassett, Lower Lu J i: 0 i» t) 5 lr.1 na 8 sn ce Bet gi: HN 48 i 4s ni ARS HA Le +e 4, ho 8 PR HEN i he A it i i Hi, ae 174 The Educational Record.Litchfield, Thorne, Buckingham, Wakefield, North Temple- ton, Ste.Elizabeth de Franktown, Mulgrave & \u2018Derry (Coms.,) Mulgrave & Derry (Trustees), Suffolk & Ad- dington, Upper Litchfield, St.Sixte, Aldfield, Alleyn, Bowman & Denholm.Middling.\u2014 Centre Northfield, Leslie, Lochaber & Gore, East Templeton, Cawood, St.Valerie de Ponsonby, Amherst, West Templeton, High Falls.Bad.\u2014Portland West, Egan, Kensington, Ste.Cecile de Masham, Robertson & Pope.Teachers\u2019 Conferences were held in the autumn at Kazubazua, North Wakefield, Thurso, Hull, Shawville and Ladysmith.These were fairly well attended, but it seems impossible to get all the teachers of this district to a conference.The long distances and consequent heavy expenses are practically prohibitive.The teachers as a body have been faithful in doing their work and deserve credit for the same.We read considerable about the Noon Hour.1 am pleased to report that something is being done in this inspectorate to make the noon lunch period more attractive.In this connection I must commend the work of Mss Margaret Harkness and of Miss Mabel-V.Ramsay, both of Clarendon township, great credit is due them for the improvement they have brought about in their respective schools.I trust that many more teachers will undertake some such work.All the schools have been visited.The reports and bulletins have been made out and forwarded to the Department.In conclusion I wish to thank the officers of the Department of Public Instruction for the very pleasant and profitable Inspectors\u2019 Conference that was held in Quebec last September.We enjoyed it all and I am sure that good has resulted from our work there.bt pt bd > - 5e 4 Seed eee bn Sci rrr Ey Reports of Inspectors, 1\u2014Numiber of school municipalities: a) Under control of commissioners 200000000000 0000000000 b) Under control of trustees .400500a 000000000000 2.\u2014Number of teachers: a) Elementary .ioeoieiiiiiiiiiiiiiii ii 3.\u2014Number of teachers: a) Male teachers .00400000000000 cs.RAR b) Female teachers.00020000 000 ae ee na es aa ee ae aan 0 | 120 eo 0 8 8 eer ee ees ean 4\u2014Average salaries: a) Male teachers in elementary schools .b) Female teachers in elementary schools.| $312 5\u2014Number of children of school age: | a) Boys from 5to 7 years| 276|Girls from 5to 7years| 276| 565 b) Boysifrom 7 to 14 years|1163|Girls from 7 to 14 years|1079| 2,242 c) Boys from 14ito 16 years| 186|Girls from 14 to 16 years| 225 41 d) Boys from.16 to 18 years| |Girls from 16 to 18 years] Cees ~ Total.3,218 6.\u2014Number of pupils enrolled: a) In the eelmentary schools 120020000200 a 0 en en ana 0000 7\u2014Average attendance: (in percentage).a) In the elementary schools .0002000000 000 s ass 0 es + 8\u2014 Classification of pupils: Years of Course.(Boys and Girls).In Grade L.LLLLLL LL LL LL LA da a a a 0 4 a a 4 a a a a aaa In Grade 9 LL.LL LL LL LL La ea a a ee a ee a a ea a ee a ae aa ce» 328 In Grade 3 oii ee eee 398 In Grade 4 o.oo ee ee ee 385 In Grade 5 oii eee een 376 In Grade 6 oot tee ee ea | 245 In Grade 7 overt eee ee ee aaa | 130 In Grade 8 LL.LLL 20 a La La a ea aa ee aa a een a a aa a anna | 14 In Grade LL.LL LL ee ea I have the honour to be, etc., H.A.HoNEYMAN, School Inspector. i76 The Educational Record.ANNUAL REPORT OF INSPECTOR J.H.HUNTER, FOR SCHOOL YEAR 1917-18 Coarticook, QUE., 19th July, 1918 Sir, I have the honor herewith of presenting the summary of statistics of my district of inspection in Stanstead and \u2018Compton (in part).Ths inspectorate includes 17 municipalities including the towns of East Angus and Wiaterville, whose annex schools have been assigned to me.Last year the consolidated school at \u2018Compton with 2 teachers was included in this inspectorate.During the present year this school was given model status.Though the winter was unusually severe, the school attendance was remarkably good in many schools.TEACHING STAFF The qualifications of the staff are indicated as follows: \u2018Academy diploma Model Adv.elementary Diplomas.I elementary IT elementary Rural elementary ( Extra-Provincial Grade XI Permits ) Grade X Grade IX Permissions | Grade VIII Non-graded uy ad ing Wa is, Reports of Inspectors.177 Each of the following rural municipalities had a complete staff of certificated teachers: Barnston, 6; Eaton, 9; Magog, 5.Hatley township paid the highest salary throughout the year ($320) for the staff of certificated teachers.TEACHERS\u2019 BONUSES.The teachers mentioned in the accompanying list are eligible for bonuses: No.Name | Municipality |No.of District 1 Miss Winnifred Parker .[Eaton .17 2 Angelina Turner .Stanstead .20 31 \u201c Bertha Scott .Barnston .18 4 \u201c Grace F.Johnston .[Stanstead .7 5 \u201c Annie Mills .E-Angus .| Annex 6 \u201c Jessie McCullough .{Eaton .4 71 \u201c Christiana Barratt .|Stanstead .9 8 \u201c Velina Davis .Stanstead .30 9 \u201c Marion Church .Eaton .6 10 \u201c A.Maude Macleod .{Hatley .2 11 \u201c \"Margaret MacLeod .|Bury .5 11 \u201c Elizabeth MacKay .|Stanstead .10 13 | \u201c Aldora Belleau .Clifton-East .1 14 | \u201c Olemmer Converse .|Banston .10 15 | \u201c Olive MacLeod .Bury 2.4 16 | \u201c Ethel Johnston .|Westbury .3 17 | \u201c Jean Lefebvre .Eaton .19 | Strathcona Trust Bonuses \u2014Many teachers have done first class work with respect to Physical Exercises.The bonuses in the form of nicely bound and instructive books are well worth the endeavor therefor.+ The teachers of 1917-18 whose schools are eligible for bonuses are: |.No.Name I Municipality je.of District 1 [Miss Lizzie Morrison .[Bury .] 11 921\u201c Della Speck .|Faton .18 3| \u201c Helen E.Miller .[Eaton .| 7 4 | Nora M.Morrow .INewport .| 6 RRR I AR AIRE The Educational Record.Municipalities\u2014 The bonuses for improvement etc., are assigned as follows: Magog; 2.Bury; 3.Eaton; 4.Newport; 5.Ascot Corner.Classification of municipaities.\u2014 The ranking is based upon regulation 9 (m) : Good.\u201413 Municipalities.Medium \u2014Ste.Catherine de Hatley, Westbury, Wa- terville and Barford.Conferences \u2014The annual conferences were held in the fall at Bury (with Inspector McCutcheon B.A.), Magog, Sawyerville, Smith\u2019s Mills and Sherbrooke (with Inspector Rothney, B.A., B.D.) At Smith\u2019s Mills Conference, Principal Trueman, MA.and Miss Strachan, music instructress, both of Stanstead College, rendered very efficient service.Supplementary report r¢ Model Schools.It was my privilege to inspect the model schools located at Bury, Compton, Dixville, Hatley and Ways Mills.A report of my visits to these schools has already been forwarded to the Deparment with recommendations.I wish to express here my regard for the efficient and faithful services rendered by the teachers in these schools and the happy atmosphere that seemed to pervade every - school.Owing to the response of \u2018older pupils to the S.O.S.call, several capable pupils were absent from some schools at the time of my visit.1.\u2014Number of school municipalities a) Under control of commissioners b) Under control of trustees 2\u2014Number of schools: a) Flementary Reports of Inspectors.3.\u2014Number of teachers: a) Male teachers 20202200 aa nee eee aa aa ea anna ann v | 1 b) Female teachers .0000 0000 aa 0 se anse ea sa sacs 0000 93 4\u2014Average salaries: a)Mal e teachers in elementary schools .b) Female teachers in elementary schools .| 315 5\u2014Number of children of school age: | a) Boys from 5to 7years|122|3irls from 5to 7 years|111| 233 b) Boys from 7 to 14 years|595|Girls from 7 to 14 years|573| 1168 c) Boysfrom 14 to 16 years|114|Girls from 14 to 16 years| 98| 212 d) Boys from 14 to 18 years| 14|Girls from 16 to 18 years| 4 29 6 \u2014Numiber of pupils enrolled: a) in the elementary schools .cco.7\u2014Average attendance: (in percentage).a) In the elementary .ea 8.\u2014Classification of pupils: Years of Course (Boys and Girls).*.\u2026.NNEC ten ® 2 8 8 ee 4 6 8 ss se vs ss Se ETE see Ne eee ese ues © 8 8 5 8.Ce vs se TE BS Bs EE Se 8 se BEE et see seu es es see se 0.» .\".s #4 Se 6 8 0 8 .\u2026.© 8 4 ea 8 6 8 Hs #0 8 2s PE YEA se 2s te es es ee Pe en ees te ee ve ee © 6 4 8 8 Sse os ee se SC se Pe BB SS ee se SE PS es se see se es er .w.\".© se tee es ase sven.I have the honor to be, etc., J.H.HUNTER, School Inspector. The Educational Record.Department of Public Instruction pr QUEBEC, QUE.\u2014 A (a Nov.29th, 1918.Iw On which day was held a regular meeting of the à Protestant Committee of the Council of Public Instruction.do\u2018 Present :\u2014 | 4 0 Sir William Peterson, K.C.M.G., LL.D., in the Chair; \u201con Professor A.W.Kneeland, M.A., B.C.L.; Rev.A.T.| Love, D.D.; Hon.Sydney Fisher, B.A.; Rev.Principal R.à A.Parrock, M.A., D.C.L.; W.S.Bullock, Esq., M.L.A.; et The Right Rev.Lennox Williams, D.D.; Lord Bishop of | y Quebec; Hon.W.G.Mitchell, K.C., M.L.A.; W.L.Shurt- leff, Esq., K.C., LL.D.; Chas.McBurney, Esq., B.A.; Prof.4 Sinclair Laird, M.A., B.Phil.; Marcus G.Crombie, Esq.; Tn Mrs.Elizabeth A.Irwin, M.A., Teachers\u2019 Representative.Te Apologies for unavoidable absence were submitted on behalf of the Superintendent of Public Instruction, Sir ; \"Herbert Ames, K.B., LL.D.M.P.; Prof.J.A.Dale, M.A.: ' Howard Murray, Esq.; Rev.E.I.Rexford, D.C.L., LL.D.; Robert Bickerdike, Esq.; and the Hon.* Geo.\" ~ Bryson, M.L.C.5 The Secretary had been asked by the Superintendent j to say that it was impossible for him to attend the meeting of the Committee to-day, and that he thought it was perhaps tt best to follow the example of his predecessors in office, and h to be present at the meetings of the Protestant Committee 1 only when questions of general importance arise, or when I there is reason for supposing that he can be of special ser- qn vice in the deliberations of the meeting.I It was uanimously resolved that the Superintendent be k informed that although the Committee is aware of the C many demands that are made upon his time, it would always welcome him for the whole, or the part, of any session which he may be able to attend, feeling sure that Ÿ the Superintendent could thus be a useful link between the ff two committees which, although working under different 1 ; regulations, have the same public interest in view.ÿ : PERT NN aN Minutes of Protestant Committee 181 a The minutes of the last meeting were read and confirmed.| : The rcommendations of the school commissioners of Coteau St.Pierre regarding the changes in the course of study were read, and although a part of them had already received the attention of the sub-committee on the course of study, they were all referred to that sub-committee for consideration before the issue of the next curriculum.A short discussion of Mr.Howard Murray's suggestions, as they appear in the minutes of the last meeting, was had.However, as Mr.Murray who is now in England undoubtedly desires to elaborate his suggestions it was resolved to postpone further discussion until a meeting is held at which Mr.Murray can be present.A letter from Mrs.Edith Kneeland Quigley, of Alberta, alleging that the model school diplomas received from McGill Normal School and from the School for Teachers aré not ranked in Alberta at their just relative value, and asking that some action be taken in the matter by the Protestant Committee, was read.As the Committee was not in possession of facts that would justify Mrs.Quigley\u2019s statement, the Secretary was asked to get information from the Department of Education of Alberta and to report at a later meeting.The Secretary then read a letter from L.G.Clux- ton, Esq., asking that the educational authorities of the United States be approached in regard to the introduction in their school text books of more references to \u2018Canada.The Secretary read a reply he had made in which he pointed out the unsuitability of any such action as was suggested unless it was taken by United States rather than by British subjects.This reply received the approval of the Committee, and no further action was deemed necessary.A letter from Mr.Albert P.Nicholas, of Hull, addressed to Sir William Peterson and referred by him to the Committee, was considered.Mr.Nicholas asked in effect that the school board of Hull be informed that they should vary the terms of their contract with him by paying $150.in excess of the yearly salary stipulated.atm er omit a mms eam. SPER I 182 The Educational Record.~The Committee considered Mr.Nicholas\u2019 position entirely untenable, and approved of the replies which he had received from the Department of Public Instruction to several letters written to that Department upon the same subject.Detailed reports were submitted from McGill and Bishop\u2019s in regard to the conduct of their schools for higher commercial studies.After consideration it was resolved on the motion of Mr.Fisher and Dr.Love that it be a recommendation to the Government to divide the legislative appropriation for higher commercial studies between these two institutions as before, namely, $7,000.to McGill, and $1,000.to Bishop'\u2019s.A protest from the Municipal Chapter of the Imperial Order of the Daughters of the Empire of Quebec, against the prevalence of German references in the Royal Crown Readers, and the absence of selections setting forth British ideals, was read, together with the reply already made by the Secretary of the Department.The Committee considered no further action necessary.It was announced that the Supervisor of French, who was mentioned at the last meeting by Professor Dale, had made a permanent engagement elsewhere.During the discussion which showed the pressing need of a report in regard to the exact results of the Committees efforts to improve the teaching of French in our superior schools, the Secretary of the Department offered to release an\u2019 officer of his Department who was a qualified French Specialist to make an inspection and report for this year only.The Committee accepted the suggestion, and recommended that the travelling expenses-and a small honorarium be paid for \u2018this purpose from the sum voted for the improvement of French in English schools.Two letters were submitted from the executive committee of the Provincial Association of Protestant Teachers.The first asked that certain parts of the revort of the committee on school attendance be printed in The Educa- foe irl qi gelé 00.urges 0; ni The fel Prov i ghoc WP re jor sho tran that dip: Har part ar ther.der fh i: lt of fe a {an on ke na Minutes of Protestant Committee ~ 183 tional Record, but inasmuch as this journal is printed entirely at the expense of the Government the Committee did not deem.it advisable to give the direction asked for, but referred the request to the Managing Editor for his attention.The second asked that the Protestant Committee be urged to take all possible measures to follow the movement in Canada for standardized school statistics and for a definition of the terms used in the different educational reports.The Committee recognized the convenience that would result from the compilation of school statistics of the various Provinces upon exactly the same basis, and recommended that the statistical branches of the various Governments should consider the question.It was therefore moved by Mr.McBurney, seconded by Professor Kneeland and resolved that this Committee recommends that pending the securing of a uniform basis for statistics there be obtained annually from the public schools of the Province a report, signed by the teacher and transmitted to the Department by the Inspector, similar to that now giving school attendance in the Protestant Superior Schools.This report should give the number of ldays each school was in operation, the names, ages, and part of days of attendance of each pupil, with averages.The Secretary was instructed to secure from the various Provinces samples of the school registers in use there, for comparison with our own registers.The question of teachers\u2019 salaries having arisen incidentally, it was resolved that the Government be requested to increase the minimum in each of the four items of the appropriations generally known as minimum salary grants.It was agreed that these grants had stimulated the payment of better salaries in the rural parts, but it was believed that the minimums are now so small that the grants no longer offer the stimulus for improvement which they did at first, and that the praiseworthy intentions of the Government cannot be realized without an increase from time to time of the minimums just mentioned.PAINT NTSC 184 The Educational Record.The Course of Study sub-committee reported progress with regard to text books, and submitted the following report on Religious Instruction, which was adopted :\u2014 I.A new course of study for all the grades is necessary.This new course must be graded in accordance with the age and grade of the pupils.While it is essential that there should be continuity of aim and purpose and also continuity of subject matter in so far as it appeals to the different ages of the children, yet it is not necessary that the course should keep historical continuity from \u2018Grade 1 to XI.2.For the convenience more particularly of ungraded schools, there should be at least three main divisions of the Scripture course of study.These three divisions may be made into primary, intermediate, and senior, (or primary, main school, and secondary).In rural schools there would probably be only the first two divisions, and therefore the rural teacher could group the children for the purpose of religious instruction into two main divisions with similar problems and similar lessons.3.In each of these three main divisions, the lesson selected for religious instruction should be based upon the interests, needs and capacities of the children according to their stage of development in each section.4.While the teacher should bear in mind the importance of giving information as a means of moral and religious development, yet the main object of religious instruction is to stimulate in the pupils\u2019 lives those moral and religious ideals which each section is capable of, with a view to qualifying them for the efficient discharge of their duties.as \u2018Christian citizens.5.A careful study should be made of the physical, mental, moral and religious characteristics of each division.A carefully prepared programme should indicate to the teacher just what points she should aim at in developing the character of pupils in each section.6.For this purpose, a very careful selection of material from the Scriptures, and also from nature, history and RORY di TH 1 ent 018 .Minutes of Protestant Committee 185 literature, should be made with a special reference to each section, so that the teacher may be guided in regard to her scripture material for the development of character in the life of each child.7.There should only be a limited amount of memory work prescribed for each grade or division of this course.For memory work, continuous passages should be selected, rather than isolated texts.8.If this work is carefully prepared, and if the inspectors are properly instructed to report on the operation of this suggested course, then the wisdom of examinations in religious instruction should be reconsidered.The committee believes that, if the course they suggest is authorized, and if the inspectors examine the work and report definitely in connection therewith, an examination will not be necessary at all in any of the grades.9.If this principle is followed, the committee would ask permission to extend such a scheme throughout the entire school course up to and including Grade XI.It is not prepared, however, to suggest such a procedure 1f an examination is to be required for the academy grades.10.The sub-committee would ask approval of the above general principles.If this approval is granted, the committee would proceed to draw up a detailed course of study in accordance with its suggestions.| The Course of Study sub-committee also made the following recommendations which were adopted: \u2014 1.That it be an instruction to the School Leaving examination Board that the papers in all subjects, including French, be prepared from the course of study and the text books authorized by the Protestant Committee for Grade XI.2.That owing to the long period during which the schools were closed by order of the Board of Health, on account of the grippe epidemic, the June examinations shall be modified to this extent that while the questions be set on the whole course of study, 75 or 80 per cent of the questions shall constitute a full paper. The Educational Record.The sub-committee also reported that the pamphlet.on the War Savings Stamps which had been submitted for consideration at the September meeting was not deemed suitable for distribution to the pupils of the Province, but that one to be issued by the Superintendent, in English and French, was considered better adapted to the purpose of interesting the pupils in this important movement.The meeting then adjourned until ten o'clock, Friday, the 28th of February next, unless called earlier by the Chairman.GEO.W.PARMELEE, SYDNEY FISHER, Secretary.Acting-Chairman.NOTICE OF-MOTION, TEACHERS ASSOCIATION Montreal, April 29th, 1919 I hereby give notice that I will move at next Convention of the Provincial Association of Protestant Teachers \u201cto have the annual membership fee increased to $1.50 for men and $1.00 for women\u201d.The purpose of this proposed increase is to assist in financing a \u2019\u201cTeachers\u2019 Magazine\u201d under the control of the Association.Plans for such a magazine have been carefully elaborated by Executive and will be presented at Association.I trust that with such an increase in the annual fee every member of the Association could receive the Magazine free.I solicit the support of the teachers for this motion.(Signed) IRVING O.VINCENT.it.ty \u2014 S \"23300 | for med ht nd dl En, List of Text Books DEPARTMENT OF PUBLIC INSTRUCTION Adopted February, 1919.Quebec, April 1919.LIST OF TEXT BOOKS Authorized for use in the Protestant Schools of the Province of Quebec, prepared under instructions of the Protestant Committee of the Council of Public Instruction | - and approved by that committee, February, 1919.These lists go into effect July 1st, 1919, for the school year 1919-20.In any case where a book cannot be purchased from the local dealer at the printed retail price it will be sent postage paid by the publisher or his agent, on receipt of the price marked in the column headed \u201cprice postage paid\u201d.The addresses of publishers or agents are given on the last page.; The authorized text-books are classified into four lists as follows :\u2014 List No.1.\u2014Text books to be purchased by the pupils, in their several grades, according to the requirements of the .Course of Study.This is the principal list for all Protestant schools of the Province.It is to be followed by all schools outside of Montreal and the suburbs of Montreal, and it is to be followed by the schools of Montreal and suburbs of Montreal except where an option is permitted under the provisions of List No.III below, and by the French Protestant schools except where an option is permitted under the provisions of List No.IV.List No.IL.\u2014Supplementary text-books for all schools to be purchased by the school boards.This list includes chiefly the Fnglish Literature Texts for \u201creading and dis \u201ccussion\u201d.The school boards are required to purchase a sufficient number of these supplementarv texts for the use of the pupils in each grade, when prescribed in the Course of Study, and certain books required by the teacher.The supplementary texts remain the property of the school board, PIRACY, 188 The Educational Record.and it is the duty of the head teacher to see they are kept in the school, in good order, and duly placed in charge of the board at the end of the school year.It is the duty of the board, also, to have a complete set of all class books for the use of the teacher.List No.III.\u2014The text-books of List III may be used in the schools of Montreal and suburbs of Montreal, under authority of a resolution of the school board, in place of the texts authorized in Lists I or II, in the subjects or grades for, which they are intended.A copy of the resolution adopting any or all of these options is to be sent by the secretary-treasurer, within one month, to the Superintendent of Public Instruction.List IV.\u2014This contains the French Readers which may be used in the French Protestant schools.Note.\u2014 The Ciourse of Study for the year 1919-20 is being arranged in such a way that in those cases where a_ text-book used by pupils through several grades has been replaced by a new text-book, the new book will have to be purchased only by pupils beginning the subject.Thiat is to say, the book previously authorized may be used to complete a subject, where the pupils have been using the old book in 1918-19 or immediately preceding years, e.g.the Ontario Public School Speller to be used in grades 5 to 9.LIST I Title \u2018Publisher or agent Retail Price (1) Readers.Price .post-paid 18 24 32 32 New Phonic Primer No.1, Nelson & Sons.o 15 New Phonic Primer No.2 (Renouf) 20 Royal Crown Reader Book 1° \u201c 27 \u201c0 + ~ Book 7° 30 c Co &c Book 3° : 37 7 | - \u2018 Book 4\u201c 40 cc | | : 5 Book 5 45 BT; cc Book 6 45 ©co0o0oo0oo0o0 00 A AA a List of Text Books 189 Note.\u2014The edition of the Royal Crown Readers to be used is the one revised in 1919.The following Imperial Readers are for optional use not in place of the Royal Crown Readers but as additional readers where such may be desired.Imperial Reader No.1 Renouf Pub.Co.O IO ÇG No.2 6 £6 (AS O 15 cc .£4 No.3 8 cc cc O 20 (2) Speller.Alexander\u2019s Speller.(Canadian edition).Renouf Pub.Co (3) Copy Books.Philips\u2019 Semi-upright.Renouf Pub.Co., Nos.1-6, 6a, 7, 7a, 8, 8a, 10, 10a.(4) Arithmetics.Smith's Modern Advanced.Renouf P.Co.Primary Exercises : Nos.1 and 2.Renouf Pub.Co.each Nos.3 to 8.\u201c \u201c t.each (5) English Grammar.Lang\u2019s Introductory.Copp Clark Co.Mason\u2019s Intermediate.Copp Clark Co.(6) English Literature Texts.Thornton\u2019s Poetry for Schools.Oxf.Press Julius Caesar.Copp Clark Co.Select.from Irving and Hawthorne.Copp Clark Co.Poems of the Romantic Revival.Copp Clark Co.Westward Ho.Oxford Press (7) Composition Books.Public School Composition.(Quebec Edition) Copp Clark Co \u20180 High School Composition.(Quebec Edition) Copp Clark Co.eee O (8) Geography.New Elementary Revised.Educational O 13 O 18 O 24 25 190 The Educational Record.Complete Geography.Macmillan Co.100 1 00 (9) Book-keeping.Ontario Public School.Educ.Book Co.0 30 O 33 Blanks and Pupil\u2019s Outfit.Educational Book Co.coi use eee 0 25 0 30 (10) History.| Weaver's History of Canada (Revised 1919).Copp Clark Co.0 50 O 52 Grant's High School History of Canada.Renouf .coin 0 60 0 60 Warner's Short History of Great Britain.Educational Book Co.O 40 O 42 Warner & Martens.Groundwork of British History.Vol.III.Renouf Pub.Co.oii e o 68 0 74 (11) French.Curtis & Roberts\u2019 Oral Lessons.Renouf Pub.Co.Part I.eee eee.0 10 O IO Part I1.ii.0 I0 O IO Part IIT .eee o10 O II Part IV.iii ee» O10 OI! Part VV.a aa aa eee 0 1§ © 15 Note \u2014The publishers are required to send, free of charge, copies of Nos.4 and 5 of this (1919) edition, of the Oral Lessons, in exchange for unused or partly used copies of other editions of these numbers, to book-sellers, teachers, or pupils who ask for them.It is understood, of course, that this right is to be interpreted justly.The return of soiled or dilapidated copies is not intended.Berthon\u2019s 1re Grammaire.J.M.Dent &S.0 40 0 40 First Exercises in French, J.M.Dent & S.0 72 0 27 Further Exerc.in French.J.M.Dent &S.0 27 0 27 Lectures Faciles (Lazare).Renouf.0 36 0 40 Guerlac\u2019s Selections.Renouf.0 50 0 50 Choix de Contes Populaires.(Renouf).o 25 O 27 Le Voyage de M.Perrichon.Copp Clark 0 25 O 25 2 List of Text Books .- .191 / Merimee\u2019s Colomba.Renouf.O 40 0 40 (12) Latin.Henderson's & Little\u2019s New First Latin Book.Copp Clark Co.0 60 0 60 Fabulae Faciles.Renouf Pub.Co.0 60 0 60 Matriculation Caesar.Copp Clark Co.0 35 0 35° Virgil's Aeneid.Book I.Copp Clark Co.035 0 3% (13) Physics.Merchant & Chants Elem.Physics.Copp Clark Co.1220 2000 ee eee esse o 60 0 60 (14) Botany.Gray\u2019s How Plants Grow.Renouf.o8 o 88 (15) Chemistry.| Evans's Element.Chem.Educ.Book Co.0 50 0 350 (16) Agriculture.Hatch & Hazelwood\u2019s.Elementary Agriculture.Educational Book Co.0 50 0 30 - (17) Mathematics.Hall & Knight\u2019s Algebra.Macmillan Co.1 25 1 25 Hall & Steven\u2019s Geometry.Macmillan Co.1 25 I 25 Hall & Knight\u2019s Trigonomet.MacM.Co 1 25 125 (18) Drawing.Priang\u2019s Parallel Course.Nos.I- -8.Renouf o 18 0 20 (19) Hygiene.How to be Healthy.Educ.Book Co.0 §0 O 50 Note \u2014Up to and including Grade IV this Book is \u201cfor teacher only.\u201d (20) Music.(a) Dual Notation Course.Renouf.0 20 0 20 (b) Premier Song Book.Renouf.0 10 0 I0 LIST II (Supplementary texts to be purchase by school boards.) Title Publisher or agent Retail Price (1) Phonics.Price post-paid Teacher's Handbook to Phonic Primer, Nelson.Renouf) .0 15 0 I 192 The Educational Record.(2) English Literature.\u2018Robinson \u2018Crusoe.Macmillan Co Child's Garden of Verses.Copp Clark Co.Golding\u2019s Story of Livingstone, Neilson.Grimm's Fairy Tales.Macmillan Co.\u2018Andersen\u2019s Fairy Tales.Macmillan Co.Scott\u2019s Ivanhoe.Macmillan Co.\u2018Miles Standish, etc.Macmillan Co.Treasure Island.Macmillan Co Lady of the Lake.Copp Clark Co.A Tale of Two Cities.Macmillan Co.Idylls of the King.Macmillan Co.0 Silas Marner.Macmillan Co The Tempest.Macmillan Co lAs You Like It.Copp Clark Co Macaulay's Warren Hast.Macmillan Co.o Tom Brown\u2019s School Days.Oxford Press o (3) Physics Laboratory Manual to H.S.Physics.(Merchant & Chant.) Copp Clark Co.o.LIST III (Optional Texts for Montreal and Suburbs).(1) Arithmetics.Arthy\u2019s Revised Graded Arithmetic.Educ.Book.Co.Book II Book III (2) English Grammar.Easy Exercises in English.Renouf.For 3rd to 77th years : (3) Hygiene.Gulick Health Series (Ginn.) Renouf.I.Good Health OOOOOOOOOOOOOOOO Te «+ Lu > bai \u2014 List of Text Books II.Emergencies .eee 0 40 O45 III.Town and city .eee 0 50 0956 IV.The Body at Work .o 50 0 §§ (4) Music.Renouf.Royal Music Reader .0 I§ O I§ Royal Songster.(Nos.2 and 4) Can.ed o 15 0 03 Empire Songster .0 10 0 IO School Song Book .oO 05 0 03% LIST IV.\u2014 (Readers for French Protestant Schools.) The French Protestant Schools of the province may use the Acadian Readers in place of the ones mentioned in List I.Acadian Reader No.1 Pts.1 and 2.Re- nouf Pub.Co.each O 19 23 Acadian Reader No.1 (complete).O 43 46 \u2018Acadian Reader No.2 O00 O Addresses of Publishers and Agents.Thomas Nelson & Sons, 77 Wellington Street West, Toronto, Ont.\u2018Renouf Publishing Company, 25 McGill College Avenue, Montreal.\u2018Copp, Clark Company, 517 Wellington Street West, Toronto, Ont.Educational Book Company, 94 Spadina Avenue, Toronto, Ont., The MacMillan Company, of Canada, Bond Street, Toront, Ont., J.M.Dent & Sons, 27 Melinda Street, Toronto, Ont.Oxford University Press, 25 Richmond Street West, Toronto, Ont. The Educational Record.NOTICES FROM .OFFICIAL GAZETTE, QUEBEC.His Honour the Lieutenant-Governor has been pleased, by Order in Council, dated the 3rd April, 1919, to appoint Mr.Johnny Faubert school commissioner for the municipality of Montpellier, in the county of Labelle.To detach from the school municipality of Berthier (parish), in the county of Berthier, the lots Nos.93 to 10, both inclusive, 84.77, east part of 76, 83 and 92, inclusively, and to annex all the above territory to the school municipality of Berthierville, same county.His Honor the Lieutenant Governor has been pleased, by order in Council, dated the 24th April, 1919, to detach from the school municipality of Sainte-Ursule, county of Maskinonge, the lots Nos.61 to 78, both inclusive, 154, 155, and 252 of the official cadastre of the parish of Sain- te-Ursule, and to annex the above lots to the school municipality of SaintelAngele-de-Premont, same county.To detach from the school municipality of Sainte-Luce, county of Rimouski, the village of Luceville, comprising the following territory, namely: towards the southeast the lots Nos.314 to 327, both inclusive, of the official cadastre of the parish of Sainte-Luce, county of Rimouski; towards the northwest that part of the boundary line between the first and second range of the Lessard seigniory and Lamolaie, extending from and including the lots No.{5 to lot No.91, inclusive, in thé second range; towards the northeast the lots Nos.70 to 210, both inclusive, and towards the southwest the lots Nos.182, 322 and 323 of said cadastre of the parish of Sainte-Luce, and to erect all the above territory into a distinct school municipality under the name of \u201cLuce- ville.\u201d fre fie Va fan sd iP dus 1 mn Ii, Notices from Official Gazette.195 His Honor the Lieutenant Governor has been pleased, by order in Council, dated the 26th April, to detach -from the school municipality of Saint-Benoit-Labre, county of Matane, the lot No.40 and the south half of lot No.41 of \u2018range VI, of Humqui, and to annex this territory to the school municipality of Saint-Leon-le-Grand, same county.To detach from the school municipality of Robertson & Pope, county of Labelle, the lots Nos.2 to 12, both inclusive, of ranges 2 and 3 of the township of Robertson, and to annex same to the school municipality of Lac-des- Iles, same county.| À F | | à i + \u2014 Lad 0 mi (org.Un fi hist # th hope te SUCCE 5 Tr } It ma Un tion VOTE fii.j ; h je; Hj ro mM oo "]