The educational record of the province of Quebec, 1 juillet 1921, Juillet - Septembre

[" Aust 1 + The Educational «+ Record of the Province of Quebec No.7, 8 & 9 July, August & September 1921 Vol.XLI EDITORIAL NOTES: MR.J.N.MILLER HONOURED.On Thursday, June 2nd, a very large gathering took place at the Laval Normal School, Quebec, to do honour to Mr.J.N.Miller on the occasion of the fiftieth anniversary of his educational career.For a number of years Mr.Miller has been the French Secretary of the Department of Public Instruction and also Secretary of the Roman Catholic Committee of the Council of Public Instruction.He began his work in \u2018education in Montreal fifty years ago, where he had graduated from the Jacques Cartier Normal School.One of his teacher associates in Montreal was the late Sir P.E.Leblanc, who preceded Sir Charles Fitzpatrick as Lieutenant-Governor of the Province.The proceedings on June 2nd opened with a religious service at 9.15 a.m., followed by an address from Monseigneur Forbes, Bishop of Joliette, who had been a pupil of Mr.Miller\u2019s in his Montreal teaching days.At the close of the religious ceremonies the reception, rw Tr 194 The Educational Record presentations and addresses took place in the main hall of the Normal School, a large number being present.Mr.C.J.Magnan, Inspector-General of Catholic Schools, presided and first called upon the Bishop of Joliette to invest Mr.Miller as a Chevalier of the Order of St.Gregory, an honour conferred by the Pope.Mr.Magnan then read an address to Mr.Miller, expressing the esteem \u2018in which he is held not only in the Department but in educational circles throughout the Province, and on behalf of the special committee and contributors presented him with his portrait in oil, which had been executed for the occasion.Mr.Miller responded feelingly and expressed his appreciation of the honours which were conferred upon him.Hon.Mr.Perrault, Minister of Mines and Colonization, and Acting Secretary of the Province in the absence of Hon.Mr.David in Europe, then addressed the assembly most eloquently, congratulating Mr.Miller on his long and useful career as an educator and departmental administrator, and emphasizing the important part that education must continue to play in the development of the Province.Hon.Mr.Delage, Superintendent, and Dr.Parmelee, English Secretary, spoke on behalf of the Department, both testifying to the deep personal esteem in which Mr.Miller is held by all.At one o'clock there was an adjournment to the dining hall of the Normal School, where a magnificent luncheon was served.About 250 persons sat down.The speakers at this function were Premier Tasche- reau, Bishop Forbes, Judge Choquette, Mr.C.J.Simard, Assistant Secretary of the Province, Mr.Lanctot, Assistant Attorney-General, Mgr.Rouleau, Principal of the Normal School, and Mr.Sutherland, Inspector-General of Protestant Schools.Premier Taschereau\u2019s address was a brilliant one, sparkling with humour but at the same time manifesting his deep interest in the progress of education and the development of it in all branches.Mr.Miller replied in a happy and thoughtful manner. Imperial Conference of Teachers\u2019 Association 195 PAPER PRESENTED AT THE LEAGUE OF EMPIRE IMPERIAL CONFERENCE OF TEACHERS ASSOCIATION Some Distinguished Features of the Educational Systems of the Canadian Provinces GEORGE W.PARMELEE Notwithstanding the directions suggested by the title of my paper, I have conceived the idea that its value will depend upon the extent to which it will give to the distinguished visitors to Canada here present a view of the origin and of the characteristics of our various provincial systems of education.The limits of space set for me make it impracticable to unite a general treatment that would be desired by strangers with a detailed and comparative statement that would suit Canadian educationists who know the general features of all our systems and the minute particulars of their respective provinces.Under the British North America Act, passed by the Imperial Parliament in 1867, four provinces entered into a confederation ,and since then five other provinces have united with them and now together form the Dominion of Canada.For wise reasons of statecraft, education was one of the matters that were assigned to the exclusive jurisdiction of the provinces, and education has therefore developed since 1867, as it had done before, according to the laws and practices of the several component parts of the Dominion.Yet this development has on the whole been singularly similar in its main features.In the first place it 1s democratic in form.The two largest provinces, Ontario and Quebec, date their first serious attempt to establish a system of education to the time of their union in 1841.Although the insurrection of 1837 in these two provinces was a thing of the past the demand for democratic forms of Government in municipal and educational matters The Educational Record was such as to have a determining effect upon the policy of those who framed the Acts of the Legislature by which systems of education were provided.Dr.Ryerson, whose work will never be forgotten, visited Europe and the United States, and on his return projected a law for Ontario that endeavored to make a just balance between the claims for local control of education and the duty of the central government to impose itself when local feeling and effort were apathetic and insufficient.Although Dr.Ryerson was too great a man to be an imitator he was influenced by two such widely divergent types of school systems as were the product of the theory of government prevailing in the New England States on the one hand, and in Prussia on the other.In Quebec, as a result of the studies of various systems, that of the State cf New York was favored as a type upon which to lay down the procedure for government of the schools through the people of the local educational centres, but again there was selection and adaptation rather than imitation.In the maritime provinces the influence of the Scottish population largely directed the character of education in all its branches, while the Government's machinery for the control of the schools followed the democratic trend as in Ontario and Quebec.The western provinces of Canada, Manitoba, Alberta, Saskatchewan, and British Columbia, have been more fortunate than the eastern provinces in regard to the formation of their systems of education.They are newer settlements made by men from Eastern Canada in the first instance, who had been educated under established systems of which they saw the weak as well as the strong features.Untrammeled by tradition and prejudice they could start at the beginning, at a time, too, when educational theory and practice the world over were well established and well known.And, be is said, they seem to have made good use of their exceptional opportunities, In all provinces it is equally recognized that it is the duty of the State at the public expense to provide educational facilities for all the people, while not denying the oe Imperial Conference of Teachers\u2019 Association 197 right of private institutions to provide special forms adapted to the demands of a portion of the people who are able to satisfy them at their own expense.A department of education is responsible for the administration, direction and control of this important function of government.In the five western provinces the department is presided over by a minister of education who is responsible on the floor of the Legislature for the policy and the action of his department.In the four eastern provinces the chief officer of the department is the superintendent, who is a permanent officer and a member of the civil service.As such he controls his department within, the limits of the powers given to him by the law, and is responsible for his acts to the ministry of the day rather than to the people.The difference between the systems just mentioned is not in practice so great as would appear.When the titular head of the department is a superintendent the responsibility for his acts rests with the ministry as a whole, while upon the floor of the House all the proposals of his department and all the policy of the government must be introduced by a minister of the crown, who, with his colléagues, is responsible to the people quite as much as is the case when there is a minister of education.All regulations for the inspection of schools, the control of teacher training, the authorization of text-books, the courses of study, the classification of schools, the provision of summer schools, and such matters generally, emanate from the departments.Fach province is divided for educational purposes into territorial units known as school municipalities, or school sections.For each of these territories a school board is elected by the people, and is required by law to provide all the school facilities necessary for its own school population.In this matter there is a wide and fundamental divergence of practice.In the Province of Quebec, what is known as the township system prevails, the limits of the school municipality being coterminous with the township and extending over a territory that may require 20 or \u201cmore different districts.The school board levies an equal The Educational Record rate of taxation for school purposes throughout the whole municipality, provides schools for all the districts which it is deemed necessary to have, and pays from.a common fund the expenses incurred in each district without any regard to the contributions made to this common fund by such district.In this way the number of school boards is lessened, the richer groups assist the poorer ones, and the questions arising between different groups are referred to one body only.In most of the western provinces there is a school board for each school, although there seems to be a growing tendency to regard the system of larger unit administration as the better one.In nearly all of the provinces education is supported by local taxation upon real estate, by legislative appropriations, and by fees.The relations between these sources differ considerably, but local taxation bears the heavy part of the burden.However, the demand for larger contributions from the provincial purse is becoming more insistent, and the principle of free schools up to University work is largely adopted or accepted as an ideal.In the Province of Quebec no fees are charged in the common schools of the city of Montreal, while in the rest of the province school boards are empowered to abolish by resolution, the fee system entirely, and are limited to a maximum charge of $5.00 a year per pupil in the elementary schools.\u2018While there has been the same general policy in all the provinces in regard to the provision of means of education at the public expense so as to lead up by natural steps to University matriculation, and in recent years in regard to the necessity of broadening education so as to provide vocational training, there has been no uniformity in respect to the universities themselves, The earliest universities and colleges came into existence through private benevolence or church effort, and received little or no direct financial aid from the public funds.Some of these institutions struggled through years of toil and apprehension to greatness before their value was appreciated by men in public life.Ontario, however, has long had its Imperial Conference of Teachers\u2019 Association provincial university, and has given aid to other universities of private foundation and control.The four more western provinces have not waited for the chances of private benevolence, but have each established its own provincial institution, and in an astonishingly short time staffed and equipped it in such a manner as to do creditably the .work expected of modern universities.In Quebec, McGill, Laval and Bishops, until recent years, received little, insignificantly little, government aid.The first was so magnificently endowed by the wealthy men of Montreal, and the other two were so well provided for by their respective churches that they were supposed to be quite able to look after themselves financially, notwithstanding the fact that the demands for new development were more than their resources could meet.Without going into par- i ticulars, it may be said that the attitude of the public has : changed, that yearly legislative appropriations are now made, the last including a special contribution of three million of dollars to McGill, Laval, and the new Roman Catholic University of Montreal, in equal shares.The i E maritime provinces have more universities than their popu- i lation needs, the University of New Brunswick, and Dale |, 1 housie in Nova Scotia, being equal to all the requirements of the Protestant population there.Attention may perhaps be reasonably called to the fact that although there are six provincial universities in Canada they are supported rather than controlled by the various governments concerned.Their management is vested in special bodies for the express purpose of leaving them free to develop without interference or direction for oplitical purposes.It may be gathered from what has already been said that the various educational systems of Canada are so similar in organization and ideals as to present no striking points of distinction to one who is taking a general view of the situation, and that the real differences lie in the degrees of achievement.Comparisons suggested by this statement would obviously be improper here, but the outstanding problems affecting different localities, and pecu- 1 The Educational Record liar to them may be mentioned briefly.The distinctive task of the western provinces is to assimilate, and to educate into British citizenship, the large groups of Europeans who come to our shores ignorant of the language of the country, anxious to retain their own language and to perpetuate amongst themselves the social customs of their bomeland, speaking, in a city like Winnipeg, a very babel of tongues.Our large eastern cities, éspecially Montreal, have the same problem to face in a less acute form.In eastern Canada the dwindling rural population makes it difficult to guarantee to the farming class that education to which it is as much in need as are those in the larger centres of dense population and great taxable wealth.As Canada becomes more and more an industrial country the problem of providing adequate rural and urban vocational training will be great.These questions are dealt with, however, in other papers that are to be read at this conference.It must have already occurred to some of you that I may omit to deal with the questions of language and religion that have been the cause of discussion in Canada for years, discussion sometimes carried on in a spirit far removed from the judicial and patient calmness that should prevail when such subjects are dealt with.They cannot be now dealt with on their merits, but still the fact of the existence of a real problem must be admitted.At the time of - Confederation the continued existence of separate schools in the provinces in which they were recognized was guaranteed.Today, in the Province of Quebec, the whole system is organized under two branches, the Roman Catholic and the Protestant, or practically the non-Roman Catholic, with separate school boards, different courses of study and text books, and in both cases with religious instruction of a definite character prevailing in all the schools.In the Roman Catholic schools the teaching is that prescribed by the church, and in the Protestant schools, while it is undenominational in character, it is based upon the Bible.In this religious method of giving moral instruction in the schools, and in the bilingual char- Imperial Conference of Teachers\u2019 Association 201 acter of the school work, Quebec differs more from the other provinces than in any other educational ideal or practice.In both classes of schools an attempt is seriously and successfully made to teach a second language as a living spoken tongue.Perhaps this is because of the force of logic rather than more enlightened views of language teaching.The group of over two million French-speaking people in the province knows that for industrial and commercial reasons alone they should have a speaking knowledge of the language of this continent, while the English minority cannot and does not expect to hold its own in the struggle for successful life without being able to speak the language of his province.As a consequence, both languages are taught in all the schools by the oral method, and much more time is given and much better results are achieved than in the other provinces where the opportunity for learning the other tongue in social intercourse is limited.In Ontario the question of language in the schools has been under discussion for years, but it is not for us to solve the problem, or to suggest its discussion on the platform here.In conclusion, I take the liberty of expressing an opinion instead of recording a fact.It is this: With our vast extent of territory, our varied population, our different degrees of industrial and agricultural interests, our different attitude towards the teaching of religion and language in schools, we must expect to accomplish our educational destiny by varrety of school organization and management, while we have unity of purpose, high ideals of patriotism, and an unflagging determination to make the education of our children contribute not only to their happiness and profit, but to the national good.i, U E I 202 The Educational Record COURSE OF STUDY.The following circular letter has been issued to teachers of Elementary Grades in all schools: \u2014 DEPARTMENT OF PUBLIC INSTRUCTION Quebec, June 30th, 1921.The attention of teachers in Protestant schools is particularly directed to the following points in regard to the work in the Elementary grades for the school year 1921-22.1.Both in the ordinary course of study, and in the new rural course, \u2018Scripture\u2019 is replaced by \u201cMoral and Religious Instruction\u2019.NEVERTHELESS FOR THE YEAR 1921-22 THE SCRIPTURE COURSE OF 1920-21 WILL BE CONTINUED.The courses of study were adopted at the February meeting of the Protestant Committee, and it was expected that the proposed new course in Moral and Religious Instruction would be adopted at the May meeting, but the final consideration of the question was unavoidably postponed for the year.2.It was \u2018*®further intended that a special Manual for Teachers would accompany the outline of the course in Moral and Religious Instruction, and in the rural course teachers are referred to this Manual.It, also, is necessarily postponed for the year.3.The following are the limits of work in the new rural course in certain subjects and texts:\u2014 LANG'S INTRODUCTORY GRAMMAR.Lang\u2019s Introductory Grammar: Class III.pages 1 to 48.Class IV.Complete.P.S.Composition: Class IV.pages 1 to 137.Alexander\u2019s Speller: Class III.pages 1 to 24.Class IV.pages 24 to 88.Agriculture: \u2019 Class IV.Hatch & Haselwood, complete.G.W.PARMELEE, Secretary.By next year, also, it is expected that there will be a new Manual of instructions, pedagogical and other, for the elementary schools.It was considered advisable to delay it until the new course in Moral and Religious Instruction has been adopted.The new combined rural course in four \u201cclasses\u201d, but of at least seven years\u2019 duration, is in some respects more advanced in its character than the work in the first seven Quebec Geography grades of the Superior Schools.Its purpose is to furnish a sound elementary education for the many who do not go beyond the elementary school.Its success will largely depend upon the good judgment (and the training) of the teacher.In Arithmetic no text book is mentioned but Smith\u2019s Advanced will necessarily be the one used in Classes III.and IV.at any rate, and possibly for the senior pupils in Class II.In Geography the usual text book is continued in Classes III.and IV., and Senior Class IL, and in Canadian History Miss Weaver\u2019s book is continued, in Classes III.and IV.QUEBEC GEOGRAPHY.In an address on the Relations of the geology of the Province to its geography delivered before the Association of Protestant Women Teachers of Quebec, Mr.J.C.Sutherland made the following preliminary remarks: \u2014 Your kind invitation to give this address was received in January, and it asked that I should deal with matters geographical and geological of special interest to the teachers of Quebec.I have had several months, therefore, to consider what points might be selected as at once the most profitable and most interesting, but other intervening duties have left me less time to marshal all the points in anything like an impressive order.This drawback, however, may serve to make what I have to say more direct and, perhaps, less tedious to you.A few preliminary remarks are in order.Several years ago I had the pleasure of addressing a number of the autumn teachers\u2019 conferences held by the inspectors, including the one held here at Quebec by Inspector McCutcheon At those conferences I recommended the reading of the little book by Dr.Marion I.Newbigin, Editor of the Scottish Geographical Magazine, on \u201cModern Geography,\u201d as the best outline of the new spirit in geographical literature and teaching in Great Britain. The Educational Record That recommendation still holds good.As I explained at the time, it is not a text book, but an interesting literary presentation of the lines of scientific thought and observation which are now applied to the subject of Geography.The book is published by Williams and Norgate in the Home University Library and is obtainable through the bookstores.But since that time I have had the privilege of becoming acquainted with a considerable number of the actual text books of Geography now in use in Great Britain.A year ago last October the National Council of Education which was formed at Winnipeg, asked McGill University to undertake a survey of the text books on Geography in use throughout the Dominion of Canada, while Queen\u2019s was invited to make a similar survey of the Literature texts and Toronto University of the History texts.I was invited by McGill University to become a member of the.Committee on Geography.Each member of the Committee was supplied with copies not only of all the Canadian text books but also with a number of the books in use in Great Britain and the United States.Of the results of that Survey I can say nothing here.The Report was completed at the beginning of this year, and 1s now remitted to the National Council of Education, by whom it will doubtless be published in due time.In the meantime it is not disclosing any secret to state that throughout Canada there is much dissatisfaction with our Canadian text books of Geography.I fancy that none of you are hopelessly in love with our present text books in this Province.Neither the junior nor the senior book can be very inspiring either to teacher or to pupil Fortunately there is some relief in sight for 1921-22.Tarr\u2019s New Physical Geography replaces the sentor book in Grades IX.and X.in 1921-22, and presumably in Grade XI.also in 1922-23.The junior book is retained for the present, simply because something considerably better is promised from Toronto in the near future.The essential trouble with our Canadian text books is that all along, while some of them have absorbed part Quebec Geography of the new spirit in geographical literature, they have not absorbed enough of it, and have continued to conform too closely to the type of presentation set a century ago when, here in Canada, we were dependent upon New York and Massachusetts for school text books in all lines.We seem to have won our emancipation in all lines except the geographical.As a matter of fact, our senior book in this Province is a United States book, \u201cadapted\u201d for Canadian schools; but with a distressingly small amount of adaptation visible.The most humiliating thing about the situation is that while we have been following the old type set for us in the United States that country now possesses some excellent text books based upon the new method and spirit, Having in view the main purpose of this address I can only glance at the merits of the English text books.For one thing they are presented in an interesting form.They are at once scientific and \u201chuman.\u201d Even in the junior books the facts and principles of climate and rainfall are introduced in a way to make them comprehensible to the youngest pupils.Then the natural productions of the different countries of the world are not given in those bald lists to be memorized with which most of us were familiar at some time or other and found very uninspiring.Both the natural productions and the manufactures of the different parts of the world are directly related in the newer books, as they should be, to the physical and climatic \u201ccontrols\u201d which have determined them.Stress is laid upon \u201cregional\u201d geography.The essential principles of Physical Geography are wrought into the texture of the descriptive chapters, and a more extensive outline of the geological structure of the different regions is given than is usual with our text books.Note.\u2014Later in his address Mr.Sutherland referred to one error in the Tarr Physical Geography.On page 23 it is stated that the Labrador peninsula of this Province is an \u201cextension\u201d of the eastern mountain system of the United States\u2014the Appalachians.This is wholly incorrect.The Appalachians in our Province are south of the St. The Educational Record Lawrence River, and extend from the Fastern Townships to the Gaspé peninsula.The Labrador peninsula is wholly north of the St.Lawrence, and forms part ofl the vast Laurentian Plateau or Canadian Shield which covers two million square miles of the area of the Dominion.It is a physiographic unit absolutely distinct from the Appalachian uplift.The Laurentian Plateau is many millions of years older than the Appalachians.When earth movements, indeed, slowly raised the Appalachians it was against the deep base of the Laurentian Plateau that the forces were exerted.In the study of the physical geography of the Province of Quebec it is fundamental to have a clear conception of the three physiographic units into which the Province is divided.These are, (1) the Laurentian Plateau, (2) the St.Lawrence Lowland Plain, and (3) the Appalachian District, The Laurentian Plateau skirts the north shore of the St.Lawrence from the Gulf up to about twenty mlies below the City of Quebec.There it begins to recede from the river, and at Montreal is some forty miles north oi that City.'p the Ottawa River it keeps at some distance to the cast, but finally crosses the river in Pontiac county.The Plateau covers all the area up to Hudson Strait; it occupies nine-tenths of the whole area of the Province.In the front portion it is somewhat mountainous, and hence the \u201cLaurentides\u201d are frequently spoken of as a range of mountains.But this is not their essential character.They are merely the irregular edge of what is a vast plateau.Northward the sky-line is even, showing that the area is a plateau or peneplain.The St.Lawrence Lowland and Plain is a triangle.The apex is at Quebec City, and the two angles of the base are at Lake Champlain and Hull respectively.The Lowland Plain is about 10,000 square miles in extent.It contains the greater part of the population of the Province.The Appalachian District includes the whole of the hill and valley area extending from east of Lake Champlain through the Eastern Townships to the end of Gaspé.- Permits and Permissions Tarr\u2019s New Physical Geography is an admirable text book, but it is necessarily a general one for the United States and Canada, and needs to be supplemented, therefore, in any province by local geographical knowledge.PERMITS AND PERMISSIONS.Teachers in Superior Schools would do well to instruct senior pupils who may be thinking of teaching that the Grade X Permits which led to a second class Elementary Diploma after two years of successful teaching and an examination in School Law and School Methods are no longer issued.They were abolished several years ago.The Department, however, continues to receive applications for \u201cPermits\u201d from pupils who have passed Grade X.Pupils sometimes apply for permits after having passed Grade IX.only.They probably mean a \u201cpermission\u201d to teach without diploma.Here again clearness is required.Not only is it useless for pupils to apply for the abolished \u201cpermits\u201d; it is equally useless for them to apply for \u201cpermissions.\u201d Permissions are issued only to School Boards; not to the pupils.: When a school board fails, after advertising in the \u2018newspapers, to secure qualified teachers, its first duty is to consult the inspector in regard to the engagement of teachers without diploma.If the inspector approves of the person or persons proposed by the school board the Superintendent issues a \u201cpermission\u201d to the board to engage the person or persons for one year only.Attention to this point in the Superior Schools would save a good deal of disappointment to pupils.To sum up \u2014 | 1.Grade X Permits are no longer issued.2.\u201cPermissions\u201d are issued to the school boards which apply for them, and they have to be recommended by the inspector.3.Permissions are valid for one year only. The Educational Record SCHOOL FAIRS., We have received a copy of the handsome pamphlet on School Fairs (Quebec Province) by Mr.J.Harold McOuat, who is the officer in charge of Macdonald College Fxtension Work in schools.Mr.McOuat has produced an admirable report, imbued with the right spirit and replete with the essential information.It is to be hoped that it may be available for wide distribution in order that not only those who are directly interested in school fairs but all others interested in rural education may learn something as to what is being done in this important work.No subject in the rural course is more important than that of Agriculture, but it is now realized by all who think about the matter that teaching from the text book is of little use unless supplemented by practical work on the part of the pupil.In either the school garden or the home plot the pupil must learn to put general principles into practice.But experience has shown that there must be some strong incentive to this work and the incentive is found in the school fair.At these fairs the work of the year has some chance of recognition and it becomes worth while to work for results.At the end of the pamphlet Mr.McOuat indicates that the work has come to an end so far as Macdonald College is concerned and makes an appeal for its continuance by the Department of Public Instruction and the two Committees of the Council of Public Instruction. Book Notices BOOK NOTICES.The Kingsway Series of Composition Books.Book I.By Robert Finch.48 pages.Price 6d net.Evans Brothers, London, and Renouf Publishing Ce., Montreal.The first of a progressive series now being issued.It will be complete in six books.The World In Arms: 1914-1918.By Susan Cunning- ton, author of \u201cStories from Dante\u201d.With illustrations and maps.184 pages.London: Edward Arnold; Toronto: Copp, Clark Co.A useful summary of the Great War for school libraries.Flements of Natural Science, Part I.By W.Bernard Smith, B.Sc.Assistant Master at Marlborough College.207 pages, illustrated.Price 5s.London: Edward Arnold.The elements of mechanics, hydrostatics, chemistry, physics, heat, properties of matter, light and sound, are presented in a clear and interesting manner, with the full details necessary for the comprehension of experiments.The book is intended primarily for those who are not going forward in Science.Part II, in preparation, will deal with electricity, magnetism, biology, fundamental principles of agriculture, astronomy, geology, physiology and hygiene.This outline makes it clear that the author\u2019s idea is that a general knowledge of the sciences for cultural purposes is best suited to high school work.The wide range of subjects suggests the thought that the actual result educationally would be the acquirement of a smattering only of all, but the selective judgment shown in Part I makes it worth while waiting for Part II before deciding against the general principle.Bookland.By W.H.King, B.A., Assistant Master, County School, Harrow, 1912.New Era Library.250 pages.Price 2s.6d.limp cloth, 3s.6d.cloth boards I.on- 210 The Educational Record don: George Philip & Son; Montreal: Renouf Publishing Co.Latest issue in the New Era Library which has been frequenuy referred to in these columns.Of this book the publishers say, \u201cChaucer, Shakespeare, and Dickens are the voices of the English spirit; the soul of their books is che soul of England.The story of our literature is not a tale that is told; literature is a vital force growing ever as we go forward from age to age.The authors introduced in this book are those whose life and work stand out as definite landmarks on the road of literary progress.The course of that movement 1s clearly kept in view.The sole aim is to stimulate a love of the beautiful in books, to send the reader to the fountain heads of literature, the books of the story.\u201d In this aim the author of Bookland has well succeeded.Elementary Algebra.\u2018By C.V.Durell, M.A., Senior Mathematical Master, Winchester College, G.W.Palmer, M.A., Late Master of the Royal Mathematical School, Christ\u2019s Hospital, West Harsham, and R.M.Wright, M.A., Assistant Master at Eton College.680 pages.Price &s.6d.London: G.Bell & Sons.This is an elementary algebra in that it does not go beyond the binomial theorem, but it is inclusive of much that is not introduced in elementary algebras in general.Thus the fourteenth chapter, which deals with Variation, is followed by four chapters forming an introduction to the Calculus.Chapter XV is on Functions of One Variable, chapter XVI on Limits and Gradients, chapter XVII on Differentiation and chapter XVIII on Integration.These precede Simple Series, Permutations and Combinations, and the Binomial Theorem.This early introduction of the fundamental ideas of the Calculus seems to be becoming general in English schools, though we noticed lately the remark of one critic that while boys of sixteen readily grasp these fundamentals for working purposes they find themselves hopelessly floored in them when they reach the age of twenty-four! \u2014 \u2014 eet = A Recent Departure in Education in Germany 211 Considerable space is given throughout the book to fresh problems, aviation for example furnishing many.Revision papers are extensive.At the beginning there are two valuable chapters on Generalised Arithmetic.We recommend the work to all mathematicians.A RECENT DEPARTURE IN EDUCATION IN GERMANY.Volkschochschulen, or People\u2019s High School, Established to Develop the Habit of Independent Thought in Citizens of the New Republic\u2014Modeled Upon the Danish Volksschulen\u2014Direct Outcome of Revolution of 1918.(By WILLIAM ORR) In a classroom of the \u201cReal Gymnasium\u201d of a suburb of Berlin there may be found from half past 6 to 8, on each Monday evening during the winter months, a group of people, most of whom are employed by day in the great factories of the \u201cAllgemeine Elektrische Gesellschaft\u201d (General Electrical Co.) or in the automobile industries.This group numbers 20 men and women, with both sexes equally represented.The room 1s plainly furnished, but electric lamps give a good, even brilliant, light.One, however, soon becomes so intent in watching the students that the surroundings are forgotten, for these men and women are members of the local unit of the \u201cVolkshochschule\u201d\u2014People\u2019s High School\u2014an educational enterprise, scarcely two years old, one of the significant results of the revolution of 1918, intended to give the citizens of the new republic that equipment in knowledge and in capacity to do their own thinking as shall tit them to discharge aright their civic and political duties and responsibilities.In age the students range from 25 to 40 years.Most + The Educational Record of them are wage earners, engaged in manual labor and in the ranks of skilled workmen.A few of the women are housewives.An army overcoat shows that the wearer has seen war service.Another has on a frayed soldier\u2019s fatigue jacket.All bear the signs and marks of stress and strain in that struggle for a livelihood that goes on today in the homes of the common people in Germany.For the time, however, their cares and anxieties are forgotten as they dwell in the world of intellect and of spirit in which material things have no part.The instructor is a man of perhaps 35 years of age.His methods are those of a leader who provokes and directs discussion, in marked contrast to the practice of the university professor who delivers his lecture in prosaic, perfunctory fashion, not permitting, least of all inviting, comment from his hearers.In this class, however, views are interchanged, and there is a clash of opinions, and at times an outburst of laughter, that give variety and animation to the 90 minutes of solid, substantial study of two writers, Storm and Keller, who portray the contrasting temperaments of the north and south German folk, for these people\u2019s high schools are not vocational in character, but are definitely and solely institutions for liberal and cultural training.In the fall of 1920, a little over a year from their inception, these schools in Greater Berlin had an enrollment of over 4,000, and during the winter semester, January to March, 1921, there were 147 courses taught by 70 instructors, picked men from the faculties of high schools and universities.Eighty-four community groups of working people are co-operating in this enterprise.It can be readily understood therefore that this movement is of great significance and of tremendous possibilities in the development of free political institutions through an intelligent and trained citizenship.This educational movement is well under way also in Thuringia and in Wurtemberg, and is extending over Germany as rapidly as organizations can be established.The broadly representative and democratic character eva A Recent Departure in Education in Germany \u201c of these schools is shown by the methods and procedure followed in setting up the system of the Volkshochschule.A preliminary survey of the resources of the \u2018area as regards available teachers and equipment and the probable demand for instruction is made by the field agent of that division of the ministry of education which has to do with these schools.When conditions are favorable, a conference is held of \u2018representatives of the communities, of the labor organizations, and of the faculties of schools and colleges.This meeting is at a place where there is freedom from all distracting and disturbing influences\u2014generally a quiet country town.The sessions are held in the morning, while the afternoons and evenings are given up to informal group gatherings, to outings and recreation.Ample time is taken for a full and free consideration of all questions.Usually 3 the conference lasts for two weeks.An especial effort is vg made to ascertain the desires of the people on the subjects \u2018E to be taught, the methods of instruction, the places of \u2018i meeting, and the personnel of the teaching force.[ If the conference acts favorably, the next step is to J create an organization for the Province or municipality.N Here, again, the democratic character of the system is f shown.In Berlin, which may be taken as an example, the People\u2019s High Schools are based on three elements\u2014the communities, organizations of working people, and the public high school and university; the communities assure financial support, the unions and clubs of the laboring classes hold and maintain the confidence, interest, and cooperation of the common people, and the recognized institutions of learning insist on high standards of instruction.In the fall of 1919 the leaders in the Volkshochschule movement called together representatives of these groups and agencies in a conference at which rules and regulations under which the schools were to be operated were unanimously adopted.By these regulations, the management is vested in a board of directors responsible to a general committee made up of representatives of the communities supporting People\u2019s High Schools, of organizations of The Educational Record workers, of educational departments, of political groups, of the students, and of the department of education.Each division of the general committee chooses its delegates to the board of directors, to whom are added representatives of the university and of the technical and commercial higher schools.The executive of the system of Volkshochschule, the superintendent (Geschaftsfuhrer) is selected by the board of directors from a list of candidates submitted by the university.The term of service is one year, at the end of which, if the incumbent fails to receive a majority vote of the directors, he must vacate his office.In order to secure unity of action between the people\u2019s high school and the university, an advisory council | has been formed of representatives of these two institu- h tions.Large significance attaches to the origin of the people\u2019s high schools.They are a direct outcome of the revolution of 1918.With the utter collapse of the political and social system in November, 1918, Berlin was filled with multitudes of people without occupation.Far-sighted men and women sensed the urgent and serious problem created by these conditions.As a remedy, they outlined the general plan and program for a system of evening high schools whose aims should be to raise the level of the individual, of personality, in the social organism by putting at the service of the common people Germany\u2019s rich resources in liberal and cultural studies.It should be understood that while every child in Germany receives an elementary education, a comparatively small number attend the high schools.Excellent as the instruction is in the lower schools, or folk.schools, it does not prepare adequately for the duties of citizenship in a free State.Therefore the people\u2019s high schools aim to develop in these students intellectual indepndnce, including nriched mental resources, good judgment, and the capacity for logical thinking.Much use is made of mathematics and pure science, as the study of these subjects gives habits of ordered think- pe.A Recent Departure in Education in Germany ing, ability to consider, weigh, and test evidence, and an insight into the world of ideas.Art.literature, and music make for the fuller and more abundant life.Economics, political science, and sociology give a grasp on the universal elements and factors in the problems of the new democratic order.History puts at the service of the citizen the experience of mankind whereby he has step by step advanced in civilization.Philosophy and religion are included as they relate to ultimate problems of existence and to the inner meaning of life.The courses in all subjects are so planned that the student may advance year by year from the introductory and elementary to advance topics.A notable feature of these schools is the method of instruction.The purpose is increasingly to use discussion and interchange of views and opinions, in which process the teacher is a leader and guide, and not one who imposes his own knowledge or convictions on the students.It can be easily understood that such a radical change from the stereotyped, formal methods of university lectures is not easily made.By no means do all the teachers in the Volkshochschule comply with these requirements.The subject matter in any course is so great, that, apart from the force of habit, there is a strong temptation to be didactic and even dogmatic in presenting each topic, and to regard discussion as a waste of valuable time.Yet, especially in the case of the younger instructors, the discussion, or problem, method is gaining ground and force.Two tendencies are guarded against in these high schools, that toward vocational education and the inculcation of any particular social, political, or religious doctrine.As regards vocational training, the school system of Germany makes abundant provision for the teaching of trades, business ,and professions.As regards the second limitation, self-imposed, the function of these schools is not propaganda.They are intended to give the material for thought and how to think, not what to think.And herein is their promise as a helpful influence in the evolution of the new Germany.\u2014School Life, The Educational Record SILENT READING (By WILLIAM DODGE LEWIS, Pd.D.) Deputy Superintendent of Public Instruction, State of Pennsylvania.Formerly Principal William Penn High School, Philadelphia, and ALBERT LINDSAY ROWLAND, Pd.D.Director of the Bureau of Teacher Training and Certification, Department of Public Instruction, State of Pennsylvania.Formerly Superintendent of Schools, Radnor Township, Pa.What is silent reading?Silent reading is nothing more nor less than translating written or printed symbols into thought, without giving oral expression to the thought.One may repeat words without understanding their meaning, as a school-boy might read the syllables of his older brother\u2019s Latin book.He would not be said to read silently, as the term is generally used by educators, unless he knew the meaning of the words and comprehended the thought they expressed.| Why teach silent reading?Pupils should be taught to read silently, because nearly all of their reading both in school and out will be done silently.The teacher assigns lessons in the text books in English, mathematics, history, geography, and science to be read silently by the pupils; the boy seeking a job silently scans the \u201chelp wanted\u201d page of the paper; the housewife silently peruses the advertisements, the business man absorbs market reports at a silent breakfast table or in the populous solitude of the suburban train; nearly everybody silently skims the headlines of the daily paper for his special interests; the workman silently observes the placard caution and silently reads the directions for his job; the traveler silently rejoices at a needed printed direction on the road; indeed all modern civilized boys and girls, and men and women, read silently nearly every waking hour. Silent Reading 217 So the pupil should read his lesson quickly and accurately.If he grasps the essential thought, sees the relations of subordinate ideas, recognizes similarities and differences, draws accurate conclusions, connects what he reads with what he already knows, he gets his lesson quickly and thoroughly.In other words, he reads silently.- In proportion as he fails in these points he fails in his school work.The job-hunter, the housewife, the business man, the workman, the traveler\u2014everybody\u2014is a success or a failure to a considerable degree according to his ability to read, understand, and act on the information he reads\u2014 silently.© Oral Reading.It is of course necessary to teach oral reading.Particularly in the early grades, surely the first and second\u2014the larger share of the reading time must be given to the process of associating the words the child already knows with the written and printed symbols, Various methods and sequences accomplish substantially the following results: The child acquires power over new words: learns combinations of letters that represent parts of words; comes to recognize words as wholes; and he gradually learns to grasp the meaning of groups of words.Such progress had been made in the mastery of the mechanics of oral reading that educators were shocked a few years ago to find that pupils were so mastering the process of word-calling as to be able to read readily and accurately with little or no comprehension of the thought of the passages read.A system of reading that had come into general use was radically modified to corect the evil The discoveries of educational leaders, however, are usually considerably ahead of the practices in the majority of class-rooms; and the \u201ceasy posture\u2019 and the \u201cfull rounded tone\u201d have continued to receive undue attention in reading classes./ The absurdity of excessive use of the oral method, after the mechanics of the process are mastered, has been slow to be recognized.In tens of thousands of class-rooms today the process \u2014\u2014 » EF kK ak PE EE RES TL QE SEEN RTE OPEN SEE PE SE RO FEL Cr SET = = ARE = A y : WE \u2014 218 The Educational Record is substantially as follows: The pupils are all supplied with the same text.One pupil reads aloud while the others are supposed to follow his reading silently.When he has fin- \u201d ished his portion of the text, the teacher or the pupils make corrections of his pronunciation or phrasing, and the .teacher may ask questions or add comments or explanations.The incentive to adequate expression by the reader is lacking because his classmates all have the text before \u2018them; it is natural for the hearers to read on ahead of the oral reader if the material is of interest; and it is perfectly easy for them to gaze absently at the book while employing their minds with matters wholly unrelated to the class exercise.Perhaps most important of all, reading aloud is an experience of rare occurrence outside the classroom, .while silent reading is a universal daily experience for all a.but the illiterate.: The mechanics of reading are fairly well mastered in 3 the third\u2014some authorities say the second\u2014grade.Some i oral reading is doubtless desirable beyond these grades, but the relative amount should diminish rapidly.Experts have recognized the importance of silent reading for many years.Briggs and Coffman showed its value in their book, \u201cReading in Public Schools,\u201d published in 1908.Studies in this field have been made by Gray, Starch, Judd, Courtis, Monroe, Kelly, and many others.They have made no attempt to deny that oral reading has a place in the curriculum, but have merely pointed out that from the third grade on, its place is less and less important in comparison with silent reading.The importance of speed.A familiar experience in moving picture shows emphasizes the differences in rate of silent reading.The printed lines in the film are necessarily timed for the slowest readers, and the majority of observers are doubtless able to read them two or three times.At first glance it would seem that comprehension would be inversely proportioned to speed, that is, the greater the speed the poorer the comprehension and vice versa.The standard tests of Gray, Courtis, Kelly and Monroe, however, which have been given to thousands of 219 Silent Reading children, prove exactly the reverse.The rapid silent readers have almost invariably shown the best understanding cf the matter read.It would thus seem that concentrated effort on either speed or comprehension would tend to improve the other factor.It is necessary, however, to test speed results carefully to insure conscientious reading of the text.The use of the tests above referred to, in connection with definite drill for speed, have shown that speed can be considerably increased, certainly without sacrificing, and possibly with an increase of comprehension.The value of the power to read rapidly and accurately can hardly be over-estimated.Men like Roosevelt have been able to accomplish their wonders largely because of the power to \u2018E absorb the contents of a book or paper at astonishing speed.The every-day experience of teachers struggling against the slip-shod habits and unprepared lessons of their pupils would be robbed of much of its discouragement if habits of concentration coul be formed by the use of speed drills.Accuracy must go with speed.Nothing would be more disastrous than to encourage speed at the expense of ac- IE curacy.As suggested before, pupils must get most of their 5 information from the printed page.Perhaps the most frequent cause of failure is inability to comprehend the printed page.The exasperated Harvard professor who exclaimed of his freshmen, \u201cThey can\u2019t read print!\u201d put his finger on cne of the sorest of the sore spots in American education.It is not possible that at least one of the causes why \u201cthey can\u2019t read print\u201d is that they have been taught only to call the words of print.The comparatively new movement for supervised study is an effort to correct this fault.Rut supervised study is more frequent in the secondary than in the elementary school.Is it not possible that the error should be corrected earlier, and that a concentrated effort should be made to train the mastery of print by the process by which it is mastered, if at all, probably ninety- eight per cent of the time\u2014by silent reading. 220 The Educational Record What the reader must do.In preparing any lesson, as in reading anything, the reader must get the sequence of the thought.It is a not uncommon experience to let the eye run automatically over the words of a paragraph, and at the end to awake suddenly to the fact that the thought of the paragraph has not been grasped.Doubtless this habit is the cause of many a poor lesson.The child has sifted the words past his physical eye\u2014perhaps there has even been a.faint audition of the words\u2014but the mind has bcen rambling in more genial fields and the inexperienced child has never awakened to the fact that he was not really reading.Another common fault is that of reading a selection at a dead level.There may be little mental wandering but there is no process of arranging the thought by selecting the important points, recognizing their relation to each other, putting subordinate ideas in their proper place, associating the current of thought with previous knowledge, reviewing the process, and summarizing.The result is that when he fails the child tearfully assures the teacher that \u201cI read it three times.\u201d Successful preparation of lessons\u2014successful silent reading\u2014involves a conscious grasp of the thorough and intelligent arrangement and review of its content.Often it involves a recognition of similarities and differences, classification, careful inference, and complete association and assimilations.In other words, there must be a real thinking process which is the basis of a habit of concentration.This habit requires purposeful] training which can hest be given by a well planned course in silent reading.This course should provide drill in the fundamental process by calling for quick and accurate grasp of the thought.It should measure results by means of outlines, topical recitations, inferences, directions to be followed and by the greatest possible variety of tests.A Teaching Scheme.As noted above, much of the value of teaching silent reading lies in the development of speed.For this purpose speed drills shouid be devised.Exercises selected should be under- rather than over- Silent Reading 221 graded, as the pupil should read for content and should be relieved as far as possible from technical grammatical or vocabulary difficulties.For these drills it is suggested that the teacher prepare, on the mimeograph if possible, a considerable number of slips to be filled out arranged as follows: Date Grade Tedacher\u2019s Initials 10-4-22 5A or Room Number G.P.W.Name of Exercise Page Pupils Time in Minutes Brown, Mary .oii aa aa e nanas ane 5% Carmalt, Joseph oor eee 3 Derr, Jane .oii a aa aan ee 4 Eldridge, Henry a «ov vvvniiniinainin an, 5 Fisher, Mary .12202200 01 sa san aa ane se ane ee 555 Green, Alice .20202000 40004444 a ae ae a a a a eee 6 Hunt, Roy .2222000 420 e a aa as ea ea ea aan 8% Knowlton, William .cutie.5 Manly, Rose .coi, 4 Morris, Mary .02100 000 sa sa ea sean aan 414 Newton, George 0000000020 a aa ae a ss 5 Newton, Thomas .oii.414 Orr, Robert oie cee 5 Pierce, Hélen .20202 004 aa a ea sa sea ana see 6 Porter, Clara 122020000400 ea ea ae eee ae ne 5 Roberts, John .oii ee 4 Rowe, Gertrude .cotinine.6 Smith, Fred .ieee 5 Vaughn, Lee .J 6 Wilson, Alice .SE 314 1-3, 1-34, 3-45, 6-5, 2-54, 4-6, 1-814 Class median 5 Class mode 5 For a speed drill the teacher should have one of these slips and a watch with a second hand.À stop watch would be valuable.Directions should be given for all the pupils to begin reading at the same moment and that they should 1aise their hands as a signal to the teacher when they have tinished.The teacher should give the signal for them to > or 3 ESS EEE RE ES RES EEE RER SEITE, Page(s) manquante(s) ou non-numérisée(s) Veuillez vous informer auprès du personnel de BAnQ en utilisant le formulaire de référence à distance, qui se trouve en ligne : https://www.banq.qc.ca/formulaires/formulaire_reference/index.html ou par téléphone 1-800-363-9028 The Educational Record but a clear grasp of the details of the story in the proper sequence.: Not every exercise permits of this form of treatment.The comprehension of a bit of argumentative prose is best tested by an outline showing the general points contended for.Often a bit of exposition can also be tested by the requirement to make an outline.Probably no exercise is more useful than this as a means of teaching pupils to understand the relationships of what they read.On the other hand, a description can sometimes best be recognized by a diagram or drawing.This is particularly true of instructions or directions.An appeal to the reader\u2019s artistic sense usually registers in the face or manner and can often only be tested in a general way by his expression and his actions.Stories or statements with an ethical value are clearly comprehended if the pupil can solve a similar ethical problem set up by the teacher.Historical facts in- \u2018volving the relationships of men to men of of men to events are grasped if the reader can correctly reproduce these relationships.Particular emphasis, especially in the later grades, should be placed upon the complete presentation of a topic by a pupil standing in front of the class and making the group understand what he has to say without questions by the teacher.More and more this is coming to be emphasized as a means of good teaching everywhere; and pupils are being trained to stand before a group of their classmates and give an intelligent account of anything of which they have adequate knowledge without the painful tooth-pulling process of extracting ideas.In this way the course in silent reading correlates with the other most important part of the English course\u2014oral and written composition, and lays the foundation for habits that, will function in all lines of school endeavor.Reading for entertainment.Thus far silent reading has been discussed as a medium for information or instruction.It is equally important as a medium for appreciation or entertainment.The \u201creading craze\u201d, an almost universal experience of early adolescence, finds its ex- Items on Forestry pression almost exclusively in silent reading.Breathless absorption in a story cannot wait for oral reading because one can usually read nearly twice as fast silently.Here the course in silent reading should join hands with the course in literature.Selections well within the comprehension of the pupil should be provided which should he exempt from the ordinary testing process.Children should be encouraged to tell these stories, to talk about them if they want to, but should not be held up to the same rigid standards of analysis and reproduction as they were for other types of material.Poetry, too, can be read silently, but it will not be poetry in the mind and spirit of the child unless with the inner ear he hears sound which is essential to real poetry.Some pupils are deficient in this process of audition, and anything like exclusive instruction in poetry by the silent reading process would therefore be a mistake.A summary.Briefly to recall the substance of this pamphlet, we have observed that silent reading is an almost universal process of thought gathering by civilized man; that oral reading with mastery of the mechanical process of interpreting symbols must come first, but that its exclusive use is unreasonable; that drill for speed and accuracy must go hand in hand; that silent reading involves the thinking process.ITEMS ON FORESTRY.A GRANDFATHER PLANTS TREES FOR PROFIT.An elderly farmer some years ago walked into the office of a Canadian forest engineer and said, \u201cI have sixteen acres on my farm that will not grow anything but trees and I have come to you to tell me what kind I should plant to get the best results.\u201d \u201cLet me first ask you,\u201d replied the engineer, \u201care you planting these trees for pleasure or profit?\u201d dre re tt 4 i The Educational Record \u201cFor profit.\u201d \u201cHow old are you?\u201d \u201cSeventy-four next birthday.\u201d \u201cThen it is my duty to tell you that there is no species of trees which will grow quickly enough to return a profit in your lifetime.\u201d \u201cYes there is, and you can help me find the right kind.\u201d \u201cHow do you make that out?\u201d \u201cI have a good farm, and each part is devoted to the use to which it is best adapted\u2014meadow, pasture, arable land, garden\u2014but right in the middle is that eyesore of sixteen acres.That sixteen acres grew good timber when my father settled on the land, and no doubt, it will grow good timber again.I have not many years to live and 1 want to put my property in the best possible shape for my heirs.At present that sixteen acres is a blot that will injure the sale of the farm, but if it were covered with a growth of the best sorts of trees for the locality, even if it were only four years old, it would complete the farm and increase its value.\u201d The forest engineer admitted the argument was sound and advised as to the best kinds of trees to plant and how to plant them.The old farmer before he died had the satis-, faction of knowing that the farm had been increased in value by the young trees.A FOREST DESTROYER\u2019S FATE.There was a young man.of Kinsale, Bent on fishing, he hit the woods trail, But the youth would not learn, And he let his fire burn Up the forest; so now he\u2019s in jail.Alas! In Manna-jig-agama jail. Items on Forestry AIRPLANES IN FOREST PROTECTION.By a co-operative arrangement between the Air Board of Canada and the Dominion and provincial forest services, airplanes are being tested this season in five provinces in the work of forest surveying and forest protection.The provinces in which airplanes are operating are Quebec, Ontario, Manitoba, Alberta, and British Columbia.The use of machines of different types, tested under different conditions, will by the end of this season give an immense \u2018amount of information in regard to the usefulness of airplanes for this week.The officers of the Air Board, the Dominion Forestry Branch, and the different provincial forestry departments are following the results of this season\u2019s operations with close interest, and will be guided by them in laying out future work.One of Caesar\u2019s old captains said: \u201cI never knew Caesar to lay down his arms in the presence of an armed enemy.\u201d Fire is always the armed enemy of the forest.Do not lay down your arms and give a fire a chance by leaving your camp fire alight, or by throwing away lighted matches or hot pipe ashes where they may set fire to the forest.If this page were a dollar bill no one would burn it.Our Canadian forests are full of trees each worth many dollar bills, and yet some people let their camp-fires run, throw away burning matches, and by their carelessness burn down miles of forest.LOOK TO THE NORTH.(The Ottawa Electric Railway Company publishes and distributes to its patrons a periodical called the \u201cOttawa Electric Railway News,\u201d which gives crisp and timely warnings on the topic of safety first.The recent prevalence of forest fires north of Ottawa led the editor 228 The Educational Record to publish the following excellent poem which, alas, is all too closely applicable to practically every province of Canada, particularly the northern parts).Look to the North, ye people! Ye need not strain your eyes, \u2018 Nor climb some lofty steeple, to see the smoke clouds rise.More swift than deer or bison when starts a wild stampede, Along the whole horizon the flaming billows speed.Like vandals loosed for pillage, they sack the countryside, And level farm and village before their lustful pride.Their mad will never falters, as on their way they press, Still raising heathen altars to gods of Carelessness.Some match which heedless fingers have dropped where idlers wait, Some fag in which there lingers the smouldering spark of fate\u2014 These are the silent traitors who unto ravage yield The work of cultivators, the wealth of many a field.Not all in distant counties, but here at home we find, Amid the city\u2019s bounties, the careless and the blind, Who smile at Safety sayings and scoff at Safety rules, Convinced they are the brayings of some conceited fools.Look to the North, ye scoffers! The rolling tide of flame To you and all men offers a truth ye can\u2019t disclaim.One little careless movement may in a moment spoil, Past hope of all improvement, whole centuries of toil.Ottawa Electric Railway News.AIRPLANE EFFICIENCY IN FOREST PROTECTION, To have a small airplane, supposedly big enough only for scouting and.forest patrol work, pick up fire-fighters with tools and supplies and transport them quickly to the scene of the fire and thus prevent a conflagration, has been the happy experience of at least two of the forest services with which the Air Board of Canada is co-operat- Items on Forestry ing this season.This co-operation has been established by the Air Board with the federal and several of the provincial forest services.The first instance of this prompt action occurred in the Sioux Lookout district of Western Ontario where the Air Board co-operates with the Ontario Department of Lands and Forests.Here the air patrol discovered a fire under circumstances where speed was necessary if a disastrous fire was to be averted.It was seventy- five miles from the base, and in less than three hours from starting two fire rangers were fighting the fire.They stuck to it and held the fire down for two days when they were re-inforced by men sent in from another point by canoe, and the fire was finally controlled and extinguished.The canoemen had paddled a day and a half to get to the fire.The second case was in Northern Manitoba where the Air Board is co-operating with the Dominion Forestry Branch.Here a small fire was discovered late in the evening.At daylight next morning the airman and two forest officers were in the air, arriving at the fire at 4.30 A.M.The three started the fight immediately and by noon the fire was dead out.The Forestry Branch inspector for Manitoba praises the keenness of the airmen in their work and records the excellent co-operation between the two srvices.The present season will do much to determine the place the airplane is to occupy in forest protection.KEEP FORESTS GREEN.If Canada\u2019s forests are kept green the result will benefit our lumbermen, farmers, manufacturers, merchants, railways, ship owners, and, above all, our workingmen.If the forests are destroyed this destruction will leave much of the land a barren desert.It will dry up our streams and injure every person in Canada, no matter what his business.CR The Educational Record REFORESTATION ON FOREST RESERVES.The supply of trees for reforestation on the Dominion forest reserves was obtained largely from the nursery stations at Indian Head and Sutherland, Saskatchewan, but, in order to develop such work on the forest reserves convenient to the places where planting is to be done and in crder to give training in forest nursery and forest planting work to the staffs on reserves where planting is necessary, small nurseries have been started on several of the reserves.These reserve nursries will not be increased to large dimensions, so as to be general sources of supply, but will be developed to serve the full requirements of the reserves on which they are situated.\u2014Annual Report, Dirc- tor of Forestry, Ottawa.TESTING CANADIAN WOODS.The announcement has recently been made that the Board of Works for the United Kingdom has added certain Canadian timbers to the list of those used by the department.That the qualities of Canadian woods might be understood and the timbers thereby put to the best passible use was the object of the Minister of the Interior, Canada, in establishing the Forest Products Laboratories in connection with the Forestry Branch.The laboratories are making mechanical and physical tests of Canadian woods and the results are published from time to time as the investigation of each species or group is completed.The information obtained is proving of great value not only to timber users in Great Britain and other countries, but also to Canadian engineers, architects and builders.Beginning with the more important species the investigation is to proceed until all woods having any commercial value are tested.Bulletins 59 and 60, the two so far issued on this subject, may be had free upon application to the Director of Forestry, Ottawa. Items on Forestry FOREST PROTECTION ADVICE FROM THE CLOUDS.Even old woodsmen, who might be supposed to be prejudiced in the opposite direction, testify that the printed notice, the fire warning bill or poster, is the most important weapon with which to fight forest fires.Keeping in close touch with every part of its vast field the Forestry Branch of the Department of the Interior now prints a completely different set of posters each season, so as to + keep the warnings as attractive and striking as possible.This season two new forms of notice have been added, the first is composed of stickers to be placed on the windshields of automobiles entering Dominion forests and the other of slips or tiny hand bills to be dropped by the men cf the forestry air patrol as they fly over camps and picnic parties.One of these latter bears the words \u201cCitizens! Help the Forest Service to protect your property by being careful with fire in the woods.Co-operative Aerial Patrol \u2014Forestry Branch-Air Board.\u201d MODERN FOREST FIRE FIGHTING.Great as has been the advance in fire fighting methods and equipment in towns and cities in Canada in the last five years, the advance in fighting forest fires has been even greater.Dominion, provincial, and private forest organizations are now using airplanes, power launches, railway speeders, automobile trucks, and portable gasoline pumps, besides the old reliable horses, spades, hoes; and wet sacks, in their protective work, and are calling men out of danger points by means of telephones, heliographs, and other signalling apparatus.Lighted tobacco and matches are especially destructive in the forests.Live forests mean employment; dead forests employ nobody.Do not be responsible for a dead forest. The Educational Record i Portable gasoline pumps up to ten horse power and capable of forcing water throug h1,500 feet of hose are now used in fighting forest fires by Canadian federal and provincial forest services.ITEMS FOR THE TEACHER.(By INSPECTOR McOUAT) THE RIGHT VOCATION.How much the lives of the human fur:!ly are like tl:e flower ig plants of the world! Each is created with a natural talent sor performing a certain work, yet many of us by getting lodged in the wrong vocation field become weeds in the social world.Every child comes into the world with a natural talent to do a certain work a little better than anything c!se.S9 long as it r:mains a child it 1s really a flower in the human family.But children do not remain children, and if the child is not trained for a life work in keeping with its natural talent, it migrates to the wrong vocational field, where it does not fit and where it is not wanted.As a result, such a child passes from the flower to the human weed.Often the discontent of such a human weed clogs the costs of human society and through- cut life constantly demands the attention of hospitable individuals and charitable organizations.HAPPINESS IN WORK.Happiness in work depends less on what one is doing than on why one is doing it.No task worth doing is so small that it does not have a part in God\u2019s universal work in the world.One way to enjoy our work is not to fret over our mistakes; mistakes are meant to manufacture perfection.As a rule, the harder one\u2019s work and the harder one works to do it, the more enjoyment one gets out of it. Items For The Teacher.Work that is done willingly in order to make happier the life of some one else always is full of enjoyment.Some folks never enjoy their work because they do as little of it as possible.Whole-souled work, \u201cpressed down and running over,\u201d means happiness in one\u2019s labor.Being content to do only what one must do seldom brings much enjoyment.But an employee who does his best to learn all there is to know about his work rapidly increases his pleasure in it.After the first year or two of one\u2019s lifework, at latest, it helps a great deal to have a hobby for one\u2019s leisure hours.Some big business men have been helped in their achievements by making a hobby of teaching in or superintending a Sunday school.WORLD'S LAST SLAVE MARKET CLOSED.There are no doubt many who will be surprised to learn that a slave market existed anywhere in the world in the twentieth century.News has come, however, of the closing of what is supposed to be the last one, with the entrance of French troops into the ancient city of Ouezzan, Morocco, December 7th.An auction of slaves has been a monthly event in that city for many decades, probably centuries.The slaves were brought in by slave hunters from the unexplored regions to the south.On the day of the entrance of the French troops a slave caravan was entering the city, bringing several score slaves of both sexes.Let us hope that this is the last of chattelism in human beings \u2014 The Way.CHANGING CUSTOMS IN CHINA.Ignorance, which breeds superstition and bolsters wrong, is not confined to China, but it Bas found Christian education in that nation its worst enemy.Many of the gods of yesterday have been tumbled into the ash-heap to The Educational Record make way for the school-boy with his books, and what was religion to many yesterday is useless superstition today.Customs that were respected hitherto are now despised.For centuries little children have been bound at the altar of a painful old age.Preaching and protest went unheeded until the Christian girls\u2019 schools demonstrated that big-footed women were the queens of the land, not its slaves.Students now in government schools are announcing that they will not marry girls who have not natural fcet, and girls with bound feet parade the streets with their little feet in big boots.The reason is evident.Big feet and brains have come to be synonymous.\u2018Government schools are refusing admission to bound-footed girls, and the better classes are in the big-foot crusade.Women in useful service have come with the new order \u2014The National Geographic Magazine.LONGEVITY AND CHEWING.How reasonable it would seem to be to learn to chew food twice as long as we do, and as a natural consequence, - eat half as much as we are accustomed to eat.And we might add that a natural result also would be that we would live twice as long.To Old age comes on, we are told, by the gradual decrease in the body\u2019s power to eliminate waste matter.People who practice \u201cFletcherizing,\u201d or very thorough chewing, are adding many years to their lives.We are accustomed to thinking of meat as being the only food which requires very thorough mastication.Everything we eat or drink should be taken slowly so as to be well mixed with saliva.Even milk should be slowly sipped instead of being drunk as water.Any practice which eliminates doctors\u2019 bills and improves the health is a great economy, of course, but think, too, of cutting that grocery bill in half! When ordering Items For The Teacher two pounds of steak for dinner, remember that one pound will do even better than two\u2014if you take time to chew it well.THE HANDY MAN.There is an almost universal opinion that every girl should be brought up to be capable in the domestic arts, to be, in short, a good housekeeper; but it is generally deemed of less importance that every boy should be brought up to be a handy man about the house.Even among the families of those who lay most stress upon the value of education there are many who do not regard incapacity to \u201cfix things\u201d as a serious matter.It a boy stands well in his classes at school, his parents are likely to excuse a certain incompetence on his part in dealing with jobs that require some practical knowledge and manual dexterity.They may even feel that it is the natural attribute of one who is destined to large intellectual achievement.It isa foolish notion, of course, but many people are foolish about their children.Just as virtually every girl learns to sew and knit and cook, so every boy ought to learn to do simple jobs in painting and carpentry work, to mend broken furniture and set panes of glass in broken windows, to thaw frozen pipes and put in new washers where faucets are dripping, and to repair electric bells that are out of order\u2014to say nothing of \u201cmanaging the furnace\u201d\u2014and knowing how to start a fire in the kitchen stove.In short, the boy should qualify himself to become a householder just as his sister qualifies herself to become a housekeeper.A radium tube used by a physician was accidentally consigned to the furnace.A radium expert sprinkled zinc sulphide about the cellar and turned out the lights.The watchers saw a glowing patch among the dead ashes in the furnace and found the tube of radium which, by its action, had caused the zinc sulphide to become luminous. 236 The Educational Record CIGARS AND CIGS.Why beholdest thou the cigarette that is in thy son\u2019s mouth, and considerest not the cigar that is in thine own mouth?Or wilt thou say to thy son, \u201cLet me pull out the cigarette out of thy mouth,\u201d and behold a cigar is in thine own mouth! Thou hypocrite! First cast out the cigar out of thine own mouth, and then shalt thou be prepared to cast out the cigarette out of thy son\u2019s mouth.\u2014The Missionary World.AN IDEAL SCHOOL LUNCH.Too much emphasis has also been placed upon the fact that the child\u2019s school lunch should be hot.There is no necessity, from a physiological or nutritive point of view, to take into the stomach any food that 1s warmer than the stomach itself.The principal points are that the food should be nutritious and simple, and that it should be eaten slowly and well masticated.The ideal school lunch is a sandwich made of graham bread spread with good pure butter, and eaten with a cup of milk.Nothing better in the way of a luncheon can be supplied.If instead of butter a little cold roast beef, lamb, or mutton is substituted, the child has all the meat he needs during the day.If I were left to prescribe a school luncheon, it would be a whole wheat sandwich buttered, a cup of milk, and an apple.I would not bother about the temperature, except that the milk should not be ice cold.\u2014Dr.H.W.Wiley in \u201cThe League for Longer Life.\u201d THE ORIGIN OF \u201cCROSSING THE BAR.\u201d As Tennyson\u2019s nurse was sitting one day at his bedside, she said to him: \u2014\u201cYou have written a great many fl Items For The Teacher 237 poems, sir, but I have never heard anybody say that there is a hymn among them all.I wish, sir, you would write a hymn while you are lying on your sick bed.It might help and comfort many a poor sufferer.\u201d The next morning the poet handed her a scrap of paper, saying: \u201cHere is the hymn you wished me to write.\u201d The hymn given proved to be \u201cCrossing the Bar,\u201d the poem that was sung in Westminster Abbey at Tennyson\u2019s funeral and which, although some would not call it a hymn, has touched many hearts.\u2014Ex.TRANSFORMING THE SAHARA, The great desert of Africa which lay in its bareness for centuries upon centuries, is now being rapidly changed and to a great extent redeemed.It has been found by French engineers that deep wells reach water almost anywhere in Algeria, and now, hundreds of windmills, made in the United States, dot the landscape, while veritable gardens are appearing where until recently there was only sand.One of these windmills is perched on the ruins of the ancient Carthaginian amphitheatre, which the Romans destroyed some eighteen hundred years ago.Thousands of more mills have already been purchased, but have not yet been delivered.The automobile is largely taking the place of the camel as a carrier of the desert, making dsert travel very much more speedy.The great African desert with automobiles rather than camels, and with garden patches created through irrigation from water that lies under the dry surface, seems almost miraculous.\u2014 Classmate.SELF-RELIANCE.Henry Ward Beecher used to tell this story of the way in which his teacher of mathematics taught him to depend upon himself: The Educational Record \u201cI was sent to the blackboard, and went, uncertain, full of whimpering.\u201c \u201cThat lesson must be learned.\u201d said my teacher, in a very quiet tone, but with terrible intensity.All explanations and excuses he £rod under foot with utter scornful- ness.\u2018I want that problem; I don\u2019t want any reasons why you haven\u2019t it,\u201d he would say.\u201c \u201cI did study it two hours.\u201c \u201cThat is nothing to me.I want the lesson.You may not study it at all, or you may study it ten hours, just suit yourself.I want the lesson.\u2019 \u201cIt was tough for a green boy, but it seasoned me.In less than a month I had the most intense sense of intellectual independence and courage to detend my recitation.\u201cOne day his cold, calm voice fell upon me in the midst of a demonstration, \u2018No! I hesitated and then went back to the beginning, and on reaching the same point again, \u2018No! uttered in a tone of conviction barred my progress.\u201c \u201cThe next\u2019 and I sat down in red confusion.\u201cHe, too, was stopped with \u2018No!\u2019 but went right on, finished, and as he sat down was rewarded with \u2018Very well.\u2019 \u201c \u2018Why, whimpered I, \u2018I recited it just as he did, and \u2018you said \u201cNo!\u201d \u201c Why didn\u2019t you say \u201cyes,\u201d and stick to it.It is not enough to know your lesson.You must know that you know it.You have learned nothing till you are sure.If all the world says \u201cNo!\u201d your business is to say \u2018Yes,\u2019 and prove it.\u201d \u201d MILLIONS DESTROYED BY BUGS.Few people realize that harmful bugs and insects destroy over $800,000,000 in trees, shrubs, and growing crops, in our country, every year.When this supendous sum is considered, one understands why the nationai authorities devote so much time and study to finding out Items For The Teacher ways of killing the myriads of tiny pests preying on a vast variety of products and leaving a trail of ruin.One of the worst offenders is the gypsy moth.At one time it.threatened to destroy practically all the trees in New England, until a bug was found to combat it.The boilworm eats up $20,000,000 worth of property a year, while it is estimated that the chinch bug often destroys $100,000,000 worth of crops in a season.\u2014Selected.SUGAR KEEPS BORDEAUX.That granulated sugar will keep Bordeaux spray mixture from deteriorating is the discovery of the Oregon Agricultural Experiment Station.It is well known by orchardists that Bordeaux becomes almost worthless unless used shortly after being mixed.This trouble can be overcome by adding one-eighth ounce of granulated sugar dissolved in water for each pound of copper sulphate (blue vitriol or bluestone) used.When sugar is used in the proportion mentioned the spray mixture will not spoil on account of a breakdown or delay on account of rain.For a two-hundred-gallon tank of 6-6-50 Bordeaux, which will require twenty-four pounds of bluestone, dissolve three ounces (seven heaping teaspoons) of sugar in a little water and add slowly to the tank of spray, agitating until thoroughly mixed.Too much sugar must not be used.For small amounts of spray, dissolve one well- rounded, but not heaping, teaspoon of sugar in one quart of water, then use at the rate of one-half pint of this solution for each pound of bluestone going into the amount of Pordeaux required.THE SLEEP OF FISH.(By EDWIN TARRISSE) Experiments have been made in aquariums with reference to the sleep of fish.The results of these show that among fresh water fish, roach, dace, gudgeon, carp, tench 240 The Educational Record and minnow are known to sleep periodically, like land animals; among marine fish the wrasse, conger eel, dory, dogfish, bass and all flat fish do the same, while the goldfish, pike and angler fish never sleep, but rest periodically.Fish seem to have no preference for the night as their sleeping time.A naturalist travelling from Constantinople to London in a small schooner reported one morning that he noticed a pilot fish, a few inches from the side of the vessel, swimming so steadily that it seemed to be attached to one particular spot.All day long it remained there, neither advancing nor lagging behind, and so it continued for several days.Then came a gale of wind, and the vessel was separated from its little companion.It was evident that, the fish could not have slept during all this time, as the vessel was sailing quite rapidly.The captain, moreover, asserted that he had known a pilot fish to accompany a vessel thus for more than a fortnight.\u2014Selected.SMOKING AMONG WOMEN.(From the \u201cChicago Daily Standard\u201d) \u201cIn England, in Holland, in Belgium, in France, in Germany\u2014everywhere the proverbial \u2018rosy lips\u2019 of the \u2018daughters of Eve\u2019 were clamping the brown weed and sending long curls of smoke to the ceiling.\u201cGirls just in their teens and elderly women joined in the practice.Shopgirls and salesladies carried large packages of cigarettes in their bags.It was an every-day affair.\u201cIs this what people mean by the equality of the sexes?Will our modern spirit of emancipation go to such lengths?Shall we murder the lady in the all-woman?God save us from such a fate! \u201cLadies, be on your guard! If this filthy monster should cross the Atlantic and try to lift its head here, crush it! Be merciless.Forget about clemency.And America\u2019s manhood will rise and call you blessed.\u201d Items For The Teacher In most cordially endorsing the sentiment of the above, it may not be amiss to remark that the women of Britain are probably quite as free from this dirty habit as those of the U.S.A.and that our Canadian women are also equally free.\u2014Ed.FACTS ABOUT FOREIGNERS IN CANADA.1 in 5 of the male population in British Columbia is an Oriental.1 in 12 of the population in Saskatchewan is Ruthen- ian.1 in 10 of the population is a foreigner.1 in 7 of the population of Montreal is a foreigner.Canada\u2019s foreign immigration, from 1900 to 1918, numbered 865,966.Canada has, it is estimated, 130,000 Jews.Chinese immigration to Canada, 1905-1918, based on head tax, 29,667; exempt admissions, 4,041\u2014total of x 34,068.| Canada\u2019s immigration tables reveal over 50 nationalities.The Bible is issued, in whole or in part, in over 100 languages and dialects in Canada.Over 45 per cent.of the population of the Canadian West is non-Anglo-Saxon.\u2018The Protestant Church has scarcely begun to touch this human problem.MANILA AND BANANA.Manila rope is made from the fibre of a peculiar banana tree found only in the Philipine Islands.It takes its name from the capital city near which Dewey won his famous victory over the Spanish fleet.The manila plant thrives best in soil that is plentifully mixed with volcanic ash, and on which copious rains fall.The fruit of the tree, while resembling the banana is not palatable.Natives cut the trees, which are of rapid growth, and extract the long The Educational Record fibre by pulling the long trunks apart by hand.So far, no machine for doing the work has operated with success.When the fibre has been taken out from the tree, it is washed, dried, and bundled for shipment to the rope mill.The rope 1s spun by machine, but the process requires constant and careful watching.\u2014Classmate.ITEMS FOR THE NOON HOUR.(By INSPECTOR McOUAT) \u201cMY MASTER IS ALWAYS IN.\u201d \u201cJohn,\u201d said a man, winkingly slyly to a clerk of his acquaintance in a shop, \u201cyou must give me extra measure; your master is not in.\u201d John looked up in the man\u2019s face very seriously, and said, \u201cMy Master is always in.\u201d John\u2019s Master was the all-seeing God.Let us all, when we are tempted to do wrong, adopt John\u2019s motto: \u201cMy Master is always in.\u201d It will save us from many a sin, and so from much sorrow.\u2014Ex.AN ESKIMO BANQUET, (By a MORAVIAN MISSIONARY) The feast had already begun when I arrived at Nap- sangoak\u2019s tent.The men were sitting in the open, behind some seal skins which were hung in front of the opening of the tent in order to keep the cold wind out.They were all dressed alike in blue fox and Polar bear furs, and each had a \u201cpillaut,\u201d or butcher knife, in his hand.They cut into the carcass of the seal with these knives dripping with blood, and tore the raw blubber with their strong teeth.In the midst of this savage-looking entertainment, Items For The Noon Hour 243 however, there was apparent the most genuine courtesy.The men often helped each other to what they considered the best part of the seal, and the host, selecting a huge piece of meat, handed it to me with the smile of a gourmand, saying: \u201cI hope you will find it to your taste.\u201d I took the meat and thanked him, but sat down at a little distance from the others for I hoped in an unobserved moment to give the nauseous mess to the dogs which, as usual on such occasions, were standing around as closely as they dared come, greedily watching their opportunity to snatch or catch a bit of the meat.Alas, my host, anxious, I suppose, to see that I was happy and satisfied, kept his eyes on me! And when he saw that I was in no hurry to eat the meat, remarked kindly: \u201cYes, it smells so good it is truly a sin to eat it, but let it sink down into your stomach, anyhow\u2014I will afterwards give you another piece to smell on!\u201d\u2014In \u201cWorld Outlook.\u201d THE LARGEST BOOK.The largest book in the world, fifteen feet high, eighteen feet wide, and three feet thick, stands in the public square in Ottawa.It was made and bound by the Canadian Government Printing Bureau at Ottawa.During the Victory Loan campaign the question of the hour in Ottawa was, \u201cIs your name written there?\u201d The book contains the names of all contributors.It is bound in some composition material which remains in good condition despite the fact that it is exposed to the weather.The size of the book can be readily judged from the appearance of the men standing beside the platform on which the book rests.ECHO AT SEA.The story is told of a sailor who went aloft to reef the sails of a vessel far out at sea and reported when he came 244 The Educational Record down that he had heard the sound of bells faintly but clearly.They were being rung for a celebration, he was sure.The captain knew that the ship was far from land.But he had a liking for curious things, so he entered the story in the ship\u2019s log.When he reached port he found that rejoicings had been going on in a coast town, where all the bells had been rung lustily and long.The explanation proved simple enough.The mainsail blown out by the wind, made a fine collector and focus of sound.Probably the sound waves of the bells were also reflected from the clouds, which were plentiful that day.Clouds are first-class sound reflectors, as can be told from the rolling echoes in a thunderstorm.The unequal surface and varying distances of the cloud forms repeat the echo doubly and trebly.At sea the thunder sound is flung by the clouds to the sea and back again, so that tremendous echoes are produced and prolonged.\u2014The Sailors\u2019 Magazine.THE BOOK OF BOOKS.\u201cWherever ' the moral standard is being lifted up, wherever life is becoming larger in the vision that directs it and richer in its fruitage, the improvement is traceable to the Bible and to its influence.\u201cThe Book of books has lived and grown through the centuries; we have celebrated the three hundredth anniversary of the King James Translation.It has stamped its impress upon the map of the world; its boundaries are clearly marked.\u201d THE STRAIGHTEST CANAL.One of the most curious canals in the world is that which connects the Gulf of Cornith with the Gulf of Ægina.This is not only the straightest canal, but the most dreaded.It is an odd fact that this canal was thought possible more than twenty-four centuries ago, by that old Items For The Noon Hour 245 historical hero, Periander, and yet it was not actually commenced until 1884.Perhaps the ancient suspected that the benefits of such a canal would not be unmixed.Anyway they did not try to build it.It took nine years of hard work to complete it, and when, in 1893, the canal was opened, it was found that air currents there were such that it was dangerous for vessels to pass through.The banks of this canal are perfectly straight, and in some places rise to a height of more than two hundred feet.Because the waterway has no turn in it, the breeze sweeps through at a fearful rate, causing dangerous tidal currents.\u2014Excange.MOTORING ON A WALL.The first motor vehicle introduced into West China has caused a great sensation.A missionary residing in Szechuan, returning from a holiday, took back with him a motor-cycle, the gift of some friends in America.It is the first thing on wheels seen west of Hankow, and the owner spends most of his time \u2018demonstrating its powers to schools and civic bodies in the provincial capital.This motor-cycle has given its owner more publicity than all the missionary work he has done in the city.There is a certain amount of thrill in navigating the first motor-cycle through the narrow streets of a Chinese city, and up to the present the only comfortable place for driving has been found to be the top of the city wall! WORLD\u2019S BIGGEST SAW.There has just been fashioned for one of the big lumber mills in British Columbia the largest circular saw ever made.To be accurate, there are two of them, and they have been designed to meet the special requirements of the mill ~ The Educational Record which is called upon to handle giant fir logs, many of which run from fifteen to twenty-five feet in girth.There are millions of acres of fir forests in British Columbia, there being sufficient timber in this single province of the Dominion to supply the world with all the lumber it needs for many generations to come.Fach saw is nine feet in diameter, and boasts one hundred and ninety detachable teeth of the inserted spiral type.This is an important innovation, and means that should any of the teeth get broken or damaged, new ones can be inserted without removing the saw from its frame.Each blade was cast from ingots weighing 1,140 1b.After reheating, rolling, and trimming, the finished blades turned the scale at 175 Ib.a piece.Great care had te be exercised in the final treatment, as they had to be mathe- \u201cmatically true and perfect, and the steel of a uniform quality.This giant among saws is capable of attaining a speed of one hundred and thirty miles an hour.It can saw through the greatest forest giant that ever grew as easily as one can cut butter with a knife.CRUSOE\u2019S CAVE STILL EXISTS.Robinson Crusoe\u2019s cave, dear to the heart of every boy, still exists, with but little change through the cen; turies.Dr.William Alanson Bryan, professor of zoology and geology in the University of Hawaii, in the course of a year\u2019s research in Latin America and the waters of the South Pacific, spent several days in Crusoe\u2019s cave, cooking his meals in the crude oven that Selkirk, the real Robinson Crusoe, hollowed from the rock so long ago.The home of the ship-wrecked sailor is in an isolated valley, surrounded by towering mountains, which accounts for its long preservation.Dr.Bryan reports plant and animal life still abounding, very much of the same kinds that are described in the book that has been such a delight to boys of many generations \u2014The Classmate. Items For The Noon Hour 247 Give us, O give us, the man who sings at his work! He will do more in the same time, he will do it better he will preserve longer.Wondrous is the strength of cheerfulness, altogether past calculation its powers of endurance.Efforts, to be permanently useful, must be uniformly joyous, a spirit all sunshine, graceful frem very gladness, beautiful because bright.RUSSIAN WATCH CHAIN BIBLES.(By GEORGE H.HOLDEN) Do you know how the Russian lets strangers know he is a devout Christian?He does it by wearing a small Bible on his watch chain, and takes great pride in showing it to all his friends.You see these Bibles are very attractive little things.They are only about an inch squire, and three-cighths of an inch thick, though they contain the first five Books of the Old Testament; the text of the Book being in Hebrew, while the titles are in Latin.Of course, such small print cannot be read without - the aid of a very powerful magnifying glass, but that does not bother the average Russian, for he can refer to the large print of his family Bible when he wishes to read; but he likes to carry a miniature Book with him, placing great faith on the fact that he carries the \u201cWord\u201d on his person.TOO MUCH FOR THE WHISTLE.When I was a child about seven years of age, my friends one holiday filled my pockets with half-pence.I went directly.to a shop where toys were sold for children, and being charmed with the sound of a whistle that I saw on my way in the hands of another boy, I voluntarily offered him all my money for it.I then came home, and went whistling over the house, much pleased with my whistle, but disturbing all the family.| 248 The Educational Record My brothers and sisters and cousins, understanding the bargain which I had made, told me that I had given four times as much for it as it was worth.This put me in mind of what good things I might have bought with the rest of the money, and they laughed at me so much for my folly that I cried with vexation.My reflections on the subject gave me more chagrin than the whistle gave me pleasure.This little event, however, was afterwards of great use to me, the impression continuing on my mind, so that often, when I was tempted to buy some unnecessary thing, I said to myself, \u201cDo not give too much for the whistle,\u201d and so I saved my money.\u2014From \u201cBenjamin Franklin\u2019s Life.\u201d \u201cYOU DO NOT OWN YOUR OWN FACE.\u201d \u201cMy boy\u201d, said a wise father, who knew how to play and be chum with his twelve-year-old lad, \u201cyou do not own your own face.\u201d The boy looked puzzled.He had come frowning to the breakfast table.Everybody felt his ill temper so evident in his looks.His father\u2019s words brought him back to life, and he looked up with a half guilty expression, but did not understand what was meant.\u201cYou do not own your own face,\u201d his father repeated.\u201cDo not forget that.It belongs to other people.They, not you, have to look at it.You have no right to compel others to look at a sour, gloomy and crabbed face.\u201d WHOM TO THANK.At the feet of a medical missionary a grateful father and mother knelt to worship her as a god, for she had restored their child to health.\u201cWe are not gods.Worship the true God,\u201d said the missionary. Items For The Noon Hour \u201cYou must be a god,\u201d they said; \u201cno one but a\u2019 god could have saved our beloved child from death.\u201d \u201cSuppose,\u201d said the missionary, \u201cthat I wished to bestow a valuable gift upon you and sent it by the hand of one of my coolies, whom would you thank, the coolie or myself ?\u201d \u201cWe should thank you, of course; the coolie is your servant.\u201d \u201cAnd so I am God\u2019s coolie, by whose hand God has been pleased to send you this gift of healing; and it is to Him you must bow and give thanks.\u201d\u2014Sel.TWO KINDS OF READING.A young boy found that he could read with interest nothing but sensational stories.The best books were placed in his hands, but they were not interesting.One afternoon, as he was reading a foolish story, he heard someone say, \u201cThat boy is a great reader; does he read anything that is worth reading?\u201d \u201cNo,\u201d was the reply.\u201cHis mind will run out if he keeps on reading after his present fashion.He used to be a sensible boy until he took to reading nonsense and nothing else.\u201d The boy sat still for a time, then arose, went up to the man and asked him whether he would let him have a good.book to read.\u201cWill you read a good book if I let you have one?\u201d \u201cYes, sir.\u201d \u201cIt will be hard work for you.\u201d \u201cI will do it.\u201d \u201cWell, come home with me, and I will lend you a good book.\u201d He went with him, and received the volume the man selected.\u201cThere,\u201d said the man, \u201cread that, and come and tell me what you have read.\u201d The lad kept his promise.He found it hard work to read simple and wise sentences, but he persevered.The 250 The Educational Record more he read the more he talked with his friend about what he read, the more interested he became.Ere long he felt no desire to read the feeble and foolish books.Besides, his mind began to grow.He came to be spoken of as an intelligent, promising young man, and his prospects are bright for a successful career.He owes everything to the reading of good books and to the gentleman who influenced him to read them.IF I WERE A GIRL.If T were a girl, a true-hearted girl Just budding to fair womanhood, There\u2019s many a thing that I would not do, And numberless more that I would: I never would frown, with my mouth drawn down, For the creases will come there to stay; But sing like the lark, should the day be dark\u2014 Keep a glow in my heart, anyway! If I were a girl, a bright, winsome girl, Just leaving my childhood behind, I would be so neat from my head to my feet, That never a fault could one find.So helpful to mother, so gentle to brother, I'd have things so cheery and sweet That the streets and their glare could never compare With the charms of a home so replete.If I were a girl a fond, loving girl, With father o\u2019erburdened with care, I would walk at his side, with sweet, tender pride, With ever a kiss and a prayer.Not a secret I'd keep that could lead to deceit, Not a thought I should blush to share; Not a friend my parents would disapprove\u2014 I would trust such a girl anywhere.\u2014Young People. Educational Items 251 EDUCATIONAL ITEMS.EDUCATION EXPENDITURES IN ENGLAND.(FROM \u201cSCHOOL LIFE\u201d) Greater Part Now Borne by National Exchequer\u2014 Proportions Have Been Reversed in Seven Years.In a recent debate in the British House of Commons, Mr.Fisher, president of the Board of Education, stated that whereas in the year 1913-14 46 per cent.of the ex- ~ penditure for education in England was borne by the State and 54 per cent.by the local authorities, the proportions were now reversed, and 56 per cent.is borne by the Board cf Education and 44 per cent.by the local authorities.The estimates for the current financial year show a total of more than £51,000,000.This is an increase of more than £ 5,000,000 as compared with the estimates for 1920-21.One of the abnormal elements included in the budget was the grant for ex-service students at the universities, which stood at £2,248,350.More than 25,000 students were beneficiaries under this scheme.Fifteen thousand of them came into the universities direct from the ranks, and a great majority belonged to families never before represented at any of the universities.The chief cause of the great increase in the education estimates was, however, additional expenditure on teachers\u2019 salaries.This item had increased since the war by a sum of £26,488,962.For higher education a sum of £6,647,000 was required, an advance of £1,310,155 on the estimate voted last year.This represents grants for secondary schools, technical schools, and continuation schools. The Educational Record NEW UNIVERSITY FOR SOUTHERN CHINA.À second national university for China is planned by leading men of the southern provinces, to be established at Nanking.Such a university will enable hundreds of young people, graduated from the secondary schools of these provinces, to continue their studies without traveling to Peking, where the National University is established.A great part of Nanking Teacher\u2019s College, already established, will serve as the foundation of the university, which will embrace a college of liberal ants and sciences and four professional schools \u2014namely, agriculture, engineering, commerce, and education.VALUE OF EDUCATION TO THE FARMER.College Training Is Worth Nearly a Thousand Dollars a Year to Middle West Farmers.That a college education is the best investment a young farmer can make is shown by investigations in various agricultural regions of the country, reported by the University of Missouri Bulletin.Not only do the results show that a college graduate makes more money than a common-chool graduate, but that a high school graduate also has a monetary advantage in proportion.Of tenant farmers in Indiana, Illinois, and Iowa, it is shown that the labor income of the man with a high- school education averages $526 more than that of the man with only a common-school education.A further increase of $453 is earned by the man with a college education, making the difference in labor income of the common- school graduate and that of the college graduate $979.Approximately the same result appears from a survey of the incomes of 635 Kansas farmers.Of 409 farmers in Nebraska, those who had attended Educational Items high school made 32.1 per cent.more than those who had had only a common-school course.Men who attended college make 19.7 more than the high-school men, giving the college man an advantage over the common-school man of 51.8 per cent.7 In an inquiry as to those who earned more than $1,- 000 a year, a Cornell University report shows that while 5 per cent of the farmers with a district-school education were in the class that had labor incomes of more than $1,- 000, 30 per cent.of those with more than a high-school education were in that class.This report estimates a high- school education to be worth as much to a farmer as $6,000 worth of 5 per cent bonds, and a college education nearly twice as much.EXTENDING SECONDARY EDUCATION IN ENGLAND.Children fitted for secondary education are encouraged to continue school in Wolverhampton, England.To find out which children are so fitted, all those in the schools between 11 and 13 years old were given a preliminary test recently, whether they had expressed any desire for secondary education or not.This test was designed to rate ability rather than acquirements, and only those children who seemed likely to profit from a course in a secondary school were admitted to a second examination.The results were checked with the school records and with the teachers\u2019 general estimate of each child, and 250 children were selected as most likely to benefit from a secondary course.Parents of the selected children were then interviewed.Many parents were opposed to the scondary course.Some argued lack of means, and some thought it would liit their children \u201cout of their station in life.\u201d When the advantages of continued education were pointed out to the parents, many waived their objections.Others consented to keep their children at school until the age of 13. 254 The Educational Record The education committee have therefore decided to open an intermediate school with a secondary curriculum in addition to a municpal secondary school.WHY DO PUPILS LEAVE SCHOOL?School Mortality Investigated by Women\u2019s Club\u2014Reasons For Leaving Generally Connected With Home, Boston pupils were questioned as to why they were leaving school, and the results were reported by the High School Women\u2019s Club of Boston.The ninth grade was chosen as one in which \u201cschool mortality\u201d was large, and the investigation covered the second year beginning September, 1919.To get at the underlying motive in each case, the questioning was not done in a formal way, but the child\u2019s own teacher engaged him in friendly conversation about his plans.Sometimes more than one teacher talked the matter over with the pupil.A general answer, such as \u201cto go to work,\u201d was not accepted without an effort to find out what influenced that reason, whether actual necessity, desire for spending money, or dissatisfaction with school.Of 1,174 cases, 248 were forced by economic pressure to leave, 284 preferred to work, 109 left on account of personal illness, and 100 moved from the city.Other public and private schools received 185 pupils.Some of the other reasons for leaving were family illness, wish to learn a trade, and desire for spending money.Only 12.7 per cent.or 149 pupils, left for reasons directly connected with school conditions, such as failing of promotion, trouble with teacher, discouraged, etc.; 47.4 per cent, or 566 pupils, left for reasons clearly connected with the home.Those whose reasons were not directly traceable to either home or school conditions, such as Educational Items 255 pupils transferred to other school sand those who preferred to work, amounted to 469 pupils, or 39.9 per cent.of all those who left school.PREPARING GIRLS FOR WORTHY CAREERS.Shortage of Nurses Is Acute, Although the Number Is Greater Than Ever Before.By HARRIETTE S.DOUGLAS, Director Home Hygiene and Care of the Sick, American Red Cross.Florence Nightingale, the patron saint of the sick and \u2018wounded in all lands, and the founder of modern methods of nursing, once said that every woman ought to be a \u201chealth nurse\u2019; that every girl should be taught how to care for children, how to protect the home {rom disease, and how to help in establishing the highest standards of nealth in home and community.Shortage Was Never so Acute.These words, spoken over 50 years ago, are even more significant, for, despite the fact that there are in this country from 5,000 to 10,000 more nurses than ever before in our history, the shortage of nurses was never so acute.Rightly interpreted, this is a most welcome sign, for it means that the American people are roused to the value of good health and the necessity of knowing how to be healthy and how to bring this most inestimable blessing .\u2018into the lives of the less fortunate nations of the earth.Home hygiene and care of the sick is a subject that every girl, no matter what her individual bent, finds interesting.There is such variety in the scope of the instruction that whether hers is the scientific, the practical, the im- .aginative, or the creative type of mind, before she has 256 The Educational Record progressed far in the study she finds some phase of it peculiarly fitted to her own individuality.For example, what could b emore fascinating to the girl who loves to mother: all the babies in her neighborhood than to learn the secret of making the little one gurgle and coo over his daily bath instead of lustily expressing his contempt for soap and water?And the girl who delights in the creations of her cwn hands will revel in the chance to make sick-room appliances and improvised comforts of all sorts under the direction of the nurse instructor.A Hundred Thousand Were Instructed.The popularity of this subject is shown by the most recent statistics given out by the American Red Cross.These report an increase during the past year of 300 per cent., the number of young women and girls who completed the course and received their certificates being 92,- (93.Even these figures fall far below the actual number of those who received the instruction, for many who complete the course do not care to compete for the certificates.Between 1,700 and 1,800 instructors are engaged in teaching the classes.The itinerant instructors who carry the course into the rural districts are literally the evangels of a new era of health and happiness.To read of their accomplishments and to realize what it means to equip the rising generation with the knowledge that will make living more efficient and worth while is an inspiring page of current history.Health Instruction in Various Schools.Every type of school has embraced the opportunity to instruct its pupils in the proper way to safeguard health and to minimize the danger of disease and epidemic.Classes have been held in grade and high schools, private schools an dreform schools, continuation and vocational schools and Florence Crittenden Homes, Americanization schools and Bible schools.In girls\u2019 camps, in schools for deaf mutes, in colleges and universities, on Indian reservations, and in New York\u2019s Chinatown, in Alaska, in the Do- Bird Protection 257 minican Republic, and in Hawaii, as well as in many of the countries overseas where the American Red Cross units are operating, this great prophylactic work has been carried on.The Red Cross text-book has been translated into Russian and Korean.Portions of the manual have been translated in pamphlet form into Japanese, Spanish, Polish, and the Slovak and Bohemian dialects.Leads to Adoption of Profession.Not alone in its immediate benefits to individual, family, and community is this course of fundamental and far- reaching value, but it is also becoming an important factor as a vocational guide.Many a girl who has been uncertain as to what career to choose for her life work has found herself as she worked side by side with the principles of sick-room care.\u201cIf the rudiments of this subject are so fascinating,\u201d she has counseled herself, \u201chow much more worth while must it be to go on and master the curriculum given in a regular training school for nurses.\u201d While every girl, whether she continues her instruction in the wards of a hospital or practices its elementary teachings in her own home, is fitted, by a knowledge of home hygiene and care of the sick, to be a more healthy and useful member of society herself and a more successful and happy wife and mother.BIRD PROTECTION.The Dominion Parks Branch of the Department of the Interior, asked Provincial Ministers of Agriculture to give their views on the value of Birds.Their answers are given in this paper.If you think bird protection is unnecessary, read what they say.WHY SASKATCHEWAN BELIEVES IN BIRD PROTECTION.By HON.C.M.HAMILTON, Minister of Agriculture, Province of Saskatchewan.The Saskatchewan Department of Agriculture 1s pleased to have this opportunity of reassuring the people of Canada of its deep interest in all matters pertaining to the conservation of bird life, more especially as they relate ve, > ES 258 The Educational Record to the promotion of Canada\u2019s first industry.All too often when referring to our natural resources, we ignore our wild life heritage, and yet, in the final analysis, it it doubtful whether any other natural resource, at this stage of Saskatchewan\u2019s history, has yielded so much in actual cash value as the birds and animals of our province._ Were it not for the activities of our bird friends, which invade our province during the season when insect pests are found in greatest numbers, our farm crops would be seriously damaged, and in many cases entirely destroyed, as actually happened in many parts of southern Saskatchewan during the grasshopper outbreak last summer.More than one intimation has been received of the value of the birds during this plague.For example, a farmer, near Rouleau, reported that his crop was badly infested.An official of the department was instructed to make an investigation of the complaint, but upon arrival at the farm he was informed that his services were not required for the \u201cgulls had cleaned them up.\u201d Unfortunately our bird population is considerably below normal, otherwise these outbreaks would not likely develop to such serious proportions.We should recognize these great losses of valuable food supplies as signals of imminent danger and use them as stimuli for further effort towards maintaining nature\u2019s balance for the control of such pests.Special emphasis was given to the subject of bird protection on the \u201cBetter Farming Train\u201d last summer.Lantern slides of the common birds of the farm were shown to over ten thousand school children.At each meeting the boys and girls were entertainingly informed of the habits of the birds, and in order that they should carry away with them some lasting impression of the importance of bird protection, they were asked to memorize such short sentences as \u201cInsects eat Crops\u201d.\u201cBirds eat Insects.\u201d \u201cSave the Birds.\u201d Which they always repeated vociferously in unison before dismissal.Next year we hope to introduce motion pictures of Saskatchewan bird life, dealing more particularly with some of the non-game birds protected under the Migratory Birds Convention Act. Why Saskatchewan Believes in Bird Protection 259 Public sentiment must play a large part in the campaign for better protection of our feathered friends and we believe that the best place to develop such a sentiment is among the boys and girls of school age, and it is now provided in this year\u2019s course of study that the pupils of grade four, five and six know something about the laws that give protection to wild birds and animals.With the ratification of the treaty between Great Britain and the United States for the protection of migratory birds that pass between Canada and the United States twice each year, there was consummated the advanced legal protection ever accorded to migratory birds.Compliance with the terms of this solemn agreement will undoubtedly bring about results that no other single effort could hope to accomplish.I am pleased to state that the Saskatchewan Game Laws were so nearly in accord with the terms of the treaty that it was only necessary to make one or two minor changes to our Game Act in order to nave it conform with the terms of this international document.Spring shooting has been prohibited in this province tor nearly fifteen years, and a reversion to shooting at this season of the year is never so much as mentioned now.The sale of game is also prohibited.Notwithstanding the rapid progress that has been made during the past few years, the campaign for the conservation of our Wild Life resources has only really commenced and the co-operation - of all who are convinced of the importance of this worthwhile movement is absolutely indispensable if we are to spread the gospel of conservation until all citizens appreciate the true value of this much neglected national asset.OUR OBLIGATION TO THE BIRDS BECAUSE OF THEIR USEFULNESS TO AGRICULTURE.By \"HON.JOS.ED.CARON, Minister of Agriculture, Province of Quebec.The harm to agriculture caused by certain birds has often been exaggerated.In our hurry to condemn some pg, Ee = RE EE CR Dill Tl RSC 260 The Educational Record we have decided that all birds are harmful.On account of the rare misdeeds of some Raptores or rapacious birds because they occasionally carry off a chicken or because some other birds purloin seeds from newly sown land, more than one agriculturist has declared war on all denizens of the air.This question is of great importance and should receive more careful consideration.It would be very unfair if useful birds should be placed in that category, on account of the misdeeds of some.Very little observation would soon convince us of the economic importance of birds in relation to agriculture.Firstly: let us consider that rapacious birds which do harm are less numerous than others, and they often repay the harm they have done by destroying rodents and even insects which cause such serious injury to man.It is not generally known, but it is true, that the birds of prey contribute, along with the more useful birds, in the destruction of these enemies of agriculture.It is conseqnently a wrong principle to carry on a war of extermination against even the hawks and owls without previously studying the nature of their food, and making allowance for the fact that the harm done is often balanced by good.It is well known that many of our bird assistants eat an incalculable quantity of harmful insects.The owl, for instance, takes advantage of the night to destroy rats, mice and field-mice, all of which belong to the group of rodents whose activities mean only destruction as they are of no appreciable value to the agriculturist.Many birds like to eat the seeds of different plants but the cultivated plants on our farms are not the ones most affected in such cases.The noxious weeds which fill our fields occupy the activities of our birds and they are continuously doing their best to destroy them.This assistance in weed control is worthy of mention and is too often overlooked.It is important that we should at least be familiar with the names of our principal feathered agricultural assist- TY By Obligation to Birds Because of their Usefulness to Agriculture 261 ants, those charming little creatures who fill the fields and forests with their harmonious songs.It must be acknowledged that the group of birds of prey include very few of good and pleasing appearance and it is chiefly on that account that they are classed as thieves and vagabonds.However, except for a few really harmful ones their usefulness is very significant to us.The Broad-winged Hawk with his powerful sight, the Sparrow Hawk so quick in his movements, the owl with his mournful hooting are all kept busy destroying harmful rodents.Considerable damage, often irreparable, is done by the field-mice in our orchards.Let us leave the owls and beneficial hawks to increase their number in full liberty and carry on their excellent work of destroying these enemies of our fruit trees.All children know of the active woodpecker who, with his fine beak continuously taps around the trees.He does not act in this manner simply for recreation.With his well-pointed beak he perforates the bark and from underneath it, guided by instinct, draws out the worm that eats the wood and which kills so many of our beautiful shade trees.During the summer months our cultivated fields are visited by a multitude of grasshoppers.Unfortunatley these jumping insects feed on the wheat and oats under cultivation.Our friends, the birds, during the time of the outbreaks are constantly busy trying to exterminate as many as they can of these wasteful insects.We have also the cuckoos who are very fond of moths and caterpillars; these birds are chiefly useful in our orchards where they perform most of their work.One cuckoo alone in a very short time can devour over three thousand moths and caterpillars.Just imagine the enormous quantity of insects that one thousand of the birds can destroy.The blackbirds, the Bobolink, the Tree Sparrow, all have beneficial habits and should be considered among the most useful birds to agriculture.But the first place among our feathered friends belongs without doubt to the graceful swallows.They are amy we ow EE RO EEE Ra 262 The Educational Record general favorites.While flying gracefully they catch flies, beetles and other harmful insects.The warblers, thrushes and robins, take the place of the air-hunting swallows in the trees and hedges and with great efficiency destroy there numerous harmful insects.Even the Crow, although so contemptible in many ways, is a protective element to agriculture.It is true that auring the sowing season this bird somet'mes has the bad habit of unearthing oats, corn, and other secs, but this does not last long.As soon as the young plants make their appearance, the Crow looks for its food among the beetles, cut-worms, grasshoppers, moths and field mice.It is even believed by some that the Crow fully repays for the damage done by it.From the above statements we must draw the logical conclusion that the usefulness of birds is unquestionable.We already love them for their cheerful warbling around our homes and in our forests as well as for their gracefulness and censtant activity.Their charm is such that the country without birds would be a desolate place and we would refuse to live in it.Many of the most beautiful species of birds prefer living close to habitation where they build their nests and favour us with their charming songs during the bright early summer mornings.Let us have some gratitude towards the birds who render so many good turns in spite of our cruelty to them.By all means we must give protection to these friends sent by Providence to the agriculturist, by giving them shelter, respecting their nests and facilitating their increase.Any intelligent child with good natural disposition will protect the birds, but this is not sufficient; let us teach the children how to love them.Let us put aside these cruel customs which favour the extermination of the birds.Whoever protects these small creatures is a good citizen, and follow in this way the spirit of our Creator.: a a Protestant Central Board of Directors 263 PROTESTANT CENTRAL BOARD OF EXAMINERS (1921) INFORMATION FOR CANDIDATES The training of the Protestant teachers of this Province is carried on in the School for Teachers of Macdonald College, at Ste.Anne de Bellevue, some twenty miles from Montreal.All pupils are expected to reside in the College which, under the direction of a matron, will provide board at a cost which will not exceed $6.50 per week with two in a room.FIRST-CLASS ELEMENTARY DIPLOMAS 1.The examination for admission to the elementary class in the School for Teachers at Macdonald College is 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) Candidates 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 taughr, or by the principal of the school which they have attended.ry 264 The Educational Record (c) In the case of candidates to be admitted with grade IX standing, the certificate of having taught or of having attended school shall be forwarded on or before December 15th to the Secretary of the Protestant Central Boar dof Examiners, Quebec, P.Q., who shall then have the power to admit such as have been approved by the Central Board of Examiners.2.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.3.As soon as possible after the 20th of July the Central Board will meet and consider all applications.The Secretary will on the first of August, send certificates of admission to the successful candidates, and notices to others.4.Applications upon the form supplied by him should be addressed to G.W.Parmelee, Sec., Quebec, P.Q., before the 20th day of July.Applications received after the 20th of July will be too late for consideration at the July meeting of the Board, and cannot be dealt with before the 15th of August, if at all.Candidates should not delay their applications in order to receive the results of the June examinations, as all such results are reported direct to the Secretary.- THOSE WHO WISH TO ENTER THIS CLASS SHOULD READ ARTICLE 7 ON THIS PAGE.5.Candidates for this diploma must have entered their seventeenth year before the first day of September, 1921, that is, they must have been born before the first day of September, 1905.As the age limit is determined by regulation, the Central Board of Examiners cannot make the slightest exception in favor of candidates. Protestant Central Board of Directors INTERMEDIATE (MODEL SCHOOL) DIPLOMAS 6.The examination for admission to the class leading to the Intermediate (Model School) Diploma begins on the 13th day of June and is the grade XI, or leaving examination.7.However the holder of an Elementary Diploma who has taught at least three years after receiving such diploma may be admitted to the Intermediate (Model School) Class on taking successfully examinations in the following subjects in Grade XI: \u2014English.Algebra or Geometry ; French ; and any two other subjects.8.The following are the conditions for entrance to the Intermediate (Model School) Class :\u2014 (a) Candidates shall be required to secure a pass in Arithmetic and Grammar in the 9th Grade, or a pass in these subjects in the following year in case of failure in that grade.(b) A pass in the following subjects of the 11th grade:\u2014(1) English, (2) French, (3) History, (4) Algebra or Geometry, (5) Geography, (6) Any two subpects in Grade XI in addition to those taken under numbers 1 to 5.9.Candidates for this diploma must have entered their eighteenth year before the first day of September, 1921, that is, they must have born before the first dav of September, 1904.As the age limit is determined by regulation, the Central Board of Examiners cannot make the slightest exception in favor of candidates.10.Numbers 3 and 4 apply here.\"HIGH SCHOOL (ACADEMY) DIPLOMAS 11.First Class High School (Academy) Doplomas are granted only to graduates in arts who have taken a course and passed satisfactory examinations in education The Educational Record and in practical teaching, under control of the universities or of the School for Teachers.12.\u2018The form of this diploma shall give the standing of the graduate in Mathematics, Latin, Greek, French, and all the subjects in which the graduate has obtained university honours.KINDERGARTEN CLASS.13.The Kindergarten Director\u2019s Course consists of one year .For entrance to it there is required either (a) an Intermediate (Model School) diploma or, in the case of Montreal pupils only (b) a Kindergarten Assistant\u2019s certificate.14.To enter upon the course leading to a Kindergarten Assistant\u2019s certificate given in co-operation with the Protestant Board of School Commissioners of Montreal the candidate must have a School Leaving or Marticu- lation certificate, an dmust undertake to follow the two years course of lectures and practice work.15.Candidates for this diploma are admitted only upon a report of the Dean of the School for Teachers to the effect that they possess the necessary special fitness for Kindergarten work.No.4 applies here, GENERAL INFORMATION.16.Applicants for entrance to the School for Teachers must be British subjects, or have taken the necessary steps towards becoming such.17.The Central Board of Examiners has the right to admit to any class, in exceptional cases, persons whose qualifications may be insufficient for entrance.Any person who applies for admission under special circumstances should give on the back of his application a full statement of his reasons for asking special consideration.18.For any grade the Central Board of Examiners may grant diplomas to candidates in special cases upon any examination specifically indicated by it.I Protestant Central Board of Directors 19.The examination for admission to the School for Teachers may be taken at any High School in the Province.20.For the sake of uniformity and convenience, all applications must be made upon the forms that are provided for the purpose.| 21.As there are two Central Boards of Examiners in Quebec, one Roman Catholic and one Protestant, it is necessary to address applications to the Secretary by name, G.W.Parmelee, in order to avoid mistake.22.All enquiries as to conditions of entrance and all requests for forms of application should be made to the Secretary of the Central Board, but all enquiries having relation to rules governing the teachers while in residence should be addressed to the Dean of the School for Teachers, Macdonald College, P.Q.Prospectuses of the School may be had from him on application.23.Candidates for admission to the School for Teachers must sign an agreement to teach at least three years in the Province of Quebec after receiving a Diploma.24.The Superintendent of Public Instruction may release any teacher from this obligation to teach for three years in the Province of Quebec, but he will do so only for reasons that are unforeseen and uncontrollable.Every condidate is expected to enter into the agreement in good faith and with the intention of respecting it.25.Attention is particularly called (1) to the regulations regarding bursaries printed herewith, and (2) to the fact that the certificate of admission to the School for Teachers issued by the Secretary of the Central Board of Examiners is of no effect unless the holders send to the authorities of Macdonald College certificates of health and vaccination in accordance with the conditions that may be found in the Macdonald College Announcement.This they will do only after receiving their admission certificates from the Secretary of the Central Board. 268 The Educational Record TRAVELLING EXPENSES.26.On being awarded an elementary diploma, a model school diploma, or a kindergarten diploma, each teacher-in-training at the School for Teachers shall be paid by the bursar of Macdonald College, out of the funds provided by the Government, the sum of five cents for each mile that his home, in the Province of Quebec, is distant from Ste.Anne de Bellevue.PERMITS.Since the regulations for an elementary school diploma with professional training have been changed so that the legal qualifications to teach may now be obtained on a course of only four months\u2019 attendance, the old regulation regarding permits has been repealed.Permits to teach are therefore no longer issued.G.W.PARMELEE, March, 1921.Secretary, Quebec, P.Q.BURSARY REGULATIONS Applying to Those Who Enter the School for Teachers in September, 1921.59.Until such time as the salaries paid in the rural schools of the Province can be said to be fairly equivalent to those paid elsewhere, bursaries of at least fifty dollars each shall be paid from the released Normal School Fund to such teachers-in-training in the School for Teachers as shall comply with the regulations in regard thereto, as follows: (a) Candidates must promise by a witnessed writing to teach three years is some rural elementary (1) school in the Province of Quebec.PSS Bursary Regulations (b) Candidates must enter into a joint obligation with a parent or guardian to reimburse to the Superintendent of Public Instruction the amount of the bursary received should they not, within five years, fulfil their said obligation to teach.(c) No candidate may receive a bursary for two years; but in case of failure in one year, he may receive the balance of the bursary on the successful completion of his course in a subsequent year.(d) Candidates for bursaries shall make their applications for the same to the Secretary of the Central Board of Examiners when applying for admission to the School for Teachers.| (e) It is further provided that in addition to the payment of the foregoing bursaries, similar bursaries shall be paid to such teachers as, having not signed the required promise to teach, nevertheless have fulfilled the obligation entered into by others to teach three years in some rural school in the Province of Quebec.60.Should the funds available in any year allow, the bursaries may be increased pro-rata, provided they do not exceed $100.00 each.(2) (a) The bursaries to teachers-in-training shall be paid in two equal instalments, in December and in June, to those only who have passed their examinations successfully; and to this end the Bursar of Macdonald College shall draw upon the Superintendent of Public Instruction, make the individual payments, and render an account to the Superintendent.(b) The bursaries to teachers who come under the provisions of paragraph (e) No.59, shall be divided into three equal portions and shall be paid only at the end of each year of successful teaching, but in no case shall they be paid after five years from the date of the diploma.(c) A report shall be made to the Protestant Committee yearly in the month of September by the Central 270 The Educational Record Board of such facts as the Committee may require from time to time, in regard to the allocation of the bursaries.(d) The Superintendent of Public Instruction may release for good and sufficient cause a teacher from any obligation to teach three years-in the Province of Quebec, but this release shall not involve the obligation to return any bursaries that may have been received.(1) The elementary department of an Intermediate or High School is not included in this term.(2) The bursary now paid is $100.to those who take the full year\u2019s course, and $50.to those who take a four- months\u2019 course.LIST OF AUTHORIZED TEXT BOOKS.In the preface to the official list of authorized text books for 1921-22 it was stated that \u201cprices of books published in United States are subject to variation o naccount of rate of exchange.\u201d The following books have been affected in this way.\u2014 Official Price.New Price.Smith\u2019s Advanced Arithmetic .65 .70 Eikenberry\u2019s Botany .80 94 Lazare-Lectures Faciles .56 .63 Guerlac Selections .442424000- 84 .93 Merimée\u2019s Colomba .64 72 Petits Contes de France .4 .93 Good Health .oo.64 72 Emergencies .ee .64 72 Townand City .ove.80 88 Body at Work .coin 80 .88 To obtain the post-paid prices, add the number of cents required in the official list.Thus, the Smith's Advanced Arithmetic was 65 cents retail and 68 post-paid.The difference was 3 cents.Hence the post-paid price of the book now is 73 cents.For the convenience of teachers and others we print herewith the corrected list to date: \u2014 List of Authorized Text Books 271 LIST I TITLE PUBLISHER OR AGENT Retail Price (1) READERS.Price Post-paid New Phonic Primer No.1.Nelson & Sons.(Renouf) .0 20 0 23 New Phonic Primer No.2 \u20ac 6 0 25 0 29 Royal Crown Reader Book 1.\u201c \u201c \u201c 0 30 0 35 \u201c \u201c \u201c Book 2.\u201c \u201c \u201c 0 35 0 40 \u201c \u201c \u201c6 Book 3.\u201c \u201c \u2018 0 40 0 46 6c (a \u201c Book 4, ce se ce 0 45 0 51 \u20ac \u201c \u201c Book 5.\u201c \u201c6 \u201c 0 50 0 58 \u201c« \u201c \u201c Book 6.\u201c \u201c \u201c 0 50 0 58 Note.\u2014The edition of the Royal Crown Readers to \u2018be 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.ieee \u201c \u201c No.2.\u201c 6 CE a 6 0 ee 1 a 01000 6 \u201c \u2018 No.3.6 \u201c6 PEL a 6 ee a 0 0 ieee 2) SPELLER.Alexander\u2019s Speller.(Canadian edition).Renouf Pub.Co.(2) COPY BOOKS.Phillips\u2019 Semi-upright.Renouf Pub.Co.Nos.1-6a, 7, Ta, 8, 8a, 10, 10a .2.000 001 00e a 1000 a a 0 0 0 0 0 0e 0 000 (4) ARITHMETICS.Smith\u2019s Modern Advanced.Renouf Pub.Co.Primary Exercises: Nos.1 and 2 \u201c \u201c Ce.each Nos.3 to 8 \u201c \u201c6 FE as aan + each (5) ENGLISH GRAMMAR.Lang\u2019s Introductory.Copp Clark Co.vine ee Mason's Intermediate \u201c¢ \u201c6 .(6) ENGLISH LITERATURE TEXTS.Thornton\u2019s Poetry for Schools.Renouf Pub.Co.Selections from Irving and Hawthorne.Copp Clark Co.Poems of the Romantic Revival.Copp Clark Co.Westward Ho.Oxford University Press.Julius Caesar.Copp Clark Co.080000 00000000 {7) COMPOSITION BOOKS.Public School Composition.(Quebec Edition.Copp Clark Co.444000 000 0e 0 0 0 0 0 a 10 0 0 0 0000 0 000 High School Composition.(Quebec Edition) Copp Clark Co.0.04000 0000 000 0 00100 000 0000000 (8) GEOGRAPHY.New Elementary Revised.W.J.Gage & Co., Litd.Complete Geography.Macmillan Co.ccu.Tarr\u2019s New Physical Geography, Macmillan Co.{9) BOOK-KEEPING.Ontario Public School.W.J.Gage & Co., Ltd erases Blanks and Pupil\u2019s Outfit \u201c Eee 0 a a 00 + (10) HISTORY.Weaver\u2019s History of Canada (Revised 1919).Copp Clark Co.and Wm.Briggs 005004000000 000 0000000 Grant\u2019s High School History of Canada.Renouf Pub.Co.Warner\u2019s Short History of Great Britain, W.J.Gage & Co., Ltd.42404 0000000 0 4 0 10 0 a a ee 0 a a aa 00 + 0 0 0 0 18 25 39 30 09 70 07 15 45 65 0 70 40 75 60 40 45 60 10 50 25 60 60 75 80 80 0 0 0 0 © SO CoO 0 Hu So 21 28 34 35 11 73 08 16 45 65 0 70 40 75 60 40 45 60 13 50 25 62 62 75 86 82 The Educational Record Warner & Marten\u2019s.Groundwork of British History.Vol.ITI.Renouf Pub.Co (11) FRENCH.Curtis & Roberts\u2019 Oral Lessons.Renouf Pub.Co.Part I Part II Part III First Exercises in French.( Further Exercises in French.6 Lectures Faciles (Lazare).Renouf Pub.Co Guerlac\u2019s Selections.Renouf (Subject to change after 1921-22) Choix de Contes Populaires.Renouf Pub.Co.Le Voyage de M.Perrichon.Copp Clark and W.J.Gage & Co., Ltd.Merimee\u2019s Colomba.Renouf Pub.Co.(Subject to change after 1921- 1922) Petits Contes de France, (Meras & Roth), Renouf Pub.Co.(12) LATIN.Henderson & Little\u2019s New First Latin Book.Copp Clark Co Fabulae Faciles.Renouf Pub.Co Matriculation Caesar.Copp Clark Co.Virgil's Aeneid.Book I.\u201c Ss6060900060000 (13) PHYSICS.Merchant & Chant\u2019s High School Physics.Copp Clark Co (14) BOTANY.(See Memo.) (15) CHEMISTRY.Evan\u2019s Elementary Chemistry.W.J.Gage & Co., Ltd.(16) AGRICULTURE.Hatch & Hazelwood\u2019s.Elementary Agriculture.Gage Co., Ltd.75 T7 (17) MATHEMATICS.Hall & Knight\u2019s Elementary Algebra.Macmillan Co.50 50 Hall & Steven\u2019s Geometry.1\u2014VI.6 Eee 50 50 Hall & Knight\u2019s Trigonometry es fee a 50 50 (18) DRAWING.Prang\u2019s Graphic Drawing Books Nos.1-4.Renouf Pub.Co 20 0 22 \u201c \u201c 5-8 \u201c6 25 0 27 (NOTE\u2014Prang\u2019s Parallel Course may be used until supply is exhausted) (19) HYGIENE.How to be Healthy.W.J.Gage & Co.Ltd.0 70 0 72 (Note\u2014Up to and including Grade IV this Book is \u2018\u2018for teacher only\u201d) (20) MUSIC.(a) Dual Notation Course.Renouf Pub.Co (b) Premier Song Book.\u201c \u201c LIST II (Supplementary texts to be purchased by school boards) (1) PHONICS.Teacher\u2019s Handbook to Phonic Primer, Nelson (Renouf Me { FR Tac Ta.5) B0 #j CA 0) AF HA Lay 1) HI fuir List of Authorized Text Books (2) ENGLISH LITERATURE.Robinson Crusoe.Child\u2019s Garden of Verses.Copp Clark Co.Golding\u2019s Story of Livingstone.Nelson (Renouf Pub Co.).Grimm\u2019s Fairy Tales.Macmillan Co, .Anderson\u2019s Fairy Tales.\u201c6 eee + Scott\u2019s Ivanhoe.aie.Miles Standish, etc.\u201c6 LE a a a a eee + Lady of the Lake.Copp Clark Co.A Tale of Two Cities.Macmillan Co.Idylls of the King.ME LL a a a annee [11 ce Silas Marner.ea ee een The Tempest.\u201c Cee As You Like It.Copp Clark Co.Macaulay\u2019s Warren Hastings.Macmillan Co.Tom Brown\u2019s School Days.Oxford University Press.(3) PHYSICS.(Merchant & Chant).Laboratory Manual to H.8S.Physics.Copp Clark CO.0440000 0000000000 (4) FRENCH! Teachers\u2019 Manuals to Oral Lessons in French, Parts 1, 2, 3, 4 and 5 in separate books.Renouf Pub.Co.Each Wall Sheets to accompany Oral Lessons in French, parts 1, 2, 3, all bound together on roller.Renouf Pub.Co.22000400 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0 1 00 80 001 000 0 (5) BOTANY.Problems in Botany, Eikenberry, Ginn & Co.(for teacher only) .co.\" ooh.(6) CANADIAN CIVICS, Jenkins.Copp Clark Co.(for teacher only) .4442004 00500000 0e u 0 es cel.LIST III (Optional Texts for Montreal and Suburbs) (1) ARTTHMETICS.Arthy\u2019 s Revised Graded Arithmetic.Educ.Book Co.Book I.42.460 0000000 Book II.4.0.00000000 Book III.4.0420000000 (2) ENGLISH GRAMMAR.Easy Exercises in English, Renouf.For 3rd to 7th years.(3) HYGIENE.Gulick Health Series (Ginn.) Renouf.I.Good Health .II.Emergencies .00.III.Town and City .IV.The Body at Work.Macmillan Co.(4) MUSIC.Renouf.Royal Music Reader .200000 000020 4e a 0 ee 30 00000 0 Royal Songster.(Nos.2 and 4) Canad.ed.Empire Songster .0404000 000000 0 60e 0 0 00 00 0 00000 School Song Book «vot iii iti tities 50 65 45 50 50 50 50 40 50 50 50 50 40 50 60 50 35 00 94 50 40 40 45 15 72 72 88 88 20 10 15 05 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.Nelson & Sons.Renouf Pub.Co.24242440020 0000000 each 0 19 Acadian Reader No.1 (complete) .cnn.0 43 Acadian Reader No, 2 .000 000000000000 0 0000 0 48 Acadian Readers Nos.3 and 4.2.000000 00000 each 0 56 coo SDOSSOOOO0OOSOSOC0C600O06 SOO CoCo 0 0 0 0 50 65 45 50 50 50 50 40 50 50 50 50 40 50 60 50 35 15 02 50 42 42 47 15 UT TT 94 94 20 10 15 05 22 49 54 62 The Educational Record ADDRESSES OF PUBLISHERS AND AGENTS THOMAS NELSON & SONS, 77 Wellington St.West, Toronto, Ont.RENOUF PUBLISHING COMPANY, 25 McGill College Avenue, Montreal.THE COPP, CLARK COMPANY, : 517 Wellington St.West, Toronto, Ont.W.J.GAGE & CO., LTD.\u2018 84 Spadina Avenue, Toronto, Ont.THE MACMILLAN CO.OF CANADA, Bond Street, Toronto, Ont.J.M.DENT & SONS, 86 Church Street, Toronto, Ont.OXFORD UNIVERSITY PRESS, 25 Richmond St.West, Toronto, Ont.PROVINCIAL ASSOCIATION OF PROTESTANT TEACHERS.NOTICE OF MOTION.I give notice that at the next Annual Convention of the Provincial Association of Protestant Teachers of Quebec, I shall move the following motions to amend the constitution: | (1).That in Article No.5 of the Constitution,\u2019 after the words, \u201cCouncil of Public Instruction\u201d there be added: \u201ca Representative on the Corporation of McGill University.\u201d IN fi i i H ni i I (2).That in the same Article, after the words, \u201cuntil their successors are elected,\u201d the following be added: \u201cThe office of Representative on the Corporation of McGill University shall be held for a period of three years, beginning with the month of July following election.\u201d (3).That in paragraph D, Section 3, of the By-laws there be added to the list of candidates to be nominated, \u201cRepresentative on the Corporation of McGill University -\u2014at least two candidates.\u201d i} | À À RE Hi i i I Hi a IS .JOHN S.ASTBURY. \u20ac ~ \u2014_ Pepartment of Public Instructiom DEPARTMENT OF PUBLIC INSTRUCTION 36 Belmont St., Montreal, Feb.25th, 1921.On which day was held a regular meeting of the Protestant Committee of the Council of Public Instruction.Preseñt:\u2014Rev.E.I.Rexford, D.C.L., LL.D., D.D.(in the chair); The Hon.C.F.Delage, LL.D., Rev.A.T.Love, B.A., D.D.;-Prof.A.W.Kneeland, MA,, B.C.L.; Gavin J.Walker, Esq.; W.M.Rowat, Esq., M.D.; Howard\u2019 Murray, Esq.; Robert Bickerdike, Esq.; W.S.Bullock, Esq, M.L.A.; Milton L.Hersey, Esq., M.Sc, LL.D.; Rev.Canon H.H.Bedford-Jones, M.A., D.D.; Sir Arthur Currie, G.C.M.G., K.C.B., LL.D.; Chas.McBurney, Esq, B.A.; Sinclair Laird, Esq, M.A.B.Phil.; Prof.Carrie Derick, M.A.; Herbert M.Marler, Esq., N.P.; Miss Amy Norris.The minutes of the last meeting were read and confirmed.The Chairman welcomed as member of the Committee Sir Arthur Currie, present for the first time since his appointment.4 The following resolution was passed on motion of the Honourable Cyrille Delage, seconded by Dr.Love \u2014That the members of the Protestant Committee of the Council cf Public Instruction, at this quarterly meeting, desire to place on record their profound sense of regret at the death of Sir William Peterson ,who for so many years was a most valued and esteemed member of this Committee and for several years its very capable Chairman.A sincere Christian, a trained classical scholar of the highest intellectual rank, an educationist of wide renown, and a citizen of broad views and sound judgment, Sir William Peterson, during the quarter of a century that he was CEPTS 276 The Educational Record Principal of McGill University contributed to a high degree and in a very fundamental way to the progress of higher education in the Dominion his work, in this respect being appreciated far beyond the bounds of Canada.Not less valuable and sincere was his interest in the progress of Elementary Education, as manifested by his work on this Committee, Having in mind the high standards of his native country ,Scotland, he never ceased to urge the importance of sound training for the teachers of the rural schools, whether Elementary or Superior, and aided every move- rent for the professional recognition of the teacher.On all the educational questions with which this Committee has to deal his experience, knowledge, and judgment were ever of the highest value, and basd upon a ready appreciation of whatever might or might not be teasible under given circumstances.At a time when years of usefulness still seemed to lie before him he was struck down with his final illness\u2014an illness undobutedly hastened by his noble and devoted efforts in the cause of the Great War.The Protestant Committee extends its deepest sympathy to Lady Peterson and her family in their great bereavement, and desires that a copy of this resolution be duly forwarded to Lady Peterson.Apologies for unavoidable absence were read on behalf of Dr.Fisher, Mr.Mitchell, Bishop Lennox Williams, and the Hon.Geo.Bryson.The Secretary read a letter from Dr.Bedford-Jones containing an outline for the course of extension work in Commercial studies at the University of Bishop\u2019s College.This outline was approved of by the Committee.The Secretary submitted correspondence with Mrs.Ezra Ball, Magog, who presented a petition to the Cont- mittee on behalf of the W.C.T.U.of the Province, asking that Physiology and Hygiene be taught in the lower grades of our schools as well as in Grades V and VI, and that steps be taken to combat the cigarette evil in the case of boys and girls of school age.The Secretary\u2019s reply: EH TER RME TET TT FE TOR PET I ARRET PRET OP SET TOR (TTT RP TROT x Department of Public Instruction etated that serious efforts are now being made by the Committee to improve the effectiveness -of moral teaching in our schools, and also that the subject of personal hygiene is already taught in seven grades since the teacher is required to give talks on the subject in Grades I to IV.It was agreed that the reply sufficiently represented the attitude of the Committee on the question raised by Mrs.Ball.It was decided that Bishop William\u2019s motion, of which he had given notice, for the appointment of an Inspector for the Labrador schools be held over for consideration at the next meeting, when Bishop Williams might be present ic speak on the necessity of this action.Mr.Bickerdike moved that with a view to the more equitable distribution of the public funds at the disposal of the Committee a sub-committee be appointed by the Chairman to consider the whole question carefully.This was agreed to and the Chairman appointed the following as a sub-committee.Mr.Bickerdike (Convener) ,Dr.Love, Mr.McBurney, Dean Laird, Mr.Bullock, and the Teachers\u2019 Representative, in conference with the Secretary.Mr.Walker moved that the common school grants now distributed in proportion to school attendance should be distributed, as was the case for many years, in proportion to the total population in the different municipalities, and that the Committee should communicate with the Government with a view to having the law amended in this regard.After discussion the motion was withdrawn on the understanding that the subject may be dealt with by the sub-committee just appointed under Mr.Bicker- dike\u2019s motion, if necessary.A report was submitted from Mr.James Mabon regarding his work on the School Leaving Examination Board in which he suggested that the work of the revising committee should be more definitely assigned, so that the members might know exactly what was required of them.The Secretary was directed to write to Mr.Mabon and to Mr.Adams expressing to them the Committee\u2019s / The Educational Record appreciation of their work and entire satisfaction with the manner in which it was being done.- It was agreed that Messrs.Mabon and Adams be reappointed as members of the Revising Committee of the School Leaving Examination Board.The members of the Sub-committee on School Inspection, namely Dean Laird, Dr.Rexford, Mr.McBurney, and Dr.Hersey, were asked to interview the Government in the interests of the Inspectors of Schools with a view to obtaining for them increased salaries.In this connection the following resolution passed by the Executive of the Provincial Association of Protestant Teachers at a meeting held in Montreal on Jan.8th, 1921, was read: \u201cWhereas improvement in the conditions of the Protestant Schools of this Province can be brought about most effectively and most speedily through improved inspection.\u201cAnd whereas the salaries now being paid to Inspectors of these schools are not in keeping with the importance of the office, : \u2018\u2018And whereas Government Inspectors in other Departments, such as, The Inspector of Highways, Inspectors of Buildings and Factories, Inspectors appointed under the License Act of the Province, etc., are now receiving salaries varying from $3,000.to $8,000.and expenses, per annum for work in no way comparable in its far-reaching importance to that of the School Inspectors, therefore, \u201cBe it resolved that the Protestant Committee of the Council of Public Instruction be requested to take such action as will result in making the salary of the Inspectors of Protestant schools commensurate with the dignity and \u201cimportance of that position, and such as will be sufficient to attract, as vacancies may occur, the highest type of teacher to that office.\u201d It was agreed that this resolution be referred to the Sub-committee on Inspection.The Secretary read the following resolutions also the are ela catistte Department of Public Instruction passed at the meeting on Jan.8th by the Executive of the Provincial Association of Protestant Teachers: \u2014\u201cThat this Committee reaffirms its desire that the number of compulsory subjects for the School Leaving Examination be limited to four, \u201cThat this Committee declines to express any opinion with regard to an examination in Character and Citizenship until it is informed as to the content of that subject.\u201cThat this Committee can express no opinion on Elementary Mathematics until it is informed as to the content of that subject.\u201cThat in the case of subjects in the School Leaving Fxaminations which consist of two parts, this Committee would favour allowing a pupil to pass on obtaining the required percentage of the two parts conjointly.B \u201cThat this Committee requests that the Examination P in English on books for reading and discussion be of a more general character.\u201d : \u2019 These resolutions were referred to the Sub-committee on the Course of Study.Mr.McBurney, acting Chairman of the Course of Study Committee, presented a list of text-books recommended for use during the school year 1921-22.On motion of Dean Laird the list was adopted.A report was submitted by Mr.McBurney on the course of study for Rural Elementary Schools and for Superior Schools, Grades I to XI, which was adopted and ordered to be printed for circulation.The report further recommended that the special commercial course submitted by the Protestant School Commissioners of the City of Quebec be authorized for the Quebec High School, but pupils who wish to take the School Leaving Examination, or to enter Macdonald Col- lcge or the universities will be required to follow the regular course of study of the Protestant Committee._ On motion of Mr.McBurney, seconded by Prof.Kneeland, it was agreed that the suggestions of this report be accepted by the Committee im their entirety. er aes pe cna The Educational Record The following supplementary report of the Course of Study Sub-committee was submitted :\u2014\u201cFor a number of years the secretarial work of your Sub-committee on Course of Study and Text Books has been carried on by Mr.J.C.Sutherland, Inspector-General of the Protestant Schools of the Province.This is entirely outside his regular duties ,and has entailed an amount of work that only those who have served on that Sub-committee can fully appreciate.Mr.Sutherland has done this work with great care, and without the expectation of any remuneration.We feel, however, that the Protestant Committee should recognize his services, and we, therefore, rcom- mend that the thanks of the Protestant Committee, accompanied by a gratuity of One Hundred Dollars ($100) be forwarded to Mr.Sutherland.The adoption of this supplementary report and of the recommendations contained therein was moved by Mr.McBurney ,seconded by Dean Laird, and Mr.Bickerdike, and carried unanimously.Dr.Rexford spoke of the valuable work that has been carried on by means of school exhibits in the County Fairs under the direction of Macdonald College.This will now, apparently, be placed under the control of the Department of Agriculture.The Secretary was therefore asked to confer with the Hon.Mr.David and the Hon.Mr.Caron with a view to having the previous arrangement continued and to report at the May meeting.It was the sense of the rieeting that the English schools would be better served under separate management, as formerly.At this point Dr.Rexford left the Chair and Dr.Bed- tord- Jones presided during the discussion of the report on Character and Citizenship teaching.Dr.Rexford read selections from an extensive memo, which had been drawn up by him and approved in principle by the Sub-committee on the Course of Study.After discussion it was moved by Dr.Rexford, sec- cnded by Miss Norris: That the Manual on Character Department of Public Instruction Building as a preparation for citizenship be received and the general principles upon which it has been prepared be approved.Secondly: That the manual be completed, printed, and distributed to members of the Committee for criticisms and suggestions.Thirdly: That these criticisms and suggestions be sent in writing to the Chairman of the Committee on Course of Study.Fourthly: That the Committee edit the manual in the light of the criticisms and suggestions received and submit the completed manual to this Committee for adoption at a future meeting.\u2014Carried.In the absence of the Secretary the Hon., the Superintendent of Public Instruction reported that the remuneration of the Secretary of the Roman Catholic Committee had recently been increased and suggested that similar action should be taken by this Committee.On motion of Mr.Bickerdike seconded by Mr.Bullock, it was resolved that the remuneration of the Secretary of this Committee be increased to $700.per annum, and that the increase date from January, 1919.A resolution passed at the Convention of the Provincial Association of Protestant Teachers held in Montreal, Oct., 1920, regarding the distribution of the Superior Education Fund was submitted to the Committee.However, as it was found that this resolution had already been dealt with on Feb.25th, 1921, by the Sub-committée on the distribution of Superior Education Funds no further action was taken.The report of the Sub-committee on the distribution of Grants to Superior Education was submitted by Dr.Love as follows: \u201cAfter due consideration your Sub- committee recommends: (1).That a basal grant to High Schools and Inter- 1nediate schools be continued.= (2).That the Bonus System be retained.(3).\u2018 That any school which obtains 60% or over in the June examinations be eligible for a bonus, but that the ° P oH i pr IN 282 The Educational Record amount of the bonus be determined by the general percentage taken.(4).That in awarding bonuses the relative merits of each school will be considered, and the increase or decrease in the amount awarded will be more gradual than that of the present method.(5).That in the report of the Inspectors of Superior Schools upon which grants and bonuses are awarded, 250 marks be the maximum number possible instead of 300 as at present, viz: 100 marks for June examinations, 100 marks for the manner in which school boards fulfil their duties required by School Law and Regulations, 50 marks for the Inspector\u2019s estimate of the work of the school at the time of his visit.(6).That, after the September meeting of the Protestant Committee a copy of the Inspector\u2019s Interim Report be sent to each school board along with the Financial Statement showing the distribution of the Superior Education Fund.The Inspector\u2019s report will show (1) wherein: the school obtained, or failed to obtain a bonus.(2) Steps to be taken by the School Board to improve the condition of the school.All of which is respectfully submitted.\u201d This report was adopted.Mr.McBurney submitted the report of the Sub-com- mittee on the distribution of Poor Municipality Grants.along with a list of recommendations as to the distribution for the current year.The recommended list to the amount of $15,290, was approved and the Secretary was.instructed to submit the list to the Lieutenant-Governor in Council for the concurrence required by law.On, the motion of Mr.Walker, seconded by Mr.Bickerdike, the Secretary and the Chairman were instructed to provide for the payment of the unexpended balance cf $481.40 to poor schools and to report at the next 11eeting.The Secretary reported that 145 teachers had registered for the Special Arts Course provided in McGill for Notices From The Quebec Official Gazette such teachers as wish to improve their literary and professional standing.On motion of Miss Norris it was agreed that a special Sub-committee on the status of teachers be appointed, and the following were made members thereof: Miss Norris (Convener), Dean Laird, Canon Bedford-Jones, Dr.Hersey, Dr.Shurtleff.The meeting then adjourned to meet in Quebec on Friday, the 27th of May, 1921, unless called earlier by order of the Chairman.G.W.PARMELEE, E.I.REXFORD, Secretary.Chairman.NOTICES FROM THE QUEBEC OFFICIAL GAZETTE.(FROM THE EDUCATIONAL RECORD) DEPARTMENT OF PUBLIC INSTRUCTION His Honour the Lieutenant-Governor has been pleased, by Order-in-Council dated the 18th of May, 1921, to detach the following territory, to wit: 1.From the school municipality of Village-du-Moulin, county of Chicoutimi, the lots Nos.24B, 25, 26 and 27A of the 3rd range northeast of Sydenham road, of the official cadastral plan and book of reference of the parish of Chicoutimi; 2.From the school municipality of the parish of Chi- coutimi, county of Chicoutimi, the lots Nos.13a, 13b, 13c, 14a, 14b, 15, 16a, 16b, 17 of the 4th range northeast of Sy- denham road, of the official cadastral plan and book of reference of the parish of Chicoutimi; the lots Nos.13b, 13¢, 13d, 13a, 14a, 14b of the 5th range north-east of Sydenham road, same cadastre, and to erect all the above territory into a distinct school municipality under the name of \u201cVille-de-Saguenay.\u201d : The Educational Record 23rd of June, 1921, to detach from the school municipality of Sacre-Coeur-de-Jesus county of Stanstead, the lots Nos.1 to 112 inclusively, of the official cadastre of the village of Stanstead and to erect all the above territory into a distinct school municipality, for catholics only, under the name of Sacre-Coeur-de-Jesus, village, the remaining part to be, in the future, designated under the name of Sacre-Coeur-de-Jesus, parish.23rd of June, 1921, to detach from the school municipality of Saint-Guillaume-d\u2019Upton, parish, county of Yamaska, the lots 323, 324, 325, 326, 327, 328 of the official cadastra of the parish of Saint-Guillaume-d\u2019Union and to annex them to the school municipality of Saint- Edmond- de-Grantham, county of Drummond.23rd June, 1921, to detach from the school municipality of Saint-Adolphe-de-Dudswell, county of Wolfe, the lots Nos.23, 24 and 25 of ranges 6, 7 and 8 and the lots Nos.20 and 21 of range 8 of the township of Dudswell and to annex them to the school municipality of Saint-Adolphe- de-Marbleton, same county.23rd of June, 1921, to form a distinct school municipality, for Protestants only, with the three school municipal- iies of Pointe-Claire, town, Pointe- Claire and Beacons- field, county of Jacques-Cartier.The Lieutenant-Governor has been pleased, by Order-in-Council dated the 30th June, 1921, to detach from the school municipality of the township of Ascot, county of Sherbrooke, the following territory, to wit: 1.The numbers of the official cadastre of the township of Ascot enclosed in the parts situated on the west of the axis of the \u201cUpper Belvedere\u201d road, of the primitive lots numbers 6, 7, 8, 9 and 10 of the tenth range and of the primitive lots numbers 11 and 12 of the same range; the lots enclosed in the primitive lots numbers I to 13 inclusively, of range 11; the lots numbers 1 to 9, inclusively,\u201d Notices From The Quebec Official Gazette 285- of range 12; the lots numbers 1 to 6, inclusively, of each of the ranges 13 and 14; 2.From the school municipality of the township of Orford, county of Sherbrooke, the following territory, to wit: The numbers of the official cadastre of the township of Orford enclosed in the primitive lots numbers 13 and 14 of the fourth range prolongated according to their lateral lines to the axis of the Magog river and of 15 to 18, inclusively, of the same range; the lots numbers 13 to 18, inclusively, of the fifth range; the lots numbers 15 to 22, inclusively, of the sixth range; the lots numbers 17 to 22, inclusively, of the seventh range; the lots numbers 18 to 22, inclusively, of the eighth range; the lots numbers 19 to 29, inclusively, of the ninth range; the lots numbers 20 to 27, inclusively, of the tenth range; the lots numbers 22 to 27, inclusively, of the eleventh range, and to form out of the whole of the said territory a separate school municipality for the Catholics only, under the name of \u201cRock Forest.\u201d 30th June, to erect into a distinct school municipality, for Roman Catholics only, under the name of Notre- Dame-de-la-Merci, all the territory included within the village of Rock Island, as civilly erected, in the county of Stanstead.The Lieutenant-Governor has been pleased, by Order- in-Council, dated the 30th of June, 19.1, to detach from the school municipality of Bouchette, county of Hull, all the following territory comprised within the limits of the rural municipality of Bouchette-South, erected bv proclamation of the Lieutenant-Governor-in-Cotincil, limits described in the \u201cQuebec Official Gazette\u201d of the 5th of February, 1921, and to erect all the above territory into a new distinct municipality, under the name of \u201cBouchette- South\u201d, same county.30th June, 1921, to detach from the school municipal- The Educational Record ity of Sainte-Clotilde, county of Chateauguay, the following lots, namely: Nos.180 to 187, inclusive, pr.188, pt.138, pt.189, pt.186, pt.189, 56 of 189, 57 and 58 oi 189, 53 and 64 of 189, 60 and 62 of 189, 55 of 189, 51 and 52 of 189, 50 of 189, 65 of 189, 29 and 30 of 189, 45 and 46 of 189, 27 ot 189, 39 of 189, 42 of 189, 43 of 189, 14 and 17 of 189, 12 and 13 of 189, 18 of 189, 35 of 189, 40 of 189, 36 of 189, 190 to 193, inclusively, pt.194, pt.194, 195 to 203 inciusive, 934, 335, pt.936, 937 to 940, inclusive, pt.1024, pr.1024, pt.941, pt.941, pt.941, 942, ptt.943, 944 to 947 inclusive, G43, 948, 949, 950, pt.951, pt.951, 952 to 958 inclusive, 936, pt.959, 1025, 1026, 1027, pt.1151, 1152 to 1165 inclusive, 1028, 1029, pt.1030, pt.1030, pt.1030, pt.1031, pt.1031, 1032 to 1041, inclusive, pt.1042, pt.1042, pt.1042, 1043 to 1053 inclusive, and to erect all the above territory into a new distinct school municipality under the name of Sainte- Clotilde, village, the remainder to be in the future known under the name of Sainte-Clotilde, parish.30th June, 1921, to detach from the school municipality of Beauport, county of Quebec, all the following territory, to wit: Bounded on the east by the village of Montmorency, the town of Courville, the municipality of the parish of L\u2019Ange-Gardien, following the axis of the river Montmorency and the interseigniorial line which is a production thereof; on the south, by the low water mark of the river Saint-Lawrence, commencing at the division point of the village of Montmorency, to the prolongation of the west line of the lot No.328, then following, in a northerly direction, the said prolongation and the said west line itself of the said lot No.328 to the top of the cape; by the top of the cape to the west line of the lot No.354, and, in a northerly direction, this west line of the lot No.354 to- the division point between the lots Nos.358a and 355; finally by the lot 358a ; on the west, by the west line of the lot No.328, between the low water mark of the river Saint-Law- rence and the top of the cape; by the west line of the lot No.354 to the King\u2019s highway, by the east line of the lot 1 it sut Notices From The Quebec Official Gazette No.258a and the west line of the lot No.355; on the northeast, by the municipality of the parish of l\u2019Ange-Gardien, and to erect all the above territory into a new school municipality under the name of Beauport-Est.30th June, 1921, to detach from the school municipality of Sault-au-Mouton, county of Saguenay, the lot No.42, inclusive, of range 4 of the township of Iberville to the lot No.49, inclusive, and to erect all the above territory into a new school municipality under the name of Sault-au- Mouton, village, the remaining part to be, in the future, designated under the name of Sault-au-Mouton.30th June, 1921, to detach from the school municipality of Saint-Alexis, county of Montcalm, the territory erected into a village municipality by proclamation of the Lieutenant-Governor-in-Council, dated the 16th of November, 1920, proclamation published in the Official Gazette of the 4th day of December, 1920, with the exception of the lots Nos.148, 158, 159 an dof the part of the lot No.150 comprised between the Saint-Esprit brook and the : Petite-Ligne, of the official cadastre of the parish of Saint- Alexis, and to erect all the above territory into a new school municipality under the name of Saint-Alexis, village, the remainder of the said municipality to be, in the future, designated under the name of Saint-Alexis, parish.30th June, 1921, to form a distinct school municipality, for catholics only, of the following territory, namely: 1.The lots Nos.1 to 14 inclusively of ranges 1 and 2; the lots 1 to 13 inclusively of ranges 3 and 4; the lots Nos.1 to 15 inclusively of range 5, all of the township of Eaton, county of Compton; 2.The lots Nos.1, 2, 3 and 4 of ranges 7, 8, 9, 10 and 11 of the township of Newport, county of Compton; 3.The lots Nos.24 to 28 inclusively of ranges 2, 3 and 4 of the township of Clifton, county of Compton; the school municipality formed of the above described terri- 288 The Educational Record Le tory to be -known under the name of Notre-Dame-du- Saint-Rosaire.\\ 30th June, 1921, to detach from the Roman Catholic school municipality of the township of Compton, county of Compton,, the lot No.13ab of range 4 of the township of Compton and to annex it to the school municipality of the village of Compton, same county.30th June, 1921, to detach from the school municipality of Abercorn, county of Brome, the lot No.304 of the official cadastre of the parish of Sutton and to annex it to the school municipality of Saint-Andre, of Sutton, same county.His Honor the Lieutenant-Governor has been pleased, by Orders-in-Council dated the 15th of July, 1921, to appoint: Joseph Lapierre and Eugene Mercier, school commissioners for the municipality of Saint-Charles, in the county of Bellechasse.Arthur Besner, Magloire Martineau, Adrien Legault, Jean-Baptiste Seguin, Victor- Laframboise, school commissioners for the municipality of Saint-Clet, No.2, in the county of Soulanges.Pierre Primeau, Omer Faucher, Arthur Marcil, Camille Dupuis and Hugh Leavy, school commissioners for the municipality of Sainte-Clothilde, village, in the county of Chateauguay."]