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Prepared by • • • -^-:^ PRINTED BY ORDER OF THE COUNTY COUNCIL. k' \ / \ i* \ / \ COURSE OF STUDY FOR THE PUBLIC SCHOOLS OF THE COUNTY OF WENTWORTH, TOWN OF DUNDAS AND VILLAGE OF WATERDOWN. M .}<>■'• ' • :>. ■■! iin m w PREPARED BY / H. SMITH p. S. INSPECTOR. PRINTED BY ORDER OF THE COUNTY COUNCIL. :iiB •-Ii^)'; Kwi'^iJ'yi ' ^ ' ' V. I ^ ) i «. «-' : ' * ? is- A I' C^' •RINTED AT THE OFFICE OF THE DUXDAS TRUE BANNER, "X ^ 'v^^^ W\V\., \ \ ■#-'■ \ i-Y .'i"}5' V ^ U ' s PREFACE. The purpose of this limit table is to define as clearly as possible the •Course of Study for each class in our Public Schools. It extends over a period of eight years, and embraces only those subjects which are essential to an ordinary English education. The subjects are arranged so that pupils wiio are forced to leave school at the close of the fifth or sixth year shall have sufificient education to enable them to write a letter correctly, understand the structure and meaning of any plain sentence, be able to make such calculations in Arithmetic as are likely to occur in ordinary busi- ness transactions, and to have some knowledge of the more common busi- ness forms. To aid the teachers in their work and give pupils better opportunities for acquiring a reasonal>ly good English education, Trustees are recommended to provide reference libraries for each school. Already these have been in- troduced in some sections, and have proved of great value to the pupils. If the modest sum of ten dollars were set apart each and every year, a valu- al)le reference library would soon be acquired. The following books among many others will be found very useful to .teachers as well as pupils : — Concise Imperial Dictionary. Blackie's Encyclopedia, The First Year at School Sinclair, Public School Word Book Johnson. Hints and Expedients Boyle. Primary Arithmetic Wentworth & Reid. Higher Normal Arithmetic Brooks. Elementary Lessonsin English-Teacher sEdition, Mrs. Knox-IIeath. Practical Language Training .... Row. Essentials of English Welsh, Composition Welsh. Practical English Williams. JlAMii/roN, September, 1892. J. H. SMITH, P. S. Insi'kctor. t . ihv INTRODUCTION. The course of siudy here presented has been prepared at the request nf the teachers of Wentworth and is the same in its leading features as that which has been followed for some years past. Since the introduction of a uniform system of promotion examinations, the necessity for a detailed course of study has become more pressing each year. With such a course as a guide, teachers will l»e greatly benefitted, and in case of changing from one school to another, the progress of the pupils will be retarded much less than without it. In its preparation three things have been constantly kept in view, viz: to secure the best mental training on the part of the pupiIs,to dispense with the Hse of as many technical terms as possible, especially in grammar,and to have teachers follow principles of teaching in preference to being slaves to rules and methods. Pupils who feel the thrill of mental activity in their minds, stimulated by a generous diet of thought, take a deep interest in their school work, and grow and thrive intellectually, while those who are fed upon the husks of knowledge, the mere phraseology of rules and defini- tions, like Pharaoh's kine, are lean and ill favored. There is quite a diversity of practice, as well as of opinion, regarding the use of technical language in teaching the subjects in the Public School curriculum. Definite terms are necessary but should be used only within certain well-defined limits, and not until the pupils fairly grasp the ideas or thoughts conveyed by them. All technical "terms not really necessary for n clear understanding of the subject have been rigidly excluded. Sometimes teachers, it may be without knowing it, become the slaves of "methods", and hence lack that originality of thought and vigor of treat- ment, which are essential to success. To interest pupils in study, and awakrn their latent mental energies is indeed a noble work, but teachers must free themselves from the slavery of cram, and of method, before the highest results can be attained. Principles instead of methods have been suggested, and a higher grade of teaching is therefore anticipated. VI. INTHODVCTION. . , ,„,,.,„ in all ime etlucalion, an'V The forn-alion of habit is an =»»=">-»"'»"' ,„n.lanHy in v.ew. ,„ j: r— "^.r;:::,., :":- — —" r." '^" Habits of neatness an'i\ -ii^U r.- vj'vj I . i. 4 ■• ,1 (. ; FilSmM S€M®®1M COUNTY OF WENTWOKTH Course of Study Pir«t Class Junior — 1st Year READING. I Preliminary lessons on blackboard II Tablet lessons. III Authorized First Reader. Part I. IV Supplementary Reading. ' I. The methods of instructicm recommended are :- II. Phonic method. Ill, Sentence method. I. Word niethod. 2. The Word method and the Phonic method should be used to teach word recognition, and correctness of pronunciation, and the Sentence method to secure fluency in reading and naturalness of expression. 3. Teachers are recommended to uio the blacUbo.ird almost exclusive ly until the pupils can name at sight a number of words, such as are used in ordinary conversation. Script should l)e useil from the first, and when sufficient progress has been made, the transition from script 10 print will be readily accomplished. 4. The special purpose of each lessen in this year's work is to secure readiness and accuracy (a) in word recognition, (I)) in phrase recog- nition : while the general purpose is to train each pupil to read with natural expression and correct pronunciation. 8 COURSE OF STUDY. f LANGUAGE AND LITERATURE. I. Have pupils point out all words that begin with capital letters. Impress upon their minds tht following facts : — (a) That the first word in every sentence begins with a capital letter; (b) That the names of all per- sons begin with capitals; and (c) That the pronoun I is always written or printed as a capital letter. 2 Have pupils point out the periods and question marks in each lesson. 3. Correct all errors of speech, whether in pronunciation or syntax. Have pupils give answers, in complete sentences. 4. By judicious questioning bring out the thought in each sentence. Dev'ilope as far as possible the meaning of each new word introduced, and where necessary explain the meaning with sufficient accuracy to enable the pupil to use such word correctly. 5. Have short conversational lessons on : (a) stories from Readers ; (b) incidents of daily life ; (c) animals and plants ; (d) moral stories. SPELLING. Oral Spelling— All words that the pupils have been taught either by the word or phonic niethods, and all words found in Part I of the First Book; should be taught in the following manner:— ^(a) Have pupils look at the written or printed word and spell it from sight ; (b) When pupils spell readily at sight, ami not till then., have them spell from memory. Transcription— AH words written on the blackboard for oral spel- ling, and all the lessons in Part I should be neatly transcribed. All new words must be written neatly on the blackboard, WRITING. Have slates ruled with four or six lines ; pencils long and well sharp- ened ; correct position of body, feet ?nd arms, with pencil pointing over right shoulder and wrist up from desk. Drill on he slanting straight line and the right and left curves, securing as far as possible freedom of motion and easy control of pencil. Make the small letters in the following order: i, u, n, n», w, v. o, e, a. c, x, two spaces high in the first practice, and r and s two and a half spaces. Complete the alphabet of small letters as rapidly as the pupils learn how to make each letter correctly, observing the following order : f, d, 1, b, h, g, y, j, q, k, p, f, /. , FIRST YEAR. 9 Teach pupils to write words as soon as they have learned to make a sufficient number of letters to form one or more words ; as, "i.-.," "mine," "men," "am," "man." Be careful in showing the pupils how the letters are formed, by giving illustrations on the blackboard, and on the pupils' slates. Do not allow pupils to write words in which there are letters that have not been taught. The proper form of letters is of greater importance than speed i,i making them. Take up the capital letters in the following groups : — O. D, C. E. A. ; N, M, H, K. ; I. J. ; X. W . Z. '^. ; V. U. V. ; T. F. P. ; S. L. G. ; B. R. hisist upon all work being neatly done. Allow no careless or slovenly work at any time, either \>y pupils or teacher. All writing to be done on slates or blackboard. Let an earnest effort be made to improve the style and quality of the writing. ARITHMETIC. 1. Counting. — Objects to be used, but no figures. Pupils .should be able to count from i to lo with objects at first, and after' ards from memory, to add, subtract, multiply and divide orally any combination of numbers whose sum or product does not exceed lo. This work should be very carefully done, so that the pupils shall have clear conceptions of each number. , , , , • i 2. Figures. — Introduce the figures in their regular order, beginning, however, with the naught, as o, i, 2, 3, 4, 5, 6, 7, 8, 9. Be careful to connect each figure with its appropriate number. 3. Notation. — Teach the pupils to count by tens, as 10, 20, 30, eic , and to read all numbers to lOO. 4, Slate work. — .Making the figures and combining them into num- bers up to 100. No calculation to be given for slate work. All calculation during this stage must be done mentally DRAWING. I. Straight lines, horizoraal. vertical and oblique. I ■■■!». 'r 2. Straight lines combined so as to form a square, a triangle, and an oblong. . ■', ■ ^ 3. Exercises in part I of the First Book. 10 COURSE OF STUDY. 1 Kirst Class, Senior— 2nd Year. READING. I Authorized First Reader — Part II. II Supplementary Reading. Ill Lessons transcribed on slates or scribbling Ixioks. 1. The special purpose of this year's work is to secure readiness and accuracy in (a) word recognition, (b) phrase recognition, with special atten- tion to phrasing. The general purpose is to cultivate fluency, and natural- ness of expression, \'/ith correct pronunciation and proper phrasing. 2. Review frequently and give pupils as much practice as possible. Inlelligenl practice makes perfect. LANGUAGE AND LITERATURE. 1. Follow out suggestions given for Part I. Devolope what a state- ment is, and how it should be written. Teach the use of is and are ; was and were ; has and have ; their and there. 2. Have pupils write names of things they can see in the school- room, on their way to school, at their homes, the names of trees, fruits,, grain, animals, and tell something about each of them. 3. Use conversational lessons, similar to those suggested for Part I but more advanced. 4. Reproduction stories, plain anc simple. 5. Picture lessons, either from l)ooks or drawn nn the l)lackboard. WRITING. 1. Review small letters very thoroughly on the slates, correcting as far as possible all faults of form. 2. Review capital letters simi'arly. 3. Have pupils transcribe «ienlences from reading lessons, putting in the neces.sary capitals and punctuation marks. 4. When pupils write sufticiently well, change from the slate and' pencil, to the .scribbling book and lead pencil, following the .same steps on paper as were observed while writing on slates, ,See suggestions for Part I,. .J I SECOND YEAR. 11 ar. ps and atten- ^atiiral- 5, Allow no careless or slovenly work Quality, not quantity, should be the motto. ' SPELLING. 1. Oral Spelling — Words, phrases and sentences selected from reading lessons; words in common use, though not found in reading lessons; pupils' names, and places of residence. ;.. 2. Transcription -All words, phrases and sentences written on the blackboard for oral spelling, and all lessons in Part II, should be neatly transcribed. 3. Reviews— These should be frequent, and should embrace both oral and written exercises. Lists of words frequently mis-spelled should be made, either on charts, or on the blackboard, and used as review or drill exercises. ,-.. • , • . , ..... 4. Si'ELLiNc BY Phrases should form the principal feature of oral spelling, so as to prepare pi'pils (or written dictation exercises. 5. All new words must be written neatly on the blackboard. ARITHMETIC. I. Mental Arithmetic— (a) Counting to 100 by all the digits, be- ginning at any number from i to 9 ; (b) subtracting any of the digit* from any nuuiber under 20. N. B. — Accuracy and rapidity are essential to all calculation, and must be insisted upon in every case. Slaie Work — Easy problems in addition and subtraction. Notati(m and numeration to looo. - Roman notation to 20, ' ' Theory — To know a concrete from an abstract number. To know what is meant by, and be able to point out. in any problem, the addends, the sum, the remainder, an even number, an odd number. .;^.-. H ;,..-.■ !,. i-K :,;. DRAWING. 1. To be al)lc 10 draw and write the correct name of each kind of straight line, the .square, the triangle, the ol)long and the cirqle. 2. Introduce the terms, bi.sect, perpendicular and diaineler. 3. K.vercises in Part II of the First Book 4. Public School Drawing book. No. 1, to end of page 1 2. IS It 12 COURSE OF STUDY. Second Class— 3rd Year. READING. I. Authorized Second Reader. II. Supplementary Reading. • i III. Lessons transcribed on slates or scribbling books, '• "• The special purpose of this year's work is to secure readiness and ac- curacy (a) in word recognition; (b) in phrase recognition; and (c) in correctness of expression, with special attention to the latter. The general purpose is to have the pupils in this class read fluently, with correct phras- ing and pronunciation, the careful enunciation of syllables, together with clearness and distinctness of utterance. To secure satisfactory results in correct expression have the pupils read certain lessons responsively. Take for example Lesson V, and have a pupil read the first line of each cuplet, asking the questions, and another read the second line, giving the answers. Conversational reading may be used with advantage in the following lessons, viz: XIV, XVIII, XXII, XXVIII, XXX, XXXIV, XXXVI, XLIV, XLV. In these lessons the pupils should be required to read o«/y the conversational par% omitting all that is descriptive or explanatory. Concert reading can b<; used in some cases with profit to the pupils, but shoald be used very sparingly. LANGUAiGE AND LITERATURE. 1. Follow out suggestions given and review work done in Parts I and II of the First Reader. 2. Develope name words, action words, and quality words, by (a) oral exercises in language; (b) judicious questions on reading lesson with the view of bringing out the principal features of each part of speech, with out the use of technical names. 3„ Teach the use of a, an, the; this, that, these, those; lay, lie, shall, will; saw, seen, did, done. , , • • ;--;:,ni, ■-.;'■ 4. Teach the use of the capital letters, and the following punctuation marks: comma, semi colon, period, mark of interrogation, mark of exclu- matioQ, the dash and the hyphen, < TBtRD r£!AR. 13 and ac- (c) in general t phras- er with )ils read ■ a pupil er read Ilowing XXVI, d o/i/^ ■y- pupils, land y (a) with kvith ha)I, tion cla- 5, Exercises. — (a) Write several plain sentences on blackboard, omitting all punctuation marks and capitals. Have pupils copy these on their slates, supplying the necessary capitals and punctuation marks; (b) have pupils write short letters to friends on familiar subjects. Note — Pay strict attention to the form of the letter, (c) Use elliptical exercises fre- quently, (d) Write a series of ur.connected words forming a sentence, and have pupils arrange in proper order, with capitals and punctuation marks. WRITING 1. - Introduce pen and ink if pupils write sufficiently well with pencils. The quality of work done should be the standard of promotion. Take Up the work along the lines already given. Careful attention to the position of the pupil and the manner of holding the pen i^ imperative, if we are to have good penmen. . "-"''■ 2. In all wiitten exercises, the greatest care should be observed in regard to writing, spelling and punctuation. 3. Give special drill on letters badly formed, or words carelessly written. Review every step carefully and frequently. 4. If possible let each pupil have a practice pad. 4,, SPELLING. / , " 1. All words, phrases, and sentences in the Second Reader, together with the days of the week, the months of theyeiar, the names of neighbor- ing places, and the numbers to one hundred should be carefully taught. 2. Oral Spelling may be used occasionally to impress some pecul- iarity in tiie spelling of a word or phrase; or in review exercises. 3. Written Exercises should be frequent, and should be very carefully conducted. The general purpose is to form a habit of correct spelling. This is of greater importance than any special method of teach- ing, and all test exercises shouM show how this habit is developing. 4. The correct transcription of all reading lessons, in regard to spel- ling, punctuation, and the proper use of capital letters should be continued. ARITHMETIC. I. Mental Arithmetic— Addition, subtraction, maltiplicatioii and division tables, and the following tables of weights and measures, AVoir- u COURSE OF sri/ny. dupois, Long measure, Liquid measure, and Time, simple fractions, so as to know what is meant by one half, two-thirds and any similar simple fraction. Note. — Do not use the symbols J and 7^, but the words, one-half, two-thirds. Slate Exercises— Arabic notation to t,ooo.ooo ; Roman notation to 1000 ; problems in addition, subtraction, multiplication and division ; exercises in numeration and notation. Theory — To know what is meant by the following terms, and to apply the proper term to any part o( a problem in any of the simple rules: — Addend, sum, minuend, subtrahend, remainder, multiplicand, multiplier, product, divisor, dividend; to be able to Hse the following symbols correctly and to know their names: — t-, - , x, ^, -. - ; DRAWING. I. Review the following: — The three kinds of straight lines, the square, the triangle, the oblong, the circle, and introduce curved lines, angles, parallel lines, concentric squares, hexagon, and octagon. 2. Draw simple forms founded upon any of these figures. - f\.. 3, Review the terms : bisect, perpendicular and diameter, and intro- duce the new terms, diagonal, trisect and intersect. 4. Drawing Book No i. Authorized series completed. GEOGRAPHY. 1. Conversational lessons on the following topics: — Points of the compass ; location of the schoolroom in the section ; directions in which the roads run to and from the schoolhouse ; position of the adjoining vil- lages and post offices ; how to reach Hamilton, Dundas, Waterdown ; the railroads in the county ; procUicts of the farm and garden ; products of the forest ; leading manufactures. 2. Develope from the local surroundings the meaning of the following terms: — City, town, village, post office, hill, valU-y, mountain, creek, river, pond, lake, and have pupils name any that may be within the limits of the County, or near the boundaries. 3. Draw upon a given scale the map of VVentworlh, showing the different townships, and the position of Hamilton, Dundas, Ancaster, Bartonville, Rockton, Hall's Corners, Waterdown, Bullock's Corners, Mount Hope, Stoncy Creek, and the different railroads. Jl WUBTH YEAR. 16 ions, so as to iple fraction. ds, one-half, notation to division ; ns, and to pie rules:— multiplier, Is correctly lines, the ■ved lines. . and intro- ts of the n which ling vil- ^n ; the ts of the >I lowing s river, s of the ng the icaster, orners, y Tlnird Class Junior— 4tl::i Year. . HEADING. :71' I Authorized Third Reader to page 142. II Supplementary Reading. Ill Special selections to be committed to memory. The special purpose of this year's work is to apply the following principles regarding pauses, viz : — Words connected in sense should he connected in 1 eading ; and words unconnected in sense should be unconnected in reading. The general purpose is to secure due deliberate- ness in reading, so that the listener may follow with ease the thought as expressed by the reader. It will be well to bear in mind that there is no fixed standard of speed for reading. This will be governed to some extent at least by the temperament of the reader, whether it be ardent or slow. Syllabic utterance depends upon the length of the vowel sounds, hence to increase the rate of utterance, shorten the vowel sounds, and to decrease the rate of utterance lengthen the vowel sounds . Concert exercises from the blackboard are quite efl'ective in bringing about the desired result. Responsive and conversational reading may be used where there are lessons suitable for such purposes. LITERATURE. (a) The pupils should know the meanings of words, phrases, and clauses, be able to distinguish between synonyms in common use, that occur in the lessons, be able to recogiiize the leading thought in each sen- tence, and tell how it is modified by the words, phrases, or clauses. (b) They should have some knowledge of the geographical references in each lesson, and know the historical connection of the events recorded in Lessons I, XV, XX, XXI and LIII. (c) Commit to memory Lessons XIV. XVI, XXIV, XXVII, XXVIII, XLV, L, and the short extracts printed in italics. Suggestions. — Assign short lessons, but have them thoroughly pre- pared. Ask questions regarding the meanings of words, phrases and clauses, in such a form as to direct the pupil's mind to the context, so that the connection of thought may be seen. Teach the literatuie of each lesson before you teach them how to read it expressively. Require pupils to Id COURSE OF STUDY, write a synopsis of each lesson, to paraphrase any ordinary passage, and to select passages of special beauty, so as to test how far they enter into the spirit of the author. GRAMMAR. I. The simple sentence — How it is written: Capitals: Terminal marks. ..!,.. •■■ 2. Subject and predicate: What we speak about; What we say about it. 3. The Noun, Developement — Distinction between the name and the thing. . Proper and Common. . 4. The verb: Developement: Distinction between the word and the action: Transitive and intransitive. Note. — In the earlier stages of the pupil's progress, accept participles and infinitives as verbs; since the object is to impress upon the mind the leading characteristic of the verb, viz: Action; but before completing this limit, verbs proper should be distinguished from participles and infinitives. 5. The Pronoun, developement. .■ ' ' ' ' 6. The Adjective: its use and meaning. ' "' 7. The Adverb: its use and meaning. 8. Subject word, or bare subject, and subject phrase. Note. — Have pupils select the verb first, then ask the question who or what, before the verb; the answer given in one word will be the subject word or bare subject; ask suitable questions to complete the subject phrase 9. Predicate word or words, pr bare predicate; and predicate phrase. Note. — Have pupils ask the questions, '"how," "when," "why" and "where" after the verb to bring out the adverbial modifiers and suitable questions to complete the predicate phrase. 10. Object word, or bare object (if any), and object phrase. Note I. — Have pupils ask the questions whom or what after the verb to bring out the object word, and suitable questions to complete the object phrase. Note II. — A phrase is any combination of words that does not include both subject and predicate^ as, to sing, of wisdom, having cros'sed the Rubicon. ---Welsh. FOURTH YEAR. 17 we say about le name and le word and 11. The Preposition: its object, the prepositional phrase. 12. The C« junction: its name and use; develope the use of the conjunction so far as it relates to connecting words together, or phrases together. Do not take up the clause. 13. The Interjection: its nature and use. •' Pupils are expected to be able to name readily the parts of speech in any ordinary sentence in the reading limit; to give a reasonably correct definition, and to apply it to each of the parts of speech ; to know the meaning of the following terms, and to be able to use them correctly :-^ Subject, subject phrase ; predicate, predicate phrase ; object, object phrase; prepositional phrase ; proper and common as applied to nouns ; transitive and intransitive as applied to verbs ; and to distinguish the verb proper from infinitives and participles. Use inductive reasoning in developing the definitions, and deductive reasoning when applying them to particular words or phrases. Use the reading limit for practice in all lessons in grammar, and the exercises in the textbook, as illustrations to develope the definitions. No text book on grammar to be placed in the hands of pupils. Use simple sentences only. COMPOSITION. (i) Letter writing: — Short letters containing not more than five state- ments, correct in form with necessary capitals and punctuation marks. Tench how to fold, direct and seal a letter properly. (2) Brief synopses of reading lessons, or portions thereof ; short re- production stoiies ; imagination stories ; stories from pictures. (3) Correct use of capital letters, and the following punctuation marks, period, comma, semi colon, and interrogation mark. (4) All exercises in composition should be limited to plain descriptive topics, within the mental grasp of the pupils. ,'?/;; ..,. .^j,,,, (5) The structure of simple declarative and interrogative sentences should be tauglit practically. WRITING. (a) Authorized copy books, I and 2. , • (I)) Dictation exercises, transcription of lessons, exereises in com-^ position. 18 COURSE OF STUDY. If ! !i (c) Review the structure of each letter separately, and give special drill on all letters or words badly written, No shading of letters, but special attention to form. Observe carefully instructions already given. Each pupil should have a practice pad. :, - ■ i ^•. SPELLING. (a) All words, phrases and sentences, in the reading lessons. Names of all utensils, animals and machinery used on the farm; the products of the farm: our common trees, the articles of furniture in the schoolroom and the home. (b) Exercises in written composition should form tests in spelling and be examined accordingly. Oral spelling and transcription to be used as in former limit. . ; . " /" Review the work prescribed in former limits. ' All new work must be written neatly on the blackboard. . r .• DRAWING. Review former limit and introduce the difiterent kinds of triangles, concentric circles, ellipse and oval. j Ciive exercises on the figures above named. • .*•" , ; (■ Review the terms used in the former limit and introduce overlapping and interlacing. . . ,' ..,['. ■-.'■■- _■ ■■ -.■ ■ '■: ■ ;if .':!!:' - ■'- Authorized Drawing Hook No. 3. GEOGRAPHV. xu- Conversational lessons: — i The world— its form — proofs — (a) ship at sea, (b) circumnavij.'atior., (c) shadow 011 the moon. 2. Dimensions -('iameti-r, circuir.ference. = , ■, ..iT i. * 3. Daily motion--,\xis, poles, tinu; of rotation --causes of day and night. 4. Yearly motion--patli of motion — inclination of axis — number of days in the year — leap year -iht.' seasons and their names FOURTH YEAR. 1» [and give special of letters, but b already given. I lessons. Names the products of the schoolroom s in spelling and limit. . . :. - ^ •■"■' ■. -•-.'i rd. , r \ ds of triangles, - '■ uce overlapping ''■ ' :ir: ;'r/r-' ■ \:-' ■'tv::ii,.;, J,.',/.,.,,, 's— (a) ship at s of (lay and s — number of Note. — The above topics should be illustrated by means of a globe and followed by the careful study of the lessons in the Public School Geog» raphy bearing upon these topics. Map of the world. Continents in order of area: Asia, Africa, North America, South America, Eu ape. Oceans in order oj area: Pacific, Atlantic, Indian, Aniartic, Artie. Islamis: — British Islands, West Indies, East Indies, Australia, New Zealand, Newfoundland and Vancouver. Mountains: — Rocky, Andes, Laurentian, Alps, Himalayatt. Hivers: — St. Lawrence, Grand, Fraser, Mississippi, Amazon, Danube^. Volga, Nile, Congo, Ganges, Ontario: — Cities, railroads, canals. Public School Geography. Lessons i to iS, inclusive, omitting lesson XVL Note. — The teacher should study carefully the "Notes to Teachers'* in each lesson. M»p Drawing : — Map of Wentworth county, drawn to a scale, show- ing townships, city of Hamilton, town of Dundas, the different villager and post offices, the leading stone roads and the railroads. Definitions: — To know what is meant by the following terms, and be able to use them correctly : Map, Continent, Ocean, Island, Mountain^ River, City, Railroad, Canal, Coast line. These should be illustrated by- pictures, or pointed out on a map. The moulding board can be very pro- fitably used to illustrate each of these terms. ARITHMETIC. I. Mental IVorJk. (a) Tables of weights and measures, completed, and the purposes for which they are used, (b) Easy problems in reduction and the compound rules, (c) Easy problems in addition, subtraction, mul- tiplication and division of simple fractions and mixed numbers. Note. — No problem is to be given that contains more than two simple fractions, or two mixed numbers. 20 COURSE OF STUDY. \ ! 2. IVritten PVork. Pul)Iic School Arithmetic, Chapter III, and sec- tions I, 2, and 3 of chapter \W Easy problems in addition, subtraction, multiplication and division of fractions, with the use of the symbols + , - , Note. — No problem to be giver, that contains more than three simple fractions or three mixed numbers. Kasy exercises in cancelation. Theory. — Toknow what is meant by, and to use correctly, the follow- ing terms : — dentmiinate number ; reductions, ascending and descending ; compound number ; value ; cost jirice ; selling price ; bill of goods ; bill of services ; statement of account ; creditor ; debtor ; the debit and credit sides of an account ; balance ; receipting a bill ; aggregate ; average ; fraction; denominator* numerator. ' = ' •?' • ' '' J\ m ^Y ,.i./ . ■ ('■:' 1 1 • ' , i;!- •r ; i ': i'-^i t- .;.'.;i r • I >.^.^' FIFTH YEAR, 21 er III, and sec- •n, subtraction, symbols +, -, •in three simple lation. ctly, the follow- nd lescending ; of goods; bill lebit and credit ate ; average ; i.'l ' '' ■ ■.!!.?<» •;./' Tlntrd Class Senior — 5tl:i Year. READING. I Authorized Third Reader, from page 142 to the end. II Supplementary Reading, III Special selections to be committed to memory. The special purpose of this year's work is to apply practically the fol- lowing principles which form the basis of emphasis, viz: — I. Words and phrases peculiarly significant or important are emphatic: II. Words or phrases that are contrasted or that point out a difference are empathic. The general purpose is to improve the reading in regard to flaency, naturalness of expression and the proper use of pauses. Pauses are of two kinds, one indicated by marks of punctuation, the other required by the sense, but not int cated by any marks. Movement of the voice is the degree of rapidity used in uttering sounds and is closely connected with pause. Pupils should be carefully trained in regard to the rate of move- ment of the voice and the length of the varioi's pauses. The strength of the emphasis depends upon the importance of iheword or phrase as compared with the remainder of the sentence. LITERATURE. (a) To know the meaning of words, phrases and clauses; to distinguish between synonyms in common use; to recognize the leading thought in each sentence and tell how it is modified by words, phrases and clauses; know the geographical, biographical and historical references in each lesson; se- lect the plain similes, and supply any ordinary ellipses found in the reading or literature lessons. (b) Memorize lessons LIX, LXII, LXIV, L.XXVII, LXXXIII, LXXXV, and the short extracts printed in italics. (c) Know the historical connection of the events recorded in lessons LVI and LXXVII. (d) See suggestions, Junior Third Literature. GRAMMAR. General review of former limit. l-ii I fl i / Sfl COURSE OF STUDY. The Clause, What it is; kinds; principal and subordinate. Note. — A clause is a combination of properly related words contain- ing one subject and one predicate. Classification of Simple Sentences into declarative, interrogative, im- perative and exclamatory. ,. . ,. Analysis of the Simple Sentence or Clause into subject or subject phrase, predicate or predicate phrase, object or object phrase (if any). Analysis of (a) Subject Phase into subject word and its modifiers; (b) Predicate Phrase into predicate word and its modifiers; (c) Object Phrase (if any) into object word and its modifiers. , ..,■.■,., Note. — The grammatical relation of each modifier should be given, and its function definitely stated. Analysis of the Simple Complex Sentence into clauses (a) with one prin- cipal and one subordinate clause; (b) with one principal and two or more subordinate clauses; give grammatical relation and state function of each subordinate clause. ' '' "' Analysis of the Compound Sentence into clauses, (a) with two clauses; (b) with more than two. Analysis of the Compound Complex Sentence into clauses, (a) with two principal clauses and one subordinate; (b) with two or more principal clauses and two or more subordinate clauses. • Note. — In the analysis of all sentences containing subordinate clauses give the grammatical relation and state the function of each subordinate clause. The analysis of the simple sentence and the principal clause in a sentence are alike. Phrases may be arranged in the same classes in which words are ar- ranged. If a phrase is used as a noun, or as a verb, it has the value of a noun or a verb; if it modifies the meaning of a noun, it has the value of an adjective; if it modifies the meaning of an adverb or an adjective it has the value of an adverb; if it modifies the meaning of a verb, it has the value of an adverb, or of a noun in the objective case. Note, — "A phrase is frequently introduced by a preposition, a parti- ciple, an infinitive, or a normal adjective (i. e. a word used regularly as an adjective). The first is a prepositional phrase, the second a participial ! i WM MM FIFTH YEAR. 23 Ite. lords contain- rrogative, itn- Hbject phrase, odifiers; (b) ect Phrase (if ^ ''e given, ith one prin- tWG or more tion of each two clauses; i) with t\»ro e principal ate clauses subordinate clause in a Js are ar- k'ahie of a I'ue of an it has the e vahie of a parti- 'y as an f>rticipial phrase, the third an infinitive phrase, the fourth an adjective phrase." — Welsh. Pupils are expected to be able to analyze any ordinary sentence in the Third Reader, to know the different classes of sentences, and the different kinds of clauses and phrases with a correct knowledge of their functions, in addition to the limit prescribed for the Junior Third Class. No text book is to be placed in the hands of the pupils. Teaching should be done orally and from the blackboard. Practice work to be taken from reading lessons. COMPOSITION. Letter writing continued; correct in form, with capitals and punctua- tion marks; all letters to be properly folded and addressed. Brief synopsis of reading lessons, or portions thereof; reproduction, imagination, and picture stories. The structure of simple, simple complex, compound and compound complex sentences should be taught practically by having^ pupils (a) condense two or more statements into a simple sen- tence; (b) condense three or more statements into (i) a simple-ccmplex sentence, (2) a compound senlei'ce, (3) a compound-complex sentence. Expand words into phrases and clauses; expand phrases into clauses; contract clauses into phrases and phrases into words. Connective words and their use. V.\ >(• I< ','., Note. — Strictly insist upon the proper use of capital letters and punct- uation marks in every exercise. !.-.■. • ,= ...:,,,': -., ..■ WRITING. \ Sr-.,., ... Authorized Copy Books 3 and 4 ; dictation and composition exercises; transcription of lessons : making out accounts, see P. S. Arithmetic pages 56-59. Review the formation of each letter separately, explain and illustrate the principles which govern the formation of both small and capital letters and give special drill on all words or letters badly written. No shading of letters; observe instructions already given. If possible let each pupil have a practice pad. SPELLING. Dictation exercises from reading lessons ; numerals, cardinal and 24 COURSE OF STUDY. iili i^ II. I '• I I k ordinal ; geographical, grammatical, historical and arithmetical terms that occur in the lessons taught on these subjects ; words in common use, but not found in lessons. Review sfsecial features of former limits. .;■ ; . ,• j=<,,r < Give exercises in the division of words i»to syllables. All new words must be written neatly on the blackboard. ... . !i,' 'S * DRAWING. ' i Review former limit and introduce pentagon, rhonibos and rhomboid ;. give exercises embodying these forms, ..:,.., , , Review the terms used in the former limit, and introduce quadrisect, and point of intersection. Authorized Drawing Book No. 4. ' i • ■ ' ' ' '• HISTORY. ; t : Conversational lessons — The Indians : Characteristics, their homes and manner of living. The Hurons, Algonquin*, Iroquois : where locat- ed. ■--■-" ;••■ . ^ -■■ ' -:---l-- -"..u:'vT V,;'. ,.,(;?!•. ^x'> Note — Show on the map of North America, the relative positions of these tribes ; outline each topic on the blackboard. Discovery of America I4g2 : The ships of the isih century; mar- iner's compass; Columbus: a short sketch of his early life; his theory; his difficulties; his success. Ferdinand and Isabella of Spain; England and France eager to share the results. Other navigators: Cabot, Magellan, Drake, Frobisher. Discovery of Canada, iSS4'- Jacques Cartier; the fur trade; the fisher- ies; early attempts at settlement; Champlain; Jesuit Fathers; merchant companies; the one hundred associates. Canada under the Frenc/i: Indian wars; royal government, 1663;, Frontenac; La Salle's discoveries; treaty of Utrecht; capture of Quebec, 1759; Wolfe; Montcalm; treaty of Paris, 1763; conspiracy of Pontiac. Military rule: (Quebec Act; American revolution; treaty of \^er- saiPes, 1783; U. E. Loyalists settle in Canada. Constitutional Art of 179 1', The first parliament; (lovenior Simcoe;. :r^s^ FIFTH YEAR. 25 il terms that ^on use, but ; u:-i. > !.„•■.! '■" /• rhomboid ;. f^iiadrisect, leir homes here locat- 3sition.s of "ry; mar- 'eory; his land and ^lagellan, ^e fisher- nerchant Quebec, ac. )f Ver- nicoe: civil law of England; establishment of district Grammar Schools in 1807^ I of common schools in 18 16; Sir Isaac Brock. " War of 1812-14: Battles of Queenston Heights, Stoney Creek, Mora- viautown, and Lundy's Lane; Tecumseh; Mrs. Secord; Treaty of Ghent, 'I he Rebellion of 18 jy\ The Family Compact; the Clergy Reserves; Sir P'rancis Bond Head; McKenzie; Papineau; Lord Durham; the union of Upper and Lower Canada, 1S41. > ' f . .,.,t ji «• v How we are governed: Townships; incor]»orated villages; towns;, cities, counties. Note — No text book to be placed in the hands of pupils. Teach Geography and History conjointly; outline each topic before teaching itt use these topics as subjects for composition; have pupils write answers tm. blackboard. GEOGRAPHY. ( ! Conversational lessons: — Effects of suit's rays, perpendicular, oblique. Zones : how produced, names, boundaries. Seasons : names, causes, revolution of the earth around the sun, inclination of its axis; equator, parallels of latitude, longitude; meridians, tropics, Arctic and Antarctic circles; land and water : their proportion and how distributed. , ,., Maps. North and South America ; countries with their capitals, mountains, lakes and rivers; Dominion of Canada ; boundaries, capital, chief cities, provinces, with their capitals, railroads, canals; Ontario, counties with county towns, railioads, canals. Public School Geography — Lessons 16, 19, 23 and 36, to be carefully prepared, lessons 20, 21, 22 and 24 to 31 inclusive, to be carefully outlined,, omitting, however, minor details. Note.— The purpose to be served in teaching these lessons is to give the pupils a general knowledge of the countries named in them, but not to load the mind with unimportant details. ■ , Map Drawing : — North America, South America, Dominion of Canada, Ontario, Lakes Ontario, Erie, Huron, Superior, and the Georgian Bay, locating on each the principal ports. Dertnitions — Review former limits thoroughly, and teach any detini tions used in the P. S. Geography thM have not been taught. y ! ; 26 COURSE OF STUDY, ARITHMETIC. 1. Mental work: — Review former limit; easy exercises in addition, subtraction, multiplication and division of simple fractions and mixed num- bers Note — No problem to contain more than three separate quantities. Percentage: — Calculating any rate on any number up to loo; applica- tion of per centage, (a) to calculate the profit and loss on sale of merchan- dise, (1)) to compute the interest on any sum of money not exceeding $ioo, for a.-y number of years or months. No fractional numbers to be used. 2. Written work: — Sections IV and V of chapter IV, and sections I and II of chapter V; cancellation;- problems in percentage to enable pupils to compute (a) the profit and loss on the cost price of merchandise; (b) the levying of taxes; (c) the interest on any sum of money for any number of years and months. 3. Theory: — To know the meaning of and be able to use correctly the tollowing terms:— rectangle, square, quad, cube, dimensions of a sur- face, dimensions of a solid, perimeter, area, square of roofing or flooring, volume of a solid, integer, even number, odd number, prime and composite numbers, measure, common measure, G. C. M. percentage and its symbol %, principal, interest, time, rate per cent, rate per unit, amount, assess- ment, levying a rate, profit or gain, loss. :. '.I ; ' - • ■ '■\ , .■■ . I -i .!■ ■ • :vr^ '< ' . .1 '■ ■.-/-.-' . -' , I. : ■ -• ■ • ■. •■ .. ,!-■ - ■' ^ ■ ■ \ 1 -' '■ I ^'ii I';:- i'."> '.' .1 ■> ■ f 11 .'1 . ' < .1 ! SIXTH YEAR, ■ t..' I •'" ss in addition, Id mixed nuni- quantities. |o loo; applica- I'e of merchan- fceeding $,oo, |o be used. [and sections I 'enable pupils nclise; (b) the ly number of use correctly ons of a sur- Z or flooring, and composite and its symbol 'ount, assess- i / ■ > ' j i 4 . ,' ( ' -;-,./, Kourthi Class, Juinior 6th Year. 1,1 •, , \i i, , ' READING. I Authorized Fourth Reader to page 20o. .- \v*v"/. II Supplementary Reading, . ;,.».; i / . ■ ■ III Special selections to be committed to memory. The special purpose of this year's work is to apply practically the fol- lowing principles relating to the proper inflection of the voice, viz : — The rising inflection denotes incompleteness of statement^ or appeal to the hearer's will 07 knowledge, and is the inflection of continuity, doubt, enquiry of deference* The falling inflection denotes completeness of statement or predicates the speaker'' s 7vill or knowledge, and is the inflection of conclusion assurance, assertion or command. The general purpose is to improve the quality of the reading by careful attention to fluency, naturalness of ex- pression, the proper use of pauses, together with correct* emphasis and in- flection. It is better to develope the particular use of pauses, emphasis, and inflection from the general principles already given than it is to com- mit to memory a number of special rules. Cultivate the judgment by hav- ing pupils apply general principles to particular cases. Lessons in geography and history should be used frequently as ex- ercises in reading. LITERATURE. " ' I. In addition to what is required for the general work of the Third Class, pupils should be able to select and know the use of the following figures of speech, viz Metaphor, Ellipsis, Simile, Personification and An- tithesis. 2. Sentence structure as illustrated by the following principle should be taught inductively: " Words, plnascs and clauses should be so placed that their grammatical relation may be readily seen^ 3. The principles of expression as given on pages 1 1 to 16 Fourth Reader, should be taught practically and illustrated from time to time by selected passages from the reading lessons. 4. The historical connection of each of the following lessons should be carefully studied by the pupils: 7, 8, 27, 36, 38, 51, 52 and 66. I ' . 28 COURSE OF STUDY. 5. Memory lessons: those prescribed from time to time for the entrance examination. . - ;j , ■ .i. ■ ■. >■ k GRAMMAR. Review of preceding limits. Noun. Kinds — proper and common. Number. Singular and plural; plural how formed. ' Case. Nominative, possessive and objective; modes of denoting possessive. * . Pronoun. Inflection, person, gender, number, case. Kinds — Person- al, relative, interrogative; how used. ,,-1 -, Adjective. Kinds— limiting, qualifying ; Inflection, comparison, positive, comparative, superlative; how formed. ' ^ vi> I - ' > ■ ' - Verbs. Person, number, government, agreement. Tense — present, past and future. Mood — indicative and imperative; Conjugation — old and new; how distinguished; kinds — transitive and intransitive: auxiliary verbs — Conjugatibn, use; verb phrases — how formed, what they indicate; imple and compound tenses; Infinitive — its use, its two forms; Partici- ple — its use, kinds, how formed; Adverb — use, comparison; Conjunction — its use in compound and complex sentences. Analysis of simple, simple complex, compound and compound-complex sentences, with classification of phrases and clauses. ^ ; c 1.. ■ Parsing. State part of speech, grammatical relation and inflection as far as given in this limit. Pupili are expected to analyze any ordinary sentence in the reading limit, and parse selected words, giving inflections specified in this limit. Note — Text book to be used (or reference; subject to be taught orally and from blackboard; practice work in reading lesson. COMPOSITION. 1. Rivieiv preceding limit with special reference to sentence structure, expansion and contraction of phrases and clauses, punctuation. 2. Variety of expression', changes of construction. Change an active verb into its passive form and vice versa. Change a '*ord into a phrase, a phrase into a clause, and vice versa. Change the declarative into the inter- SIXTH YEAR. 7» |ie for the entrance pes of denoting Kinds- Person- ^' comparison. Tense— present, ^njugation-oitj s«Jve: auxiliary fhey indicate; forms; Partid'. ^Conjunction— >ound.coniplex ' 'n fleet ion as ^^^ reading ^is limit. 3"ght orally - structure, ^^ active phrase, a fhe inter- rogative or exclamatory form and vice versa. Change the form by using the expletive "there" and the anticipative "it," and vice versa. Change from direct quotation or narrative into indirect quotation or narrative, and vice versa. Use of synonyms or equivalent expressions. Transposition of words, phrases, and clauses. 3. Paraphrasing selected passages. Note. — Work out the paraphrase, idea by idea, and thought by thought, rather than word for word. The best paraphrase most closely follows the sense, and not the form or the words of the original. Let the words be fitly chosen and Well arranged. 4. Synopses of lessons in literature, geography and history. Narra- tive and descriptive compositions; Historical and biographical sketches from historical studies. Note, — Blackboard exercises are to be used in sentence structure, chaflges of construction, and paraphrasing. Pay special attention to the correction of errors. ; . . WRITING. # 1. Authorized copy books Nos. 5 and 6; common business forms; dic- tation and composition exercises. , ., ; ,. !., , 2. Book-keeping: single entry as far as to apply the following funda- mental principle to any ordinary business tranr.actions, viz: *^ Debit M. per- sons who get in our debt, and Credit all persons who get out of our debt." SPELLING. , Dictation exercises : geographical, grammatical, arithmetical, and historical names ; words in common use not found in lessons; selected sentences containing words pronounced alike but spelled differently ; division of words into syllables ; common abbreviations. Review special features of preceding limits. DRAWING. 1. Review former limit and introduce cone and pyramid ; give exercises embodying these figures ; drawing familiar objects, local build- ings and simple forms of leaves and flowers. 2. Introductory lessons on perspective, introducing the terms,, horizon- tal line, point of sight, centre of vision, ground line, 3. Drawing Book No. 5, 30 /:i 1- '• I COURSE OF STUDY. HISTORY. 1. Review preceding limit ; Canadian History from 1841 to 1867 ; outline history of the Maratime Provinces with a careful study of the causes and events that led to Confederation ; the Confederation Act of 1867. 2. English History to the end of the Tudor pei-iod ; how we are governed ; review of preceding limit ; Provincial parliament ; House of Commons ; Senate ; Lieutenant-Governors ; Governor General. , , 3. Biographical sketches of prominent men. •^ GEOGRAPHY. Conversational lessons : climate, kinds, torrid, temperate, frigid, moist, dry, healthy, unhealthy. • / Causes affecting climate: (a) As to heat: latitude, elevation, prevailing winds, ocean currents; (b) as to moisture: rain fall, adjacent bodies of wat- er ; (c) as to healthfulness: purity of air, equable temperature. Maps. Dominion of Canada as a whole: each of the provmces sep- arately; review of Ontario minutely; Wentworth, United States, Mexico, Central America; West India Islands; Europe, British Empire. Note — Lessons on these maps to be given conjointly with the study of the lesson in the P. S. Geography. Public School Geography. Lessons 32, 33, 34, 35, 37, 38, 39 and 40 to be carefully prepared, and lesions 16, 19, 23 and 36 reviewed. Map Drawing, All the maps s' udied either in P. S. Geography or from the blackboard; sections of maps should be given as exercises; sizes of maps enlarged or diminished according to a given scale. Commercial Geography. The production of the farm, forest, fisheries, mines and factories; water communication and other means of transport of the countries named in lessons prescribed in P. S , Geography. ARITHMETIC. Mental IVork. Simple problems in analysis, fractions and percentage. Note — The work in mental arithmetic should practically cover the same ground as that prescribed for written work but the operations should be confined to small numbers. SIXTH YEAR. 31 from 184, (^ ,g K"' study of the causes' pon Act of 1867. f^enod ; how we are irliament ; House of k General. temperate, frigid^ Written work, P. S. Arithmetic; chapter V, section III, and chapter VI, sections I to VI inclusive; selected problems covering the work requir- ed for admission to senior fourth class. Theory. To know the meaning of and 'oe able to use correctly the following terms:— Multiple, common multiple, L. C. M., fractional unit, prime unit, fraction, numerator, denominator, proper and improper frac- tions, mixed numbers, simple and compound fractions, complex fractions. AGRICULTURE, (for rural schools only.) Chapters I to IV inclusive. Authorized text book to be used. TEMPERANCE. Conversational lessons on chapters I to XVIII inclusive. Authorized text book. ^'evation, prevailing ^cent bodies of wat- -rature. the provmces sep. ^fJ States, Mexico, Empire. ly with the study fV:*--ii\ ■ '' 38, 39 and 40 to ewed. S. Geography or 's exercises; sizes forest, fisheries, sof transport of »nd percentage. ■cover the same ons should be w[(-, ;,c'..'Tr '•'t) '.- _i'..,r : II ■ ■-^i. -vr./i'-. '; -.•> COURSE OF STUDY. i : :!t^' Kou.rtln Class Senior— 7tl:i Year READING. t I. Authorized Fourth Reader, completed. '• *■ II. Special lessons for entrance examination. III. Supplementary Reading. ,, • ; , The special purpose of this year's work is to cultivate proper vocal expression. This includes Modulation and Force. Modulation is to the sentence what emphasis is to the words in a phrase or a clause, or what accent is to the syllables in a word, and distinguishes the more important passages by a change of key. Force is the volume or degree of loudness used in reading, and may vary from a whisper to a shout. The voice of the reader adds to the selection a commentary on its sentiment and a judg- ment on its reasoning. The general purpose is to develope in the pupils the ability to read any selection with intelligence and expression; intelli- gence, to bring out clearly and definitely the thought; expression, • to use such tones of voice as may be necessary to expiess the thought with proper effect. Lessons in geography and history should be used frequently as exer- cises in reading. LITEKATURE. 1 . The general work of the Third and Fourth classes should be con- tinued and in addition thereto the following figures of speech introduced and their uses taught, viz : — Hyperbole, Climax. Irony and Sarcasm. 2. Sentence structure as illustrated by the following principles should be taught inductively, (a) ^""The heginnini; and the end are the emphatic places in the sentence^ hence changing the natural order emphasizes im- portant words and phrases and adds to the for^e and beauty of the sentence. ^^ (b) ^A sentence should have unity and continuity of thought.'''' ' 3. The principles of expression as given on pages 11 to 16, Fourth Reader, should lie taught practically, and illustrated from time to time by selected passages from the rtjading lessons. 4. The historical connection of each of the following lessons should be carefully studied by the pupils :— 68, 75, 76, 79, 80, 84, 85, 86, 92, 93, 95, 96 and loi. 5. Memory lessons : Those prescribed from time to time for the en- trance examination. wm SEVENTH YEAR. 38 '^Vear tt^ proper vocal 'ation is to the :'ause, or what "5ore important ^ee of loudness The voice of °nt and a judg. »e in the pupils ression; intelli- ession, • to use fit with proper ^nHy as exer- 'lould be con- -h introduced •arcasm. icip/es should ^'le emphatic P^iasizes itn- fte seitteiKe. " '6, Fourth i^ lime by ons should 56, 92,93, ff^r the en- GRAMMAR. Review carefully the accompanying outline of the English sentence. Analysis of sentences and paragraphs in Fourth Reader. Parsing selected words and phrases. Correction of errors in syntax with reasons. Construction of sentences giving grammatical equivalents for words, phrases and clauses. ■> ; . , , . Teach such technical terms (not found in these limits,) as may be nec- essary to enable the pupils to understand clearly the structure of the sent- ence, and the functions of the different elements that enter into its con- struction. OUTLINE OF THE ENGLISH SENTENCE. I. As to form. l' Simple, I Simple-Complex "j Compound. VCompound- Complex Words ^Declarative. 2. As to state- I Interrogative. j Imperative. \. Exclamatory. / Proper, i. Common, r Personal. -J Relative, [interrogative. /Limiting. \ Qualifying. ment. 'Noun.. .. Pronoun . Adjective . 3. As to elements. Phrases 1 Clauses. /.' ■■>■ Verb i Transitive. I Intransitive. Adverb (Simple \ConjuncMve Preposition. Conjunction. Jnterjection. /'Subject. I Predicate. ,Kind ig'^J^c^. , I rrt positional. I Infinitive. - I Participial. rNoun, Functions. . . . ( Adjective. 1 Adverb. IVerb. (Kind /Principal. \ Subordinate. I Noun. Functions . . .-! Adjective. I Adverb. 81 COURSE OF STUDY. 4. Analysis of the sentence, (a) State kind of sentence (i and 2); (b) give number of clauses and state kinds; (c) read or write each clause sepa- rately; (d) give grammatical relation, and state functions of each sub. clause. 5, Analysis of the Clause, (a) Give subject word and modifiers, state functions of each; (b) give predicate word or words and modifiers, state functions of each; (c) give object word (if any), and modifiers, state functions of each. COMPOSITION. ; 1. Review briefly sentence structure, expansion and contraction of phrases and clauses, punctuation, and changes of construction. 2. Paraphrasing : select more difficult passages in poetry and prose. 3. Paragraph : unity and continuity ; logical sequence of sentences. 4. Narrative and descriptive composition. . 5. Historical and biographical sketches from historical studies. 6 Essay writing : not less than 30 nor more than 60 lines. : •(.'. Note I. — The following general outline may be suggestive in writmg upon any given theme : (a) introduction, select some suitable topic for a beginning ; (b) explanation, outline method of discussion under suitable heads ; (c) discussion, discuss each heading separately ; (d) conclusion. Note II. — Use blackboard exercises frequently in teaching composi- tion to secure, (a) correct form of sentences ; (b) variety of expression ;. (c) suitable outlines for essays. • •' '. ' . . WRITING. ' I. Book-keeping ; single entry as far as to apply the following funda- • mental principles to any ordinary business transaction, viz: — (a) ''^Credit all persons whom we owe, and debit all persons when we get out of their debt." (b) debit all persons who owe the business on accoint, and credit all persons the business owes on account. ,( 2. Common business forms. '^"'3. Dictati'^n and composition exercises. J' .. SPELLING. • Dictation exercises : sfelected sentences containing words pronounced SEVENTH YEAR. 86 alike but spelled diflferently ; geographical, grammatical, arithmetical and historical names ; division of words into syllables ; common abbreviations. Review special features of preceding limits. DRAWING. 1. General review of figures and definitions; drawing familiar objects, local buildings and simple forms of leaves and flowers, 2. Explanation and use of terms, section, elevation, end view, top view, front view. 3. Exercises in perspective as far as contained in drawing books. 4. Drawing Book No. 6. HISTORY. . r 1. Review preceding limits, with special reference to the growth and developement of our system of government, municip^al and parliamentary. 2. Canadian History from 1867 to the present time. 3. English history from close of Tudor period to the present time. 4. Nineteenth century progress. . 5. Biographical sketches of prominent men of this century. GEOGRAPHY. Conversational lessons. Races of mankind — Caucasian, Mongolian, Malay, Negro, American; their characteristics and distribution; condi- tion, savage, barbarous, half-civilized, civilized. The animal kingdom in each zone; the vegetable kingdom in each zone; the difference in the seasons, north and south of the equator. Maps. Review maps in preceding limit: Asia, Africa, Australia, British Islands, P. S. Geography. Lessons 41 to 46 inclusive; review carefully lessons 19. 23» 39 and 46. Map Drawing. Continued so that pupils shall be able to outline any of the principal maps from memory, more especially those of the Dominion of Canada, Ontario, Wentworth, British Islands and their dependencies. ^ 96 COURSE OF STUDY. Commercial Geography. The principal areas where the following por. ducts are obtained: gold, silver, copper, iron, lead, tin, coal, salt, grains and their kinds, fruits and their kinds, cotton, sugar, tea, coffee, spices, rice, tobacco, silk, wool, hides, lumber, petroleum, and any article we ex- port or import. , , . ♦ . -*i- \.^ Note. — Make imaginary voyages from one port to another, and return, describing cargo going and coming, and the route. • ; ! . ■;_,'■ V^., '•./ ARITHMETIC... >^.^; ''-'■' Mental work. Prdblems in analysis, fractions and percentage. Written work. P. S, Arithmetic, chapter vi, sections 7 and 8, and chapters vii and viii; easy problems in square root; selected problems cov- ering the work prescribed for entrance examination; easy problems in men- suration. Theory. Review preceding limits and take up the remaining technical terms used in the Public School Arithmetic. , AGRICULTURE-(For Rural Schools only). Chapters 5, 6, 7 and 16, authorized text book. :-:a :>A;1 . ' ■ TEMPERANCE. • '' ^-'-.-^ ■■ ' Text book and work prescribed for entrance examination. u <■■ '- ' S,' 1 .1,'- .' -•■;.^'.0.'>v. ;'-:.0 .•'■'! t ' ,\'.mi . - ■■ EIGHTH YEAR. 87 Fifthi Class— 8th Year READING. — A general knowledge of the principles of orthoepy and of elocution; reading, spelling and syllabication. ENGLISH GRAMMAR.— Etymology and syntax; exercises chiefly on authors not prescribed. ENGLISH COMPOSITION AND RHETORIC— The fram- ing of sentences and paragraphs; paraphrasing of prose; expansion and contraction of prose passages; synonyms; correction of errors; rhetorical analysis of passages from prose authors not prescribed; themes on familiar subjects and the prescribed texts; familiar and business letters. ENGLISH POETICAL LITERATURE.— Intelligent com- prehension of and tamiliarity with the prescribed texts; memorization of the finest passages; oral reading of the texts. HISTORY AND GEOGRAPHY.— The leading events of Can- adian and English history — the nineteenth century more particularly. Commercial, physical, and mathematical geography. Geography of Can- ada and the British Empire more particularly. ARITHMETIC AND ELEMENTARY MENSURATION. — Arithmetic in theory and practice; special attention to commercial prob. lems; area of rectilinear figures, and volumes of right parallelopipeds and prisms; the circle, sphere, cylinder and cone. COMMERCIAL COURSE.— Writing; Precis writing and index- ing; book keeping, single and double entry; commercial forms; general business transactions. AGRICULTURE (for rural schools )— Authorized Text Book. DRAWING. — Freehand; practical geometry; perspective; object drawing, and industrial designs. Note — Algel)ra, Geometry, Botany and Physics shall be optional subjects and shall be taken up only when, in the opinion of the Inspector and Trustees, the circumstances of the school permit of their being thor- oughly taught without injury to the other classes Physics should not be taken up unless a proper supply of apparatus is provided. y\