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Original copias in printad papar eovars ara fllmad baginning with tha front covar and anding on tha last paga with a printed or illustratad impras- sion, or tha back covar whan appropl|,>l|,'l|l'l|rc.|uainted. _^J_n^te^ach,ng 1 hon.cs, the use of •• slow pronunciation'' is recon,. I- Oral Sphlling (looking at the nrint,.H any word in Part I. ^ '"'' ""■ "''"'en word) of from-heRLdl"""""™" "^ '""'^' ''"--. -d sentences sen"tcef ""' ™"' '^"^"■"-- °' -sy words, phrases, and Signing should be /«,wchiefly by transcription. „, WRITIIVtt. The small letter, in the following order • ( „ Careful attention shr jld be ai ^„ . .> and to the holding ot the nencil fJ the position of the pupils long should be used. I'l ' L h ^m"?^ ^^^^ ^^^^ ^^e fnches With permanent line.. I^ r lit a ,, " n ' ?'i ''' ''' ^^^-^' Imes should be between ar. e"^h?h and? ^ '^"'^ ^^ "^^^^ The and should be in sets of six line rh '^''"'^' °^ '^" inch apart estmg, have pupils write shorr easv woic ^^''°"' "^^^-^ inter- composed of the letters learned n T ^ "'"'^^ °^ ^^'""'iar things ever nature, attention shou S t given oT '''""' "^^^' °' -^S' of the wntmg. This very important n^;. T'"^^^'^^^^ and «,a/^,,, much neglected. The hints gven on ThT ^^'' i" ^'^^ P^«t, been should be studied. ^ " °" ^^^ ^^^ers of the Copy-Books H^ renrl a sentence IS. I nces, and also a t all mistakes in o that end, ;ihd e letter-sounds phonic lists in \v words com- • ac(juaintcd. on" is recorn. ten word) of "d sentences phrases, and x> V, n, m ; the pupils, t^ve inches he teacher Jsed. The inch apart, Jgh driJi in nore inter- har things, K of what- id Jieatness past, been 3p>'-Baoks Orai Ex rrcises. —These may be conversations abcut familiar and attractive ihinRs, in which the children are led to take an active part Objects and pictures may be used to furnish suitable topics. Liitle stories m.iy bo read or told, by the teacher, and the pupils rec.uired to repeat thci... Train the children to speak in complete sentences. Accept kindly the efforts the pupils make in trying to j-xpress themselves. Teachers should RUivrd against the conver- •^nions becoming desultory and uimless Always have a aen"»te \v int ii. view, and hold the aUenlion of the children to it. All the oih-r subjects taught to this c'. ^s should be made to serve the pur- pose of language lessons. Po not allow the mistakes that children are iiable to make to puss unnoticed. Encourage the childrf i^, talk freely, but strive to (ultivate i\\Q habtt of cornet speech u .ue simple statements they are called upon to make. KIMBKR. I. The Numbers krom One to Ten.- -This should include (a) the perception of the number as a whole, {b) the full analysis of the number, {c) drill upon the facts discovered by the analysis, U) the comparison with smaller numbers. The pupils ate to be taught the numbers in succession and all the operations within the range of each number, --Addition, Subtraction, Multiplication, and Division, before proceeding to the consideration of the next higher number. II. 'i^HE Figures to Nine, Inclusive. III. The Roman Numerals to X, Inclusive. Have all work in correctlv formed figures and neatly arranged. Aim always, in teaching Arithmetic, at three results :— the develop- ment of the reasoning and language powers and of the habit of rapid and accurate calculation. In addition tc the work assigned above, l)upils, in the greater number of schools, may be taught to count int-lligentlv to 20. In connection with I., the order of progress should be' oral exercises, black-board work, slate work. With ^he black-board and slate work, such arithmetical expressions as 3 -f 6 - 9, 8 - 2 - 6, 2 X 4 = 8, 9 -I- 3 = 3, may be used. These should be spoken of as "stories," and read thus :— three and six are nme, two from eight leaves six, two fours make eight, there are 3 threes in nine. Elliptical expressions based upon these may, with advantage, be used. For t,uidance in teaching, each Teacher sho'-ld have "First Steps in Number," Teachers' Edition, published by Ginn & Co., Boston, Mass. DRAWING. Drawing.— The use of the ruler ; drawing straight lines with the capitals m the order : I i t H f p m ..^ "'" ''"'^'""^ °^ P""^ P> B, K D, J, U, O, Q C G S Th ' ' ^- ^'' ''' "^^ '^' ^' ^' Z, Part I. of the Fir^t Keaier.' ' '"'^^"^^^ °" ^^^ ^^'^^-ves of _, i»irsi€. Rote S,nging,-sacred and secular song. Kindergarten songs A proper amount of Physical Tr^;.,- , . These ex.dsesshou,d be sy^:rird?„i:l°f '^ ''''" """>■• •BJEtT LESSONS. as ... ..... .«.., ,,^;t; ^ If;]-^' j^-P" ;- f ;-h .er„s »» //« waav, and the like. -^^' ■^"' '"■^''"' '"''•'"'' n. Simple lessons on cleanliness of the person Tpi,ST,itt^i^:,;^,^-<>,wit^.,e^ language less'ons. a language lesson. ' ^^ °^ ^''^"^ '« not made to issue in I SENIOR FIRST CLASS. REAOmG, I- First Reader, Part II. IJ- Supplementary reading. CanSiii'^^rSe'^Panlf ?"' ^'^'"- "»" "■• the Royal Barnes' First Reader lybl.us'edl:^'^"^' '*"-"^"' Par. Co >ng lesson, the teacher shouM ,; ."^onnecion with every read recognise the woros ar!d ."tose '" ,f T'"*!''^ l'"i'ils au7(a) .t thought or sentiment which the "' h''^'" ■ (^^ '° understand he cornet oral expression of thttLtgr;S- '^' '» «- '^^ convenie°/t X^t^ZZ^^^'"^-' ^"""^^^ ^ept in some three or four lines • n outlines of print - K, V, W, X, Y, Z, on the fly-leaves of Jrgarten songs. d be given daily. 1 to describe the use of such terms ^it; before, behind, anguage lessons, made to issue in >. IJ-, the Royal ^ Part IL, or th every read- P'J^^ able (a) to nderstand the ') to give the kept in some 9 The suggestions given in connection with the Junior First Class Course will be found useful. III. Commit to memory the maxims and verses on pages lo, T7, 20— ? I, 24, 27, 42, 43—44, 49, 53, 55 (foot of page), 58, 62, 67, 71, 74, 76, 77, «7, 89—91- In no class should anything be memorized until it is completely understood. PIIONMS. I. Review work of Junior First Class. II. To be able to use in word-building aU oi the letter sounds mentioned in the introductory notes to the phonic word lists in Part II. III. To be able to get the pronunciation of words composed of sounds previously learned. IV. Marking silent letters in familiar words. V. To be able to " pronounce slowly" words, from the Reader, of regular formation. SrELLINti. Words, Phrases, and Sentences of Reader. Teach Spelling chiefly by transcription. Test by means of writing from dictation. Lists of difficult words and words frecjuently mis- spelled should be kept on the blackboard, or on charts made by the Teacher, for fre(iuent drill and review. The exercises should be examined by the Teacher. For the correction of errors, pui)ils should be required to write, for each mis- spelled word, four or five short sentences (stories) contaming it. The transcription and dictation exercises should be written, with the utmost care, in the ruled spaces on the slates. Penmanship should never be sacrificed for spelling. HRITINfi. I. The small and capital letters, and the iVrabic numerals. II Copy-Book A {Canada Publishing Company). The slates used by pupils of this class should be ruled on one side as recommended for the Junior First Class. The suggestions given in connection with that class should be followed. LANGlACii:. Oral and Written Exercises.— The following are suggested : — I ^^kmg statements if Teacher Z, "'' ' '''l'™d"clion of , n f ™' "«'""« I'"- "■"nessed P T ''' "'^' l'"!'"^ o? "nc7'? """ '" ^^'^-^ ^^ 'h^' Careful attention shonM . • ^ ^" sen ences • lii.f , ' '^^^Jtave \ t/tic *j,^^ -ch hot;'™ '::■ o: ""™"«'- '-"■" - - retr:",r '^""'■^''''■ „.F- other s,4est„„?T ?'''^' '"'*'"«■ '""" "' '^.^ pan.ph,ec. '""-■ ^ "che. are ..erred ,„ ,he la.er par. of ^- ^'-.^^.^ «o., o..:':rr'" P'nt, ,,uart, gallon; ,,i„ ^ ~^"""^ '™'" ""e ccn, ,„ „„., ^^- Constant drill a oun)!)er, "'"'tiplying Wackboard.' The J,u,„ ten times ten. dollar ; "1 in ute, ' number n- "" '" ''^<-'ntal exercise.; ,•« n , '-Aboard he ;; r*'',""""^"^' »' -• from *-'■ "''"•^^""*'' ■^" aeahna wjfu .t ^ ''^ ^" ". in ron)j)lete sen. '«"'^: copying and blackboard ; writing It bciorc the pupils ' afjout actions per- old or read by the /vhich they have 'tals in beginning, snts or riuestions,' ■l^e pupils in the ^'_^^ve; t /lis ^ that, riven or re(,uired. i ortJiography of ^ as be, bee ; by, be, should be 2 Matter part of t'on, and divi- ' ^'gher than '"10 dollar; '^ ' "1 in ute, '^'nations of subtracting, jJes on the learned to 11 III. Exercises similar to those recommended for the Junior First Class, in which the signs + , - , x , h- are used. The technical names of tlie signs should not be used. As a guide to Teachers, "First Steps in Number," Teachers' Edition (Ginn & Co., Boston) is recommended. Study the suggestions made in connection with the work of the Junior First Class. GKOGRAIMIY. Simple conversations about the earth, its trees, grass, rocks, hills. DRVWINO. I. Simple figures with straight lines. 11 Exercises on fly-leaf of Part II. of the First Reader. MlSIi. Rote Singing,— sacred, secular, and Kindergarten songs. OBJECT LESSONS. I. Form.— Chiefly in connection with the drawing lessons. II. Color. III. Qualities of objects ;— rough, smooth, hard, soft ; tough, brittle ; to be learned from substances possessing these tiualities. IV. Simple lessons on cleanliness of the person. V. Always sum up each lesson in complete sentences to be made or repeated by the pupils. PHYSICAL EXEIKISES. A proper amount of physical training should be given daily. The exercises should be systematic and suitable. MORALS AXI) MANNERS. See suggestions in the latter part of this pamphlet. the actual SECOND CLASS. ,^- Second Ksader tu ~~»..»M.,,;i^,,r-"'fci.«..,,„„,, , '"• am„i.,i to men, '" '■''"''■"8 « sigh. Pfose and verse tu ""^"'ory and recifm <■ ^^^- Syllabicatfon. The spellfne ]p„..„ "°* P'-^cribed for Firs, o , "• Marking „f ,. , " '^'■•'^^es. «'e„e ,e„ers, "' '°"S -d shore sounds of a e ■ III. Mnri: ' ^' '- °. u, and of Marking of accents ;„ ^"'^ '"common words fron,eh»P, I c u "'«•"»«. '"-R'^ader. '■ Copy.books R P°^« <"■ training in ,." ^ ^^'"'ada Pub,;,.- "'^"t copy.ho„k Should bl u,ed ■ ^°' 13 ^" "varies (penocj, "^ oe learned. "g at sight. 'o« extracts in *'^en from t^e '"^ pauses as ^o the latter 's dictation ^ should be III. Attention should be given to the penmanship in the written work of the other studies, as the best means of preventing pupils from falling into careless habits of writing. LANGUAGE AND COMPOSITION. I. Oral and written Exercises :— These should be partly of the character prescribed for First Classes. II. Additional work: — (i) Exercises in combining two or more simple sentences into one, and in placing the comma in the same ; but no rules are to be given or applied. (2) Exercises in different forms of sentences, — statements, ciues- tions, and commands. (3) Writing sentences containing the names of persons, places, the days of the week, and the months. (4) Writing sentences about pictures or familiar objects, placed before the pupils, but 7v/iic/i have not been discussed iviih the pupils. (5) Letter Writing, — simple exercises with a few sentences. (6) Reproduction, oral and written, from memory, of short stories read silently by the pupils. (7) Exercises, oral and written, in making short sentences with words, the meaning or use of which has been learned from the read- ing lessons. (8) Exercises in copying paragraphs from reading lessons which have been studied, to cultivate the correct use of capitals and punc- tuation marks. (9) Exercises in the use and orthography of such homonyms as occur in the Reader. (10) The proper use of capitals, commas, periods, and question- marks to be required in all written work. (11) Exercises in the proper use in sentences of the singular and plural forms of nouns and pronouns ; in the use of the abbreviations Mr., Mrs., Dr., St., ct., cts., doz.; and in the correct use of the three principal parts of do, bite, see, eat, begin, break, drink, write, blow, bring, rise, freeze, feed, catch, draw, choose, lose, forget, teach, think, I u run, sing, fly, keep, fall, go, make, find, leave, know, read, hold, ring steal, ride, tear, leave, shake, grow, and wear. In none of these exercises, should there be any use of grammatical terms or rules. (12) Careful attention must be given to the correction of com- mon errors of s])eech in all oral and written exercises. ARITIIMKTM. I. Writing and reading of integers through hundreds of thous- ands. II. Roman notation to I). III. Addition, subtraction, multiplication, and division of integers. JVo number higher than 1,000,000 should be used for any purpose with this class. IV. Exercises in Canadian currency. V. Tables of liquid measure, dry measure, avoirdupois weight, and time measure. The uses of these tables. Sim])le mental problems (involving integers only) in the change of quarts, gallons, pounds, months, ^c, to higher and lower names. The use of dozen, gross, and scofe in practical examples. VI. Simple concrete illustrations of fractions. VII. Regular drill in oral (mental) exercises to precede, accom- pany, and follow the slate work. Arithmetic, at sight (lightnmg calculation), with sim])le numbers,, parallel with the written work. VIII. Necessary technical terms to be learned by the pupils as needed. No definition should, however, be memorized by the jjupils until they are thoroughly familiar with the ideas contained m it. In arithmetic, aim always at three results :— the development of the reasonmg and langu.age faculties, and of ♦he habit of rapid and accurate calculation. Mental, or oral, exercises should form an im portant part of the work. The problems m Exercise XIV,, Public School Arithmetic which do not involve denominate numbers of more than one denonii'nation may be used with advantage. ' GEOGRIPHV. I. Place and relative .position of objects in the school-room. 15 Maps of the school-room to be drawn on the floor and, afterwards, on the black-board. II. Place and direction. — Diagram of school-house and lot, and of the adjacent streets or roads : diagram showing the position of tiie principal streets or roads, and important places of the city, village, or section, relative to the school-house. These diagrams should be drawn by the teacher on the board and, on slates, by the pupils. III. Points of the compass (N., S., E., W., N. E., N. W., S. E., S. W.) What a map is. Points of direction on a map. IV. (leneral idea of the earth as a globe. Hemisphere explained. V. Explanations of the terms ai)plied to the divisions of land and water ; definitions of the same. No definition should be memorized until the pupils have become thoroughly familiar with the idea underlying the definition. Pupils should', at this stage, be familiarized with the mode in which land and water divisions are represented on the map. VI. Map of the hemispheres ; names of the continents, grand divisions, and oceans, and their relative positions. The globe and the map of the hemispheres should be constantly used when the continental and oceanic divisions are being studied. VII. Geography of neighborhood, townshi]), and county, VIII. Easy map drawing (township and county). IX. In connection with this subject, there should be familiar talks about the natural phenomena of different countries, the pecu- liarities of different races, the birds and animals of different zones, &c. In these talks, pictorial illustrations will prove of great service. I)K\WING. I. Pupils should be encouraged to expand the exercises on the fly-leaves of the First Readers into original designs. II. Authorized drawing book No. i. OBJECT LESSONS. I. Review First Class work. TI. Conversations about interesting and attractive objects (ani- mals, plants, etc.) suggested by the Reading lessons or supplied from 1 Id other sources. Use the pictures in the Reader, or other pictures. ill. Observations of nature. Familiar conversations in which the children are led to observe and talk about the sky, clouds, rain, snow ; sun, moon, litars ; ground, rocks, water. IV. Colors and qualiti'^s of objects. V. Simple lessons on cleanliness of the person. VI. Plants.— Conversational lessons on the parts of plants- flower, leaf, stem, root, bud, fruit, seed ; to be taught from speci- mens brought before the class. The botanical lessons in the Reader should be used in this connection. VII. Always sum up each lesson in complete sentences which should frequently be written. Vrn. The material furnished by the object lessons should be utilized in the language lessons, by reiiuiring the pupils to write what they can remember of the subject matter, in the form of short compositions. MUSIC. Rote Singing. — sacred, secular, and Kindergarten songs. PHYSICAL EXERCISES. A proper amount of physical training should be given every day. Exercises similar to those recommended in the authorized text book (Houghton's Physical Culture) may be used. MORALS AND MANNERS. See general suggestions in the latter part of this pamphlet. THIRD CLASS. I. Third Reader. REARING. II. The general uses of the punctuation marks :— period, com- ma, semicolon, interrogation, and exclamation. III. Supplementary reading and exercises in reading at sight. I )ictures. in which )uds, rain, r plants — om speci- *hc Reader :es which should be write what 1 of short every day. text book let. iod, com- l at sight. 17 The text bocks in history and geography should occasionally be used for this purpose. C)ther suitable books should also be used. IV. Memorizing and recitation of short extracts in prose and verse. V Attention to be given to emphasis, inflection, and pauses as means of expression. The teacher should refer to the general sug- gestions in the latter part of this pamphlet. SPELIJNG. I. Words, phrases, and sentences from the Reader. II Words in common use and the more important words used in the lessons in the other subjects taught to the class. Read the suggestions in connection with the spelhng for the Second class. IMIOMtS \m OIITHOEPY. I Review of work prescribed for lower classes. II Marking of long and short vowels, and of the following sounds -.-Italian and broad a .• ^ as in obey, and as m her ; i as in \nac/nne, and as in/. ; o as in son, and as in ;....; oo m ^..«, and in wool : u m ../. and in push : c as in cede, c like k, ch like sh, ch like /C', g soft, ^ hard, th as in that and as in thick. The diacritical marks used in the Orthoepist are recommended for use. , . e ~4.^ III. Exercises in syllabication and in the markmg of accents. WRITING. I Copy-books, Nos. 4 and 5 (Oage & Co.), for the purpose of training in the correct form, slope, and spacing of letters, and the spacing of words. II. Simultaneous exercises in movement for the purpose of training the arm, hand, and fingers in the use of the pen. III. Exercises in writing, in blank copy-books, short selec- tions in prose and verse from the Reader or the teacher's dictation, and in writing bills and receipts. IV. Attention should always be given to the penmanship in the written work of the other studies as tne best means of preventing pupils from falling into careless habits of writing. 1« LANGUAGE ANI)4lOMPOSITION. I. Exercises similar to those prescribed for the Second Class but of a more difficult character. Thest must not be ne^^iected. II. Letter Writing. -The form of a letter (heading, address salutat.on, closing) and the addressing of the envelope to receive attention. III. Exercises in writing sentences containing nouns, verbs adjectives, etc., selected by the Teacher. IV. Exercises in combining simple statements and in changing adject'- es and adverbs into phrases and vice versa. V. Oral and written descriptions of objects or places familiar to the pupils. VI. Careful attention should be given to the correction of com- mon errors of speech in all oral and written exercises. AR5THMETI€. I. Review of work prescribed for lower classes. II. Exercises, parallel with the written wo^k, in rapid calculation. III. Regular drill in oral exercises to precede, accompany, and follow the written work. IV. Reduction, Compound Rules, Bilis and Accounts, Aggre- gates and Averages, Sharing, Measurements (omitting exercises XIX and XX.), Factors, as on pp. 92, 93, 94, 95, Measures and Multi- ples (Measure, Common Measure. Greatest Common Measure, how to find the G. C. M. of abstract numbers only, Multiules, as on pp 104-- 107, inclusive), Fractions to the end of Subtraction and easy Multiplication and Division of whole numbers by fractions and mixed numbers. Th^oartfomS r'MK°"T'*^ '^^ P'-^^^'^ School Arithmetic. ihe parts omitted should be taken . ^he Junior Fourth Class. careMrreal '^"^^^'"'^^^ '"^ '^' ^^**'' ^ '^ 'f this pamphlet should be .., JT^^'""' ''''' '"'^'^'^ ^^ ^''''' '"^ ^"'^'^ that the majority of their tufiils /tllTT' ?.''. 'i^''^ ''""'^'''^ ^^' >^'''^''^ ««^ me hanks nis n ■ d Class but i, address to receive J MS, verbs, J changing familiar to )n of com- culation. pany, and ts, Aggre- ises XIX. nd Multi- sure, how as on pp. and easy :ions and rithmetic. Class. should be eir pupils rs. This Xrithmetic 19 I GEOGR^PIIV. 1 I. Review Second Class Work. ,1. Climate, so far as temperature is concerned. Division of the eaith into /.ones. III. Plants and animals characteristic of each /.one. IV. Position of the grand divisions in the zones. V. Races of men. Modes of life and occupations of men. VI. Explanations of the terms : -<-,omr^erce domestic and foreign; exports and imports. Illustrations of the exchange of commodtt.es with whicli the pupils arc familiar. VII. Size of the e, rth (diameter and circumference). VIII. Explanation of the terms Equator and Poles. Motions of the Earth, (.1 Daily causing day and night, (2) Yearly caus.ng the seasons. IX Map of the World-a few of the more important seas, bays, gulfs,' peninsulas, isthmuses, capes, islands, lakes, rtvers, etc. Only a very few should be taken. X Map of N. America. This should include the particular geography of Canada, the U. S. A., Mexico, and f>""»l /mertca^ Of Sse, more at.enfon should be given to Canada than to the Other countries. XI. Map of Ontario. XI T. Map Drawing. See the general suggestions on Geography at the end of this 'Tu'nior Third Class pupils should not be asked to get text-books in Geography. DR\WING. Drawing Books 2 and 3. GRAMMAR. Work similar to that dealt with in Parts I. and II. of the Public School Grammar. Junior Third Classes should not be allowed to have Grammars. 20 The instruction given to the Senior Tnird Class should bo almost ent.rey oral If the pupils (Senior Third) have text books thev should be used merely for the purpose of review and on a'xotu of he exercises m them. Defumions shoidd not be memorized untU by them ^""" ^'^'""^^ thoroughly familiar with the truths taught IIISTOIIV. Conversations on Canadian History and on our Municipal and Federal forms of Government. The following topics, for which we are mdebted to Dr. Wright, should be dealt with :— CONVERSATIONS ON CANADIAN HISTORY. Topic I. Prehistoric AMERicA~The Indians-Dwellings- -Dress Inbes-Chiefs- Warriors :-The lluron-AIgon.,uinS^-The Iro.juois. .rY' ,9a^ses^"ICH hastened the Discovkrv. The products Othef Jfffi "t '"^'rr^'^'^^"^-J^^'°"^>' °^ '^^^ Mohamn dat i Other difficulties of Tra^sport-Orowth, Ri, hes, and Knterurise of Mediterranean Cmes-Genoa, Leghorn/ Venice. I-tLpoSm trs^rrE'li^rTT^at""^'^"^' ^^"^--' - Spain-Their^anliery ^nl^r.S-Sgei?!:^^V--n^^^ .^nt of M^ :^&^-?^^ " ^^--St:^arK. att^pts Indians'"f?rT''^T 'K^'^'^"^'' '^ '^' ^'^^ -^ feelings c he Jred Plrtne?s! ^''"'^ ''''"" ^'^"'^"^ Companies-'l^.e liin- V. The Vice-Royalty of New France. ^-The French Mc.n archy— Mimsters-Ric»^elieu-The chanec in Pnn J ; iT' toques and Algonquin Huron... Growth on>ade ^ VII. Relations OF England ANT) FKAMr^c tv„„^ .u power to England. Anci.n, ll2''ylE:,Z7\'::^ZX:Z- Crecy-Agmcoure-Loss of Calais-Enmity s.rengthenTd by TmeZ 21 .Tamps II nees to France -War in Europe produces war in America — King William's War (,)ueen Anne's war- Utrecht. VIII. Colonial Wars.— Rn^Hsh Colonies augmented by Utrecht War of the \ustrian Succession in Europe. Correspond- ing 'rrouble in America. Not Settled fully at Aix ia Chapelle. French and F:nglish in America and India begin hostilities contem- poraneously—England's Great Triumphs. Clive— Wolfe. IX. The English in CIanada.— Treaty of Montreal—Military Rule—Treaty of Paris— French Canadians do not understand Eng- lish Laws— Have no appreciation of Juries .md Habeas Corpus. Reverence for their Seigneurs and Bishops— Their "Custom of Pans —Discontent— The Quebec Act. X. Constitution.— Dissimilar feelings and prejudices make the Quebec Act distasteful to English Settlers. England anxious to preserve peace in Canada— Declaration of Independence by the other Thirteen Colonies— War- -The Loyalists— Necessity for Eng- lish Laws for English Settlers— Act of 179 1. XI Progress.— The New Ciovernment— Settlement of the Loyal- ists—Their Hardships and suffering— The State Church— Other Denominations— Emigrants- lealousy of the Independent United States— War of iHi 2 — Leading Families absorb all Government Em- ployment — Mackenzie. XII. Rebellion. -Papineau— Taxation and Revenue in Lo>\er Canada— Quarrels between the Representative and the Executive in both Provinces- The Executive and the Judges and Bishops— The Rising— War of 1837. XIII Union.— Lord Durham— His report on the State of Canada— The Act of Union— The Cirowth of Upper Canada- Inequality of the population and wealth of the two Provinces— Constantly increasing discontent in Upper Canada— Difficulty of Equalizing Representation and Expenditure— Other English Settle- ments—The Maritime Provinces— Their Increasing Influence. XIV. Federation :— Township Councils — County Councils- Provinces— Provincial Legislature— The Senate and Commons— The Cabinet— The Governor General— The force of Federal Union in quieting Provincial Jealousy and in ma'-itaining Compact Govern- ment. OBJECT LESSONS. I. Lessons with material obtained from the reading lessons and from other sources, as in the Second class. The same n-ethod of instruction should be pursued. II. Observations of nature. of the Second class. Occasional talks on the subjects I i as i It 22 III. Conversational lessons on plants ; comparison of leaves as to size and shape ; of stems as to form ; of flowers as to color, shape, and size. How plants grow. The vegetables, seeds, grains, and fruits most commonly used for food. How these food plants are grown. Trees and shrubs-different kinds and mode of growth. Forests. The most important shade and forest trees. The different kinds of wood obtained from trees, and the uses made of them. The botanical lessons tn the Reader should be used in this connection. ly Conversaiional lessjns on the following articles of food and drink (from what natural objects obtained) :-bread, beef, mutton, coffee, tea, butter, cheese, rice, and fruits of different kinds. V Conversational lessons on the following materials used for clothing (from what natural objects obtained) :-cotton, linen, wool- len silk. Samples of the raw material and of the manufactured products should be used in giving the lessons. ^ yi. The material furnished by the object lessons should be i.^-!?eci m the language lessons, by requiring the pupils to write what they can remember of the subject matter in the form of short com- positions. PHYSIOLOttV, HYdlLNE, AND TEMPEIUIVIE. ORAL INSTRUCTION. ^^ The Human Body.-The care of the bodv. Cleanliness-bathing tterd? ' °i.'"' '°" "''''^^- Care of the teeth-causes of their decay, and how to prevent it. The lungs and breathing, neces- sluld! 1 , K ' Structure-Skull, jaw, spine, collar-bone, shoulder-blade, nbs, arms and fingers, legs and feet. How these are held together by joints. The general use of the bones. The L cles and their uses. The senses. The tongue and taste. The nose ad smelling. The eye and seeing. The ear and hearing Th proper care of the eyes and ears. TEMPERANCE. THIRD AND FOURTH CLASSES. Concurrently with the instruction in Physioloev and Hvaipn. • struction should be given on the effects of aL2 drLkssS^^^^^^^^^ 23 and narcotics upon the human system. The foliowing topics should be dealt with : — Alcohol and its formation — fermentation and distillation. The properties of Alcohol.— The effect of Alcohol upon the circulation, heart, membranes, blood, and lungs.— The relation of Alcohol to the digestive organs. — Its effect upon the digestion, liver, kidneys, and the waste of the body. Does it impart strength? Does it impart heat ? — The effect of Alcohol upon the nervous system, brain, and mental and moral powers. The evil effects of the immoderate use of tea and coffee. Narcotics. — Tobacco and its physiological effects. Its evil in- fluence on youth. For preparation for teaching Physiology, Hygiene, and Temperance the authorized Manuai of Hygiene, the authorized Public School Temperance, and Steele's Hygienic Physiology (abridged), published by A. S. Barnes & Co., New York, will be of great use. The last will be particularly serviceable. MUSK. Rote Singing,— sacred and secular songs. If possible, systematic instruction should be given in musical notation. PHYSICAL EXERCISES. A proper amount of physical training should be given every day. The different extension movements prescribed in the authorized text book (Houghton's Physical Culture) should be frequently practised, not only during recess but during school hours. In addition, the boys should be formed into companies and taught the usual squad and company drill, and the girls should be exercised in calisthenics. Accuracy and promptness should characterize every movement. MORALS AND MANNERS. Consult the general suggestions at the end of this pamnhlet. FOURTH CLASS. READING. I. A general knowledge of the elements of vocal expression, with special reference to emphasis, inflection, and pause. The reading, with proper expression, of any selection in the Reader authorized 24 for Fourth Classes. 1 ne pupil should be taught to read intelligently as well as intelligibly. II. Supplementary Reading. Reading and Literature should be taught concunently. The latter, as it should be taught in the Public Schools, is simply intelligent reading, reading ivith the understanding, with intelligent appreciation. Every reading lesson should be a literature lesson. Restricting the attention of pupils entirely, or almost wholly, to a few selected lessons, as is done in not a few schools, will always be injurious in its educa- tional effects. As a rule (with very few exceptions), no pupil should be permitted to be a candidate /or promotion to the Fifth Class, or to a High School, who has not read and studied, carefully and intelli- gently, all or nearly all, the lessons in the Fourth Reader. IJTER\TIIRK. The pupil should be taught to give for words or phrases, meanings which may be substituted therefor, without impairing the sense of the passage ; to illustrate and show the appropriateness of important words or phrases ; to distinguish between synonyms in common use ; to paraphrase difficult passages so as to show the meaning clearly ; to show the connection of the thoughts in any selected passage ; to explain allusions ; to write explanatory or descriptive notes on proper or other names ; to show that he has studied the lessons thoughtfully, by being able to give an intelligent opinion on any subject treated of therein that comes within the range of his experience or comprehen- sion ; and especially to show that he has entered into the spirit of the passage by being able to read it with proper expression. He should be required to memorize passages of special beauty from the selections prescribed and to reproduce in his own words the substance of any of these selections, or of any part thereof. He should also obtain some knovvledge of the authors from whose works these selections have been made. ORTIIO(;U\IMIY \m ORTHOEPY. I. Work in Phonics, prescribed for lower classes. II. The remaining elementary sounds of the language, with the use of the proper diacritical marks. III. The pronunciation, the syllabication, and the spelling from dictation, of words in common use. The correction of words im- properly spelled or pronounced. The distinctions between words in common use in regard to spelling, pronunciation, and meaning. 25 WRITING AM) BOOK-ki:i:ri\<». Copy-Books Nos. (7 and 9) for girls, and Nos. (6 and 8) for boys. Besides writing these Copy-Books, the pupils should be taught how to keep simple accounts by single entry. No text book in book- keeping should be used by the pupils. GRAMMAR. The sentence : its different forms. Words : their chief classes and inflections. Different grammatical values of the same word. The meanings of the chief grammatical terms. The grammatical values of phrases and of clauses. The nature of the clauses in easy compound and complex sentences. The government, the agreement, and the arrangement of words. The correction, with reasons there- for, of wrong forms of words and of false syntax. The parsing of easy sentences. The analysis of simple sentences. The whole course, as treated in the I'ublic School Grammar, should be taught. iOMPOSITION, The nature and construction of different kinds of sentences. The combination of separate statements into sentences. The nature and the construction of paragraphs. The combination of separate state- ments into paragraphs. Variety of expression, with the following classes of exercises -.—Changing the voice of the verb ; expanding a word or a [)hrase into a clause ; contracting a clause into a word or phrase ; changing from direct into indirect narration, or the con- verse ; transposition ; changing the form of a sentence ; expansion of given heads or hints into a composition ; the contraction of pass- ages ; paraphrasing prose. The elements of punctuation. Short narratives or descrii)tions. Familiar letters. GKOGRAIMIY. I. Work prescribed for Second and Third Classes. II. The form and motions of the earth. The chief definitions as contained in the authorized text-book ; divisions of the land and the water ; circles on the globe ; political divisions ; natural pheno- mena. America, Euroi)e, Asia, and Africa. Canada and Ontario, including the railway systems. The products and the commercial relations of Canada. --j-:J»J-J&M9¥W"eK.-.-.- 26 and as recommended in the general suggestions. ARITHMETIC. Numeration and Notation; the elementary rules ; Greatest Com- mon Measure and Least Common Multiple; 1^^~;''^!»'"„: pound rules ; Vulgar and Decimal Fractions ; elementary Percen tage and Interest ; Square Root ; Mental Arithmetic The whole subject, as treated in the Public School Arithmetic, should be taught. ^^^^^^ I. Review the work of the Third Class. II Outlines of English history ; the outlines of Canadian history generally, with particular attention to the events subsequent to 1841. The Municipal institutions of Ontario, and the Federal form of the Dominion government. Fverv good teacher will teach History and Geography concurrently. The Hisforv lessons should form the bases for numerous exercises in composition. ' „.,„., The authorized text book on this subject should, (when published) be introduced mto every Public School. Special attention should be given to such i)oints as these :-How plants grow and what they feed upon, how farms ought to be beautified and cultivated, the value of shade trees, what trees to plant, how and when to plant them, the relation of agriculture to other pursuits, the effect of climate in the habits of the people. Poetical selections on rural subjects and talks on natural history should form part of the instruction of every Friday afternoon. DRAWINCI. Authorized Drawing Books, Nos. 4 and 5. MUSK. I. Sacred and Secular Songs. II. The elements of musical notation as taught in the authorized text book. a a 27 FMIILL AM) ( AIJSTIIK\HS. As prescribed for Third Classes. PHvsioLowv XM) iiv«ii:\i:. I. Review the work prescribed for the Third Class. ir. General plan of the human body, and the manner in which life is maintained. III. The bones— their composition and structure. The skeleton and Its parts, IV. The muscles-their structure, sizes, shapes, and mode of action. Locomotion. V. Digestion. The organs of digestion and the mode in which It is carried on. Eating and drinking. Foods. VI. The blood and its circulation. Structure and action of the heart. VII. The lungs and respiration. Air and its relations to life. Ventilation. VIII. The skin and its fum tions. Clothing. Bathing. IX. The nervous system, general strut ture and distribution. The brain and spinal cord. Sensitive, or afferent, and motor, or efferent nerves. X. The special senses— touch, taste, smell, hearing, and seeing. The work prescribed may be found in the Third Class Course. MORALS AND MAIMERS. Consult the general suggestions at the latter part of this pamphlet. i 28 GENERAL SUGGESTIONS. KEIDING. The objects to be kept in mind in conducting a reading lesson are to give the puinls the ready command of a constantly increasing vocabulary, the power to realize for themselves the thought or sentiments which the passage read contains, and facility m expres- sing the meaning which the words and sentences have assumed m their own minds. New and difficult words, with the phonic and accent marks, when deemed necessary, should be put upon the board by the teacher, for class drill, preparatory to the reading lesson m which they occur. The class should be practised in pronouncing them at sight. Lists of words in common use liable to be mispronounced, should be made by the teacher and kept ready for class drill. The prime object of the teacher in every reading lesson should be to train the pupils to get at the sense of what is read. Various expedients should be resorted to for securing this end. Witii regard to expressive reading, the chief consideration should be whether the pupils know or feel what is contained in the passage tD bs read ; and if this be secured, they may be depended upon to give it natural and pleasing expression. The example of the teacher in reading a paragraph or selection should be an important aid to the pupils in this connection. An excellent exercise, for all the classes, is to require a pupil to read when all the other mem- bers of the class listen with closed books, and criticise when he has finished. Exercises in silent reading should occasionally be practised. A selection should be given to the class and, after sufficient time for study has been allowed, the pupils should be questioned upon the lesson, and should be called upon to state, either orally or in writing, in their own language, the substance of what has been read. Pupils should be encouraged to use, in the preparation of their lessons, the dictionary for the meanings and pronunciations. The judicious use of recitations and declamations will aid the reading. IRITHMETIO. There should be regular and systematic drill in oral arith- metic in connection with every class. These oral exercises should precede, accompany, and follow the slate work. No book on mental arithmetic should be placed in the hands of pupils, but teachers are recommended to use, for their own guidance, some standard work V V 29 rri[hm:;ic;'publish\?b^^^ ^'"'^-n's Intellectual recommended. McLellan's Mental A ^.'^'"- '^ .^°' «^«ton. is ofmuchu8e. ^^"^^' Arithmetic will also be found boundaries, size compared with other ''^^'^^ statement of climate, divisions, physical features JclLlt.T''''''!^'^ '""^ ^'^'^io^s, wate; tures) productions (minera Cfable ?'"' n^ T'' P^^y^'^-^ ^e- In dil "' '' ' -d'^tt c^pitaTo'Lh '^'^ ^"^^^^ is recommfend''e?:-^' "^'^ ^^ " P^''^^^^' division, the following order genSVatetnTo'f ctt'^^^^^^^^^^^ -the .ones- countries in the same cSntland^^^^^ '''' '"'"P^^^^ ^"'^ other ical features, (surface clirnTtr Jn '^'^'^'o"^- vvater divisions, phvs of life and oc^cupatbks po Sl^T ^dil-^^^^ ^"''^'^''^-ts (mX mercial city of each. ^ divisions, capital and chief com- . ^" dealing with the geosranhv ^f o d • ^ngorderisrecommeniT-ltudvof fh"''""'^' ^''''' '^'^ ^«»ow- Position in the zones, position in the .n. '"""f ^"^ ^'""^^^> ^"tline, size compared with the^tl er ProvW^^ ^^tent and mountains, capes, bays, lake^ tl "h °'^'^'^'' •'"'"^^^e, peninsulas, productions, principal ciiiefand towns '' ''''''' ^'•^"^^^' ««'^ The r. , . ^^^ MAimG. 1 he pupils should be practised in th. -^ . map of each continent, country or n- '""P'^ ^'^^^'"^ «^ ^ ^J^etch- s^tes or paper, commeicbg w^hThroulline^P^H ^'^.-^'-kboard and the mountains, ri^ srs, physical diviLn.^^"'^^^^'"g successively sions and their capitals^ anTchieent-. J'"' J^'""'' P^^^^'^^^ ^^^^ and general indications where each ra-e -2^^ "manufacture, most abound. A neatly executed m^^^^^ '^^ "^'^^"'""^ productions of each pupil when the^tudy of the divrd^''^^''' ^^^°"^^ "^^ ^^^"'^ed tei:i>:!!.1Sl!^S^;;^--2-^ lUoral. The HISTORF. ~^75;;t?^\tirt^^^^ "^ ""'-'^ -'• The the leading cveats andXthe W oSl-'' '"''^."' "'"' " ''" °^ ■n .he h.o., of our owreiu^i;^ ^^.^I r.^-ip'^T^Xn 30 the intellkent interest the teacher takes in the work No attempt siotnd be n^ade to load the memory with dates and disconnected facts The teacher must bear constantly in mmd that the object of he lessons in History is not so much to communicate knowledge as to excite an interest m the subject, attract the attention of the puiMls'Jtimulara desire to know more of the subject, and lay a broad foundation for its more extended study. The history lessons will furnish excellent material for language and composkion Ls^ons. A lesson should not l)e considered as finished unTilthe ?rcts or incidents learned have been embodied m a com- ''""Mlny successful teachers strongly recommend ^^^ "se of the topical method. The pupils should never be reqtiired o " en.ome nnrtionsof the text-books, but should be tramed to use it as tne LTrce of information on the topics which the class - studying^ The habit of stating in their own language what they have learned from the book should be sedulously cultivated. With Fourth Classes, the paragraphs of the text-book covered by the lesson should, as a preparation for the recitation be read by he class and all necessary explanations made by the teacher, ine hSorv of a country cannot be learned without constant reference o its eeoel^^^ The pupils should, therefore, be made familiar with such Sapi^ical feaLr^es of a locality as may be necessary to under- tand'thf incidents that have taken place there: ^-^-^-^^^^^ therefore, an essemial feature of the instruction. .^^^%f^f ^^^^J,*"^^ most important events are, of course, a necess y. The number should however, be made as small as possible. 1 he exac t date ot •^^.'en^'is of much less importance than tbeir orderly succession and continuity. Frequent general review. ,^^;°^>^^ ,^!^f ;^^",^f .Te^.H, hensive chronological summaries should be "^^^^ ^l '^^J^^''^^^^^^ of the epochs or periods and utilized as one mode of review mg tne ground gone over. MORALS \NI> MANNERS. No course of moral instruction is prescribed. The morals and manners of the pupils cannot, however, ce too sedulously cared for. t' teachLisex^^^^^^^ personal example as well as by the Lrdseofhs authority and by direct instruction, to imbue every pupU with respect for those moral obligations which -deriie a well- formed character. Respect for those in authority and for the age^d c:ourtesy, true manliness, reverence, truthfulness, '^^^sty ^^^^[^f" best be inculcated as occasion arises for ^^f^r^"g^^^« ^^^;^^^^;u3hVng teacher can well afford to d.vote both time and c^^rt to estabbsh^ng his DUDils in habits of politeness and good conduct. These are mat ?s7owever: which cinnot be reduced to specific -les and direc^^ tions ; they must be left to the personal character «"d mfluence o the -ndividual teacher. It is sufficient to state here that moral char y 31 Reg,s.er should be caUl>°t;dTd''ale"edt™"' °' '"' "'"' liAIV«IIA«K AIVI> COIHFOSiriOK. (A. Shames & Co New -ok>l'',", l^'JT^' '""^ Compo'si.io,, English (U. C Heaih \ ' °„ ^' i "f '^'-'-'''°"' '" "'<= use of English (Teachers^Ed l;'). "-The S Tid fa^T^f^ ^"^°"^ '" suuable f„. any class lower. hanthetnu^rF^^'r^TI,™"!?,'" ^'"^, serve as suitable aids in teachin., Kir« j cV , ' li^^ o"iers wii: first is specially recommended ° ^'™"'' •^'"'^^"- '''l-e of Ihe^rglltlrgu^e^clnf rco "7"''^ -ion. and^he Publc¥cht'."(" rlSV a^miTrd"' "°""'°- RECITATIONS AND RKVIKWS. reviews. These should be syste^^^^^^ ""? ^"^^^^^^y) be both oral and writtten nS of tht '""''"'/'"f ' They should should be neglected. Both a fnecest' ^Fort '' ^^^-^"^^>- teachers should make soecialnrpn.roT^'u ^ ^^''^ ^^^^ reviews, unsystematic and pofntTesr ^'^'P''^^^'^"' "^'^^'"^'^e the tests will be while promoting'the meitaf and mora 'ZlZ o tf ^^^-'-°-. teacher should encourage the ounils Vn nl« 1^*" P^P^'^- The and songs for these occasions ^ He hof, M^T ''f^'"«'' recitations, (current events, interest nT natural h. "" ""^T'^ '^"^^ '^P^^^ liarities of other nat on etc ) for f^mT'"?n' ^^^''' ^"^ P^<^"- So-e literary selection ".^ay'^ai^^^^^ Th' '" P"^''^' should be calculated to promote a Iovp nf ?' ^^^^^ exercise? intellectual and moral JiK the p pliran? to^? ^°.k^"^^'^" ^^^ increased interest in the work of the ThLi n ^""^ ^''^™ ^° ^^^^^ and others may be invited to Lnresen^'.^H ^'^^^'^^ally, parents be welcomed at any time ^ ''^'^ ^^^'^'^'^^ ^"d should 32 i:xi^iiM\TioNs. The school law and regulations make it the duty of tearhers to hold a public examination durmg each school term. ^ ^is duty should not be neglected. Whether these exammations prove mter- est^ng and useful to pupils, parents, and trustees will depend upon ?he spirit that influem es the teachers and upon the manner m which the examinations are conducted. They should be fair honest, and searching. To relieve the monotony, there may be a few songs, an exercise in calisthenics or drill, and a few readings or recitations, hu the examination should not be converted into an entertainment. It should be an honest review of the work done during the term. TIMK TIBIiK. Loyalty to the school law as well as a desire to enhance his own efficiency will.it is believed, lead every teacner to prepare a Time Table showing the manner in which the school time is spent. I his should show clearly the amount of time given to each recitation, the order in which the class recitations are heard and tl- mann- in which the pupils who are not reciting are employed. It should De no ted in some conspicuous part of the room for the guidance of Ker and pupils, and for the information of Trustees, Inspec- tors, &c. . J. Junior First (Tablet) Classes should receive/^z/A- lessons in reading, dalv Senior First (Part II.) classes should have, at Ic-ast, ///r."/ Second Gasses shou'd have tL .• and Third and Fourth Classes, at least, one. In every school, and in every department of a school, there should be dai/y instruction and practice in writing for each class At least half an hour should be devoted daily to this exercise. During the time allotted to writing, the teacher's whole attention should be de- voted to it. In small schools and departments, teachers are recom- mended to have daily recitations in all the more important subjects prescribed in the Course of Study. Two lesso..s should be given, during each week, on Physiology, Temperance, and Hygiene. The Object Lessons prescribed should receive due attention. They should be true development lessons in which information is only incidentally obtained. PROMOTIONS. For testing the progress of the First, Second, and Third classes, and as a test of filne.s for promotion, half-yearly written examina- tions will be held in each school. For these, the ciuestions will be prepared by the Inspectors. No pupil should be promoted to the Fifth Class who has not passed the examination for admission to High l^chools.