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 6 
 
 
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 ^^^^^^m^mttaat^itaiitii&^S 
 
No. 3. 
 
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 Tho CJhief Superintendent «hall. In hta dlaoretlon, forward to the Trustees of esoh DUtriot. a 
 senu-annu«l Oiroular. oontalning offloial uotloes. eduoational information. *nd especially a detailed 
 statement of the Provlnoial Orants paid to Teachers, and the apportlonn^ent of the County Assess- 
 ment Fund to Trustees. These Circulars shall be permanently filed, by the Trustees, and shall be 
 aoaesaible to Teachers in eaoh 0istriot.-K»io, 43 w th» Btvwo o» Bofu»Tio!» of Stiw ItRDsswioif 
 
 P/ 
 
 .CONTENDS, ' 
 
 Apportionment of Pto^^l GrantH and County Pmid for tlie 
 mer Term, ^^BDctobCr 31, 1875 
 
 SuggeKtionH toward M^iPnpltition of onr School System. , .; 
 School Inspection; 1*roper. .V. .. . . . . .. ... ..... . . . ,.,,'. 
 
 A Toachcrs' AK^Fimd.. ••...'. ....i ...../.'! i'^];]-; / 
 
 Secondary Edncation 
 
 Buildinj^jj for the Provincial' Noraial SoIum)! . .... . ,1; . . . ,\ . . 
 
 ExaralnrttionK fur Liceniie— Questions, March, 1878,;. ....... . 
 
 A JMannaf of Colonr.. 
 
 the Scrap-Book. . . . . . ..../, .'. ,....,...'..[ .l.],^].]]^.,,], 
 
 TIniversity of New BnmRwick.. .....*.,..,......,.... . ..... 
 
 tjfficial Notices. f.....,...^ 
 
 ■ i 
 
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 PAQK. 
 
 1 
 28 
 
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 30 
 
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 40 
 
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 I'nlNTKD FOB THB 
 
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 HiKDjpRlcrrOK, N. E 
 
 EDUCATION DBPAHT«E,NT AT THK DAILV ttoKaftAPB 
 
 /■:'.■ -•;;-ittfl. 
 
 STHAH JOB 
 
 
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 HALL'S BOOK AND MUSIC STORE. 
 
 'X 
 
 :E'IiE!3DE!K,iaT03Sr, IT. B. 
 
 SCHOOL BOOKS. - - COLLEGE BOOKS. 
 
 Archer's History of Oanp,da, 
 
 Mimroe's Vocal and Physical Traininfir, 
 Ourrie's Oommon School Education, 
 durrie's Early and Infant Education, 
 Sheldon's Elementary Instruction, 
 The Prescribed School S^ngr Books, 
 
 The Preso^jibed French-English Readeref, 
 ■A^l the' Prescribed School Books. 
 
 MASON & HAMLIN'S CABINET ORGANS. 
 
 PUJOL'S COMPLETE FRENCH CLASS-POOK, 
 
 '' ' ■ ■ ANU ■ . ' ' - - 
 
 CICERO, JUVENAL, HORACE, LIVY, TAQITUS, DEMOSTHENES, 
 ' LUCIAN, HOMER, ARISTOPHANES, EIJRIPIDES. 
 
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 ISK. S. H-A^XiXi-i 
 
 COIiONIALJ BOOK STORE 
 
 s:A.i2sra? jronisr, isr. b, ' 
 
 CONSTANTLY ON HAND: 
 
 ALLTHE BOOKS PRESCRIBED FOR USE JN THE PUBLIC SCHOOLS. 
 
 BOOKS FOK PKESENTS, 
 
 - (lOLI) FKNS AJSri) PENCILS, 
 
 KKOORD BOOKS, l^OW^ BOOKS, 
 
 ALL KINDS /OP ACCOUNT BOOKS. 
 
 Paper, Envelopes, Foolscap ; Letter and Account P^Mf' 
 
 NEIiJON'S MAI'S OF THE HEMISPHRRKS, 
 
 WALL CARDS FOR USE WITH THE ROYAL PRIMKR. 
 (ILOBES; MUSIC AND MUSIC BOOKS; OIMiANS. 
 
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 Oom*r Of Kioff a&d OwuuMn Streeta. 
 
 EDU 
 
 (lis"erot-ion. loi" 
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 Educational Circular. 
 C O U N T Y ( ) 1^^ OAK L I'] T OX. 
 
 n 
 
 Provincial Grant to Teachers V - ^LOCALITY. 
 
 County Fund to Trustees. 
 I .\MOrNT. 
 
 XAME. 
 
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Eduralional Circular. 
 
 I No. 
 
 (-OUNTY OF ('AELI':TON~r../,//Aj*/r./. 
 Provincial Grant to Teachers. ! LOCALITY. County Fund to Trustees. 
 
 .VMOr.NT. 
 
 NAME. 
 
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 HicHAKi) \\'iii:i:i.i:k 1 
 
 IlllKllT. PillltH- 1 
 
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 Kitifst A. Sliinv ;i 
 
 Mari.i. F. MiulKOtt .s 
 
 Donald iMcDDiiiild..-, ... ,{ 
 
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 Aiinio M. Wakeiii ;) 
 
 Alice Oiher.^on ;i 
 
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 Kleanor Cashinan :i 
 
 Eliinuir E. yicKnii ',\ 
 
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 Emily S. Wakem ;; 
 
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 Eduralional Cirr.nlnr. 
 
 corxTY OF vAixiiLorm. 
 
 Pi'ovinclal Grant to Teachers. 
 
 5 
 
 LOCALITY. 
 
 County "Fund to Trusteifiis. 
 -i AMOUNT. 
 
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 CO LINT V OF KENT.- 
 
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 ^ I .\ .MOUNT. 
 
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 Ed ti rational Circular. 
 
 (JOUXTV OF KINGS. 
 
 Provincial Grant to Teachers. LOCALITY, 
 
 i 
 
 County Fund to Trustees. 
 AMOUNT. 
 
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 Annie M. AUiiii.. ' . 
 
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 Annie ('. Kjersteml.. 
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 Eihicational Cdri-fflar. 
 COUNTY OF Kimi'^^.—Coniiinied. 
 
 I No. 
 
 { 
 
 Provincial Grant to Teachers. LOCALITY. j County Fund to Trustees. 
 
 '^f 
 
 \ 
 
 NAME. 
 
 
 6 
 
 ■2 I 
 
 PARISH. 
 
 ^ I 
 
 4 
 
 12 3 
 
 Eliza E. .Johnstiin.. . 
 ■h iinii II. Mr(,lriiiin\ 
 
 Minnio N'liil 
 
 Miiry A. Ciiso 
 
 C'fliii E. (iniy 
 
 M. AiiR'lia (iiinunjr, . 
 
 lief sic Koiiy 
 
 iMiiry A, McIjcoiI 
 
 M. I^ouiiiii (laiiDiiK. ■ • 
 (ieoi-KC II. I'lTkin.s... 
 ]*ntiick Mcliriarty, 
 
 .John Koheitsoii 
 
 Siiinuel Miittatiil,. . 
 
 Chiirk's l-'ojcy 
 
 .Iiiliii ,1. Wi'iiilil, 
 
 liCtitiii E, Fiilkiu.-*,. . 
 
 .Jano Mrowii. 
 
 .Julia ('. Kroft 
 
 Naomi Diiiilielil 
 
 Charlotlc MiliWod, . 
 ARiiert \\. Sliiirr 
 
 .J. <1. A. liKI.YKA,.. 
 
 .Icaniiio E. Miiriaj. 
 
 EJi/.a .J. Alorcor 
 
 E. A. ]vi(^r.-<tt'a(l, . 
 
 _ Susan (lillii's 
 
 ' Alihic Al. SiMiioM 
 
 MaKtric M. Ki'll\ 
 
 \ti\\C!i K. !,ittlc.'.. . ,.. . , 
 
 lioorKc ('. Slaril(M'..i. . ', 
 
 • tsear.P. McCullv, A.tJ. 
 
 I»aviil \Vil,M,ii, A. 1!. 
 
 -MaifKie Hyi * . 
 
 Sami Ki.C. Wii.iu u. AISi 
 
 Mclviua \j. ityaii.- . . 
 
 Louisa M. Ndwiaii. 
 
 .It's. A. !•'. Kaiinvt'allicr 
 
 Sai-ali .M. Siii)i(i 
 
 I.ucrcliii .Marvin,. 
 
 .Mary A. I{ya,n. 
 
 .Mary E. Howard. . 
 
 .'-iclina K. Crawtoril, , 
 
 t'laroncf .^liarp 
 
 .Iiino 0. ,'>liar|). 
 
 Sarali A. Sliarp.. 
 
 I.ilrnli,, Sit l-i -.. 
 
 Ilalancci lu 'rrustt'c-^. 
 Ellcantir I'allcrson. 
 
 Eliza l'(,wl,.r 
 
 riiaril.\ K. Stiiilli. , 
 Jvlwnnl Coiilcy, 
 
 Mari.i S. Cm 
 
 liollic I,. .\|. Nascin, 
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 12 '.10 111! 
 
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 17 I.: r, 01 
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 100S', 
 
 1700 
 1272', 
 I.V'ii 
 102:1 
 
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 2107 
 
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 counts; 
 
 Educational Circular. 
 
 11 
 
 Provincial Grant to Teac}ier8»'?pA,QCAL.ITY. 
 
 \AiIE. 
 
 6 
 
 ■Inns W. ('An,iii;i,ii, 
 
 ,\llll!l li» llciltOll,. . 
 
 .IlKoll N. Pill 
 
 iMiiinic \Vli('liik'y. . 
 
 \\ . S. (Jirtfi- 
 
 (i('(l. II, li.isUov, . . . 
 • William Mrit;,, ... 
 - .I..ln, .1. //../,-•, 
 
 i;\ adiu' .r. ItiMTiili.. . 
 
 Aiiiclia II. I'oiiliiiiiii. 
 
 Tea. iJ<l. ill Sl.Joiiii C 
 
 PARIftll. 
 
 '5 4 3 
 
 1 lii<.i 1;2I (iVWo.'^inokl 
 
 :; 112 , .I'l iKi! 
 
 ;> \\i m iHi' 
 
 :! to l-_' ."i<i| 
 
 ;; ll'j r> IK): 
 
 i; 111 ■ ".!l 111 
 
 .■1111 .VI (.-1 
 
 ;i 111' liii iKi; 
 .■:ili.' 
 
 U IKI' 
 
 ii;> L".i oii 
 
 County F\ind to Trustees. 
 AMOUNT. 
 
 
 c 
 
 I 
 
 fc- — > — 
 
 a.2: I ja 
 
 .■'■=•; " 
 
 a 
 
 ; 3 
 
 3 I H c 
 
 li 
 
 
 ■i I S-( i ^ 
 2-^1 -S ' 4 
 
 3 a 
 
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 5 ! 
 
 6 
 
 _f 3 
 
 H 
 7 
 
 
 
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 .11 
 
 l(i< 
 
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 . . 1.1 
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 lIKI 
 112 
 112 
 
 Id 
 112 
 111 
 111 
 112 
 112 
 
 '.i.'i 
 
 21 
 27 
 21 i 
 
 2'. I 
 
 2S 
 
 1!«IH ,$1 I liOll;-) .-W $;{0 
 
 12XS i 1.-> (K): 1(1 (I.-, 2;-> 
 
 12;V! ! 2<l («!' 11 7H 2<.i 
 
 m~\' 5 :m{' ,") (u'r 1(1 
 
 112(i'! 1.-, (K)l 11 i;{ 2i! 
 
 112^ 1 11 Sli II 12 2.^ 
 
 ^W■^ : l;i HI, 10 II.-, ;!o 
 
 liliK ' 2(1 (M)i ;-, 21 ' 2.'> 
 
 ll'.Hi ! l.'> (H)! SI .'il 21 
 
 •'■'■K) 12 lAi i n Hi 
 
 .■!42 ' 2 (>7 2 
 
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 7S 
 II 
 
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 5 
 
 c-S 
 
 
 ('()['NTV OF MA DAW A SKA. 
 
 Provincial Grant to Teachers. LOCALITY. 
 
 -XAMi;. 
 
 
 
 ."^ii-.iii 'riicriiUiU . . 
 Iiiiiii^a Kmv 
 
 II, mm, r,.„:/l„,,l 
 .Aiia^lM.sin .M.ii'liii. 
 IliiriicI IIcIh'iI . . 
 .'^ciiililiiiii' Mlii'ii 
 ,\iiiii.-^ Tlirriiiiill 
 
 r.\iu.-<ii. 
 
 5 4 3 2 
 
 •■; 71 is: 1251. l!,i.-il .. 
 
 .; S.-, 2'i ^liM. lA'nlliinl 
 
 .i 7."i III 17 
 
 •■'. lim -I ::■' <\. l-'ranci.-.. 
 
 :; (!i I", :\] 
 
 '■'• 1 12 M IKI .Ma(linv)i.-ka. 
 
 .1 112 .1. IKI 
 
 County Fund to Trustees. 
 '^ AMUINT. 
 
 1-5 - 
 I i ~ 
 
 • -r- OJ 
 
 ' I. zi 1. 
 
 - :- ij 
 
 - ^ 
 
 1, 2 
 
 
 s • 
 
 
 1^ 
 
 :i 4 
 
 3 3 
 
 5 
 
 «ii 
 3* 
 
 o c 
 
 C5 it 
 C — 
 
 6 
 
 ^ e 
 3^ 
 
 If 
 
 71 
 
 I1H1 
 I'.i 
 
 II 
 
 .■;i; 
 1.; 
 
 1112 .'I 
 
 vx\.\ 
 
 2H1(I 
 
 ins 
 
 IHt 
 
 I'M 17 
 lull 
 
 .$'1 '.H $1(1 .'■>7$l.'.l (s 
 
 II .iS ,«ti 111 .-IK SI 
 
 I'i :v IH (nr 111 (K 
 
 1 i .HI ll!l 111, 1.12 H.) 
 
 Il .Vi III (ili! 211 22 
 
 I'l (Ki till (i,t! I7ii (i;! 
 
 l.'> IK) 2<il 21) 2111 211 
 
 i=ty^ 
 
-r^m^^ 
 
 12 
 
 Educational Circular. 
 CO UXT V F XOlfT li UME V. W 1 .AND. 
 
 [N. 
 
 Provincial Grant tx) Teachers 
 
 LOCALITY. 
 
 NAME. 
 
 • 6 J 
 
 TliDma.M I'arker 
 
 (^itlicriiu' FIctt 
 
 Ciitlicriiio liDgitiC' 
 lloiKini Wiisudii. 
 .lunc Carruflicis . 
 MiiKKii! .). Unroll . 
 rntiiik O'Donnoll. 
 Kiiicliiio Miiuiilain 
 
 .liiiio Aiiiii.M 
 
 Willimii II. (iriiHlley 
 
 .lolin Ciiiiiin 
 
 Nellie, J. .Mei'scieuii 
 
 Sereiiii Price 
 
 .MaiTKic! A. .liinliiii 
 
 •Mary Ann Kelly 
 
 Kate (i. I'urter , 
 
 i:Uih,l .\,rhih„/,/ . . 
 
 •lime Arehihalil 
 
 Itnwiand ("riieker 
 i:. II. MeAlpine.A.I! 
 <'<"eelia .Mcxauder 
 K.M. Willisldu,. . 
 
 .l(Uinna liiiliie 
 
 <'i>i NSKi, T. JIkndkv 
 
 Mary .1. Swim 
 
 .MaRjrio MeIntl>^<il. 
 i:ilal!. MeKean . 
 .Mawie S. (ididnn 
 
 .1 AMKS \. W VTIIIN 
 
 Helena lliirpui 
 ■Ma^rtrie Miller 
 .liiniitlian ^yvmult 
 la/.zie.VI. ]\lelleatli. . 
 ,Ma«»;ie MeDdnalil 
 .\hiiia ('. liaidwin 
 ./'./--I .\trM;„,i 
 'I'liiiinas (■'. .MeKay 
 
 /:■'/, tri f. Itwix. . . 
 
 ('. A. Willi-luu.. 
 
 TIlfiHltm I 'mil t}i III ■ ■ 
 
 <'linrle> Antlnniy 
 Ijnily I'. I'>)wler 
 Charlnlte \V. I lloek 
 
 A nil I III W'llniiti 
 
 Maiy (trr I'lenirniuK 
 
 Siiinii It. I*niiil 
 
 Tea. |)(l. ill ^iirk Vu. 
 .Michael Kliiiiie, 
 lliiiiiia Klelt, e. r. a. 
 IM<. 1'. M„rrisay 
 
 'lollll lliilllilliill 
 
 l'.itri('k<'iinniiiirliaiii 
 • I. Ilaniesliiilhaiii. 
 '» ' '" ' A', til I iinnii 
 .liiliii .\|iliiiii,« 
 .Mary A. Tul.in 
 ('Iiarle« S(('warl. ; 
 
 k 
 
 
 si? 
 
 ^ i 
 
 4 i 
 
 :!1IJ 
 •-' (ill 
 lilto 
 ■■: 112 
 ■■{111 
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 13 
 
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 COUiNTY OF (iUEENS.— Con^Vii/a/. 
 
 [No. 
 
 
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 LPCALITY. 
 
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 NAME. 
 
 ;j3 o. 
 
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 Aic.vander Maohiim. 1111 
 
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 Wm. .1. !i. I'enrsnii .'( 112 
 
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 Tea. p(l. in Kifitf.^'n 
 
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 Educational Circular. 
 COUNTY OF RK^TIiiOVCilK—Continucd. 
 
 [No. 
 
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 NAME. 
 
 6 
 
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 ■roVl Grant to Teacher3.7^ LOCALITY. County Fund to Trustees; 
 
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 Educational Circular. 
 COUNTY OF SAINT 3 OB.'N.— Continued. 
 
 [No. 
 
 t 
 
 Prov'l Grant to Teachers. 
 
 NAME. 
 
 John Thomjison. • . 
 Elizabeth K. Poole 
 
 AVilliam MiHs 
 AnnieM.McCalluin 
 Eliza 0. Jordan. • • 
 
 Bessie C. Otty 
 
 James A. McKeen, 
 Wm. C. Simpson. ■ ■ 
 Augusta C. Perkins 
 
 Annie Currie 
 
 Henrietta Taylor, 
 Annio M. Robinson 
 Andrew Nesbitt- ■ 
 
 M. J. Wilkins 
 
 Edwin 11. Frost... . 
 E. S. Rutherford. 
 Catharine Barton.. 
 Anna H. Wilson.. 
 Rachel C. Howard 
 
 JennieBell 
 
 Elizabeth PJstey. . 
 Teresa Carleton. . 
 James Sugrue. . . . 
 Kate Sugrue. ... 
 Hepaibah Chipman 
 Margt. J. Williams 
 Maggie'C. Sharpe. • 
 .lohnMcAliater . 
 MiVKKie A. Watts.. 
 
 Emma Alden 
 
 15osaie H. Boyd.- . 
 
 AnnaB. Frost 
 
 Isabel Humphreys. 
 
 John Finen j 
 
 Mary (iregg I 
 
 M&ry A. Carleton . 
 AddieChamberlttin 
 Annie M. Carter. 
 AbigailA.AVilliams 
 Lydia E. Williiuns. 
 
 Amelia Duval 
 
 Charlotte Baldwin. 
 l.«rl. T. Riehard.son 
 Rebecca S. Floyd.- 
 
 Annio Murray 
 
 Daniel M. Sterns. .' 
 .Stanley (l.Olite...' 
 
 Annie M. Ilea 
 
 William Bennett 
 Fred. C. Allison- . 
 
 Sara K. Wood 
 
 Minnie B. Everett. 
 
 Maria Thoal 
 
 Maggie Stothart.- - 
 
 Lucie Currie 
 
 John Montgomery, 
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 ' Educational ' Circular. 
 COUNTY OF SAINT JOHN.— Coniitiued. 
 
 19 
 
 Prdv'l Grant to Teachers. 
 
 NAME. 
 
 6 
 
 Susie P. Robertson 
 Thomas O'llioll v.. • 
 M. Agnes Nunnery 
 
 Sarah Garland 
 
 AVm. 1). lJa,skin.. 
 , II. a. McWilliains. 
 Margaret Brittain. 
 Caroline E. Huostis 
 Kiniua F. Moran . 
 1). A. Thompson. . . 
 Ijyilia.I. Ba.xtor- . . 
 Lydia J. Fullerton 
 Jnn<- If. Jietl ...:.. 
 
 JoHxBlUTTAIN 
 
 Sarah A. Osborne • 
 Florence Vailc.r.a. 
 
 ^ Edna (iorhairr , 
 
 Carrie M. Melviii.. 
 
 Samuel Bogle 
 
 (icorge F. Fowneti. 
 
 Klizii ('(triiilf 
 
 I'atrirh Hfiimtt. . 
 Amcl;a>A. Na.son.. 
 Mxiit MvLnren... ■ 
 Evelina Brown. . . . 
 iHnhilt Muriihu- .■ ■ 
 Margaret McUirr.. 
 Annie M. 'Hopkins 
 Susannah F. Burk. 
 Tca.jid. in KingsCo. 
 Florence N. Dorsey 
 Annie (i. Flaherty. 
 Mieliael Kelly. . . ,. 
 Michael Connolly • 
 (loorgiana Carr.. 
 Annie K. Lovatt.. . 
 
 .Jano (Jriflith 
 
 Arthur Park 
 
 Peter Brennen. . . . 
 Mi>,.M.A. March. 
 
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 Provincial Gs *Jit ituT«MtoborH 
 
 KduvMilional Circutur. ' 
 iV OF srNBUJIV. 
 
 LOCALITY 
 
 [\. 
 
 County Fund tp Trustees. 
 AMOi;XT. 
 
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 6 
 
 5 _4 ^ 
 
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 Charles Liiiiiiim ■".112 i:. (hi " J. • 
 
 Kli/.ul)etli lloyt .'.112 X, w " T* ... 
 
 .\iiiiiu Miini-DO Jill'. (I "!• ■■ 
 
 Olivo J. T. IJailov... -'112 4.-. (Ki ■• 
 
 Eliili .J.Mi.,-,imlri .. .tllJ 4(i (i7 " 
 
 liporiric A. Motion... .'! !•!' L'S 7."i liurtoii 
 
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 Hiioch Tliompsoir 2 W>\ ,",7 (r, •• ' . . 
 
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 Edu c at to n al Circ u lar. 
 COUNTY OF Vim\)lUA. 
 
 •'I 
 
 Provincial Grant to TeachersI LOCALITT. 
 
 County Ii\ind to Trustees. 
 
 t: i 
 
 PAIIISII. 
 
 "3 
 1 
 
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 Ilicrino .1. Kyrrctt ■'! ."i-i Hi 51; ^ 
 
 vi/ii'iiii niiiiiiiiKiiii: '• '.\wi ,V) 71 " J.. 
 
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 Liiviniii .mirpli.v :', M2 ,;") (K) Dniniinoud 
 
 Miiiiii' .1. l.rsli, -.WVl Hi 117 •• / 
 
 ."Mary I;. ^Vllt^<(m , 'l- '.is .'lii .'{t (Jonloii ' 
 
 .Mrs. liciij. Kcid :;illJ :;"> (ki " . . .' 
 
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 Miiry A. Iioiiil('v.-i(in. .'! 1 IJ , ;!"i ()(| " 
 
 Kliziibotl) Hvcritt. . -i 112 .T) (Ki 
 
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 72 
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 ■Educational OLfcultir. '- 
 
 [No. 
 
 r 
 
 COUNTY OF WES 
 
 i ~ 
 
 RLA'NJ). 
 
 PrgVinclal Grant to Teachers' LOCALITY. 
 
 -tw 
 
 V 
 
 NAME. 
 
 !■= a- 
 
 '0.3; 
 J3 Oil 
 
 I 3 — 
 
 .4i 
 
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 Q 
 
 ,T(i,-<ptili RoikI 
 
 .Iiiiiies (i. AtkiiiMon. 
 
 \Villiaiii.I. Slophenx 
 
 .]5(>njiimin Corripaii.. 
 
 Artliur \V. Heiit 
 
 t^usuiiSilliker 
 
 Udsaniiali Allen 
 
 .Ihuc Jonos 
 
 Samuel 0. Murray 
 
 /sdihir I'liiil 
 
 Huoch H. I'helan 
 
 .loiiN N. Wm.i.s 
 
 t^eiirsie H- Plielan 
 S. II. Paksons, a. B. 
 K. (\ Cliaptiian, c.r.a. 
 (^lara P. Atkinson. 
 
 Il'iiha ./. C't'ik 
 
 .Melindii Hicks 
 
 Liznie S. Roid 
 
 :inii„ (■■,■!. I 
 
 Hahiiii'e to Trtistoc.". 
 
 A. II. W. Knnpp 
 
 \MiirK. .1. (iloiinic ■ 
 
 1 MlHIl W'l-Allllt . . 
 
 'I'lios. ('. ('Iiai>inan 
 l",uiiico Kri'iMiian! . 
 
 .Miiry riowiird 
 
 Kiite Ilnr4|.'< 
 
 S..I. jKNKtNX. A. B. 
 
 .liinie.i li.^MoCijrdy. 
 
 ]>olftnov .VI. 'rrite.". 
 .('Htliarine llennoscy 
 ' Ijauni A. Sfiiiiuln 
 
 llalena Harvey 
 
 CuniJiiie Trmilioliii 
 
 Margaret Do \' ere' 
 
 ,\!«ry Keenaii 
 
 Andrew41, (Inlloway 
 
 lialunce lo Trii.-itees. 
 J-mliella M. Wriwlit 
 
 ■Miiry .M.-.VIeCiirtiiy. 
 
 Neil .MeDouKall . . 
 
 h'rii' st ,1. y '<,/■/)/. 
 
 Sarah .MoSweeney. 
 
 .Iiiliit Keepan . 
 
 UV//. I IV. K- ith 
 
 Lavinia Mel/atehoy 
 
 ll.S.S'.n,,,^ 
 
 Kobortii Mcliatcliey. 
 ("arric A. Keilli , 
 .lanieH U. -Sullivan 
 
 Muni U'...../ 
 
 (VihH'llf I- Sun t 
 
 .lainos C. KiuK 
 
 /•;./,,', r. ,v/,, ,,„■.//, 
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 ■Marv H. 'I'liwiO! . 
 
 PARISH. 
 
 1 1 >.s 
 
 B 1 
 
 1 - ' ^ •*-* 
 
 
 
 10 :^ 
 
 < 
 
 5 4 
 
 3. 
 
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 • ;iii2 
 
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 ■l.i IKI 
 
 :i 112 
 
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 4(1 117 
 
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 l.'id (Kl 
 
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 1 112 
 
 l-VI (Kl 
 
 2 112 
 
 22 .VI 
 
 1 1(17 
 
 52 54 
 
 ■ ;i liK) 
 
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 45 (Kl 
 
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 2-! 41 
 
 2 112 
 
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 '■lenra A. W. Buek 
 
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 15 (Kl Jti 14 41 14 
 Lti IKI Hi 54 :«i 51 
 
I 
 
 3.] 
 
 Educational Circular. 23 
 
 COUNTY OF WESTMORLAND.— ronf//!)<er/. 
 
 Provincial Grant to Teachers 
 
 NAME. 
 
 -6 j 
 
 (ieorjre.I. Oulton. . . . 
 S. C. Wilson, c. r. a. ■ 
 
 .Iiiniea S. Tail 
 
 Mnry A. Lyons, c.i'.ii. 
 
 i;iiza AVlieaton 
 
 riionias A. Kinncar. ■ 
 .Iiilia llieks, c. r. a.. ■ 
 
 Alittio liarncs 
 
 Alice H. Faweott • • 
 
 (Jeorgc M. (look 
 
 fjliiiiliitli Hiiiiiiltiin.. 
 .Itiiix P. Lu UKNiT... 
 
 tlamea .Siddcll 
 
 liertha A. Curry . . . 
 .lames L. IliMrctt 
 
 Marion Wilson 
 
 Carrie A. Stcadnnm 
 Manlcy C. Stcadman 
 Samuel A. WoMi . . 
 M<inl!i \y. Wih.n, ... 
 
 Mm II Hi 111-1/ 
 
 /v' '■' iiliii iiiimk Duff II 
 Lewis S. I'iokett ., ■ 
 
 .l<l nil 1 /'fit lltr , :■. 
 
 ./' niilr .1 I lour '. 
 
 I>iiviil llorf^eman . . 
 .lames Mcdorman 
 
 Miicliel Hiiskin 
 
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 25 
 
 COUXTY OF YOllK.^ContiHunl. 
 
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 loo.") 
 
 liid'i 
 
 fjHJI 
 202h! 
 Id). 5 
 
 8;M) : 
 
 n.v, 
 l8(Ka 
 
 10,-)7] 
 
 024 
 l(i:{.'> ' 
 
 ii;!7 i 
 
 1408 I 
 18.-) I I 
 17(K) 
 12V) j 
 l.T).'!} 
 1070 
 1714 
 2084 i 
 
 i74;t , 
 
 liKtl , 
 .'f.KM I 
 1H,M ! 
 
 I7;u I 
 
 2270 
 
 .ii;; 2'! 
 
 $12 (Ki 
 
 $25 ;i2 
 
 14 Ml 
 
 15 42 
 
 ;i(i 2s 
 
 1 1 7.", 
 
 10 77 
 
 25 5o 
 
 1 1 .fl 
 
 .'12 
 
 2;i ().5 
 
 20 (KI 
 
 15 ;o 
 
 .■15 7(1 
 
 20 (KI 
 
 12 
 
 2-.; 12 
 
 1 1 (KI 
 
 ;io 
 
 24 .iO 
 
 20 (K) 
 
 S 2(1 
 
 28 20 
 
 14 8(), 
 
 4 .'1.5 
 
 10 21 
 
 11 1,! 
 
 12 00 
 
 • 27 (111 
 
 10 2") 
 
 5 20 
 
 15 4.5 
 
 77 
 
 4 .ill 
 
 U 10 
 
 1.) (KI 
 
 5 7(1 
 
 20 70 
 
 14 7;{i 
 
 8 01 
 
 2.'i (•)4 
 
 14 (iO, 
 
 iVy 
 
 21 25 
 
 I.'') (MJ; 
 
 4 .5t) 
 
 10 .5() 
 
 20 (Ki: 
 
 5 1(1 
 
 25 10 
 
 20 (K) 
 
 4 02 
 
 24 02 
 
 14 4(i 
 
 7 .'«i! 
 
 21 ,8.5 
 
 l'> (KI' 
 
 l:i 
 
 21 l.i 
 
 18 (Vi 
 
 8 .'iS 
 
 20 41 
 
 1.5 (KI 
 
 10 
 
 21 li) 
 
 12 .501 
 
 (•) 07 
 
 lil 20 
 
 1.5 (K)l 
 
 70 
 
 ■24 7(i 
 
 15 (KI 
 
 8 4,5' 
 
 Zi 4.5 
 
 15 00 
 
 10 28 
 
 25 28 
 
 15 (KI 
 
 H tiOi 
 
 2;i 00 
 
 111 81 
 
 ,'i8 
 
 20 10 
 
 15 (KI 
 
 lo 2<>! 
 
 .■i4 2<! 
 
 20 (KI 
 
 It 14' 
 
 20 14 
 
 12 45 
 
 8 ,\5 
 
 21 (Kt 
 
 15 (KI 
 
 11 22 
 
 20 22 
 
 •2")80J 
 2IW)I \ 
 
 15 (K» 
 11 CKI 
 
 15 m 
 
 __, — 
 
 l.i 
 
 24 .57 
 7:iJ 27 XI 
 
 28 12 
 
26 
 
 Educational Circular. 
 County of YORK.— Continued. 
 
 [No. 
 
 Provincial Grant to Teachers ' 
 
 LOCALITY. 
 
 NAME. 
 
 w 
 
 
 
 
 1 c3 
 
 Ti 
 
 . — 
 
 <D 
 
 rs 
 
 
 4> 
 
 ^ 
 
 N 
 
 
 
 
 
 a 
 
 
 
 ' a 
 
 
 -r; 
 
 6 
 
 |5i 4 
 
 3 
 
 Anllioiiv Xobl<'s 
 
 2 112 
 
 : i)tt 
 
 I'oriiu'liii J. Christy 
 
 2 111' 
 
 4') 
 
 Murtliii Hood 
 
 2111 
 
 44 
 
 Kloctra Athcrtdii • • 
 
 .•Mia 
 
 .".1 
 
 Aiiiiii M. Ihiiison 
 
 2 112 
 
 4.". 
 
 .Jereiniah Meagher 
 fiotiisa V. jMor?»n. . 
 
 1 1(17 
 
 71 
 
 1 KHll 
 
 4!l 
 
 \V. 'I'kmi'I.i: Day 
 
 1 112 
 
 l.'iO 
 
 Alfreda L. Mar.-ters 
 
 1 111', 
 
 r,\ 
 
 Alice K. I'erley . 
 
 2 lo'.p 
 
 4:! 
 
 R. (ii-cnville llay .. 
 
 2 Kf. 
 
 .i(i 
 
 County Fund to Trustees. 
 
 PARISH, 
 
 ^ -Eg 13 
 .i 3 ./. ' I- 
 
 (10 (Jueunfbury 
 
 (X), 
 
 "if I 
 
 .•!7 St. Miirv' 
 
 (X), 
 
 .V) S 
 (K) ) 
 
 Ten. ml. in Siiiil)'y ('o. 
 ■KtHj.Al. Deiinison 
 ^Miirtraret Clantield 
 All)ert Perkin.<. . . 
 Mary Melieaii 
 
 f \nti'l I it^ l.*itiii' 11. 
 
 .Ill III* 1 III niii'i/ 
 
 S. (iriiee Viiun^' . 
 Miirv II. VouHK.. . 
 /■yi:ii M. )'fjiuiit.. . 
 
 Iloiiry 'I'own 
 
 .Idhii \V. Freeman. 
 C 1(. lirowii .... 
 Iierlha.MI:ntley. 
 Knioline i>. llnye?. 
 <,'eeelia Mcralluni. 
 Annie .lohn.<t<i.fl . . 
 Kiiniiii < 'iiivrl/ ■ . . . 
 
 Celiii v.. .lone," 
 
 .Miiggio K. t'hiiiiniiui' 
 
 f'hrinliini Muili /'v. 
 
 .lanie.-i liuiiMl 
 
 A. Mc.\. MeKiinu.n 
 M'O'i' A. M- I I'll II ■ 
 
 S 
 
 (' 
 
 nu'U'H 
 
 A. Mi 
 
 112 
 
 111 
 
 112 
 
 112 
 
 111 
 
 112 
 
 losi 
 
 112' 
 
 112 
 
 Ul 
 
 112 
 
 7.') 
 112 
 
 42 
 112 
 
 vn 
 
 !K) 
 
 W\ 
 112' 
 112 
 
 (il 
 
 .■Mi 
 112 
 
 (i() 
 4.'! 
 4.". 
 4(1 
 44 
 (ill 
 :«) 
 
 Xt 
 
 v.] 
 
 .(0 
 
 :!7 
 ;«) 
 ;!.■> 
 4i; 
 .■i2 
 12 
 (Ul 
 
 Ho. X' MnuBt! 
 
 (Xi St. Mary'f. 
 
 ,")'i 
 
 (Wl 
 IXI 
 
 4."> 
 
 (HI 
 
 .'•iS 
 
 (10 
 
 (17 
 
 ')'.) Sciuthainpto 
 
 (XI 
 
 i;i 
 
 (XI 
 12 
 IXI 
 ,'')7 
 4ii 
 Ki 
 IKI 
 (17 
 
 m 
 
 (Ml 
 
 Stanley 
 
 li. .\iiKu.'Jta AVcUins 1 11'. 
 
 2 112 (i<l (XI ) 
 
 A (hi, II. lie 
 Susan Sanfoni. 
 Lydia l>. A 
 (i('or(fe I'lirker . . 
 I!l!en It. .'^iiiinderv. 
 
 1 lli: 
 
 2 112 i 4^ (Kl 
 
 (1(1 I 
 v") (m 
 
 ver>' 
 
 :i 112 
 1 112 
 ;! 112 
 
 ;!.'") (Kl 
 7,'> (XI 
 :!.') (XI 
 
 s 
 
 ille 
 
 ' ■" o i 
 >, o 
 
 -i ^ 
 ^ I 
 
 1112 
 112 
 111 
 '11(1 
 112 
 
 ;i4 
 
 41 
 
 27 
 X] 
 40 
 
 T3 
 
 ^ 
 
 •HJU^I 
 
 X. 
 
 C 
 
 
 
 
 £ 
 
 O OQ 
 
 
 :3 ■ 
 
 a 
 
 ttrr 
 
 
 te.2! 
 
 JS 
 
 a a 
 
 
 >. 3 
 
 0-: 
 
 o2 
 
 a . 
 
 £■73 
 
 Total (la 
 ncc of P 
 
 c o 
 
 il 
 
 =41 
 
 as 
 
 a 
 
 a 
 
 So 
 a ti 
 
 
 o 
 
 O 
 
 O 
 
 H 
 
 4 
 
 5 
 
 6 
 
 7 
 
 .2(l7i KH) 
 
 222(1 ' 
 2;!52 : 
 18ilS', 
 48(18] 
 27441; 
 
 10249 ■ 
 
 m 
 
 0(V$in 1)5 
 
 la^i as 
 
 1.) 
 
 (K)' 
 
 11 (iOl 
 
 2(1 tid 
 
 14 
 
 S() 
 
 9 3(ij 
 
 24 22 
 
 14 
 
 '■'i 
 
 8 iU 
 
 2:? (U 
 
 15 
 
 (J(ll 
 
 13 M, 
 
 28 r)3 
 
 2*1 1 50 r>4! 
 
 8;} 
 
 .3 '.'<P2i 1.S2 ' 8180 
 
 I 
 
 lO") 
 
 I 
 
 '112 
 111 
 '112 
 Ill2 
 111 
 i!12 
 
 :1(J8] 
 
 '112 
 112 
 JI1 
 
 112 
 
 ' 75 
 
 112 
 7 42 
 '> 112 
 
 Kil 
 
 14 '.XI 
 lo ' !'(i', 
 
 15 112' 
 17 112 
 
 1 looi 
 
 2 112 ' 44 
 
 3 
 
 54 
 
 :m 
 
 ;« 
 
 40 
 10 
 42 
 
 75 
 
 ;« 
 
 .5;") 
 45 
 
 2; I 
 
 24 
 
 :iA 
 .'ji 
 ■x\ 
 
 IS 
 
 211 
 
 *i~ 
 
 r,i) 
 
 2494 
 2.14 
 2(")(Xi] 
 l;!89 
 2585 
 1924 
 2". 120 
 154.') 
 2105 
 .3(i;i4', 
 2<XiO 
 .'1427 
 2t>i>.'i 
 
 i;m 
 1;{9H 
 
 449 
 
 2;!(i.( ', 
 l:i2ii 
 
 ■1,549 
 942 
 
 i9i;!', 
 
 2205 
 
 :«,(V 
 
 40 34' 84 8(1 
 
 (X)' 
 801 
 (K)l 
 (HI' 
 
 06; 12 30i 
 
 1 151 
 
 12 ;!(i 
 
 () 85 ' 
 12 75| 
 9 49, 
 81' 14 40, 
 
 (XI 7fil! 
 
 .^3' 10 :»: 
 
 m 14 <)6 
 
 (X) 10 Vr 
 
 Rti hi 9(ll 
 
 00 13 12' 
 
 04 (1 .571 
 
 (XI (i 89' 
 
 (\2 2 20' 
 
 (10' 11 0,5! 
 
 .52 (i .54' 
 
 07 -7 ()4 
 
 it2 4 iv; 
 I 44 
 
 (XI 11 17^ 
 40 25 
 
 20 .3(i 
 1 15 
 
 27 .31; 
 
 21 71 
 27 75 
 24 '40 
 :^ 21 
 
 27 01 
 24 91 
 29!K1 
 .30 1(1 
 31 70 
 
 28 12 
 Ifi 61 
 21 89 
 
 7 82, 
 2() 65 
 20 (>i 
 
 23 71 
 17 .58 
 
 24 44 
 31 17 
 
 19 71 
 
 20 (XI 18 0>.< .'!S 09 
 22t l.'i.3 71111 :t(i (XI :iti 73! (ki 73 
 
 112 04 
 
 .382 
 
 15 00 18 86 .33 86 
 
 (> 112 I 47 , 2922' 15 (X) 14 42 L".! 42 
 
 9 112 ' U 
 
 828 i 15 (XI 4 
 
 11 112 ' .34 M8S' 15 (XI 
 
 \ laidlow 12v 112 2'.! I.i72 1" 
 
 i>8 19 (18 
 34' 22 3 J 
 
 ;s i 2i 
 
 (XI () 79 21 
 
 T 
 
 ■i 
 
 1 
 
o 
 
 so-. 
 
 8;^ 
 
 T 
 
 ■^ 
 
 3.] 
 
 Educational Circular. 
 
 G-'ElJ^li/L:h/L.^:Ei SCHOOLS. 
 
 27 
 
 -COUXTIKS. 
 
 LOCATIOX. 
 
 TEACHERS. 
 
 Albeit Hopewtll. 
 
 Carletdn Woodstock, .. 
 
 Charlotte [St. Andrew!',. . . 
 
 (iloiicL-ster, liathiirst 
 
 K'piit rUichibueto 
 
 h-mpf •Hampton 
 
 Miulawapkii 
 
 ]VorthtiiiiberlaiKl,,K'hiitliain 
 
 Jiut'cns ! .(.'agetowu, 
 
 Rcstipouchc Dnllioiisio. 
 
 •'^f- .lohn City of ,><(.. John, 
 
 Sunbury Shofliold 
 
 Victoria 
 
 AVestinorland, Sticiliiio '. . 
 
 York Fredcrictoii 
 
 ■M. M'.Heatty. A.l! 
 
 .raines MrCoy 
 
 .liiiiit'M K. Covpy, A. H.,. 
 .1. Arthur Freeze, A. H.. 
 jliipram H. Oakes, A. IJ., 
 John Raymond 
 
 R. H. MeAlpine, A. li., 
 
 I'hilip B.Cox. A. ]{., 
 
 • A. Moss, A. !!.. 
 
 Rev. ('has. (i. Coster. I'h. 1). 
 
 ■ ;l!edford li. .^niith, A. !!.,... 
 . ! . . . 
 
 ''i>.'ii.whue,v^'.' .'.'." ,'.■■■;;:; 
 
 ■ <;eorp:e H. I';irkin, A. .M 
 
 Ijcgally 
 authorized 
 
 _ day.s 
 
 Priiieipal.<!' 
 
 J)epartin't 
 
 open. 
 
 79 
 
 1()() 
 102 
 112 
 110 
 (i mo. 
 
 1(» 
 112 
 112 
 
 iooi' 
 '112" 
 
 * Not in I'nion. 
 
 t Cnvernmeiit iii<l piiiil throuph the .'^eerclary of Hoard of Trustee.--. 
 
 \ Oovcrnment aid paid from the University (irant. 
 
 Amount of 
 
 Uovernm't 
 
 (irant. 
 
 $141 07 
 liK) (18 
 20!) (K) 
 •M, (i) 
 liHi 4:5 
 200 0(J 
 
 KH (U 
 
 200 (X) 
 
 2(K) (K) 
 
 t.'WO (X) 
 
 1H8 .'!9 
 
 2' '0 (K) 
 IM) 00 
 
 ,-f;zd() fd 
 
 .A-BSTK,.A.CT-Por the Term ended 3l8t October, 1875. 
 
 corNTri:.'^. 
 
 Aj'bert 
 
 I 'iirh'liiu,. 
 
 ■('Imrlotte , , 
 
 ' iloiieesler, ., 
 
 Kent 
 
 KImK!* 
 
 iMilda\v:!sl<;i, . . . . 
 NorthumlicrhiiKl. 
 
 (Jueen.i 
 
 Resticouelu'. . 
 
 Saint .John,. 
 
 .■^iililmr.N 
 
 Victoria 
 
 Westmorland 
 
 ^•ork, 
 
 ■K' 
 
 Cnunmar Schools, 
 
 Vj 
 
 '.' 
 
 
 
 w. 
 
 •'. *- "d'o 
 
 fl ./ 
 
 
 
 
 — « c «c- 
 
 
 
 
 u 
 
 --""H" 
 
 ^ 1> 
 
 --a 
 
 3 
 
 a 
 a 
 ft 
 
 
 E 
 
 3 t.-™ fl »< 
 
 c *^ 
 
 'E 
 
 i^ 
 
 X 
 
 5= -.J- »^ 
 
 — 
 
 "H 
 
 - 
 
 E- 
 
 €.= ^-5;:5 
 
 .t!.',72;! !K) 
 
 2,40.'i 
 
 .•^KlilMI SI 
 
 
 :>,()8,") 
 
 ...(«:( so 
 
 ),."..'i7 
 
 2.000 70 
 
 
 0,1(« 
 
 ."i,7'.'l .^0 
 
 .\110 
 
 .■i.HK2 ;!() 
 
 
 MCt'.fj 
 
 ;iSK IK) 
 
 <n 
 
 1,410 :,-, 
 
 
 1,001 
 
 2.. ■{4.'! .V) 
 
 1.HM2 
 
 2.S(;.-, I.-, 
 
 
 2.2'>7 
 
 ti .'■.02 4' 
 
 4,ti;)0 
 
 .l.OHH O.") 
 
 
 i'ljm 
 
 20f, 41 
 
 101 
 
 1,0.S.") 10 
 
 
 101 
 
 .•i.S72 .V2 
 
 :!,102 ' 
 
 ..■(,017 4« 
 
 
 .■{,702 
 
 :!,!l|l OK 
 
 2,H.'')H 
 
 2,(i77 Oi") 
 
 
 .'{,.S|.3 
 
 i.om 00 1 
 
 1.2'iO 
 
 h:;(; 2.1 
 
 
 1,400 
 
 0,003 HI 1 
 
 s,2;f. 
 
 7.K4;-) 4.-, 
 
 
 1 ),77S 
 
 l.^TOOl ! 
 
 l,2-!0 , 
 
 l,02:i (^0 
 
 
 K.'VIO 
 
 l,02«os 1 
 
 o;!i 1 
 
 >u,] m 
 
 
 1.27!) 
 
 ,i.(v(0 01 1 
 
 ;",022 
 
 •1,400 2;"") 1 
 
 
 0,10,5 
 
 7,7M(, -M ^ 
 
 "'^M\ 
 
 ;!,l7o 10 ! 
 
 
 7,.V12 
 
 ,<").S,410 ,10 
 
 •tc. 
 
 
 
 
 2.01(1 01 1 
 
 .... 1 
 
 
 ■" 
 
 - 
 
 
 
 
 Total,. . ' :<;Ol,.!27 00 |.s,.'LVi .'«|0..\M 00 ' IV2.M9 
 
 en 
 
 ' In .■Utciidan<'e at llie School at Hampton, and Hot included in the forcgoingTttblcff 
 
 "^ 
 
28 
 
 Educational Circular. 
 
 [From the Chief Superintendent's Report.] 
 
 [No. 
 
 ; 
 
 SUGGESTIONS TOWARD THE COMPLETION OF OUR SCHOOL SYSTEM. 
 
 Havinjj: traversed, at considerable detail, the subjects xii)()ii wliich I um required 
 to report, 1 propose to oft'er for the consideration of the Legislature such sugges- 
 tions on educational aiibjects^s I am autliorized by statute to present, and as 
 seem to me worthy of careful consideration at the present time. The sugggstions 
 will have in view the best.ojjeratioij of our School System in the impiediate 
 future, ajid its ada])tation as an adequate and permanent educational instrumen- 
 ► tality for all- classes of the people of New Brunswick.. As I proceed, I shall 
 gatlier up the suggestions which I have offered in previous Reports, that their 
 y^ place in the .system may be more readily seen, and the completeness and sym- 
 metry of the wliole more fujly appear. 
 
 School iNSPEctioN Proped. 
 
 I rospectfully invite attention to thi? j>rovisions of the thirteenth Section of tlie 
 Manual of the Common Schools Act : — 
 
 "From and after the first day of November which will ])e in the year of our 
 Lord ons thousand eight Inmdred and seventy six,* the I'rovincial aid to Teacliers 
 and Assistants, ([ualitied and emjdoyed as aforesaid, sluiU be regulated in part 
 "Recording to the ulass of Ifceiise, and in part according to the (juality of the in- 
 struction given in the Scliool as determined by tlie semi-annual examination of 
 pupils by an Inspector, as follows: For the Scliool year, or rateal)ly as above, 
 Male Teachers of the first class, one hundred and ten dollars ; of the second ejglity 
 dollars ; ol the third class, sixty dollars ; Female Teachers of the first class, 
 sevehty dollars ; of the second class, fifty dollars ; of the thjrd class, forty dollars : ; 
 irf addition, each Teacher whose Scliool sliall be rejiorted by tlie Inspector, in 
 respect of ([uality of instruction, as entitled in any lialf year to the first rank, 
 shall receive for the half year, at tlie rate of forty dollars per year; the second 
 rank, at the rate of'twenty five dollars ; the third rank, at the rate often dollars, 
 or rateably as aboA'e : each sucli Assistant shall wceivt' a sum e([iial to t)iie half 
 the grants to Teachers." 
 
 The provisiolis of the Law, theri'fore. rcfjuirc that in one yeiu' from this time 
 a porti(m of the Prpvincial grants' to Teachers shall be conditioned upon the 
 /luality of the instruction given in the Scjiools. The quality of the' Teacher's 
 work, whatever may tie the class of license held by hini, is to be determined by 
 the Inspector, on a careful examination of tlie pupils. It is necessary to secure 
 f^ in this way, both to the people of tlie School IJistricts and of the Province, a full 
 
 ' ' and trustworthy knowledge of tlie value of the work done in the Scluiols; and 
 
 Inspettors having professional (jualilicatioiis and sjiecial competency are abso- 
 lutely necessary to enable tlic Dcfiartment to overtake this duty. But from difli-'"" 
 , ciilties, temporary in their character, and cliiefly incident to the introduction .of 
 
 of the law -such as incomplete- District organization, ina(le(iuate School acciim- 
 modation and ap|)liaiices, lunl an insufficient suiqily of {|ualified Teachers, — only 
 i> limited ])ortion of tlie Province will be jirepared next year for tlie operation of 
 Section l.'i. I hejiP repeat tlic statenuiits on this subject publislie<l iu mj last 
 Report, pp. xxxix. and xl. : ^ 
 
 • "The sum provided for trhe remuneiation , of Inspectors renders it im'possible 
 
 to sec^ire their exclusive labors in the service. The iierforniance of their duties 
 has, in most inst^inics, contributed very largely indeed to tlu^ successful working 
 
 — ^^^ ^C ttiF^HW. It w«»«W l»*v« Ihhui attogmh^r fnrt nf my powFFitj Itrv?- (^eWn^tteB=^ 
 
 proper enforceiuent of the provisions of the Law aiftl the decisions of the Boaid- 
 
 ' Since oxtcadctl to 1877. 
 
 i 
 
 \ 
 
[No. 
 
 t 
 
 vi 
 
 3.] 
 
 Educational Circular. 
 
 29 
 
 „ M '", "^ ''" '"■' ''.^* ''^"'^^ Inspectors. The view .xiTcsscl on this 
 
 Mil net m the 'Ucniiuk undn'tho 41st lioKulation of the Board lias hen] sliewn 
 t.y the expeneiue of the past thren^ years, to he correct. I am also confirmed in the 
 soundness „t the view e.xi)rcssed in the closing sentence of the "Remark 'I referred 
 lli'Sation i'' ^■"i'^"'l'^''l "1 Regnlati<m 42. The following arc the llenJark and 
 
 vi^s u'fnsnml'f.l'f r"'" "''"^?',' •" ""^ disposal, of the IJoard of Education for InsocftDrs' sala- 
 
 Imf tho i , wV <• ■'^S'-'"";."'« ■-■e'vces.ol pr'ofessional Teachers for the oHico. At i2 oliot4d 
 
 if .,r I *;•'«''''•"';'/'''" '''1" 'i'' '^'\'^ r'roinofed by the eniplovnient of InsncX-s for a 
 
 • lo . w Vul' ^}T^\ 'i" "V"";'' "'^ '""''"« I'"'«ficMll.v known tci the PO(.i.lo t o , rovis ons 
 
 ra?nn';?9',.),'"''.ri''""""' "' "S'""*' throe year8. an<l shall have obtained .Leon elof the 
 
 :^et.!!:i-f^el;S!^;!.^^;;^^n-M!fej^ 
 
 '•In the cmMse of two years f,„m this tim<., a very considerahle portion of the 
 lovince wil haveheconie ' so familiar with eorrect modes of procedure under 
 l-i"- as to ensure the ref,rular support and projier conduct of Schools.' The 
 oanl ot KducatKu, ..n this view, will r.^piire, within two years, the authority of 
 til. Le;,nslature gradualhi to re.luce the numher of Inspectors to seven and other- 
 wise to provide for tlie thorou-h and systematic.' inspection of the work don.^ in 
 he Schools. I have not the shadow ef a doiiht that this is our true educati.mal 
 polo— the only one- that will cause lour Sch..ol Syst/^m in its development to 
 yield Kcinime Irmt 'after its kind.' V would dinrt attention to the views I cx- 
 • jire.ssed on this suhject in the, Education Report for 1872, pp. xxix to xxxvii." ' 
 
 It appears to me of the first importance that the Board of Kducation ami the 
 Chief Superintemh'nt he ],laced at <uue in a position to ,,rcpan' for the systematic 
 mspecti.mofa portion of the Schools, as re.,uired l,y Secti.in \?,. A population of 
 ahout 40,000, on the av.'iaKe, c.u.ld he elthiently serve.l hy one Inspector: where 
 the populati.,n is dense tiie numher would he somewhat Kreater, and where sparse 
 less. [ respectfully su-vst that the lioard he empowered to circt, from time to 
 time, hy i)roclamation in the /.',.//„/ 0%,zelle, orotherwise, the territory of the Pro- 
 vince into m.t mor.' than seven Divisions for the purpose of inspecthm, and to 
 api.oint a .,ualihe,l Insp^vfr for .a. h I)iyisi..n. It should he i.n.yided that on 
 the proclamation of any Diylsioii, the provi.si.ms of Section 12 of the Manual of 
 the Common Seho.ds .\c ts shall cease to h.' . p ■rative within the limits of such 
 Division. 
 
 ruder the plan suKRested. tiie Board r.f Ediuation would he aide to proclaim 
 one or two Divisions next aut^imn, and thereafter ynidualh,, from year to year, ns 
 the interests of the Scho.il serVice permitted, to c(uu|.kte the remaining Diyisions. 
 According to the hest judgment I am now aide to form, it would he ].iacticablo 
 to proclaim lh«' last Division within live years, i)ossih|y four, from tlie proclama- 
 tion of the hist Division. In the m.'an time, those piations of the I'rovinee not 
 emhraced within the limits of a Division, would he supervised by Inspectors as at 
 present, and, inresi)ect ()f Teachers' frnints. Section 12 would be Operative tlierein. 
 These provisions for inspection and 'I'eachera' Knmts would be tlie best adapted 
 to the condition o f Schoc ds in siu h poHjon s of the rrov ince, w hih' thos-' of Hu e ^ 
 
 "flon 13 would meet iwie(|uately the neOds of those parts whose educational condi- 
 tion wan more lulvanced 
 
 r 
 
 I 
 
I 
 
 30 
 
 Educational Circular. 
 
 A Tkacheus' Keserve Aid-Ftno. 
 
 [No. 
 
 In my Report for 1872, pp. xxix. to xxxvii., I called attention to the importance 
 to the School System, of an Aid-Fund for Teachers disahled by age or ill health, 
 while enpapedin the School Service; and I indicated the principles which, in my 
 judgment, slumld regulate itK administration. I have seen no reason to modify 
 the opinions then expressed ; on the contrary, I am ccmfirmed in their soundness 
 and re-assured of their importance. The suggestions wliich I then ofl'ered, and 
 here renew, wore based upon the existence of such a system of inspection as is 
 required for the satisfactory administration of Section 13, flnd with which I have 
 already dealt. An Aid-Fund whose benefits were secured to /teachers irrespec- 
 tive of the merits of their services would, in my opinion, ])rove injurious to the 
 educational interests of the Province. But it is a necessity that the Schools have 
 the services of men and women of ability and good culture. Such persons will 
 not be had in suflicient numbers without an Aid-Fund, for while many will feel 
 it a duty and a delight to give themselves to the noble work of tliinking, and 
 laboring, and living for the welfare of tlie children of New Brunswick, they will 
 bedeterved or turned aside, earlier or later, from such a purpose by the possible 
 prospect of want in thoir days of weakness or old age. 
 
 Tlie business of teaching does not often' afford oi)i)ortunities for the accumula- 
 tion of money ; but those who possess the abilities and culture which arc required 
 for success in teaching, would be al)le to secure at least a fair comi)etency by 
 devoting themselvcK to otlier callings. It is therefore politic in tlie interest of 
 education, and simply just in itself, that the School system in this Province 
 protect from want tliose who toil honorably and successfully in its service. If 
 the reventu's at the commalid of the Eegislature would enable tliis to be done 
 ■without diminishing the grants now provided to Teacliers, 1 would be glad : but 
 if such is not the case, I would rcconunend that the grants now provided by S1*» 
 lions 12 and 1.3 remain a.s at present, and that the Chief Superintendent be em- 
 powered, on the proclamation' of the first "Division," to reserve tliereafter two 
 per cent, of the Teachers' Grants tliroughout tiie Province, to be applied under 
 the Picgulations of tlie Board of Education, as a lleserve Aid-Fund in behalf of 
 Teacliers who may tlienceforward be disabled in the School service by reason of 
 age or ill health. The (quality of their work, as determined uncUr tlie ojieration 
 ©flection 13, and their period of ser\ ice thereunder, should be, in the main, the 
 criteria for tlie apiilication of this Fund. In respect of Teachers emiiloyed witli- 
 out tlie limits of a School Division, it should lie provided tliat wliatever rank 
 any Teacher's Scliool may obtain at its first i'lpspection under Section 13, he shall 
 be entitled, in this behalf, to such rank for each year that ho may have been em- 
 ployed since the erection of the first "Division." It should also be provide'd that 
 the amount reserved for this Fund shouhl in no case exceed tliat to be reserved 
 from the ordinary grants jirovided for Mah' Teachers of the fir^t class. 
 
 Skcondauv Kdlcatiox. 
 
 No system of Elementary Eduratlcm can permanently prosper unless adequate 
 means exist for the promotion of Secondary Education. These parts of one whole, 
 act, react, and interact each upon the other; but it is a matter of history that the 
 action is pri m arily from th e higher to t he lower. In all tlie Provinces tfic e stab- 
 
 liKhment of Colleges and Grammar Schools preceded that of Common Schoo'ls. 
 The genesis of education has lieen substantially tlie same in all countries, and 
 
 ~T- 
 
but 
 
 3.] 
 
 Educational Circular, 
 
 31 
 
 every informed and thoughtful mind will receive the statement that unless due 
 regard is had tO the claims of the higher education, both by its encouragemmt in 
 an unlimited number of School Districts, and by iakmnpermanenl ,ccaril,j in the 
 same behalf thmugh the establishment and endowment of a limited number of 
 Secondary Schools, it will be impossible to secure the a,l)iding elevation and pro- 
 gress of the Common Schools of New Brunswick. The ; .resent enactments recog- 
 nize this relation between Elementary and Secondary iastniction, but the means 
 provided for the promotion of the latter are not, I submit, well adapted to the end 
 in view. 
 
 Superior Schools.— Wq have now reached that position with respect to Elemen- 
 tary instruction, whe^it is necessary, in my opinion, to cncouraf/e a longer attend- 
 ance of the pupils at the Common Schools generally, and also of the pupils entering 
 the higher clas.ses or Schools established in the more populous Districts, At pre- 
 sent, the special encouragement ottered by the law to such Schools is the follow- 
 ing :— 
 
 "When any District shall have engaged, with the consent of the Inspector, a 
 comi)etent Teacher, and shall have rai.sed for the supi>ort of such Teacher the 
 sum of two hundred dollars or upwards, it may receive from tlie rrovincialTrra- 
 sury a sum e(iual to the amount so raised, not exceeding three hundred dollars 
 per annum, to be paid to tlie Teacher upon it api)earing to the (.'hief Sujierinten- 
 dent that the School lias been satisfactorily taught, and that pavment has been 
 made to the Teacher at the rate of two hundred dollars or ui)\var(l's per annum by 
 tlje Trustees; but not inore than one such School shall be allowed in an v one 
 Parish.'' li 
 
 The main defects kl this provision will be evident from the folhwing consider- 
 ations : — 
 
 (1) If the Parishes of any County be compared with each other, it will be 
 found that they are of unequal area and very unecpialjJOi.Tdation ; and if tin; 
 Parishes of the whole Province \r' compared with each otlier, tlie dixpn.jK)rtion 
 in respect of area and population will be foinid to cover a very extended .scale. 
 Thus the Parish is not an eciuitable basis on which to rent peniianently the appor- 
 tionment of tliis grant. Several Inspectors have requested that pnivisicn be 
 made for more than one grant in iKipulous Parishes. .As the least poj.ulous 
 . Parish would lie taken as the unit of such an appi'i^priation, either the aggregate 
 grant would be very largely increased, or the amount of each grant would be very 
 nmeh less than at present. 
 
 {'1 ) \\\ limiting the number of these grants to one for eacl) Parish, (as at ]ue- 
 sent, or to two o'r more in large Parishes, as s(une have suggested,) the r(sult 
 desiird is only very partially reached. The Common Schools throughout the 
 Parish are nci,t, as a whole, or in any considerable numbew, directly stimulated. 
 Generally one District has manifest advantages over the other Districts, and 
 receives the grant without ccmipetition. If there bo competition, it eontmncs 
 only a Term or two, sinee Trustees and Teachers are indisposed to grap'ple with 
 the real causes of thgir defeat, it being easier to attribute such defeat to the favor- 
 itism of the Dei)artment towards the surc(*fi8fnl S'ehool. 
 
 (3) The receipt of the grant is not dt-pendent upon the continuance at School 
 of tlw! pupils in the advanced classes. They may or they may not continue. 
 The School may be "satisfactorily tnught," even if there be few or none receiving 
 advanced instruction. 
 
 and 
 
 1^ Vountij Grammar .S'rAoo/».—I}eft)re suggesting a remedy for these defects, it is 
 
 uecessaiy to refer to the provisions hitherto ir-lied ou by the Legislature iwyminm- 
 
4 
 
 32 
 
 Educational Circvlar. 
 
 [No. 
 
 W 
 
 leciiv/ to the peojile of the several Counties, and tluis to the people of the Province, 
 Schools for Seeondary'Instnietion, helow the University. These provisions have 
 reference to County Graniniiir Seliools. In my report for 1873, p. xv., I used the 
 following langung-e : — 
 
 "Wliile it is gratifying,' to know that oonsiderahle -w-ork is being done hy these 
 Seliools to promote seeoiidiiry education, I think it may lie rjue.stioned wliether 
 County Grannnnr Seliools are the most suitable means for the permanent advance- 
 ment of the higher education of the Province. With the exception of the (iram- 
 mar Seliools of Saint .lolurand York Counties, none of tlu'se Schools have sufficient 
 funds at command to secure fnich an e(|uipment as the service really demands. 
 It is worthy of consideration wlietlier there should not be fewer of these secondary 
 Schools: v.i'th larger tndowments. Every one -has heard -oA|the man who built a 
 superb house of two stories, but neglecti'd to provide tWSf stairway by wkich 
 access could be had to the uppi'r one. The Province has jirovided Commo^i 
 Schools and a University, l>ut it is by no means clear to me that any adecpiafec 
 organic provision exists, by which the desired communication may be peiTna- 
 nently cstalilishcd between tlicm." 
 
 Tlie following'Vonsidciations are sutficicnt, I think, to show that County Gram- 
 mar Seliools cannot furnish any adecjuate guarantee to the Province in behalf of 
 secondary instruction :— 
 
 ( 1 ) Vm tlie most part these Schools must be located in Districts of compara- 
 tive ly smaH pojuilation. Tliere can therefore be but limited opportunities afforded 
 in the community for |irociiriiig suitable boarding accommodation for non-resident 
 pupils : and neither th;' e(iuipment nor the endowment of tho School is suflicient 
 to induce the Teachers to assume such obligations as would be necessary to pro- 
 vide it on their own account. 
 
 ( 2 ) But few of the Districts in which tlvcse Schools ar'^ sitinttcd contain 
 Clnirclies of all the principal religious denominations of the Province ^ift^hich 
 piiiiils could attend divine service. .^ - ' 
 
 ( :i ) In jioint of fact, the County Schools are really filling the place and dciing 
 the work of District Schools, while in a majority of instances the, annual grant 
 lias not even secured to these District Schools superior apjiaratus, but has been 
 ajiplied solely to the reduction of the local assessment. In no instance are the 
 School House and ajiparatus equal to those suiijilied by the Trustees of Saint 
 Ste]dien for their Sujierior School. Only a few of the Schools are giving instruc- 
 tion to non-resident pupils, and of these pujiils a good proportion are not resi- 
 dents of the County. 
 
 These considerations are, I think, of great importance. I am jiersuadj-'d that it 
 is illusory to expect to reach through County Grainmat- Schools the end desired. 
 It requires a complete and extensive outfit of house accommodation and appara- 
 tus, and a superior teaching staff. Provisi9n is needed not cmly for the study of 
 the Languages and Matliematics, but also for Industrial Drawing and Designing, 
 and Agricultural Chemistry. The Schools established as a guarantee that Second- 
 ary instruction shall not he left merely to the voluntary efforts of the Districts, 
 require to be brought more directly under Provincial control, and to assume more 
 of a Provincial character before the public. 
 
 l.rgislation needed — />rt<flf.ip=In view of the defects which I have pointed out in 
 the existing provisions in behivK both of advanced instruction in tKe ordinary 
 Scho ols, and of second ary i nstruc^on generally^ I believe it to Ix; necessary for 
 the Legislatxire to adopt more complete and comprehensive legislation. There 
 are at present 1.32 Parishes in the Province, and the number must steadily in- 
 
 \ 
 
 
 / 
 
 
[No. 
 
 9 
 
 A 
 
 A -PA 
 
 ly^ 
 
 3.> 
 
 Educational Circular.' 
 
 K i 
 
 (■rcase. The existing* cnat'tniont, therefore, makes provision for tlic disbursement 
 of some $20,000, asj^xtia grants to Superior Scliools. During the hist Scliool 
 Term, there wwrrStTSuperior grants awarded ; and in view of the large amount 
 ■ of imjiroVed Seliool aeromraodation i^'oently provided throflgn()ut the Province, 
 there ean lie little doubt that the number of these grants will verj' rt^iidly in- 
 crease. In five years from this time the aggregate amount of tlutse grafts can 
 liardly he less than $15,000, probably more, unless there be difBcul^y in securing 
 Teachers. The grant provided to each County for a Grammar ^'hool is $400, 
 except to Saint Jolnj^ which receives i?G()0, and Yofk, which is aiddd solely by a 
 grant from the Senate of tlie University. Th? aggregate, therefore, of the grants 
 provided by law for County (iranimar Schools is §."j,800, while nearly $3,000 are 
 also approjiriated under th(! Common Schools Act to the Teachers of theso 
 Schools. 
 
 consideration of the Legislature 
 
 the following 
 
 I respectfully present for tlie 
 remedial projiositions : — 
 
 ( 1 ) That the Grammar School Acts be repealed, to take effect on the lUst 
 October ; and that the property at present li(;l<l by the Grammar School Trustees 
 be tr^flisferrcd to the School Trustees of the District in which it lies. 
 
 En-couracement of Admncnd rmlruction in all Schools. — ( 2 ) That there be annu- 
 ally appropriated under the; Regulations of the Board of Education, a sum not 
 exceeding $10,000, to be applied as follows : ' 
 
 (rt) A .«uni not exceeding S7,000, to be apportioned to the Scluxds througlio'ut " 
 the Province, according to the tnumber of i)upils wlio .shall pass a*atisfactory 
 examination in Wie Course i)rescril)ed by the Board for the higliest Advanced cla.ss ' 
 of yie District Schools, <'ach School to receive at tht; rate (say) of $15 per pupil 
 l)assing in the oi^^nary Course, and ^20, in the optional Course ; provided that 
 no School receiveliereunder more than $150 a year. As tlie end in view re(iuires 
 the hearty co-operation of the people and Teaclier, on^-half of the amourit'received 
 should, I think, be paid to the Trustees towards the efificient maintenance of the 
 Scliool, and oiie-balf to tlie Teacher. 
 
 This amendment should beconu! operative within each "Division" on its pro- 
 clamation, and Section 85 of tin; JIannal of the Common Schools Acts should 
 thenceforth cease to be operative therein.^ ' 
 
 Such an enactment as is here su-ggested would rtniove the defects I have 
 pointed out as incident to (he administration of the existing Superior School 
 grant, and would supersed(^ it as rapidly as "Divisions" were created for iiurjioses 
 of inspection. It might be thought, on a first view, that there would be danger ' 
 of directing the Teacher's energies towards his advanced class to the neglect of 
 his lower classes. But when it is borne in mind that this grant is to be appro- 
 priated only in Schools which are being "ranked'' under Section 13, accprd- 
 mg to the standing of all the classes, and that the "rank' of the School not only 
 affects the amount of the ordinary Provincial Grant, but the position of the 
 Teacher's contingent claimon tlu; Ileserve Aid-Fund, I think it will l)e seen that 
 any such fear is groundless. 
 
 ( 6 ) A sum not exceeding $3,000, to be apportioned to District High School 
 classes, according to the number of pupils wlio shall pass a satisfactory examina- 
 tion in the last year of the Course prescribed by the Board for such classes; each 
 School to receive at the rate (say) of $30 per pupil, provided that no School 
 
 j cccive h44'<^itfuier more t ha n $4^0 iv y ea r , Exjr tkc rea son a As&igmid above («)^ I -— 
 think that one-half of the amount received should be made jiayable to the Trus- 
 
 " tees towards the t'fticient maintenance of the School, and one-half to the Teacher ; 
 
 w 
 
 i% 
 
 I 
 
-.U-,liJiM. i i i iwi i 
 
 Mr 
 
 34 
 
 r 
 
 sh it miKht 1: 
 
 Educational (^rci*^H^^. ji* 
 
 [No. 
 
 though it might be better, in this case,- that tli© entirtjf amount Khould be paid" to 
 the Trustees. 
 
 This grant, as woll, as tlie previous one (a), would be open not only to all those 
 Districts from which the Grammar School grant woulll be ^;aken, but also to all 
 Districts complying with the R(!gulatiojifi of the Board for its receipt. 
 
 Tliis amendment should come into i)perativ)n on November 1st. -. 
 
 Pehmaxknt SKcrniTY in hehtilf of Secondary fnsfnic/ion by (he endowment of a 
 _ limited nitmtrer of High Schools.— (3) ^f hat tlie Board of Education be empowered to 
 erect the territory of the Province into ithrec School Divisions for Secondary In- 
 struction, and to appropriate annuallv a sum not excoedii^g $10,000, towards the 
 cstahlishing and permaiient maintwiance of three High Schools for the Province 
 one for each School Divisiim, under the control and management of the Board of 
 Education, and the School Trust(;es of Chatham, Saint John, and -Frcdc*kton'( 
 respectively ; each High School to be open free of charge 'to qualified pupils • 
 residing within the territory of tlic School Division, and, in the event of straitei;ied 
 accommodation in any Term, each Parish within the.Scliool Division to be equally 
 entitled to the admission of pui)ils, according to, its population. The grant to be 
 appropriated as follows ;— (a) A sum not exceeding §.1,000 to be ai^plied towards 
 defraying the expenses of board of needy pupils in attendance at these High 
 Schools, (h) A sum not exceeding $3,000 to be 'appropriated in aid of the salaries 
 of Masters and Teachers in eacli School. 
 
 The Trustees should be recjuired to employ all their corporate powers as fully 
 for the accommodation, equii)ment, support and control of the Division Higli 
 School (except as limited below), as for the District Schools entrusted to them by 
 the provisions of the law. They should' also be i-equired .to furnish, at a reason, 
 able tuition fee, suitable School privileges, in other Schools under their charge, 
 for all pupils resident within the School Division, and non-resident in the Dis- 
 trict, who shall apj)ly for the same for the specific purpos- of qualifying for 
 entrance to the Division High School. 
 
 The Head Master of each of these Schools should be appointed and paid by tlu' 
 Board of Education, and the other Masters and Tefu,hers should be ajjpointed by 
 4he Trusty's, and paid partly by them and partly by the Board. • • • • ♦ 
 
 A staft" of thoroughly qualified Teachers, and the greatest degree of i)ermanence 
 in their positions, compatible with the efficiency of the School, would be condi- 
 tions essential to the successful working of the plan proposed. 
 
 This amendment should tfike etfect on September 1st, in respect of the orgaui- 
 zatiou of the Schools ; but provision should be made that the existing grants to 
 Teachers shall continue to October 31st, and that tlie grants jjroposed herein 
 sliall take effect from November 1st. It would be necessary also to provide for a 
 Board of seven Trustees for Chatham, and that it sliould have power to issue 
 Debentures e<iual in amount and time t(j those issued by the Trustees of Incor- 
 porated Towns. , "^ , 
 
 Recapitulation. 
 To recapitulate : I suggest that suitable and permanent provision be made for ' 
 Inspection ; that a Teachers' Reserve Aid-Fund constitute an integral part of our 
 School system ; that adequate provision be made both for the encouragement and 
 security of Secondaryeducation ; and that suitable permanent accommodation be 
 nia*rforthB vigorous working^' tiic- ccnffal Tfamtng Scir6bT^rTRFspccTM"prev " 
 paratiou of Teachers. 
 
 \_ 
 
 / 
 
' • 
 
 HMP 
 
 v 
 
 • 
 
 / 
 
 ■^■-' ♦ Educational Circular.. - » 36 
 
 By the adoption ()f tliusr BUggcfitions, thos(j«to|^'tea with the adminifitratfoii. 
 of the educational' aftairs of the rrovince, as'^PTas t|ie people generally, will 
 have clearly before them the comi)rete outline oforir {school system, and. will 
 • govern themselves accordingly. Their I'fforts will, have a definite aim. It is 
 time that the relations of one i)art of the system to another were clearly defined, 
 in order that the nnity of the whole may appear, and that; one part may uphold 
 and support the other. I respectfully submit the foregoing suggelitions as sup- 
 plying that which is now, lacking, anil as adapted to evoke ctmcurrently all the 
 ^ forces of the "School organism—from the Primary School to the University— in 
 the permanenfeleviition of every interest dear to the people of New Brunswick. 
 
 The annexed tabular view may serve to render more clear the comi)lcteness of 
 our School System by the incorporation of the suggestions whicli I have oftercd :— 
 
 HillOOL SYSTESi OF XEW BKSNSnKK. 
 
 ELEMENTARY IXSTRUCTIOX. 
 
 SECONDARY INSTRUCTION. 
 
 DlSl'ltUT S.-IIUUI.H. 
 
 IllSTHiri A.Nll DiVrSiiJS SlHOill.S, riiOVINTLAl. Txi VKKSITY. 
 
 I'rimiiry Ihiimrtmnil. l! AdiniicM Oepiirlmriil. 
 
 High .SrJiitol Di'jmi-tntnit. 
 
 ■ ; f'ullrgliile Deimrtmrnt. 
 
 Veur 
 
 (iradc. 
 
 '.iiKl 3nl I 4tli .'•.th Mil 
 irar, \eiir \ cur Vcm ; \yuv 
 
 Vi'fir 
 
 C.r. 
 
 dr. Gr. 
 
 I 
 
 »t:i !it1i Vr lutli Vr nth Vr U'th Vr, Uitli Vi 
 ^'■nr ; or or '. m-i or i or 
 
 nth Vr,lJtU Vr 
 
 t - 
 
 or I or 
 
 l''ir«t I SiToiid, Third l-'oimhl| l''n'»h- i Junior | .Senior 
 
 man 
 
 (.'hia*. I C'liioa. ' Cln-ss. 
 
 C!il.sa. 
 
 •b'oo^snax looqog jo loajuoa (Vjoodg oi^ jepun puy 
 
 •n.lJI/.-)ijJ2 /<> Unjiu.iifTi.Kf /iji.i.Mlit .>ili.io/ jitoii.ty iniii.toy /iiDinaojJ ,>uj 
 
 •.n;ouvo.1(I3; .10 djiv'ofj hhi .10 'ioaj..'vo3 a^^ hmqnq 
 
 Cln.sa. ! cluM. I Clas;). 
 
 I i 
 
 • a i V X H ^ 
 
 ■••mi" 
 
 BUILDINGS FOR THE PROVINCIAL NORMAL SCHOOL. 
 On the ;!l8t of March, ISTfi, William Elder, Esquire, M. P. P., for the City and 
 Ctmnty of St. John, moved in the Assembly the following Resohition ;— 
 
 M'li<fc„« an adoquiitc supply of properly qualified Toachcr.s L-t e.-^.^ential to the success of the 
 Common Schools : 
 
 .t»i(/ WIttniiH t.ho building at present used for a Training and Model School is not lariro 
 enough, ami in many re.snccts unadaptedto thunurpoi-o foj- which it is used, and i.s prejudicial 
 to the health of the Teaclieivs'Students, and Pupils ; tlioreforo 
 
 RcHolvnl. Tliat an hniiiblo address be presented to His Honor, tho Lieutenant tiovcrnor 
 prayinfT that ho will be pleased to cause enfiuiries to bo made into these facta, and to take the 
 same into His Honor's most serious consideration. J/' 
 
 In advocating this Pasolution, Mr. Elder made an eloquent and powerful plea 
 
 for adeiimite. facilities for the training of Teachers. We (juote from the report of 
 
 the i)ailjf TtJ-'jrai<h :— 
 
 Mr. Elder directed attention to. the two projiositions which the Resolution con- 
 tained, undertaking to adduce ccmclusive evidence of the truth of both! If he 
 did so; if he established the facts to the satisfaction of the members of that 
 House, he would ask all to lay aside all mere party considerations, and in view 
 of the general good, to unite in pressing the matter on the attention of the 
 Government in the terms of the concluding portion of his Resolution. 
 
 In reference to the first proposition, he said the time had passed away when it 
 could be held that any man,, however ill-fitted for other purposes, might sticcess- 
 fully resort to teaching as an occupation. A great advance on that opinion was 
 now held, for it was now universally conceded that the mere ac(HUsition of know- 
 ledgu^didr ti!;OtrqadAf K J*r .Wj^Tte iiapaft it ; natr c vt;ry lingmst- eould teach. laag a ag c s.- 
 nor every, scientist the details of science. Te&ching was an art, and like all 
 other arts it retiuired special study and special experience. The Government 
 
 "^ 
 
 ! 
 
^ 
 
 
 « 
 
 Educational Circular. 
 
 [No. 
 
 iiiunhe Lt'KiNlntiire liad adniittod this fact l,y ostiiblisluiig ^liat tlft'v called 
 modrl and training schools. The pvoplc of th.: country luul a.hnittcd it by ask- 
 ing toj- trained teachers— nay, for teacliers trained within recent years— of whom 
 a large supply could not be had. The experience of other lountries confirmed 
 this view, for there was no country which took tiie lead in education which could 
 not point proudly to its normal schools an.l c<,l]<.Kes, in whicl, the ecommiics of' 
 school work wc,v dealt with, and in which teachers, by actual experiments, as 
 yll as l)y theoretical instruction, aciuircd tlie art of teachim,^ But if, notwith- 
 stan.lmj,^ he evidence in favor, of bis propositi.m, anv one doubted that the 
 ■trainin- of teachers formed an important element in the'ir <iualitications, then ho 
 wou.lask him who held that view to visit the nu.del sciiool iii Fredeiicton to 
 mark th.^ manner in which instructiyu was imparted by two of the best ikdv 
 . U^achers he luul ev.er s^'eu handle a class, and t<. try and interest .thos.- cla.sso8 in 
 the same way for hfteen .,r twenty minut..s. It was .piitc. impossible for any one 
 who uul not studied the. teaching- art to ,Jo so, and from all these considerations 
 u looked iiiH.n It as lUHloubtedly true tlmt an ade.iuate supply of ,,„alifi..(l 
 (by winch he meant thoroughly trained) teach,.rs was essential to [he s, cces.s o 
 the common schools. <.i...--ui 
 
 Now this point being proved or admitted. h<. would ask what had the Province 
 
 done to supply this great want, to secure general efHeiency in thi.s vital matter v 
 
 ^So faras the providing of teachers was cuic.rncd, he admi"tte<l that the Province 
 
 eu.l'.r' .'''/■ , "Kxh'l.aml training scIuh.Is, he found some of the best 
 
 . 1 ■ W T\ '■'■'''.'■ '■'■" ''"'"'^^ "*"''"'■ '^"••'^- "'• <■""'"' tlx^t *'"■}' ^vere aid.'d 
 ..nd stimulate.l by a distmguishe.l Superintendent. But then these very teachers 
 were haiulKapped by the greatest disadvantages, and wre obliged t,, carry on 
 uu ^^o,k with an extnu.rdinary waste of power, ai.,1 even at no .small ri.sk to 
 en own health and that i.f the tea.hers and pupils und.r f lieir care. He made 
 t IS statement as the result ofMnuough personal examination : he invited X " V 
 one to test its truth, and atHnned that it could not be controverted All this 
 an.se froni the want of suitable buibling.s, buildings of s„(H,ie,it si^e, projlr 
 •idaptatH.n an.l arrangem.nt, and which could be so ventilated as to enabl,. al 
 <onc..nied ,n the work of education, a-<' th. rein con.Iu.tcd, to luing all their 
 powers to bear upon the discharge of theit respective duties 
 
 Mr. Klder referre,! to the Normal School buihling foniH.rly u.s,,! in St. ,b,hi, 
 lie school was held m the basement of another larg,. building, an.l oomprised 
 ^..bemtneous apartment,., which .onstifuted cverythingMuit a i,„..,lel l\J\ 
 hn.hiing. . But tl,e stu.lents in that building, whose numbers were not v. ry la " 
 did no suf er a tithe of the i.uonvenicnec ex|.eri,.nced by those who met in tl,; 
 present building which was an old military barrack, with thick walls, and was 
 eut ujiinto small rooms, without any lulcpwite means of ventilation f<a- so lai-ca 
 nu.iiber of persons, an.lwith less (ban half th.^ space re,,uiie.l for either the mo.lel 
 
 ■r they were only able to sh('>w f( 
 
 or training schools. In fbe forn 
 
 whereas they ought at least to b ^ 
 
 ing to see eight grades taught; in th'e latter they had 
 
 average number of teachers, which it was ki 
 
 our grades, 
 m a po.sition to enable the teachers under train- 
 not room for half tin; 
 
 own the school servi 
 
 liDtli dei)ar»nients they had to seek viiitilation by 
 
 and a»lmitting cold draughts of air, at tlu c 
 
 cess various contrivances IumI to be adopted to prevent tl 
 
 lee reijuired : in 
 
 raising or lowering windows, 
 
 oHc of every hour, during whi( h pro- 
 
 cold. The Legislative buildi 
 
 ., , nff« ill which they sat .,, ., i,„., 
 
 ventilation, but ho could tnitlifully say that h'e had sutt'iue.r 
 Irom this cause in three hours in the model and training schools ^n KrV.J 
 
 than he ha<l done during all the time he had 1 
 «'nforcing thin point, Mr. Klder asked 1 
 
 le inmates from taking 
 
 were bad enough in regard to 
 
 more iiiconvenienco 
 
 ericton 
 
 ■en in th(^ House of A 
 
 thei 
 
 r j)osition if they sliould be compelled t 
 
 jireHeut one, a buildiiui; which ha<l not even theadvant 
 
 preseni one, a iiuilctiiuf 
 
 the piirpoHOH for which they iiHcd it, a building in wliicl 
 
 ssembly. In 
 
 . vos 
 
 o occupy a building half tli(«.Hize of tliti 
 
 lonorable members to picture to them'sel 
 
 I toKetlu'r, and could only socino ventihlt 
 
 lage of being erected for 
 I they would be crowded 
 
 the Normal school. In the latter buihling, they had 
 
 ion in the manner described in regard to 
 
 til 
 
 ■y n'(|Uired one daily, and iiad, in all kinds of weather t 
 
 no common hall, though 
 
 o repair to the 'I 
 
 Iteran ce h ft ll. In th e latter Imihliiiu t)>.ni.^ i. ■L.... Tr7rr ..'... . .' ' 'T 
 
 tea ure of he work, not only in the onlinary .lement^ry branches, bu i . , s c 
 and though they need a common room for public exhibiiions, no smh room couhl 
 
[Xo. 
 
 J 
 
 
 3.] 
 
 Educational Circular. 
 
 3*7 
 
 be had. It was for tliese reasons that he contended that teachers and taughj 
 were lumdicappod, and were conipeUed to carry on thair work under ^aeat disad- 
 vanta;,^es, mental and pliysical. These thev had to endure for ten moutlis in the 
 year, wliile the nienihers of tlie Legishiture had onlv to suffer the effects of a bad 
 buikluig- for two niontlis in tlie year. • " 
 
 • And matters were yetting worse in tlie Normal school with the increase of 
 candidates who desired to be trained. In the summer of 187:^, there were onl.y 
 16 entered for training; in 1874, 05: in 1875, 83; and in the i)resent vear, 119. 
 JVut these numbers gave no adequate idea of the wants of the>»chool service. Dr. 
 Kand, making a liberal estimate, had concluded that the average period of a 
 teacher s services might be raised to ten years, lie (Mr. Elder) on'looking at the 
 statistics felt disposed to make the average period lower, considering more especi- 
 ally the average period which ladies taught ; but let it be admitted thatr one-tenth 
 of the teachers left the service every year, and what did this fact involve ? They 
 had now 1,100 teachers in the school service. According to this estimate, th<iy 
 ought to be able to turn out 110 annually,; 1,250 teacliers demanded the annual 
 training of 125 ; 1,400 of 140, and 1,500, the number soon to be reqnirod, of 150. 
 Hut we had to bear in mind the fact, that of the 1,100 teacliers in the school 
 service, there were at least 200 who had not been trained, and another respectable 
 number who had not been adetpuitely trained, and who required and desired to 
 come up for additional training and"a higher ciassification. Add to all this the 
 fact, that the Acadian poi)ulation. who had been so sadly neglected in regard to 
 eduiation, and who IuhI on that account suffered so much socially ami politically, 
 were now looking towards the common schools for education and looking to the 
 Board of Education for trtichers. The fact was that at this nu>men,t the Province 
 reciuired appliances for admitting ftom 150 to 200 candidates anniially, in order 
 to give some .liberty of choice to trustees, anfl in order to meet the pressing 
 necessities of the country. But it was a fat t cajiabk; of demonstration that the 
 luesent facilities, even if all their discomforts and perils were to be left out of 
 sight, were not adeipiate to the training of more than half the number of teachers 
 rei|uired. 
 
 It would, no doubt, occur to evcTy one that if we had the means such a statu 
 of things should not be i)ermitted to e.vist. Hut he would show that it was more 
 
 economic to provide the Normal scliool than to dispense with it. 
 e.\i)enditureK on eduiation might )iow be tftated as follows ; — 
 
 The I'rovincial 
 
 Annual Provincial Grant, ------ $],iO,()00 
 
 County Fund, '-------- S(),(KX) 
 
 District Fund, ' about 0()un I to tho two prccodinR, aay 210,(X)(> 
 
 Total. ------- $420,(H)0 
 
 To this ought to be added tju^jcost of te.vt books, graiiis to poor districts, and 
 other expenses involved in tlie j^iving up of the tipie of the pupils, cost of sup- 
 porting them, etc. 'I'lie entire a^mnjil expenditure was gitatly oyer half a million 
 of dollars, but supiKise it pnly rcjached that sum, he would |)ut this ])oint to the 
 practical men of the House, (t was ujwn the (jualificatious, the energy, the' 
 enthusiasm of the teacher that tjlie school system would liave to depend for suc- 
 cess. These were secured through tlie Normal school. Suppose then tliat a 
 suitable building for the purinme could be hml for $50,000, and he had .satisfied 
 liimself that such was the case; BUpi)ose tliat the annual interest on that sum 
 would be about $;«,000 a year, and this Government could borrow the money for 
 less. The annual cost of the Normal School Building, which would add nothing 
 to the cost of teaching, would in that ( ase be greatly under one per"Yent. on tho 
 other annual o.xpendituri's. But this outlay of one i)ercent. was that whi( h gnvi! 
 the system its power — was that wliii h made ilm expenditun' of Hit \wv cent. succeSB- 
 ful and effectual tor the purposes for which it was made. He put it to the prat^tical 
 men of the House — the men who looked at such matters from a busineHS stAnd- 
 point — if this outlay, which gave power to the system, was not indisiienuiblo, and 
 if tlw outlay was not a most eccmomic expenditure. He illustrated 
 
 point by 
 
 buildings, etc., and asked if it w«uld be any economy to stoj) short of set iiring 
 the power to drive the mill,:<)r of superseding inferior by superior motive power. 
 He maintained that every considerutioiij of cconoiny demanded that suitable 
 
 \\ 
 
38 
 
 Educational Circular. 
 
 [No. 
 
 i 
 
 I 
 I 
 
 Normal Kchool buiklingH .shimld be erected williont delay. He would nrffuc tlie 
 ease also on oonsiderati(ms of justice and humanity and public policy As 
 matters now stood taxation was nil biit universal. But were the benefits of the 
 system also iniiversal ? Siich was m)t tlie ease, for many districts could not f?et 
 any teachers, while many others had only inferior teachers. The taxation was 
 universal, but the benefits enjoyed were only partial. The case micht be argued 
 from another point of view. The improyenients made in the art of teaching in 
 ''V'''7* •T,^:'"''* ^'^^ '"'^''i of *'»« «i"«t humane and valuable character 'J'hey were 
 all familiar with the great discoveries which had been made in surgery in recent 
 years by njeans of which, what had been a comparatively barbiiroiis art, had 
 been transfonned into one which was the very reverse. on,-in which, by means 
 of various agents, the sense of pain had b.-en comparatively overcome The 
 analagous changes iji the modes of teaching and in the sclio.,1 ..conomies had 
 been u.s great ami as beneficial as the discoveries in surgery. Now why should 
 not all be enabled to share in these benefits ? Was it not a humane, a noble aim 
 to aspire at reaching this result? What consistency was ther(> in an earnest 
 contest for the common schools, and in our end.av.'.rs to dot the country with 
 suitable school buildings, the glory and pride of our country, if we at th'e sam.- 
 time neglect^l to provide a decent Normal .school buildiim for tiie training of 
 teacliers? The latter work was of a foundaticm charact.'r. and h..w couhrthe 
 superstructure long stand if the base was not thoroughly laid ? But still further 
 he contended that if we were again drivii back on the economic groun.l, wc 
 could show from other considerations that this was an economic measure No 
 one disputed that the buihiing of a bri.lge, or of a ph-ce of railroad might be 
 .lustihed by ec(\nomic considerations. But what was the value of siuh material 
 Avorks , ompared with that of educating and stimnlating the uenius of the youth 
 of our country ? The benefits of the material work wer,. ne, es.sarily <ircum- 
 scnbed—tiiey affect^Ml one locality and then ultimately passed away. Not so 
 
 with the e.\])enditures dire( ted to' the educati 
 
 and moral development. These results 
 
 on of yoiitli — to their intellectual 
 
 tower as the ciiiturics rolbd iil< 
 
 l>i! lost : they iic<|uired sticugtii and ) 
 transmitted from one generation to anoti 
 .'xpeiided in this world; but (xtended to that whici 
 n-gards this worbl, the cxiienditures on this \ital 
 
 remaincKl dining all time and could n 
 
 tl 
 
 and 
 
 ever 
 were 
 
 leir entire force was not even 
 
 1 was to 
 
 come 
 
 iVen as 
 
 us all p.rvaduig l,cn<'tit, were sure to bring an ample ivfnrn. It was well t 
 
 111 th 
 
 liavo brid;ri.fi jvnd railroiuls; if 
 country of great lakes iiiid noli 
 
 necessity of the si hool system 
 
 \vas We 
 
 II t( 
 
 nave a ( ouiitrv o 
 
 hich prodneed names which s1ied lustn 
 
 n\ers, but if was better still to I 
 
 argc I'.'itelit; 
 lave a coMiitrv 
 
 iTo Boeotian atiiu 
 
 historians, statesmen, et( 
 
 wh 
 
 N( 
 
 undo 
 
 ihich 
 
 ow how was this to be d 
 
 on it. showing that its people bii'atheil 
 
 imcntors, engineers, )ioets 
 
 lo Would play a i^rciit jiart in direi ting its onward' 
 
 splieie, a coiinti\ of uiechai 
 
 one 
 
 We did not 1 
 
 genius WHS developed, and Under whiel 
 
 til 
 
 mditioi 
 
 this we did know, that sm I 
 
 men ajijieared in tin 
 
 1 great names arose 
 
 Rut 
 
 ment, pride and manhood, and what so fitted f 
 e<Iueational system, proclaiming to the vouti 
 
 's of great national develoj). 
 
 nspiresu('li feelings asacomplef, 
 of the country the care of fh< 
 
 veriynent and the Legislature in giving fh, ni the highest edueafi.mal nd 
 
 tages and making them feel proud of the land of fl 
 
 \au- 
 
 ■fi. 
 
 such a state of things in our own l'n#hi( c that I 
 
 I eir liirlli ■' He would like ti 
 
 •rs born to blush unseen and waste th"I 
 
 leic there might be n 
 
 'mute inglorious Miltons,' no ''('ri 
 
 a country in which the entire vouth should 
 
 imwells guiltless of th 
 
 r sweetness on thecji'sert air; 
 
 no 
 
 Not seldom It lu-ovedtrue that it was fr 
 
 '11 joy tin 
 
 >uutiy's blood," but 
 
 beiieirt of generous eiilti 
 
 tl 
 
 le ycuiths of frugal life that the largest 1 
 
 om aniongsttlie rural masses, from 
 
 ivolved.'' This was an argument for tl 
 
 irains and brightest intellect 
 
 ire. 
 amouL; 
 
 s wert^ 
 
 advantages, and it imjdied, as he hail 
 
 eneral difTusjon of the best edu< iitionni 
 
 fl 
 
 le imUerial as well as the intellei tiial ict 
 
 tlready contended, that i I these were 
 
 The argiinients for perfei ting our edueal 
 
 ins would lie ampb 
 
 gninfed 
 
 |o' 
 
 unanswerable, it might be asked, why had not ti 
 
 nal system being so strong and so 
 
 greater jiolitiial efVects? The ai 
 
 lese ( cinsideratittns jiroduced 
 
 iT t ti tl l tiy m- h twt l !! hTtft 
 
 The eaiulhlates \\v\v in th 
 
 or '.o/)()0 (hildren who repaind {u the,, ft 
 
 iswer was ,il>yioilP. 'J'lie teaehers of the mode' 
 
 4 
 
 TTrmnTrTiTorrF-orTxenTsing any political jnfl 
 
 same |>osilio|i^.Thi' sai 
 
 uenc(> 
 
 me might beKiild uf the .(0,0(»t 
 
 oil s( hools If a bii.li'e or a rnilioad 
 
[No. 
 
 3.] 
 
 Educational Circular. 
 
 39 
 
 n \ tl, r ' m"^ ''^^'"il'f i«.interestc,l could bring a prossuro on tlio Government 
 to ohtani It One nu'nil.Li- m one part of the countrv could aid another, and the 
 service could he reciprocated. The Government must, in the nature of thinL^s, 
 
 .e influenced bj- political pressure. But the teachers could not exercise snob 
 
 .riT'""i' , {^^^■"•^■«'^'^ Y*"',""^ ^'^''•■'^' "''■"■ i"fl"^»^e v,UH not felt within those 
 alls ; but he would ask tlie members of that House to " put themselves in the 
 ace „ the teachers ot the Normal school ; he would ask them to put themselves 
 1 the pla.e of the candidates who rci)aired to it, and of the children who were 
 taught in It; liewouM ask them, by every feeling of chivalrv ami of humanity 
 to consider the case ot the 50,O00Aliildren who needed to hav properly trainc'd' 
 teacher.s su,.pl.,d to tliem ; he would iisk them to imagine tJ.ose 50,OOo'cIiihlren 
 arranged hetore tlieiu, with their bright eyes, their ardent hopes, their winning 
 ways; he would ask them to consider these little I'onstituents, and to treat thei7- 
 necessities m the saine way as they w.mhl tl„. demands of powerful political 
 rlaimants I they did so, tliey would not deny them a suital)le training school 
 for their teachers, but would give them one, not profuse in ornamentation, 
 Dut lair and chaste in appearance, a common beiietit and a cmmon pi-ide. • • 
 Extract from the Journal of the Assembly for April 11th, 187(J :— 
 
 -'Pursuant to notice, On motion of the Honorable Mr..Fnt8er, seconded by the 
 Honorable Mr. King, ^ 
 
 Re^nlvpif, That the House do now resolve itself into Committee of the whole 
 upon the following Resolutions :-^ 
 
 JJrlZ''^'"'' ''i'^f' '^'•■' '''" ""'"i.on "'■ tl'i'^ Iloi'S'e that steps should he taken, without (uiv 
 innocessiiry (Ichi.y to proeuro plans and .pocifioilions an. seek ten.lors for t ho tree ,iHn 
 iMXHlenoton „t a I'rovineuil Aonnnl School with Model DopaitiMLMits ; and furthoi^ 
 
 «um oi^'-;/; ,7w!'"!h'"*'H '"f '"'■''""•h buildinp. site nncl furnishins: tncbuk-d. do not c.voeod the 
 s ira ol ^MKU) then that tho work ot consfrnefion ho undertaken diirlnir the reooss hut if 
 
 ub, nir.d i*"';^ 'u" '" "^rT '.l*^"" ^"•"- ,"'"* ^^'^ »''''"«• '«Ve«ifi'^'^""'»«. undall tenders b* 
 .-ubinittcd to this llou.^e for further action thereon : and further >.«"ui.ib «« 
 
 /"''■•'"('■.. C That, with a view to meet tho evpenses of such buildiiiK, tracts of \-ncant Crown 
 
 bands inhlnoksofnotjnore than one thousand acres each, l,« set a.,ido for sa^e at pubYio 
 
 aiK't.on at an upset pru-c ol not Ic.ms than two ,lollurs per acre. ..ales thereof to bo ma ie fro n 
 
 hi^''f '"i"' "' 'r'"?}'*" e,.nsul,.r;.d most advisable by the (iovenv)r in Council, the r.Wecd" 
 
 thereof to bo applied to meet such expena^ and further piocteas 
 
 J!'.T'''V'< '^*'?f ""Vi" ""'"'l ?'*'<'■'' "■" '»"J<'"' '»' offocted. so OS to soourt^ tho hichost possible 
 n hnrl T "'""• '":,™; "I'.*'«,t "K»>-e of .-i^li per aoro. that tho (iovernor fn C.un ' bo 
 rwli •/ '''"""■'•'''"'•'';: H:"""""",""'*"''"'"*"" t-^'xl^noce from tho amount now at the 
 i7u^ f * '\J f'»^'"J':o «>th them, such sum aM uu.y l>e roMUiro.l to u.oet the cost of construe 
 
 tion of such ^onual School, not cxceedinK. however, the .'-aid amount of jioO.OIK). 
 
 The Honorable Mr. Fraser, a Member of the Executive founcil, acquainted 
 the House tliat His l|.,ii,u- the Lieutenant (iovernor having been informed of the 
 
 subject matter of the Resolutions, recommeli.b'd tllrin to the ( oiisidenition of the 
 House. 
 
 the whole 
 iimilittee. 
 
 'J'he House then went into ('oiiiniitlee 
 
 Mr. Ryan (Albert) in tlie Chair of the 
 
 .Ml. Speaker resmaed the Chiiir. 
 
 Tlu! Cliaiiiiian reported that the ( 'ouiiiiittee hnviiig hud the lb 
 to them under their (onsideriitiou, had agreed (<> the same. 
 
 OnirnJ, That the Report lie a( ceiited. 
 
 The UesoliitioiiK report((l from the Committee weiv then lead, ami upon tho 
 i|iiestion put then on Irom the Chair, were ^everally concurred in by the House.' 
 
 of the said R<'soliiti(ins. 
 
 ilntions ref( iimmI 
 
I 
 
 40 
 
 r 
 
 EXAMINATIONS FOU LICENSES— QUESTIJONS, MAllCH. 187G 
 
 Educational Circulat 
 
 [N( 
 
 Tlie applications for copies of the papers given at eacli Examination f(.r Licensi' 
 to teach, being very ninnerous, these papers will he regularly puhlished hereafter 
 in the Educational Ciucn.An. The following ai-c the (luestion-papers given at 
 the March Examination, 187C : — 
 
 I. [1] 
 1 
 
 SCHOOL MANAGEMENT.— r//m, 1 Iwur 'W mm. 
 
 Define the term School Organization. State several principles most import- 
 
 tant to he observed in the organizati<m of all Schools. 
 What is meant hv the i.rinciple of emulation ? Undev what conditions 
 
 would you avail yourself of it in the management of a School ! 
 What are the moral'faults to which pupils of ^uit-us ages are most liable ? 
 
 Exi)lain the principles which you should bear m mind m dealing with 
 
 these faults. 
 Show some of the effects of injudicious punishment ui.on the temper and 
 
 character of children. 
 State principles which should guide you in ocmstructing a Time-Table ; 
 
 draw, up one for a week for a School of 50 pupils comprising three 
 
 classes, and from it give a specimen of your Working Progiwme for 
 
 one day. (You are not Hupi)osed to have any regular Assistant.) . 
 
 I. [2] 
 1 
 
 TEACHING.— T'l'mf, 1 'hour 30 wini. 
 
 Distinguish lu'tween Education and Instruction, and show tlie relation of 
 the latter to the former. 
 2 Illustrate your principles pf method: — ' 
 
 ( 1 ) In the teaching of Arithmetic. ' ■ , 
 
 ( 2 ) In the teaching of Composition. 
 ( 3 ) In the teacliing of Form. 
 •( -What muthod of teaching the first steps of Reading do you mean to adopt ? 
 What do you consider to be the principal advantages of that method over 
 any other with which you are acquainted? 
 4 What class of subjects do yon consider most suitable for Oral Lessons? 
 
 Describe the method by which you propose to conduct such lessons. 
 5.. Write out notes, as below, of an oral lesson adapted (1*) to pupil 7 years 
 of age; (2) 12-14 years of age. 
 
 Subject : — RKaiMRATiON. 
 
 Matter. 
 1 
 2 
 3 
 kQ. 
 
 Method. 
 I 
 2 
 3 
 &c. 
 
 1 
 
 Tirc SCHOOL SYSTEM. — r«ro^, 30 win. 
 
 3 
 4 
 
 State the principles which control the distribution of the Pro\incial Grants 
 
 to Teachers and the County Fund to Trustees. 
 If a school District fails to provide the njeans necessary for a school, what 
 
 remedy does the Law provide ? 
 Describe tlie best arrangement for seating a schoolroom. v 
 
 What is the natnri) of the "Contract" between the Teacher and Trustees?^ 
 
 What is necesgary to tlie legality of such Contract ? 
 What is the duty of the Teacher ( 1 ) in respect of a Time-Tabh^ ; ( 2 ) in 
 
 »»i}pwtwf tUucluldrmm-A hfi Htiay ^uuM;4JUiQ^i:tauiectjjf U i ivMiai- 
 
 annual ' Uetuni ' of the Trustees? 
 
 'f»' 
 
 ?'l 
 

 
 ^'^ Educational Circular. 41 
 
 I- [4] ' CANADIAN HISTORY.— rime, 1 Aowr. 
 
 1 In wliat respcctH ure the names of the CabotB, Martin Frobishcr and Sir 
 Hnniplircy Gilbert associiited witli early discovery in JSorth America? 
 • 2 Give a short account qf Pontiac's conspiracy, its rise and defeat. 
 
 :i Name the i)rominent leaders and the chief events in the war of 1812-1.5 
 4 Into how many periods ma}- the History of Canada he divided ? What are 
 the characteristics of each period? 
 . 5 What are the leading subjects of legislation over which the Dominion and 
 I'lovincial Parliaments respectively have jurisdiction ? 
 
 Aniiiririi infuxt 1)1' irritten on tliix iioijei: 
 !•["'] MENTAL ARITHMETIC— r/wf, 8 «mV(. ' 
 
 1 At what per cent, interest will $20 become $30 in 5 years ? Ans. 
 
 2 A borrbwed of B at one time $100 which he kept 5 months and at 
 
 another ,*2.")0 which he kept 2 months, and in pavment he lent li 
 $1,000. How lonp; must li keep it ? • j^g 
 
 3 li' goods are liought for "^ of tlieir market price and sold for 4 per cent. 
 
 more; than the market price, what i)er cent is gained ? .Ans. 
 
 4 What arc! the present worth and disc'ount of $50 clue in 6 vcars 8 
 
 jnontlis, at ."> jier cent.? '. .'....'. . . .inii 
 
 5 Divide :i8T22,V) by 125 ' („j, 
 
 (5 Square 'J7 and miilti|ily the result by 25 '. in^. 
 
 Aiixirrrn miiil r.iliiliil t'i& irholf ujiri-'ition. 
 
 1- [G] , Al!ITlIMETl('.~7Vwf, 1 /»»/,- 30 flii;/. 
 
 1 Exiilain, as if for a class, the method of practice, and apply it to find the 
 
 value of 2 tons 7 cwt. 1 (jr. 15 lbs. at £1 3s. 4^d. per ton. 
 
 2 What is the weight avoirclupolK of ±500,000 in gold, tjie price being £3 18s. 
 
 l)er oz: Ti'oy ? 
 
 3 The length of a room is 20 ft. in.; the breadth 15 ft. 9 in., the height 10 ft. 
 
 <! in. What will it cost for i)laKtering at the rate of 20 cents a yard for 
 the ceiling ancl 15 cents for the walls? Allow for a door (J ft. o'in. by 4 
 ft. 2 in. ancl a fire-]ibice 5 ft.' in. by 5 ft. 3 in. 
 
 4 What is the difference between the true and the Rank discount always 
 
 cMpial to'.' Test the correctness of your answer by tinding the difference 
 lietween the ^rue and the Hank discount on a Note drawn April 1st for 
 six months and discounted .June 15th, at per cent, per annum. 
 
 5 Wiint delit ( an be discharged in a year by monthly payments in geometrical 
 
 jirogfession, the first being $1 and the last $2,()48 ? 
 
 (! (iive and investigate the toruuila for the solution of all sucMi (|uestions as 
 the ]ir(Hecliug c)ne, 
 
 7 If a i)erpetui(y of $5<;;l can be piin based I'oi .-^l 1,200 ready money, what is 
 the rate of interest ? 
 
 H. Find the cube root of 102503. 2,'i2, 
 
 •J Explain the terms Discount, (reouic trical progression. Cube Root, Arbitra- 
 tion of Exchange, and I'erp'tuity. 
 
 Til' /'.in III inn- irill titiiiiiitr I'ltrti / niht I f 11/ 1 i^iitil nihil' in ihin imiur. 
 r. I 7 I (iEO(JRAI'IIY.— 7Vw^ 1 /(0»r 31) »((■;(. 
 
 I'ART 1. 
 
 I Mention the names of the chief Atrican txpionrs, with the diKtriets'whiih 
 tiny have visited, \Y\uit progres.< has been madi' lately in African dis- 
 '"Very '.' • ^ ^ 
 
 ~~2 Coin'pTTre" t he exteiiI~aTri"r geu' raT'T)utIii'ie"T>r Einopr"\ntTi TTuW' ()TX8lu 
 
 Afiics^l, or Aui'rica. 
 
 5 
 
 ?.? 
 
42 
 
 Educational Circular. 
 
 onai 
 
 a Dcscril)t' tlic i)liysi(;il fen ti ires, iliiimti' nud 
 ■ Oaniidii ? \V1iat 
 
 (No. 
 
 pnxluctidiiN of tlir Domiiiifjn (.(' 
 IS tlie amount 'of its icviiuic. its [Kipiiliitiou and tlic 
 ostiiiiatod value of its cliiff maiiiifartiiivt;'? 
 
 Dc'strilK- th^" sreat inoTintainous Inlt wliid: swcVps fioiii cast to west across 
 Asia and Kiiiditc. (iivc tlic nanus and -jMJsitions of tl 
 
 m it. 
 
 c leading ranu'es 
 
 (J. 
 
 (iivc a pneval* account o{ the shape and dinunsions of 'the earth. Exphnu 
 as if to a class how tlTe Jatter has heen deteiniined. 
 
 How wouhl you tind from the .u^lblie the dNtauce in miles hetween anv t\n) 
 places on tlie 40th i)arallel ? , ' . 
 
 Ta-RT 11. 
 
 Draw from memory an outline 
 
 iges and duet rivers accu- 
 
 "lap ( 1 ) of the Province of Quehe<''nn(l ( 1,) of 
 
 tlie contnient of Asia, wfth the mountain rant "• 
 
 rately marked. •> 
 
 rOMPOSMMOX.— 'AW. 1 /win: 
 
 I; [ H ] ' 
 
 1 As imlicated helow, make an ele-ant paraphra.se of the followim;- passa-^c 
 from Wnnhu-orih's •• Kxciirsion : " — • ' • "^ 
 
 „ , ... . , " Mmiy ajiine, i • 
 
 On liolidays, we rambled tWrougrh tlie woo(l.'<r 
 
 \\ c Siite— we walked ; he plciised me with report 
 
 Of tinngs which he had .seen ; and often touched 
 
 Abstruscst matter, ronsonings of the mind 
 
 JTurnod inwiird ; or iit m.v ro<iiicst would .-inR 
 
 01(1 anngs, the product of hi-s native hills : •• • 
 
 A .skilful distribution of Hweet sounds. 
 
 Foedinsr the soul, and eagcrl.v imbibed 
 
 As cool refreshinK water, by the care 
 
 Of the industriouji linsbfinduinn, diffused 
 
 Through a parched mendow-ffround in time of droiiKht." 
 
 ( 1 ) Frame fpiestions on the pivcedin- passage : (2 ) write formal answers in 
 your own words to each of your (piestions ; aii<l ( .! ) using whatever 
 .•onnocting words or i>hrases may he re(,nii'ed, write vour answei;^ to 
 <(>nipkte tl|,e jmraphrase. . ' ^^ 
 
 2 111 what kind of verse is the j)asHagv \vritten ' Scan tlie second liiii' ' Point 
 out any irregularity in the measure of any suhsec|uent line. 
 
 :!. Point out tire rtguies of speecli in the jias.sage. and cxjilain thi' excellence 
 of any tliat you think sju'cially (brcildc. Write out specimens of (Mher 
 figures of sjieech frolii any autluu-, 
 
 -1 Poitit out the graphic words aiul j)hrases. and show liow vividly they reprc- 
 .sent, the meaning, (^lude from any other author ideas paial'h I or'simihir 
 to any ol the ahTive, hiitdifJereiitly expressed. ' 
 
 5 Weave the following wpaiate propositi(ni,s into ii cominuiiid srutcnce :_ 
 A. Vou wijl then see not only the thinirs 
 * al. He liHH put w]ii( h into the sketch (•sul)s. ohj.) 
 
 x/i. V(Ui will also see those things. * 
 
 Al. He has^found it n.cossary to leave out which, (siihs. ohj.) 
 I (»1/;I. Pltt(;e yours. If at the authors stand-point, (adv. comi.) 
 '•2 albl. Invest y6urs.dfAvith his feedings nml sentiments. (,idy. ,.ond.) 
 :<rtl/jl. And look. (adv. cond.) 
 </2//J. V(ui woiiKHook thiHiugh his eyes. (adv. comp.) 
 
 I. [9 1 • KN0IJ8H (JRAMMAR.— T'/W, | hour. 
 
 I WhrtiR the general (llRtinotion between the obj.ctive with of. aiul the nos 
 HCMiTc- case ? Whi, h should he used when the poss..ss,u' is ant,v,.dent 
 to a relative/ A bust of Cicero: A bust of CJ. T ro s ; K xidniu^-Ou^ 
 
 '» 
 
 TffffmTTrr. 
 
 4 
 
 
 2 Wiiat is Tense ?^ Give the aiffereiit usng..s of the present and |>aKt tens 
 
 w. 
 
mmmt 
 
 (No. 
 
 3.] 
 
 Educational Circular. 
 
 43 
 
 ;! l)intiiij>ui.sli iR'twcon a SL'iiU'iicc 1111(1 a iliuiso. Niun- tJic ditiliiiit kinds of 
 (.laiiisfs and givv; an rxainjile of eadi. 
 
 4 (iivo tlie genenU analysis of fhc following;- passaf^c : — 
 
 He linil flit the jTowe'r 
 Of \iiturt!, and <il n mhi was prepared, 
 15.V /(/i intonsc conceptions, ^< /vcinv 
 J)eepiy the lesson idf)) o/'lovc irhirli he. 
 U7i()(;/ Nafiire. by ir/mtivcr ine:ins, has tiiu»ht 
 ^ Tiij'icl intensely, nitinut hut ri-nirc, 
 
 i"i (live tlic detailed anal^vsix in the Form indieated Iielow : — 
 
 Form. 
 
 SUBJECT. 
 
 PREDICATE. 
 
 KiilBi-Ki'mcnt iitSiil)ii'tt. Siuipli' SuhJL.ct. j S(nipli> I'uiM, 
 
 Ciniipli-tiim of Prcii. 
 
 K.\lfiisi()n <i( PriMl. 
 
 V 
 
 L 
 
 arse in tirimlar form tlie words in ila/icx 
 
 ]■ 
 
 OHM. 
 
 Wtiiil. 
 
 <'iafii'. 
 
 Siih-rlnsH. 
 
 liiflo.\li) 
 
 Kulr of Svtitftx. 
 
 In wlmt other \vn\.s than us in tl 
 
 I'oint 
 
 V i 
 
 le |iassaf;'e aliove may the ^ox ('riiment of 
 
 the Infinitive Mood he aeeoiinted f< 
 H Whaf are the distinctive fi'iitiires of tlie ^iretiirilied Text-hook of Engli.sli 
 
 li ram mar 
 
 I. [10] 
 
 BRITISH HISTORY.— 7V»/^, l^/,o«^ 
 
 1 What is meant hy the Feudal System? Traee hrietly its deeliiie. 
 
 •J What were the causes and what the effects of the Crusades? • '^ 
 
 :! State the chief facts connected witli the le^(islative union of Kn'ditml and 
 Scotland, • - 
 
 ■t Uescriiie the process hy which a Biirheiomes an A( t of rarlianient. 
 
 r> Make a Talde shewing the Kfiiealogy of the House of Brunswick. 
 
 " BOOK-KEEriNC!.— rim^. 4.-) inin. 
 
 I __ 
 
 1 E.xjihiin as if to a class of pupils the terms Dr. and ('v.. and show the class 
 what \h meant hy lialancin^^ an account. 
 
 •J What general i)rinciples should guide you in ./ottrmt/iziii,/ ? What would he 
 >^iur Journal <'iitry for the following : — 
 
 I commence huHineHH with Cash $<i,00n ; Mdse. $3,000; Notes "against, 
 
 others, $2,000 ; Deht agivinst Samuil Hamilton, $750. I owe on my 
 
 Notes, $800, and to John retors on account, $500. 
 Itoi)ert Jones huys $400 worth of Mdse. on acct, ; 1 sidl Mdse. $:!50, and 
 
 receive fash $100, Note at tiiree mos. $150 ; I get the Note diwcouuted 
 
 at 7 #• cent. , 
 
 ;{ Write a specimen 'of a .Fotrtt Promissory Note ami a Bill of Exchange. 
 I. [VJ] C'HEMISTUV OF COMMON THiNttS.— ^W, 45'ffl/)i. 
 
 What is the ppotjcss hy rthich uninuil and veget)»hle snlistances docuy ? 
 What remedies sliould he taken against thii*(lecay near huinan dwellings ? 
 In what way does chloride of lime act on an infected atmosjihere ? 
 
44 
 
 J 
 
 Educational Circular. 
 
 [No. 
 
 2 What are the constituents of the atmosjihtre ? What important part does 
 eucli j)lay as regards vegetation ? 
 
 ^^ What do you mean by the circuhition of matter ? What "ofHces do tlio 
 
 l)lant and animal respectively perform on, this circulation ? 
 4 How does cliemical afliiiity differ from all other kinds of attraction ? 
 f) How is liydrog^'U gas p;\'i)ar^d and collected '.' >^-^ ^ 
 
 I- [ 
 
 2' 
 3 
 
 ^l/Micrro )iiH«t i-oiitiilii.th'' trhiili' iiix riitioit. 
 
 1'!] ALGEBRA.— Time, 1 /loiir :W min. 
 
 Show that {a ^ !>)''.{/, -i-r a) {c + a h)-V[a- />)* {a + lj + r) {a + h c) 
 Denumstrate the liule for finding the Greatest Common Measure. 
 Simplify the following expressions : — 
 
 iabc*. 
 
 (") 
 
 f 1 
 
 1 
 
 4 Fi!id the valui 
 
 . .c + I 
 ot .(■ in +J- X 
 
 (/') 1 + 
 
 I - (■!■ 
 
 1-.. 
 
 1 
 
 There is a certain rei tangular floor, such that if it had lieen two feet hroader, 
 and three feet loiigt r, it would liave been sixt^-four sijuare feet hirger ;, 
 I'Ut if if had been three feet broader, and two feet longer, it would have 
 lieen sixty-eigjit s<iuare feet larger : Find tlie length and breadth of the 
 floor. 
 
 Show fully liy means of examples and the necessary explanations, how you 
 would inf'rthe rule for multiplyin.g together (piantities of different signs, 
 and also for multiiilying a negative term by another negative term. 
 
 "((■ iKirli'l.-ilf, •ir<: iinl rr.^u'.i-'il ti, irni-h tlir fulliiiriiiii r/»r*A/'//iv, tint cn/dil ir'dl hi: 
 1,'iei II Jill- tliiiii if iriiihi-d. . • 
 
 Fi'um .," |..r,/ 12, .ry-2y- . 1, llnd / aiul //. 
 
 Prove that ev> ly ijUiuliatie eciuation can be [uit in the form .c? +/u + y n, 
 
 where /) and y rejiresent some known numbers, whole or fractional, 
 
 positive or negiitive. 
 
 Show that sueii numb' rsjis the following qiK stion presupposes are not pos- 
 sible : — Fill,! twK numbers whose sum, |iidducer, aiul the sum of whose 
 sijuari's, are ( qual to each othei-. 
 
 10 
 
 1- [ 
 
 1 
 
 
 I 
 
 tiud J-. 
 
 Ill (iKOMKTHV.— '/Vwf, 1 /».*//• :;o „///,. 
 
 i'rove iliiit the eom|ilements of the parallelograms wiiich are about the 
 diagonal (jf any i.arallelogram. are eipial to one another. 
 
 Dt s( ribe a parallelogram ecjual to a given n'ctiiineal figure, and having an 
 angle e(nial to « given rectilineal angle. 
 
 I'nive that all the cxteror angles of any" rectiliiieiil figure are together e<iiial 
 to four right angles. 
 
 1 1 a straight line be divided into any two jxuts. the s(iuare mf th<> whole line 
 is ('((Hal to tlie sum of the s<|uares on the other two parts, together with 
 twice Jthe rectangle contained by the parts. 
 
 Tlie .inadtilateral tigme whose diagonals hisi'ct each other, is a parallelo- 
 gram. 
 
 Fihinlr vdudl'Infcii <ii-r a it rx/uiird In ir„^- lliif(,f}.,,ria(i, hut. rridil iri'K br ithyiifor 
 
 irnrk diiui . 
 
 (! Describe an eipiilateral ami e(iuiang«lar jxntagon in a given circle. 
 
 ^ 
 
 
[No. 
 it part does 
 CCS do flic 
 
 3.] 
 
 Educational Circular. 
 
 -- iabc*. 
 
 ■ct broader, 
 tV'et larger ; 
 Could have 
 adthoftlu: 
 
 s, Jiow you 
 .'rout signs, 
 term. 
 
 lit II' ill !>'■ 
 
 t'raitional, 
 
 re not pDs- 
 II of whose 
 
 about the 
 
 liitviiig an 
 
 •ther e<inal 
 
 \v1h)U' line 
 ether with 
 
 , parallelo- 
 iitvfii for 
 
 i 
 
 ^^ 
 
 45 
 
 7 Find ajotot in a given line tlmt shall be eqin-di,stant\froin another given 
 poirtf flM a giveiUme. \ * 
 
 f Giv 
 
 Find a uptot in a given 1 
 poirtf ,aM a givei^ine. 
 jiven tM fprtical angle, 1 
 
 consfpict it 
 
 istruat a trii ^ ^ ^ 
 
 angle and the' height taken from 
 
 the base j^ndthe sum of the sides of a triangle, to 
 
 9 ^on«tn,ai a triangle, having given jg|J(uiius of the inscribed circle, one 
 
 •If 4 , T)i)' nci-vHHiini rnlcidntions muxi br nindc ' 
 I. [ 15 ] ^'NATURAL PHILOSOPHY.-rm., 1 hour 30 min. 
 
 1 Defiiie/orc(5 ^ velocity ; variable velocity ; and state how the latter is measured 
 
 2 ProveHhat rh accelerated motion, the force being constant, the square of the 
 
 velocity Is proportioned to the space. ' In what space w'ill a body acquire 
 . a Velocity of 1,000 feet per second. '^ * 
 
 3 When^tvino pressures act. on a point, show tliat the line of action of the 
 
 • remiltant is in the diagonal, of the parallelogram whose sides represent 
 the two forces in magnitude and direction. , 
 
 4 In a system of pulleys made by one string, show that when the number of 
 
 moveable pulleys is n, P : W : : 1 : 2n. """iui-i ui 
 
 5 WhUt are the directions in which the power may bo applied in an inclined 
 
 plane ? 1 rove that if the power act parallel to the plane, P : W • • H • L 
 
 6 What are the requisites of a good balance ? How enn.a balance be tested ' 
 
 How may the e.xact weight of a body be found by aid of a false balance ? 
 
 7 If in a balance one arm be .^8 of the other, and a bodv placed in the scale 
 
 of the shorter arm balance 14.7 ounces in the other scale, find the true 
 weight of the body. ' 
 
 I. [16] GExNERAL HISTORY.- rem*, 1 /,o«r 30 min. ' . 
 
 1 What was the immediate cause of the Peloponnesian War ? How long did 
 It continue ? Who is its great historian ? What plan of warfare did the 
 Athenians follow during the life of Pericles? Describe the chief inci- 
 dents of the war after his death. 
 
 What was the original boundary of the Macedonian Empire ? What tribes 
 inhabited its soil ? Name in order tlie accessions to the Empire in the 
 time of Philip ; sketch the career of his son Alexander in Asia. 
 
 Give a connected account of the second Punic War from the fojlowing heads • 
 Its origin Hannibal's march to Italy ; how he became master of 
 Northern Italy ; his signal victory at Canme. His first check ; the dis- 
 organization of his army at Capua ; the treatment he received from his 
 countrymen. The success of Publius Scipio in Hpain. The fate of 
 Hasdrubal in attempting to oppose Scipio. The war carried into Africa 
 
 • The recall of Hannibal. The final battle on the plain of Zama. 
 
 Name the chief Asiatic races who came in ointact with those of Europe 
 during the middle ages. Who were their principal leaders? Describe 
 briefly the conquests of Tamerlane— sometimes called Timor the Tartar. 
 
 Describe briefly the fall of Constantinople in 1458. 
 
 Name the chief events in connection with the life of one of the following 
 historical characters :— Charlemagne, Frederic the Great, Maria Theresa 
 Napoleon, Nelson, Wellington. 
 
 2 
 
 \ 
 3 
 
 Ao TuhleH are required for thin Exerrinr, 
 
 I. [17] PRACTICAL MATHEMATigS.—r.W, 1 Aoi/,-. 
 
 Female candidate, are not required to work thin pupcr, hut credit tcill be given for work done 
 
 1 A tank which is circular and 8 feet in depth, contains 10,000 gallons ; what 
 is its diameter ? 
 
 ^r"Prove Rlno tA + Bj^^no a cos. B + sine B cos. A. 
 3 Find the sine, cos. and tangent of 45'. 
 
.__^, 
 
 46 
 
 Edi( cutio nal Circ u la r . 
 
 4 Show how to ineasiir.' th(> h(.'i,i;ht of fin ohjccl situated on an Inacccfisilih' 
 
 hMfilit, wln'ii a lioiizontal hasc can l>c measured in tlic same vertical 
 phvne with the to|) of tlie object. 
 
 5 Draw the. plan and find the area of a tiehl from the tollowiufj: dimensions in 
 
 links ; — Tlie lonK^'st side A B is a sfraighl line. Passing from' A to ]!, 
 the offset.-; on the left are, at A, ; at '248 from A, ;U ; at .■(42, "I! : at 412, 
 i:;;); at4G4. ]]H; at,")()2,142: at OilH, O.' 
 H From the toj) of a IfgKthotise. A ]'«. Iii2 feet liigh. built on a vertical pro- 
 montory, tlfe nngh' "f dei)ression E A (.'■ <>f a ^'lip was ;!0°, and at tlu 
 bottom,..!'., of the lighthouse tlie angle of depression, K 15 C, was 15' 
 
 re(|uired the horizontal distancf. O-l) of f lie vei-sej, and the height, D ]{, 
 of the jiromontory. » ' s... 
 
 k 
 
 11. []] SCHOOL MAN.\(iKME.\T:— '/V///.'. 1 /,f,iir 'M min. 
 
 1 Kxpluin the princijiles u])on wliii h you would proceed to classify your pupils. 
 
 2 Make out a list of faults to be avoidiil by Teachers in the management of 
 
 their Schools. 
 ?, How do vou propose to to deal with a iiupil who is haliitually inattentive 
 
 or who invariably comes late to School ? 
 4 What should be thi' characteristics of a Tcaihei' in the e.xt'rcisj.' of lii.s autlio- 
 
 rity in School '.' 
 ,5 Cf)nstnict a Time-Table for one week lor a School of '>() pujiils, c()mi)rising 
 
 three classes, and from it give a specimen of your "Working I'rogramnu^ 
 
 for (Hie (lav 
 
 ^ 
 
 TEACHING. 
 
 c 1 /loiu- 30 min. 
 
 II. [2] ^ 
 
 1 Describe three methods adopted in tciiching the tirst stejis of Reading. 
 
 Which of till ni do you prefer, and on wliAt giounds? 
 
 2 Specify some of tin; faidts which you have observei<l in the reading of many 
 
 advanced pujiils, and state what you consider the best exercises fur 
 effectual correction. 
 
 '.^ .Describe the method you would adopt in giving systematic instructions in 
 "Writing. 
 
 4 Outline a course of L(?ssons in Oral Geograi)liy, and state briefly your 
 method when your pujiils are i)rei)ared to use a Text-book. 
 
 .■) Write Notes for an Oral Lesson o7» (1) Coal or Iron, (2) Respiration or Cir- 
 culation of the Blood. (Write Matter and Metliod separate and opposite, 
 and state the <}gc of the puf)ils for whom the Lesson is designed.) 
 
 G Distinguisli between t/'tirl,iiif/ and tf/lini/, and illustrate tlie dilference by a 
 Lesson on some Rule in Arithmetic. 
 
 11. [H] THE S(;H00L SVSTEM.— 7W. .to on,,. 
 
 1 State in detail the sources whence the salaries of Teachers are derived. 
 
 2 What is District Assessmt'nt? How is it levied ? ^ 
 
 :'< Under wbat) conditions are Teachers' Agreements terminable ? 
 
 4 What persons are eligilile for Provincial Examination ? How are candi- 
 
 dates' papers estimated ? 
 
 5 How do y(m find the ]ier centage of pupils (Uiily preseht on an average 
 
 during any given term ? 
 
 II. [4] CANADIAN HISTORY.— r/wi/-, I AoMr. 
 
 1 In what respect are the names of tlic Cal,)ot8, MartinSSWtisher and Sir Hum- 
 phrey (lilbert assoiiated with early discovery in North America? 
 — 3"ttivolf^WtaccnTmrm' ronttitpRlTTnTiptracy, Its VTse Snd <Tefeaf. " 
 
 .'! Name the prominent leaders and (ho chief events in the war of 1812-15. 
 
 * fr 
 
^ 
 
 * K" 
 
 ■'■^ Educational Circular. 4*7 
 
 4 Ink) how many iniiods muy tlic History of Ciuiadii Ito divided ? What are 
 
 the clianutei'iHtics of racli ju'iiod ? *""~^^ 
 
 5 What arc the leading subjects of Icgishition over wiiieh the Dominion and 
 
 Provineiftfl'arliainents resi)ectively have jurisdiction. ? 
 
 AitHirrrx iiniKt lif irrittiii on fliin jxipitr: 
 
 n. [5] MKNTAL Afirf<;^'H3IETIC.-7'mf, 8 »««. 
 
 ■ I Find price of :!28 articles at 17s. Od. each lim. 
 
 2 JJoug-ht cloth for 60 dollars and sold it at ^ more tliaji it cost; for how 
 
 mucii was it sold ? Ann. 
 
 :', When an article is sold at 3 of its cost, what is tlic loss ])er cent.?.'. . ..Ann. 
 
 4 Find the dift'erence of the S(|uares of 54 and IK) J/i.t. 
 
 .'') Multiply the sum of :] + i( f J by .;^ 'H of ^ Am. 
 
 H Sold a watch for .Si'.O and thereby lost 20 jier cent. ; at what price should 
 
 it have been sold to iiave gained 20 per cent. '.' I«.«. 
 
 II. ]ii] AlHTR'S\ETI('.--ri,iu\ ] hour ?A mill. 
 
 1 Define a vulgar fraction and a decimal fraction relpectively : and show how 
 
 tjiese definitions may be illustrated by a diagnm. 
 
 2 . Wliat is meant by ratio, and what by proi)ortion ? Sliow bow the Eulo of 
 
 , l^roportion may be doduced from the geneml i)rinciple f liat '• the product 
 of tlie extremes is e(|ual to tlie jtroduct of the means." 
 
 3 A piece of cloth, when measured with a yard measure which is two thirds 
 
 of an inch too short, appears to be lo^ vards long. What is the true 
 length ? _ 
 
 4 Divide t ];(45|T by e 473 in the duodenary scale. 
 
 5 How many yards of carpet 2 ft. in. wide will be required to cover a floor 
 
 27.3' ft.4ijgg and 2U.1(>' ft. wide ?' ,\ 
 
 , (i If 1 remit to my agent .*S2r),000, with instructions to deduct his brokerage at 
 ] } per cent., and invest the remainder in Bank Stock then selling at 7 
 ])er cent, jiremium, what amount of Stock do I receive"? 
 7- In what time w'ill £0 14s. 8M. amount tOjUine times itself at C, per cent. ? 
 
 8 Find tlie Compound Interest and amoufft of §240 for 5 years at three per 
 cent., payable Cjuarterly. 
 
 y Explain the U'vin jiropf-rtics nf numliern. Name six of the most important' 
 ])roperties. 
 
 T/ic K.i<()iiiair iri/l extiiiKiti /'urfM [and IfuKOfiqiud valuf in thin jni/»r. 
 
 II. [7 1 - tiEOURAl'HY.— r/«u', 1 /io«r 30 /m«. 
 
 I'AUT I. • 
 
 1 Describe the physical aspect of one of the following countries : —Germany, 
 
 France, Spain, or European Turkey. 
 
 2 Give an account of the average height, and chief characteristics of one of 
 
 the following ranges : — Ilocky Mountains, Aljis or the Himalayas. 
 
 3 Take an imaginary jourpey up the Rhine, the Elbe or the Danube, and note 
 
 the chief points of interest. 
 
 4 Compare the extent and population of Ontjuid with the other ProvineeB of 
 
 the Dominion. 
 
 6 Explain the cause of land and sea breezes. 
 
 6 Find from tlie Globe the duration of twilight at any given place on a given 
 day. A 
 
 l^ART II. i 
 
 > — ====:;=-^= 
 
 TJTaw Worn memory an outTine Map (1) of Nova Sc6lIa,'^[2iyof NortTi Amencii^and 
 indicate the chief mountains and rivers. 
 
 .-,*»' 
 
1 
 
 48 
 
 II. [8] 
 
 1 
 
 Educational Circular. 
 
 COMPOSITION.— riw^ 1 hour. 
 
 [No. 
 
 What is tranqwsiLion 9 Wliat llules would you obKcrvo in tranHposing from 
 the Metrical to the J'rose Order of Construction ? Transpose the follow- 
 ing passage to tlie Prose Order without altering the sense : — 
 
 "In his fitoady courao 
 No piteous rovolutiona had ho felt, 
 No wild varieties of joy and grieT>v 
 Unocoupiod by sorrow of its own. 
 His heart hiy opeii ; and", by Nature tuned 
 And constant disposition of his thought 
 To sympathy with man, he wa.s alive 
 To all that was enjoyed where'er he went, 
 And nil that was endured. 
 
 2 Arrange the following clauses into a comple.x sontcilce :— 
 
 Icfl. A wise student carefully masters all the details of those books, 
 (adv. time.) 
 
 a2. Those books suit his capacity, (attr.) 
 
 A. H« contents himself with a^ general outline of any work. 
 
 2«1. Any work is not so Ruitabli;. (attr.) 
 
 3 Name some of the most^important.principles to be ob.served in the construc- 
 
 tion (1) of Sentences, (2) of Paragraphs. 
 
 4 Construct a complete and lucid narrative from the following outline : 
 
 THE SOLDIER'S HOKSE. 
 The soldier's horse— great favourite— soldier very kind to it— the horse never so happy a-s 
 when Its master is on its back— war breaks out— the soldier goes to battle— he is shot— wis 
 off hisliorse— dies- no one comes near him till three days pn«s— then friends came to bury 
 him— they find the horse standing over him— it fiad had no food— but it stood driWng away the 
 birds of prey from the body of its dead maister. v 
 
 5 Name the mechanical points to be attendedlo in /orm of a letter. Write a 
 
 letter to your uncle, describing a holiday ramble. 
 
 II. [0] GRAMMAR.—Tm^, 1 hour. 
 
 1 What are the distinctive features of the prescribed Text-book of Grammar ? 
 
 Define the terms inflection, gender, number, case, mood, voice. 
 Give all the inflections of come, bo;/, man, me, go, thhii, f. soon, in, good, merri/. 
 Name the different kinds of adverbial clauses and give an example of each. 
 Give the general analj/sis of the following passage : 
 
 From his si-xth year, the Boy of whom I speak. 
 In surmAer. t-ndxl cattle on the hills : 
 But j^ough the iniiiment and the j)erilous days 
 Of loiia-'»iitiiiiiiiip winter, he repaired, 
 Equipiwdyi'xih satchel, to a school, that utood, 
 Solf building on a inavnttiin'n dreary edge. 
 Give the detailed analysis in the following Form ; 
 
 SUBJECT. 
 
 PREDICATE. 
 1. 
 
 a 
 
 ' u ^ 
 
 
 
 Enlargement of Sulijcit. 
 
 Simple Subject. 
 
 Simple I'red. 
 
 Co'.upli't ion of I'red. 
 
 I 
 
 Extension of I'rcd. 
 
 I 
 
 i 
 
 * 
 
 // 
 
 
 
 
 V 
 
 ^;'y 
 
 
 
 7 Parse in tabular fftrm the words in italics. 
 
 FOHM. 
 
 
 
 
 Word. 
 
 . CIlMI. 
 
 V 
 
 Sub-CUu. 
 
 lufloctiOIL 
 
 ByntBX. 
 
 Kule of Syntax. 
 
 
 
 
 \ 
 
 
 
 
 < 
 
 
 
 1 ■ 
 
 
 
 
 
 
 
 
 
 
 » 
 
 * 
 
 
 ■ 
 
 i 
 * 
 
 
 ^ 
 
 
 
 
 
[No. 
 
 losing from 
 the fonow- 
 
 ose books. 
 
 e constnic- 
 iue : — 
 
 so happy as 
 s shot— falls 
 ame to bury 
 ng away the 
 
 . "Write a 
 
 [Jrammar ? 
 
 ood, merrji. 
 lie of each. 
 
 on of I'riMl. 
 
 e of Syntax. 
 
 ■ ■ 
 
 3.1 
 
 Educational Circular, 
 
 49 
 
 8 Give tlie past tense and past participle of all the irregular verbs that occnr 
 in the i)rt'ceding passage. 
 
 II. [10] 
 
 BBITISH HISTORY.— r./w, 1 hour. 
 
 1 Give a short account of the Manners and Religion of tlic ancient Britons. 
 
 2 Name the most distinguished Kings before the Norman Conquest, and 
 
 describe some great events in tlie reign of one of them. 
 
 3 Who were the most distinguished statesmen, warriors and authors in the 
 
 Reigns of Elizabeth and Queen Anne ? 
 
 4 What circumstances led to the war which terminated in the Independence 
 
 of the United States ? 
 
 5 What battles were won by British troops under the command of the Duke 
 
 of Wellington? Recount one of these battles. 
 
 II- [ 11. ] BOOK-KEEPING.— reV/i^, 45 viin. 
 
 1 What is meant by Assets, Bill of Lading, Consignee, Indorser, Invoice ? 
 
 2 Make the proper entries in the Day Book, Cash Book, and Ledger, for the 
 
 following ; — 
 
 Robert Jones invests in business $4,000 in cash, $3,500 in mdze., and a 
 balance of $210 to his credit with T. Robertson; he owes Robt. Thomas 
 $240. He takes for his private use $100, and goods to the value of $250 
 
 3 Write a specimen of "A Letter with an Order." 
 
 IL [12] CHEMISTRY OF COMMON THINGS.— y^Y- 45 w»«. . 
 
 1 What is the composition of carbonic acid? What Important part does it 
 
 play in vegetation ? Name two ways in which it may be prepared. 
 
 2 Give a short description of the preparation and refining of cane sugar. 
 
 3 Give the comjiosition of starch, dextrin, gum, cane sugar, and woody fibre. 
 
 4 Whence are vegetable oils obtained ? Into liow many classes are they 
 
 divided Give the characteristics of eivcli class. 
 
 \ 
 
 Aiuirern «i«*' "ftntain the whole oprratiou, 
 II. [13] ALGi: .i.A.— r»»ie, 1 hour 30 mui. 
 
 Female CiindidateHare not reqniredto workthii paper, hid credit will be given for work done. 
 
 1 Explain the ttivia» /acHor, coefficient, power, and exponent. 
 
 2 If a=;l, in2, c = 3, rf-4, find the numerical value of the following exi^res- 
 
 sion ;— 
 
 a» + 2ai + 6* 6« + 2ic + c» c*+2cd-\-d^ 
 
 + 
 
 a+b b+c ' c+d 
 
 Divide a:»- {a + b -i- c)x* + {ab + ac + hc)z - abc by z' ~{a + b)z + ab. 
 
 Cube [a + b + c) and.fihd the product of a:* + zy - y* by a;* - xy + y», applying 
 formula' in both cases. 
 
 Find the quotients of z« + y« 2^"^^ by (x-y)* and x« + i/« + 2i;V by (x + y)'^ 
 bv the use of formulre. 
 
 2a; -6 
 From V-^ — ; 
 
 2z-5 
 
 -, find X. 
 
 •M. 
 
 3z - 8 3z - 7 
 
 {x + Aab)-2a - ^ x , find z. 
 
 8 Find two consecutive numbers such that the half and the fifth of the first 
 
 taken together shall be eqaal to the third and the fourth of the second 
 , taken together. 
 
 9 Fromx + 2y-f 3z = 6, 2z-f4iy + 2z=:8, 3x + 2y-f 8z = 101, find r, y, g. 
 
 To Show by means of operatrng upon an example how you would lead a pupil 
 to infer the Rule of Subtraction. 
 
, Cf'^ 
 
.;«* 
 
 50 
 
 Educational Circular. 
 
 [Nq. 
 
 /■' ii„i/r CniiiUdat's (,,; iKit n,/nirril h, nyirk tliit jxijur, hut rn'illt in'// In uie'iifar iruik iIuik. 
 
 JJ- [ 1-^] (iKOMlOTHY.— 7'w«. 1 hour 30 mi,,. 
 
 1 Wliiit is u iiliuir sii|)(>rti(ics. a stniiuht liiic, an iiiiLfk', a cinlo ? 
 
 2 , 1 folic side of a triiiiiylchf iirodiui'd. the exterior aiiylc is i^n-eater tliaii eitlior 
 
 of tlie interior opposite aiitiles. 
 :i If ti strai^iit line fallin- iiiioii two other straiulit lines makes the alternate 
 angles I'luial t<> one aiiotlier. these two straiulit lines are parallel. 
 
 4 'I'he opposite sides and aii-les of a paraileloKiuni arc e([iial to one another 
 and the diagonal liiserts it. 
 
 :") Kiinal trian,ules, between tiie same parallels, are nium e(|nal hases. 
 
 li Describe a s(|iiar(' upon a .iriveii straight line. 
 
 I In a ,-ivcn strai-lit line tind a point c(|ually distant fidiii (woj,dvcii points. 
 
 ■"^ 1 1 thi' exterior an^lc and one of tlic opjuisitc interior an-ics in uiie triaiiuie 
 
 lie respectively doniile those of another, the reniainiiii;- opjiosite interior 
 
 iUi-le of the former is doidijc that of the latti'r. 
 
 « 
 
 T) 
 
 ^cnoiii .' 
 
 What is till 'I'eacheiK .Inty(l) x\ itli respect to u Tiiiie-'l'ahle, and (2) with 
 rcspect*-to the teniperHtllie of the HchuoiKxnii ? 
 
 
 III. 
 
 1 
 
 (4 1 NEW lUri-NSWK K MISTOUY. T\me, 1 huur. 
 Who were the rniled Kinpire LovJillKts'' (iive an ...count "f their laiulini; ^ 
 
 f 
 
 
 iJi New nrniiMWi. k, iind of some of tjie .litti. tilths l.elwecn Ihcm an.i tlw 
 iwiviliill M ttlirs 
 
 f 
 
Educational Circular. 51 
 
 ;:.ow ;:; l ^:2i::s^st''' "' -■--"^'•-^'^-i-c . state ..„!a yo.. 
 
 ■■'• <iivo a sl„„ t a<ro,n,t of m hat is ku.nv,, as tl.c ...Vroostook War - 
 
 ;1:;'.,--'" v"'''',f"''' ''^K-l-'^i'-le Uovennnrm? Wln-n ^va. it 
 
 • S?: ii. i;;;,w;;:.t!:;;r-''-^ ^^''- -,...... p,..„„i,..„,,,a:..:iL:} 
 
 ' ''■:;:i;:H;:;.r a!;:;";;;;:, r'' '" ""•■ '"'•••^""^- "■"• '^' "-^ -''-"'-^ '^- 
 
 .lyi,„vr, ,ini.,l hr wrlU, „ o„. t/,,\ j,<,/,<r. 
 
 '"■ ['I MENTAL AIUTHMETlC,-^-7V,..., 8 ,.,.. 
 
 1 What is tl„. intrivst <,f $:,42 for 4 v.ars at :, p,.,- rvut ' , 
 
 2 V 11.(1 tlir pii,.,. of ■_'! yanls at 4] cents ^ ,"''"" 
 
 ■■' If 111 yards cost Si;52 what will k;;} yards coJt'^.' ' '.'.[ ,"'' 
 
 4 Uividc the sum of •; -f-.l + ■ liv lO. . . "* '*■ 
 
 :. What cost 11^ yards at 1 l^Vc^^.ts each ! ^ ! ! ^^ ^ I"*' 
 
 'i Divide L'.lT l.y .0007 ; '"■ 
 
 • Ins. 
 
 ■ "I- ['■'] . . AHITHMETfC. - rnn>: 1 /wnr :!0 ,„„> 
 
 ' '"S'lnlC"" ^""''"''^ ^"."onvtion, IVodoct, (Quotient, Pnuie Nun.he,, 
 ;; Multiply .40HT, ,,v :S0. Express voniaiiswev^rV^ls as well as i„ h.ures. 
 •■ l«..l,K,.Mu.,e to inches and test the accnu-y of y.,;XorK 1. iweising the 
 
 • l!'''ln.v ; of -; (,f :t! „/.. to the fraction of 2 Ihs. Troy 
 
 •- Multipl.N (;stL'.:i<i,-, l,y ;i.42l and .livide the product hv 40 OOS) 
 
 i: 'm^'.^:'; to\':;™^'''^ """""-^ .--.lay ton.,. :....., . s. 
 
 """'"'•I-' "t m.^her time, what p,.- ,ent. of it reinained unsold' 
 ■.• -W hat nnstakes in Nn.a.ion have ^,.u ohserve.i to he verv .on.u.on'' What 
 Inakn.::;;!*':'^''''''"'^''''^''^' "— nldyou,orrectthelJu';:t 
 
 ■'■'" '■ '■ "■'■" ' •"'■'" '"• '''•"■' ' "."' // "- ""■7-"-/ .-,/„,. /„ ,/„. ,„„„,, 
 
 '" I ' I (iKlXiRAI'HV- rnnr. 1 /,o„r 'M ,nn,. 
 
 1'mit 1. --. 
 
 ' ''''Liy'und';:;,;:;:''''"'"' '•""^'""'' ■ "'"*"•'•' '""-■ -" -i"-- «"•• ■ -- 
 
 ■i 'Juke an inmRinury juumey r u\ tlM> coast of (ireat Ilritiiin an.l .,„».. <i. 
 
 . Iiiel headlands aiui the mouths „f th.. chief rivers ' 
 
 .t (iivMhe honndaricMofdntario and name its chief towns, rive,s an.l moun- 
 
 • '■''\:; "'";'<•■''•;"» «'f <li<' loIlowlnK pla.es. and m<e „nv important fa.tH 
 
 Mrmt, TmTnilWIlK. "^ ^^^.^^^t **^i.uM, .■=; 
 
 ' "-;,;;'';;^''<' •"i""'t New IWunswick compare New Hrunswick and 
 
 NovaSiolia as respe. ts arra and iioiMilation 
 
''S^'mtium««as>M!Ximii-,,mmmmmmu>, 
 
 ■MN 
 
 52 
 
 Eduqational Circular. 
 
 [No. 
 
 Part II. * 
 
 Draw from memory an outline map of New Bnniswick, with the chief rivers and 
 towns accurately marked. 
 
 III. [8] 
 
 COMPOSITION.— fme, 1 hour. 
 * Reading L'essQii. — The Blind Man. 
 
 1 Outline.— On their way home James and Harry see a blind man sitting — 
 has lost his road— is unwell— James runs for a drink of water — Harry brings him 
 a piece of bread— blind man gets better— they hglp him on his feet— lead him 
 along the road— boys call them to play— they take no notice — lead him along the 
 bridge— across the park — put him on the straight road— blind man thanks them 
 —often see him afterwards— they and the blind man become great friends. ~i 
 
 • Oufislioitx.— Whom did James and Harry see on their way home? In what plitrht was he? 
 How did he feel? What did James bring him? AVhut did Harry bring him? What good did 
 they do? What did they do next? Who culled them? Howdid they act? Where did they 
 lead him? Where did they put him? What did the blind man do? Whom did they often 
 see ? What did they become afterwards ? 
 
 (a) Write in order Formal Answers to the above questions. 
 
 (A) From your formal answers make a complete story as told by James to 
 
 his father. 
 
 2 Correct or justify the following expressions : — 
 
 He don't understand your question. Is his answers given correct? I educate him 
 daily in grammar. (Ireater events were now on tno wing? Wo had not ought to 
 act so foolish. There was considerable of a difficulty in the last passivge. I mind 
 the time when I should have wrote the passage the same as you. These news are 
 not comforting. I expect soon to hoar that money will be plenty. It is not fit for 
 such as us to arrange the matter between you and they. 
 
 III. [9] GRAMMAR.— r»mr, 1 hour. 
 
 1 Write out the present subjunctive of three irregular verbs. 
 
 2 ('lassify tlie following words : — tnan, calm, sound, me, up, till, when. 
 
 3 Give all the iurtectjons of «r, us, move, pretty, lady, book, before. 
 
 4 What are the essential and subordinate parts of a sentence ? 
 & Analyze in the prescribed Form : — 
 
 (n) " Him had I marked the day before." 
 U>) " Many a time, 
 
 On holidays, wc rambled through the wood." 
 ''•) *' He by appointment waited for me Here, 
 . . Under the covert of these clustering ohns." 
 
 Form. 
 
 • suiuEcr. 
 
 
 
 PREDICATE. 
 
 
 Kjilarfcmmit of Snliji-rt. Slniplv Subjiii. 
 
 SImpli 
 
 PriMl. 1 
 
 1 
 
 (nniplftton of Pn^d. 
 
 Ivxti'iidimi of ThmI 
 
 * 
 
 
 I 
 
 ! 
 
 
 
 6 Parse in tabular form tiu^ first of the sentences given for analysis. 
 
 FoHM. 
 
 I'. 
 
 ^f 
 
 > Word. , 
 
 C'lut, 
 
 Sllk-ClH*. 
 
 IiiAiTtloii. 1 Syntax. 
 
 Hule of 8>iiUx. 
 
 
 
 
 
 
 - 
 
 *. • 
 
 
 
 
 ^ 
 
 
[No. 
 
 chief rivers aiid 
 
 1 man sitting — 
 arry brings him 
 feet — lead him 
 1 liim along the 
 m thanks them 
 t friends. ~. 
 
 lat plight was he ? 
 ? What good did 
 ' Where did they 
 cm did they often 
 
 i.'. 
 
 )Id by James to 
 
 7 I educate him 
 had not ought to 
 t passivge. I mind 
 .. These news are 
 I-. It is not fit for 
 
 
 when, 
 ire. 
 
 Kxti'DHlon of rn'il 
 
 ^> 
 
 ilysis. 
 
 Hule of 8>iiUx. 
 
 .j..,_.^. _,..-__,_ 
 
wf 
 
 r 
 
 f 
 
 '-.'•I'^iS^'-^-' '-^-i" 
 
 
3.] 
 
 jEducational Circular, 
 MANUAL OF COLOUE. 
 
 53 
 
 We ^Wmh below the Manual of Colour prepared for the use of Ktudents in the 
 ^- Department of .Science and Art.^by R. Kkdorave, R. A. The ann^ed diagram 
 Illustrates the harmonious relations of colour, presenting at rtie view the exact 
 . surface quantities in which colours harmonize with each 'other. The centre of 
 ^uch lozenge contains a primary hue,_namely, . yellow ajf three^ red as five, and 
 .« blue as ejght, of surfaced measurement. Eacli primary i« siurounded by its har- 
 monizing secondary, ^-namely, purple as thirtben to tliree yellow, ^n-ecn as eleven 
 to hve red, and orange as>.ight to eight blue. These secondaries are again sur- 
 rounded by their harmonising tertiaries ; thus citrine as ninJteen to thirteen purple 
 russet as twentt-one to .devu green, and olive as twcnity-four to .■ii,M,t orange ' 
 ; The relative quantity of e.ad. hue which should be present in any ornamental • 
 , ;> Arrangement is tiuis i.laced before the eye, which is assisted in its judgment not 
 ■ • only as to full ln.es „f .-olour, but as to htu-s when dilut.ul into tihts or darkened ' 
 into shades. , . . 
 
 There are few subjects so attractive to pupils as that of colour. It I.olds no ' 
 unimportant place in every well ordered i.rinmry school, -where it sh.nild be 
 treated .simply as .a property of bodies. To teach the pupil to recognize, 'dis- " 
 criminate, and name the mbre common colours, and to accustom his eye to their 
 harmonious combinations,, are tlie two points to be aimed at in lessons in the ' 
 primary classes. In the more advanced classeji, colour should be trettted as ji^ 
 science and an art. No subject yields a more attractive^ scries of oral lessons. , 
 
 Si^ht is the most m-arly perfect of all our senses. Its'con.'eptioils of wliatever 
 properties of objects (an be seen are more vivid and compli^te than when ideas of 
 the same properties are conveyed to the mind by any one of the ■ otlier senses. 
 Horace undei-stood tJie iiu,„)rtaiice of this .sense when he sang : 
 
 I'Jounds which addrc?,s the ciii> ore l6,<!t. and (Ho 
 
 111 t)no short hour ; but that.Vhich etriUoA the eye I ' 
 
 liivcs Ions luum tho mind; the faithful »iRht 
 
 LiiKmvo.s the knowlcdKo witli a. bjiim ot liiht., ' 
 
 Colour is citoi>liaf u ally a subject lor the sense of sight: ' To.tieach it. th'^ cob<^iVij 
 tliemselves uiilst be sh-wn. No (lt*serJptions will convey V.v ideaof them toon'o 
 who has never seen the e.dours: It is well-known' timt in.lividuals possess very 
 <liflVrent degrees of distiuguishing not ouly tints and shades of the .same colour, 
 but the coloius most strikingly oj.posed t<f eaeli other. [n(h'.(l, tin; sumy; .•olonr ' 
 will be called by ( iitirely dilfejent iianifs by ililVer.'iit uidiviiiuals. ('oiniiarlti veiy 
 fev persons can distingiii'sh a s.arle; from a V-M-hiillion, ,.r a,.tcrimson tVoni a ear- 
 mine. Many coiir..mid a blue witji a, green.'; I'y the invVstigations of ISr'ewster 
 and Wilson, it has been (l:scover>;,(l that a deticieney in .the power to disceVii 
 (olour is m(.r|prevalent than was siipl.osed. From cab ulationn based on various 
 ^ V.vaminatioivs'made in Kngland and Scotland, it a|)pears t)iat one person but (»f ' 
 •■verx fifteen is unable to distinguish all of the ordinary colours; one in tilt; -live 
 cruifoiuuls rmi with green; on(^in sixty brown wjth green ; one in forty -si x/hlun 
 with green Of the three primary colours, '■■ / ai)pear(jTri !.«• the mos>(ti(ifleult lo 
 be distinnnisbed; it is the distracting colour ot the tinre. ^Sonr< persons can 
 not see it at all as a < olour, for it appears'to tluin as black, but n^ost commonly 
 His mistaken for gveen. Vellow is. the (ohuir which leks freq,i|ently escapes ' 
 — j*t-+*.«*f4?TsrT, -- Tbeif HIT- btfTW A-rrr irvr YrrTiTm-^n^rrnnTurmffttm^o V"tm»nre-<' aTfed ~~~^ 
 colour-blind, that do not see yellow perfectly. A imre bli.u; is in the next digree 
 least like!) to lii' mistaken, and with some it is tiie most vi\ id eojcjur of the 
 
'>'-T--*-/.r' f'fi*MSin*t**tfS^ 
 
 54 
 
 ■ti 
 
 lU'CC. 
 
 Grcc 
 
 , Educatidnal Cirrplar. . ■ [No. 
 
 •11 i- frc(|ucntlyi|fiistalu'ii for ml. iina oftou tor 1,1, a, ■ Tlio.sV wjiocaii 
 
 it (listiHguiKli red rctfard i)ijirj)le jcs Llue, and 
 
 are the two loloiii 
 pe^ that tJicBo 
 
 orange as yejiow. Jieil and l'i 
 
 •s whieh are most eomnionly not distinguislied. vet it so h 
 
 eeli 
 
 tl,o t 
 
 o c()h)ms ysed as sij;nal.- 
 
 PerkorKs appoiaited as vailioa<i signalmen slmuhl I 
 
 on lail-ioads and 'ship 
 
 le eaiefiilly tested as to thei 
 
 reen heforc thev ent< r 
 
 powers of distinguishing' l.etween the colours of r/d an( 
 upon duty. . , 
 
 Xo douht, n.any teachers willl.e slo.v to .redit some of the'foregoing state- 
 ments. They liave only to institute a carfful test of their own ,.u,,ils, and their 
 doubts will 1)0 removed. • . , 
 
 ■ It is now generally believed that defect in distinguishing colours can l,e 
 remedied hy early training and caref.d education of the eve. There is no -ood 
 reason why an^M.pil should leave our .schools without 'such a knowledge of 
 colour as will n1^ only sharpen his observing powers an,! give hin. a wi.le com- 
 mand of putorial language, but al.so give hin. n^.st valuable hints in thl- develop- 
 ment ot industruil ornament find in the culti vation of a correct tlste •" 
 
 • Teachers of prinutry chv.s^ will find some goo,l hints for oral lesson. ..n .olour 
 • .1. Nheldons hlementnry Instruction. Teachers of a.lvanced classes require a 
 
 uller and deeper knowledge of the subject.' Few, however,';an%eadi 15' possess 
 them elves of the works ot Field, Cheuvreul, an.l Jones. The following Manual 
 .s pubhshed tor such, and is chiefly compiled frdn. thes.. standanl ^^iters on 
 < olour. Of cour.se, no teacher will think of using the m.ltter in the form here 
 given. He must n.ake hinmdf fan.iliar with the subjct, and ,.r..sent it in or,,i 
 Jessons adai.ted to the < uimcity of liis .scholars. . 
 
 Skctio.v 1. . 
 
 fonu it aids ns in detern>ining .nJ^L^^'^JT ^Z: n f " ^l^s 'h'"?''^'''^'' 
 read.ly to .se,mrate objects, and parts of object,s, fVon. ea. h olher. ' " "'"" 
 
 1. The source of colour is Light : 
 
 2. It is lost and destroyed bv Darkness. 
 ;:. Light is represented bv White; 
 
 4. Darkness by libuk ; '' " ' * 
 
 5. And theinany intermediate colourless tints betwcn li..l,t -Mwi i i 
 
 the «n.xture of lUack and White in various im,„orti n ■ |es f , ' "m '".rr- "'^ 
 
 i;. Formerly, light was cunsider..! to be i p in ah. en ";'"'' "S"''' V?'^ ' 
 
 shown that white li-ht is.livisililr into tb.., " '' "" "t, 1' it experinHi.t has 
 
 VHh.w. Red. and Biue, '"■""''' """ 'l"<- -P'UHte rays, which ar,. severally 
 
 7. 'I'hese rays cannot be further deconiooscd or flivi,i,.-i i . • 
 
 areo.^i,^e:L"^ <l"se prinu.ry colours in varied proportions, ,d I M.. of ..b.ur 
 !• By dih.ting thiNs,. !*„es with White, all T„>ts of , ,.lo„,. • 
 0. r by toning the hues with lihuk, al^V,,,,/.., of colour, are pro.lueed 
 1 I . (-olour has been < iv hCc nto Inherent colon. ,i>wi t • ' ' " '" ' "• 
 
 V2. i"l..'rentc.do,1r^l.eingallnnUe' n 'sub Z^^^^ , n 
 
 «lyer, or the pigments used bv the paint^.r, &,-. «"bst,in., s^ as those „( fh, 
 
 I'.i. Transient colours are ■ those foritwxi i..- »i... i ■ . 
 
 the hn.. of the rainbow, the '^Z'T;^- ! ' uhlr 'ii^l'IZ:'""'' '^'' "^"^' ^"'" "^ " 
 
 14. Jt IS necessary to remember that jiiL-'ments '«..,!, ,. • ii 
 or painter, are but thc^resemMiJ i^X^^^^ 
 
 ^^"'^." '' '"" '--'^"v averred that Hi:,:;. ^-i^Tn '';:;;";■;:;;,,•;;',.,■:::;'•;;- ^f 
 
 4- 
 
 fc#..f>;' 
 
3.] 
 
 EducaUonal Circular. 
 
 \ 
 
 oa 
 
 Hliic: iHifiiiiy ilhi;. so ,,|||-(. as lo 1, 
 
 v.itli 
 
 •r as to siirfaci 
 
 liiiiiifr liiiiiiKi- 
 
 Ix'iit iiiiy iiiixhiiv of Yellow or \W([ if 
 ^n.^^to ,.o.l-u.c. ...n an approach to a pe-^tV-'t ;;':.o;,:C" ■ ■•■^- '•" ""^ "-'-1- ' 
 
 (til^ isi:^: i!;'sr::;:,:;,::'i:;"Tb!^;::r"'; "y^*" ^^- ^^nt^'of transi... .0,0,.,. 
 
 ...ntnuy pn.oJss tJti,, K 1 , ' th ^ ' h': ' h "? r'"'""--;'. <"• >--' '- th. 
 <lucr White li-l,t. til'A.ll,,^, iH'cn ,/.-ronipo.s<.,l ,,r scimiatod, j.ro- 
 
 ^ .ni:::.,^^;;;. %!:^,rs::^;'a:::^x7ih 'r ^r--; ^iif ^^'^-'^ '•"•"-■ 
 
 , and destroyed '' •"" ^*"^' '""' '''y^" '''l'"'. "n. iirutralised 
 
 ...;M:'l:;i;,;;:'.'!;:;;i:-;i;r;;:i:;;,;i;:-,s;;:;*'- '■' ■■ » '■"*•- «™»-"-. 
 
 l£.;|J:;:;:^;^;,!r,;l:;^;;;^;^1,,!;-;;;:-';■Si«s '— 
 
 • -1. J hi- tliri'c tohmrs tlius prodiKcd naniclv Oi,,,,,, i> i 
 .■aoh c.v,npl..nu.ntary to, or conlplnnenL/ "^.1-,'. ^ v ' ' ""''' "'"' *''"""'^'-' 
 
 -n pZfs" '•'""i:'"»^"ftt'";y t.. ni,,',. a.ur biu' to (.nm,-,. 
 
 •U r Z ; ^""M-lcmontary to Yellow, and Yollow to I'.n-ple 
 -4. Gi.ei. isMx..n,.lenM.ntary to l{ed, an.l Ited to Green • 
 
 "hid. i theret^-re'Si^d^h"".;;!!;;..;; ^^r'' " "^"^" ^^^ ""-•^-' '-' 
 
 tla> n,id,Ue of a sheet d i^hit '1 ,T'' ''"'■;'^ 'I'"'" " '■^''^ "■•^♦^■'•- l'''^<''^» i" 
 
 ..,, 1* , , , """^''O '•' pioiliieeth.' secondary colonr of tlie oeii ar sneet.nn. 
 sr,,m(hny ul,i 1. """^' '"*^ "^ '^M"!! it> , and heeonies ^» ,> ,/r,/,w se<(a>dary the 
 
 -".ainin..p.^An;;.;i;;;;^;;;;;;:;';i,:;Ser 
 
 . ' li^n I?r^^""'f^'''''T ^^■-•^'^'l"" H"<1 (inenhein^dd-Sur^ 
 ... I. nixtnie ol se, ondury , ..h.nrs piodnees the tertiary eolonrs ' 
 
 ^i.(. I l.ns. th,. two se, onduru's, Oran.^e and (ireen, pro.Iu.e the tertiary (VriuNK 
 
 ^ 
 
56 
 
 Educational Circular. 
 
 [No. 
 
 wiiich liiiriiioiiises with Puuplk in the proportion of nineteen Citrine to thirteen 
 I'urplc. ' \ ' ■ 
 
 :i4. Puri)le and Green produeo the tertiary Olivk, wliich Imvnionises witli Ouaxok 
 in the pn)i)Ortion of twenty-four Olive to t^i^ht ()riin^'\>. 
 
 3"). Oranpe and Purple produce the tertiary IIlshet, which hsirmonises with the 
 secondary (riiKKN in the ])roportion of twenty-one Russet to eU'ven Gn'cn. 
 
 :!G. Wiiilst the uvtion of two ir.iiiiaries r.sult:-! in a ni'w and perfect hde, every 
 mixture of the //ore^has li tendency to neutralise or destroy colour; 
 
 :!7. From this cause, the tertiary coiuiuuuids arc more neutral tlmn the second- 
 aries, each beinjr coniiiosed ot' the thr-r primaries, with one iiredominant. 
 
 ;!8. Thus, Yellow predominates in Citrine, and imjiarls many of its ])eculiar 
 .qualities to that tertiary ; 
 
 31). Red i)redominates in Russet, the warmest of the tertiarics ; ' • 
 
 40. And Rlue, lieing in execs-! in Olive, renders that tertiary the coldest and 
 d*-kest of the three. 
 
 41. It is necessary to note certain properties of Contrast hetween- the various 
 piiiuaries and'<iue another, and their complemcntiiry secondaries. 
 
 42. 'I'hus, ^'fllow is of all colours the most alliid to light; 
 
 4:'.. While its complementary, P\n-i)le, is the darkest of ail Ini' s. 
 
 4 4. They contrast, therefore, as to light and dark. ^ 
 
 4."). Red is the most exeifnig and positive of all colouis ; 
 
 4(J. Its couiplenientary, (irecn, the most sootliin;,^ and f^ratetui t'l the eye. 
 
 47. ilcd and (ireen arc non-contrastin;.,^ as to light and dark : 
 
 48. But tie/y are eontrustiuu- as to tlieir power of e.\( iting the eye ami as to 
 j)ower (if cohiur. 
 
 4i>. Biui' is the cohh'st and most retiring of all colours: 
 .■)0. Its e<)mi)lementary. Orange, the warmest and nyist adxiiiu ing. 
 ."il. 'I'lii'ir (ontrast is therefore hoth as to advancing and retiring and as to 
 iidt and cold. 
 
 (JUfntlnll>i 'til S'ctiiifi /. 
 
 1. \\'hat !.'' tlie source of colour? 19. What primiirics, and in wliiU iiroportioii.;;, 
 
 J. W'liaLtlostroy." colour? ' produce Purple, anil what is it.s hiiraio- 
 
 .'.. How is liKhtreprcccntcil by the artist? • iiLsIhk primary? 
 
 t. llow is darkness represented? 
 1. \\'iuit nii.xturo produces the internicJiiite 
 between liirht iind dark? 
 
 Is light a simple element, or may it be dc- 
 
 conuiospd? 
 What, are tho component part.s uf light 
 
 called? 
 I'oint out the three i>rimnry colours'. 
 What results are fiblainpd by nii.\iug the 
 
 primary colours? 
 iii\e an example of hues of colour, as 
 Crimson, Citrine. Olive, and !>oinl out 
 or describe them. « 
 low. are tints of colour produced? 
 
 ue of tints of colour, aiul 
 
 (live an exauu 
 
 name {he coloirr or c 
 they are derived. 
 
 jiirs from which 
 
 L'O. \iijmo the iirimarics and their proportion.s 
 Vvhich being mixed jiroduco (ireen, also 
 the hannonising pruuarj', and the pro- 
 portion between the two. 
 
 21. How do wo name the mixture of twopri- 
 maries?"and what is such mixture called 
 in relation to tho remaining iirimary? 
 
 L", :'■>. '21. Uescribe the several complements 
 of the primaries and secondaries. 
 
 2'\ What is required to satisfy the eye, anil 
 tiroduco a sense of harmony of colour? 
 \\'hut is the nature ofa complement.iry 
 colour? 
 
 2''. Describe some natural fact wliich illus- 
 trates tliis law of colour. 
 
 27. AVIiat do wc name the Hceting image that 
 is seen by the eye when fatigued with 
 
 IS. l)rscribo those primaries which being i .'!(>, 
 mixeil producer tininge. and name the ' 
 i'elnti\e proportions. , :',7. 
 
 What, is I he result of nuxing the 
 
 jirimarics in any ^Jiiiiiort ions ? 
 Wlial is the conipositicui of the Icrliaiies 
 
 *'.*.■, 
 
 
 . ^ 
 
 .-^ 
 
3.] 
 
 Educational Circular. 
 
 61 
 
 . 38. What is the primary that predominates in 
 Citrine ? 
 
 39. Name the dominant primary in Russet? 
 
 40. And in Olive. 
 
 41. Are there any other contrasts of colour 
 
 which it is desirable to know? 
 
 42. What are the properties of YelloTT? 
 
 43. What marked quality ia to be observed in 
 
 Purple? 
 
 44. How do Yellow and Purple contrast ? 
 
 45. Describe the nature of Red ? 
 
 46. Name the properties of Green. 
 
 47. Do Red and Green contrast as to light and 
 
 48. Are there any respects in which they do 
 
 contrast ? 
 
 49. What qualities are inherent in Blue? 
 60. Has Orange any contrasting quality ? 
 
 51. How does it contrast with its primary 
 Blue? 
 
 SectioS II. 
 
 1. Besides those inherent contrasts of colour with each other, gpoken of in the 
 latter part of the last section (41-51), there are others which may be called tran- 
 sient contrasts. 
 
 2. Of these, the successive contrast has already been describe^ (Sect. I., 25-27) ; 
 under which name is comprehended all the phenomena observable when we 
 remove the eyes from a coloured object-on which they have long dwelt. 
 
 3. In this case, an image of thc'object floats before the eye coloured with the 
 complementary of the real colour of the olyect. 
 
 4. Again, when the eye is removed from a coloured object to dwell on another 
 object also f oloured, the new colouV is modified by the complementary of the first 
 colour. 
 
 5. This class of changes has been called mixed qpntrasts. 
 
 6. The simultaneous contrast of colours comprises all the phenomena which 
 take place when colours are seen simult^ineously in juxtaposition : for a scientific 
 explanation of these laws we are indebted to M. Chevreul (sec Preface). 
 
 7. Simultaneous contrasts are of two kinds : 
 
 8. The one, the contrast of depth oy intensity, by which an apparent change of 
 depth of tint results from placing|two tints or sliadiis in close proximity ; 
 
 9. The other, the contrast of hue, or the apparent change in colour from the like 
 approximation of tints, hues, or shades. 
 
 10. Tliese changes arise fron) a proi)erty common to all coloured bodies of 
 reflecting, along with their own proper hue, a certain amount of the complemcnt- 
 niy rays and of white or undecomposed light. 
 
 11. From this cause we find that when two tints oi the same co.lour, but of 
 une(iual dejitli, are placed in close contact, the light tint will appear still lighter 
 and the dark tint still darker ; these eff'ects being most evident at the edges where 
 the tints are in union, and getting fainter towards tjic opposite margin. 
 
 12;-'\V:hen, however, two diff'erent hue.f of colQ«lfare juxtaposed, they receive a 
 double modification ; first, as to their deytlif^ie light colour appearing lighter, 
 the dark colour appearing darker ; 
 
 13. Secondly, as to their hue, eac.h becoming tinged with the complementary 
 ■'* colour of the other. 
 
 14. Thiis also will it be found, that coipplementary colours in juxtaposition 
 mutually I'lirich each other ; 
 
 15. When Yellow and Purple, £t)r instance, are arranged side bylside, the Yel- 
 low is apparently deepened in tint and enriched by the extra Yellow rays given 
 out by the proximate, Purple, at the same time the Purple is enlivened and 
 enlightened by its contrast with the lighter primary, and enriched in colour by 
 the extra Purple rays given out by its Yellow complementary. 
 
 IG. But, in order to fidl harmony, it is necessary that the juxtaposed colours 
 should be of equal intensity of hue. Thus the law of harmony will be found in 
 complementary contrasts of colour with analogy of hue. ^yhen aualagy of hue 
 is wanting, that is to say, wheu a full hue of colour is juxtaposed with a tint. or 
 shade of its complementary, their mutual enrichment of each other decreascs'in 
 the ratio of their decrease of analogy of line. 
 
 17, By juxtaposition inharmonious combinations are rendered still more inhav- 
 mohious. Thus, if Purple atid Blue are pliK'cd side by side," both coloute are 
 
 TrTJiTfrdT 
 
 18. The Blue is apparently darkened in shade by the neighbourhood of the 
 Purple ; and becomes greenish from the action of the extra Yellow rays given out 
 by the Purple, 
 
 6 > 
 
58 
 
 Educational Circular. 
 
 [No. 
 
 19. Whilst the Pnrpk- is dirtied in the direction of Rnsset hv the admixture of 
 the extra Orange rays reflected from tJie surface of the adjoinin'"- Bine 
 
 hv^^n JA^wf ';'*' T f^'"''^t'yin"'"fl^'«l ''.v <livi<iinK the ■.■oh>u.; from' each other 
 bj lines of White; the eye readily de.omposino for itself the hi.rmonisinK eojonr 
 required, and resolving the discord. 
 
 21 In contrasting colour with a ground of White, the coloiu- is enriched the 
 White ground overpowering the extra White ravs givn out by the colour ' 
 
 22. In contra.sting colour with a Black ground, the clom- appears .liiuted or 
 wnikened the extra White rays given out hy the colour being increased hv those 
 reflected fjom the Black surface. 
 
 23. Black grounds should not he opposed to colours which have a lumiuou. 
 eomplemeUtary, .since these must tend to diminish th<. hrilliane v of the .-round 
 whilst the reverse will arise fnmi tlv ..imposition of colours which have a durk 
 complementary. 
 
 24. Thus, Blue on a Black ground tends to give it a Brown shade hv tlie Orui- ■ 
 complementary VaA* which are invariahlv iiroduced hy the Blue • 
 
 25. Whilst Orange on a Black ground renders the groun.l more' intense froni tie. 
 Blue extra rays reflected liy Orange. niJioniui 
 
 2G. Cold, negative grounds, re.|uire the oj.p.isition of warm colours 
 J[' 7'''' ;:1"^^' '"'■';'""'' r >»t<''>ne.liate hetuern light and darkness, heiu- th<' 
 contrast ot Grey, whuh hohls the same phuv in colourless media; Red also h,.,'... 
 
 .Vwi.^'*'' ''"''"* '■"'"'"'■'• '"i'''»"»'«'« '>K'-'H.ahly with both the ue„trals Bla,k 
 anci vv lute. ' 
 
 tir^wSlTtlilm '''''' ^'"' ^"'""'"'•■>' "*■ ''" *'"' '"■'"^'^'■y "^'"'"-^ ^vhen in juxtaposi- 
 
 mSeJ c "uuCr' " ' "'""'■' ""' '"■"' ^""' "'" ''"'■'"■ """^ "" ^''"'^'^ ''"- 
 P.O. While with the lighter hues and tints it may form harmonies of ..outrast 
 31 Arrangements ot the primary colours with Black are alwavs a-reeable ' 
 - o2. Black also may be arranged with the ,!arker hues to f.Mia liarmoui'es „f 
 
 analogy and with the luminous hues and tints to pro.liu.e harinonies ,,, co tVa 
 .,3 When ornamental torms„f any ,olour ar.. placed on i;roun.ls „f the .■oun.le' 
 
 m<Titary colour, they should In. surrounded by a margin .,f a lighter . ■ rke ' ' , 
 34. 1 his IS necessary o delinc them <.|early, and to overcoine the teiulen, v 1 •' 
 
 complementary colon, shave to bec.m.e confused fro,„ the extra ravs theve, I, 
 
 SldacJ ' ''' """'' " '"'"' ""'■''"' ''' *'''' ' "'^'"^ ^^■'"■'- tiu, lUn': il; 
 
 ,3x This treatment is more especially re(,uired w1k«, the colours use.l areGreen 
 
 .ml lied, sinc^e these do not contrast as to light and .lark, and are tlu-refore mor 
 
 and Ydi^" "'■"''"*'''■' '''''''"'''"'■' "^ '•'*"''■ ''••'■'•'^■"' '^^ 
 
 3G When the ground is dark and the ornamental forms of a light eomi.lement 
 ary hue, these forms should be .'dged with a li-hter tint 
 
 37 When the ornamental forms are .lark ..., a lumin.ui's .■.unplemeiitarv ■•n.uiH! 
 the forms sh.)uld he cdg.'d with a .larker line. '^ ' .-^louml, 
 
 38. This is also the case with ."olj-tinty., .lark forms .)n a liu'lit "Touiid renniri,,.- 
 to he bordere.i with an outline still daik.r. .-.'"mi. I iM,nmn^ 
 
 f.l'^^' 71V'''',"'''T' "**''''""'■'"''■*'"' ''"''^''^'•■' '•-•■'''' "■'"' <•"• Pi-actice.,ftl,e Orien 
 ta and Medueval ornam,;nt,sts, who s,.parat..,l .•oioure.l or lanie.ntal f „ , , 
 coloured groiin, Is by ...Ign.gs ..f White .,r Bla.k, au.l used ..rnnmental , 
 any col.mron VVhif .,r JSlack grounds with.,ut outline or .■.l.-i". 
 , 4"-. T|'/'y also us.d g,.l,l in th.. sam.' maniuT as the neutrals 'While ,,n.l BMek 
 ► ior dividing colours from coloured gn.uuds. ' 
 
 t 
 
 fjiimfidiiii on Si ill, III II, 
 
 1. What Other contra.sts of colour tire tlioro , 
 besides those spoken of in the former i 
 section ? I 
 
 2,3. Name the first of those contrnsts. and 
 =p.^ 4^^''':'l'" t h ea iij i R ii raiiceula t ii i ud ttiidei-it.-:r 
 
 4,5. Wliat IS meant by niixod contrast, and 
 
 the inodifieation of 
 wescribcs ■ 
 
 -•oloured surfaces it 
 
 1(1. 
 
 lUTd .surfaces a r.> pk/cd in in.v 
 n, Hlial name is piNcn ti/llu 
 
 Ci. When colon., 
 
 taposition, whal name is pivcn ti 
 - u ,'"H'? '■'•''" ,^!^'"'»''<'^ ""■>■ luiilcrtro? 
 ■ •'< '"oes tins conlrast of JH.vtapi.siii 
 
 .wKtitti- more^TTinti miTTtTlSs i,T cTranires v 
 11 s.), describe them. ' " 
 
 Lxpliun the reason of these api.arent alte- 
 
[No. 
 
 t 
 
 -II 
 
 3.] 
 
 Educational Circular. 
 
 59 
 
 f 
 
 11 
 
 15. 
 16. 
 
 17. 
 
 IS. 
 lit. 
 
 ■2\. 
 
 •24. 
 
 1-, ]•). Rxplinn tho'nntiiro of tho simulta- 
 nooii.s contrast ofcolours. and tho double 
 iiioditicafion ju-xtaposcd coloured surfa- 
 c;cs iindorKo. * 
 
 What i.sol)scrvabIc when conipleinontary 
 uicsot colour arc viewed in ju.xtanosi- 
 
 Describe tire effect of the complementary 
 colours \cllow and Purple. 
 
 Are colours in ju^xtaposition equally en- 
 riched when a tint is placed beside a full 
 luc ot.its complementary? Name tho 
 law in this case. 
 
 Wliat effect has the simultaneous contrast- 
 on inhiunionious hues ? Are Purple and 
 liiuo enriched by juxtaposition? 
 
 U liat effect has the Purr)le on tho Blue ? 
 
 llcuv IS the Purr.le changed by its confifju- 
 /ty to the Hhio? 
 
 What effeethas the internosition of White ? 
 
 flow IS colour aflected when it is placed on 
 a W lute Kround?— And why? 
 
 Describe the effect of colour placed on a 
 lilack Kround. 
 
 ■Why should colours which have a luminous 
 coiiiidcinentarynot be opposed to Black 
 prroiinds? 
 
 Kescribc the effect produced on a Black 
 Kround by the introduction of Blue 
 forms upon it. j 
 
 Why does the introduction of Oranpe ren- 
 der a Black ground more intense? 
 
 26. 
 27. 
 28. 
 29. 
 
 31. 
 .32. 
 
 .33. 
 
 :u. 
 
 35. 
 
 m. 
 
 87. 
 
 31). 
 
 40. 
 
 What colours should bo opposed to cold, 
 neutral grounds ? 
 
 Why are Red and (Jroy agreeable in com- 
 bined arrangements ? 
 
 What is the effect of (Jroy in juxtaposition 
 with primary colours ? 
 
 30. What harmonious arrangements may 
 be lorined with tho various classes of 
 colours and (Jroy ? 
 
 What oft'ect has Black in combined arrange- 
 ments with the primaries? 
 
 \Vhat classes of harmonious arrangements 
 may be formed with Black and the vari- 
 ous hues and tints of colour? 
 
 llow should wo treat coloured ornamental 
 forms on a ground complementary to 
 them ? 
 
 Why is it necessary to border such forms 
 with a lighter or darker tint V 
 
 Why IS this especially necessary with full 
 hues of Red and (Jrecn? 
 
 Bovr should we treat luminous comple- 
 mentary forms on a dark ground? 
 
 Should the 8a,ine treatment be followed 
 jvith dark complementary forms on a 
 light ground? 
 
 T)o those laws refer to self-tints also? 
 
 Do these laws of simultaneous contrast 
 agree with the Oriental and Mediseval 
 l>ractico? 
 
 How did tho Oriental and Medieeval artists 
 treat Oold, in respect to colour? 
 
 JSkctiox III 
 
 r.KFoiiE coiKludiiig tliis short Catccliisin of Colour, it is nocossary to add a few 
 iiinuiks on otluT varieties of combination, and on the harmonics of tints and 
 
 shades. 
 
 'I'lie simplest aria;i};ements of c'f)louv. combinations of the primaries and socond- 
 an.'s 111 their perfect state as full /nir^, are tho,se which are most obvious and 
 I'erliaps most commonpl.ice, and were those used in tlio earliest ages, a.s well as at 
 preseiu amono- the least cultivated races of mankiiid. Yet oven' these combina- 
 tions, to be iietectlyliarmonious,iV(|uire.uTeat skill in their distribution, otherwise 
 tleii- c!iara,cteristic simplicity siieedily de,u-eneratcs into coarse vulgarity. 
 
 'I'he relative numerical value of full hues of the primary, secondary, and terti- 
 ary .(doiiis, botli to eacli other and to tjieir comi>lementaries, has already Ijeen 
 i;i\eii. (See 1(5-20. :v.\-X>, Sect. 1.) 
 
 1. r>ut tliere are many other combinations of f;TL'at relinement, and which are 
 prnduetive of the most beautiful elfects wlien .skilfully treated : 
 
 2. Sii, h are tho.se of mixed lines, of tints, and of shades, either separately or 
 coniiiiiied. (Iradations of tint, shade and hue, must be numerous, according to 
 the power of perceiving them: and tliis power greatly varies in dift'erent indi- 
 vuluais. Much of the relinement of colouring depends cm a keen and delicate 
 lieieeptiou of gradations. Those totally unused to study the rctinemcnts of 
 < olour in Nature or in Art rarely go beyond the perception of the primary and 
 secomlary lines, with two (u- thrive tints, or shades of each; while it is possible 
 th.it between White and either of the darker primaries a hundred tints might be 
 Jihiinly discernible by those skillid in the choice of colours, since they certainly 
 distinguish tints of colour which are wholly imperceptible to others. To the 
 painter iind ornamentist the study of gradations is of the greatest iinwortance. 
 
 :;. Combinations of the mi.xed jirimaries (primaries slightly tinged wifk other 
 piimnries, see Sect. 1. 2'J). with secondaries of different numerical proportions to 
 tiiose wjiich tonn them in their perfect state (see Sect. I. 18-20), require ti\iiue 
 sense of relation, and in the jiresent -state of the science of colour depend nVre 
 on the educated ey<', or a line organisation, to regulate their harmonies, than 
 any lixed nib's of projHntion. In the liarmouieK of tertiary /iws as well as (\f 
 iuii.'. (ir of tiiil.-< and hi/rs, some of the most refined and beautiful arrangement 
 wtH--4n- tmnttlr^ Ktt-W T?lt« nit-t^t'hrnmah 
 
 variations of tint. hue. and relation, of which the "tertiaries are susceptible, and 
 wiiich actually occur in nature, give a boundless license for the display of the 
 
 r 
 
i/ 
 
 60 
 
 Educational Circular. 
 
 [No. 
 
 most captivating harmonies of colour,* and the^ most chaste and delicate expres- 
 sions ;" and, 
 
 4. While the discords are certainly legs displeasing to the eye in this class of 
 arrangements, from the readiness witli which that organ extracts the necessary 
 complements from the neutrals Black and White, with which such hues and 
 tints are blended, it is not less certain that,*v. 4 
 
 5. When perfect harmony is attained, frohi its refinement the pleasure is 
 greater than from those of the simpler and more obvious kinds of contrast. 
 
 6. The primaries not only harmonise with the secondaries, and these with the 
 tertiaries, in their state of full hues in the before-mentioned proportions, but 
 tlieir tints also harmonise. 
 
 " 7. Thus Primrose, which is a tint of Yellow, is in harmony with Lilac, which 
 is a tint of Purple ; while Straw-colour, which is a tint of Orange slightly neutral- 
 ised, is contrasted with a negative Blue tint. 
 
 8. The luminous primaries and secondaries may be used in their full hues with 
 tints of their dark complemcntaries ; thus, Orange with Pale Blue, Yellow with 
 Lilac, &c. 
 
 9. But in these cases the surface of the contrasting tint must be increased in 
 proportion to its dilution with White. 
 
 10. When it is, desirable in decoration to have a dominant colour in large 
 masses, the primaries or secondaries may be used neutralized into shades, and the 
 harmonies obtained by the introdiiction of small portions of the pure comple- 
 mentary. 
 
 11. Thus, Blue lowered in tone l>y Black, (Indigo) may be supported by small 
 proportions of Orange, margined by a lighter tint or White. In the same way 
 Marrone, which is a mixture of Red with the neutral Black, may be harmonised 
 with pure Green edged with a lighter tint, with Black or with White. 
 
 12. The good colourist, moreover, has not only to study harmony of combina- 
 tion, but suitableness and local fitness ; and he will require to vary his scale of 
 colour in depth and tone for different fabrics and different purposes. For some 
 aspects and uses a cold treatment of colour is desirable, for others, depth and 
 richness are necessary : some fabrics, as carpets fur instance, require a low-toned 
 and somewhat negative general hue; in others, as chintzes, and all cleansing 
 garment fabrics, a White ground left partly uncovered is the most appropriate 
 treatment : from wliich it follows, that in many cases the numerical proportions 
 of the full hues must be largely varied by the introduction of the neutrals to 
 allow of the dominant treatment required, and to give the enhancing comple- 
 mcntaries their due force and brillianc}iin the proposed or required arrangement. 
 
 Quegtionn on Section III. 
 
 1 
 
 Are there any other agreeable combina- 
 tions of colour besides those of the 
 primary, secondary, and tertiary hues, 
 in the proportions already given ? 
 
 2. Name what these consist of. 
 
 3. How is it necessary to vary the secondaries 
 
 to render them complementary to pri- 
 maries tinged with other primaries f 
 
 4. Why are inharmonious combinations of 
 
 tints loss discordant than those of full 
 huen f 
 
 5. Why do the harmonies of the tertiaries and 
 
 oitintD give greater pleasure to the eye 
 than those of the primary and secondary 
 hues ? 
 
 s>;,** 
 
 6. Do tmti of the complementary colduft* 
 monise as do their full hues? ,' 
 
 I. Give an instance of such harmonioagl 
 trast of kws. 
 
 8. May full hurs and tints of colour be 
 together? 
 Should the same relative proportion ho 
 observed when tints are contrasted with 
 full hues? 
 When large and dominant masses of colour 
 are required, how should they be en- 
 riched and supported? 
 
 11. Oive an instance of such treatment; 
 
 12. Are there not other considerations requir- 
 
 ing the attention of the designer ? 
 
 13. Name some of these considerations. 
 
 9. 
 
 10. 
 
 I 
 
 ■1 
 
 i 
 
 + 
 
[No. 
 
 3.] 
 
 Educational Circular. 
 THE SCRAP-BOOK, 
 
 61 
 
 18 
 
 k '*>».# 
 
 I 
 
 1 
 
 f 
 
 Education means developing capacity and 
 modifying temperament 4n the best interests 
 ot humanity. A considerable field for de- 
 velopment exists, and it.considorablo modifi- 
 cation is possible. The secret of mental 
 education is n6t the storing of the mind, but 
 the making of it. It is the evolving of power 
 or faculty : faculty of intellect, science : 
 faculty of emotion, feeling. The associated 
 development of the faculties, and the co- 
 ordination of their functions is the aim of 
 education. 
 
 . SoMK TEACHERS affcct to contcmn methSd 
 in their work. Method, say they, is repres- 
 sive. They have a great horror of a dead 
 level of uniformity. But nothing is clearer 
 than this, that all sound teaching must bo 
 conditioned on the one hand hf the nature 
 of mind, and on the other by the nature of 
 knowledge. A beautiful correlation exists 
 between the two sets of principles dorivecj 
 from these sources. These principles, otf " 
 are as uniform as all others which i)er 
 nature, but the modes of their utilizati 
 the skilful teacher may be as varied as' 
 by which the machinist avails hlmself.i 
 law of gravitation. All teaching whic 
 regards method is mere sciolism. Rev,.,, 
 Edward Thring, M, A., Headmaster of U; 
 pingham School, England, recently' sa^d :' 
 "After all, the more important thing Is n- 
 what is taught, but how it is taught.'' This 
 truth has been uttered a thoiisand times 
 during the last twenty years ; but every 
 teacher, it seems, has to be convinced by his 
 own experience that it in truth. 
 
 IS not necessarily teaching. There are sovo- 
 ral time-honored metaphors on this subject, 
 which need to be received with some grains 
 of allowance, if we would get at an exact idea 
 of what teaching is. Chiselling the rude mar- 
 ble into the finished stalue; giving the im- 
 pression of the seal upon the soft wax ; pouring 
 water into an empty vessel ;— all these compa- 
 risons lack one essential element of likeness. 
 The mind is, indeed, in one sense, empty, and 
 needs to be filled. It is yielding, and needs 
 to be impressed. It is rude, and needs polish- 
 ing. But it is not. like the marble, the wax, 
 or the vessel, a passive recipient of external 
 influences. It is itself a living power. It is 
 acted upon only by stirring up its own activi- 
 ties. The operative upon mind, unlike the 
 operative upon marble, must have the active, 
 voluntary co-operation of that upon which he 
 works. The teacher is doing his work only so 
 far as he gets work from the scholar. The 
 yery essence and root of the work are in the 
 ' glar, not in the teacher. 
 
 Difficult as is the task of cducati ng the child, 
 it i.i easy, says Mr. Lake, "(one of the CoHoko 
 of Preceptors, Catorham. England), compared 
 with the task of educating the parent. J5ut 
 this is what the successful teiicher often has to 
 do. There is not an inttiienco tliat he brines 
 to bear but is counterpoised or thwarted by a 
 thousand influences, subtle', seeret and com- 
 plicated, which he c;iii only partially know, 
 and only indirectly attack. 
 
 Theue are tyifo groat current f.allacies that 
 need to be brought to light: (1) that all parents 
 know their children better than any body 
 else ; and (.2) that all mankind are born teach- 
 ers, and the only reason they do not practice 
 teaching is that they do not want to. 
 
 A CLASSIFICATION of Parents ! There is the 
 careless parent, the busy parent, the fidgety 
 parent, the wavering, anxious, fond, sanguine, 
 earnest parent ; the diml parents (the theory 
 of inarnage making one not having been 
 entirely realized), and the si-mililc parents. 
 The latter need not be studied in class. They 
 understand ' wholesome neglect.' They think 
 their children have faults. They are grateful 
 to you for letting them know what these are. 
 They do not think that all their childrens' 
 faults reflect on them. They make allowance 
 for difficulties, do not expect perfection. They 
 have confidence in you, and tiioy let you finish 
 the work you begin. They aid and supple- 
 ment and intensify the teacher's action. 
 
 A CLASS may be told a thing twenty times 
 over, and yet not know it. Talking to a class 
 
 NG is causing any one to know. Now 
 m be macie to know a thing but by 
 f his own powers. His own senses, 
 nemory, his own powers of percep- 
 . on, and judgment, must be exercised, 
 ction of the teacher is to bring about 
 •exercise of the pupils faculties. The 
 means to do this are infinite in variety. They 
 .■fhould be varied according to the wants and 
 the character of the individual (o be taught. 
 Neither eye nor ear. nor any other souse or 
 faculty, will avail to the acquisition of know- 
 ledge, unless the pewer of attention is culti- 
 vated. Attention is the first act or power of 
 the mind that must be roused. It is the very 
 foundation of all profjress in knowledge, and 
 the ineans of awakening it constitute the first 
 step in the educational art. 
 
 AViiEx. by any ineana^ positive knowledge, 
 facts, are once in possg.ssion of the mind, 
 something must next be Bone to prevent their 
 slipping away. You luayXtell a class the his- 
 tory of a certain event ; \r. you may give 
 them a description of a certain jilaco or per- 
 son ; or you may let them read it : and you 
 may secure such a degree of attention that, 
 at the time of the reading or description, they 
 shall have a fair, intelligible comprehension of 
 what has been describgdj^oi" read. The facts 
 are for the time n r I UIKEM tbe possession of 
 the mind. Now, if^w^Hmid was, according 
 to the old notion, merely a vessel to be filled, 
 the process would be complete. But mind is 
 not an empty vessel. It is a living essence, 
 with powers and processes of its own. And 
 experience shows, that in the case of a class 
 of undisciplined pupils, facts, even when fairly 
 placed in the possession of the mind, often 
 remain there aljout as long as the shadow of 
 a passing cloud remains upon the landscape, 
 and make about as much impression. 
 
 The teacher must seek, then, not only to 
 get knowledge into the mind, but to fix it 
 tjiere. In other words, the power of the 
 memory must bo strengthened. Teaching, 
 then, most truly, and in every stage of it, is 
 a strictly co-operative process. You cannot 
 Cause any one to know, by merely pouring out 
 stores of knowledge in his hearing, any more 
 tha n Tou can amke hta^ bod>' gro w- by spreajd^- 
 ing the contents of your market-basket at his 
 feet. You must rouse his power <4 attention, 
 
62 
 
 Educational Circvlar 
 
 "S T /,?-''^'>'-r^ '^'H'l <liinini.v|,o,|-|,N' 
 
 [Nu. 
 
 1.1 of f; k,„n, .voni,. h:.vc ,1 tMtal Tir iul ' 
 
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 Educational Circular 
 
 ,, ,,. ]■ " ',' i.'"i'ii .-noiiK oioiioiii !■.■ \i ,„;ii 1 1 "" '" '"'men .«|)e Hrr 
 
 • u -iioll .III tJic woi-d.^J III succc«*ioi) • ,,!• 
 
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 64 Educational Circular. . [^°- 
 
 , # ■ ' 
 
 ITNIYERSITY OF KRW BRUNSWICK, FREDEEICTON. 
 
 ^^ In tliis Institution Students may oithor take a full Undergraduate Course lead- 
 ing!:' to the Degree of A. ]?., or tliey niiiy lake a special Undergraduate Course and 
 pursue only such studies as niity lie necessary for oLtainiiiK a Dii)loma in such 
 special course, or they may, on appUcation to the President, be admitted to such 
 Lectures as th(>y can profitably attend. It is not therefore necessary for admis- 
 sion to a ^t,enal course, or courses of Lectures that a Student be acquainted with 
 Classics or attend tlie Lec|,nres of the Classical Professor. 
 
 From each County in the Province there may be admitted" on the average as 
 many as fotir " Free Scholars," who are entitled to all the privileges and advantages 
 of the University without beinjif rciniircd to pay the the usual fees for instruction. 
 There is a Scholarsitliii) for each County of the annual value of g^GO and tenable 
 for two years. The holders of such scholarships are also exempted from the 
 regular tuition fee of $22.50 per annum. 
 
 On the opening of the Term oh Septeniber 20, 187G, the Scholarships for the 
 undermentioned Counties will be vacant: — 
 
 KenL 
 
 Snnhury. 
 Victoria. 
 Weslmorln?id. 
 
 Alhert. 
 
 Charlotte. Northuvibfrlaivl 
 
 (j'/oiicenter. Jtfsligouche. 
 
 There are three S. holarships of the value of $(50 each, awanh'd by competition 
 every y«ar, namely: The Mathematical Scholarsliii> in the Senior Class, TJie 
 Scholiirshi]! in English Language aiul Literature in the Junior Class, and Tlie 
 (''!assi(al Schohirshii) in the Kreshman Class. Theij^ Scholarships .are oi)en . 
 culy to such Students as do not already liold a County SclidlnrHliip. A vadnablc 
 Aciiromatic Micnisc())ie is awarded by coni|ietitiou in the Junior Class An" pro- 
 licieiuy in N'litural Scicu' < , ;ui<l a pri/.e of liooks for proficiency in French in the 
 Si ninr Class. 
 
 In the A.ademical y:ar IKTC.-T, the Douglas (!old Medal will be given for the 
 best Kssay on "An old an I a iieir Coiintri/ as n tield for enterfrise." The Alumni 
 (iold^'Medal for tlie beM translation into Latin Prose of a portion of the •• Tattler." 
 
 The DulVerin Medals, of which there ore two, one Coldand the other Silver, 
 will be iiwanlMl for snpciior excellence in the following branches of Natural 
 S( irn<'e, luinn Iv. Cluinistrv, Zotilou'V and Itotanv. 
 
 The rniversity is amply siiH>lied with ap|)aratus for ti'a( hing and ilhistrftting 
 the \arions bii^iiK In s < f physical science. It has Chronometers and powerful 
 Telescopes for the diOen nt jnirposes of Astronomy ; fust-i lass instruments for 
 Surveying, l<'ngini'erin.i,' and Navigation ; Achromatic MicroHcopes by the best 
 makers; and its ('h( niiciil Lniioiatory is well stocked with apparatus and sub- 
 stances fof 4«'Hching practical and experimental ('lieniJHtry. 
 
 All necessary infornidtion respeiting Matriculation, Courses of Study, Fees 
 
 Ac , will be foinid in tin' Iiuversity Ca le»ilar_jii*pir^ ol^ wliiih may be had (ui 
 
 -JllM'I'il'iiill— iJi*''-!^ J-!^^-1IL'-1J1''''''''*'''1L''' **'y^*Jl'V'' J'X fehc rniverwilVj ur at_tjie 
 
 l'',du( ation Odii e 
 
[No. 
 
 3.] 
 
 Educational Circular. 
 
 65 
 
 Course lead- 
 Course and 
 oma in siuli 
 ittod to Rucli 
 ry for admis- 
 uaintod with 
 
 OFFHMAL NOTICES. 
 No. 1. 
 
 It. li;n ill- conic In the knnwrodge of the lUiiinl dt' Kdiicalidii tli.it Trii.-rcos and 'l'enoli( ;■-■ in 
 ccrlaiii lllstnct^< liave(lHrc,;,'a,i-iled tlio pi-dvisiuiis of itc-iilat ion 1!) bv .-ulistitiitiiis.', cil her in 
 .whole (i!-ni|iai-t.iitli<'i- (h-iy;< lliaii those spceilicd lliiM-eiu a,< Ihc ('liristiiias \'aciilioii,- [ r is 
 OnDKKKi. Ihal Inistee:- and Tt^achfTs he iiotilied tl>(>;i-li I i'.e ICoiT \Tii»\.u. ('ii;rri. m that 
 
 (where the iierniisiMon ol the Deiiartnient lia.s not first hceii olitaincd to,' a (h^p-irt uri' Iroiu 
 the said KeKiihition. in case of an enierj-'ciiry), no portion <iC llie Connty Fund will he 'ipp-o- 
 pnated to the I'ruslees. or I'mvineial (Irant to4lie Teaelier, on aoconnt of anv davor da\^ on 
 
 wliich hehoiil has Ikumi opcni contrary to the express provisions of tlie iioard iif Kdneai i'l.n an 
 eontaineil iif He^^idation 111 thron^diont; an<l that they he herehs- eanlioned not to inchido 
 such days, or the attendance mado tiiercin, in their attested Iteturns lotho L'duoation < iliicc . 
 
 $1 
 
 he average as 
 id advantages 
 ir instruction. 
 ) and tenabh' 
 )tcd from the 
 
 No. 2. "- 
 
 lii!i.i-:i:;:n iiv tiik I'.d.uiP itv I.'picA-noN, 1st. Tiiat AVorniell's .^!^erM (Jooinctrv, willi an 
 Ai>pcndix hy Trcsiih'-nl .hack ot tlie rnWkirsity. he liereliy pre-cril.ed as the text-hook in 
 I'la.ne (ieonietry tor use in all .'-Schools, in place ol ('JKiinhers' Ivielid. 2iid. That in all (das.ses 
 hereafter foinied in I'lani^ (leometry, W'oruieH's Modern (ie(Ui;elrv shall he exehisively used 
 as the luxt-l](]oU. i^ 
 
 rships for tlie 
 
 No. 3. 
 
 % 
 
 fhe I'oard of lldiical ion has hceii pleaseil to cani'cl the I. ^'en-ej heretofore liehl hy i». S- 
 Chesnnil, llaie Verle, WeslnKM laud : ainl.lohii I.viich, 'I'ay Creek, rkm^'las, \ ork. 
 Jini, 1-/, HTll. 
 
 rland. 
 
 ly ronipetition 
 ior Chis.>j, TJie 
 Mass, and Th(> 
 lips ,are open 
 )| A virinahle 
 (Mass fof jiro- 
 Ficnch in the 
 
 f • 
 
 .' given for tjie 
 The Almniii 
 ' tlie •• Tattlrr." 
 e other Silver, 
 les of Natural 
 
 tid illustrating 
 and iiowerfiil 
 nstrunientH fm 
 's hy the hcst 
 iitiis find Kiih- 
 
 >f Study, Fees 
 iiiy he had on 
 
 No. 4. 
 
 The Chapter ot tlie Consolidated Slatntifc j-elatint; to SeiKioi.s wius puhlished iti the A''^ ii/ 
 (i:i\' (^ . .Inne i llli, l^Ti'i, nnd is now in force. The Inl lowing .^ecl ioiwi of the Chapter include^ 
 tlio<e liy whii'h anicndinent.- ol general interef!r*iive lieen iiiado in the haw as pnhlisliod in 
 the Miitti'i! ,,f ih, ( 'i,i,,i,nni S' li':ol'. .\it."]'^~[). The niiiiihers in hriiekets ( 1 attached to tho 
 Scciioiis, refer to the " Mmnfil" : the new Seelioiis are without brackets: — 
 
 ',1. (1), \\K ( l).i I'o furnish the I iispeelors with ihp nnnihers and lioiinihirii^s of the hist rict» 
 williin Ihe respecti\c Counties, and Iroiii liiiio''to time, as new Districts are created, or 
 houiidaries jillered, to furnish sWch new lioundarie.s; and the cerlilifate o( the Inspector 
 shall lie eviijvnee olsiudi lionndaries. 
 
 i.'i. Il.'l.l I'Toni and after the first day ol' .\o\ iinher Wiich will he in the year (d' our Lord 
 one lliousand cikIiI liiindred and seventy seven, the Provincial aiil to Tciiehcrsand Assistant.^, 
 ■ lualilicd mill employed as aforesaid, shall he rcKiilalcil in jiart aecordinn to the class of 
 lieciis(\ and in part aecurdinK to the iinality of iiislrnctjiin ttiven in the .School a.s determined 
 liy the semi Miinnal e.\aniinal ion of pupils hy an Inspector, as lollow.s : For llie Scliool year, 
 or ratealilv as ahoxc, .Male IVachers id' the first class, Jhiic hundred and ten didlars ; of tlio 
 second class, eii/lity dollars; of the third class, sixty liolhlrs; female Tc,ncliers ol Ihe first 
 class, soxentv dollars: of the second idass. titty dolhns ; ol thii^hird (dass, forty ihdlars: in 
 addition, each Teacher whose School shall lau-eporlcd hy Ihe ^pcctor, in respect (d ipiality 
 id' instruction, as entitled in any half year to Tlie first ;-unk. slnfn rei-eive for Ihe half .Near, lit 
 llie rale id' forty dollars per .\ear: the second rank, at the r.ite ol twenty-tive dollars; tlui 
 lliird rank, al the rate of ten dollars, or r.ileahly as ahove : eiudi .siieli Assi.ttant shall reeejv'o 
 a •■iiiii ci|iial to one lialf Ihe (trants to Tcindicrs, 
 
 'ii'. I'CI The inspector may in writihK reipiiro the Truslee.-i ofckny District to c.xouipt 
 from District rales, in whole i^r in part, any person residing rnoriv tlian two mile,'" from tho 
 School house, and who mn>' have children lielween live and twenty year.'* of aK«i, or wiio nniy 
 have iiH an iiiiniile id' his lioiisidiold any cli'ild helween such years wiio acluiilly iiltends ii 
 School, and w'iio is not an inmate of liis household temporarily with a view to siioh attend- 
 
 > miy 
 
 (ince, iind the Trustees shall in either of Huoli cases exemuJ siicii l>dtoon iiceordimtly, 
 
 4?, (4i;.l If relief lie Kriifdcd liy the proper iiiiUioiil.^'or redueiiKf Parish ralRH ti 
 porx'oii hy reiison of hi,s havintJ heen over rated hy thn Assessors of Kates, he sliiill, upon 
 rt>i»iit»sl niiide upon llie Tnislees. and on producuiK a eertilioule frmn Ihe Clerk of tho Puiico. 
 he entitled to Inive his Dist net assessmcnl reel died in accordance I herewith, and dUeh (ixeonu 
 shall not he colleided, or if collected, shall he credited on his rule for the iio.it year, or uliall 
 he reoovcralile in an action ol deld airainst Ihe Hoard of , School Triiatnen. 
 
 fiL'. No person shall he (<nlitled to vole al any Sehool meetintt on any iiuoKtion whntf<oovpr 
 unUiiiB ho shall ho a rulBpayor, eillier ri'sident in tho District or iioii retident in the I'lirinli 
 
 lihiTTiWrrnTif Ti''oT><'Trv'''r Ttro i»l"lnrt, mrff rnit^mym' irr 
 payers of the District, and unless he shall have paid all District Sehc 
 liim lor the then prceodinK .MHir iii case ant sliall have heen imposed, 
 
 7 
 
 d ruii n i HH !* ! l is r n tc- 
 rateii imposed upon 
 
 \V 
 
1 
 
 cM.es wlH.nrp^ym^Mi'maMi,!n^|!';;,'n';'r'''' "[.""^^^'"'Vl^ V <Jh' District, ox.opli.m in 
 of t",) n.H ,1 li,ilf,„,r c(-nt ■ , L S Irnl i' ^ ' ■'''■'' ',""^'' " '•'''''H'tion (,,8i,ch j.orson.-. 
 
 I'u.vuiK Ills rate., in r.-.«|,<.,.t ofsucli 1 is( i ..Vf i^, 1^ '^ ' ■""' *-7"i""'^. ""'I 'iiiy riiK'piiyor 
 
 entitl.Ml („ the liI<o cle(iu(> irfin t tw '»7m /^^ '"''"? •''■"""I'l '»• 'i"li™. shall bo 
 
 Secretary shall n..t be e tX 1 (, 7, ' '', f;'''''' I'^-'V;''"'- "n the amount of hi. nrtes. The , 
 ""-"■'I <" the Dii^icl. WZ t I'^riT c'l^/ i'''''"'V^ '-' fe<\..,ntyn,n,lappor 
 oo lector as hereafter provi ic , ;o Vv're ' ( 'm I ' " "; '' I", '" ''^"'' ''•^' "'*' ^'""■-'' 
 ni es CO Iccted by f ho I'ursh c..llect,.r i, 1 ws tl' ,' > i , , ''"H'le.! to no commission on the 
 
 IS less than fne percent., whe, h Wlirv m^ -^^^^^^^^ ''^' "l'" '''"•'^'' '•"ll^'«'"r 
 
 eentaKe and five per cent. And ^U^ntlll^'r^^:^ ^:;ZZX'll^';:::'r '"■'""'" 
 
 |my."<-''t. jiixl the ,Sc|,ool meeting n y a Iw o tlu'^ r. '!l ■ ''''^ "' 1."V'^''i'l •'«"• viluhtary 
 I'nrish collector In whole or in .art ?„c| -o, /'i/'/^' 7V"7 ^"T "' ^I'p willection bv the 
 may see fit, not e.xcecdinir fiv. , rc.o /..'*'"". ''"■ '"v'! "''f vices as Secretary as they 
 
 and the sap^c n.ay be pJid o.U J^^h t r c 'n.ndr "r .Klmb 7?'''' ''^' 1'"' ' ■'^'^'' -'"^■'''^ 
 79 r7tf# It sb>.ll l,„ (i,„ 1 . r iiimis, or included in any District a.ssessinent 
 
 the tiMilf ho"ll^:^^:^i;^;:'^,j;i;«i^^,r[i:r;^:;::^:;i^:^':,::!^'s"r r" r-"\ "^ - '-^- 
 
 manner as ho sha 1 1 col Ice. . 1,„ ...;;.''..*. .' '.'.''. ■^' ''.','"' >•" ' ''■" '• t t he sa .no t i mo 
 
 iw.;Iiut^hos„,ne,„ann;r;.sho: aVo ;^\{;:'l^;;i:;,r^^^^^^ 
 
 l^;^h!;,tl:;^;:;-^r:;;]-tZV;r^:.?;!,'=iteS^ 
 •'^:'"Kn.:::i^;'b:'^::::^^?-«!^'-''--"'^^ 
 
 Hjf. fjg K shall bo the duty of tho"])o«"rd of rrustco«- 
 
 ond n^";;i:;::;r Metrmr;!,::::i:ro!c;'li;;,r ""1 ;""'""•'• " '"■""■•• f^- •••« r-- t^on 
 
 Kill) nci 
 
 Ut III. Miiiiuol 
 
 
 .-rts*' ■ 
 
 ,«^'' 
 
I No. 
 
 ■i.ll elect from 
 ti<iiis (if order. 
 orKy of^otcs, 
 the Hoard of 
 <>f the Hoard, 
 ;iimil(-s of tho - 
 the Cliairinaii 
 iiei'tiHg: siieb 
 
 to tln! illf|)OC- 
 
 e hcro)),v ein- 
 
 ^onty yours of' 
 s School iiicct- 
 i provisions of 
 I)istri('ts. !ind 
 ill rciisoniiblo 
 rs of iifro who 
 t to (h) .so freo 
 
 asPL'.s.4'd for' 
 lildreti to tlio 
 Sciiool of Olio 
 It, iiiii.stcr, jir 
 L-nd any child 
 
 ■ (Mllllowe^cd, 
 ii Tnisti'e or 
 miiiihcr. and 
 oa.st e'lnal to 
 'f the duties 
 ith the Clerk 
 ir Seerolary, 
 
 1 Ml for which 
 ii'connl.s n'lKl 
 
 disburse jill . 
 id deliver up ' 
 K'JiidinK (ho 
 ay pre.siribo. 
 ive per cent, 
 i.s direction, 
 except iMK in 
 which cases 
 •iich jiorson.i 
 iilf per cent, 
 led), for the 
 ly ratc'payer 
 ce, shall be 
 nrte.s. Tli<^ , 
 fund appor 
 the J'arish 
 .ssion on the 
 .sh collector 
 Ml such iier- 
 cled by the 
 r voluhtary 
 •tioii by the 
 aiy iia they 
 h collector. 
 ii.ssc^sMient. 
 
 It or before 
 •same time 
 IS directed ; 
 he shall so 
 .o (he usual 
 
 iKainHt (ho 
 r anythiPK 
 "ter Ihn act 
 on shall be 
 irtioii may 
 hat tho de 
 ureof, or of 
 «o in some 
 
 yoiir tlu-n 
 I ncut iop ^l— 
 
 3.] 
 
 . Educational Circular. 
 
 .67. 
 
 ':^^::i^^^^:^i^''''''-''^''^^'' '^"^' ^^'^'^'' ~"t ^"'^'^ >»-« >-- dmy- 
 of|c;!)KK;;^;jfi^ ^r^rp^-?-f [t f^ 
 
 ol the school, a,ecordiifKro.the lorm drawn up for (hat purpose by the SuperhiTcndent : 
 
 (■•!). ro calUill meetinffs.as provided for by this Act. 
 ,„rm :- ■' "''■'^" '"*'''' '•' ''^'^ half-yearly rpturn of the Trustees an afRdavit in the followinR 
 
 I. (ilrrm.. o/" 7(',(r.//(r^. Jltilitillf 11 vnliil licrM..-.- ,>t rln^a IV.I..1 t'„. II,..,, 1 „f I- r 
 
 Mvcr thul 1 l,avc.,t„„'«M »„<! , lurt.,) tl„. ^ ■ ,„„l ,.r -iff, ■;,";;';',' "' ^'''^ I""""" " "■ ''" 
 
 l»i« l«-.'i. IVlithfuUy nu.l in,p„ili„lly k,.|.t. th- to I , , « , I ,„Vk„ ! " ,'", ' i-"'"!,""' '"•''",'"' li'«i»t'i- 
 
 HH,.,„l„n,-. ,„a.lc l,y 1 1„. ..„r,'li.,l pupil- „ I s,i „,",,„ ? v " ' "'; ",'"' '"''■■' ?'• """"j' '"•'•'' ''"J^' 
 
 lit'liir*^ nil 
 
 tlliH 
 
 A. 11., IS 
 .1 i'. 
 
 (Same itf Tcarher) 
 
 as'TrlSeo "^ecTt-frv of C^'^'i'''''' "''.i'"^ '"atcpayer of a District that any person whether 
 
 ;:;:il;s^^^i?t .^;^;^.e;;br!;s^t;;:rtl;;;s ^K:^r'^ ^'"" -^'^ - ^^""-^ »-'«• -^ 
 
 No. 5. 
 
 The Hoard of Ivliicat 
 i-5ad as below, aiul4o i 
 .\niinxt Uh, lS;i'((. 
 
 > Regriilatipn '2.~l-',,nii ,,/ '/'., 
 befoH! enteriiiR on d ' 
 
 Moil has been pleased to amend tiie followinK R|.:oi;l.\ti(i.\s so as to 
 irect their publication in tho Edic.atio.nal CiiUii.au. 
 
 '"",','. '"''?' •' I'".''*' Teacher and licensed assistant 
 
 frus7e.M';e.',';.b ';",;'■''■ ;"■ ^^"^ "';'"!■'"' ^haH-makc a written aBreoment with ihe Bo rd f 
 ' f*ollowin«/o^^^^^^^^^ copy of the .same), in accordance with tho 
 
 I,. A.V 
 ticiiiHi 
 
 riK torni 
 
 ritvi H \ir lull 
 
 ilttllC 
 
 \ il , IS . Ililwifii nnmri,/ T,,„ hrr nr An^i^dtiil. I lii.lilinn n vali.l 
 
 
 t 
 
 '■|;*if/. I'Ih' Ti'iu Itt r,^ ill nuiHiili riitiiiri 
 npiccs Willi llir .■<, I,t,.,i r,,rr,irHli.'H dilii;. nil 
 
 ■ ■li.iillK nil 111,. Il,iit> lllsl ,lii\ 
 itt II- i- IMH'N |,irr,l. 
 
 \i-nr| ■..!■ 1,1 
 or Hit unit II t| 
 
 iTlhi. Ill Inw iii,iiti,,n,.,l ,\(ft,-ilMi Ml liv Ihi' Scliinil CiirporHtiDn limliv 
 y 1111,1 llillhllilly.l,, liji, Il „ Si |i,.,il ill 111,. Blii.l IH.Ih, t .luring llir ,Siii,i,,l 
 
 iliiiiiiili iliiy ill .\piil. .1. (/iiT.j.v .iiiiK?,,, A. I)., IS 
 
 .1 111 lull. 
 
 Tli'nI. All, I thi Si li,.,,|C,,ip,.|„|j„„ ii«r, i'm>itl, th,. IVn, li.i Ii, , ii»,.,l nn liti.rrKiii.l t,, povll 
 I inly liifilnliiiititH •"' '■ • ' '. • ■ .....' '".'.'.' 
 
 ../ vf„.ii ill till 
 
 IIWIIIUI' til 11,' 11 
 
 rciicliiT in linir 
 I •ti.llni- ti,r 111,' s,.|i,„,l 
 
 iviil l,y till. Ti'iiiliii liHiii till' 
 
 ,. -.' ■••; ' "» 'inniti rl.N.I'i' llliinliil). „, mai/ !„■ .1,/, 
 
 \ I'IH- ,,.r liriii. ,.» II,. ,„.:■ ,„.,ifl,i., ,'xi'liim,' „( tin' Pi,, vim 
 
 I llli'l SlipiTflltc'Ilill'llI 
 
 h.i.ril,. Ami it ia niuliiiilly nurwit tliHt I liin C'.nti'Kct uliiill iiuilii Ii,,iii Si li,„,l Vmr t.i S, Im.,,| Vi'iir ihiIi'sh in. tin 
 
 ,'l'Kt'^''J„"'fi"'l""'.',""',i'"""';'''', '"''■""■«"Mi' I'Inlllli.'Kiv.'liliy I'lllur "1 1 hi' |..ii ti. s In , iti. „iii..ni„iit I, li,'f„ri' 1 1 
 
 MHii Hill Html 111 till' l,iriK,.iiiT( , Inii-,. i.i'i,,ii,|. ,,i Imhimsinli niitii'i'. tlii'ii niii' iiniulli hif.iri' thr liiiii' t 
 jiiiliii' In I'lintiiiiii'il liy thin ihiiiHi'. 
 
 /■■ytl, Aiiil jt i» indtiiiill) Hun.'il ihiii h,,|li iimti,,, tii.Miin Cmlrin t nliiill hi- in nil ri'«piTl» mihn . t 
 
 .. tin- , Imp ,1 ,,l th, l„ii«„h,ti,t,',l Stiitiil, « ri'liiliiiKt,! S,' ., i any .^i t* in A nii'iiilniinl th, i,'. 
 
 Ilnivl., iiiMl till Hi'Kiilnll, instill I'.'iinil.r nii„l,,|ij^^^,, lliinnj „t |:,hi,„|i,„i, • . 'i<j;<f|bF' 
 
 111 l.-linruny vvlirri'iil, tlii. akIiI pnrai(t*l«»<' liHii'iiiito »i't Hii'ii ki'IiIh. 
 
 •■V" l'V.iM'..i'7V'.i.-.»,r. I |.*it(] 
 
 ' I' I>. I \ S'lin. .'/ Tit't^l.:* ttr It .lu^iji'i it^ It/ 
 
 V. !■' <'*'•"'. I"-, ill ''I'l" "r lll",i;>"ra(.'((^ rVl';™*'.!^. i'cl/ 
 
 Wil,„.«, IK '■ " C#"""''/"" '•""-"""1 
 
 ill Ihi 
 
 liKillllK 
 illli)i,l|l 
 
 - - I .5<,K I 
 
 /> f'tfri»thttt: Sl.i 
 
 i^^^i^'V^" 18.--///, ,V,7„m/ y,„r: In respef^li^^eachers' Contracts, School Kotur 
 (0 tlie (liief iSufieriutendent, Ihe payinent of Hrnvfiiciiil allowaneo»-t.ji^eaohors, and t 
 iipporlioniiHMit of the County Fund (o .Shoot Tru,stee.i. tlio School ^'rai^H^ be rcKarded 
 
 irns 
 thu 
 
 lOBinniiiK on tho llr.'a of November, and shall consisl of twv twins : A \wBrcTerm, openinK 
 on November 1st. and elosiuK on April .iPth rand ir Summer ToKin, opeiiWon May iHt.'nnd 
 ••losinK OH October ■list. 
 
 Repiilatlon 19.-1. lloliilnui : J\) The anniversary of llie Qiieon'.'< Hirthday and Dominion 
 
 day shiill be liolidays in all the public Scl Is : also anv day proclaimed as a luiblie holiday 
 
 jhrouKhotit tho Hrovince., and (Jood Friday. Al.'o, tho second Thursday in .lannary. except 
 in the cilios of St. John and Fredcricton, lind incorporated Towns orRttnircd undoi'Sec. '.Mi of 
 tho l<iiw. 
 
 i 
 
 it ami 
 
 ' Sir iiatll ,if liKilii I 
 
 I Si'|. lii'B IH. . . . ■ 
 
 N'.ll (1/ CiiiInirM itilu..! til.t ■i/fi i flu fiUiritl,.,,, hnr.il „,r M )., i,{ ,n • ,., ./,lii(V 1,1(1 thr /umiuiiiQ Fuim. 
 
 fi.^.' 
 
 %'»A' 
 
f — ' 
 
 -<; 
 
 % 
 
 2. l-„r„'/7')H».- (1) I'lxccpt, in the Stmlont-t 
 
 there Av.tW lit' ii C. 
 Schools, besinui.ii« 
 
 ■\Vhoii Chr'u<tm 
 
 Suniinei 
 such tim 
 
 CI, _ 
 Sec. !'« 
 V.n> 
 thai 
 
 as follows :— 
 
 [N^ 
 
 !r<' ilei'!ivtiiuuit.< <it' I lie Normal 'School. 
 \ Ucii ilnys otliiM- lliaii Saturdays) in all 
 
 Sundiiy, 
 Wmiday, 
 Tup,sd»y. 
 'Wednesday 
 , Thursday, 
 Friday, 
 Saturday 
 
 Vac:ition_ shall hcfiin on 
 
 . €? 
 
 aturday, 
 . atur(huv. 
 Saturdii>'. 
 Satur(la\". 
 A\'edutj«i<lay. 
 AVedni^ay, 
 WcdnPBay. 
 
 choi 
 
 Monday, 
 
 Monday, 
 
 Monday, 
 
 Miniday. 
 
 Wcducsiliiy 
 
 W'L'di.esday 
 
 W^aiicsdi 
 
 bJ^ ,vl.^,"x^hrist,nas' f}ills 5V«'Thu,^a> Friday l^-'^-'i'i^^^^^S;:*/;;';. 
 :"'i V:„,3rS&Sa,„^ .,a tW.. I'.om-d ol Trnstccs shall C»!Pi««>. \ ■ ^-^ 
 
 Sit, 
 
 o'.rot'fvIurweeks7(twonly wcelc -^^ y.^- 
 lie? a? the ISoard ot Trnstccs shall «!Pi««>. . \ ^-^ „., 
 
 ics of Saint ,rohn,ij.nd Frc<}prict<fe. iifltl in inoorpoi'a'tcajpwiti 
 *',w 'there shallvHo, ten days additioTtlal, ui the ^nH»«|5 < 
 rbesitln?ngon(i^|FTii#) of,thrc«dyi, the sa,n;P8ISnR 
 
 <i. 
 
 m 
 
 of a t Ic'^fit^ h(«i^SIT«i-ft 
 it desirqs. xef!''''''* '^t' 
 siort r(!.<H'!«vS^lj3ll -hci u.Ho 
 luum sittinp-R, n)-.tl)!A,.vyi 
 
 Hoard of iivm>\ thif 
 duritjfttl'.e *\\ ml(irn<i>if«- ■■>-! 
 dravv%„at any t^^ l|iCE.r '''H^ 
 
 '^urM|iTcaehinKshttll not 
 
 .r._^..^U not exceed SIX ei 
 eation. mp ]h'>n-d of Trhstevs,,.Br;.v,v„,. .,. 
 
 tive. and Wif the youiifrest chilitten-.toiuUim ,^ 
 ^le (fifflW .inoj-nini.'. anil tlie niiildle ,vf MaatTM- 
 «lia«'tm'n('« or classes esjiecially, eare should be 
 VxK^hiiielsor'ioo Iouk in the S(di,iMd-nioni. f I he 
 •^ (, in its discretion, penna one dailjf J;''"^^:, ■ 
 iillication reseryes to itself the maltt <)P wltli-\ 
 Hite.l.l 'U ^ 
 
 Reg^^ou-flaf^^aptV tl5llrly:jnim,%> tcad " I wenty minutes." ' 
 
 X r • 1 r •mZhn -T,0 fn^t four l!..oks of FucUd. IThe r.rsl . two liook.ply w.l 
 "^^/-IIm:; -foS^ndidat'j hutlycai. ^nll be ^iven 'yr,-'>,-i H;-'!^ -:^^i«S 
 
 ^of ^^thm 2 ohSxIl wmt';",^/:wV^ "'li'l«'-. '"" ^---^i' -,11 l^*,yen 
 
 iio,^«V..i1,l'.H,i>i,i'l worklt" ' . . ' , , . , 
 
 >(ilieru'al 
 
 V. ■• 
 
 ByVhlitiohal worKll" '■.,„, V ,- ,■ . < 
 
 lM,*V-lfrSt^io<)i. Class: F.^r '" 'ISvo additional l,o(,ks ol h>,clul. ,v 
 i^l" rititl "Vlanc. Solid and,'?|.hcrv(;nU.co,uet ry. \\orm,il >. 
 
 'olid find 
 
 I'/orff/iftn;/ U'li mh} 
 
 „r /,-.vr/(,i«i)ii ;ii 
 
 \ ■ 
 
 w 
 
 No.'e. 
 
 Copypf No. 2 or 
 
 if'ihe Knn-A'tK.VAi, CiKn-i.AR will l,o mailed fmm.lbe VA^^l^cmOfijc, 
 
 I I in; J J, «- i or j„„... ..-»'..■,. /.<»i,w.^ in Mill' iiiircrl. (iii t i* reilCUi 
 
 postage paid, to any address on receipt nl J) Oeni 
 of $1. ' 
 
 , or liyc copies. 
 
 I 11,1111 lirv 1. ,,,,,.,., ^- > 
 
 n (uie parcel, on the receipt 
 
 % 
 
 <i 
 
 TIIKODOUK II. K.\NL), . 
 
 Cliiif iSnp'iiiitcn'idil • i Hdnnitioii. 
 
 R»|k;ATioN Opkice, . I 
 
 ^^ FRtpjCRICTON, i\.d<. S 
 
 
 '%< ■ 
 
mmm 
 
 ^m 
 
 fNi 
 
 Siirinal'SBhool. 
 lunliiys) in all 
 
 1 rc-oiieii on 
 J 
 
 IBST^BLiaiBCEID ifess. 
 
 ^ the (HKcCstV^- '■••^ F*^ 
 1^ the !^'-|^'« 
 
 'ihclto^iiil btvii 
 in alI'8ch(*jlH^4it 
 
 J. & A. McMillan, 
 
 98 PRINCE WIlLlAM STREET, ST. .JOHN, N,B. 
 
 lisliers, Bookseim, Staters, Mrs, Book-Urs, k. 
 
 •t. 
 
 'a » B o»c o wi u: i 
 
 NEW BRUNSWICK SERIES OF SCHOOL BOOKS. 
 )Ch(N>l Stationery and ^<3hool Requisites of all kinds. 
 
 /MISCELLANEOUS BOOKS OF .ALL KINDS. 
 
 BLANK BOOKS: 
 
 Alarge Ktotl)^f|l^ay8 on hand, and Special Patterns promptly made to order. 
 ft - , . . ' - 
 
 BOOKS IMPORTED TO ORDER FROM ANY PART OF THE WORLD WITHOUT EXTRA OHAffiE. 
 
 KMW BOOKS BEING RECEIVED DAILY. • ' 
 
 AIXORUKKH Rfil'lilVE THK FKk<40NAli iTTKNTION OP OXE OF THE FlRll. 
 
 ioS^^BlliISBCEiD 1865. ' ' 
 
 oropleS''s book store. 
 
 •" (Ni'nrly i>pi**iti' till riovincliil Xiiftiml SolicHil. ) 
 
 ■ QUEEN STREET, FRBDERIOTON, N. B, • 
 
 SOSCCDOL BOOICS 
 
 Pre8oriI>cd by the Uoard of Education, Wholesale and Retail. 
 
 SllTES & PENOIES, WRITING PAPERS & ENVELOPES, 
 
 PENKNIVES, DRAWINQ PAPERS AND PENOILS, PENS AND INK, WNItE CHALK, AO. 
 
 SCHOOL STAtFoNERY. 
 
 MAPS, €!LOBE^« THERMOMETERS, HAND BELLS, &c. 
 
 ^(Kr-"OUBRIB'8 Common School Education." "SHELDON'S KlfimentAry 
 InBtructl'on," MONROE'S Vocal Training," &e. 
 
 PRINTING AND^^OKBtNDING. 
 
 Constantly on hand— .VcAo^i Annrmimrnt JVoiini, School ContmeiH, t^e. Printink for 
 ScHooii TkcsTBKB, Ac, nyatly, oorreotly, and promptly ez«outed to orde'r. 
 
 o ■ , . . 
 
 BookMll«r, Stationer, IV'ntor, Bookbinder, l^ipor Ruler, and Bla»lc Book Mahulaoturer, 
 > .. FRli;DERICrO|f. N. B. - , 
 
 .> .. > ' ■ ■ « " ■ ■ * 
 
 -Vs 
 
 ».?■■ 
 
 >>■* 
 
 m'^J^ 
 
ms!^' — ' 
 
 Approved by the Board of Education. 
 
 "I- z ci""'"^ -ty "- - 
 
 SCHOOL DESKS AND SEATS, 
 
 HEMENWAY'S 
 
 PATENT ADJUSTABLE SCHOOL DESKS AND SEATS 
 
 can be readily adjusted "with respect to height so that the Pupils of 
 
 different ages ma^ be able to sit with their feet squarely on the 
 
 floor," as required by Regulation 7 of the Board of Education. 
 
 DOUBLE DESKS. 
 
 Desk :{(j iiulies long, and two Chairs, ; $5 50. 
 
 ,'I)esk -Ki ilK■he^s long-, ami two Chairs, : $5 75. 
 
 SINGLE DESKS. 
 
 Desk 18 inches long, and Cliair 4 00. 
 
 Desk 24 fnches long, and Chair, 4 25. 
 
 ;:£0~The two sizes can be graduated by the Teacher to seat Pupils from 
 5 to 17 years of age ; and by a recent improvement we are able 
 to warrant that the height of Chair cannot be changed 
 - except by the use of the wrench. 
 
 TlIK CUIKAPKST APPH(3\*Jvl) DKSKS AND SEAT8, IIAVINa 
 
 IRON STANl).V:in)8. 
 
 8U1TABJ.K ^sBOTlI Foil MISCKLLANKOUS AND (JRADED 
 ^^- SCHOOLS. ' 
 
 >[u. K. Mii.MKKN liiiving pun liiiscd tlii' I'litcnt ri,t;lit for New Brunswick 
 and No\a Scotiii, to nifunifiictui'i' and sell, has niiixiintcd tho Subsi'i-ihcrs 
 
 Mauufftrnirinx' .\,urnts. 
 
 Wt ARE I'UEI'AREl* TO EXECITK OHOEHS FROM " 
 
 SCilOOL TRXJSTEES 
 
 ()^ HIIORT N 
 
 G. E. BURIffHAM 
 
 S-A-IISTT J 
 
 q^nsr, ]sr. ib. 
 
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