SCHOOL REGULATIONS
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OF THE


CATHOLIC COMMITTEE
OF THE
COUNCIL of PUBLIC INSTRUCTION
OF THE
PROVINCE OF QUEBEC
(REVISED IN 1915)
(TRANSLATION)
PRINTED BY ORDER OF THE GOVERNMENT
(Phomm
Catholic
Jual Roman

This volume is the property of the School Board.
QUEBEC
1915
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SCHOOL REGULATIONS of the CATHOLIC COMMITTEE
OF THE
COUNCIL OF PUBLIC INSTRUCTION
OF THE
PROVINCE OF QUEBEC
(Revised in 1915)
THE REVISION
This revision of the Regulations of the Catholic Committee of the
Council of Public Instruction has been made by the Superintendent
of Public Instruction in conformity with the following resolution
adopted on the 14th. May, 1913:
(6
'Whereas a new edition of the Revised Regulations of the Catholic
Committee is needed, the Committee requests the Superintendent to
revise the Regulations and to report to the Committee."
On the 23rd. September, 1914, the Superintendent submitted the
new Revision to the Catholic Committee, which, thereupon, authorized
the printing in the two official languages, of a new edition of the
Revised Regulations of the Catholic Committee.
TABLE OF CONTENTS
OF THE
REGULATIONS OF THE CATHOLIC COMMITTEE
OF THE
COUNCIL OF PUBLIC INSTRUCTION
CHAPTER I
GENERAL PROVISION.SCHOOL YEAR.-SCHOOL HOURS.-ENGAGEMENT OF TEA-
CHERS
SECTION 1.-General provision.
SECTION 2.-School year..
SECTION 3.-School hours..
SECTION 4.-Engagement of teachers..
PAGES
1
3
3
4
CHAPTER II
SCHOOL SITES. SCHOOLHOUSES AND OUTBUILDINGS.-SCHOOL FURNITURE AND
APPARATUS.-REGULATIONS CONCERNING SCHOOLHOUSES.-REGULATIONS
CONCERNING MEDICAL INSPECTION OF PUPILS AND SCHOOLS
SECTION 1.-School sites..
5
SECTION 2.-Schoolhouses and outbuildings..
6
SECTION 3.-School furniture and apparatus...
7
SECTION 4.-Regulations concerning schoolhouses.
9
SECTION 5.-Regulations concerning medical inspection of pupils and schools..
10
CHAPTER III
PEDAGOGIC ORGANIZATION OF SCHOOLS.-PROGRAMME OF SUBJECTS TAUGHT IN
CATHOLIC PRIMARY SCHOOLS
SECTION 1.-Pedagogic organization of schools..
SECTION 2.-Subjects taught in catholic Primary Schools.
•
10
11
VIII
CHAPTER IV
EXAMINATION OF CANDIDATES FOR TEACHERS' DIPLOMAS.
EXAMINATION OF THE BOARD OF EXAMINERS
SECTION 1.-The Board of Examiners.-Diplomas..
SECTION 2.-Programme of examination of the Board of Examiners.
CHAPTER V
CATHOLIC NORMAL SCHOOLS
SECTION 1.-Establishment of Normal Schools.
SECTION 2.-School of application..
SECTION 3.—Principals of Normal Schools.
SECTION 4.-Professors..
SECTION 5.-Teachers-in-training.
•
•
SECTION 6.-Examination for Diplomas.
SECTION 7.—Teachers' Diplomas..
SECTION 8.-Classification of Diplonas.
SECTION 9.-Bursaries and Prizes..
E
•
• •
•
Course of studies for the Normal Schools-See APPENDIX C.
PROGRAMME OF
PAGES
11
18
18
19
20
21
22
23
24
25
25
•
•
•
169 and following
CHAPTER VI
PRIMARY-AND-DOMESTIC-SCIENCE NORMAL SCHOOLS
SECTION 1.-Establishment of Primary-and-Domestic-Science Normal Schools.
SECTION 2.-Schools of application..
SECTION 3.-Principals.
SECTION 4.-Professors.
Teachers-in-training.
SECTION 5.
•
SECTION 6.-Examination for diplomas.
SECTION 7.-Women teachers' diplomas.
SECTION 8.-Classification of diplomas.
SECTION 9.-Bursaries and Prizes.
SECTION 10.-Pedagogic notes...
•
•
26
27
28
29
30
31
32
33
34
34
191 and following.
Courses of studies for Primary-and-Domestic-science Normal Schools. See
APPENDIX D...
CHAPTER VII
REGULATIONS CONCERNING SCHOOL INSPECTORS
SECTION 1.-Examination of candidates for school inspectorships.
SECTION 2.-Duties of school inspectors..
35
•
37
IX
CHAPTER VIII
PAGES
40
REGULATIONS CONCERNING TEACHERS.
CHAPTER IX
41
REGULATIONS CONCERNING PUPILS....
CHAPTER X
CONCERNING BOOKS SUBMITTED FOR AUTHORIZATION..
43
PRIZE-BOOKS
CHAPTER XI
44
CHAPTER XII
CONCERNING APPEALS TO THE CATHOLIC COMMITTEE.
45
CHAPTER XIII
CONCERNING SCHOOL COMMISSIONERS AND SECRETARY-TREASURERS.....
46
FORMS.
CHAPTER XIV
47
X
APPENDIXES
APPENDIX A.-PROgramme oF SUBJECTS TAUGHT IN CATHOLIC PRIMARY
SCHOOLS WITH YEARLY DISTRIBUTION AND PEDAGOGIC DIRECTIONS
SECTION 1.-Pedagogic organization of schools.
SECTION 2.-Subjects of the course of study.
•
SECTION 3.-Subjects taught in each year of the course.
SECTION 4.—Subjects with yearly distribution and pedagogic directions. .
PAGES
2820
57
67
69
73
APPENDIX B.-PROGRAMME OF DOMESTIC SCIENCE COMBINED WITH THE
PROGRAMME OF THE OTHER SUBJECTS TAUGHT IN CATHOLIC
PRIMARY SCHOOLS.
159
APPENDIX C.-COURSE OF STUDY FOR CATHOLIC NORMAL SCHOOLS
•
SECTION 1.-Table of subjects of the course.
SECTION 2.-Programme of subjects with yearly distribution.
SECTION 3.-Programme of the three courses (primary, model and
academy).
APPENDIX D.-COURSE OF STUDY FOR PRIMARY-AND-DOMESTIC-SCIENCE
NORMAL SCHOOLS
SECTION 1.-Table of subjects of the course.
SECTION 2.—Programme of the course.
•
•
APPENDIX E.-SUMMER SCHOOLS COURSES FOR PERSONS PREPARING TO
TEACH DOMESTIC SCIENCES IN CATHOLIC PRIMARY SCHOOLS.
APPENDIX F.-INFANT SCHOOLS.
•
169
171
173
191
192
203
207
REGULATIONS
OF THE
CATHOLIC COMMITTEE
OF THE-
COUNCIL OF PUBLIC INSTRUCTION
(Revised in 1915)
CHAPTER FIRST.
GENERAL PROVISION. SCHOOL YEAR. SCHOOL HOURS.-ENGAGEMENT
OF TEACHERS.
SECTION 1
General Provision.
1. The public schools of this Province are divided into infant
schools, elementary or primary schools, model or intermediate schools,
academies or superior schools, and schools of domestic science.
2. Each board of school commissioners, or school trustees, shall
establish, in its municipality, one or more schools.
3.-School commissioners and trustees shall, whenever it is possible
to do so, establish model or intermediate schools, or academies, in their
municipalities.
4.—When the number of children from 7 to 14 years old, in
a district exceeds sixty, the schoolhouse shall contain at least two class-
1
2
REGULATIONS OF THE CATHOLIC COMMITTEE
rooms; when it exceeds one hundred and twenty-five, three rooms, an
additional room, at least, being required for each additional fifty children.
5. Industrial and Commercial colleges shall be classed with Acade-
mies in the Superintendent's reports, and in the list of institutions receiv-
ing Government grants, and this without prejudice to the legal title of
such Industrial and Commercial colleges.
6. No institution is allowed to change the title under which it is
known, so as to transfer it from one grade of institution recognized by law,
to a higher grade, without having been previously authorized to do so by
the Catholic Committee of the Council of Public Instruction.
7. Academies and model or intermediate schools, which during two
consecutive years have had no pupils in the Academy or the Model
School Course respectively, shall lose the title of Academy or Model
School as the case may be.
8.-No grants shall be made to Superior Schools which have less
than six pupils following the Superior Course. No grants shall be made
to schools, of which the reports have not been forwarded to the Superin-
tendent within the time prescribed by law.
9.-Those school municipalities only, whose annual share of the Gov-
ernment grant does not exceed two hundred dollars, are eligible for a
grant from the Poor Municipalities' Fund.
10. -Municipalities, desiring to obtain a grant from the Poor Muni-
cipalities' Fund, must make application to that effect to the Superintend-
ent before the 1st September each year.
The application must be accompanied by a certificate from the school
inspector, stating:
1. That the school law and regulations have been faithfully carried
out in the municipality;
2. That the teachers are competent;
3. That there are no arrears due by solvent persons;
4. That the municipality is poor and cannot contribute more than
it does for school purposes.
11. School municipalities that have failed to comply with the in-
structions of the Superintendent shall receive no share of the Poor Muni-
cipalities' Fund.
12. After the school grant out of the Common School Fund has been
refused to a school municipality, the Superintendent of Public Instruction
SCHOOL YEAR
3
may pay the grant to the person authorized to receive it, provided that
the causes for which the grant was refused have ceased to exist.
13.-A deduction of 15 per cent shall be made from all grants, or
parts of grants, paid after having been refused, and the grants thus paid
shall not be for more than three years.
14. Each school board shall select from the authorized books a list
of text-books for use in the municipality, naming one book, or one graded
set of books, in each subject of the course of study, and shall insist upon
their use in the schools of the municipality to the exclusion of all others.
A copy of this list shall be placed in each school of the municipality.
SECTION 2
School Year
15. The schools shall be closed, each year, from the 1st of July to the
first Monday in September, but any school board may, with the approval
of the Superintendent, open one or more of its schools during this period,
when the circumstances of such school render it necessary.
16. The schools of each municipality shall, except with the special
permission of the Superintendent, continue in session each day, except the
holidays hereinafter provided, from the date appointed for the opening
until the close of the school session.
17.-The holidays for the Catholic schools of the Province shall be
as follows:
1. Every Sunday, Holiday of obligation, and Saturday;
2. All Souls' Day (November 2nd);
3. From 31st December to 6th January inclusive;
4. Ash Wednesday;
5. Holy Thursday and Good Friday.
18.-Other holidays may be granted by such persons as under the
first part of article 2566 of the School Law are declared school visitors for
the whole Province, by the Superintendent of Public Instruction, or by
resolution of the school board of the municipality, with the approval of
the Superintendent.
SECTION 3
School Hours.
19.-The school hours shall be from nine o'clock in the forenoon till
four o'clock in the afternoon, unless the school board by resolution pre-
scribes a shorter period.
4
REGULATIONS OF THE CATHOLIC COMMITTEE
20.-There shall be, towards the middle of the class, a recess of not
less than ten minutes, each forenoon and afternoon, during which the
pupils shall not remain in the schoolhouse.
21.-There shall be a recess of one hour and a quarter at least, dur-
ing the middle of the school day.
22.-School commissioners and trustees shall see to it that the pupils
are properly overlooked during the different recesses.
SECTION 4
Engagement of Teachers
23.-Male teachers shall be eighteen years and female teachers sev-
enteen years old. They shall have respectively completed the eighteenth
and the seventeenth years of their ages.
24-Each school board shall engage its teachers neither for more
than one school year, except in special cases to be decided by the Super-
intendent, nor for less than one school year, except to replace a teacher
retiring before the end of the school year.
25. When legally qualified teachers cannot be found, the permission
to engage other teachers may be granted by the Superintendent.
26.—The permission given to teach to persons not legally qualified to
do so, may be granted only on the following conditions: 1. That the can-
didates shall produce certificates, signed by the Curés of their parishes;
2. That they be recommended by the Curé and School Inspector of the
parish in which they desire to engage; 3. That they give a written promise
to present themselves for examination at the next meeting of the Board
of Examiners.
27. In the engagement of teachers the school board shall consider
the special needs and circumstances of the several schools under its con-
trol, and shall allot the teachers among these schools so as best to promote
the interests of the whole municipality.
28.-Teachers' engagements shall be made in triplicate in accord-
ance with Form No. 6. (See Form No. 6.)
29.-One of these engagements shall be sent to the Superintendent,
another to the teacher, and the third shall remain in the possession of
the School Board.
.
SCHOOL SITES
5
LO
30.—When the average attendance of an elementary school exceeds
fifty, a second teacher shall be engaged, for the following year, for that
school by the School Board. A second teacher shall also be engaged for
any model school or academy, when the number of names in the school
journal is forty or over forty. The second teachers shall in each case be
certificated.
31.-When a School Board engages two or more teachers for one
school, it shall name one of the teachers Principal or Director of the
school.
32.-School commissioners and trustees may cancel the engage-
ments of teachers on account of incapacity, negligence in the performance
of their duties, insubordination, misconduct, or immorality.
CHAPTER SECOND
SCHOOL SITES. SCHOOLHOUSES AND OUTBUILDINGS. SCHOOL FURNITURE
AND APPARATUS.-REGULATIONS CONCERNING SCHOOLHOUSES.-
CONCERNING MEDICAL INSPECTION OF PUPILS AND SCHOOLS
SECTION 1
School Sites
33.-School sites shall be in dry, elevated positions, easily accessible,
and provided with good water.
34.-School sites shall, when possible, be isolated and so situated
that the surroundings will not interfere with the work of the classes nor be
injurious to the health or the morals of the pupils.
35.-School sites shall not exhale any miasmas, and they shall be as
far removed as possible from swamps or cemeteries.
36. The school grounds shall be properly levelled, planted with
shade trees, and enclosed by a substantial fence. They shall not, unless
with the special permission of the Superintendent, be less than a quarter
of an arpent in extent. A larger area shall be provided for large schools.
37.—The schoolhouse shall, when possible, be placed at least thirty
feet from the public highway.
6
REGULATIONS OF THE CATHOLIC COMMITTEE
SECTION 2
Schoolhouses and Outbuildings
38. In each schoolroom the floor area shall be at least fifteen square
feet for each pupil, and the height from floor to ceiling at least ten feet, so
as to give at least one hundred and fifty cubic feet of air space per pupil.
39.-There shall be ante-rooms or cloak rooms for pupils of each sex,
separate from the schoolroom, warmed, ventilated, supplied with hooks,
and with shelves for the pupils' luncheons.
40.—The outside door shall never open directly into a classroom and
the doors of all the principal exits as well as any doors at the bottom of
a staircase, shall open outwards.
Schoolhouses of two or more stories shall be provided with outside
fire-escapes, such as: iron staircases, canvas or metal tubes, or some other
reliable safety-device for use in case of fire.
41. The use of wall paper is absolutely prohibited in schoolhouses.
42.-The windows of a schoolroom shall be placed on both sides of
the room, or only on the left side of the pupils, but never in front of the
pupils. The area of the windows collectively shall not be less than one-
sixth of the floor surface of the room.
43. The top of each window shall be carried up as near the ceiling
as possible, and the bottom of the side windows shall be at least four feet
from the floor.
44.-The windows shall open readily from the top and bottom by
means of pulleys and weights, and when double windows are used a
ventilator shall be provided at the top and bottom of each double win-
dow.
45.—The teacher's dwelling shall not occupy any part of the school-
house, wherever it can be avoided. Where compliance with this rule
is impossible, the following conditions shall be observed: if the dwelling
be on the same floor as the schoolroom, they shall be separated by a good
wall, or plastered partition and not by a simple wooden partition. In
this partition a doorway shall be made; this doorway shall be provided
with double doors which shall remain closed during school hours.
46. If the dwelling be in the second story, or in the garret, the
stairway shall not lead into the schoolroom, and a well deafened floor
shall separate the dwelling from the classroom.
SCHOOL FURNITURE AND APPARATUS
7
47. Schoolhouses shall be built and repaired in accordance with
plans and specifications furnished or approved by the Superintendent.
Schoolhouses shall not be occupied before having been examined and
accepted by the school inspector, at the request of the school commis-
sioners or trustees, as the case may be, and the said commissioners or
trustees shall pay the travelling and other expenses incurred by the
school inspector for this purpose. The school inspector shall, without
delay, transmit, to the Superintendent, a report of his examination.
48.-Separate closets, divided into compartments for a single child,
shall be provided for the sexes. Each compartment shall be about two
and a half feet wide by three and a half deep, painted or whitewashed
both inside and outside.
49.-Urinals shall be two and a half feet wide and three feet deep.
The partitions and other woodwork shall be painted or whitewashed.
50.-There shall be a closet seat for each 15 girls or 25 boys, and a
urinal for each 15 boys. Both seats and urinals shall be proportioned
to the height of the pupils. The roof shall be so arranged as to protect
both seats and urinals from rain and snow; it shall project at least three
fect.
51.-Proper care shall be taken to secure cleanliness in these closets
and to prevent unpleasant and unhealthy odors. The approaches from
the schoolhouse to the closets shall be so kept that the closets may be
reached with comfort in all kinds of weather.
SECTION 3
School furniture and apparatus
52.-Each classroom shall be provided with a sufficient number of
good tables, or desks, and seats with backs; desks and seats shall be made
from plans approved by the Superintendent and accepted by the school
inspector.
53.—When for any reason it becomes necessary to procure new fur-
niture, desks of only one or two places, each with a shelf, on which books
may be placed, shall be bought.
54. The seats and desks shall be so arranged that the pupils may
sit facing the teacher.
8
REGULATIONS OF THE CATHOLIC COMMITTEE
55. The heights of seats and desks shall be so graduated that each
pupil may be seated, with his feet firmly upon the floor, and his elbows
level with the edge of the desk.
56.-The seats and desks shall be fastened to the floor in rows with
aisles at least eighteen inches in width between the rows; passages, at
least three feet wide, shall be left between the outside rows and the side
and the rear walls of the room, and a space from three to five feet wide,
between the teacher's platform and the front desks.
57.-There shall be a teacher's desk of convenient form with lock
and key; this desk shall be placed on a platform at least six inches in
height.
58.-There shall be a book-case, provided with lock and key, for the
preservation of books and school records.
59.-There shall be one blackboard, at least three feet six inches.
wide, extending across the whole room in rear of the teacher's desk, with
its lower edge not more than two and a half feet above the floor or plat-
form; and, when possible, there shall be two additional blackboards, one
on each side of the room. At the lower edge of each blackboard there
shall be a shelf or trough for holding crayons and brushes.
60.—There shall be in every schoolroom a stove (unless some other
system of heating is used), a wood box, or a coal bin, a shovel, and a poker.
61. The other objects with which each classroom should be pro-
vided are:
A copy of the School Regulations and of the authorized Course of
Study;
A detailed Time-Table;
An authorized school journal;
A crucifix or at least a cross, and a statue or a framed picture of the
Blessed Virgin;
A clock;
A hand bell;
A gong or a wooden signal;
A thermometer;
Crayons and brushes for the blackboard;
A water tap, or a covered water-bucket, provided with at least one
drinking cup;
A broom.
REGULATIONS CONCERNING SCHOOLHOUSES
9
62. In addition there shall be in every school:
A Visitors' Register;
A waste paper basket;
A complete set of maps, including special maps of Canada, and of the
Province of Quebec, which should be authorized;
A terrestrial globe;
An authorized dictionary and a copy of each of the authorized books
in use in the municipality.
SECTION 4
Regulations concerning schoolhouses
63.-School boards shall see that each schoolhouse is kept in good
repair, that the windows are properly glazed and that suitable fuel is pro-
vided; that the desks and seats are in good repair and of proper height,
that the outhouses are in good order and clean, that the blackboards are
kept painted, with the composition used for this purpose, that the steps,
if there be any, be kept in repair, and that everything that is necessary for
the comfort of the pupils and the success of the school is provided. When
a manager is appointed, the school board shall see that he perform hist
duties in a proper manner.
64. No public schoolhouse or school ground or any building, furni-
ture, or other thing pertaining thereto, shall be used or occupied for any
other purpose than for the use or accommodation of the public schools of
the district, without the express permission of the School Board, and then
only on condition that all damages be made good by the persons obtaining
such permission, and that the schoolroom be properly cleaned before the
time for opening the school.
65.-No person other than the teacher shall occupy a school house as
a dwelling without a special permission from the Superintendent.
66.-Dry sweeping is forbidden in schoolhouses.
67.-The floors of classrooms and of study rooms shall be washed
at least once a month. The walls and ceilings shall be washed at least
once a year, during the summer vacation. If the walls and ceilings have
been whitewashed, kalsomined, or papered, they may be disinfected with
formaldehyde gas; in using this disinfectant, the directions of the Provin-
cial Board of Health are to be followed.
68.-The heating apparatus shall be so placed as to give a uniform
temperature of sixty-five degrees Fahrenheit determined by a thermom-
eter, suspended in a proper place, in the schoolroom.
10
REGULATIONS OF THE CATHOLIC COMMITTEE
69.-Provision shall be made by every school board for sweeping each
schoolhouse daily, and for scrubbing the floors at least once every month,
and for making fires one hour before the time for opening school, when
requisite; but teachers shall never be required to do this work, unless
there is special agreement to this effect, between them and the school
board.
70.-School boards shall furnish the fuel necessary to heat the class-
rooms and other parts of their schoolhouses occupied by pupils and teach-
ers.
SECTION 5
Regulations concerning medical inspection of pupils and schools
71. The medical inspection shall take place in the schoolhouses,
and teachers shall do what in them lies to help in the work of inspection.
72.-Though the inspection may take place during class-hours, the
regular work of the school should be interfered with as little as possible.
73.-Inspecting officers shall act in such a manner as not to incon-
venience the teachers, and they should endeavor, in the exercise of their
functions, to respect the distinctive character of each school.
74. Each medical inspecting officer shall make an annual report,
and forward it to the School Board, whose schools he has inspected, and
the Secretary-Treasurer of the School Board shall forward a copy of the
same with his own annual report to the Department of Public Instruction.
CHAPTER THIRD
PEDAGOGIC ORGANIZATION OF SCHOOLS.-PROGRAMME OF SUBJECTS
TAUGHT IN CATHOLIC PRIMARY SCHOOLS.
SECTION 1
Pedagogic organization of schools
75. The notes on the pedagogic organization of schools will be
found in Appendix A, Section 1, of this volume, pages 57 to 69.
A
L
THE BOARD OF EXAMINERS
11
SECTION 2
Regulations concerning the subjects taught in Catholic primary schools
76.-Regulations concerning the subjects taught in the Catholic
primary schools of the Province are comprised under the following heads:
1.—The list of subjects taught, Appendix A, section 2, pages 67, 68.
2.-The Course of Study, Appendix A, section 3, pages 69 to 72.
3.—The Course of Study with yearly distribution and pedagogic di-
rections, Appendix A, section 4, pages 73 to 155.
4. The Course of Study combined with the Course in Domestic
Economy with special explanatory notes, Appendix B, pages 159 to 165.
CHAPTER FOURTH
EXAMINATION OF CANDIDATES FOR TEACHERS' DIPLOMAS.-PROGRAMME
OF EXAMINATION OF THE BOARD OF EXAMINERS
SECTION 1
The Board of Examiners-Diplomas
77.—The Catholic Central Board of Examiners shall, with the Nor-
mal Schools alone, have the power to grant diplomas valid for Catholic
schools.
78. Nothing in article 77 shall be understood as affecting the
validity of diplomas granted previous to the establishment of the Central
Board of Examiners.
79. The diplomas granted by the Central Board of Examiners shall
be of three grades, viz: Elementary, Model or Intermediate School, and
Superior School or Academy, and these are valid for any Catholic
school of the same grade in the Province.
80.-Montreal, Quebec, Three Rivers, Fraserville, St. Hyacinthe,
Sherbrooke, Nicolet, Rimouski, Chicoutimi, Valleyfield, Hull, Joliette,
Ville-Marie, St. Ferdinand d'Halifax, St. Marie de Beauce, St. Anne
des Monts and Havre-aux-Maisons, shall be centres of examination for
the three grades of diplomas; and the following places shall be centres of
examination for elementary and model school diplomas, viz: Baie St.
Paul, Carleton, Farnham, Montebello, New Carlisle, Grand River,
Pointe-aux-Esquimaux, Rivière-au-Renard, Roberval, Sept Isles, St.
12
REGULATIONS OF THE CATHOLIC COMMITTEE
Jovite, Maniwaki, Fort Coulonge, Victoriaville and St. Georges de
Beauce.
81.-The secretary of the Central Board of Examiners shall provide
at each local centre: 1. a suitable room in which to conduct the examin-
ation; 2. a supply of stationery, and 3. the required number of examin-
ation papers.
82. Each year the examination shall take place between the 20th
and the 30th of June. The Central Board shall determine the date on
which the examination shall begin.
83. Each candidate shall notify the secretary of the Central Board
of Examiners, in accordance with Form No. 1, of these Regulations, at
least thirty days before the date of examination, of his intention to pre-
sent himself for examination; he shall, moreover, deposit with the Secre-
tary: 1. a certificate of good moral character, according to form No. 2,
signed by the Curé or principal priest of the locality in which he has re-
sided for the six months previous to the examination; 2. an extract from
a register of baptisms, or other sufficient proof, showing that said candi-
date was at least seventeen years of age last birthday, or that he shall have
attained this age on or before the thirty-first day of the month of Decem-
ber immediately following the date of examination. (See Forms Nos. 1
and 2.)
Nevertheless, no certificate of morality shall be required from mem-
bers of Religious Communities who present themselves for examination
with the express authorization of their superiors; such authorization shall
be accepted in lieu thereof.
84.-Each candidate for an elementary diploma shall pay to the sec-
retary of the Central Board of Examiners an examination fee of three
dollars; each candidate for a Model (Intermediate School) diploma shall
pay an examination fee of four dollars, and each candidate for an Academy
diploma, an examination fee of five dollars. The fees shall not be re-
turned to a candidate who has failed to obtain a diploma, but at the next
examination, such candidate may again present himself on payment to
the secretary of one dollar, if he is a candidate for an Elementary School
diploma, of one and one-half dollars, if for a Model School diploma, and
of two dollars, if for an Academy diploma.
85. Candidates for the three grades of diplomas shall be subject
to examination in accordance with the requirements of the programme of
examination, issued from time to time by the Catholic Committee.
86. At least two days shall be allowed for the examination for ele-
mentary school diplomas, two and a half days for model school diplomas,
and three days for academy diplomas.
THE BOARD OF EXAMINERS
13
87.-Candidates shall be examined in each subject by printed exam-
ination papers. These examination papers shall be prepared by the Cen-
tral Board.
88.-The examination shall be under the charge of deputy-examiners
appointed by the Catholic Committee or, in case of urgency, by the Su-
perintendent of Public Instruction.
89.-School inspectors shall, when required, act as deputy-examin-
ers and additional deputy-examiners may be appointed by the committee
at a charge not exceeding five dollars per day. The deputy-examiners
shall examine the candidates in reading and mental arithmetic; no depu-
ty-examiner shall examine more than fifty candidates. An appeal from
the decision of a deputy-examiner concerning the subjects in which he has
examined, lies to the Central Board of Examiners, which may, at its dis-
cretion, take cognizance of the same and decide thereon.
90.—The examination papers shall be sent under seal to the different
deputy-examiners, to be opened by them on the days and hours fixed for
examination, and in presence of the candidates.
91.—On the first day, at the hour appointed for the examination,
after the candidates are seated, and before the examination questions are
distributed, the rules contained in the following article shall be read aloud
to the assembled candidates, by the deputy-examiner, and they shall be
strictly followed.
92.-1. The candidates are to be placed in the examination room,
so as to prevent copying or communication of any kind between them.
2. At the hour appointed for the examination, the candidates being
in their allotted places, the examination papers for that hour shall be
opened and distributed to the candidates.
3. The examination papers or any question therein may be read
aloud to the candidates by the deputy-examiner, but no explanation.
whatever shall be given as to the meaning or purport of the question.
4. No candidate shall be permitted to enter the examination room
after the expiration of an hour from the commencement of the examin-
ations, nor after a candidate has left the examination room. Any candi-
date leaving the examination room after the issue of the examination
papers in any subject shall not be permitted to return during the exam-
ination of the subject then in hand.
5. No candidate shall give or receive assistance of any kind in an-
swering the examination questions. Any candidate detected in taking
into the examination room or having about him any book or writing
from which he might derive assistance in the examination, or in applying
under any circumstances whatever to other candidates, or in answer-
ing under any circumstances whatever applications from other can-
didates, or in exposing written papers to the view of other candi-
14
REGULATIONS OF THE CATHOLIC COMMITTEE
dates, or in endeavoring to overlook the work of other candidates, shall
be immediately dismissed from the examination. The plea of accident
or forgetfulness shall not be received.
6. Candidates shall use no other paper than that provided for them.
7. At the close of the examination, all the paper furnished to a can-
didate must be returned to the deputy-examiner.
8. No candidate shall have access to his answers, and no alteration
shall be made in a candidate's answers, after they are delivered to the
deputy-examiner.
9. No persons except those taking part in the examination shall
be admitted into the examination room during the examination, and
no conversation or anything that may disturb the candidates shall be
allowed.
10. The candidates shall be under the direct and careful supervision
of the deputy-examiner from the beginning of the examination to its
close.
11. At the close of the examintion, the deputy-examiner shall, in
the presence of a duly qualified person, sign the following solemn declar-
ation and forward it to the secretary of the Central Board:
I hereby solemnly declare that the examination of the candidates.
who presented themselves at.
has been conducted strictly
in accordance with the special regulations prescribed for such examin
ations, that the envelopes containing the printed questions were opened
in the presence of the candidates and that the envelopes containing the
answers were sealed in the presence of the candidates, and at the time
specified, and that the answers forwarded to the secretary have been
given to the best of my knowledge, by the candidates themselves without
assistance from deputy-examiner, fellow candidates, memoranda, or text-
books.
I make this declaration, conscientiously believing the same to be
true, and in virtue of the act respecting extra-judicial oaths.
(Signature) . . . .
Deputy-Examiner.
.Signature of the person before whom
the declaration was made.
93. The examination of candidates for teachers' diplomas shall
be in writing in all subjects, except reading and mental arithmetic.
94. Candidates, when notifying the secretary of their intention to
present themselves for examination, make known the language, French
or English, in which they desire the examination to be conducted; the
language chosen shall be stated in the diploma.
95.-Candidates desiring to teach both languages shall be examined
THE BOARD OF EXAMINERS
15
in French and in English in the following subjects: reading, grammar,
dictation, literature, and composition.
96. The examination papers in any subject are distributed to all can-
didates at the hour appointed for that subject, but candidates shall be
examined one at a time in reading and mental arithmetic. In the latter
subject, they may, however, be examined simultaneously.
97. During the written examinations, candidates are to be placed
sufficiently far apart to prevent copying or communications of any kind
between them.
98.-The Central Board shall give at least three problems in arith-
metic, algebra, and geometry, in all the other subjects at least five ques-
tions shall be asked.
99. In dictating, the punctuation shall be indicated, but no other
information whatsoever shall be given. Candidates shall not be allowed
to consult a dictionary. The marks in writing are based on the writing
of the dictation.
100.—Each candidate shall write his answers on the paper provided
for him by the Board and shall use no other paper. He shall write on each
sheet his Christian and family name as well as the Number assigned him
by the secretary, in answer to the notification of his intention of present-
ing himself for examination.
101.-The subjects of examination for the three grades will be found
in the Table of Subjects for Examination and in the Programme mentioned
in articles 120 and 121 of the School Regulations.
102. At the close of the time allotted for each subject, the answers
of the candidates shall be collected by the deputy-examiner, placed in
the appropriate envelope provided for that purpose, and sealed in the pre-
sence of the candidates, without being read by the deputy-examiner. No
paper shall be returned to a candidate for correction or additions after it
has been received from him.
103.-At the close of the examination, the envelopes containing the
candidates' answers in the several subjects, shall be carefully packed to-
gether and forwarded to the secretary of the Central Board, Department
of Public Instruction, Quebec.
104.-The answers shall be read and valued by the members of the
Central Board; the total number of marks gained by a candidate in each
subject shall be distinctly marked upon his papers. The papers of each,
candidate examined, thus marked, shall be fastened together and re-
16
REGULATIONS OF THE CATHOLIC COMMITTEE
turned by the secretary, together with the report required by Article 113,
to the Superintendent of Public Instruction.
In case of necessity, the Board may, with the permission of the Su-
perintendent, name a certain number of duly qualified persons to assist in
correcting candidates' papers.
105.-To each examination paper a certain number of marks varying
from zero to ten shall be allowed. Zero indicates an absolute want of value,
and ten the highest value:
1. A maximum of ten marks shall be allowed in each of the following
subjects: prayers and catechism, dictation, grammar, composition, arith-
metic, and pedagogy; 2. A maximum of six marks in agriculture, familiar
science, hygiene and manners; 3. A maximum of eight marks in each of
the other subjects.
In drawing a maximum of ten marks shall be allowed. No diploma
shall be granted to a candidate who fails to obtain at least five marks in
this subject.
The oral examination in reading and mental arithmetic shall be valued
in the same manner, a number of marks varying from one to ten being
allowed. The deputy-examiner shall send the report of this examination
to the secretary of the Central Board. The number of marks obtained
by each candidate in each subject shall be entered in the examination reg-
ister.
106. In dictation, for every word mispelled, five-tenths of a mark
shall be deducted, and for every grammatical error, one mark shall be de-
ducted.
107.-A diploma shall be granted to each candidate who has ob-
tained not less than half the total number of marks in all subjects, provided
on the other hand, that he has obtained 5 marks in the subjects to which
10 are allowed, 3 in those to which 8 are allowed, and 2 in those to which
6 are allowed.
108.-The diploma shall state the manner in which the bearer passed
the examination, viz: in a satisfactory manner, if the candidate has ob-
tained at least one-half of the marks; with distinction, if he has obtained
seven-tenths of the marks; with great distinction, if he has obtained the
nine-tenths.
109.-The Board of Examiners may suspend its decision concerning
the granting of diplomas to candidates who have failed to obtain half the
marks in some subjects; candidates of this class are authorized to present
themselves at a subsequent examination, in order to undergo a new ex-
amination in the subjects in which they have failed.
110.—If a candidate fail to pass, he may present himself at a subse-
quent examination by paying an examination fee of a dollar for an ele-
瓜
​THE BOARD OF EXAMINERS
17
mentary school diploma, a dollar and a half for a model or intermediate
diploma, and two dollars for an academy or Superior school diploma, but
the deposit made will in no case be returned to him.
111.-Bachelors of Arts, of Letters, or of Science from any Quebec
Province University shall be obliged to pass only in agriculture, peda-
gogy, school law and regulations, and drawing.
112.-The secretary of the Central Board of Examiners shall keep
a minute-book and, a register of examinations, in which he shall enter the
names of all candidates, and opposite each name, the date, place of birth,
address, date of examination, marks obtained in each subject, the grade
and class of diploma awarded, or else sentence of suspension or rejection
of the candidate, as well as the name of the Curé, or officiating clergyman
of the parish, who signed his certificate of moral character.
113. The secretary shall transmit to the Superintendent of Public
Instruction, within sixty days from the date of examination, a special re-
port of the Board as to the results of the examination, containing the
names of the candidates to whom diplomas were granted, and such other
information as may be required by the prescribed form of report, or as the
Board may deem it expedient to give; such reports to be signed, on behalf
of the Board, by the president or vice-president and the secretary.
The Superintendent shall issue to the secretary the required number
of diplomas, each diploma being sealed with the seal of the Department
of Public Instruction. No diploma shall be valid without the said seal
and the signatures of the president or vice-president, and the secretary of
the Central Board of Examiners. The diplomas shall be mailed to the
successful candidates by the secretary of the Board.
114.-Whenever it is evident that the Central Board of Examiners
has not conducted the examination in accordance with the provisions of
the law and these Regulations, the Catholic Committee of the Council of
Public Instructiion may declare: 1. null, one or more diplomas granted.
at said examination, or 2. the whole proceedings of said Central Board of
Examiners at the said meeting null and void, in the latter case the Board
of Examiners and the candidates who received diplomas shall be notified
thereof by the Superintendent.
115.-Upon representation made in a special report, containing spe-
cific allegations, to the Catholic Committee of the Council of Public In-
struction, by the inspector of any district, that a teacher holding a diplo-
ma and teaching in a certain school within his inspectorate, is not qualified
for the due discharge of the duties of his office, the said teacher may be
required by the Catholic Committee to present himself or herself. before
the Board of Examiners and be re-examined; if said teacher fail to obtain
a new diploma, the first diploma shan be revoked, of which notice shall
be given by the Superintendent in the Official Gazette.
2
18
REGULATIONS OF THE CATHOLIC COMMITTEE
116. Each year the Board of Examiners shall forward to the Super-
intendent of Public Instruction, before the first of November, a detailed
statement of the receipts and disbursements connected with each meeting
of the Board during the year.
117.-The Superintendent of Public Instruction, or any person dele-
gated by him, may at any time inspect the Registers and all documents of
the Central Board of Examiners.
118.-No member of the Central Board of Examiners shall be pre-
sent at or take part in an examination of the Board in which pupils of his
own are interested.
119. The form of report of the Central Board of Examiners shall
contain a declaration to be signed by the president or vice-president and
secretary of the Board, stating that the examination has been con-
ducted in strict accordance with the regulations prescribed for such
Board.
SECTION 2
Programme of Examination of the Board of Examiners
120.-In the examinations held by the Central Board of Examiners
the programme of subjects followed is the one actually in force in the
Normal Schools; nevertheless no Latin, except Latin reading, shall be re-
quired of candidates.
121. The list of subjects of examination for candidates for teachers'
diplomas and the programme of examination of the Board are to be found
in Appendix C, under the headings Course of Study for Catholic Normal
Schools, etc., pages 169 to 187.
CHAPTER V
CATHOLIC NORMAL SCHOOLS
SECTION 1
Establishment of Normal Schools
122.-In virtue of article 2950 of the R. S. P. Q., 1909, the Lieutenant
Governor-in-Council may take all necessary measures for the establish-
ment and maintenance of Normal Schools, in which teachers for the
Catholic schools of the Province shall be trained.
123.-The Normal Schools have been founded to train teachers for
the Primary Schools of the Province; the mission of these institutions is
{
REGULATIONS CONCERNING NORMAL SCHOOLS
19
-
to show by the superiority of their methods, combined with the applica-
tion of profound moral principles, how to give to teaching all its value
to education all its strength. Therefore, the duty of these schools is
to utilize study, exercise, and discipline, to develop the pupils confided to
their care, physically, intellectually, and morally, and thus to benefit the
children whom the Normal School graduates will be called upon to
educate.
124.-The mission of the Normal Schools of the Province of Quebec
being to prepare teachers qualified to teach the branches of the Catholic
School Course of the Province, their Course of Study comprises the fol-
lowing subjects, the distribution of which in the different divisions of the
course will be found in Appendix C, pages 169 to 187:-Pedagogy, theoretical
and practical.-Moral and religious instruction.—Writing.-French.
English.-Mathematics.-Geography.-School law and regulations.-Civics.
-History.-The natural sciences.-Philosophy.-Drawing. - Vocal music.
-Domestic economy.-Latin.
The following subjects are optional: Familiar law (droit usuel).-
Gymnastics.-Stenography.-Telegraphy.-Typewriting.
The general list of subjects, the yearly distribution of subjects, and
the Course of Study for the three divisions are to be found in Appendix
C of the regulations, pages 169 to 187.
125. The Course of Study is composed of three parts: the Elemen-
tary Course, the Intermediate Course, and the Academy Course. The
distribution of subjects is such that, as a general rule, pupils can obtain
the elementary school diploma at the end of the first year, the interme-
diate school diploma at the end of the second year, and the academy
diploma at the end of the third year.
126.—In each normal school the names of the teachers-in-training,
and the results of the different examinations which they undergo, in
accordance with the Regulations, shall be entered in a special register.
SECTION 2
School of Application
127.-In connection with each normal school there shall be a school
of application, in which the normal school pupils shall teach under the
direction of the director of the school, and under the control of the prin-
cipal of the normal school.
128. The pedagogic organization of the school of application is
left to the discretion of the principal of the normal school. It should,
however, be such as to provide the normal school pupils with a thorough
professional training by affording them ample opportunity to apply, in
the teaching of the different subjects, the principles of pedagogy acquired
20
REGULATIONS OF THE CATHOLIC COMMITTEE
in the normal school, and to learn, in a practical manner, all that concerns
the organization and direction of a school.
129.-Great care should be exercised in the interior arrangement of
buildings used as schools of application; the same care should be shown
in the choice of school furniture, blackboards, and school apparatus of all
kinds.
130.-Each school of application shall have a director or a directress,
as the case may be, whose duty it shall be to direct and oversee it under
the control of the principal.
131. That the pedagogic science acquired by pupils of a normal
school may be applied in a practical manner and produce all its fruit, the
director or directress of the school of application shall, with the principal,
organize the school of application in such a manner that it may be a
model from every point of view.
For this purpose the director or directress of a school of application
shall: examine the note-books in which the teachers-in-training write the
notes of the lessons which they are to give; enter in them such sugges-
tions as he or she considers advisable, and the observations which should
be made during the course of the class; furnish the principal of the normal
school, when so required, with a detailed report on the work of each
teacher-in-training.
132. In each school of application, the names, ages, and classes of
the pupils attending it, as well as the results of the final examination,
shall be entered in a special register.
133.—The pupils attending a school of application may be required
to pay a monthly fee.
SECTION 3
Principals of Normal Schools
134.-For each normal school a principal shall be appointed by the
Lieutenant-Governor-in-Council on the recommendation of the Catholic
Committee of the Council of Public Instruction.
135.-Principals of normal schools shall see to the good and efficient
administration of these institutions, supervise the teaching and direct the
intellectual and moral training of the pupils.
For each girls' normal school, the religious community, in charge of
the school, shall appoint a directress to see to the internal administration
of the institution, and, under the control of the principal, to direct its dis-
cipline.
1
REGULATIONS CONCERNING NORMAL SCHOOLS
21
136. That the professional training of normal school pupils may be
as thorough as possible, the principals of these institutions shall allow in
the time-tables of the different classes and for the exercises in the schools
of application, ample time for the study and application of teaching
methods and devices.
To attain this end each normal school shall comply with the follow-
ing directions: (a) Each pupil shall teach in the school of application a
number of hours to be determined by the principal; (b) The lesson shall
be prepared with the greatest care, and entered in a special book, subject
to inspection by the principal; (c) The pupils of the intermediate and
academy courses shall be required, from time to time, to give short peda-
gogic lectures, such as: a lesson to one or more classes of the school of
application; a discussion of a question of method or discipline; an exam-
ination and criticism of a school book or of a written exercise; finally the
reading and explaining of a page of a treatise of pedagogy.
137.-The course of study in drawing may be arranged by the prin-
cipal, as he thinks proper, provided that it contain all that is required
by the programme on this subject.
138. The principal of each normal school shall report annually to
the Superintendent of Public Instruction on the state of his school during
the year just expired; this report shall also contain any remarks which
he may judge proper to make in the interest of normal schools.
The principal's report shall be printed in the annual report of the
Superintendent.
139. Each principal shall fill in with the required statistics any
blank form supplied him by the Department of Public Instruction and
forward the same annually to the Superintendent.
140.-Each principal shall likewise annually forward to the Super-
intendent of Public Instruction a detailed report of the results of the final
examinations.
141.-At least every three years, there shall be held, at the Depart-
ment of Public Instruction, a meeting of the principals of the Catholic
Normal Schools of the Province. At these meetings, intellectual,
moral, and pedagogic questions having to do with the training of normal
school pupils shall be discussed.
SECTION 4
Professors
142.-The professors, as well as the principals, are named or dis-
missed by the Lieutenant-Governor-in-Council, at the request of the
Catholic Committee of the Council of Public Instruction; nevertheless,
22
REGULATIONS OF THE CATHOLIC COMMITTEE
in girls' normal schools, the members of the teaching staff who are nuns
are named or dismissed by the religious order to which they belong and
which has charge of the school.
143. The professors are of two classes: ordinary professors and asso-
ciate professors. They shall give to the service of the school the number
of hours of class that the principal judges right and proper.
Lay professors, with the exception of professors of drawing, music,
and of any optional subject, shall be holders of the Academy diploma ob-
tained from a normal school.
144. As the object of the normal school course is not simply to edu-
cate the teacher-in-training but to train him to teach others, it is there-
fore absolutely necessary that normal school professors shall teach in such
a manner as to make plain to their pupils what portion of the education
they receive is to be applied by them in teaching in the primary schools.
SECTION 5
Teachers-in-training
145.-A candidate for admission to a normal school shall forward
to the Principal: (a) a certificate of baptism; (b) a certificate of good
moral character signed by his parish priest; (c) a doctor's certificate
stating that he has no disease which could unfit him for the office of
teacher.
146. For admission to the course leading to the elementary school
diploma, a candidate shall hold an elementary school diploma granted
by the Catholic Central Board of Examiners, or shall pass in a satisfac-
tory manner, before the principal or his delegate, a written examination
equivalent to that of the Board.
147.-For admission to the courses leading to the model school
diploma or to the academy diploma, a candidate shall hold, as the case
may be, an elementary school diploma, or a model school diploma grant-
ed by a normal school, or shall pass in a satisfactory manner before the
principal or his delegate, a written examination in the subjects required
of candidates for the elementary school or the model school diploma by
the regulations for normal schools.
148.-Besides the written examination mentioned in the preceding
article, the candidate shall pass an oral examination to afford the princi-
pal an opportunity of judging whether the knowledge, of which he is pos-
sessed, has been acquired in a rational manner, and if it is sufficient to
allow him to profit by the classes which he desires to attend.·
149. The examination papers shall be retained in the archives of
the school for one year.
REGULATIONS CONCERNING NORMAL SCHOOLS
23
150.-Candidates who have obtained admission shall: (a) attend
on the first day of the session; (b) pay their board, which shall not ex-
ceed $100 a year for men teachers-in-training, nor $80 a year, for women
teachers-in-training; (c) provide their own books, stationery, and medi-
cal attendance when necessary.
151.-The two languages, French and English, form an integral part
of the course of study for all the normal schools of this Province, and all
the pupils are required to study them; nevertheless, a diploma authorizing
the holder to teach both languages shall be granted only to such teachers-
in-training as have passed in a satisfactory manner in both languages.
152.-Pupils shall faithfully follow the programme of study, and ob-
serve the general regulations for normal schools, as well as the special
regulations of the school which they are attending. Any pupil guilty of
insubordination, misconduct or immorality shall be expelled from the
school.
SECTION 6
Examination for diplomas
153.-(1) No teacher-in-training shall be permitted to pass the
final examination unless: (a) he has passed the sessional written exam-
inations, the first in December, the second in March or April, in
the subjects studied during the period immediately preceding the exam-
ation; (b) he has obtained, in each of these examinations, at least 50 per
cent of the total number of marks assigned.
(2) The final examination in all the subjects studied during the
year is in June, the date being determined by the Principal. It com-
prises three tests: (a) a written test; (b) a practical test; (c) an oral test.
The written test is in each of the subjects of the course and the pupils'
papers shall be retained in the archives of the school for one year.
The practical test is a lesson given by the teacher-in-training in the
school of application, some time during the six months preceding the
date of the final examination; the marks obtained for this test shall be
added to the average of his marks during the year.
The oral test consists in questions on the management and direction
of a school or on theoretical and practical pedagogy.
The principal shall determine when, during the year, the examin-
ation in the following subjects shall take place: History, the Natural
Sciences, School Law and Regulations, and Civics.
154. The number of marks assigned in each subject is as follows:
Theoretical pedagogy, 20.- Practical pedagogy, 20. Composition in
pupil's own language, 20.-Composition in second language, 20.-Dicta-
tion in pupil's own language, 10.-Dictation in second language, 20.-
Geography, 20.-Arithmetic, 20.—Algebra, 20.-Mensuration or Geom-
A
24
REGULATIONS OF THE CATHOLIC COMMITTEE
etry, 20.-Religious Instruction, 20.-Philosophy, 20.-Grammar, 20.—
Analysis, 10.-Literature, 10.-Book-keeping, 10.-Each History, 10.
Physics, 10.-Cosmography, 10.-Drawing, 10.-English Theme, 10.
English Version, 10.-Reading and conversation in second language, 10.
Writing, 5.-Manners, 5.-Hygiene, 5.-Agriculture, 5.-Botany, 5.-
Civics, 5.-School Law and Regulations, 5.-Domestic Economy, 5.-
History of Literature, 5.-Oral examination, 10.
155.-(1) Examination papers shall be read and valued according
to the total number of marks assigned to each subject, ten per cent of the
marks, however, to be assigned to grammar, according to the following
scale: for one fault, deduct a tenth of a mark.
(2) The composition shall be valued as follows: of the 20 marks as-
signed, 12 are allotted to matter, 6 to form, and 2 to grammar.
The dictation shall be valued as follows: for a fault of spelling deduct
0.5 of a mark; for one of grammar, 1 mark; for one of punctuation, 0.1 of
a mark.
(3) The English theme, to which 10 marks are assigned, shall be val-
ued according to the following scale: deduct for a barbarism or a solecism,
0.7 of a mark, a serious mistranslation, 0.5 of a mark, a slight mis-
translation, 0.2 of a mark, an improper term, 0.2 of a mark, a fault
of spelling, 0.3 of a mark, an error in punctuation, 0.1 of a mark.
(4) The English version, to which 10 marks are assigned, shall be
valued according to the following scale: deduct for a barbarism, 1 mark,
-a solecism, 1 mark,-a barbarism and solecism combined, 1.2 marks,
an incomplete sentence, 0. 5 of a mark,-a serious mistranslation, 1 mark,
-a slight mistranslation, 0.2 of a mark, an improper term, 0.2 of a
mark, an error in punctuation, 0. 1 of a mark.
SECTION 7
Teachers' diplomas
156.-The normal schools grant teachers' diplomas valid for infant,
elementary, and intermediate schools, and for academies. The diploma is
conferred by the Superintendent of Public Instruction, on production of
the principal's certificate, to the effect that the candidate has passed the
necessary examinations in the subjects of the course of study for Cath-
olic normal schools, and that he has fulfilled all the conditions required
by the regulations.
157.-No diplomas shall be granted to men teachers-in-training un-
less they shall have entered on their nineteenth year, or to women
teachers-in-training unless they shall have entered on their eighteenth
year on or before the 31st of December of the year in which they have
passed the final examination. Nevertheless, the Superintendent of
Public Instruction may, on the request of the principal of a normal school,
allow a teacher-in-training of the academy course, who has not attained
REGULATIONS CONCERNING NORMAL SCHOOLS
25
the required age to pass the final examination, but he shall not be granted
a diploma until he shall have reached the age fixed by the regulations.
158. To be entitled to a diploma a candidate shall obtain at least
60 per cent of the marks assigned in theoretical and practical pedagogy; 60
per cent for each of the following subjects in his own language: grammar,
dictation, composition; 60 per cent in each of the subjects under the title
mathematics: 50 per cent in each of the other subjects; finally 60 per cent
of the total number of marks assigned.
159.-Bachelors of any university of the Province of Quebec may
obtain an academy diploma at a normal school without attending its
courses, and without examination in any subject prescribed for the degree
examination; they shall, however, pass an examination in theoretical
pedagogy, school law, school hygiene, and shall give proof that they are
able to teach.
160.-Holders of model school diplomas conferred by a normal
school, after having taught for a period of not less than two years shall
be entitled to receive an academy diploma on passing a successful exam-
ination in the subjects of the academy course of the normal school.
SECTION 8
Classification of diplomas
161. The diploma is granted: (a) without any note, if the candi-
date has obtained only 60 per cent of the total number of marks assigned
in the final examination; (b) "with distinction", if the candidate has ob-
tained 75 per cent; and (c) "with great distinction", if the candidate has
obtained 90 per cent.
162. If a candidate fail to obtain the required number of marks in
one or more subjects of the course, but obtain at least 60 per cent of the
total number of marks assigned, he may be admitted to a second examin-
ation in the subjects in which he has failed, provided, however, that theo-
retical pedagogy be not one of them.
The determining of the date of the second examination is left to the
principal.
SECTION 9
Bursaries and Prizes
163. Twenty-four bursaries, each of $33, are granted to men
teachers-in-training and thirty, each of $24, to women teachers-in-train-
ing. On the first of August of each school year, the Honorable Provin-
cial Secretary selects from a report, submitted to him by the principal,
26
REGULATIONS OF THE CATHOLIC COMMITTEE
the names of teachers-in-training to whom bursaries will be granted. The
principal's report shall give the names of all applicants for bursaries, the
length of their attendance at the normal school, their standing in theoret-
ical and practical pedagogy, and information concerning the means of
their parents.
Therefore, to obtain a bursary a teacher-in-training shall submit an
application for one to the principal.
164. The Prince of Wales' prize shall be awarded, in each normal
school, to the pupil attending the intermediate or the academy course,
who, in the opinion of the principal, has passed the best examination,
and whose moral conduct, and application to study have been excellent;
however, this prize shall not be awarded twice to the same pupil.
CHAPTER VI
PRIMARY-AND-DOMESTIC-SCIENCE NORMAL SCHOOLS
SECTION 1
Establishment of Primary-and-Domestic-Science Normal Schools
165.-In virtue of article 2950 of the R. S. P. Q., 1909, as amended
by Statute IV, Geo. V, the Lieutenant-Governor-in-Council may take
all necessary measures for the establishment and maintenance of normal
schools, and normal schools having in addition to the ordinary normal
school course, a normal school course in domestic science, in which
teachers for public schools and for schools of domestic science of the Prov-
ince shall be trained.
166. The normal schools have been founded to train teachers for
the primary schools of the Province; the mission of these institutions is
to show by the superiority of their methods combined with the applica-
tion of profound moral principles how to give to teaching all its value,
to education all its strength. Therefore, the duty of these schools is to
utilize study, exercise, and discipline to develop physically, intellectually,
and morally the pupils confided to their care, and thus to benefit the
children whom the normal school graduates will, later, be called upon to
educate.
167. The mission of the Primary-and-Domestic-Science Normal
Schools of the Province of Quebec being to prepare teachers qualified to
teach the different branches of the Primary and Domestic Science School
Course of the Province, their course of study embraces the following sub-
jects, the distribution of which, in the different divisions of the course
will be found in Appendix C, pages 169 to 187, and in Appendix D, pages 191
PRIMARY-AND-DOMESTIC-SCIENCE NORMALS SCHOOLS
27
to 200: Theoretical and practical pedagogy.-Moral and religious instruc-
tion.-Writing.-French.-English.-Mathematics.-Geography. - School
law and regulations.-Civics.-History.-The natural sciences.-Philoso-
phy.-Drawing.-Singing.-Latin.-Domestic science.-Housekeeping.-
Laundering and ironing.— Cutting out and making of clothes.-Practical
mending. Cooking.-Anatomy, Physiology and Hygiene.-Domestic medi-
cine. Agriculture and horticulture.-Dairying.-Poultry raising.-Apicul-
ture. Science of education.
The following subjects are optional: Familiar law (droit usuel).
Gymnastics. Stenography.-Typewriting.-Telegraphy.
168. The Course of Study is divided into three parts: The Elemen-
tary Course, the Intermediate Course and the Academy Course. The
distribution of subjects is such that, as a general rule, pupils can obtain
the Elementary School diploma at the end of the second year, the Inter-
mediate School diploma at the end of the third year, and the Academy
diploma at the end of the fourth year.
Moreover, the Primary-and-Domestic-Science Normal Schools give
a special course in domestic science to holders of teachers' diplomas,
who may obtain the special diploma in domestic science at the end of the
first year.
The general list of subjects and the Course of Study for the three
divisions are to be found in Appendix D, sections 1 and 2, pages 191 to 200.
169.-In each Primary-and-Domestic Science normal school there
shall be a special register, in which shall be entered the names of the pupils
and the results of the different examinations which the regulations re-
quire them to pass.
SECTION 2
Schools of application
170.-In connection with each primary-and-domestic-science normal
school there shall be a school of application, in which the normal school
pupils shall teach under the direction of the teachers of the school and
the control of the principal. There shall also be in these schools of appli-
cation a special class in domestic science in which the pupils shall learn
how to teach this subject in a thoroughly practical manner.
171. The pedagogic organization of the school of application is left
to the discretion of the principal of the normal school. It should, how-
ever, be such as to provide the normal school pupils with a thorough pro-
fessional training by affording them ample opportunity to apply in
teaching the different subjects of the combined courses, the principles of
pedagogy acquired in the normal school, and to learn, in a practical man-
ner, all that concerns the organization and direction of a school.
28
REGULATIONS OF THE CATHOLIC COMMITTEE
172. Great care should be exercised in the interior arrangement
of buildings used as schools of application; the same care should be
shown in the choice of school-furniture, blackboards, and school-appar-
atus of all kinds.
173. Each school of application shall have a directress, whose
duty it shall be to direct and oversee it under the control of the principal.
174.-That the pedagogic science acquired by pupils of a normal.
school may be applied in a practical manner and produce all its fruit, the
directress of the school of application shall, with the principal, organize
the school of application in such a manner that it may be a model from
every point of view.
For this purpose the directress shall examine the note-books in
which the teachers-in-training write the notes of the lessons which they
are to give; enter in them such suggestions as she considers advisable and
the observations which should be made during the course of the class;
furnish the principal of the normal school, when so required, with a de-
tailed report on the work of each teacher-in-training.
175. In each school of application the names, ages, and classes of
the pupils attending it, as well as the results of the final examination shall
be entered in a special register.
176.-The pupils attending a school of application may be required
to pay a monthly fee.
SECTION 3
Principals
177. For each primary-and-domestic-science normal school, a
principal shall be appointed by the Lieutenant-Governor in Council,
on the recommendation of the Catholic Committee of the Council of
Public Instruction.
178.-Principals of normal schools shall see to the good and efficient
administration of these institutions, supervise the teaching and direct
the intellectual and moral training of the pupils.
For each primary-and-domestic-science normal school, the religious
order, in charge of the school, shall appoint a directress to see to the in-
ternal administration of the institution, and, under the control of the
principal, to direct its discipline.
179.—That the professional training of normal school pupils may be
as thorough as possible, the principals of these institutions shall allow
in the time-tables of the different classes, and for the exercises in the
PRIMARY-AND-DOMESTIC-SCIENCE NORMAL SCHOOLS
29
schools of application, ample time for the study and application of teach-
ing methods and devices.
To attain these ends each primary-and-domestic-science normal
school shall observe the following directions: (a) Each pupil shall teach in
the school of application a number of hours to be determined by the
principal; (b) The lesson shall be prepared with the greatest care, and
entered in a special book, subject to inspection by the principal; (c) The
pupils of the intermediate and academy courses shall be required from
time to time, to give short pedagogic lectures, such as: a lesson to one
or more classes of the school of application; a discussion of a question
of method or discipline; an examination and criticism of a school book
or of a written exercise; finally the reading and explaining of a page of a
treatise of pedagogy. The teachers-in-training shall give in the class
of domestic science practical lessons in this subject; the number of hours
given to these lessons shall be determined by the principal.
180. The principal of each primary-and-domestic-science normal
school shall report annually to the Superintendent of Public Instruction
on the state of his school during the year just expired; this report shall
also contain any remarks which he may see fit to make in the interest of
primary-and-domestic-science normal schools.
The principal's report shall be printed in the annual report of the
Superintendent.
181. Each principal of a primary-and-domestic-science normal
school shall fill in with the required statistics any blank form supplied
him by the Department of Public Instruction and shall forward the
same annually to the Superintendent.
182. Likewise each principal shall annually forward to the Sup-
intendent of Public Instruction a detailed report of the results of the
final examinations of the teachers-in-training.
183.-At least every three years, there shall be held, at the Depart-
ment of Public Instruction, a meeting of the principals of the Catholic
Normal Schools of the Province. At these meetings, intellectual, moral,
and pedagogic questions having to do with the training of normal school
pupils will be discussed.
SECTION 4
Professors
184. The professors, as well as the principals, are appointed or dis-
missed by the Lieutenant-Governor in Council, on the recommendation
of the Catholic Committee of the Council of Public Instruction; never-
theless in girls' normal schools, the members of the teaching staff who are
nuns are named or dismissed by the religious order to which they belong
and which has charge of the school.
30
REGULATIONS OF THE CATHOLIC COMMITTEE
185.-The professors are of two classes: ordinary professors and
associate professors. All the professors shall give to the service of the
school the number of hours of class that the principal judges right and
proper. Lay professors, with the exception of professors of drawing,
music, and of any optional subject, shall be holders of the academy
diploma obtained from a normal school.
186. As the object of the normal school course is not simply to
educate the teacher-in-training but to train him in the art of teaching,
it is therefore absolutely necessary that normal school professors shall
teach in such a manner as to make clear to their pupils what portion of
what they learn is to be taught by them in the primary schools.
SECTION 5
Teachers-in-training
187.-A candidate for admission to a primary-and-domestic science.
normal school shall forward to the Principal: (a) a certificate of bap-
tism; (b) a certificate of good moral character, signed by her parish
priest; (c) a doctor's certificate stating that she has no disease which
could unfit her for the office of teacher; (d) a certificate of vaccination.
188. For admission to the course leading to the elementary school
diploma, a candidate shall hold an elementary school diploma granted by
the Catholic Central Board of Examiners, or shall pass in a satisfactory
manner, before the principal or his delegate, a written examination
equivalent to that of the Central Board.
189. For admission to the courses leading to the model school di-
ploma, or to the academy diploma, a candidate shall hold, as the case
may be, an elementary school diploma, or a model school diploma
granted by a normal school, or shall pass, in a satisfactory manner, before
the principal or his delegate, a written examination in the subjects required
of candidates for the elementary school, or the model school diploma
by the normal school regulations.
190.-Besides the written examination mentioned in the preceding
article, the candidate shall pass an oral examination to afford the prin-
cipal an opportunity of judging whether the knowledge, of which he is
possessed, has been acquired in a rational manner and if it is sufficient to
allow him to attend the classes with advantage.
191.—The examination papers shall be retained in the archives of
the school for one year.
192. Candidates who have obtained admission shall: (a) attend
on the first day of the session; (b) pay their board, which shall not
exceed $80 a year; (c) provide their own books, stationery, and medical
attendance when needed.
PRIMERY-AND-DOMESTIC-SCIENCE NORMAL SCHOOL
31
1
193. The two languages, French and English, form an integral
part of the course of study for all the primary-and-domestic-science nor-
mal schools of the Province; nevertheless, a diploma authorizing the
holder to teach both languages shall be granted only to such teachers-
in-training as have passed in a satisfactory manner in both languages.
194.-Pupils shall faithfully follow the course of study, and observe
the general regulations for normal schools, as well as the special regula-
tions of the school which they are attending.
Any pupil guilty of insubordination, improper conduct or immoral-
ity shall be expelled from the school.
SECTION 6
Examination for diplomas
195. (1) No teacher-in-training shall be permitted to pass the
final examination unless: (a) he has passed the sessional written examin-
ations, the first in December, the second in March or April, in the sub-
jects studied during the period immediately preceding the examination;
(b) he has obtained in each of these examinations, at least 50 per cent of
the total number of marks assigned.
(2) The final examination, in all the subjects studied during the
year is in June, the date being determined by the principal. It com-
prises three tests: (a) a written test; (b) a practical test; (c) an oral
test.
The written test is in each of the subjects of the course and the pupils'
papers shall be retained in the archives of the school for one year.
The practical test is threefold: a lesson given by the teacher-in-
training, in the school of application, some time during the six months
immediately preceding the final examination; the doing of certain
exercises relating to domestic science; the cutting out and making of
garments. During the six months preceding the final examination there
shall be at least three practical tests. The sum of the marks obtained
for the practical tests, by a teacher-in-training, shall be added to the
average of her marks during the year.
The oral test consists in questions on the management and direc-
tion of a school, on theoretical and practical pedagogy, on domestic
science.
The principal shall determine when, during the year, the exam-
ination in the following subjects shall take place: History, the Natural
Sciences, School Law and Regulations, Civics, Housekeeping, Launder-
ing and Ironing, Poultry-raising, Apiculture.
196. The number of marks assigned in each subject is as follows:
Theoretical pedagogy, 20.-Practical pedagogy, 20.-Composition in
pupil's own language, 20.-Composition in second language, 20. Dic-
tation in pupil's own language, 10.-Dictation in second language, 20.—
32
REGULATIONS OF THE CATHOLIC COMMITTEE
Geography, 20.-Mensuration and Geometry, 20.-Religious instruc-
tion, 20.-Philosophy, 20.-Grammar, 20.-Analysis, 10.-Literature,
10.-Book-keeping, 20.-Each History, 10. Physics, 19.- Cosmo-
graphy, 10.-Drawing, 10.-English theme, 10.-English version, 10.
Reading and Conversation in second language, 10.-Writing, 5.-Civics,
5.-School Law and regulations, 5.-History of Literature, 5.-Hygiene,
20. Botany, Horticulture and Agriculture, 20.-Cooking, 20.-Do-
mestic medicine, 10.-Dairying, 20.-Poultry-raising, 20.— Apiculture,
5.-Housekeeping, 20.-Laundering and Ironing, 10.-Cutting out and
making of garments, 10.-Mending, 20.-Plain sewing, Knitting, Em-
broidery and Weaving, 10.-Domestic science, 10.-Science of educa-
tion, 20.-Oral examination, 10.
197.—(1) Examination papers shall be read and valued according
to the total number of marks assigned to each subject, 10 per cent of
the marks, however, to be allowed for grammar according to the follow-
ing scale: for a fault deduct a tenth of a mark.
(2) The paper in composition shall be valued as follows: Of the 20
marks assigned, 12 are attributed to matter, 6 to form, and 2 to gram-
mar.
The dictation shall be valued in the following manner: for a fault of
spelling deduct 0.5 of a mark; for one of grammar, 1 mark; for one of
punctuation or of accent omitted or misplaced, 0.1 of a mark.
(3) The English theme, to which 10 marks are assigned, shall be
valued according to the following scale: deduct for a barbarism or sole-
cism, 0.7 of a mark, a serious mistranslation, 0.5 of a mark, a slight
mistranslation, 0.2 of a mark, an improper term, 0.2 of a mark,-a
fault of spelling, 0.3 of a mark, an error in punctuation, 0.1 of a mark.
(4) The English version, to which 10 marks are assigned, shall be
valued according to the following scale: deduct for a barbarism, 1 mark,
-a solecism, 1 mark, a barbarism and solecism combined, 1.2 marks,-
an incomplete sentence, 0.5 of a mark,—a serious mistranslation, 1
mark, a slight mistranslation, 0.2 of a mark, an improper term, 0.2 of
a mark,—an error in punctuation, 0.1 of a mark.
SECTION 7
Women teachers' diplomas
198. The Superintendent may grant to teachers-in-training, in
primary-and-domestic-science normal schools, either primary school
diplomas or domestic science school diplomas,. on production of the
principal's certificate that they have passed the necessary examinations,
as the case may be, either in the primary normal school subjects, as in
Appendix C, or in the domestic science subjects, as in Appendix D, and
that they have fulfilled the conditions required by the regulations.
Nevertheless, to be permitted to teach domestic science, the holder
PRIMARY-AND-DOMESTIC-SCIENCE NORMAL SCHOOLS
33
:
of a diploma from a domestic-science normal school must also holdˇa pri-
mary teacher's diploma, of the same grade as the school in which she
proposes to teach, or a normal school academy diploma, if she is to teach
in a normal school.
199.-No diplomas shall be granted to women-teachers-in-training
unless they shall have entered on their eighteenth year on or before the
31st of December of the year in which they have passed the final exam-
inations. Nevertheless, the Superintendent of Public Instruction may,
on the request of the principal of a normal school, allow a teacher-in-
training of the academy course, who has not entered on her eighteenth
year, to pass the final examination, but she shall not be granted a diploma
until she shall have attained the required age.
200.-To be entitled to a diploma, a candidate shall obtain at least
60 per cent of the marks assigned in theoretical and practical pedagogy;
60 per cent for each of the following subjects in her own language:
grammar, dictation, composition; 60 per cent in each subject under the
title mathematics; 60 per cent in the subjects in domestic science, to which
20 marks are assigned; 50 per cent in each of the other subjects; finally
60 per cent of the total number of marks assigned.
201.-Bachelors of any university of the Province of Quebec may
obtain an academy diploma at a normal school without attending its
courses, and without examination in any subject prescribed for the degree
examination; they shall, however, pass an examination in theoretical
pedagogy, school law, school hygiene, domestic science, and shall give
proof that they are able to teach.
SECTION 8
Classification of diplomas
202. The diploma is granted: (a) without any note, if the can-
didate has obtained only 60 per cent of the total number of marks
assigned in the final examination; (b) "with distinction", if the can-
didate has obtained 75 per cent, and (c) "with great distinction", if the
candidate has obtained 90 per cent.
203. If a candidate fail to obtain the required number of marks in
one or more subjects, but obtain at least 60 per cent of the total number
of marks assigned, she may be admitted to a second examination in the
subjects in which she has failed provided, however, that theoretical peda-
gogy be not one of them.
cipal.
The deciding of the date of the second examination is left to the prin-
3
34
REGULATIONS OF THE CATHOLIC COMMITTEE
SECTION 9
Bursaries and Prizes
204.-Fifty bursaries, each of $20, are granted to women-teachers-
in-training in primary-and-domestic-science normal schools.
205.—On the first of August of each school year, the Honorable Pro-
vincial Secretary selects from a report submitted to him by the principal,
the names of teachers-in-training to whom bursaries will be granted. The
principal's report shall give the names of all applicants for bursaries, the
duration of their attendance at the normal school, their standing in
theoretical and practical pedagogy, and information concerning the
means of their parents.
Therefore, to obtain a bursary, a teacher-in-training shall submit
an application for one to the principal.
206. The Prince of Wales' prize shall be awarded, in each normal
school, to the pupil attending the intermediate, or the academy course,
who, in the opinion of the principal, has passed the best examination,
and whose moral conduct and application to study have been excellent;
however, this prize shall not be awarded twice to the same pupil.
SECTION 10
Pedagogic notes
207.—(1) The lessons in theoretical and practical domestic science
are given from day to day at the appointed hour, in the same way as
the regular subjects of the primary school course.
(2) The subjects are: Science of the household, Housekeeping,
Laundrying, Cutting out and making of garments, Practical mending,
Knitting and Weaving, Cooking, Hygiene and domestic medicine, Bo-
tany and Horticulture, Poultry, Dairying, Apiculture, Physics and
Chemistry, Science of education.
(3) Though all lessons in household science shall be based on scientific
data, yet the teaching should be simple; above all it should be intuitive
and experimental, so that the programme of study may be exactly fol-
lowed without overworking the pupils.
(4) The practical work should be done by the pupils themselves
under the direction of the mistresses of the school.
(5) In domestic science, the work shall be done by groups of pupils
acting in succession, the time-table being so arranged that all the groups.
shall, each week, execute a series of exercises, which shall, moreover, be
varied in such a manner as to provide each group with a change of occu-
pation, at the beginning of each month.
REGULATIONS CONCERNING SCHOOL INSPECTORS
35
(6) The furniture for the kitchen classroom shall be of the most
simple and economical kind, and the kitchen and laundry utensils shall
be similar to those in general use.
(7) The sewing-room shall be provided with special furniture con-
sisting of: tables with drawers, for cutting out, chairs, a large blackboard
to be used in teaching intuitively how the work should be done, busts
of different sizes, wall charts with models of the parts which the pupils
in the different courses are to make, cupboards for the safekeeping of
models, patterns, and collections.
CHAPTER SEVENTH
REGULATIONS CONCERNING SCHOOL INSPECTORS
SECTION 1
Examination of candidates for school inspectorships
208. The Board of Examiners for the examination of candidates
for the position of Inspector of Catholic Schools is composed of six mem-
bers named by the Catholic Committee of the Council of Public Instruc-
tion. Three of the examiners, the Principals of the Laval and the Jacques
Cartier Normal Schools, and the inspector-general of the schools, are ex-
officio members of the Board.
209.—Three members shall form a quorum.
210.-The Secretary of the Catholic Committee of the Council of
Public Instruction shall be secretary ex-officio of the Board of Examiners.
211.-Unless in case of urgent necessity, this Board of Examiners
shall meet but once a year. The meetings shall be held at Quebec, at the
place appointed by the Superintendent of Public Instruction. Notice
of meeting shall be published in the Official Gazette, forty days previous
to the date appointed for the meeting of the Board.
212.-On the day preceding the one appointed for the examination,
the members of the Board shall meet, in order to prepare the questions
to be given at the examination.
213. An allowance of ten dollars per day, besides travelling expen-
ses, will be granted to each member of this Board, as well as to the secre-
tary; this allowance shall be paid from the candidates' deposits, and, if
36
REGULATIONS OF THE CATHOLIC COMMITTEE
the amount of such deposits be not sufficient for this purpose, from the
fund of the Catholic Committee.
214. Candidates for the position of School Inspector shall not be
over 55 years of age.
215.
Each candidate shall produce:
1. A certificate of baptism;
2. A Superior School or Academy diploma, obtained in the Prov-
ince;
3. A certificate from the Chairman and the Secretary-Treasurer
of the Board of School Commissioners or Trustees of each
municipality in which he has taught during the five prev-
ious years;
4. A certificate of good moral conduct, bearing the signatures of
the Parish Priest, of the Chairman, and of the Secretary-
Treasurer of the Board of School Commissioners, or
Trustees, of each municipality in which he has taught
during the five previous years.
216.
Each candidate shall forward to the Catholic Committee of
the Council of Public Instruction, at the same time as the above men-
tioned documents and at least ten days before the meeting of the Board
of Examiners, an application, in his own handwriting and in his mother
tongue, according to Form No. 3 of these regulations.
217. Candidates desirous of presenting themselves for the special.
examination in English shall make a statement to this effect in their letter
of application.
218. This application must be accompanied by a fee of six dollars.
($6.00), which shall be accounted for, to the Catholic Committee of the
Council of Public Instruction, by the Secretary of the Board of Examin-
If the candidate fail to pass, he may present himself again without
extra payment; but in no case will the sum paid be returned to the candi-
date.
ers.
219. Each candidate shall be examined in:
1. The subjects required of candidates for the Suprior School or
Academy diploma;
2. Pedagogy;
3. The school laws of the Province;
4. The construction of schoolhouses, and the statistics required by
the Department of Public Instruction.
He shall be obliged moreover:
1. To write a composition on some subject having reference to the
inspection of schools, or to the theory and practice of
teaching;
2. To translate French into English and vice versa.
REGULATIONS CONCERNING SCHOOL INSPECTORS
37
220. Candidates shall be examined in the following subjects, in
writing:
A composition on some subject having reference to the inspection of
schools, or to the theory and practice of teaching; translation from French.
into English and vice versa, arithmetic, algebra, geometry, drawing.
Candidates may be examined orally as well as in writing in the above.
mentioned subjects.
In all other subjects the examination shall be oral or in writing.
The maximum time allowed for any written subject is two hours.
221. The note allowed a candidate for the manner in which he
passes in any subject shall be one of the following:
52 to 6.-With great distinction.
5 to 512.-With distinction.
4 to 5.-Well.
3 to 4.-Pretty well.
2 to 3.-Less than pretty well.
0 to 2.-Null.
To pass, the average of a candidate's notes must be, at least, 4 with
the note 5 for composition, pedagogy and arithmetic, and the note 3 for
each of the other subjects.
222.-The Board of Examiners will issue a certificate to successful
candidates. In this certificate the note obtained in the special examin-
ation in English, if the candidate presented himself for such examination,
shall be entered.
The certificates shall be made out according to Form No. 4.
223. Any candidate who has already passed, but who desires to pre-
sent himself anew, in order to obtain a certificate with a higher note, shall
comply with same formalities as when he presented himself for the first
examination, including the payment of the fee of $6.00; he shall, more-
over, be examined in all the subjects prescribed by the regulations.
The certificate given to a candidate of this class shall bear after the
word "Mr." in the third line of Form No. 5 of these regulations, the
words: "who has already obtained a certificate with the note....
"}
224. The written answers of candidates for Inspectors' certificates
shall be preserved and forwarded to the Catholic Committee when asked
for.
SECTION 2
Duties of School Inspectors
225. It is the duty of school inspectors:-
1. To visit twice a year each school of their inspectorates, giving two
hours to the inspection of each primary school, and three hours to the
inspection of each intermediate and superior school;
↑
38
REGULATIONS OF THE CATHOLIC COMMITTEE
2. On their first visit to give, at the most convenient locality, a peda-
gogic lecture, under the direction of the Superintendent of Public Instruc-
tion, to the teachers of their inspectorates, for the purpose of reminding
them of their duties as teachers, and of bringing to their attention any
defects which they may have noticed during their visit.
The teachers shall, during the time of their attendance at these lec-
tures, give their pupils a holiday, and all teachers who assist at the lec-
tures shall receive an allowance, the amount of which, the Lieutenant-
Governor-in-Council shall determine;
3. To examine the pupils in the different subjects of the authorized
course of study, and to insist upon the course being followed by teachers
and pupils;
4. To transmit to the Superintendent:
(a) The names of those teachers who are eminently successful in
teaching all the subjects of the course of study;
(b) The names of teachers who, after being warned, do not follow the
course of study or teach without a proper time-table;
5. To ascertain whether the regulations for teachers and for pupils
are observed, and to note especially the classification of the pupils, the ar-
rangement and allotments of the time-table, and the manner in which
the school journals and registers are kept;
6. To examine the methods of teaching followed by the teacher;
7. To give from time to time model lessons in the presence of the
teacher;
8. To ascertain what means are used in maintaining discipline;
9. To give such advice to the teacher as may be deemed necessary;
10. To enter in the school visitors' register their appreciation of the
results of the examination, and any other remarks that they may deem
expedient to make to the Commissioners, or Trustees, or to the teacher;
11. To encourage teachers to preserve the best specimens of their
pupils' work, and, when required to do so by the Superintendent, to for-
ward to the Department of Public Instruction specimens worthy of being
exhibited;
12. To ascertain whether the regulations concerning schoolhouses,
closets, furniture, etc., are observed, and especially whether the necessary
air space per pupil has been provided, and whether proper attention is
paid to the heating and ventilation of the schoolrooms;
13. To fill up a bulletin of inspection for each school, and to transmit
the bulletins of each municipality to the Superintendent as soon as the
inspection of the municipality is completed;
14. To forward a report of their visit to the secretary-treasurer of
each school municipality visited. This report which the secretary-
treasurer is required to enter, without delay, in the proper register, shall
be signed by the Inspector when he next visits the school.
In these reports the attention of School Boards should be called in
a particular manner to:
7
REGULATIONS CONCERNING SCHOOL INSPECTORS
39
1. Condition of the schools of the municipality as to:
(a) The following of the course of study,
(b) A uniform series of approved text-books,
(c) The use of definite time-tables,
(d) Schoolhouses and closets, etc.,
(e) Furniture, apparatus (blackboard, maps, etc.);
2. Serious defects in:
(a) The school municipality as a whole,
(b) Particular schools,
(c) Individual teachers;
3. Any action that should be taken by the school commissioners (or
trustees) to improve the condition of their schools;
15. In their annual reports to the Superintendent, to classify, in
order of merit, the school municipalities of their inspectorates, allowing
10 marks for each of the following subjects:
SUBJECTS FOR WHICH THE MUNICIPALITY IS RESPONSIBLE
(1) The condition of schoolhouses, closets and grounds.
(2) The condition of apparatus, blackboards, authorized school
journals, maps, registers, etc.;
(3) Rate of the school-tax;
(4) The salaries of teachers and the method of payment;
(5) The use of authorized text-books.
SUBJECTS FOR WHICH THE TEACHER IS RESPONSIBLE
(6) The following of the course of study;
(7) Success achieved by teachers in the discharge of their duties.
(In order to have a uniform system of classification, inspectors will
allow for each subject a certain number of marks, varying from 0 to 10, as
follows:
From 8 to 10-Excellent.
"C
6 to 8-Very good.
5 to
6-Good.
4 to 5-Middling.
((
3 to
4-Bad.
((
0 to 3-Very bad.
The total of these marks divided by the number of subjects will give
the average note);
16. To carefully examine the registers, books and other documents
of the school commissioners, or trustees, as well as the accounts of the sec-
retary-treasurers, and to require that they be kept in accordance with the
authorized forms;
17. To forward their annual reports and statistical tables to the Su-
perintendent before the first of August each year.
18. To have no pecuniary interest, direct or indirect, in the sale of
books or school apparatus in their inspectorates.
40
REGULATIONS OF THE CATHOLIC COMMITTEE
CHAPTER EIGHTH
REGULATIONS CONCERNING TEACHERS
226.—When two or more teachers are employed in the same school,
the Principal or Director alone shall be responsible for the teaching given
to all the children, and for the discipline of the school.
227. It is the duty of each teacher:
1. To see that the schoolhouse is open and properly heated at least
thirty minutes before the time prescribed for commencing school in the
morning;
2. To give vigilant attention to the ventilation and temperature of the
school rooms. At each recess to open windows and doors for the purpose
of changing the air of the room;
3. To give vigilant attention to the proper cleanliness of the school-
house, closets, and outbuildings;
4. To see that no damage is done to furniture, fences, outbuildings,
or other school property, and to give notice in writing to the school board
of any such damage and also of any necessary repairs;
5. To exactly follow the authorized Course of Study and to so classify
the pupils that the progress of each may be satisfactory;
6. To require each pupil to do thoroughly the work prescribed for
one grade before promoting him to the next higher grade;
7. To prepare and keep in a conspicuous place in the school room, a
time-table showing the order of exercises, for each class, for each day in
the week, and the time devoted to each exercise per day;
8. Not to permit any pupil to use, as a school text-book, any book
not included in the list of approved text-books;
9. To open and close school with prayer;
10. To furnish the pupils with constant employment during the
school hours, and to endeavor by judicious and diversified methods to ren-
der the exercises of the school pleasant as well as profitable;
11. To keep a register, in which he shall enter the good marks ob-
tained by the pupils, and to add up these marks at the end of each month,
in order to give the pupils their standing at the beginning of the following
month;
12. To teach all the subjects of the authorized Course of Study;
13. To explain as clearly as possible each new lesson, or written exer-
cise, assigned, pointing out the difficult part, that every pupil may know
what he is expected to do for the next recitation and how it is to be done;
to ascertain if the explanations have been understood by all;
14. To give his undivided attention to the school work, and not to en-
gage in any private business or work on the school premises during school
hours;
15. To endeavor to impress on his pupils that at school they are under
a paternal authority; to avoid corporal punishment, except when abso-
REGULATIONS CONCERNING TEACHERS
41
lutely necessary; to avoid all degrading punishments. Never to inflict
any blow with the hand or otherwise upon the head or the face of a pupil.
In schools in which there is a Principal or Director, corporal punishment
shall be administered by him alone; (See Art. 245 of the Civil Code).
16. To read and explain to the pupils, from time to time, the school
regulations that apply to them and to see that they are faithfully observed;
17. To preserve a careful oversight of the conduct of the pupils dur-
ing school hours; (See Art. 1054 of the Civil Code).
18. To keep, in the prescribed form, a journal of the daily attend-
ance, and inquire into causes of tardiness and absence;
same;
19. To keep the visitors' register, and to allow visitors access to the
20. To make up all returns required by the Superintendent, the in-
spector, and the school board;
21. To carry out the suggestions of the inspector;
22. To attend the teachers' meetings as often as possible;
23. To preserve with care all the numbers of the Enseignement Pri-
maire as well as other books and documents belonging to the school,
which he shall leave to his successor;
24. If prevented from teaching his class, to report the same to the
school board, in advance, if it be possible to do so.
228.-When a pupil refuses compliance with the rules of the school;
refuses to obey his teacher, or when his conduct is such as to endanger the
morals of his companions, the teacher may expel him temporarily. In
this case the teacher shall notify such pupil's parents or guardians and
the School Board of the fact. The School Board may decide that he be not
re-admitted. Pending the decision of the school board the pupil shall be sus-
pended.
Should a teacher neglect to report a case of this kind to the Board,
the parents may themselves appeal directly to the Board.
CHAPTER NINTH
REGULATIONS
CONCERNING PUPILS
229.—It is the duty of every pupil:
1. To attend school punctually and regularly;
2. To follow the authorized Course of Study, and to conform to
the regulations of the school;
3. To observe silence in class and to promptly obey all the directions
of the teacher;
42
REGULATIONS OF THE CATHOLIC COMMITTEE
4. To be diligent in study, respectful to teachers, kind and obliging
to schoolmates;
5. To refrain entirely from the use of profane and vulgar language;
6. To be clean and neat in habits, person, and clothing.
230.-No pupil who is affected with, or exposed to any contagious
disease, such as measles, scarlet fever, smallpox, diphtheria, typhoid
fever, etc., shall be permitted to attend school until he produces medical,
or other satisfactory evidence, that all danger to the other pupils, from
his mingling with them, has passed away.
231.-On arriving at school, pupils shall immediately enter the
school grounds; on leaving school they shall return directly home.
232.-Pupils shall be in their places for prayers, which are said
before and after class. They shall assist at prayer with respectful atten-
tion.
233.-Pupils are required to procure the text-books and other school
requisites indicated, by the Course of Study for the class to which they
belong.
234. In all cases of absence, pupils are required to furnish from
their parents or guardians, on returning to school, sufficient reason for
such absence. When the absence can be foreseen the pupil should give
his teacher notice of his intended absence.
235.-Pupils should not fail to be present on the occasion of the
Inspector's visit, at the examinations, at the distribution of prizes, etc.
236.-No pupil shall be permitted to leave at any time before the
regular hour for closing his class, except in case of sickness, or on a writ-
ten or personal request of his parents or guardian; the reason for making
the request should be given.
237.—At the beginning of each recess, pupils should take their precau-
tions so as not to be obliged to ask permission to go out during class, a
permission granted only in cases of indisposition.
238.-Pupils of one district shall not attend the school of another
district unless by special permission of the school board.
239.-Pupils shall be responsible to the teacher for their conduct
on the school premises and also when going to, or returning from school,
unless they are accompanied by their parents or guardians.
240.-Any school property or furniture, injured or destroyed by a
pupil, must be made good by the parent or guardian.
CONCERNING BOOKS SUBMITTED FOR AUTHORIZATION
43
241. Any pupil expelled from school by the school board'shall not
be admitted to any school in the municipality without the written con-
sent of the school board.
242. Any pupil expelled from school who shall express his regret
for his conduct may, with the approval of the teacher and the school
board, be re-admitted to the school.
CHAPTER TENTH
CONCERNING BOOKS SUBMITTED FOR AUTHORIZATION
243. Any person desiring to submit a book to the Catholic Com-
mittee of the Council of Public Instruction shall, at least one month
before the meeting of the Committee, forward a printed or typewritten
copy of the book to each member of the Committee. He shall, more-
over, forward six similar copies to the Department of Public Instruction,
shall state the price of single copies, and the price per dozen, as well as
the Course for which the book is intended.
244.-When the examination of the book submitted for authoriza-
tion is necessarily delegated to a specialist, the Superintendent shall ex-
act, from the person seeking the authorization, a sum sufficient to remun-
erate said specialist.
245.-A sample copy of every edition of every book authorized by
the Catholic Committee shall be deposited in the Department of Public
Instruction by the publisher, and no edition of any book shall be consi-
dered as approved without a certificate to that effect from the Superint-
endent of Public Instruction.
246.-The Catholic Committee may, at any time, withdraw an au-
thorization.
That a book is authorized, the date of such authorization, and the
name of the course for which the book is intended shall, in future, be in-
dicated on the cover of the book. Failure to comply with this article
will annul the authorization.
247.-Every authorized book shall bear the imprint of the publisher,
and shall show upon the cover or title page the retail price, and no part
of the book shall be used for advertising purposes, without the consent of
the Superintendent of Public Instruction.
248.—No alterations in contents, typography, binding, paper, etc.,
of any authorized book shall be made without the approval of the Cath-
44
REGULATIONS OF THE CATHOLIC COMMITTEE
olic Committee. To obtain such approval it shall be necessary to submit
to the Committee a summary of the intended alterations.
249.-Any books recommended as aids to teachers for private refer-
ence or study shall not be used as text-books by the pupils.
250. The type used in printing school books shall be sufficiently
large, the lines leaded, the cuts or engravings carefully executed, and
printed on very good paper.
CHAPTER ELEVENTH
PRIZE BOOKS
251.-The Inspectors shall distribute the prize books furnished by
the Department of Public Instruction as follows:
1. In the municipalities that comply with the provisions of the school
law and regulations;
2. In the schools in which the teachers teach all the subjects of the
approved course of study and follow a definite time-table;
3. To the pupils who are taking regularly the subjects of the course
of study.
252.-Prizes may be awarded for proficiency in each subject of the
course of study; but if the examination be unsatisfactory no prize shall
be given.
253. Prizes shall be given upon the actual results of the examin-
ation by the inspector and upon information obtained from the teacher.
It is desirable that one prize at least should be given in each of the classes
of the school. Extra prizes may be given for conduct and for attendance
as shown by the school journal; but these shall be distinct from the prizes
for proficiency, and the prize for attendance shall not be given unless a
school journal has been regularly kept.
254.-Prize books given by the inspectors shall not be distributed at
public examinations or closing exercises in lieu of prizes to which pupils
are entitled from the school boards.
255.-The inspector shall fill up and sign the label to be found in each
prize book furnished by the Department of Public Instruction.
256.-The inspector shall enter on the school visitors' register the
name of each pupil to whom he gives a prize, his age, the subject for
CONCERNING APPEALS TO THE CATHOLIC COMMITTEE
45
which the prize was awarded, and the title of the book given. The In-
spector shall see that the teachers are provided by the school board with
a school visitors' register, separate from the school journal, and in schools
where there is no register, he shall give no prizes.
257.—The prize books are divided into two classes, Catholic and
Protestant, distinguished by special labels, and inspectors shall observe
this division in distributing the prizes to pupils.
CHAPTER TWELFTH
CONCERNING APPEALS TO THE CATHOLIC COMMITTEE
258. Any person who desires to appeal to the Catholic Committee
from the decision of the Superintendent shall do so, by petition, and in
conformity with the following provisions:
1. The petition, addressed to the Catholic Committee of the Council
of Public Instruction, shall be forwarded to the secretary of the committee
by letter, or it shall be served on him by a bailiff;
2. This petition shall state the grounds or reasons of the appeal, and
no others will be taken into consideration by the committee;
3. The persons interested shall appear before the committee, or a
sub-committee, personally (or by their attorney if they so desire), other-
wise the committee will proceed against them by default;
4. The Superintendent shall submit to the committee all the docu-
ments in his possession relative to said appeal, and no other document
concerning matters or facts which may have happened since the judgment,
which is appealed against, was rendered, shall be produced before the
committee;
5. The Superintendent, if he desires, or if he is requested to do so,
shall give the committee explanations concerning the question or ques-
tions which form the subject of the appeal; such explanations shall be
given in the presence of the persons interested, or during their absence,
in compliance with whatever the committee may decide upon the sub-
ject;
6. The appeal shall be made within fifteen days from the day on
which the judgment of the Superintendent is communicated or transmit-
ted to the litigants, or to one of the litigants, who receives at the same
time an order to communicate said judgment to the other litigants;
7. No petition in appeal will be received by the committee unless
accompanied by a deposit of four dollars to pay for copying documents
required for the appeal.
46
REGULATIONS OF THE CATHOLIC COMMITTEE
CHAPTER THIRTEENTH
CONCERNING SCHOOL COMMISSIONERS AND SECRETARY-TREASURERS
259.-School Boards shall pay the teachers at the end of each month.
of teaching.
260.-School Boards shall provide and use the authorized forms of
teachers' engagements, account-books, school journal and school visitors'
register in their municipalities.
261.-The secretary-treasurer shall be provided by the school com-
missioners or trustees with suitable minute-book, account-books, and the
stationery required for his work.
262.-The school commissioners and trustees shall, if possible, hold
their meetings in the most central school of the municipality, and if they
hold their meetings at the office of the secretary-treasurer, or at any other
place, they shall not pay rent therefor without the permission of the
Superintendent.
263. When the secretary-treasurer travels upon business of the
school corporation, he shall be paid his just travelling expenses; but any
indemnity which may have been accorded him by a court of justice, or by
any legislative or municipal body for the same journey shall be deducted
from his expenses.
264. A secretary-treasurer shall only be considered to travel upon
business of the corporation when he is specially authorized to do so, by a
resolution adopted at a regular meeting of the school corporation, stating
the object of the journey, or, if there is not time for a meeting, upon an
order signed by the chairman, or in his absence by two members of the
school corporation.
265. In the cities, towns and municipalities, of which the popula-
tion amounted at the taking of the last census, to more than three thou-
sand souls, or of which the extent is more than nine miles in length, there
shall be allowed a certain sum for taking the census of the children, upon
a requisition to that effect, addressed by the commissioners or trustees to
the Superintendent and approved by the school inspector. The sum
which the school board desires to pay shall be stated in the requisition.
266. Every sum allowed to the secretary-treasurer, or otherwise
paid out in accordance with the preceding regulations, shall be paid out of
the funds of the school municipality and shall be accounted for in the or-
dinary manner.
FORMS
47
CHAPTER FOURTEENTH
FORMS
FORM No. 1
(See Article 83)
Letter from a candidate for teacher's diploma, to the Secretary of the Central
Board of Examiners, informing the Secretary of his intention to present
himself for examination.
To the Secretary of the Catholic Central Board of Examiners,
(Name of the locality and date).
Quebec.
SIR,-
I, (name in full as given in the certificate of baptism), born at (place
of birth), the (give date of birth), residing at (give address), county of
(name of county), have the honor to inform you that I intend to present
myself at (give name of place at which candidate intends to present himself
for examination), for the examination in (French or English, or in French
and in English), for (state grade, an elementary, a model or an academy)
diploma. I enclose herewith the sum of (state amount of required exam-
ination fee) dollars for examination fee, a certificate of moral character
according to the authorized form, and a certificate of baptism.
Please address my diploma, or notice of the result of my examin-
ation to (name of post office).
(Signature of the candidate.)
N.B.-This letter should be forwarded to the Secretary of the Central Board
at least thirty days before the date fixed for the examination.
48
REGULATIONS OF THE CATHOLIC COMMITTEE
FORM NO. 2
(See Article 83)
Certificate of good moral character required of candidates for teachers'
diplomas.
(Date)...
"I hereby certify that I have personally known and have had occasion
to observe (full name of candidate), during (state number of years or months)
and, that during all this time his (or her) life and conduct have been ir-
reproachable, and I affirm that I believe him (or her) to be honest and
conscientious."
N.B. This certificate shall bear the signature of the Parish Priest, or other
clergyman acting as such, of the parish in which the candidate has re-
sided during the six months immediately preceding the examination.
FORM NO. 3
(See Articles 215 and 216)
Letter from a candidate for a position as School Inspector, asking to be
allowed to present himself for examination.
To the Honorable Members of the Catholic Committee of the Council
of Public Instruction:
The undersigned, (give the name and surname),.
siding at.
•
•
., county of..
•
forward the following documents:
re-
has the honor to
1. A certificate of baptism, proving that he was born at.
month of.
county of...
the...
.day of the
2. A superior school diploma, which was granted him by the Board
of Examiners of.
School) on the..
>
(or by the..
Normal
3. Certificates signed by (give names of Chairman and Secretary-
Treasurers), proving that he has taught for five years, and that he has not
abandoned the teaching profession since five years;
4. Certificates signed by (give names of Curés or of acting Curés, as
well as those of Chairman, or of Secretary-Treasurers), proving his good
moral character;
...
FORMS
49
And he requests you to allow him to undergo the examination pre-
scribed by law for candidates for the position of school inspector.
(Date and signature.)
FORM NO. 4
(See Article 222)
Certificate of examination for candidates for the position of School
"CANADA"
Province of Quebec.
Inspector.
Roman Catholic Board of Examiners for candi-
dates for the position of School Inspector.
"We, the undersigned Roman Catholic Examiners, appointed by the
Catholic Committee of the Council of Public Instruction, according to
law, certify that Mr...
.. having fulfilled
all the conditions prescribed by the school law and regulations, has
passed (state in what manner) the prescribed examination.
He passed the special examination in English.
We, therefore, grant him the present certificate declaring him eligible
for appointment as School Inspector.
Given at Quebec, this.
Our Lord..
day of..
.in the year of
... President.
Secretary.
FORM No. 5
(See Article 223)
Certificate of second examination for candidates for the position of School
"CANADA"
Province of Quebec.
Inspector.
Roman Catholic Board of Examiners for candi-
dates for the position of School Inspector.
"We, the undersigned Roman Catholic Examiners, appointed by the
Catholic Committee of the Council of Public Instruction, according to
law, certify that Mr...
•
who after having passed the exam-
4
50
REGULATIONS OF THE CATHOLIC COMMITTEE
•
ination with..
and received a certificate, has
presented himself anew, after having duly fulfilled all the formalities re-
quired by the school law and regulations, and that he has passed (state in
what manner)...
., the required examination.
"We, therefore, grant him the present certificate to avail as of
right."
"Given at Quebec, this.
year of Our Lord.
FORM NO. 6
(See Article 28)
Teacher's Engagement
day of....
... in the
...President.
Secretary.
Province of Quebec.
School Municipality of
On the..
day of the month of...
in the year
19. ..., it is mutually agreed and stipulated between the school commis-
sioners (or trustees) of the municipality of..
·
in the county of . . . .
represented by (name of chair-
man or secretary-treasurer) their chairman (or their secretary-treasurer),
under a resolution of the said commissioners (or trustees), passed on the
19...., and (name
of teacher) teacher, holding a diploma for a (insert grade) school, residing
at..
as follows:
.day of..
•
The said teacher makes an engagement with the said school commis-
sioners (or trustees) for the school year from the first of July.
(unless the diploma of the said teacher be withdrawn, or any other legal
impediment arise) to teach the (grade of school) school in district No....,
according to law, to the rules and regulations established or to be estab-
lished by the competent authorities, and, amongst others, to exercise
an efficient supervision over the pupils attending the school; to teach the
subjects authorized, and to use only authorized text-books; to fill up all
blank forms required by the Department of Public Instruction, the
School Inspectors, Commissioners (or trustees); to keep the required school
registers; to preserve amongst the archives of the school such copy-books
and other work of the pupils as may be ordered to be put aside; to keep
the school rooms in good order and not to allow them to be used for any
FORMS
51
other than school purposes without permission to that effect; to follow
such rules as may be established; in a word, to fulfil all the duties of a
good teacher; to hold school every day, except during the vacations, and
on Sundays and festivals and on the holidays authorized by law and the
school regulations.
The commissioners (or trustees) undertake to pay every month to the
said (name of teacher) the sum of (state sum in full) for the said school year
in current money and not otherwise.
In default of any other engagement, the present agreement shall
continue to remain in force between the parties until it be legally set
aside.
And the parties have signed after hearing the same read.
Made in Triplicate at...
of ...
the..
one thousand nine hundred and.
..day
(Signature)
Chairman (or Secretary-Treasurer) of the School Commissioners
(or Trustees).
(Signature)
Teacher.
N.B.-The engagement shall be for one school year, except by special author-
ization of the Superintendent, as prescribed by Article 24 of the
Regulations of the Catholic Committee.
The engagement shall be made in triplicate, and one copy shall be
forwarded to the Superintendent—within fifteen days after its signature.
APPENDIXES
APPENDIX A.-Concerning the programme of subjects taught in
catholic primary schools.
APPENDIX B.-Concerning the programme of domestic science
combined with the programme of other
subjects taught in catholic primary schools.
APPENDIX C.-Concerning the course of study for Catholic
Normal Schools.
APPENDIX D.-Concerning the course of study for Primary-and-
Domestic-Science Normal Schools.
APPENDIX E.-Concerning Summer School Courses for persons
preparing to teach Domestic Science in
Catholic Primary Schools.
APPENDIX F.-Concerning Infant schools.
APPENDIX A
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBU-
TION AND PEDAGOGIC DIRECTIONS
SECTION 1.—PEDAGOGIC ORGANIZATION OF CATHOLIC PRIMARY
SCHOOLS.
SECTION 2.-SUBJECTS OF THE COURSE OF STUDY.
SECTION 3.-SUBJECTS TAUGHT IN EACH YEAR OF THE COURSE.
SECTION 4.-SUBJECTS TAUGHT IN CATHOLIC PRIMARY SCHOOLS
WITH YEARLY DISTRIBUTION AND PEDAGOGIC
DIRECTIONS.
PEDAGOGIC ORGANIZATION OF SCHOOLS
57
APPENDIX A
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION AND PEDAGOGIC DIRECTIONS
SECTION I.
Pedagogic organization of schools.
I. Moral and religious instruction.-Religious instruction shall hold
the principal place among the subjects of the Course, and shall be regularly given
in every school.
The catechism lessons of children preparing for their first communion shall
receive special attention. When it is deemed necessary, children preparing for
their first communion shall be exempted from a part of the other class exercises.
It is the duty of the teacher to follow the advice of the Parish Priest in all
that concerns the moral and religious conduct of all his pupils.
II. Classification of pupils.-In schools having only one teacher, there
should not be too many classes.
Teachers who divide their schools into too many classes, divide their time
and energy, and find it difficult, if not impossible, to maintain order.
Four divisions for elementary schools of the second grade, and three, for
those of the first grade are quite sufficient. In these classes or divisions there
should be no subdivisions; except perhaps in the first year— in which, in case of
necessity, special instruction may be given to the least advanced children. The
Model School Course and the Academy Course should each have not more than
two divisions.
When two teachers are employed in an elementary school, the head teacher
shall exercise an active supervision over the teaching given to all the pupils of the
school, but he shall take the third and fourth years under his special control,
while his assistant shall take the first and second. If there be but one class in
the model school course, the teacher of this class shall also teach the pupils of the
fourth year, i. e. those of the second grade of the elementary course.
In any year of the course, pupils of average intelligence and application
should be able to pass in the subjects assigned to that year. In many cases,
however, and principally in the elementary schools of the rural districts, where
attendance is irregular and teachers are obliged to attend to several classes at
the same time, pupils will be found whose knowledge is not sufficient to permit of
their being promoted with advantage to themselves; such pupils should be obliged
to remain a second year in the same class.
The teacher should, whenever possible, teach two, or in certain subjects,
even three classes at once, in order that the largest possible number of pupils
may, at all times, benefit by his explanations.
III. Time-table.-No time-table is given with this Course of Study,
because of the impossibility of preparing one suitable for all the schools of the
Province. Each teacher shall prepare one, for his own school, which he shall
submit to the inspector. After approval, the time-table shall be posted up,
where it may be easily seen in the classrooms.
It shall be drawn up in keeping with the following requirements:
All the subjects of the Course shall have a place in it, with the days and
hours assigned to each.
58
REGULATIONS OF THE CATHOLIC COMMITTEE
The time allotted to each subject shall be in proportion to its importance,
either absolute or relative. For instance, writing and reading in the elementary
course shall take up more time than in the model course; by degrees they should
be partially superseded by written exercises. The study of the mother tongue
is absolutely necessary in all the classes, and its importance is equal in all; but
the same rule does not hold with respect to the second language. The time given
to a second tongue may vary with the needs of the pupils. Arithmetic should
be taught in all schools, but the course in mathematics may vary in extent and
in degree, according as it is intended for a country or for a commercial school.
The same rule will hold with respect to agriculture. The course in this branch
will be more thorough, and will, in consequence require more time in agricultural
districts than in commercial centres. Drawing, while remaining substantially
the same, will occupy a more or less important place in the programme of daily
exercises, according to the varying requirements of different localities and of
different schools. Finally, in a general way, the amount of time allotted to a
subject, may, in many cases, vary with the sex of the pupils. It is evident that
the needs of these two classes of pupils, boys and girls, are not exactly the same.
While all these considerations should be taken into account in preparing a
time-table, it is essential that the adaptations be made without any substantial
alteration of the Course as a whole, or modification of the subjects, for, in all
schools of the same degree, the general standard should be the same. All that
is required is simply to interpret the Course, and to follow it with discernment;
no one is authorized to change it.
In a good time-table lessons and exercises are assigned in keeping with the
grade of the school and the age of the children. The exercises of the Elementary
Course should be shorter than those of the Model, and those of the Model shorter
than those of the Academy. Nevertheless, under pretext of relieving pupils
from too long and too arduous an effort, the time should not be divided
into periods so short as to keep the classes in an almost continual state of change,
thus preventing any serious application to study. With the younger pupils of
the elementary course, exercises should not be of more than twenty minutes dura-
tion, while with the older ones, except in a few rare instances, they should not
exceed half an hour. The average and ordinary duration of exercises in the model
course is half an hour. The exercises in the academy course should not generally
last more than an hour.
Naturally, the most important subjects and those which require the greatest
effort of attention should be placed, in preference, at the beginning of the class;
such as exercises in grammar, arithmetic and composition. It is also necessary
to dispose the exercises in a hygienic manner and in such a way as to prevent
monotony: an easy exercise after a difficult one, a written exercise after an oral
lesson, an exercise with pupils standing after one with pupils at their seats.
With the double object in view of relaxing the mind and preventing fatigue,
the time-table divides the forenoon and afternoon sessions each, into two parts,
separated by a short recess, or by movement exercises and singing. Each part
is itself divided into several lessons, and each lesson or exercise into two parts:-
the oral lesson, properly so called, then questions to test the effect produced, or
exercises in which knowledge acquired during the lesson is applied; the written
exercise and the correction of same.
A time-table in which every subject, of the whole course of study, has a cer-
tain period assigned to it each day, is an impossibility unless the time is divided
into such minute portions as to render null all progress; thus certain bran-
ches will appear on it only two or three times a week: writing and reading in the
upper classes, history, other than that of Canada, drawing, etc.
Finally, in preparing the time-table, recapitulations and especially weekly
and monthly competitions must be provided for. To these exercises should be
assigned the amount of time which, in every well organized school, their import-
ance demands.
IV. Registers for the use of the teacher.-All schools should be provided
PEDAGOGIC ORGANIZATION OF SCHOOLS
59
with certain registers in which different entries concerning their management are
made.
The registers here referred to are those relating to the attendance of pupils
and to the pedagogic organization of the school.
The Inscription Journal and the School Journal belong to the first class.
In the Inscription Journal, the teacher enters the names of pupils admitted
to the school; in the school Journal, he indicates the daily attendance.
To the Second Class belong the Class Diary and the Record Book of marks.
In the Class Diary are indicated all the lessons assigned during the day.
That the lessons assigned may be more clearly defined, it is an excellent idea to
indicate, in the Class Diary, the page of the teacher's Note-Book on which the
notes prepared, on each lesson, are to be found.
In the Record-Book of marks, are entered from day to day, the marks gained
by the pupils. These marks might be given a fictitious money value. For ins-
tance, there might be marks of the value of 5, 10, 20, 25 and 50 cents, and of a
dollar. The younger children would thus learn to count money.
V. How the course should be followed. The course of study, although
accompanied by minute directions, leaves a wide field to the teacher's initiative,
especially in all that relates to the manner in which each subject may be taught,
and to the adapting of the lessons to local circumstances or to the special needs
of pupils.
No important modification, however, should be made in it without the con-
sent of the proper authority.
VI. The system of teaching. The more advanced pupils, especially in
schools having but one teacher, may be called on to render some assistance. But
their duties, in this connection, should be limited to giving dictations, making
the younger children read, and hearing them recite. It must not be forgotten
that it is the teacher alone who teaches the different classes in succession. Pupil-
monitors should never be set to teach any part of a branch which has not been
previously explained by the teacher.
During school hours, pupils should never be idle, and each recitation should
be followed by an exercise, sufficiently long and difficult to keep the pupils busy
while the teacher is occupied with another class. If, for instance, the subject
be catechism, while the teacher makes the youngest children simultaneously recite
the text of the book, the more advanced ones are silently preparing their lessons
for the day. When the teacher has finished with the younger pupils, a monitor,
who makes them recite individually, takes charge, while the teacher hears the
pupils of the next class.
The system just explained should be employed in teaching reading. The
teacher begins with the younger children; during this time the more advanced
pupils prepare their lessons, afterwards, while the younger children, under a
monitor, read, copy, or write from dictation the lesson just read, the teacher passes
to the next class. When the teacher has finished with this class, the pupils are
given an exercise in connection with the lesson just read and explained. This
plan is followed in teaching the generality of the branches.
For the better maintaining of discipline, the teacher shall draw up, in advance,
the list of monitors, and he shall assign them to the different classes, according to
a variable order, known only to himself; thus the monitors will be compelled to
study their own lessons and prepare their own exercises.
VII. Special methods or the teaching devices.-Special methods or
teaching devices are the teacher's tools; they are the practical means by which
the general methods and systems of teaching are put into operation. It is worthy
of remark, however, that notwithstanding the difference made between a method
of teaching, a system of teaching, and a teaching device, the distinction between
them is sometimes very slight. Even in the language of pedagogy they are fre-
quently confounded.
60
REGULATIONS OF THE CATHOLIC COMMITTEE
Thus understood, the special methods or teaching devices may be of many
different kinds. Only the principal ones will be mentioned.
VIII. Intuition in teaching.-To teach intuitively is to employ a con-
crete object in developing an abstract idea. Thus to employ marbles, blocks, or
kindergarten sticks in giving children an idea of numbers, of units, of tens; pictures,
in explaining a historical event or a lesson in catechism; to show the pupil a square
of paper, or a cube before beginning the study of these geometric figures, or before
teaching them to draw them; to place blackboard sketches, or, better still, a
globe before the pupils, in order to give them an accurate idea of the shape
of the earth, of the outline of a lake, of the course of a river,—are all classified
under the name of intuitive teaching.
If the teacher really desires to be understood, his teaching should be intuitive,
and this should be especially the case in dealing with the younger children. Useful
and even necessary in all the divisions of the elementary course, this device is
also very helpful in the upper grades;-for instance, when new ideas are intro-
duced; and generally in lessons on the natural sciences.
To be a competent teacher one should be expert in using this device.
IX. The blackboard. It has been said, and with truth, that a black-
board is equivalent to an assistant teacher. As a means of teaching intuitively,
its utility is unlimited. It cannot be used too much. It is an open book, common
to the whole class, to teacher as well as pupils. It should be almost constantly
under their eyes. It is on the blackboard especially that-while developing
the faculties of invention and observation of the pupils-both teacher and pupils
should study, in concert, all the branches of the programme. No other means
is better fitted to strike the imagination of the pupils, to fix their attention, to
make them active participants in the struggle for knowledge, to put life and inte-
rest into both lessons and correction of exercises. It is the time-saver par excel-
lence.
Let the pupils be often sent to the board to answer the test questions, by
which the teacher ascertains that they understand and remember the subjects
they have been taught.
X. The text-book. "The best elementary text-book," wrote Lhomond,
in the preface to his grammar, "is the voice of the master. Nothing can take
the place of the living text-book, the teacher. To pretend that a dumb manual
can do his work is pure charlatanism."
Though the truth of Lhomond's statement is universally admitted at the
present day, it is none the less undeniable that text-books are necessary. Exclu-
sively oral teaching would fatigue both teachers and pupils, it would be liable
to make, on the minds of the children, only transitory impressions, and to impose
on many of them, during a portion of each day, a state of idleness, demoralizing
to them individually, and injurious to the progress of the whole class.
What is to be avoided is a too great reliance on the book alone. The teacher
should employ it with discernment; he should never make an immoderate use of
the text-book to the neglect of the oral lesson.
In order that the use of the text-book be of practical benefit to the child, the
study of the lessons, in it, should be preceded or accompanied by sufficient expla-
nations, given by the teacher. If such explanations be wanting, the pupil will
find himself floundering through the unknown without a guide, with the result
that all his efforts will be vain, or almost vain. The pupil's memory may retain
words, but his intelligence will lack exact and well defined ideas. Fatigue followed
by disgust will be the necessary consequence. The text-book will fill the child
with an instinctive dislike, which he will have much difficulty in conquering later
on.
To sum up, the book is nothing but an auxiliary and its utility varies with
the subject of which it treats. The following principles on the manner of using
it are taken from the best works on pedagogy. In teaching reading, the book,
PEDAGOGIC ORGANIZATION OF SCHOOLS
61
it is undeniable, plays a great part-a part whose importance increases with the
progress of the pupils. In the case of the catechism and of selections of poetry
and prose, which should be memorized literally, the book is a necessity. În his-
tory, the manual is a help to the memory, a means of research, and a work of
reference. In mathematics and grammar the blackboard and oral lesson do the
greater part of the work. In geography and the natural sciences, text-books
are of secondary importance, for the study of the map and the observation of
phenomena naturally precede their use.
To repeat what has been already stated: the study of the book if it is to be
profitable must be accompanied by sufficient explanations, supplemented by
numerous questions designed to find out whether the child really understands
This is the one great principle to be remembered by the teacher.
or not.
When the pupil understands the book; when he discovers in it those things
of which he has been told, it becomes a friend. He then opens his book with
interest, he finds the lesson which the teacher's explanations have made clear,
and he studies it with pleasure.
Let it be well understood that the child shall not be expected to recite ver-
batim the lessons studied in the book. Of course, the teacher will find it neces-
sary to require the exact words of such definitions as do not admit of approxi-
mations, of formulas intended to remain fixed in the memory, of prayers and
catechism, and of selections of poetry and prose. In all things else he will accept
the meaning of the lesson in whatever form the child shall express it. He will
even encourage the child to state what he knows in his own way, restricting him-
self to indicating, in a kindly manner, any incorrection of language or impro-
priety of terms.
XI. The oral lesson.-The text-book is useful in primary teaching, but it
is only a guide, a help. Direct teaching, or in other words, the oral lesson takes
the first and most important place. The teacher's voice, his explanations, his
questions these are the principal elements of success. It is by speech, correct,
animated, living speech that the teacher influences his pupils, that he awakens
and holds their attention, that he forms them to habits of observation, and that
he develops in them the faculty of reasoning.
These results, the only practical, lasting and valuable ones, from an edu-
cational point of view, are not obtained without good judgment and great labor.
To produce all possible fruit the oral lesson requires, in the first place, careful
preparation. This preparation, from which no teacher has a right to consider
himself exempted, should bear on three points.
Firstly, choose the subject of the lesson as determined by the Course of Study
and the time-table; exactly define its extent and degree, in keeping with the
intellectual capacity of the child; classify its principal parts with the accompa-
nying facts, so that in its presentation there be nothing vague, unfinished, or
badly defined.
Secondly, select, in advance, the method to be followed, the devices to be
employed, the best means to awaken interest, the explanations to be given, the
nature and order of the questions to be asked, the exercises to be done by the pupils
and the tasks to be imposed on them. This second part is the most delicate and
difficult. It varies with the pupils' knowledge, their character, and their apti-
tudes; it varies also, according as the lesson is intended for a single class or for
several of unequal degrees of knowledge.
Finally, have at hand all those things which are to be used during the lesson:
marbles, blocks, kindergarten sticks, maps, sketches, geometric figures, writing
or drawing models, specimens for object or for science lessons, etc., etc.
It is not sufficient, however, that the lesson be well prepared, it must also
be well given.
As a general rule, every lesson comprises a thorough but rapid review of the
preceding one. This is necessary that there may be unity, order, and sequence
in the ideas of the pupils. After review, the natural order is: the lesson of the
day; the assigning of the part to be studied; and the explanation of the exer-
cise to be done.
62
REGULATIONS OF THE CATHOLIC COMMITTEE
The lesson, both in matter and in expression, should be suited to the in-
tellectual development of the children.
In order to hold the attention of the youngest pupils, let the teacher give the
lesson under the form of a conversation, during which he asks carefully chosen
questions. Let him use the answers as a means of suggesting new ideas to the
pupils, or of leading them to discover some principle or rule. While conversing,
let the teacher write on the blackboard the principal elements studied during the
lesson. The work on the blackboard will be very serviceable to the pupils as out-
lines to be remembered.
At a later period, the teacher, while following substantially the same plan,
should so lengthen and modify lessons that the pupils will be gradually impelled
to greater and greater efforts.
The
At a still later period, the pupil will be left more to his own resources.
teacher, while not abandoning the course just laid down, will accustom the pupil
to descend from rules to examples. He will familiarize him with abstract ideas.
He will inspire him with greater confidence in his own powers. He will still show
him the road and will never fail to guide him, but from time to time he will abandon
him to his own devices. To use Montaigne's words, he will make his pupil trot
before him, if only to judge of his pace, and to give him the opportunity of exer-
cising his activity.
In giving an oral lesson, the teacher should avoid with care the defect of
saying more than is necessary or useful. A lesson, to children, in which the tea-
cher presents the subject under the form of a lecture, while his young audience
remains passive, is a waste of time. In primary schools, oral teaching, properly
understood is a conversation between teacher and scholars. The former does
generally more of the talking than the latter. The teacher supplies needful
information, encourages the pupils to speak without restraint, to state what
they know, and to ask any questions they please-while he directs their thoughts
and attention, puts frequent questions to them, and really guides the work all
the time, in such a way, that the interest of every child is held till the appointed
end is reached.
XII. Questions. The success of a lesson depends upon the questions
asked. Questioning, especially in the primary school, is a most difficult art.
Success in this art depends upon the exact observance of a number of rules. The
following list contains, under an abridged form, the most important of these
rules.
1.-Principal questions, and even a certain number of secondary ones, should
be carefully prepared in advance.
2. All questions should be brief, clear, well defined, and adapted to the
intelligence of those for whom they are intended; they should be asked in a brisk,
spirited way, without hesitation, but at the same time without hurry.
3. They should follow one another in logical and progressive order.
4. It is preferable to leave the exact wording of questions to the inspiration
of the moment or to the unexpected needs of the occasion.
5.-In questioning, the teacher's tone should be firm, but sympathetic.
6.—Though each pupil should be addressed in turn, the order of places or
seats should be rarely followed.
7. As a general rule, state the question before naming the scholar who is
to answer.
8. It is highly prejudicial to the progress of the class to allow prompting
among the pupils.
9. It is also harmful to the advancement of the scholars for the teacher to
contract the habit of giving the first word or sentence of answers.
10. Incomplete or wrong answers should be completed or corrected by the
teacher, then repeated by the pupil.
11. In the same way, any answer defective in form should be immediately
corrected, then repeated by the pupil.
12. It is an excellent custom to require that the question be incorporated
PEDAGOGIC ORGANIZATION OF SCHOOLS
63
in the answer; this should always be done when the answer would otherwise be,
yes, or no.
13. It is only when no scholar has been found able to answer a question
that the teacher is justified in answering it himself.
14. Questioning the same pupils much more than others, or dialoguing
with a single pupil should be avoided.
15.-Pupils should be encouraged to talk; they should be told to indicate
their readiness to answer by holding up a hand; but several pupils should not be
allowed to answer at the same time.
16. Nevertheless, simultaneous answering, from time to time, is not with-
out a certain utility.
17.-Hastiness should be avoided; it is a mistake to hurry pupils very much,
-and a very good habit to allow them time to reflect and find their words.
18. However, once a question is asked it must not be left without answer.
19. The experienced teacher avoids questions requiring answers of greater
length or difficulty than chlidren should be expected to give, or questions full
of confusing details.
20.—The experienced teacher clothes his interrogations in simple language,
and once expressed he does not change their wording without good and sufficient
cause.
ing,
21.—In questioning, he does not say more than the pupil should, in answer-
22.-On the contrary, he effaces himself as much as possible; he acts in such
a way as to be forgotten.
23..-While interrogating, he blames and praises with moderation.
24.—He knows that, at times, it is advantageous to address his questions,
more particularly, to children who need encouragement, or to children whose
laziness or lack of interest requires special attention.
25. He is careful to make all his questions bear directly on the subject under
consideration, and to see that they all tend in the same direction, the final aim
and object of the lesson.
26. He varies both the substance and the wording of the questions, in order
to stimulate and develop all the faculties of the child.
27. He shows no impatience. In his tone or manner neither annoyance
nor bad humour can be noticed, especially when dealing with pupils who, though
dull, are doing their best.
28.-On the contrary, he puts his questions in an engaging way, emphasizing
the principal word, and showing in tone and manner, both sympathy and good
humour. The emphasizing of the principal words contributes greatly to the
clearness and the variety of the questions.
29. Finally the teacher should take advantage of the children's answers
to correct defective pronunciation and articulation as well as a too great pre-
cipitation of speech. This is one of his important duties.
XIII. Written exercises.-Written exercises done at school-and even
at home-should occupy an important place in primary education. The oral
lesson, however useful it may be, cannot take the place of everything else. The
impressions made by it on the minds of young children are necessarily transitory;
the traces that it leaves in the memory are soon effaced. This period of life is
so unstable, so changeable.
Written exercises are a necessary and valuable complement of the oral lesson;
they impress more deeply on the mind, the elements taught, they fix them more
surely, and define them more clearly, not only by the scholars being obliged to
write them out-in itself a great advantage-but by the demands which they
make on the individual activity of each pupil.
The child, called upon, without his teacher's help, to apply the rules and prin-
ciples already learned, will be forced to think, to reflect, and to apply himself
with renewed energy to the subject on hand. This work, done alone, cannot fail
to benefit the child in a marked degree, provided that it is not beyond his capa-
city and that it has been sufficiently explained.
64
REGULATIONS OF THE CATHOLIC COMMITTEE
But the preliminary explanations, just alluded to, are absolutely necessary.
If not given, the time devoted to written exercises will be passed in vainly grop-
ing in the dark. It is, therefore, necessary that the teacher give his pupils such
assistance as they really need, in order that when working alone they may do so
in a profitable manner.
And with the object in view of rendering agreeable and attractive the ex-
ercises worked out alone, the teacher should neglect no means of holding his
pupils' attention, of exciting their curiosity.
For this purpose he will select exercises which are neither too long nor too
difficult; exercises based on the lessons of the week; he will vary them from day
to day; he will not fail to give them as much actuality as is possible; he will make
them practical; and incidentally, he will use them as a means of imparting inform-
ation on points foreign to the special subject of the exercises.
The practice so fruitful in good results of treating of several subjects, while
apparently teaching only one, finds, here, its proper place. During dictation
exercises, it is not at all difficult to combine a lesson on grammar, or spelling,
with one upon morals, manners, or science; in giving arithmetical problems, it
is quite easy to impart a great deal of knowledge on many different subjects-
knowledge useful to the farmer, to the housewife, etc., in the practical affairs of
life.
But written exercises to produce their full effect must be carefully corrected
every day.
The teacher will, therefore, make it a point not to defer the correction of
exercises for two of three days. Correction thus delayed loses much of its value
as an educational instrument and as a means of imparting knowledge, for the
pupils have had time to lose interest in the work.
The teacher's inspection should follow close on the pupil's labor, taking
account of all its parts, passing over no point that calls for remark.
In general, let the correction, in which all should take part, be carried out
on the blackboard. Let it be oral and collective. Let it finally be inspected by
the master; for it is essential that an experienced and practised eye control the
self or inter-correction of the pupils, so that negligence, or attempts at cheating
be banished from the school.
In their proper place, in this Programme, will be found supplementary re-
marks on the manner of correcting exercises in the different branches of the Course
of Study.
There remains a last suggestion of the very highest importance: whatever
the subject, insist that the exercises be carefully written; that the work be done
with order and neatness; that the language used be clear, simple, and appropriate;
and that the spelling be correct.
If teachers exercised a strict supervision in connection with the points just
mentioned, there would no longer be found in the schools, pupils whose dicta-
tions are absolutely irreproachable, while their other exercises swarm with faults.
XIV. Recapitulations-Reviews Competitions.- Recapitulations, re-
views, competitions, these are teaching devices of which every conscientious teacher
should make use.
These devices are related and have more than one point of resemblance,
all three are a repassing of branches studied. A recapitulation, however, is more
a simple repetition than anything else.
To define it more exactly, it consists, on the part of the pupil, in a going back
to what he has already learned; and on the part of the teacher, in questions on
one or more previous lessons, with the double object of forming a close connec-
tion, in the child's mind, between the different items of knowledge acquired, and
of making known to him the principles which form the basis of the succeeding
lessons. Sometimes even, a recapitulation may consist in recommencing an
explanation, without introducing any change worthy of note, for the purpose of
fixing it more firmly in the child's memory.
The natural place for the recapitulation is at the beginning of the lesson;
C.
PEDAGOGIC ORGANIZATION OF SCHOOLS
65
more or less time should be given to it, according as the pupils are more or less
advanced. It is also advantageous to recapitulate after each complete series of
questions.
A review is rather a new lesson on a subject already studied—a subject which
the teacher presents and develops with new considerations-considerations which
furnish him with the opportunity of bringing before his pupils certain general
questions, of drawing attention to useful points of resemblance, of linking
together ideas having no apparent connection, of accustoming his pupils to look
at questions from a general point of view.
It is easy to understand that to attain this complex end, reviews must be
frequent and well defined, that they must, as time goes on, cover a wider field.
It is on this account, that in well-organized schools, they take place at the end
of each week, each month, each quarter, each year.
Recapitulations and reviews are oral exercises. Competitions, on the con-
trary, which are intended to stimulate the pupils, by finding the relative rank
of each, should be written. They differ from other exercises in the following
points: they may contain a larger number of questions previously studied, and
they must be completed in a limited period of time, the same for all pupils com-
peting.
The principal branches of each course are the ones in which competitions
generally take place. It is advisable, however, that there should be, but less
frequently, competitions in the other branches, in order to encourage pupils,
who though not advanced in the principal subjects may excel in the secondary
ones, to bring home to others their general lack of application to study-and
to be able to judge of the average strength of the classes.
All competitions without exception should be corrected with the greatest
care. Preference in this case, should be given to correction by the teacher. The
examination of work by the teacher himself is essential; it is the only way of ob-
taining the desired results.
XV. Home lessons and tasks. Teachers should remember that the
pupil who does not study out of school hours makes but little progress. This
is a truth based on experience.
Every evening, therefore, except on rare occasions, the pupils shall have
either lessons to learn or exercises to write.
This supplementary work should: be proportioned to the age and capacity
of the children; have for subject the most important branches of each course;
be as practical as possible; be prepared in class; be varied that it may be in-
teresting.
If the rules given above be not followed, the tasks will appear too hard to
pupils who have already passed the day in arduous study, and they will repel
and discourage them, or, and this is to be avoided, the parents themselves will
complain, and not without just cause, of the difficulty of the work imposed on
their children.
The teacher who neglects to carefully examine the home work of the pupils
will not obtain good results. Pupils very soon discover any negligence of this
kind, and they then feel at liberty to abandon themselves to idleness.
XVI.
Copy books for the use of pupils.-The principal copy books,
which may be used in the classes are:
The writing book;
The drawing book;
The map drawing book;
The language lesson copy book;
The daily exercise book;
The composition book;
The class rotation exercise book; (one for the whole class).
The honor book.
5
66
REGULATIONS OF THE CATHOLIC COMMITTEE
Let the teacher agree with the inspector concerning the number of copy
books to be used in the school, for though all the books just mentioned are useful,
some are less needed than others.
Each pupil, however, should have separate books for writing, drawing, and
daily exercises. These three books are required in every school. And if the
pupils are restricted to this number, language lessons, map drawing, and compo-
sitions will find place in the daily exercise book with the other exercises. But,
when such is the case, the teacher, remembering that the three subjects just allud-
ed to require special correction, will not fail, from time to time, to keep the daily
exercise books in his possession for a short time.
The class rotation exercise book, in which a different pupil enters, each day,
the exercises of that day, and the honor book intended to receive the best work
of the class, are more easily dispensed with than the others--although the second
is an excellent incentive to emulation, and a simple glance at the first enables one
to judge of the state of advancement of the class, and of the manner in which the
Course of Study is understood and followed.
SUBJECTS OF THE COURSE OF STUDY
67
APPENDIX A
SECTION 2
Subjects of the course of study.
The Course of Study for the Catholic Schools of the Province of Quebec
comprises:
Moral and religious instruction:
French:
Prayers,
Catechism,
Sacred History—and
Elements of Ancient History,
Manners,
Latin reading,
Church History.
or
English
Reading-elocution-recitation of selections committed to memory,
Writing,
Grammar,
Parsing and logical analysis,
Dictation-fixed spelling and inflectional spelling,
Language lessons, oral and written,
Literature-literary analysis-elements of the History of Literature.
English for French Schools or French for English Schools:
Reading-elocution-spelling,
Recitation of selections committed to memory,
Language lessons,
Written exercises,
Grammar,
Parsing and logical analysis,
Literature.
Mathematics:
Arithmetic,
Book-Keeping,
Mensuration,
Algebra.
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REGULATIONS OF THE CATHOLIC COMMITTEE
Geography:
The Province of Quebec,
Canada,
The United States,
America-Europe-Asia-Africa-Oceanica (Australia).
Civics:
Political and administrative organization of Canada-
Specially of the Province of Quebec.
History:
Drawing
History of Canada,
History of France
History of England,
History of Ireland (for Irish pupils).
Natural Sciences:
Object lessons-familiar science:
Animals, plants, minerals, industry,
Hygiene,
Agriculture,
Physics,
Cosmography.
Optional Subjects:
Boys' schools and girls' schools.
Familiar law,
Singing,
Gymnastics,
Stenography,
Typewriting,
Telegraphy.
Boys' schools.
Military drill.
Girls' schools.
Domestic science.
A
SUBJECTS TAUGHT IN EACH YEAR
69
APPENDIX A
SECTION 3
Subjects taught in each year of the course
ELEMENTARY SCHOOL COURSE: 4 YEARS
FIRST GRADE: 3 YEARS
SUBJECTS.
FIRST YEAR
SECOND YEAR
Moral and
religious
Instruction
French or
English
English for
French Schools
or vice-versa
Mathematics
Prayers
Catechism
Sacred History
Manners
Reading-elocution-re cita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed spelling and
inflectional spelling
Language lessons
Prayers
Catechism
Sacred History
Manners
Reading-elocution-re cita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed spelling and
inflectional spelling
Language lessons
Simple language lessons
Elements of reading
Arithmetic
Arithmetic
Geography
Introductory lessons
Introductory lessons.
Civics
History
History of Canada
History of Canada
Drawing
Drawing
Drawing
Natural
Sciences
Elements of familiar
science-
object lessons.
70
REGULATIONS OF THE CATHOLIC COMMITTEE
ELEMENTARY SCHOOL COURSE: 4 YEARS
FIRST GRADE: 3 YEARS
SECOND GRADE: 1 YEAR
SUBJECTS
THIRD YEAR
FOURTH YEAR
Moral and
religious
Instruction
French or
English
English for
French Schools
or vice-versa
Prayers
Catechism
Sacred History
Manners
Reading-elocution-re cita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed spelling and
inflectional spelling
Oral and written language
lessons
Simple language lessons
Reading-pronunciation-
spelling
Recitation of selections
Mathematics
Arithmetic
Geography
Civics
Introductory lessons
Province of Quebec
Canada
Administrative organization
of the Province of Quebec:
introductory lessons
Prayers
Catechism
Sacred History
Manners
Latin reading
Reading-elocution-recita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed spelling and
inflectional spelling
Oral and written language
lessons
Reading pronunciation—
spelling
Recitation of selections
Language lessons
Written exercises
Rudiments of Grammar
Arithmetic
Household and farm accounts
Introductory lessons
Canada
America
Continents and Oceans
Political organization of
Canada and of the Prov-
ince of Quebec
History of Canada
History
History of Canada
Drawing
Drawing
Natural
Sciences
Drawing
Familiar science-object lessons
Hygiene
Agriculture
SUBJECTS TAUGHT IN EACH YEAR
71
MODEL SCHOOL COURSE (Intermediate): 2 YEARS
SUBJECTS
FIFTH YEAR
SIXTH YEAR
Moral and
religious
Instruction
French or
English
Prayers
Catechism
Sacred History
Manners
Latin reading
Reading-elocution–r e cita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed spelling and
inflectional spelling
Language lessons and com-
position
Literature-literary analysis
Prayers
Catechism
Sacred History
Manners
Latin reading
Reading-elocution-recita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed spelling and
inflectional spelling
Language lessons and com-
position
Literature-literary analysis
English for
French Schools
or vice-versa
Reading-elocution-spelling
Recitation of selections
Language lessons
Written exercises
Rudiments of grammar
Parsing and logical analysis
Reading-elocution-spelling
Recitation of selections
Language lessons and com-
position
Written exercises
Grammar
Parsing and logical analysis
Literature
Mathematics
Arithmetic
Arithmetic
Commercial book-keeping
Mensuration
Geography
Europe
Asia
Civics
Ecclesiastical and adminis-
trative organization of the
Province of Quebec
History
History of Canada
Drawing
Drawing
Commercial book-keeping
Mensuration
Africa
Oceanica (Australia)
The judicial institutions of
Canada
History of Canada
Drawing
Natural
Sciences
Familiar science:
Hygiene
Agriculture
72
REGULATIONS OF THE CATHOLIC COMMITTEE
SUBJECTS
ACADEMY COURSE (Superior): 2 YEARS
SEVENTH YEAR
EIGHTH YEAR
Moral and
religious
Instruction
French or
English
English for
French Schools
or vice-versa
Mathematics
Prayers
Catechism
Elements of Ancient History
Manners
Latin reading
History of the Church
Reading-elocution-r e cita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed orthography
and orthography of inflect-
ed words
Language lessons and com-
position
Literature-literary analysis
-elements of the History
of literature
Reading-elocution-spelling
Recitation of selections
Language lessons and com-
position
Written exercises
Grammar
Parsing and logical analysis
Literature
Arithmetic
Commercial book-keeping
Mensuration
Prayers
Catechism
Elements of Ancient His-
tory
Manners
Latin reading
History of the Church
Reading-elocution-recita-
tion of selections
Writing
Grammar
Parsing and logical analysis
Dictation-fixed orthography
and orthography of in-
flected words
Language lessons and com-
position
Literature-literary analysis
-elements of the History
of literature
Reading-elocution-spelling
Recitation of selections
Language lessons and com-
position
Written exercises
Grammar
Parsing and logical analysis
Literature
Arithmetic
Commercial book-keeping
Mensuration
Algebra
Algebra
Geography
Canada
United States
Civics
America
Europe
School organization of the
Province of Quebec
Asia
Africa
Oceanica (Australia)
General organization - po-
litical and administrative
of Canada
History of Canada
History of England
History
History of Canada
History of France
Drawing
Drawing
Natural
Sciences
Drawing
Familiar science:
Agriculture
Hygiene
Physics
Cosmography
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
73
APPENDIX A
SECTION 4
SUBJECTS WITH YEARLY DISTRIBUTION AND PEDAGOGIC DIRECTIONS.
1 st
Year
2nd
Year
3rd
Year
4th
Year
5th
Year
6th
Year
Moral and Religious Instruction
PRAYERS
ELEMENTARY SCHOOL COURSE
Common prayers,
in
English, taught
orally.-With very
simple explanations
on the meaning of
the words.
prayers,
Common
in English, continu-
ed. With very
simple explanations
on the literal and
even on the spiritual
meaning of the words.
Common prayers,
in English, continu-
ed. With more
complete explana-
tions on the literal
and spiritual meaning
of the prayers.
Prayers, in Eng-
lish, concluded.
With more
on
com-
plete explanations
the literal and
spiritual meaning of
the prayers.
Prayers in Latin.
First Grade.
Sign of the Cross; Our Father; Hail
Mary; I believe in God; Glory be to the
Father; manner of saying the beads; I con-
fess to Almighty God; act of contrition;
manner of confessing one's sins; prayer to
the Angel Guardian.
Review of prayers learned the First Year.
The Commandments of God; the Com-
mandments of the Church; all the Acts;
Grace before meat; Grace after meat; the
Angelus in English.
Review of prayers learned during the pre-
vious years.
Prayers for the dead; prayer to the
Virgin;
Virgin; morning prayers; night
Blessed
prayers.
Second Grade.
Review of prayers already learned.
Other English prayers to be found in the
Catechism; prayers before the examination of
conscience, after confession, before and after
communion.
Pater noster; Ave Maria; Gloria Patria;
Angelus; Credo; Confiteor; Benedicite; Agi-
mus tibi gratias; Fidelium animæ; Sub tuum;
De profundis.
MODEL OR INTERMEDIATE SCHOOL COURSE.
From time to timel
-oral and written-
reviews of the prayers
in English and in
Latin.
Mysteries of the
Rosary.
General reviews
written and oral
from time to time.
With more thorough explanations of the
spiritual meaning of the prayers, of the senti-
ments and petitions contained in them.
As in the Fifth Year, with, in addition, a
little historical information on the origin of
the prayers.
74
REGULATIONS OF THE CATHOLIC COMMITTEE
7th
Year
Moral and Religious Instruction
PRAYERS
ACADEMY or SUPERIOR COURSE
From time to
time, general re-
views-o r al
and
written-of
the
prayers, both Eng-
lish and Latin.
The slightest defects contracted through
routine, or too great a hurry to be corrected;
pupils to be questioned on the meaning, both
literal and spiritual of the prayers; they are
to be required to analyse, sometimes one
prayer, sometimes another; from time to
time they are to be required to give more or
less detailed historical information relating to
the prayers.
As in the Seventh Year.
From time to
8th
time,
general
re-
Year
views
oral
and
written
of
the
prayers, both Eng-
lish and Latin.
The text of the prayers is to be that of the catechism of the diocese.
Pupils will be required to give the very words of the book, to recite in a natural
tone, and without haste.
Each prayer shall be divided into short parts, which can be recited without
drawing breath anew. And the pauses will always be the same, so that each
word, each syllable, be pronounced by all, at the same instant, during simultan-
eous recitations.
In reciting the Lord's Prayer, for instance, they will say: Our Father, who
art in heaven-hallowed be thy name etc. The Angelic Salutation: Holy Mary,
mother of God—pray for us sinners-now and at the hour of our death. Amen.
During recitation of prayers, it is especially necessary to insist on exact
enunciation and articulation, in order to avoid the too common error of con-
founding syllables and even words. The written reviews furnish an effective and
rapid means of correcting this defect, as well as many others.
The preparatory explanations, so necessary for all lessons, which are given,
to be learned by heart, are of the greatest importance in teaching the prayers,
in order to fix the children's attention and to prevent them from learning simply
by rote. The explanations should be on the general sense of the lessons and on
the signification of all words, of which the pupils understand neither the literal
meanings, nor the special meanings attributed to them, in the prayers. It is
advisable, whenever possible, to connect the explanations with some story of
Sacred History, calculated to lead the children to a better understanding of the
prayers. Directions on this point will be found in the part of this programme
which treats of the teaching of Sacred History, in the First and the Second Years.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
75
Moral and Religious Instruction
CATECHISME
ELEMENTARY SCHOOL COURSE
1 st
Year
First elements,
orally.
2nd
Year
3rd
Year
4th
Year
5th
First elements
continued,-tau g h t
orally.
Study in book
begun, preceded by
explanations.
Study in book
completed, preceded
by explanations.
First Grade
Very simple ideas about God: God the
Creator; God who rewards; the three persons
of the Blessed Trinity; God the Father; God
the Son; God the Holy Ghost; the Incarna-
tion of Jesus Christ; the Redemption of
men; the Sacrament of Penance.
Review of work of First Year.
Very simple instructions on the Com-
mandments of God; on the Commandments of
the Church; on Baptism; the Eucharist;
Confirmation; sin; grace.
Catechism of the Diocese:-From first chapter
to twenty-first chapter.
Explanations to be by supplementary
questions, bearing on the words, the ideas,
and the sentences of the book; by these
questions the teacher makes sure that the
meaning of the book has been properly
understood.
Second Grade
Catechism of the Diocese:-Review of chapters
already learned; study continued to
the end of Catechism.
Questions as in the third year. The
teacher to give, in addition, when necessary,
very short and very simple explanations.
MODEL OR INTERMEDIATE SCHOOL COURSE
Partial review of
catechism with ré-
Year sumés of different
parts, from time to
time.
6th
Year
The Sunday Gos-
pels read and ex-
plained.
Complete review
of catechism with
résumés of different
parts, from time to
time.
The Sunday Gos-
pels read and
explained.
The oral review of Catechism comprises:
1° the questions of the book with others on
the explanations given in the elementary
course; 2° more thorough explanations;
3° recapitulations bearing specially on the
principal mysteries and the principal prac-
tical truths.
Oral review of Catechism as in Fifth
Year; in addition, the teacher endeavors to
lead the pupils to perceive the sequence be-
tween the questions of each chapter, and
the relation between the chapters.
76
REGULATIONS OF THE CATHOLIC COMMITTEE
7th
Year
8th
Year
Moral and Religious Instruction
CATECHISM
ACADEMY OR SUPERIOR COURSE
Catechism: re-
capitulatory lessons,
with reproduction
and analysis.
ex-
Reading and
planation of Gospels,
of holidays of obli-
gation.
Catechism: re-
capitulatory lessons,
with reproduction
and analysis.
Explanation of
the principal church
feasts.
In this class, the review of this branch
to be more thorough than in the Model
Course. It may be in the form of a course
in religion and apologetics. Pupils to take
short notes, in their note books, of explana-
tions given during lessons; notes to be after-
wards arranged in tabular form or to be
written out in regular paragraphs. These
exercises to be invariably examined by the
teacher, to prevent negligence on the part of
the pupils.
As in the Seventh Year. The course in
apologetics, instead of being given con-
currently with that in religion, might be re-
served for the Eighth Year.
The study of the liturgy to be restricted
to exact but simple information about the
object of the principal religious Feasts, and
the general characteristics of the ceremonies
of the Church.
For beginners, perhaps, the most difficult subject is the Catechism. It is a
summary of the most elementary and at the same time of the most sublime truths.
Though it is almost impossible for children to understand the Catechism com-
pletely, yet the teacher may, by following the directions here given, lead them to
grasp its general meaning: let him use pictures, charts, and such objects of piety
as are convenient; present, in as far as possible, in an attractive historical form,
all that pertains to the life of Our Lord, to the institution of the Sacrements, to
the revelation of the dogmas; by familiar comparisons make clear the meaning
of abstract terms; illustrate the definitions of virtues by examples drawn from
history; in every case, require that nothing be memorized which has not pre-
viously been sufficiently explained; for this purpose, increase the number of
questions and encourage pupils to talk freely on the subject; carefully examine
and correct all answers.
In teaching catechism, the following general directions should be followed:
the lesson should be full of life and be given in such a way that all the pupils take
an active part in it, their attention being stimulated by a healthy rivalry. Ques-
tion first on the explanations of the previous lesson, then on the lesson of the day,
as found in the Catechism, after which explain the lesson assigned for the next
day. For as already stated it would be a grievous error, in teaching so difficult
a branch, to require the learning by heart of lessons not previously explained.
To do so would be to accustom the children to learn answers of which they do not
understand the meaning, and about which, on this account, they do not feel the
slightest curiosity. On the contrary, when previous explanations have been
given, the pupil sets to work with a will, because he understands and is interest-
ed. Again, in this case, to stimulate the class and make sure that he is under-
stood, the teacher should vary his explanations, intermingling questions with
conversation. Between the principal parts of the lesson, advice may be given,
prayers said, hymns sung, or even good marks and rewards distributed.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
77
Moral and Religious Instrnction
CATECHISM
It is evident that not only must the Catechism be understood, but that it
must be learned absolutely word for word.
Advanced pupils should be gradually brought to a more personal and rea-
soned study of the book. Let them therefore prepare written exercises on, and
reproductions of different lessons that have been learned and recited. At first
these exercises and résumés should be prepared orally, then placed on the black-
board. At a later period the pupil may be abandoned more and more to his own
resources. He should be required not only to give a full account of the lesson,
in writing, but also to make out analytic statements and synoptical tables.
The recapitulatory lessons may take the following form-an idea is mention-
ed-example-sin; the relation of this idea with a given series of words-incar-
nation, redemption, penance, confession-is expressed by answers taken from
the Catechism; or all the answers pertaining to a given point are looked up-
the soul, faith, grace, the effects of the sacraments, penance, etc., or the rela-
tions existing between a given prayer and a given chapter of the Catechism, a
given fact in Sacred History, or in the History of the Church, are indicated.
In the higher classes, the Catechism of the diocese may be supplemented
by the study of a course in apologetics, or of a more advanced book on religion.
In explaining the Gospels, different plans may be followed: questions may
be asked about persons, places, actions, words; a detailed presentation of the
events of the Gospel, may be made, intermingled with questions and accompa-
nied by moral reflections.
78
REGULATIONS OF THE CATHOLIC COMMITTEE
1st
Year
2nd
Year
3rd
Year
4th
Year
Moral and Religious Instruction
SACRED HISTORY
ELEMENTARY SCHOOL COURSE
Taught orally by
means of very simple
stories.
Continuation. Or-
ally by means of
new but very simple
stories.
Pupils begin to
use a text-book.
Study in text-book
continued.
First Grade
Relate the stories from Sacred History
which go well with the study of the prayers
and of the first elements of the Catechism;
examples: The creation (God the Creator);
the fall of Adam and Eve (God who rewards
and punishes); Tobias and his son (mission
of the Angel Guardian); the Annunciation
(the Angelical Salutation); the birth of Our
Lord (mystery of the Incarnation); baptism
of Our Lord (mystery of the Holy Trinity);
death of Our Lord (mystery of the Redemp-
tion and Sign of the Cross); conversion of
the Prodigal Son (contrition.)
Adapt the stories to the prayers and to
the elements of the Catechism already learned;
examples: Our Lord teaching the Apost-
les to pray (the Lord's prayer); institu-
tion of the Sacrament of Penance (con-
fession); the deluge (sin); Cain and Abel
(Thou shalt not kill); the promulgation of
the Law on Mount Sinai (the Command-
ments of God); the adoration of the Magi
(acts of Adoration); the holy man Job; (act
of self-offering); the Last Supper (the Sacra-
ment of the Eucharist.)
From the Creation to the Judges.
Second Grade
Review of work of Third Year. Study in text-
book continued-from Judges to the birth
of Our Lord.
MODEL OR INTERMEDIATE SCHOOL COURSE
Study in text-
5th
Year
book completed.
6th
Year
General review.
From the birth of Our Lord to the end of
the text-book.
With more complete study of the Geogra-
phy of Palestine.
To study history in a book does not mean learning the contents of the book
by rote. This method produces in the minds of the pupils nothing but a dislike
for the subject. Even when pupils have a text-book on history, the teacher is
expected to begin by relating the part to be studied, or at least by reading it
aloud in an expressive and interesting manner, after which one or more pupils
should be required to relate it. The pupils will then read the lesson, when, after
both words and ideas have been carefully explained, they may begin learning it.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
79
Moral and Religious Instruction
SACRED HISTORY.-Continued
All questions should, therefore, be so framed as to offer no temptation to
pupils to answer in the very words of the book. If the plan outlined above be
followed, the children will soon discover what is required of them: that they
understand the lesson, that they be able to give the substance of it in their own
words; that they are not expected to recite it word by word, with the exception
of: summaries, certain formulas or definitions, and certain historic sayings.
Places spoken of should be pointed out on the map, even when the pupils
are young children.
By explaining the engravings, if the book is illustrated, the historical inci-
dents which they represent will be understood. When the pupil is called upon
to recite, he will be expected to give an account of the engraving as well as of the
lesson.
In the lower classes, the teacher should endeavour to make prayers, cate-
chism, and Sacred History go hand in hand as they are branches which throw
light on and are of mutual assistance to one another.
For supplementary information on this point, see pedagogic instructions
on teaching History of Canada and History of the Church.
7th
Year
8th
Year
ELEMENTS OF ANCIENT HISTORY
ACADEMY OR SUPERIOR COURSE

Ancient History
summarized and
studied in conjunc-
tion with Sacred
History. Special
parts selected for
this purpose to be
explained by the
teacher, then read
and finally summar-
ized by the pupils.
Ancient History
summarized and
studied in conjunc-
tion with Sacred
History. Special
chapters selected for
this purpose to be
explained by the
teacher, then read
and finally sum-
marized by
pupils.
the
Pupils to acquire a very elementary
knowledge of: the Egyptians, in connection
with the captivity of the Jews; of the
Assyrians, in connection with the destruc-
tion of the Kingdoms of Judah and Israel,
by the Kings of Nineveh and of Babylon;
-of the Persians, in connection with the re-
turn of the Jews to their own country.
Pupils to acquire a very elementary
knowledge of the Greeks, in connection_with
the attack with which Alexander the Great
threatened Jerusalem; of the Romans, in
connection with the birth and death of our
Divine Lord Jesus Christ.
There is more than one advantage in teaching Ancient History in conjunc-
tion with Sacred History. This plan makes more clear, to the minds of the pupils,
the course of the principal events composing profane history previous to the
80
REGULATIONS OF THE CATHOLIC COMMITTEE
Moral and Religious Instruction
ELEMENTS OF ANCIENT HISTORY.-Continued.
advent of the Messiah, as well as the Providential designs guiding the succes-
sion of great pagan empires.
It enables the pupils, without too great an effort of memory, to assign to
their proper periods in the course of centuries, the events worth retaining. In
this manner they are prepared and led to notice and appreciate the immense
benefits conferred on humanity by Christian civilization. It is principally be-
cause of the last reason that the two histories have been correlated.
1st
Year
2nd
Year
3rd
Year
4th
Year
5th
Year
6th
Year
MANNERS
ELEMENTARY SCHOOL COURSE
Orally. Very
simple, common
ideas; elementary
rules of politeness
with respect to
language, bearing and
dress.
Orally. Very
simple, common
ideas: good man-
ners with respect to
others;-in church.
Orally. Good
manners at table
and in the ordinary
social relations.
Orally.-Polite-
ness in conversa-
tion-with respect
to persons whom
meets-w hen
driving or walking.
one
First Grade.
How one should answer, question, and
interrupt. Bearing: The head, face, arms,
hands, feet. Neatness of dress. The pocket
handkerchief.
Rules of politeness with respect to
parents and relatives, superiors, the aged,
priests.
Rules of behavior towards servants, the
poor, beggars, etc.
Behavior in church.
Good manners at table; the bow; the
handshake.
Second Grade.
Conversation: Voice, language, ges-
tures, faults which should be avoided. Rules
to be observed with respect to friends or
acquaintances; on meeting them; on leaving
them. Rules of behavior when walking or
driving.
MODEL OR INTERMEDIATE SCHOOL COURSE
Orally. Good
manners during
visits.
Orally.-Rules
for certain special
circumstances of so-
General rules to be followed during visits.
Different kinds of visits; the visiting card;
presentations.
Gifts. Forms of notes of invitation and
of lettre de faire part.
Rules to be followed at baptisms, at
cial and religious funerals, and at weddings.
life.
N
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
81
7th
Year
8th
Year
Moral and Religious Instruction
MANNERS.-Continued
ACADEMY or SUPERIOR COURSE
Orally.-General
review of lessons
of preceding years.
Orally.-General
review of lessons of
preceding years.
In this class, the teacher asks more
general questions; the pupils in answering
first determine carefully the object of the
lesson, then divide it into its natural and
logical parts, finally they give to each part
such development as it may require.
The teacher should endeavor to impress,
on the pupils, the idea that politeness and
good manners have their foundation in the
Christian virtues of charity and respect.
As in the Seventh Year.
Let it be well understood that it is not intended that the complicated and
changeable rules of etiquette should be taught to children, especially to those
of the Elementary Course.
The object in view is to teach children to behave well, to observe the rules
of Christian politeness, to avoid in their relations with others anything calcu-
lated to wound or to hurt the feelings.
The teacher's mission is, therefore, clearly defined. It consists in daily ac-
customing the pupils to the essential rules of good behavior, rules known and
practised by all well-bred people, thus making on their minds and hearts a vivid
and lasting impression.
It
Information on this branch should not be imparted as a set lesson.
should be given occasionally, under form of advice, of practical exercises, of exhor-
tations, maxims, kindly and sympathetic reminders of the rules of good breed-
ing, of the respect due to superiors, of the politeness required in conversation
and language, etc.
The teacher's task is to accumulate in the mind and heart of the child so
many good examples, so many good impressions, so many good habits, that the
child, on leaving school, may be polite, reserved, and respectful.
At a later period the scope of the lessons in this subject may be extended
sufficiently to include the rules to be observed in the ordinary circumstances
of social life; the rules given in this case should be general and elementary, and
all disputed points of etiquette should be absolutely avoided.
Pupils on leaving school will follow the customs of those with whom they
associate. What is important is that while at school they shall acquire the virtue
of politeness, the manners of civilized human beings. Etiquette will have no
difficulty of grafting itself on such a healthy plant.
With respect to visiting cards, notes of invitation, etc., it is very useful to
give models of the same, from time to time, during writing lessons or during
dictations.
6
82
REGULATIONS OF THE CATHOLIC COMMITTEE
4th
Year
Moral and Religious Instruction
LATIN READING
ELEMENTARY SCHOOL COURSE
Reading of the
Latin prayers which
have to be learned.
Second Grade.
Pay special attention to articulation,
pauses marked by punctuation, special pauses
to be observed in reading Latin prayers, and,
in as far as possible, to accent.
MODEL or INTERMEDIATE SCHOOL COURSE
5th
Year
Reading of the
liturgical chants of
the ordinary of the
mass.
Pay special attention to articulation,
pauses marked by punctuation, special pauses
to be observed in reading the liturgical
chants, and, in as far as possible, to accent.
6th
Year
Reading of the
liturgical chants of
the ordinary of the
vespers.
As in the Fifth Year.
7th
Year
ACADEMY or SUPERIOR COURSE
Reading of the
prayers and of the
common liturgical
chants completed.
Pay special attention to articulation,
pauses marked by punctuation, special pauses
to be observed in reading liturgical chants,
and, in as far as possible, to accent.
8th
Year
General reading
of the prayers and
liturgical chants.
As in the Seventh Year.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
83
Moral and Religious Instruction
LATIN READING
Any information which the pupils are capable of understanding, concerning
articulation, pauses, and even accent should be given to them.
ARTICULATION.- In the Province of Quebec, the general custom, when read-
ing Latin, is to sound the letters as in the mother tongue; in some dioceses, how-
ever, the Roman pronunciation has been adopted. Teachers should follow the
pronunciation in use in the localities in which they find themselves.
PAUSES. In reading Latin there are two punctuations to be considered:
one, the logical not indicated by signs; the other, the typographical, shown by
special marks. Though pupils, ignorant of Latin, cannot make the pauses re-
quired by the former, let them at least pay attention to those indicated by punc-
tuation marks and by asterisks. The teacher should see to it that pupils exactly
observe these marks in reading prayers and psalms.
ACCENT.-Latin accent is the division of syllables into strong and weak, the
strong syllable being marked by a slight raising of the voice. Quantity is the
distinction of syllables into long and short, the voice being allowed to linger
slightly on the former.
In practice the following general rule may be followed: Accent is more im-
portant than quantity in the reading of liturgical Latin.
11
In any case, in the greater number of psalm books, it will be found that cer-
tain syllables are marked; children, when reading, should be trained to lay a
slight stress on such syllables.
:
84
REGULATIONS OF THE CATHOLIC COMMITTEE
7th
Year
8th
Year
Moral and Religious Instruction
HISTORY OF THE CHURCH
ACADEMY or SUPERIOR COURSE
To be studied
monographically;
appreciation of causes
and effects to be given;
then exercises of dif-
ferent kinds: some
in
which to apply
the acquired know-
ledge, others to test
it, and others to fix it
firmly in the mind.
To be studied
monographically;
appreciation of
causes and effects
to be given; then
exercises of dif-
ferent kinds: some
in which to apply
the acquired know-
ledge, others to test
lit, and others to
The Christian Church in Palestine and
its persecution by the Jews. Establishment of
the Church among the Gentiles. The See
of St. Peter at Rome. Persecutions by the
Roman Emperors; authors, martyrs, nature
of the tortures inflicted, apologists, results,
Peace and triumph of the Church. Con-
stantine. Social action of the Church during
the first centuries. The principal heresies of
the first five centuries: authors, nature, coun-
tries in which they spread, General Coun-
cils that condemned them, effects. The
Fathers of the Greek and Latin Church.
Monastic life in the East. Invasion of the
Barbarians and fall of the Empire of the
West. Principal heresies of the Middle
Ages: authors, nature, countries in which
they spread, Councils or Popes that con-
demned them. Monastic life of the West.
Conversion of Ireland and Scotland. Con-
version of the Franks. Conversion of the
English. Conversion of Germany. Conver-
sion of the Danes and Swedes. Conversion
of the Poles and Russians. Conversion of
the Normans, of the Hungarians, and of the
Danes of England. Temporal Sovereignty
of the Popes: its origin. Islamism, con-
quests of the Mahometans. The Greek
Schism, Social action of the French Clergy
during the Xth and XIth centuries.
Struggle between the Bishops and the
Empire. The struggle concerning inves-
titures. The Crusades: principal events,
principal personages, results. The Mili-
tary Religious Orders. The Religious
Orders of the Middle Ages. Social action
of the Holy See during the XIIth and
XIIIth centuries. Christian literature and
church architecture in the XIIth and XIIIth
centuries. The Roman and ecclesiastical In-
quistion in the XIIIth century. The Popes
of Avignon. The great schism of the West.
Struggle of the Popes against the Turks.
The Religious Orders of modern times.
Interior reform of the Church during the
XVIth century. Religious reformation of
Spain. The Spanish and political Inquisition
of the XVth and XVIth centuries. The so-
called Protestant Reformation. The English
Schism. The Council of Trent. The Re-
ligious Wars. The conversion of the Indies
and of Japan. Establishment of the Church
in the New World. First missionaries to
Canada. Martyrs in Canada. Foundation of
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
85
Moral and Religious Instruction
HISTORY OF THE CHURCH-Continued
fix it firmly in the the Canadian Church. The first Bishop.
mind.
Jansenism. The Articles of 1682. The so-
called philosophy of the XVIIIth century.
The suppression of the Jesuits. The civil
constitution of the clergy in France and the
persecutions during the Revolution. The
Concordat between Pius VII. and Napoleon.
The invasion of the Pontifical States. The
Vatican Council. The Pontificates of Leo
XIII and of Pius X.
It should be well understood that pupils are not to be required to learn all
the events of which the History of the Church is made up.
What is expected is: that the pupils acquire a general idea of the beneficent
action of the Church during the course of centuries-of the civilizing influence
exercised by Her on society, on the family, and on the individual; that in imagi-
nation they behold her alternatives of suffering and of joy, of persecution and of
triumph.
Nevertheless, with respect to the great Popes, the Fathers of the Church,-
the founders of Religious orders, the Apostles of nations, the great heresiarchs
and schismatics, in a word the principal personages that figure in the History of
the Church, as well as with respect to the leading facts and events of this His-
tory, the pupils should be given very clearly defined ideas.
That the course be sufficiently abridged and that it be distinguished by order
and unity let the teacher present the subject in a series of monographs.
This plan permits of the grouping of facts of the same class, without inter-
fering with the chronologic order of events. Much time will thus be saved, and
the principal phases of the life of the Church will be fixed in the memory in a more
enduring manner. But, as the greater number of points touched upon in the
programme cover a wide field, it will be the teacher's duty to simplify them,
that they may be the better understood and remembered. The simplifying con-
sists in eliminating all details of little importance- in selecting the great facts
and the principal dates of the History of the Church in order to emphasize them
more strongly.
To the teacher belongs the task of drawing up the table of these dates and
of helping the pupils to understand the conditions in which the events occurred,
as well as their causes and consequences. It is also the teacher's duty to ex-
ercise the judgment and conscience of his pupils by leading them to express their
opinions on the persons and events of Church History-not ready-made opinions,
learned and recited parrot like, but carefully thought out judgments, with state-
ments of the reasons supporting them; this result is reached by questions desi-
gned to develop self-reliance, and intellectual activity.
In this difficult task let none of the devices recommended to the teacher of
History be neglected: summaries found in the book or prepared by the teacher,
historical maps, drawn on the blackboard, synoptical résumés, the explanation
of unknown words, engravings, and finally geography.
Concerning the use of the book, the teacher should indicate the parts-
never very many- to be learned word for word, and the other parts of which
pupils are expected to give the substance in their own words.
Finally in order that the effects of this study be lasting and beneficial, let
each lesson be followed by exercises which shall still further impress it on the
mind: exercises of application consisting in written tasks; test exercises, the
principal of which are, questions, competitions and examinations; repetition
exercises under the ordinary form of recapitulations and reviews.
86
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
READING.-ELOCUTION. RECITATION OF SELECTIONS
1st
Year
2nd
Year
3rd
Year
ELEMENTARY SCHOOL COURSE

Elementary reading:
(a) Elements of
reading
(b) Combined exer-
cises in reading, writ-
ing, spelling and lan-
guage;
(c) Combined exer-
cises in reading, elocu-
tion, and in recitation
of selections.
Oral reading:
(a) Elements of
reading:
(b) Combined exer-
cises in reading, writ-
ing, spelling and lan-
guage;
(c) Combined exer-
cises in reading, elocu-
cution, and in recita-
tion of selections.
Oral reading contin-
ued:
(a) Elements of
reading;
First Grade
(a) Study of the vowels and of one con-
sonant gradually: study of the simple sounds.
Combinations of articulations and of sounds,
at first two letters-then three letters, with
the different transpositions of these letters in
syllables so as to form words having sense.
Afterwards very simple sentences, formed of
words, already studied, are read, after which
words of more than one syllable are taken up
in the same progressive order; this exercise
leads to the reading of short sentences formed
of these same words. Special attention to be
given to enunciation and articulation; no de-
fective pronunciation to be allowed to pass
uncorrected. During reading the pupil's at-
tention to be drawn to accents and punctu-
ation marks.
(b) Explanation of any difficult words
met with and of the general sense of the les-
son. Spelling by heart. Copying, tran-
scribing from memory. Very easy dictations
closely related to the reading lesson. Very
simple questions to test the knowledge ac-
quired.
(c) Recitation of very brief selections in
verse and prose; first, read and explained, then
committed to memory.
(a) In this Year as in the First, special
attention to be paid to enunciation, articula-
tion, defective pronunciation; to the uniting
together, in reading, of such words as should
be so united, and to the stops indicated by
punctuation marks.
(b) Short and very clear explanation of
the lesson and of new words. Spelling by
heart. Copying, transcribing from memory,
and dictations closely related to the reading
lesson. Pupils to give orally an account of the
lesson.
(c) Recitation of very easy selections;
first, read and explained, then committed to
memory.
(a) As in the Second Year. Pupils to be
taught moreover to make the pauses required
by the sense. To be trained to read with
confidence; to overcome certain difficulties;
diphthongs; different letters representing the
same sound; silent letters. To be exercised
in modulating their voices in such a way as to
give proper expression to the sentiments
found in the lessons.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
87
French for French Schools or English, for English Schools
READING—ELOCUTION — REcitation of SELECTIONS
4th
Year
5th
Year
6th
Year
ELEMENTARY SCHOOL COURSE
First Grade-(Continued)
(b) Combined exer-
cises in reading, spell-
ing, in first language
lessons;
(c) Combined exer-
cises in reading, elocu-
tion, and in recitation
of selection.
Oral reading contin-
ued;
(a) Elements of
reading;
(b) Combined exer-
cises in reading, spell-
ing, and elementary
composition;
(c) Combined exer-
cises in reading, elocu-
tion, and recitation of
selections.
(b) The lesson, the more difficult words,
and expressions to be explained. Pupils to
be taught to find the principal idea and to in-
dicate the secondary ones. Certain difficult
words to be spelled by heart. Oral résumés
of the lesson, and sometimes written ones, to
be prepared by the teacher.
(c) Recitation of previously explained
fables, short selections in verse, and of a cer-
tain number of pieces in prose.
Second Grade
(a) As in the Third Year. Ease and
fluency to be still farther developed. Proper
tones and modulations in harmony with the
sentiments expressed in the lessons to be
taught by examples.
(b) As in the Third Year.
(c) As in the Third Year.
MODEL or INTERMEDIATE SCHOOL COURSE
Expressive reading:
(a) Reading:
(b) Combined exer-
cises in reading, ortho-
graphy, elementary
composition, and very
elementary literary
analysis.
(c) Combined exer-
cises in reading, elocu-
tion, and recitation of
selections.
Expressive reading
continued:
(a) (b) (c) As in the
Fifth Year.
(a) As in the Fourth Year. Special atten-
tion to be paid to tone and inflection. Im-
portant words to be emphasized.
(b) As in the Fourth Year. In addition,
oral exercises to train pupils to discover the
sentiments and ideas expressed in the reading
lesson, with written analysis of the same.
(c) Expressive recitation of selections-
previously explained-in prose and in verse,
of dialogues, and of scenes taken from the
French or English classics, as the case may be,
or from Canadian writers.
(a) As in the Fifth Year. With a more
systematic study of all the elements of elo-
cution.
(b) Oral and written analysis of the sen-
timents and ideas expressed in the reading
lesson.
(c) Expressive recitation of miscellan-
eous selections previously explained-taken
from the French or English classics, as the case
may be, and from Canadian writers.
88
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
READING-ELOCUTION-RECITATION OF SELECTIONS
7th
Year
8th
Year
ACADEMY or SUPERIOR COURSE
Expressive reading
continued:
(a) Reading:
(b) Combined exer-
cises in reading, ortho-
graphy, French or
English composition,
and in literary analysis
properly so-called:
(c) Combined exer-
cises in reading, elocu-
tion, declamation, and
recitation of selections.
Expressive reading.
continued:
(a) (b) (c) As in the
Seventh Year.
(a) Expression by voice, face, move-
ment, gestures to be cultivated. When exer-
cising in declamation do not permit of the
slightest exaggeration.
(b) Literary analysis, oral and written,
of selections read or declaimed.
(c) Expressive recitation and declam-
ation of selections-previously analyzed from
a literary point of view taken from the
French or English classics or from Canadian
writers.
(a) (b) (c) As in the Seventh Year.
Whatever the plan followed, the reading lesson for beginners should always
comprise: 1. A review of the previous lesson; 2. a brief explanation of the new
elements to be studied; 3. the reading of these elements by the teacher; 4. simul-
taneous reading; 5. individual reading. The lesson should be placed on the board
in ordinary print letters and in script, the script immediately below the print, and
the two corresponding letter for letter. Children should be immediately exercised
in copying these letters, for it is necessary to accustom them to read handwriting,
as soon as possible. The teaching of reading and writing simultaneously, as deter-
mined by the programme, will train them in this almost without any difficulty, thus
doing away with the special exercises in manuscript reading, formerly in vogue in
the schools.
It is inadvisable to teach all the letters of the alphabet before beginning read-
ing. It is better to teach two or three letters to start with, then to study the words
which it is possible to form with these. New words are formed as new letters are
learned.
The elements once mastered, the pupils must be taught to read with ease by
long and patient practice. The different parts of a lesson in oral reading may suc-
ceed each other in the following order: 1. The lesson is read simultaneously, and
very slowly so as to separate each syllable, attention being paid to tone; 2. the gen-
eral sense of the lesson read, that of each sentence, and that of each difficult word
are explained by the teacher, which explanation is followed by test questions; 3. the
teacher reads the lesson with the proper intonation; 4. simultaneous reading with
the proper intonation; 5. individual reading; 6. and finally, combined exercises in
orthography and in oral or even written language lessons.
At a later period the order of these exercises should be somewhat modified:
1. reading by the teacher; 2. explanations by teacher and pupils; 3. individual read-
ing; 4. orthography and language lessons combined.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
89
French for French Schools or English, for English Schools
READING—ELOCUTION — RECITATION OF SELECTIONS
But it is evident that the point of capital importance is the reading lesson itself;
to it must be allotted the greater part of the time assigned to this branch.
However, with more advanced pupils a more important place may be given to
the other exercises. For instance, in order to interest them and to give them their
first lessons in the art of composing, let their attention be drawn to the plan fol-
lowed by the author, to the means employed to develop the principal idea and even
the secondary ones, and to any literary beauties which the pupils may be able to
appreciate.
In conclusion, a general observation of the very greatest importance. The
teacher who makes his pupils read all the chapters, in succession in the different
readers has a wrong idea of his duty. The environment and the future needs of the
pupils impose on the teacher the duty of selecting, in the different readers, what
chapters shall be read. Undoubtedly there are parts common and useful to all
alike, but, on the other hand, it is undeniable that the requirements of city schools
and of country schools cannot be absolutely the same.
It is, therefore, necessary for the teacher to chose in the Readers, the chap-
ters best suited to give to some pupils information about things industrial and
commercial, to others a knowledge and taste for agriculture.
This observation applies to the greater number of school branches. An edu-
cator with a proper sense of the importance of his mission never forgets it.
All his endeavors tend to provide each pupil with such practical information
as he may require, thus rendering his teaching as profitable as possible to the whole
class.
The
With reading are closely connected elocution and recitation of selections.
proper recitation of selections is the best means of teaching the pupils to read in an
intelligent manner, with clearness and expression. It is also a valuable exercise in
language and in composition. Let teachers, therefore, havo numerous recitations
of selections in prose and in verse, for although verse is more easily learned and
remembered, prose is more natural and furnishes a larger number of words and
sentences, which will be useful at a later period.
90
REGULATIONS OF THE CATHOLIC COMMITTEE
WRITING
1st
Year
2nd
Year
3rd
Year
4th
Year
5th
Year
6th
Year
ELEMENTARY SCHOOL COURSE
Explanation of prin-
ciples (position of body
and of copy-book,)
how to hold pen) and
of simplest elements of
writing: first exer-
cises.
Explanation of prin-
ciples and of elements
of writing continued:
graded exercises.
Review of principles
and of elements of
writing: varied exer-
cises.
General review and
lessons in running hand
First Grade
Well graded oral explanations, illustra-
tration on the blackboard of radical elements
and of elements derived from radicals.
Exercise in writing books, using movable
examples No. I.
Explanations continued of radical ele-
ments and of forms derived from them illus-
trated on the blackboard.
Exercises in writing books under surveil-
lance, using movable examples No. II.
Review of the work of the First Two
Years, paying special attention to capitals.
Writing, under surveillance, alternately
in copy-books, using movable examples No.
III, and on loose sheets.
First exercises in daily exercise book.
Second Grade
Special movement exercises for the pur-
pose of training the hand that the pupils may
have a good running hand.
Writing, under surveillance, alternately
in copy-books, using movable examples No.
IV, and on loose sheets.
The daily exercise book to be used.
MODEL or INTERMEDIATE SCHOOL COURSE

Recapitulatory les-
sons on the principles
and elements of writ-
ing.
Pupils to be trained
to write a good, clear,
legible, running hand.
Recapitulatory les-
sons on the principles
and elements of writ-
ing.
Special attention to
be given to regularity
and elegance of pen-
manship.
Writing books with movable examples
Nos. V and VI; loose sheets.
The daily exercise book to be used.
Writing books with movable examples
Nos. VII. and VIII.; loose sheets.
The daily exercise book to be used.
PROGRAMME OF SUBJECTS WITH YEAR! Y DISTRIBUTION
91
WRITING
7th
Year
ACADEMY or SUPERIOR COURSE
Recapitulatory les-
sons from time to time
with exercises of var-
ious kinds.
8th
Year
As in Seventh Year.
Movable examples; loose sheets.
Daily exercise books.
As in Seventh Year.
The writing lesson comprises the following exercises: 1. the naming by the
pupils of the letters or words which they are to copy; 2. graded oral explanations of
elements illustrated on the blackboard; 3. orderly presentation of the rules or prin-
ciples relating to position of body, arm, copy-book, pencil or pen; 4. writing under
surveillance with correction of each pupil's writing by the teacher; 5. general cor-
rection on the blackboard.
The first elements, i. e., radical forms and forms derived from them, may be
presented as follow: letters formed of straight lines and of simple curves, letters
formed of curves combined; the junction or joining of letters.
The use of the slate not being allowed in teaching this subject, teachers will
comply exactly with the following rule: children beginning shall write on paper with
a soft pencil and as soon as they have made sufficient progress, a pen shall be used
instead of the pencil.
The programme recommends the use of lithographed movable examples. In
consequence, the school should be provided with a number of these examples,
sufficient to provide each pupil with an example of the kind assigned to his class, so
that all the pupils of a class may be occupied on a like example at the same moment.
Thus, the teacher's explanations may be addressed to the whole class, for it should
be well understood that the use of engraved examples does not exempt the teacher
from the obligation of teaching the subject orally and of illustrating his lesson on the
blackboard.
With beginners especially, one of the principal conditions of success is to make
haste slowly, there should, therefore, be no hesitation in requiring pupils to begin
anew an exercise which has not been done in a satisfactory manner.
cises.
Nevertheless, it is not a good idea to give much time to the preliminary exer-
A very effective means of reforming bad writing is to correct one defect at a
time; divide the difficulties that they may be more easily conquered.
Finally a point of the greatest importance, which must not on any account be
lost sight of, is that though careful writing in a special writing book is excellent, yet
pupils will never acquire a good hand unless they are required to be careful and neat
in all their written exercises.
It is also necessary to see that all written work be free from certain defects
which diminish its clearness and symmetry. The use of unruled sheets, with
marked margins, is of great service in this connection, in accustoming the pupils to
write straight, regular, equally spaced lines. The writing on such sheets will furnish
the teacher with the opportunity of making such observations as the following: This
page begins too close to the top and finishes too close to the bottom; this title is not
in the middle of the page; the beginning of this paragraph is not sufficiently indent-
ed; this margin is not even; this part of a word finishing this line is not properly
divided; the letters of the word finishing this other line are crowded and the word
itself curves upward or downward, etc.
On the day of the public examination the actual copy-books,—and not speci-
mens specially prepared, for exhibition a few days previous, should be shown.
92
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools, English for English Schools
1st
Year
2nd
Year
GRAMMAR
ELEMENTARY COURSE
Initiatory talks.
First ideas of the sim-
ple elements, very
easy exercises.
Initiatory talks con-
tinued.-First ele-
ments continu e d.
Very easy exercises, at
first oral then written.
Text book lessons
and oral lessons com-
bined, more impor-
tance to be given to the
3rd latter. Elements al-
Year ready learned studied
anew with fuller de-
tails. Teaching still to
be according to the ex-
perimental plan.
Exercises of applica-
tion and invention.
First Degree
Have pupils indicate in the lessons read
or in the oral lessons, first: vowels, conson-
ants, nouns, qualifiers, verbs; then singular
nouns, plural nouns, masculine nouns, fem-
inine nouns, masculine qualifiers, feminine
qualifiers, singular qualifiers, plural qualifiers.
The noun. Very simple ideas concerning
the noun-gender and number; draw atten-
tion to the formation of the plural.
The qualifying adjective. Very simple
ideas concerning the qualifying adjective-
gender and number; draw attention to the
formation of the plural and of the feminine.
The verb. Very simple ideas concerning
the verb: oral conjugation-in complete sen-
tences: first, of the present indicative, of the
past, of the perfect, of the future, of the verbs
be and have, and of some other verbs very
commonly used; afterwards conjugation of all
the tenses of the indicative.
Review of work of Second Year.
The noun. The proper noun, the com-
mon noun; the most simple rules concerning
the formation of the plural.
The article. General idea of articles; idea
of different kinds of articles.
The qualifying adjective. The simplest
rules on the formation of the plural, of the
feminine; general rule concerning agreement
of adjectives with nouns.
The limiting adjective. Idea of the limit-
ing adjective in general.
The verb. Written and oral conjugation
in complete sentences of all moods and
tenses of regular or irregular verbs, in general
use; idea of moods; general rule concerning
agreement of verb with its subject; attention
to be drawn to the orthography of the past
participle used without an auxiliary; used with
the auxiliary be.
The pronoun. General idea of the pro-
noun; idea of the different kinds of pronouns.
Uninflected words. Teach how to know
them and give elementary ideas concerning
them.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
93
French for French Schools or English, for English Schools
GRAMMAR
ELEMENTARY COURSE
Text book lessons
and oral lessons on the
experimental plan,
more importance to be
4th given to the latter.
Year More extended and
systematic study of all
the elements. Exer-
cises of application and
of invention of differ-
ent kinds.
Second Degree
Work of previous years reviewed.
The noun. Compound nouns; study of
the manner of forming the plural of common
and of proper nouns, continued; the most
general rule concerning the formation of the
plural of compound nouns.
The article. Elision, contraction; fuller
treatment of the kinds of articles.
The adjective. Continuation of the study
of the manner of forming the plural and the
feminine of adjectives; rule of agreement of
the adjective qualifying several nouns. Sim-
ple remarks concerning the spelling and em-
ployment of certain qualifying adjectives:
grand, feu, demi, nu, ci-joint, ci-inclus.
The limiting adjective. Different kinds.
Simple remarks on the orthography and use
of certain limiting adjectives: vingt, cent, mil,
mille, même, touț, quelque.
The pronoun. Kinds; rules of agreement,
principal things to be observed with respect
to the orthography and employment of cer-
tain much used pronouns: en, y, à qui, auquel,
d'où, dont, etc.
The verb. Written and oral conjugations
--of different kinds-comprising among others
reflective or pronominal verbs, and defective
verbs; practical exercises in the use of the sub-
junctive, in the sequence of tenses; rules con-
cerning the agreement of the past participle
used without an auxiliary; used with the auxil-
iaries have and be; notes on the orthography of
certain verbs whose penultimate ends in e
mute or in é fermé; and of verbs ending in cer,
ger, eter, eler, yer, ier; in ir, in aître, and in
oître, in indre and in oudre difference between
the present participle and the verbal adjective.
Uninflected words (or
graphy does not vary).
words whose ortho-
Kinds; practical ob-
words: plutôt, plus tôt,
parce que, par ce que
servation on the use of certain uninflected
quoique, quoi que, quand, quant, etc.
94
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
5th
Year
6th
Year
GRAMMAR
MODEL or INTERMEDIATE SCHOOL COURSE
Review of the ele-
ments and of the rules
of syntax which are
most generally used.
Review of elements;
concord and principal
rules with respect to
construction of sen-
tences.
The experimental or inductive method
to be chiefly followed with first lessons in de-
duction. Exercises in invention and applica-
tion to be more varied in character and more
numerous.
Deduction consists in going from rules to
examples. The teacher states the rule; he
explains it and then applies it to examples
written on the blackboard; finally, he asks
the pupils to find examples to which the given
rule applies. It is principally during reviews,
which will thus take less time, that pupils
should receive their first training in deduc-
tion.
Experimental and deductive methods.
Exercises of invention and application to be
more varied and more numerous.
7th
Year
ACADEMY or SUPERIOR COURSE
Review of concord;
all the rules with res-
pect to construction of
sentences to be stud-
lied.
General recapitula-
8th
Year
tion.
Alternate use of the experimental and the
deductive methods; with miscellaneous exer-
cises of invention and application.
The deductive method with miscellaneous
exercises of invention and application.
At the beginnning grammar is taught in connection with reading. As what
is chiefly desired is to provide the child with a certain number of ideas and words
he cannot be given too many occasions to observe, to talk about, and give
an account of what he has observed. At this period all that should be attempted
is to lead him to recognize the nouns in the reading lesson. The latter having
been explained at the appointed time, the child will not find the work of selecting
the nouns too abstract. He should be given an idea of the gender and number
of nouns in the same way. Later on he is led to point out qualifiers and verbs,
and to discover and name the gender and number of qualifiers.
As an exercise, the words written on the board and studied in the lesson
in grammar are copied by the pupils.
During the whole of the second year the conversasional plan is still followed
in giving lessons in this subject. The teacher asks a few questions, carefully
prepared, in advance, and the answers which serve as examples for the lesson
of the day are placed on the blackboard. Starting from these examples, the
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
95
French for French Schools or English, for English Schools
GRAMMAR
teacher, by skilful questions, leads the children to discover the rule. He then
formulates this rule exactly; then the pupils try to find short sentences in which
the rule is applied. Finally the whole class recites the rule several times.
Thus, in teaching how the plural of nouns is formed, several nouns, in the
singular are written, on the blackboard, in one column, the same nouns are written
in the plural, in another column. The pupils examine the spelling, distinguish
between the sense of the words in each column, and discover the rule.
Lessons to more advanced pupils provided with a text-book comprise, first,
questions on the preceding lesson, then, the explanation of the new lesson, on
the experimental plan outlined above. The rule, having been discovered and
recited simultaneously, is assigned as the lesson to be studied in the text-book.
By giving numerous oral and written exercises of application and invention, of
many different kinds, the teacher tests the pupils' knowledge and ascertains if
the lessons have been well understood and retained. In the higher classes this
procedure may be modified and abridged; but it is only in the last years, and
then by slow degrees, that it is advisable to use the deductive method. The
pupil should, even in these years, be often required to look himself for the new
rules which it is desired to teach him, or at least to verify the correctness of these
rules,-being helped of course, when necessary.
All through the three courses the lessons in grammar should be given with the
object not only to train the pupils to write correctly, but perhaps even more to
train them to speak correctly. In consequence, let the oral exercises be as numer-
ous as possible and let no effort be spared to make them interesting, this will
not fail to be the case, if they deal with practical and every day affairs, and if the
teacher puts both life and variety into them. Therefore, let all useless subleties,
monotonous nomenclatures to be learned by heart, and long series of never
used exceptions be banished from the school.
In the conjugating of verbs, which is often made an exercise of the most tiresome
kind, let every possible effort be made to vary the oral lessons and the written
work. With the younger pupils especially, let each person of the verb conjugated
be given in a complete sentence: I sing a hymn, thou singest a hymn, he sings a
hymn;-later on let this plan be followed only with some persons and some tenses,
and so on grading difficulties and exercises to suit the capacity of the pupils.
96
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
1 st
Year
2nd
Year
3rd
Year
4th
Year
5th
Year
PARSING AND LOGICAL ANALYSIS
ELEMENTARY COURSE
Short oral introduc-
tory lessons in parsing
and logical analysis.
Again during this
year very simple but
well graded exercises.
More advanced and
methodical exercises.
Not too long but off-
ering as much variety
as possible.
Exercises as in the
Third Year, with com-
plementary
ments.
develop
First Grade.
(a) Parsing. Introductory oral lessons:
lead pupils, first to notice kinds of words
already studied during grammar lessons, then
to look for them-first one kind, then another.
(b) Logical analysis. Introductory oral
lessons: bring pupils to distinguish the essen-
tial elements of very simple short sentences;
subject, verb, attribute. In sentences used as
examples, each element to be expressed by a
single word.
(a) Parsing. Lead pupils to look for
kinds of words studied during grammar les-
sons first one kind, then another.
(b) Logical analysis. Oral lessons: lead
pupils to distinguish the essential elements of
a sentence; subject, verb, attribute.
(a) Parsing. Generally oral but some-
times written. Kinds of words studied in
grammar with their modifications and their
most simple functions.
(b) Logical analysis. Generally oral,
sometimes written. Finding and defining the
elements of a sentence; decomposing a sen-
tence into clauses.
Second Grade
(a) Parsing. As in the Third Year;
with developments in keeping with the lessons
in grammar.
(b) Logical analysis. As in the Third
Year, with, in addition, distinction of clauses
into principal and subordinate.
MODEL or INTERMEDIATE SCHOOL COURSE
Graded exercises,
generally oral.
exercises,
6th
Year
Graded
generally oral.
(a) Parsing. Thorough review of the work
of the Elementary Course, with develop-
ments in keeping with lessons in grammar.
(b) Logical analysis. Thorough review
of the work of the Elementary Course with
distinction of subordinate clauses into: deter-
minative, explicative, direct, indirect, and of
circumstance.
(a) Parsing. As in the Fifth Year.
(b) Logical analysis. As in the Fifth
Year. In addition general principles concern-
ing the order or arrangement of the elements
in sentences and in clauses.
C
3
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
97
G
French for French Schools or English, for English Schools
7th
Year
PARSING
ACADEMY or SUPERIOR COURSE
Recapitulatory
(a) Parsing, General review of pre-
exercises occasionally. vious Courses.
(b) Logical analysis. General review of
previous Courses.
8th
Recapitulatory
Year
exercises occasionally.
(a) Parsing. As in the Seventh Year.
(b) Logical analysis. As in the Seventh
Year.
Exercises in parsing and logical analysis should go hand in hand from the very
first to the very last year. Experience teaches that this is the natural plan, and
the one which presents the least difficulty, the two kinds of analyses lending
each other constant assistance.
Moreover, it is evident that in these exercises, as well as in all others, it is
necessary to follow a progressive order, to grade both difficulties and develop-
ments. The most judicious plan is to prepare exercises corresponding exactly
with the parts of the grammar already studied, and only with those parts. The
parsing exercise thus furnishes the teacher with a valuable means of testing the
pupil's knowledge of grammar. During the first year pupils will be required
to find in the lesson read, or better still in short dictations, nouns, qualifiers, verbs;
at a later period, they will be called upon to indicate singular nouns and plural
nouns, masculine nouns and feminine nouns, after which the essential elements
of a simple sentence,-subject, verb, attribute, will be brought to their attention.
During the Second Year, over and above what has been assigned to the
First Year, pupils will be asked to find the present, the perfect, and the future
indicative of the verbs be and have, and of some other easy verbs; then to give
all the tenses of the indicative; they should be trained, at the same time in picking
out the elements of a sentence: subject, verb, and attribute.
In the Third Year the exercises will be more advanced, more methodical
in form, and they will follow the same rate of progression as the lessons in grammar.
Pupils will state the parts of speech of words which they are parsing, their principal
modifications, that is to say, the changes on account of gender, number, person,
tense, etc., which they undergo, as well as the most simple relations between
them; subject, attribute, complement, etc. In this year they should begin the
study of the nature of the elements of a sentence.
During the Fourth Year, parsing, with the exception of some special diffi-
culties reserved for syntax, will reach almost its full development; let it not be
forgotten, however, that strange fancies, subtleties, and facts more curious than
practical should not be substituted for useful knowledge. In logical analysis,
let the study of the different kinds of clauses as well as of all that properly relates
to syntax be reserved for the Intermediate Course, and let no time be lost in teaching
purely curious and useless details. Pupils shall not be asked to parse every word of
a sentence chosen at random, until the whole grammar has been studied; even then,
the doing so frequently gives rise to wearisome and useless repetitions.
Rather let pupils be required to select and this preferably in the dictations
-on one occasion, all the words of a certain kind, on another, all the masculine
and the feminine words, on another, the singular and the plurial words, on another,
the active verbs, on another, pasive verbs, on another, the verbs which are con-
jugated with two pronouns of the same person, etc.; the modifications of
given words; the relations between certain words. Let a similar plan be followed
in teaching logical analysis.
It is only towards the end of his grammatical studies, that the pupil may
be required, with advantage, to parse, as a recapitulatory exercise, a whole sentence,
taking up each word in succession.
7
98
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
DICTATION-FIXED ORTHOGRAPHY-INFLECTIONAL
1st
Year
2nd
Year
3rd
Year
4th
Year
ORTHOGRAPHY
ELEMENTARY COURSE
Preliminary exerci-
ses; spelling by heart,
copying, writing from
memory.
dictations
Short
composed of very
simple words and sen-
tences.
Orthographic signs,
punctuation, capitals.
Same preliminary
exercises as in First
Year.
Short graded dicta-
Itions composed of
words and sentences.
Orthographic
signs, punctuation, ca-
pitals.
From time to time
preliminary exercises
as in the first two
years.
Dictations: made
up of unconnected sen-
tences serving to illus-
trate the lesson in
grammar; paragraphs
of seven or eight lines
taken from Readers or
other text books of
the course.
-
Orthographic
signs, punctuation,
capitals.
Connected
exer-
cises: very first ele-
ments of lexicology.
Dictations: as in the
Third Year:—
The orthography
of all written exercises
to be carefully examin-
led.
Orthographic
signs, punctuation, ca-
pitals.
First Grade
Orthographic signs:-Draw attention to
the most simple signs as soon as they appear
in the reading lesson; short and simple exer-
cises on the blackboard.
:
Punctuation.—Draw attention to the most
simple mark period, interrogation point,
exclamation point, comma, semicolon, colon,
in the reading lesson and on the blackboard.
Orthographic signs:-Draw attention to all
the signs; and give short, easy, oral, and
written exercises on the meaning and use of
the most simple ones: the apostrophe, etc.
Punctuation:—Very elementary oral and
written exercises on the value and use of
the comma, the period, the interrogation
mark, the exclamation mark.
Capitals. Accustom pupils to begin sen-
tences and proper nouns with a capital.
Orthographic signs:-General rules on the
value and use of all the signs with oral and
written exercises.
Punctuation:-Review lessons of previous
years; very elementary exercises on the value
and use of the semicolon, of the colon.
Capitals.-The most simple rules con-
cerning their use continued.
Second Grade
Lexicology. Very simple
Very simple
remarks on
derived and on compound words, on homo-
graphs, homonyms, and paronyms.
Orthographic signs.-Review lessons of
previous years; in addition explain the use
of accents in certain special cases.
Punctuation.—Elementary rules applicable
to all the marks previously studied; explain,
besides, the use of quotation marks (""),
the dash, the parenthesis, and the points of
suspension.
Capitals. Review lessons of preceding
years and teach remaining common rules.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
99
French for French Schools or English, for English Schools
DICTATION-FIXED ORTHOGRAPHY-INFLECTIONAL
5th
Year
ORTHOGRAPHY
MODEL or INTERMEDIATE SCHOOL COURSE

Connected
exer-
cises: first elements of
lexicology in a more
systematic manner.
Dictation; as in
the two previous
years;
about ten
lines taken in prefer-
ence from the French or
English classic writers.
at-
The greatest
tention to be constanly
given to the orthogra-
phy of all written exer-
Orthographic
punctuation,
cises.
signs,
capitals.
Lexicology.-Review of lessons of previous
year, with graded exercises. Practical les-
sons on the etymology and derivation of
words, and on radicals and terminations.
Orthographic signs.-General review with
greater development of the subject and mis-
cellaneous exercises.
Capitals.-General review with greater
development of the subject and miscellaneous
exercises.
6th
Year
Lexicology
con-
tinued. Study of
the difficulties which
the fixed orthography
of certain words pre-
sents.
Dictation: as
in
the
Fifth Year. Constant
attention
to
spelling of all written
work.
Orthographic
signs, punctuation, ca-
pitals.
Lexicology.-As in the Fifth Year: in
addition practical lessons on prefixes and
suffixes.
Orthographic signs. As in the Fifth Year.
Punctuation.-As in the Fifth Year.
Capitals. As in the Fifth Year.
100
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
DICTATION-FIXED ORTHOGRAPHY-INFLECTIONAL
ORTHOGRAPHY
7th
Year
8th
Year.
ACADEMY or SUPERIOR COURSE
Lexicology: gen-
eral review. Recapi-
tulatory dictati o n s
containing applications
of rules of grammar,
and other dictations
formed of connected
sentences, taken from
the French or English
classic authors.
Length of dicta-
tions about twelve lines.
The greatest at-
tention to be constanly
given to the orthogra-
phy of all written work.
Orthographic
signs, punctuation, ca-
pitals.
Lexicology; recapi-
tulatory exercises.
Dictation:
the Seventh
as
Year.-
in
The greatest attention
to be constantly given
to the spelling of all
written work.
Orthographic
signs, punctuation, ca-
pitals.
Orthographic signs.— Recapitulatory exer-
cises and special remarks.
Punctuation.-Recapitulatory exercises and
special remarks.
Capitals. Recapitulatory exercises and
special remarks.
Orthographic signs.— As in the Seventh
Year.
Punctuation.-As in the Seventh Year.
Capitals. As in the Seventh Year.
Well chosen dictations given in a regular and systematic manner contribute
in a marked degree to the intellectual progress of the class. Fixed orthography
or the spelling of words as found in the dictionary, and inflectional orthography
or the spelling of words inflected or modified in keeping with grammatical rules
are the main purposes of dictation-but besides, writing, parsing, logical analysis,
punctuation, the use of orthographic signs and of capitals, lexicology, even phrase-
ology, style, and composition may be touched upon during these exercises, which
provide the teacher with numerous occasions of making useful suggestions and
remarks. Dictations-to be interesting-should be successively the relation of a
historical incident, the description of a useful invention, a letter, a memoir, a bill,
the summary of any lesson, of object lessons, of lessons in science, especially in
agriculture, selections in prose and verse; it is evident that there is no exercise
which requires from the teacher more preparation and constant attention or which
affords the pupils so many opportunities of acquiring useful knowledge.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
101
French for French Schools or English, for English Schools
DICTATION-FIXED ORTHOGRAPHY-INFLECTIONAL
ORTHOGRAPHY
But it is only on condition that dictations be properly graded and that they
be supplemented by the different exercises laid down in the programme that all
the advantages to be derived from them can be obtained. Teachers will, there-
fore, follow the instructions, given in the programme, which are sufficiently explicit.
It is well to remember, however, that each dictation requires but a few exercises
in connection with it; that they should be proportioned to the actual knowledge of
the pupils; that very careful preparation is here required, in order that no time be
lost, and that to each class only such knowledge as is absolutely necessary be given
and nothing more.
Avoid specially prepared dictations containing the largest possible number
of difficulties or of grammatical puzzles of no practical utility.
The manner in which dictations are given and corrected is not a matter of little
importance. With adaptations to the different courses, the plan outlined below
seems one of the best: 1. The teacher reads the dictation, explains its meaning
and indicates the difficult words; 2. he recalls to the minds of the pupils, the rules
to be applied; 3. he dictates slowly, giving the punctuation in the lower classes
in the more advanced indicating it by the tone of his voice and by pauses; 4. he
reads anew the complete dictation; 5. he allows the pupils time to look over their
work; 6. using the blackboard, he proceeds with the collective correction of the
papers; he makes comments on the dictation from the different points of view;
7. he finds the standing of each pupil and of the class as a whole by a list of the
errors made.
In correcting, several plans may be adopted: correction by the pupils, either
individual or mutual, simultaneous with the collective correction: from time to time
correction of a certain number of papers by the teacher himself. It is advisable
to vary the employment of these plans, on one occasion one to be used, on
another, another.
But, however great the labor which the teacher imposes on himself, his work
will be useless unless he succeeds in leading his pupils to give the most painstaking
attention to orthography in all their written work. Let his efforts in this connection
be most persevering.
The natural place for exercises in oral parsing and logical analysis seems to
be during dictations. On account of their direct application in dictations pupils
acquire a better understanding of their utility and are therefore more interested
in them.
Finally pupils should be taught how to use the dictionary before they leave,
the elementary course. The teacher should give such information as will enable;
them to overcome the difficulties which they will meet with when they consulta
dictionary for the first time. He will, therefore, have them observe, that not only
are the words in alphabetical order, but that alphabetical order is not restricted
to the first letter of every word but that it extends to all the letters of the words.
He will draw their attention to the groups of letters at the head of each column of
the dictionary, and will explain how these may be utilized in rapidly finding a
word. He will show and explain the signs and abbreviations used. This work
may be much simplified by a few exercises on the blackboard.
102
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
LANGUAGE LESSONS AND FIRST STEPS IN COMPOSITION
ELEMENTARY COURSE
Oral
exercises.
L
5
1st
Year
2nd
Year
3rd
Year.
Very easy questions
having for object to
teach the children to
observe, to reflect, to
speak correctly and to
express themselves
clearly.
Written exercises.
-Writing on the
blackboard of words
and of very short, sim-
ple sentences, previous-
ly explained.
Oral
exercises:
As in the First
Year, in addition
the object should
be to enrich the
child's vocabulary and
to teach him, even at
this early period, to
classify his ideas and
to construct his senten-
ces in a methodical
manner.
Written exercises.
-The copying of
words and short sen-
ces; reproduction from
memory of series of
words, or sentences,
previously explained
and learned by heart,
and of short letters.
Oral exercises.-As
in the First and
Second Years.
of
Written exercises.
Copying of a few
series of words.
Reproduction in
pupil's own language
selections read
of very short
stories told by the
teacher; composi-
tion of short sen-
tences, the elements
being given.
or
First steps in very
simple letter writing.
First Grade
Oral exercises.-Using some well-known
object as the subject of short interesting
conversations, lead the pupils to find the
different ideas relating to it, such as: its
color, its form, its use, etc.
Correct the child's vocabulary by always
requiring the right word, the exact term.
Oral exercises. Special attention to
vocabulary; have pupils find synonyms, con-
traries, families of words, groups of words
relating to the same class of ideas, for in-
stance, to the trades having to do with the
manufacture of clothing, etc., to gardening,
to agriculture, to school apparatus, etc.
Have pupils find several idea relating to a
single object; have them look for the exact
word to express each idea; train the pupils
in classifying their ideas and in constructing
sentences in a methodical manner. Let them
repeat short sentences read and explained.
Oral exercises.-The exercises of the
Second Year amplified. Again as in the
other years by short talks with the pupils
increase their stock of words by making them
find synonyms, contraries, easy equivalents,
new families of words, new groups of words
relating, for example, to dwellings, churches,
relationship, domestic animals, plants, metals,
the seasons, etc. Have pupils seek for several
ideas, several sentiments respecting a single
object; accustom them more and more to
co-ordinate their ideas and to construct
clear sentences. Oral reproduction of short
sentences made by the teacher and of short
stories told by him.
Written exercises.-Train pupils in writing
short letters to members of their families.
Give them very exact directions on how to
begin, to end, and to address these letters.
A
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
103
French for French Schools or English, for English Schools
LANGUAGE LESSONS AND FIRST STEPS IN COMPO-
4th
Year
SITION
ELEMENTARY COURSE
Oral
exercises.
Exercises of pre-
vious years con-
tinued
Easy
special exercises in
phraseology.
Account prepared
by teacher and pu-
pils: together of
selections read in class
or of short stories.
Second Grade
Oral Exercises. To the exercises in voca-
bulary, in the finding and arranging of ideas
let there be added miscellaneous exercises
in phraseology: construction, invention,
transformation of sentences.
5th
Year
Written
-As in
exercises.
the
the Third
Year. In addition
short easy composi-
tions on the most sim-
ple subjects and those
best known to the
pupils; letters, narra-
tions, descriptions.
Written exercises.-The subjects of the
exercises in letter writing should be common
ones with which the pupils are familiar;
letters on the incidents of school, of re-
ligious, of family life; descriptions of objects
or sites which the pupil may have seen.
MODEL or INTERMEDIATE SCHOOL COURSE
Oral exercises:
Review of the Elemen-
tary Course: Exer-
cises in phraseology
continued.--Résumés
of readings and of
lessons; written des-
criptions, of short ex-
cursions, of ceremonies
prepared in concert
by pupils and teacher;
in addition, special
exercises in preparing
outlines of composi-
tions by means of
questions.
Written exercises:
-More difficult and
methodical composi-
tions, letters, narra-
tions, descriptions.
Oral exercises. Exercises in phra-
seology to receive more development; exer-
cises in making sentences of various kinds,
in the transformation, decomposition and
imitation of sentences taken from the
classics. Take advantage of these exercises
to increase the pupil's vocabulary.
Written exercises.-Letters of different
kinds, with instructions on all the rules of
letter writting: require in this class that letters
be characterized by great ease, vivacity and
freedom of style, without carelessness. Nar-
rations may treat of incidents met with
in lessons in History; accustom pupils to dis-
cover the principal details and to give them
due prominence in their compositions. In
descriptions lead pupils to state not only what
they have seen but also what they have
thought and felt; see to it that the style used
be unaffected, natural, and concise.
104
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
6th
Year
7th
Year
8th
Year
LANGUAGE LESSONS AND COMPOSITION
MODEL or INTERMEDIATE SCHOOL COURSE
Oral
exercises:
Exercises in phrase-
ology continued.
Accounts of literary
and historical selec-
tions, of short ex-
cursions and of
ceremonies.- Pupils
to be trained to rely
on their own resources
in the invention, the ar-
rangement, and the
development of ideas.
Written exercises:
Changing fables
short poetical selec-
tions into prose.
Compositions,
with briefer directions
from the teacher;
letters, narrations, des-
criptions, relations of
historical events,
written accounts of les-
sons or selections read.
Oral
and
Written exercises.-Train pupils in putting
life into narrations, interest into dénoue-
ments, in making the personages that figure
in their compositions speak, in uniting the
different parts of their compositions by well
devised transitions of ideas.
ACADEMY or SUPERIOR COURSE

exercises:
Similar exercises to
those of the Sixth Year,
pupils to be left more
and more to their own
resources.
Written exercises.-
-As in the Sixth Year;
with first attempts at
composition properly
so called, the assis-
tance given by the
teacher to be
limited to what is
absolutely necessary.
In addition dialogues,
some compositions on
abstract and
on imaginary subjects.
some
Oral exercises:
As in the Seventh Year.
Written exercises:
As in the Seventh Year.
Written exercises. -Exercise pupils in ex-
pressing the same thought, in rendering the
same sentiment with different shades of
meaning; develop beauty of style by teaching
pupils to make judicious choice among the
different ideas which present themselves, to
use appropriate figures, to vary the construc-
tion of their sentences.
Written exercises.-As in the Seventh Year.
}
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
105
French for French Schools or English, for English Schools
I
LANGUAGE LESSONS AND COMPOSITION
It is often said, and perhaps not without truth, that the teaching given in lan-
guage and composition in primary schools, is not what it should be. Such being
the case an effort should be made to improve it. But how? By what means?
Simply by increasing in all the classes, from the lowest to the highest, the ex-
ercises in language lessons and in composition. By speaking one learns to
speak, by composing one learns to compose. Let then the children get as much
exercise as possible in speaking, let those who are timid be encouraged to express
themselves without shyness. Require that answers be clear, correct, complete.
Let there be numerous exercises, both oral and written, in the use of words and in
phraseology; numerous exercises in invention and arrangement of ideas-care
being taken to vary these exercises sufficiently and to grade difficulties according
to the instructions given in the Course.
In the lower classes the explanations of the words of the lessons, in the higher
the literary explanations of the lessons should be utilized in teaching language,
thus increading the time given to this subject without detriment to the others-
these explanations having to be given in any case.
It is well known that children left to themselves are incapable of finding ideas,
especially of joining or co-ordinating them when found, and consequently of for-
mulating or expressing them in writing in a proper manner. Therefore they should
be helped. First lessons in language, first attempts at composition should be
prepared by pupils and teacher working together. Oral exercises to provide
the young mind with ideas, words, and some knowledge of the order to be observed
should precede written work. This preparation remarkable for its completeness
in the lowest class, should diminish from year to year, until, in the highest classes
it is but a simple statement of the subject to be treated.
The teacher should bear in mind, that the pupils will surely, though un-
consciously, model their language on his. It is, therefore, his duty to watch himself
with the greatest care. Let him banish from his speech all incorrect or careless
expressions; let his language be clear, natural, and beautiful without affectation.
The foregoing are some of the means that may be used. There are others.
Copying selections, transcribing selections from memory, making short sentences
with given elements, giving an account of what has been read, making résumés of
catechism, history, object lessons, etc., writing short letters to a father, godfather,
the narration of some incident of interest to the family, the description of the
classroom, etc., all these are exercises in composition which may be begun early
in the elementary course. Narration, description, letter-writing thus make their
appearance in the schoolroom. All that is needed is to continue these exercises
in the higher classes proportioning their development and difficulty to the know-
ledge of the pupils.
Besides these general means, there are special ones; in number three: teach
pupils how to find ideas on a given subject; how to arrange these ideas in a logical
and natural way; how to express them in clear, simple, natural, and appropriate
language. All composition consists, in effect, in finding, arranging, and express-
ing ideas. The precepts, relating to these operations of the mind, studied in lite-
rature should serve as a guide when composition is first taken up in the Model
Course and afterwards when it is continued in the Academy Course.
106
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
LANGUAGE LESSONS AND COMPOSITION
The pupils have already learned, in a practical way, to find, to class, to ex-
press ideas.
But this work has been largely done by the teacher. The time
has arrived when they should be gradually deprived of such assistance and be
obliged to rely more on their own personal efforts. They learn in literature the
rules of invention, of arrangement and expression; the teacher's share in the prepa-
ration of compositions should gradually diminish, while on the other hand, his part
in the correction of the pupils' work should suffer no decrease, it should even be
more active, more careful, more exacting as time passes.
Compositions_might be corrected after class. This is the rule prescribed in
some countries. But in general it would require too much time. It is preferable
to adopt the following plan: 1. after class hours read all compositions with suffi-
cient care to be able to group them in three classes; good, pretty good, and bad;
2. choose two or three of each kind, to be read and corrected in class the following
day; 3. indicate in what manner the subject should have been presented and
divided, the principal ideas which should have been found and connected together;
the secondary ideas which should naturally group themselves round the former;
4. while reading draw attention to faults of style, lack of precision, defective
expressions, wrong terms, faulty spelling and grammar, etc.; 5. correct lame
and incomplete sentences; 6. do not fail to encourage the pupils by giving praise
to whatever is fairly good.
After all these corrections, criticisms and remarks, the composition appears
in its revised form. All the pupils have labored at its correction, have contributed
their share to its improvement, for, the teacher, in as far as possible, has carried
on the work of revision by means of questions. In this manner each pupil discovers
in what his composition is wanting, and learns how he should set about treating
the same subject if he were called upon to write his composition anew.
That language as well as style may be improved, let each pupil be called
upon, after the correcting is finished to give an oral account of the subject treated,
or at least let there be a conversation about the subject between pupils and teacher.
Finally, and this remark is of the very first importance, let subjects of com-
position be such as have to do with the every day life of the pupils. When the
pupils shall have left school, they will not be called upon to describe heroic deeds
of past ages, to discuss philosophical maxims, to relate wonderful and incredible
adventures; let the subjects of composition, therefore, be the ordinary events
of life, the phenomena which the pupils are acquainted with, the accidents, joys,
sorrows with which life is filled, services asked for or rendered, the expression of
gratitude, of respect, or of sympathy, which kindness of heart, social relations,
or christian virtue impose upon all.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
107
French for French Schools or English, for English Schools
LITERATURE
5th
Year
MODEL or INTERMEDIATE SCHOOL COURSE
First lessons in:
(a) The precepts of
literature relating to 1.
Invention of ideas, 2.
to Plan, 3. to Style;
(b) The most
simple kinds of literary
composition-
1. Letter
writing,
2. narration, 3. des-
cription;
(c) Specially by
means of literary
analyses of selec-
read or
tions
recited.
(a) Precepts of literature.-1. Invention of
ideas or creative faculties; the principal
qualities of ideas, of thoughts, of reasoning,
of sentiments. 2. Disposition of ideas or
plan; the necessary conditions of a good
plan. 3. Expression of ideas or style; essen-
tial qualities of style, purity, precision, per-
spicuity, simplicity, nobility, harmony.
(b) Kinds of literary composition.—1. Let-
ter writing: different kinds of letters, general
qualities and special qualities, epistolary
etiquette. 2. Narration: its elements -ex-
position, development, conclusion: qualities
of narrations, perspicuity, variety, interest.
3. Description: its qualities, truth, propriety,
liveliness, probability (vraisemblance.)

6th
Year
More advanced
lessons in:
(a) The Precepts of
literature relating to:
1. invention, 2. plan,
3. style.
(b) The varieties
of literary composition.
-1. Poetry and its
principal divisions, 2.
prose and its principal
divisions.
(c) Specially by
means of very sim-
ple literary analyses
of French or English
classic models read or
recited.
(a) Precepts of literature.-1. Invention of
ideas or creative faculties: the development of
ideas. 2. Disposition of ideas or plan;
different kinds of plans; the paragraph, one
for each principal idea, transitions. 3. Ex-
pression of ideas or style; figures of rhetoric.—
what they are, and principles governing their
use.
(b) Kinds of literary composition.-Poetry;
prose; difference between them. 1. Poetry:
epic, lyric, dramatic, didactic. Definitions
explained in such a manner as to make clear
the proper and distinctive character of each
kind of poetry: too much importance should
not be given to the details of the rules
governing them. 2. Prose: history, oratory,
works of fiction, didactic prose. Definitions
explained in such a way as to simply bring
out the essential characteristics of each kind
of prose composition.
108
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
7th
Year
ACADEMY or SUPERIOR COURSE
Study in a summary
manner of the:
(a) Precepts of litera-
ture-relating to 1.
kinds of style; 2. figures
of rhetoric.
(b) Varieties of
literary composi-
tion (Poetry) 1.
varieties of lyric
poetry, 2. principal
divisions of dramatic
poetry. (Prose) 1.
principal divisions of
history; 2,
2, principal
divisions of discourse;
3. varieties of sacred
eloquence.
(c) Always by means
of appropriate literary
analyses.
(d) With, in
addition the most sim-
ple elements of the
History of literature.
(a) Precepts of literature.-1. Varieties of
style: the simple, the temperate, the elevated.
Figures of rhetoric-this study to be restricted
to the general divisions; figures of imagination,
of passion, of reasoning.
(b) Kinds of literary composition.-To be
limited, as in the Intermediate Course, to
the study of the distinctive characteristics of
the general divisions and of the varieties in
each, either poetry or prose.
(d) History of literature. Give pupils as
elements of the History of Literature in con-
nection with Precepts of literature and
literary analysis, a very elementary knowledge
of the great writers and of their master-
pieces. Review of preceding course for this

purpose.
8th
Year
Summary study
of the:
(a) Precepts o f
literature relating to
the construction, of
1. a drama, 2.
discourse, 3. French
or English verse;
a
(b) Varieties of li-
terary compos i-
tion (Poetry.) 1.
varieties of drama-
tic poetry, pastoral
poetry, fables.- (Prose)
1. varieties of works
of
fiction, 2.
varieties of didactic
prose;
(c) Always by
means of literary
analyses;
(d) With
summary
very
elements
of the History of lite-
rature.
(a) Precepts of literature.-I. Construc-
tion—studied intuitively—of a drama; exposi-
tion, incidents, plot, dénouement; 2. Acts,
interludes, scenes, dialogues, monologues,
confidants, recitals, choruses; 3. the three
unities: place, time, action. II. Construc-
tion-studied intuitively-of a discourse: Ex-
ordium, proposition, division, narration,
proof, refutation, peroration. III. The differ-
ent elements of French or English verse.
(b) Still limited to the study of the dis-
tinctive characters of the different varieties of
literary composition, either in poetry or in
prose.
(d) Advantage to be taken of the study
of the precepts of literature and of the
varieties of literary compositions, as well as
of the lessons in literary analyses, to give the
pupils a little information about the great
writers and their masterpieces.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
109
French for French Schools or English, for English Schools
LITERATURE
The lessons in literature should be confined within limits which they cannot
overstep without encroaching upon a domain which is not that of the Primary
School.
These limits are defined by the object to be attained:
To teach pupils to distinguish, but very clearly—a task requiring more atten-
tion and reflexion than is generally supposed-prose and verse, simple and poetic
language, the ordinary every day style, simple, concise, natural, correct, polished,
which should be that of the pupils and the high style which they may admire but
which is not for their use.
Also to teach pupils to distinguish the different kinds of literary composi-
tion with their divisions and subdivisions by means of their essential and charac-
teristic traits;
To impart exact knowledge, experimentally, concerning the construction of
some of the principal or more practical kinds of composition;
As a means of rendering exercises in composition more profitable,
to the pupils, to give sufficient development to the lessons in the precepts of litera-
ture, which treat of invention, plan, and style, such development to be in all cir-
cumstances both elementary and void of useless or subtle details;
To insist specially on the knowledge of the precepts treating of letter writing,
narrations, and descriptions, probably the only kinds of composition which the
pupils will be called upon to practice.
All the rest belongs to secondary education.
Two plans may be followed in this elementary study of the precepts of literature
and of the different kinds of literary composition; to proceed from the rule, which
has been explained to a literary model in which the rule is applied; to go from a
model, previously studied to the rule of which the model is in a certain sense
an illustration. Whichever plan is chosen, the programme clearly indicates that
the method should be experimental, that is, there should be no dissassociation of
precepts from models. The study of the precepts and of the kinds of composition
remains therefore intimately united with the explanations of the selections,
however simple these latter may be. In this elementary study of literature the
text-book is but a means of reviewing what has been learned; what is to be studied
in it should be limited to the strictly useful, all unnecessary details and over com-
plicated enumerations being left out.
A narration, a description, a letter, a fable, an ode, a satire, etc., will fur-
nish the occasion for giving the pupils very brief, but very exact information
about these different kinds of literary composition. Well chosen fragments will
throw light on some quality of style which is the subject of the day's lesson: a letter
of Mde. de Sévigné's will serve as an example of vivacity of style; a fable of Lafon-
taine's as one of simplicity; a page of Racine, Chateaubriand, or Lamartine's,
as one of harmony; an extract from Buffon, as one of polished style; as an example
of elevation and profundity of ideas, a selection from Pascal or Bossuet; as one of
close reasoning a portion of a sermon from Bourdaloue. By following this course
the teaching will be, as it should, both practical and full of life.
The taking up of much time with figures of rhetoric should be especially
avoided. Pupils in primary schools can derive no benefit from the study of all
these figures with technical names which are absolutely out of place in elementary
text-books. Let the old and false classification into figures of words and figures
of thought, founded on an ambiguity, give place to that of figures of imagination,
of passion, of reasoning, a classification which though as yet somewhat indefinite
NOTE-In English Schools, English Authors to be studied in place of the French Authors indicat-
ed above.
110
REGULATIONS OF THE CATHOLIC COMMITTEE
French for French Schools or English, for English Schools
LITERATURE—Continued
is more exact than the first. This general classification is sufficient, it is unnecessary
to give the names and definitions of the figures that go to make up each of the gen-
eral classes.
It will neither be out of place nor difficult to give the pupils some slight know-
ledge of the History of Literature. The following plan might be adopted:
When a selection has been read, recited, or analysed, the name of the author
might be mentioned, a very brief sketch of his life be given, with a few words of
criticism, all of which the pupils should enter in their note-books.
Thus they would learn for instance, of Joinville, Villehardouin, Froissart,
etc.; they would know something about the style of each of these writers and about
the origin of the French language.
In their note-books, let the pupils, after entering such brief but appropriate
remarks, as are judged necessary, copy a few lines from the poetry of Charles
d'Orleans, of Villon, one of Clement Marot's fables, a sonnet from Ronsard, an
extract from Montaigne, an ode from Malherbe, etc. The pupils will, in this
manner, to a certain extent, assist at the gradual transformation of the French
language.
The epoch known as the grand siècle de Louis XIV, will require more time.
Descartes, Pascal, Bossuet, Bourdaloue, de la Bruyère, etc., will each contribute
something to the pupils' note-books, while from Corneille, Racine, Fénelon, Boileau,
Molière, Mde. de Sévigné, and Lafontaine, the quotations will be somewhat longer.
As this is the most brilliant period of French literature, more time and attention
should be given to it than to the others.
The XVIII. and XIX. centuries may be passed over more rapidly. Never-
theless, Voltaire, Montesquieu, Buffon, then Chateaubriand, Lamartine, Victor
Hugo, etc., and more than one historian, orator, novelist of modern times should
occupy a place in the memories and note-books of the pupils.
In primary schools, the object of literary analysis is to develop, in the pupils,
the reasoning faculty, with a taste for and admiration of the beautiful. With this
end in view, literally analysis discovers and makes plain the ideas and qualities
of the author, losing neither time not thought on defects, if such there be ; it shows
how the masters of expression have respected, each in his own particular manner,
the great laws of the art of writing, in language remarkable for logical construction,
precisison, propriety and harmony; it does not degenerate into a mass of useless
remarks about trifles. Instead of suggesting to the pupils or inflicting on them
ready-made judgments, the teacher should lead them to speak for themselves,
to state simply what impression has been produced on them by the selection
analysed and what they think of it.
Finally during the recitation of selections in verse, the teacher will give,
and this at as early a period as possible, with the intention of returning to the
subject later on, a few of the very simplest rules of prosody. These first notions
may be limited to four or five principles. By this means the younger pupils
would be put on their guard against the unconscious mutilation of verse of which
they are sometimes guilty.
NOTE-In English Schools, English Authors to be studied in place of the French Authors indicat-
ed above.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
111
English for French Schools or French, for English Schools
2nd
Year
3rd
Year
4th
Year
ELEMENTARY COURSE
1. Short graded
language exercises.
1. Elements of
reading.
2. Reading, lan-
guage, spelling, reci-
tation of selections.
3. Language
exercises.
1. Reading, lan-
guage, spelling, reci-
tation of selections.
2. Language
exercises.
3. Written exercises.
4. First steps in
Grammar.
First Grade
1. Have pupils name the parts of the
body, the different objects in the classroom,
articles of food, of clothing, utensils, articles
of furniture, etc., a, an, the, one, or some
other determining word to be used before
each noun. Afterwards qualifying words to
be used with each noun. Later on very
simple sentences to be made, in which the
most commonly used verbs are to figure.
Great attention to be paid to pronunciation
and to accentuation.
2. Have pupils name the letters of the
alphabet.
1. Review elements of reading; reading of
simple, easy sentences-special attention to
pronunciation, accentuation, meaning of
words read. Spelling by heart. The reading
lesson to be written partly by copying it,
and partly from dictation. Recitation of
short selections, previously explained.
2. Conversation. Familiar talks on sub-
jects previously studied in the mother tongue.
The making of short sentences orally.
Second Grade
1. Reading with the most common rules
of pronunciation and accentuation. Pupils
to give orally an account of the ideas and sen-
timents contained in the lesson. -Spelling
by heart. The lesson in the Reader to be
written partly by copying and partly from
dictation. Recitation of selections explained
previously.
2. Conversation. Talks on different sub-
jects. Repeating in English or French, of
lessons of History, Geography, etc.
3. Dictations in connection with the lessons
in grammar. Construction of sentences with
simple explanations on the subiect. Easy
compositions on familiar subjects previously
talked about during exercises in conversa-
tion; familiar and business letters.
4. Elements of Grammar with suitable
exercises. (See the Programme for French
Grammar, First and Second Years).
112
REGULATIONS OF THE CATHOLIC COMMITTEE
English for French Schools or French, for English Schools
5th
Year
6th
Year
7th
Year
8th
Year
MODEL or INTERMEDIATE SCHOOL COURSE
1. Reading, lan-
guage, spelling,
recitation of selections.
2. Language
exercises.
3. Written exer-
cises.
4. Elements of gram-
mar continued.
5. Parsing and
analysis.
1. Reading, lan-
guage, spelling, reci-
tation of selections.
2. Language
exercises.
3. Written exercises.
4. Grammar.
5. Parsing and anal-
ysis.
6. Literature.
1. Expressive reading, with special atten-
tion to accentuation and tone. Pupils to give
an account-sometimes in writing, more often
orally—of the lesson read. Spelling by heart.
Expressive reading of selections previously
explained.
2. As in the Fourth Year, but more ad-
vanced.
3. As in the Fourth Year with, in addi-
tion, narrations, descriptions, letters of differ-
ent kinds, and a certain number (not many)
of easy versions.
4. Elements of Grammar continued with
appropriate exercises. (See Grammar, Third
Year.)
5. Exercises in parsing and logical analysis
from time to time exercises to be generally
oral.
1, 2. As in the Fifth Year, but more ad-
vanced in keeping with the acquirements of
the class and, in addition, easy themes.
4. Study of elements reviewed and com-
pleted the most common rules of syntax-
with appropriate exercises. 'See French
Grammar, Fourth Year.)
5. Parsing and logical analysis, from time
to time; in general, orally.
6. Literature. Elementary ideas concern-
ing the precepts of literature and the different
kinds of literary composition-following in a
general way the programme given for
French literature.
ACADEMY or SUPERIOR COURSE
1. Reading, lan-|
guage, elocution, re-
citation.
2. Language
exercises.
3. Written exercises.
4. Grammar.
5. Parsing and
analysis.
6. Literature.
1. Reading, language,
elocution, recitation.
2. Language
exercises.
3. Written exercises.
4. Grammar.
5. Parsing and
analysis.
6. Literature.
1, 2, 3. In so far as possible, let these
exercises correspond with the like ones of the
Course for French.
4. Concord and government and the
general rules concerning construction of sen-
tences-with appropriate exercises.
5. Parsing and analysis-review exercises
from time to time.
6. Literature. Elementary lessons on the
precepts of literature and the different kinds
of literary composition following in a
general way the programme given for French
Literature.
1, 2, 3 as in the Seventh Year.
4. General review: complete the study of syn-
tax of construction-with appropriate exercises.
5. Parsing and analysis-review exer-
cises from time to time.
**1
6. Literature: corresponding to the pro-
gramme laid down for French Literature.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
113
:
:
English for French Schools or French, for English Schools
While the Programme of study allows teachers ample liberty concerning
the choice of the special plans and devices to be used in teaching, yet with respect
to this subject it recommends, what is known as the Natural Method, a method
which consists in learning a language directly and not through the intermediary
of the mother tongue.
For this reason, in the first years, the most important place is held, and almost
exclusively so, by short exercises, in which the children are taught, without any
recourse to translation, to name common and familiar objects shown to them.
It is evident that teaching according to this plan must be intuitive. The
things spoken of, or representations of the same by pictures, drawings, etc., should
be placed before the class. In teaching qualities, several objects having a common
quality should be shown. The meaning of verbs may be made clear by executing,
when it is possible to do so, the actions expressed. And so forth.
The intuitive means mentioned are all the more necessary because it is only
exceptionally that the teacher is justified in saying a word in French or in English
as the case may be.
It is true that the children do not yet understand the second language, but
the Natural Method, the one which the mother employs instinctively in teaching
the child to speak-consists in training the pupils' ears to recognize spoken words
or names of things, then to express these words or names.
Reading should not be taught until the Second Year, when the children are
sufficiently advanced to understand what they read; but there is no reason why
they should not learn the elements of reading during the First Year; by so doing
they save time. That they may acquire a good pronunciation, the best plan to
follow, in teaching them to read, is to begin with type-words, decomposing these
into syllabes, articulations, and sounds or vowels.
In every exercise, the teacher should pay particular attention to pronunciation
and accentuation. He should correct every defect with untiring patience and
perseverance.
As soon as the pupil's vocabulary is ample enough, his capacity for expressing
his ideas in very simple sentences sufficiently developed, let him begin to study
such elements of grammar as may be of practical use to him. Let the study of
these elements be accompanied by appropriate dictations, and oral and written
exercises of invention and application.
The two languages, French and English, have many rules common to both;
it follows therefore, that the pupil's knowledge of French grammar may serve as
the basis of the lessons in English grammar or vice-versa. In presenting this subject
the teacher will therefore, when opportunity offers, lead his pupils to discover the
identity, or the analogy of certain rules in each language. This comparison of the
rules governing each language is of great interest to the pupils and tends to
develop in them habits of reflection.
The Natural Method should be employed in all the classes, but in the higher
ones it may be gradually supplemented by oral and written exercises in translation;
first, versions; translations from English into French; afterwards from time to time,
easy themes, putting French into English. The pupil's attention should be drawn in
a special manner to the difference in construction between English and French
sentences.
This mixed method offers no difficulty when employed with advanced pupils
and it has the advantage of training them in a kind of work which is of practical use
in every day affairs.
8
114
REGULATIONS OF THE CATHOLIC COMMITTEE
1st
Year
Mathematics
ARITHMETIC
ELEMENTARY COURSE.-Continued
Counting intui-
tively, mentally, and
with figures. First
elements of numer-
ation and notation.
Simple additions and
subtractions.
Easy problems.
First Grade.
(a) Develop by means of common objects
the idea of numbers; first, from 1 to 10;
then from 1 to 20. Teach how to form these
numbers to name and to represent them
by figures. Additions and subtractions, first
orally, then with figures, of concrete num-
bers not exceeding 10 at first, afterwards not
exceeding 20.
(b) Intuitively the numbers from 20 to
100. Their names, the figures which repre-
sent them. Additions and subtractions, first
orally, then with figures, of numbers from 20
up to 100.
(c) Very easy problems based on the
needs of every day life.
2nd
Year
intui-
Counting
tively, mentally, and
with figures.
Numeration and
notation continued
to 10,000.
The four simple
rules.
The study of Ro-
man numerals com-
menced.
First notions of frac-
tions intuitively.
Problems.
Tables of money
and of long
sure.
mea-
(a) Review work of First Year.
(b) Multiplication and division of num-
bers not greater than 100.
(c) Numeration and notation, first from
100 to 1,000, then from 1,000 to 10,000. The
simple rules, first orally, then in writing,
using concrete numbers, and abstract numbers
not exceeding 10,000. The simple rules com-
bined.
(d) Special study of the multiplication
table to 12.-Roman numerals from I to XII.
How to tell the time of day by the clock,
hours, halves, quarters.
(e) The most simple fractions, a half, a
quarter, a third-taught by means of objects;
the names of these fractions, their representa-
tion by figures.
(f) Practical problems in the four simple
rules. Proofs of these problems.
(g) Elementary ideas about money, feet,
and inches-intuitively.*
N.B.-Mental and written work to go hand
in hand, the mental work to form the base,
the explanation, and the reasoning of the
written work.
*If the metric system is adopted, the ex-
planations will be given on this system.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
115
Mathematics
ARITHMETIC
ELEMENTARY COURSE.-Continued
3rd
Year
Counting
intui-
tively, mentally, and
with figures.
Numeration and
notation.
Numeration and
notation of decimals to
thousandths.
Roman numerals
to M.
Intuitive study of
most generally used
fractions, continued.
Problems.
Tables of money,
weights, liquid mea-
sure, and long measure,
continued.
First Grade-Continued
(a) Review of work of Second Year.
(b) Complete the lessons in numeration
and notation.
(c) Numeration and notation of tenths
and hundredths.
(d) Complete the study of the multiplica-
tion table.
(e) Roman numerals from I to M. How
to tell the time of day by the clock: hours,
halves, quarters, minutes.
(f) Fractions whose denominators do not
exceed 10, taught by means of objects; their
names; their representation by figures.
(g) Practical and theoretical knowledge
of the four simple rules; of addition and sub-
traction of decimals to hundredths; of
multiplication and of divisions of decimals,
tenths, and hundredths, by whole numbers.
(h) Numerous problems based on the
transactions of every day life, domestic
economy, agriculture, and the trades. Also
many problems in the form of invoices and
bills or accounts.
(i) The inituitive study of money, feet,
inches, and lines to be continued. Study of
the table of long measure.-What constitutes
a pound, a gallon, to be taught intuitively.
Study of avoirdupoids weight and of liquid
measure (gallon, half gallon, quart, pint.)*
N.B.-Mental and written work to go
hand in hand, the mental work to form
the base, the explanation, and the reasoning
of the written work.
*See note page 114.
116
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
ARITHMETIC
ELEMENTARY COURSE.-Continued
4th
Year
Counting intui-
tively, mentally and
with figures.
Numeration of whole
numbers and of deci-
cimals.
Common fractions,
Intuitively: reduc-
tion, addition, sub-
traction, multiplica-
tion and division of
common fractions;
changing common
fractions into deci-
mals.
Miscellaneous
problems.
Money, weights,
and measures.
Second Grade
(a) Review work of Third Year.
(b) Numeration and notation of whole
numbers and of decimals.
their
(c) Fractions whose denominators do
not exceed 20, how formed, their names,
representation by figures.
(d) Changing common fractions into
decimals, and applications in problems.
(e) Common fractions: reduction, addi-
tion, subtraction, multiplication, and division
of fractions whose denominators do not
exceed 12.
(f) Miscellaneous problems-always very
practical-dealing with whole numbers and
decimals. Very easy problems,-to be solved
at first orally then in writing,-in addition,
subtraction, multiplication, and division of
fractions.
(g) Easy practical problems in percent-
age and simple interest solved mentally.
(h) Money, weights and measures; review
the work of the Third year. Dry measure
(bushel, gallon, quart, pint).* Time measure:
year, months, days, hours, minutes, seconds.
N.B.-Mental and written work to go
hand in hand; the mental work to form the
basis, the explanation, and the reasoning of
the written work.
*See note page 114.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
117
5th
Year
Mathematics
ARITHMETIC
MODEL or INTERMEDIATE SCHOOL COURSE
Common fractions
and decimals.
compound rules.
The
Proportion, simple
and compound.
Elementary percen-
tage.
Simple interest.
(a) Review work of Fourth Year.
(b) Common fractions and decimals; ele-
mentary theory of fractions with numerous,
oral and written well graded exercises.
(c) Compound rules; review of the tables
and of denominate numbers previously stud-
ied, with numerous practical problems.
(d) Problems in the Rule of Three, sim-
ple and compound, solved by the Unitary
method
(e) Elementary percentage.
(f) Simple interest.
(9) Miscellaneaous problems of a very
practical nature preceded in every case by ex-
ercises in mental arithmetic.
6th
Year
Percentage and the
applications of percen-
tage.
7th
Year
(a) Review of the Fifth Year.
(b) Percentage: profit and loss, commis-
sion, brokerage, stocks and bonds, taxes,
trade discount.
(c) Miscellaneous problems with corres-
ponding exercises in mental arithmeric.
ACADEMY or SUPERIOR COURSE
Percentage and ap-
plications of percen-
tage. (Continuation.)
8th
Year
General review.
(a) Review of the Sixth Year.
(b) Percentage: bank discount, real dis-
count, partial payments, exchange, customs.
(c) Simple partnership, compound part-
nership.
(d) Compound interest.
(e) Miscellaneous problems with corres-
ponding exercises in mental arithmetic.
118
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
ARITHMETIC
By means of objects to develop in the mind of the child, a clear, exact idea of
number, to show him how to form numbers by the help of these objects, to teach
him to name the numbers and to represent them by figures,-with the help of objects,
also to train him to solve, first orally, then with figures, very simple, short, easy, fam-
iliar problems in addition, subtraction, multiplication and division, at first separate-
ly, then in combinations,-this is to teach numeration, notation, and the simple
rules, by going from the concrete to the abstract, from the known to the unknown,
from the particular to the general, from the easy to the less easy,-the only rational
and profitable method with young children, the only method which should be em-
ployed in the lower classes and the one which should hold the most important place
all through the elementary course.
It is, therefore, by means of objects easily handled, for instance, marbles, or
better still, kindergarten sticks representing units, and bundles of the same, repre-
senting tens, or of points on the blackboard, that the young mind should acquire
the first knowledge of number. It is again by means of objects or representations
of the same, by diagrams, by different examples, first solved mentally, that the pupil
should be helped to assimilate new knowledge as it is presented to him.
It is not necessary to state that objects should be discarded as soon as it is per-
fectly clear that the pupils understand the meaning of abstract numbers. The
idea is to lead pupils to the abstract through the concrete, then abandoning the
latter, to return to it only when it is perceived that figures are no longer associated
in the pupil's mind with clear, well defined notions of the numbers which they
represent, but with words, the names of numbers.
To sum up, the following order should be adopted in teaching arithmetic to
beginners: intuition; mental and oral work; written work; theoretical knowledge,
limited to what is absolutely necessary, should be deduced from carefully chosen
well graded examples. Definitions are given only when the operations to which
they apply are already well understood. For example, to small children already
able to solve problems in the simple rules, using concrete or abstract numbers, and
acquainted with the signs of the operations, the teacher will simply say: 4 +3=7
this is an addition; 7-2=5, this is a subtraction; 3×3 or three times three (3+3
+3)= nine, this is a multiplication; share 8 apples among four children, 2 to each
(or 8÷4=2), this is a division. More complete definitions should not be given till
a later period.
Mental arithmetic, which is the basis of the knowledge of numbers and of the
surest short cuts, should receive special attention from the teacher in every class.
Pupils will, therefore, be trained from the beginning in calculating mentally, but the
work should be reasoned and not done mechanically. It is well to remember that
mental work deals with numbers and not with figures; were it otherwise, the teacher
would have his pupils doing written work in their minds. Mental arithmetic has
processes of its own which differ from those of written arithmetic. The child
should be taught these processes, and it is the teacher's duty to explain them to him
and to see to it that he employs them. Thus in adding 57 and 38, the pupil should,
in thought, decompose the two numbers into tens and units; 50 and 30, 80, to which
should be added 7 plus 8 to form 95 in all. In the same way in adding 257 and 138,
the numbers should be decomposed, in the mind, into hundreds, tens, and units:
200+100=300; 50+30=80; in all 380, to which should be added 7 +8 to make 395.
Similar devices should be followed in all exercises done mentally.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
119
Mathematics
ARITHMETIC-(Continued)
It is even desirable that problems of all kinds be first solved mentally, small
numbers being used for this purpose, before being given to be worked out in writing,
with large numbers.
But the first and most important point is that new elements be presented grad-
ually and progressively, that they be accompanied by numerous applications which
shall cause them to sink into the mind and to fix themselves in the memory in a last-
ing manner. At this point a few examples will not be out of place. It is desired to
teach intuitively the abstract truth that 4 and 4 make 8: the pupils are shown 4
marbles and 4 marbles, 4 pencils and 4 pencils, 4 points (::) and 4 points (::) per-
ceiving that, in each case, the sum is 8, they conclude that 4 and 4 always make 8.
A similar course is followed in teaching subtraction, multiplication, and division,-
care being taken in each case, to pass by slow degrees from the concrete: 6 apples, 6
points, 2 oranges, 2 points, to the abstract numbers 6, 2.
When pupils have a thorough knowledge of all the cases, in the four simple rules,
which offer no difficulty, the more complicated cases should be considered. These
will soon be mastered, if the teacher presents them only one at a time and grades
them properly. In subtraction, for instance, if each figure of the subtrahend is
smaller than the corresponding one of the minuend, as 44-22, there is no difficulty.
But if a figure of the minuend is smaller than the corresponding one of the subtra-
hend, as 40—28, there is a difficulty and the child should be taught to overcome it
by borrowing. If the minuend contains a naught, or zero, as 4028, the difficulty
is greater, and the child should be brought to see the advantage which there is in
substituting the method by compensation to that by borrowing. In teaching the
other operations a similar plan is followed; if difficulties are exactly graded, pupils,
as already stated, will have no trouble in understanding.
The teacher will observe the same progressive and well graded order in teach-
ing all other parts of the course. Suppose, that in teaching fractions, an apple, a
sheet of paper have been cut, first into unequal, then into equal parts. By intui-
tion, by handling the portions of the sheet, by exercises of superposition, pupils can
be easily led to see and to understand that 3 equal parts of a sheet of paper which
has been divided into 4 equal parts, are equal in quantity to 9 equal parts of the
same sheet cut into 12 equal parts; this fact once perceived it is but a step to the un-
derstanding of the rule that: when the terms of a fraction are multiplied by the same
number, the value of the fraction does not change; a very slight effort will carry
pupils over this step. When the pupil has learned intuitively that thirds cannot be
compared directly with fourths, another slight effort will enable him to understand
that these fractions can be compared, when they have been changed into twelfths,
for twelfths can be compared with twelfths, and from this to the changing of differ-
ent fractions to others having a common denominator, for the purpose of adding or
subtracting fractions, is but another step.
Enough has been said to indicate the manner of proceeding in teaching all the
different parts of the course, without entering into further details, which would take
up too much space. It is the teacher's duty to make himself thoroughly acquainted
with the method so far explained and to apply it constantly.
It is evident, however, that the first principles of numeration should be ac-
quired intuitively, that is by means of objects, beans, pencils, kindergarten sticks,
representing units, and others representing tens. The pupil should take an active
120
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
ARITHMETIC (Continued)
part in each lesson; it is not a question of teaching him much at a time, but of devel-
oping in his mind the idea of number, of rendering him able, in the shortest possible
time, to form, read, and write numbers, with confidence. This result is reached
only in one way, by very numerous exercises. At first the young pupil counts ob-
jects, individually and collectively from 1 to 10; then by two's; then from 10 to 1,
etc. Similar exercises are afterwards given in counting from 10 to 20, from 20 to
100. It is absolutely necessary that this first study of numbers should be thorough.
It is especially important that the pupil see and understand that 1 ten is equivalent
to 10 units, etc., that figures have an absolute value, the same in all circumstances,
and a relative value depending on the place which they occupy. The teaching of
the simplest cases of the four fundamental rules should go on concurrently with the
teaching of numeration; this rule is clearly laid down in the Course.
The teaching of the different tables: long measure, measures of weight, dry
and liquid measure, money, etc., should, at the beginning, be intuitive and, in as far
as possible, experimental. Let the pupils themselves measure lengths, capacities,
weigh objects, count money, etc. However clear the teacher's explanations they
are never so effective as the experiments performed by the pupils themselves.
A few remarks on the nature and kinds of problems are also necessary.
In the first place it is unadvisable to leave the choice of the problems to be giv-
en, to the inspiration of the moment. After having thought about the problems,
the teacher should write them out, or he may take them from a text-book, or from
a pedagogic journal, but whatever the source from which he takes his problems, let
him, after carefully examining the data, understand perfectly what is required.
The most judicious plan is to form a collection himself, with problems for each year
of the Course. This is the best means of making sure that his teaching will follow
a well defined order and be properly graded.
In the second place, it is advisable that the problems be founded largely on
facts well known and of practical interest. Facts more curious than useful, prob-
lems worded in an intentionally puzzling manner, data wanting in exactness or
truth, should have no place in the teacher's collection; on the contrary, it should
only contain problems of which the data are drawn from things well known and of
general use. From the very beginning the children work with numbers represent-
ing things and quantities of which the knowledge is useful. Later they have prob-
lems dealing with the population of the village, of the parish, of the county, of the
Province, of the whole of Canada. They are asked to calculate the distance be-
tween the locality, in which they live, and the neighboring village, the nearest town,
the Provincial capital, the Federal capital. They have exercises, the numbers in
which represent the lengths of the principal Canadian rivers, the heights of the
highest mountains, the dates of the most remarkable events in our history, etc.,
etc. The data of the problems should be taken principally from the ordinary cir-
cumstances of life, from every day transactions, from the trades, industries, pro-
fessions of the country, from domestic economy, agricultural book-keeping, the cost
and proceeds of cultivating a farm, an orchard, a vegetable garden, keeping poul-
try, managing a cheese factory, from the losses caused by intemperance, laziness,
luxury, etc., etc. Problems prepared in the manner just stated offer three advan-
tages: they render the lessons more lively and interesting; they provide the child
with a fund of useful knowledge; they give him the training which will enable him
to solve the real problems of life.
1
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
121
Mathematics
ARITHMETIC-(Continued)
In general, children should not be called upon to
numbers of more than three or at most four figures.
larger numbers, but all other exercises should be on
such as are most commonly met with in actual life.
fractions as to whole numbers.
work out problems containing
Additions alone may contain
numbers which are not large,
This rule is as applicable to
Finally it is an excellent custom to ask the pupils themselves to compose prob-
lems on a given part of the arithmetic. There is nothing better calculated to make
them understand and remember the nature of the processes and the manner of reach-
ing the desired results.
In connection with this question of problems, there is another point which is
of considerable importance; it is the manner of solving problems. Immediately
below the written statement of the question all the numbers to be retained should
be placed on a single horizontal line with an initial letter indicating what each
represents; below this first line, numbers representing things of the same kind
should be grouped together. With this arrangement and grouping, the pupil has a
better grasp of the numbers, he more easily perceives the relations between them,
and it becomes a less difficult task to find the comparisons and reasoning which
lead to the solution. For the sake of clearness and to facilitate the work of correc-
tion it is an advantage to divide the page into halves by a vertical line; calculations
are placed on the left while the reasoning is written on the right.
Pupils often imagine that they are reasoning when they are simply stating what
they are doing. The teacher should correct them of this defect. In the same
connection, it is not enough that pupils should be made to explain what they are
doing, and why they are doing it, but they should be required to express themselves
correctly in full, clear, exact sentences. It is easy to obtain precision and propriety
of language in teaching this subject, and when the pupil, thanks to the teacher, has
acquired the habit of correct speech during classes in arithmetic, it is not probable
he will lose it during lessons in other subjects.
In correcting, the best plan is to have the whole class follow while the problems
under consideration are solved on the blackboard. Pupils should be trained to de-
termine exactly what is required, to distinguish this quantity from those clearly
given in the problem, to proceed from the known to the unknown, to persevere in
the study of a solution until every part of it is thoroughly understood, It is during
this exercise that the different solutions of a given problem, where several solutions
are possible, should be compared; that the reason why one is preferable to the others
should be stated, that pupils should be made acquainted with short cuts and with
cancellation.
As there may be some advantage in varying the manner of correcting, from
time to time, the mutual method, or the individual one may be resorted to.
122
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
ACCOUNTS
ELEMENTARY COURSE
4th
Year
Elements of house-
hold accounts and
study of commercial
forms.
Second Grade.
Household accounts: receipts and dis-
bursements of a family.
Farm accounts: receipts and disburse-
ments of a farm.
Commercial Forms; Accounts, invoices,
receipts, receipting of accounts, promissory
notes, cheques, drafts.
MODEL or INTERMEDIATE SCHOOL COURSE
5th
Year
Commercial book-
Book-keeping by double entry.
keeping.
Commercial Forms reviewed.
6th
Commercial book-
Book-keeping by double entry.
Year
keeping.
Commercial Forms reviewed.
ACADEMY or SUPERIOR COURSE
7th
Year
Commercial book-
keeping.
Book-keeping by double entry.
Commercial correspondence.
Banking.
8th
Commercial book-
As in the Seventh Year.
Year
keeping.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
123
Mathematics
ACCOUNTS—(Continued)
This subject should be taught intuitively. To begin with a series of definitions
would be a grave pedagogic error. Definitions are not even always necessary; all
that is required is that the pupils shall acquire gradually by observation and prac-
tice a clear and exact idea of the subject.
The best plan is to begin by teaching pupils to draw up the most generally used
commercial forms: invoices, receipts, farmers' accounts, workmen's accounts, pro-
missory notes, accounts, etc. The pupils are acquainted to a certain extent with
these forms; they have already acquired some knowledge of them during writing and
arithmetic lessons and during dictations. What remains to be done is to make the
pupils thoroughly familiar with the different forms, in a word, to increase and render
more exact the knowledge of which they are already possessed. For this purpose let
there be fictitious commercial transactions of different kinds: sales, purchases, float-
ing of loans, etc. In the carrying out of these transactions pupils will be required
to make out each of the above mentioned commercial forms.
While commercial forms are being studied such little accounts as children
themselves might be expected to keep should be taken up to be followed almost im-
mediately by family and farm accounts. But here again the knowledge should be
gained intuitively and experimentally.
Let the teacher place on the blackboard a model of the form which a person
who keeps account of his receipts and disbursements may use, in order to exhibit
how it should be ruled, etc. He should then fill in this form, questioning the pupils,
and making out, to a great extent, from their answers, a very simple account of re-
ceipts and disbursements.
The pupil's attention will be awakened. He is easily interested in any exercise
in which he takes an active part. He will learn, almost as he would a new game,
how to enter a transaction, post an item, balance an account, etc.
Family accounts may now be considered. They will be somewhat more com-
plicated. In these receipts and disbursements will figure under different heads, for
instance: food, heat, light, washing, clothes, insurance, taxes, etc. But as the pupil
already understands book-keeping, in a general way, these new elements will not offer
any serious difficulties. Farm accounts will be another step forward. Pupils are
taught to rule a Cash-Book, and to enter in it, in the order in which they take
place, such receipts and disbursements as are of common occurrence on the farm.
They should learn also how to rule the Journal, and be trained in entering therein,
daily, such transactions as are commonly met with in the working of a farm: pur-
chases, sales, barter, etc. At first purchases and sales are for cash, then on account,
some are even on notes. But all transactions are found or invented by the pupil
under the direction of the teacher.
Balances, inventories, statements are taken up in the same manner.
If new ideas are exposed in their natural order, and one at a time, the pupil will
understand without difficulty.
124
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
ACCOUNTS (Continued)
At this point, it may be truly said that many different kinds of transactions and
of entries, have been presented intuitively to the pupil in their natural order, have
been explained to him, and named for him. He is now provided with a fair know-
ledge of the subject and pretty familiar with the special vocabulary of the book-
keeper.
He is sufficiently prepared to take up the study of commercial book-keeping.
The teaching of this part is, it is true, more complicated. Yet, though the effort
required of the pupil may appear considerable, it is not too great for his capacity,
thanks to the knowledge already in his possession. Pupils will take to this subject
with pleasure, if the teacher continues to divide up the difficulties, so that they may
be more easily overcome, and if the exercises follow each other in a natural and well
graded order according to the plan here outlined.
In business life there are many different applications of the principles of book-
keeping to suit the varying requirements of commerce or industry. No doubt, the
teacher may, if he feel so inclined, give his lessons in such a way as to meet the future
special needs of his pupils, but, above all, he should teach the general and essential
principles of book-keeping, which are always the same. The whole art of book-
keeping consists in knowing how to open a set of books, how to keep them, when
opened, and how to close them.
1
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
125
Mathematics
MENSURATION
MODEL or INTERMEDIATE SCHOOL COURSE
5th
Year
Rectilinear surfaces.
6th
Year
Curvilinear surfaces.
Definitions, linear representation, and
calculation of rectilinear surfaces with miscel-
laneous practical problems.
Square root.
Review work of Fifth Year.
Definitions, drawing and measuring of
curvilinear surfaces with miscellaneous prac-
tical problems.
Square root.
ACADEMY or SUPERIOR COURSE
7th
Year
Plane faced solids.
8th
Year
Curved solids.
Review Sixth Year.
Definitions, linear representation of plane
solids, with calculation of both surface and
volume of same and miscellaneous practical
problems.
Cube root.
Review Seventh Year.
of
Definitions, linear
linear representation
curved solids, calculation of both surface and
volume of same, with miscellaneous practical
problems.
Cube root.
126
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
MENSURATION
Mensuration must not be confounded with pure geometry, which consists in
a long series of theorems to be demonstrated. The mensuration of the Intermediate
and Academy courses comprises only elementary ideas of the principal figures and
volumes, with rules for their measurement. However, there need not be anything
vague or indefinite in these elements of applied geometry which should only be such
as can be applied directly in elementary mensuration.
The teaching given in this subject should be essentially intuitive and practical.
Pupils should be given the figures to handle or, at least, the figures, which form
the subject of each lesson, should be exactly drawn on the blackboard. The intui-
tive, analytical, and reasoned study of each figure, or solid, will lead to the definition
and representation of it by the pupils, after which, the teacher will have its dimen-
sions measured and its actual surface, or volume calculated before asking for the sur-
face, or volume of figures or solids, which are not before the pupils. To test the pu-
pil's knowledge and stamp the elements studied, more firmly in his mind and mem-
ory, he should be called upon not only to define the figure, but also to describe it
orally-first with the figure or solid in view, afterwards from memory. These des-
criptions carefully corrected, and when necessary completed by the teacher, form,
moreover, exercises in composition, which are recommended in a special manner
as an excellent means of teaching precision of thought and language.
Demonstrations which are too scientific should not be given; but by analysing,
constructing exact figures, combining, superposing, and comparing, pupils are led to
discover elementary demonstrations which are amply sufficient. Thus by means
of a few lines it is easy to lead pupils to see that a triangle is the half of a parallelo-
gram having the same base and the same height, that any parallelogram is equal in
surface to a rectangle having the same base and the same height. Treating solids
in the same manner, there is nothing easier than to show by means of a triangular
prism properly dissected, that the triangular prism is formed of three equivalent
pyramids, having the same base and the same height as the prism; from this it will
be a very simple matter to draw the conclusion that the volume of a triangular pyr-
amid is found by multiplying the surface of its base by one-third of its height. A
similar plan should be followed with respect to all the other elementary formulæ
which the pupil needs to know.
Finally, the instruction is rendered more practical by bringing to the pupil's
notice different surfaces, in the schoolroom, which belong to the same class as the
figures explained during the lessons in mensuration; by illustrating the solids studied
by means of natural and commercial products-example: cylinder pencil, pen-
handle, gas pipe, farm roller; by having the regular and irregular surfaces which
pupils have before their eyes measured, the irregular surfaces to be divided up in
such a way as to make of them regular ones, etc.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
127
Mathematics
ALGEBRA
ACADEMY or SUPERIOR COURSE
7th
Year
8th
Year
(a) Introductory
lessons; numerical
values.
(b) Addition, sub-
traction, multiplica-
tion, and division;
fractions.
(c) Equations of
the first degree.
(d) Applications
in arithmetic and
mensuration.
(a) Review Seventh
Year.
(b) Quadratic equa-
tions with one
known quantity.
un-
(c) Applications in
arithmetic and mensu-
ration.
(a) Short, easy problems in arithmetic
leading to very simple numerical equations;
algebraic notation followed by easy exercises
on the numerical values of algebraic expres-
sions; coefficient, exponent.
(b) Addition, subtraction, multiplication,
division; factors, fractions.
(c) Miscellaneous numerical equations;
literal equations.
(d) Numerous applications in solving
practical problems in arithmetic and mensur-
ration
(a) Review Seventh Year. Square and
square root of algebraic expressions.
(b) Pure quadratics; complete or affected
quadratics.
(c) Generalization of arithmetical ques-
tions (percentage, interest, etc.,) by algebraic
solutions, using letters to represent the aiffer-
ent quantities.
In teaching algebra, let arithmetic be used both as the basis and the instru-
ment.
This plan offers many advantages.
The resemblance between the processes of arithmetic and algebra will help the
pupil to understand the second. In both arithmetic and algebra, the object being
the same, i.e., the solution of problems, permits of the teacher giving a concrete and
positive basis to his explanations of necessary algebraic theory.
In applying this method, do not begin by addition, subtraction, multiplication,
and division. It is not denied that this is the order followed in text-books on the
subject. But the matter in these works is so arranged as to avoid repetitions, and
to present the reasoning of the theorems in an unbroken chain. With pupils follow-
ing the classes of the Academy course, the arrangement should be altogether differ-
ent. Let the work begin with problems which should be followed by such rules as
are needed, presented in the order and manner best calculated to interest the pupils,
and to make evident the utility of the rule. This is the natural method for Acade-
my pupils. Repetitions which may be an inconvenience in a book do not present
the same disadvantages in an oral course. On the contrary, pupils should be re-
quired to apply themselves again and again to the same subject, so that the impress-
ion on the intelligence may become more lasting. To make sure that his explan-
128
REGULATIONS OF THE CATHOLIC COMMITTEE
Mathematics
ALGEBRA (Continued)
ations have been heard, understood and retained, the teacher should review fre-
quently; if he fail to do so, he will be astonished at the apparently great want of
memory noticeable in his pupils, and at the number of mistakes which they will
make.
In keeping with what has been just stated, it seems the best plan to begin by
numerical equations based on very simple problems in arithmetic, even in mental
arithmetic. Example: Louis has three times as many apples as Joseph and
together they have 24; how many has each? This problem would be solved by
arithmetic as follows: Joseph's number plus three times his number equals 24.
Therefore, four times Joseph's number equals 24; whence once his number equals
2414-6, etc. Now, if to be more brief, we let z represent Joseph's number, we
shall simply say: x plus 3 times x (or 3 x) equal 24; therefore 4 x =24; whence x = =6
and 3x=18.
Thus we have passed imperceptibly from the language of objects or of arithme-
tic to that of symbols or of algebra.
These simple exercises may be increased at will. They show how letters may
be used in calculation.
The pupil will be delighted to find that, by means of this new device, he can
reach a solution much more rapidly than by the processes which he has hitherto
employed, and that the reasoning is far less laborious. He has been won over to the
study of algebra, a most desirable result. Instead of constantly complaining that
algebra leads to nothing, he now desires to increase and perfect his knowledge of the
subject. The opportunity is seized to introduce easy literal equations, and to ex-
plain what is meant by coefficient and exponent.
The pupil recognizes that he has a new art to learn, that of arranging literal
quantities in such a way as to reach a clear, well defined result. And quite fre-
quently he will himself ask to be taught the four fundamental processes.
The teacher should lose no time in complying with his request. Nevertheless,
before doing so, it is an excellent idea to familiarize him with algebraic expressions,
by easy excercises on the numerical values given to letters. In teaching the four
fundamental processes, the teacher should, at first, confine himself, to proving the
correctness of the rule, by referring in each case to the pupil's knowledge of arith-
metic. But that the pupil may be well trained in algebraical calculation, it is neces-
sary that he be given numerous, well-graded exercises, corresponding to examples
previously explained on the blackboard.
Factoring simple expressions, the simplifying of fractions and the solution of
equations and problems of the first degree should then be taken up.
At this point the teacher should review the elements already acquired, explain-
ing and developing them more fully before proceeding with his lessons, which may,
henceforth, be of a more scientific character.
This rational plan may appear somewhat difficult of execution, but the teacher
should, at least, follow it as closely as he can, passing lightly over addition, subtrac-
tion, etc., in order to take up numerical and literal equations, as soon as possible,
and returning later to the first pages of the text-book.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
129
1st
Year
2nd
Year
3rd
Year
GEOGRAPHY
ELEMENTARY COURSE
Purely oral teaching.
-Familiar talks and
short preparatory exer-
cises to develop habits
of observation by lead-
ing pupils to notice the
most common pheno-
mena and the most re-
markable features of
the land in the locality.
Purely oral teaching
continued.
As in the First Year
very familiar talks and
short preparatory exer-
cises graded in such a
way as to develop ob-
servation and to pre-
pare pupils to under-
stand representation
by means of maps.
Oral teaching sup-
plemented by the text-
book.-Work of prece-
ding years reviewed
with developments.
Introductory lessons
on the Province of
Quebec, on the other
provinces of Canada.-
Each part studied, to
be represented on the
blackboard by its prin-
cipal outlines.
Pupils to give oral
résumés of lessons and
to draw the outlines of
the parts studied.
First Grade
Exercises in observing; draw pupils' at-
tention to land and water, the elevations,
depressions of the soil in the neighborhood, the
horizon, the setting sun, the rising sun, day,
night, the four seasons.
Exercises in orientation: have pupils find
the cardinal points by the position of the sun.
First ideas of a plan: relative position of
the different parts of the classroom.
First lessons in geographical terms; sim-
ple explanations limited to names of pheno-
mena with which the child is familiar.
Review exercises of First Year giving
such additional developments as the pupil
may be able to understand.
First lessons in reading plans: plan of the
classroom, of the classroom and school, of the
school and grounds, of the school and its en-
virons; of the village, of the parish, of the
county; idea of real orientation, and of orien-
tation applied to plans.
First lessons in map and globe reading;
draw attention to the earth's shape; have pu-
pils point out the parts of the earth's surface
composed of land and those composed of
water; their country, county, parish; lead
them to find on the map any mountain, river,
or lake of their own locality, or of its environs,
there indicated.
Short talks on the topography, climate,
population, commerce, and industry of the lo-
cality, of the county.
Introduction: The earth, its shape, di-
mensions, representation.-Maps: more de-
tailed explanations of how to use them.-Ex-
act explanations of true orientation and of the
conventional orientation of geographical re-
presentations; maps and globes.-The great
divisions of land; the oceans.-Geographical
terms used in naming portions of land, bodies
of water, etc. Canada as a whole; physical
geography of the Province of Quebec: topo-
graphy of the Province of Quebec; the rivers,
lakes, climate, resources, agriculture, interior
and exterior commerce, industries, railroads
and means of communication of the Province
of Quebec; political geography: population,
races, religions, languages, government, ad-
ministrative organization of the Province of
Quebec.-The other Provinces of Canada;
Central provinces, Maritime provinces, West-
ern provinces, studied in the same manner as
the Province of Quebec, but more briefly and
especially by comparison.
9
130
REGULATIONS OF THE CATHOLIC COMMITTEE
4th
Year
5th
Year
6th
Year
7th
Year
8th
Year
GEOGRAPHY
ELEMENTARY COURSE-(Continued)
Oral teaching. Text-
book to be used. Writ-
ten accounts of lessons
and exercises in map-
drawing on blackboard
and in copies, no trac-
ing paper to be used.
Study of elements to
be completed; Canada
reviewed, other coun-
tries of America stud-
ied; continents and
oceans studied in a
general manner.
Second Grade
The study of the elements in the text-
book to be completed.-The physical, com-
mercial and political geography of Canada,
and especially of the Province of Quebec.—
General study of the physical, commercial,
and political geography of the United States
in order that pupils may acquire brief but
exact information on the relations of Canada
with that country. More summary study of
the other countries of America with first les-
sons on the manner of generalizing geograph-
ical facts and terms.-General ideas on the
globe, the continents and their subdivisions,
on the oceans.
MODEL or INTERMEDIATE SCHOOL COURSE
Canada reviewed.
Full developments.
Europe and Asia.
Generalization to be
commonly used.
Written accounts of
lessons and numerous
exercises in map-draw-
ing from memory.
of
General review
previous years. Africa
and Australia. Gener-
alization to be com-
monly used.-Written
accounts of lessons and
numerous exercises in
map-drawing.
The geography of Canada with full de-
velopments, principally with respect to its
government and resources.-Outlines of the
physical and political geography of Europe
and Asia. Study of the trade and commerce
of the countries of Europe and Asia, especially
with Canada.
Review of previous years with lessons
whose object is to lead pupils to compare the
different items of geographical knowledge ac-
quired and then to group together facts, of a
similar nature, relating to physical, commer-
cial, or political geography, thus generalizing
or classifying what they have learned.
Outlines of the physical and political
geography of Africa and Australia.-With
study of the principal centers of trade and
commerce and of their relations with Canada.
ACADEMY or SUPERIOR COURSE
Recapitulatory les-
sons of Canada and the
United States with
map-drawing.
Recapitulatory les-
sons on Canada;
great divisions of the
earth with map-draw-
ling.
The geography of Canada and the United
States reviewed by recapitulations comprising
collections of geographical facts between
which comparisons are established either from
the physical, commercial, or political point of
view.
General review of the five great divisions
by means of recapitulations comprising collec-
tions of geographical facts, of like nature,
physical, economical or political compared to-
gether
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
131
GEOGRAPHY
During the first two years, the teaching should be completely intuitive and,
whenever possible, be given in sight of whatever is spoken of. The children are
being taught what is meant by an island, a lake, a gulf, etc., there is no better plan
than to represent with earth and water the things spoken of, than to draw their at-
tention to any island, lake, etc., if such there be in the neigborhood. Then in order
to prepare the pupils to understand maps and the globe, the teacher sketches, on the
blackboard, the things already studied. In the same way, the first notion of orien-
tation are given intuitively, by asking pupils to observe the position of the sun; in
the morning, at midday, and towards evening. Very early in the Course, pupils are
taught the conventional orientation of a plan, a map, a globe.
For this purpose it is a good idea to proceed in the following manner: a board or
slate is placed horizontally before the pupils; they are asked to indicate the cardinal
points. Each answer is marked N., S., E., W.; they are then asked to determine the
position of the school, of the church, of the roads, etc., all of which are represented
on the slate by small rectangles; the board, or slate, is then suspended on the wall,
with N at the top, and the conclusion is drawn, that, on plans and maps it is the uni-
versal custom for the cardinal points to be placed in the same positions as those
which they occupy on the slate. The interest and attention of the pupils is kept
from flagging by numerous questions. A simple definition, illustrated by a black-
board sketch, may be recited by the pupils in concert, but a text-book on geography
is of no use in teaching such young pupils.
During the whole period of the elementary course, the teaching remains intui-
tive; but it gradually becomes more definite. In the Third Year, the children have
an atlas for map study. The recitation of the résumé of the preceding lesson links
the latter with that of the day, for, in the study of this complex subject, it is essen-
tial that there be a close connection between the different lessons. In this year, exer-
cises in map-drawing should be commenced; at first the maps should be copies-
then they should be drawn from memory. It is the only way to give the pupils
an exact idea of the respective situations of places, of their dimensions, relative im-
portance, etc., to make them remember the form and the windings of boundaries, of
mountains, rivers, etc. Therefore, during each lesson, the pupils should have before
them a special sketch illustrating the part studied. To facilitate the work of obser-
vation and reproduction, the teacher first draws a rectangle, the proportions of whose
dimensions are given-which rectangle he divides, when necessary, into two or four
squares. The rectangle is called the circumscribing figure. The circumscribing
figure may take other forms than that of the rectangle, forms which have a general
resemblance to the shape of the map which it is intended to trace. This diversity
of forms will interest the pupils and will imprint, in a most lasting manner, in their
memories, the general appearance of countries studied. Résumés, definitions, and
enumerations will be recited individually, or in concert, but always with the map in
view.
In dealing with the more abstract parts, some means of explaining them con-
cretely should be devised. An apple cut into two parts, in different directions, will
give an exact idea of the hemispheres, of the equator, of the meredians, and con-
sequently of the latitude and longitude of a place.
The great natural divisions: physical geography, political geography, industrial
and commercial geography, are studied separately; but they should not be kept too
much apart, for in many cases they over-lap, and the knowledge of one division
helps in understanding the others. That there may be logical sequence in the les-
132
REGULATIONS OF THE CATHOLIC COMMITTEE
GEOGRAPHY—(Continued)
sons, the following order is recommended: The appearance of the land with its hills
and mountains having been described, the river, coasts, climate, productions of all
kinds, means of communication, industry, interior and exterior trade and commerce
should be spoken of; interesting details should be given concerning the appearance
of different regions, the manners, customs, religions, languages of the inhabitants;
the political and administrative divisions, etc., should be indicated, the great monu-
ments should be briefly alluded to, etc., care being taken to point out that all of these
things are the consequences the one of the other. In this way rational associations
of ideas are formed in the pupils' minds, they are led to take an interest in geography
and thus to understand it more easily.
Let it not be forgotten that the most practical and useful part of geography is
that which treats of economical questions: agriculture, industry, commerce, railroads
and means of communication. All these questions should be studied with the
greatest care, frequently reviewed, gradually developed, not only in the geography
of Canada, but in the geography of other countries, and especially in that of coun-
tries having commercial relations with Canada, that is to say, the United States,
Great Britain, France, Germany, the West Indies, South America, Belgium, China,
Japan, Switzerland, Newfoundland, Holland, Portugal, Italy, Spain, Australia, etc.
No characteristic detail on any of these points is unimportant, especially with the
older pupils. Comparisons are of great help, in this connection, in simplifying
numerical data: commercial, agricultural, and industrial statistics, with those of
imports and exports, of canals, ports, railroads, etc. These figures being variable
and changing from year to year will be out of date when the pupil leaves school.
Of what use is it to load his memory with them. In place of figures let comparisons,
approximations—by means of lines-be used. For instance, let pupils be told that
last year the commerce of Canada was, in round numbers, $1,112,000,000; imports
amounted to about $633,000,000; exports to $479,000,000; therefore imports ex-
ceeded exports by $154,000,000, in round numbers. These approximations are close
enough to the truth and are easily retained, while the actual figures with the differ-
ence would soon be forgotten. Or again let them be told that Canada exports to
England products of a given value, to the United Statea one-half as much, and so
forth, with respect to exports to the West Indies, to Australia, France, Germany,
etc. Or again, on the blackboard let there be drawn lines of different length to re-
present approximately our imports and exports.
These simplifying processes should be used also in dealing with other numbers,
populations, heights of mountains, lengths of rivers, dimensions of lakes, etc. Less
definite than figures, they, nevertheless, produce so clear an impression on the mind
by their resemblances or contrasts, that the memory retains it without difficulty.
If the simplifying of numerical data and even of other geographical information
is extremely useful in studying Canada, the same process is still more necessary in
dealing with other countries, in which case what is to be retained may be generalized
and abridged to a much greater extent.
This last remark sufficiently determines the limits within which the geography
of foreign countries should be confined.
Finally, from time to time, the teacher may supplement the lessons in the text-
book by well chosen extracts from books of travel, works on popular science, or
literary descriptions from Chateaubriand, Bernardin de St. Pierre, or from several
other modern writers.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
133
CIVICS
ELEMENTARY COURSE
3rd
Year
First lessons by
means of familiar
talks.
4th
Year
5th
Year
6th
Year
7th
Year
8th
Year
Reading and explan-
lation of simple lessons
on the general political
organization of Can-
ada, and on the organ-
ization of the Province
of Quebec; oral ac-
counts of the same to
be given by the pupils.
First Grade
Very familiar talks on: the municipal cor-
poration, of the locality;-the school board
and the schools; the parish, the vicar, the
curate;-the diocese, the bishop; the
ecclesiastical province, the archbishop;-
tribunals; the government.
Second Grade
The federal parliament: the executive,
the Senate, the House of Commons.
The Quebec provincial legislature: the
executive, the legilative council, the legisla-,
tive assembly.
The province, the electoral district, pro-
vincial elections, federal elections; suffrage.
MODEL or INTERMEDIATE SCHOOL COURSE
Reading and explan-
ation of simple lessons
on the ecclesiastical
and municipal organiz-
ation of the Province of
Quebec, with oral ac-
counts.
Reading and explan-
ation of lessons on the
organization of law,
courts of the Province
of Quebec. with oral
accounts by pupils.
The parish, tithes, supplement, the
church corporation, church wardens, election
of church wardens.
The municipal corporation of the locality,
the municipal council, municipal councillors,
the mayor, the election of the mayor, munici-
pal taxes, the municipal valuation roll.
The county council, the warden of the
county, election of the warden.
The judicial district, regular tribunals,
special tribunals; juries, the grand jury, petty
jury, judge, witness, oath.
ACADEMY or SUPERIOR COURSE
Reading and explan-
ation followed by oral
accounts of same, of
the school system of
the Province of Que-
bec.
General review with
developments and
written exercises.
The school municipality, the school
board, election of commissioners, the school
tax, the Council of Public Instruction, the
Catholic Committee, the Protestant Commit-
tee, the Superintendent of Public Instruc-
tion, school inspectors, the rights of the Parish
Priest, elementary schools, model or interme-
diate schools, academies or superior schools,
universities, special schools, normal schools,
the Catholic Central Board of Examiners.
The political, ecclesiastical, municipal,
judicial and school organization of Canada.
134
REGULATIONS OF THE CATHOLIC COMMITTEE
CIVICS
>
The course in this subject should be restricted to elementary lessons on the
constitution of Canada and more particularly on that of the Province of Quebec.
The method should vary with the degree of advancement of the pupils.
At the beginning there should be no special mention of Civics in the time-table.
The terms employed in this subject should be explained during the reading lesson
and especially during classes in history and geography, according as they are met
with; or again on the occasion of a municipal election, of a visit of the school commis-
sioners, of a pastoral visit, etc.
In familiar conversations with the pupils, the teacher will restrict himself to
fixing in their minds a few principal points by means of things known to them. Let
there be no definitions, but facts observed and names. Such then should be the
object of the first course in Civics.
During the Fourth Year and those that follow, it is advantageous to use a text-
book. It should be read in the order indicated in the programme. Pupils should be
able to give an account of what they have read as well as of the explanations they
have received. They should not be asked to learn definitions except when it is un-
avoidable. Facts, with which the pupils are familiar, skilfully explained, will afford
more practical information than the best definitions. The way to proceed is to
start from well-known events which have taken place in the locality, thus awaken-
ing the pupils' interest in the information to be imparted, then to pass on to the
working of the institution under consideration and to the demonstration of its util-
ity.
From time to time, pupils should be given a general view of the lessons read,
by means of brief résumés placed on the blackboard. In these résumés, institutions
having certain features in common should be grouped and compared. For exam-
ple, the local municipality, the school municipality, the county council, the province,
are corporations which present more than one point of resemblance. The curiosity
of the pupils will be aroused, and their knowledge will be more exact if they them-
selves are asked to discover the points of resemblance and of contact of the different
institutions which are being studied.
History, and Geography, perhaps still more, are closely related to Civics; the
teacher should not, however, confound these three subjects. He should reserve for
the lessons in Civics what specially pertains to it, i.e., the constitution and functions
of public bodies; for those in Geography, the various forms of government; and for
those in history, useful comparisons between the past and the present.
Civics may be made the basis of excellent lessons in patriotism.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
135
!
:
History
HISTORY OF CANADA
ELEMENTARY COURSE
First Grade
1st
Year
Anecdotes from Ca-
nadian History under
form of familiar talks.
No résumé to be re-
quired from children.
The discovery of America by Christopher
Columbus.-Jacques Cartier's arrival in Can-
ada. Foundation of Quebec.-Martyrdom of
Fathers Brebeuf and Lalemant.
2nd
Year
Oral teaching.
Narration of some of
the principal events of
Canadian History with
familiar talks on same
Attack and capture of Quebec by the
Kirkes.-Manners and customs of the natives.
Heroism of Dollard.-The massacre of La-
chine. Heroic defence of Mlle. de Verchères.
-Dispersion of the Acadians.-Battle of Ca-
rillon. Battle of the Plains of Abraham.
3rd
Year
Oral teaching; oral
accounts of lessons to
be required and from
time to time written
résumés to be placed
on the blackboard. Re-
view of previous years
with fuller details ;
places mentioned to be
shown on the map.
Cartier's voyages.-de Champlain.-The
Company of one hundred Associates.-Bishop
de Laval.-de Frontenac.-The exploits of
d'Iberville.-Treaty of Montreal under de
Callières.-de Vaudreuil.-de Beauharnois.-
de Vaudreuil Cavagnal.-Governors: Murray
-Craig-Prevost-Lord Elgin.
4th
Year
History in text-book
with written résumés,
from time to time.-
Lessons of previous
years reviewed and
study of principal facts
completed. Special
study of places men-
tioned and of principal
dates.
Second Grade
are
Beginning with this year, the principal
dates, of which the knowledge is necessary to
understand the sequence of events,
taught by the master, learned and frequently
reviewed by the pupils.
The Battle of St. Foye.-Capitulation of
Montreal. The Cession.-The Quebec Act.—
Bishop Plessis.-The Battle of Chateauguay.
-The Act of Union (summary.) The Re-
bellion of 1837-38 (summary statement.)-
The Confederation Act (summary.)
136
REGULATIONS OF THE CATHOLIC COMMITTEE
5th
Year
6th
Year
7th
Year
8th
Year
History
HISTORY OF CANADA-(Continued)
MODEL or INTERMEDIATE SCHOOL COURSE
Canadian History in
text-book, with written
accounts and résumés
of different kinds.
Principal events and
personages
during
the period of discover-
ies under the French
régime.
Canadian History in
text-book continued.-
Most remarkable!
events and important]
personages under Eng-
lish rule.
Period of discoveries 1492-1608; principal
discoveries; the Indians, tribes, manners, re-
ligion, customs;-attempts at colonization;
the Companies 1608-1663; facts and principal
personages; Royal Government 1663-1760;
names of governors, important events of each
administration; wars with Iroquois; colonial
wars and treaties of peace between France and
England, in 1689, 1704, 1744, 1754, the Ces-
sion with details, the treaty of Paris.
English Régime.-Prominence to be prin-
cipally given to: The Military Government,
1770-1774; the Quebec Act and Civil Govern-
ment, 1774-1791;The War of American Indepen-
dence, the Loyalists; Parliamentary struggles
under constitutional Governmnt; the war of
1812-13-14; the question of the Subsidies; po-
litical troubles with full details of the insurrec-
tion of 1837-38; the Act of Union; governors
and principal events; the Confederation Act.
ACADEMY or SUPERIOR COURSE
The chief phases of
Canadian History. Re-
viewing to be done
principally in a series
of compositions, each
covering a period or a
collection of facts of a
like nature. Study of
the discoveries and of
the periods of the
French régime.
The chief phases of Ca-
nadian History studied
principally in a series
of compositions, each
covering a whole per-
iod or a number of
facts of a like nature.
Study of the different
forms of government
under English Rule.
Period of discoveries.—French régime;
period of attempts at colonization; period of
the companies, 1608-1663; period of Royal
Government, 1663-1760.
English Rule.-Absolute government,
military government, civil government, 1760-
1791; non-Responsible Government, 1791-
1840; the Union 1840-1867; Confederation,
1867, to the present time; constitution of
Canada; the original provinces; provinces
other than the original ones; list of the Gov-
ernors; the Province of Quebec since Con-
federation, list of Lieutenant-Governors.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
137
History
HISTORY OF CANADA
youngest pupils. The
Then to ask them such
In a word these lessons
History of Canada properly so called is not taught to the
most that can be done is to tell them interesting anecdotes.
simple questions as are calculated to arouse their attention.
consist of familiar and interesting talks or better still, when it is possible to do so, in
teaching history from pictures.
The best way in which to give children an exact idea of the past is to compare
it with the present: the country we now inhabit is well cultivated, crossed in every
direction by highways and railroads, etc., formerly Canada was covered by forests,
etc.
At a later period, in teaching pupils provided with text-books, the teacher will
proceed in a similar manner as in the classes in Sacred History. The order of the
lessons will be the same. To the devices already mentioned, the following may be
added: the writing on the blackboard of the names of the historical characters who
are about to figure in the lesson, the names of the places which are to be the scenes of
the events, terms unknown to the pupils with a word of explanation, the principal
ideas to be retained, each numbered; in this manner the pupil's imagination is stim-
ulated and his memory powerfully assisted.
Here again, in studying and reciting, the child should be trained to give in his
own words the meaning of the lesson in the book; for it should be perfectly under-
stood, that, except in a few very rare cases, lessons in history should not be recited
by rote.
From anecdotal and biographical, which it was in the first years, the course
should, later on, become explanatory. It then becomes a connected series of facts,
with their simplest causes and consequences, and begins to exhibit the successive
stages through which the national life of the country has passed.
At the same time the number of questions should be greatly increased, the larg-
est possible number of pupils should be called upon for answers, and they should
be induced to express their own opinions and judgments upon the matter under con-
sideration.
With older pupils the lesson should be a narration, an explanation, and a compar-
ison. At this period, therefore, it is advantageous to review and compare the elements
already learned, that the ideas of the pupils on the different phases of national history
may become more exact, and that the characteristic features of Canadian History may
be more firmly fixed in their minds. For this purpose all the different elements re-
lating to a given event should be grouped together in the same lesson. This is the
best means of making sure that there shall be both order and unity in the knowledge
acquired.
By this method, history will be reviewed several times, each time with new de-
tails, with considerations in keeping with the age of the pupils and with what they
already know. Each new point presented at the right moment, neither too early
nor too late, will be better understood and more easily remembered. It is on this
account that the programme has been drawn up according to the concentric plan,
care being taken to avoid anything that might seem too fastidious in the method.
138
REGULATIONS OF THE CATHOLIC COMMITTEE
History
HISTORY OF CANADA-(Continued)
In all grades, the teacher would do well to remember that the indicating on the
map of places, mentioned during history lessons, the drawing of historical maps, and
the writing of tables of dates of principal events-especially those marking the be-
ginning and the end of remarkable epochs-are of the very greatest importance.
The nature and form of the written exercises should vary with the class. The
more advanced pupils may be asked to relate an interesting event, to make a résumé
or a synoptical table of an administration, or of a period, or to prepare an essay,
establishing a comparison between events of a like nature. Résumés of lessons,
previously prepared orally, the drawing of maps, on which are indicated the scenes
of the events related, or what is still more simple, answers of three or four lines
to a couple of questions, are the most that may be required of the younger
pupils. With the youngest pupils it will be sufficient to have them copy or to
dictate to them summaries, or very brief résumés of the lessons.
To ascertain whether pupils have retained or not what they have been taught,
it is an excellent custom to frequently review, either orally or in writing.
In lessons in History of Canada, the teacher should follow also the direction
given with respect to the history of other countries. He should especially remem-
ber the remarks concerning reviews and the reading of appropriate selections.
The works of Canadian poets and prose writers afford him a wide field from
which to choose.
Finally let the teacher consider it a sacred duty to cultivate in the breasts of
his pupils the spirit of patriotism, the love of their native country, a strong attach-
ment to national traditions and institutions, an abiding respect for the beautiful
language of our forefathers and for our religious faith.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
139
History
HISTORY OF FRANCE
ACADEMY or SUPERIOR COURSE
7th
Year
I.-Primitive Gaul, Roman Gaul; introduction of Christianity,
invasion of the barbarians.
II. The Merovingian Kings; origin of the dynasty; Clovis; the
Mayors of the palace; Charles Martel.
III.-The Carlovingian Kings; origin of the dynasty; Charlemagne;
invasion of the Normands; the Feudal System.
IV. The Capetian Kings: origin of the dynasty; the Truce of God,
the Crusades and their results; Chivalry; Philip Augustus;
Saint Louis; the Sicilian Vespers; Philip the Fair; the States
General, the Knight Templars; the Salic Law.
V.-The House of Valois: origin of the dynasty; the Hundred Years'
war; Duguesclin; Joan of Arc.
VI.-Louis XI.; League of the Public Good; triumph of the Royal
power over the Feudal System; Italian wars; Louis XII.
VII. Rivalry between Francis I. and Charles V.; Bayard; the Ren-
aissance; the Reformation; civil and religious wars; the
Guises; the League; massacre of the St. Bartholomew.
VIII.-The House of Bourbon; origin of the dynasty; Henry IV. and
Sully; the Edict of Nantes; Louis XIII. and Richelieu; the
Thirty Years' War.
IX.-Louis XIV. and Mazarin; the Fronde; Colbert; Louvois; brief
account of the four great wars of the reign of Louis XIV.;
revocation of the Edict of Nantes; the League of Augsbourg
the war of the Spanish Succession.
X.-The Regency; Louis XV., the Wars of the Polish and Austrian
Successions; the Seven Years' War; Louis XVI.; Turgot.
XI.-Causes of the Revolution; the National Assembly; the Legis-
lative Assembly; the National Convention and the First
Republic; the Reign of Terror; the Directory; the Consu-
late; the First Empire; the Hundred Days.
XII.-The Restoration; the Revolution of 1830; the July Monarchy,
the Second Republic; the Second Empire; the third Re-
public.
140
REGULATIONS OF THE CATHOLIC COMMITTEE
8th
Year
History
HISTORY OF ENGLAND
ACADEMY or SUPERIOR COURSE
I. The British Isles, early history; Roman rule and the introduc-
tion of Christianity.
II. The Anglo-Saxons and the Heptarchy, Christianity.
III. The Saxon Dynasty: its origin; the Danish Invasion; Alfred
the Great.
IV.-The Danish Dynasty: its origin; Canute I.
V.-The Saxon Dynasty: its re-establishment; Edward the Con-
fessor.
VI.-Dynasty of the Norman Kings: its origin; William the Con-
queror; William Rufus and Saint Anselm.
VII.-Dynasty of the Plantagenets: its origin; Henry II. and Thomas
Becket; Richard, Coeur de Lion; John Lackland; Magna
Charta or the Great Charter, and the Provisions of Oxford.
VIII.-Origin of the title, Prince of Wales, given to the eldest son of the
King of England; the Hundred Years' War (a brief history);
Wars of the Roses (a brief history).
IX.-The Tudor Dynasty: its origin; Henry VIII. and the English
Schism; Edward VI. and Protestantism; Elizabeth and the
Anglican Church; the persecutions, struggles and victories
of Elizabeth; Mary, Queen of Scots.
X.-The Stuart Dynasty: its origin; James I., Charles I.
XI.-The_Commonwealth: Cromwell's Protectorate; Charles II.;
James II., the Revolution of 1688; William III., the De-
claration of Rights. Orangemen and Jacobites; Queen
Anne.
XII.-The Hanoverian Dynasty: its origin; principal events of the
reigns of George I., George II., George III., George IV.,
William IV., Victoria; Edward VII; Accession of George
V-The Tractarian or Oxford Movement.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
141
History
HISTORY OF FRANCE AND OF ENGLAND
In teaching these Histories, the general directions given concerning Sacred
History, History of Canada, and History of the Church, should be followed. Such
modifications as are necessary will present themselves naturally to the mind of the
teacher.
Three or four special remarks will, therefore, suffice in the present case.
In many instances the same facts will present themselves in the Histories of
the three nations just mentioned. Having studied them in the History of one
country, it does not follow that no notice should be taken of them in those of the
others, on the ground that they have already been considered. On the contrary,
they should be reviewed from the standpoint of the nation whose history is being
studied. It is evident, however, that the review should be more or less brief, as
occasion may require. History studied in this manner helps to form the pupils'
judgment and to train them to observe.
Whenever the subject permits, the teacher should compare the nations studied
--he should especially compare Canada with the other countries. If well prepared,
such comparisons, first in connection with one point, then with another, will give
life and variety to the lessons, will excite the curiosity of the pupils, and will tend to
develop, in them, habits of reflection.
Let the teacher's attention be given principally to the history of persons and
events that every one is supposed to know about. He should have no hesitation
in relating appropriate historical anecdotes; there are traits and sayings which are
as famous as the most brilliant feats of arms. For this reason no one should be
ignorant of them.
Finally, let the teacher see to it, that the pupil, when recalling an event, re-
member also the period of its occurrence. To succeed in this, without overloading
the pupil's memory with dates, is an art, a difficult art. Very clear divisions of
time, well-defined epochs, containing groups of facts, are used in lieu of a multiplicity
of dates. Thus if a pupil be unable to give the exact date of an event, he may state,
at least, the epoch to which it belongs without committing too glaring an anachron-
ism. There are, however, certain dates which should be known exactly. These the
teacher collects in chronological tables, which pupils are required to recite from
time to time.
The course provides for reviews, at regular intervals, in nearly all subjects.
Review exercises are especially necessary in the case of History. The last lesson of
the week, more brief than the others, should be completed by a review of all the les-
sons of the week. One or two lessons at the end of each month should be reserved
for reviews. Finally, a general review should take place just before exminations.
The best means of doing effective work in this connection is, while studying anew
what has been already learned, to avoid monotony and hold the attention of the
pupils by new details and new comparisons, by the reading of selections which throw
a stronger light on the subject, in a word, by neglecting nothing calculated to render
the lessons more attractive. How many opportunities are thus afforded the pupils
of understanding and admiring beautiful selections in prose and verse.
Our own history, no less than that of foreign countries, offers in this respect a
rich field, in which our poets and prose writers have reaped a glorious harvest.
only difficulty is that of selecting.
The
142
REGULATIONS OF THE CATHOLIC COMMITTEE
1st
Year
2nd
Year
3rd
Year
DRAWING
ELEMENTARY COURSE
First Grade
1.—Free pencil sketches, spontaneous or suggested, done in or out of
class, (suggestion of simple and familiar subjects).
2.-Rapid Freehand Tracing Movements (to train the hand).
Exercises of observation, (appeals to the initiative of pupils).
Outlines from nature, of very simple common objects.
3.-Elementary decorative arrangements, imagined, (lines and
combinations by means of small objects: kindergarten sticks,
buttons, beans, leaves, etc. Then, copies of these combina-
tions, with ordinary or with coloured crayons.
Practical notions on colour: (a) diversity of colours; (b) primary
colours (by means of coloured objects, paper, wool., etc.)
1. Free pencil sketches, spontaneous or suggested, done in or out of
class (suggestion of subjects or scenes of a simple character
already seen or described).
2.-Rapid freehand tracing movements.
Exercises of observation. (appeals to the initiative of pupils).
Outlines, from nature, of very simple common objects.
3.-Elementary decorative arrangements, — imagined,
repetitions and inverted repetitions.
Practical notions on colour; secondary colours.
continuous
1.-Free drawings and suggested drawings of simple scenes seen or
described. Sketches explanatory of object lessons, of geo-
graphy, etc.,-(in or out of class).
2.-Rapid freehand tracing movements.
Exercises of observation, visuality, and control. (appeals to
the initiative of pupils.)
Drawings from nature: (a) of very simple common objects; (b)
of specimens taken from the vegetable or animal kingdoms;
(c) of draperies.
3.-Memory drawings, of subjects or objects already drawn.
4.-Elementary decorative arrangements, imagined: alternate repe-
titions.
Practical notions on colour: tones.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
143
4th
Year
5th
Year
DRAWING
ELEMENTARY COURSE
Second Grade
1.—Free drawings, and suggested drawings of views seen, described,
or read. Sketches explanatory of object lessons, of geogra-
phy, of history, etc., (in or out of class.)
2.-Rapid freehand tracing movements.
Exercises of observation, visuality, and control. (appeals to the
initiative of pupils).
Drawings from nature: (a) of very simple common objects; (b) of
specimens taken from the vegetable or animal kingdoms;
(c) of draperies.
3.-Drawings from memory, of subjects or objects not previously drawn.
Elementary decorative arrangements, imagined: symmetrical
14.
repetitions.
Practical notions on colour: (a) shades; (b) analogous harmonies.
MODEL or INTERMEDIATE SCHOOL COURSE
1.-Freehand constructive sketches, from nature: (a) of geometrical
solids; (b) of simple common objects; (c) of specimens taken
from industry; (face and side elevations, at first; then easy
horizontal plans.)
2.-Geometrical drawing on blackboard. (Elementary tracings, on
the blackboard, by means of the rule, square, compass, and pro-
tractor.
3.-Exercises of observation, visuality and control.-Perspective
phenomena.
Drawings from nature: (a) of simple common objects; (b) of speci-
mens taken from the vegetable or animal kingdoms; (c) of
elements of landscape in background.
4.-Drawings and sketches from memory.
5.-Free drawings and drawings summarizing descriptions, and les-
sons. Illustrations of exercises (in or out of class.)
6.-Elementary decorative arrangements, imagined: conventionaliz-
ation.
Practical notions on colour: (a) complementary colours; (b) con-
trasting harmonies.
1.-Freehand constructive sketches, from nature: (elevations, plans,
and sections). Designing of plans and patterns.
2.-Geometrical drawings on blackboard, and (optionally) on paper.
Intuitive notions on the industrial uses of the principal mouldings.
6th 3.-Exercises of observation, visuality, and control.-Perspective
Year
phenomena.
Drawings from nature : (a) of common objects, singly or grouped;
(b) of specimens taken from the vegetable or animal kingdoms;
(c) of elements of landscape in fore-ground.
4.-Drawings and sketches from memory.
5. Free drawings and drawings summarizing descriptions, read-
ing, and lessons. Illustrations of exercises. (in or out of
class).
6.-Elementary decorative arrangements, imagined: congruity and
adaptation.
Practical notions on colour: ternary colours and neutral tints.
144
REGULATIONS OF THE CATHOLIC COMMITTEE
"
DRAWING
7th and 8th
Years
ACADEMY or SUPERIOR COURSE
-Constructive drawings and sketches.
Designing of plans and patterns.
2.-Geometrical drawings on the blackboard and on paper. (Cons-
tructive sketches and working drawings, already drawn free-
hand, by the pupil, then copied clearly in ink, to scale, with the
aid of instruments).
Summary notions on topographical plans and maps.
3.-Exercises of observation, visuality, and control. Perspective of
observation.
Drawings from nature: (a) of common objects singly or grouped;
(b) of specimens taken from the vegetable or animal king-
doms; (c) of landscapes; (d) of the living clothed model.
4.-Drawings and sketches from memory.
Dictation of drawings.
5.-Free drawings and drawings from given familiar themes.-Illus-
trations of exercises. (in or out of class).
6. Decorative arrangements, imagined: congruity and adaptation.
Practical notions on colour: optical properties of colours.
Practice of water-colour and wash.
7.—(Optionally) Elementary notions: (a) on the industrial arts;
(b) on decorative art applied to industry; (c) on the distinctive
characters of the principal styles; (d) on the drawing arts.
GENERAL DIRECTIONS
The teaching of drawing, in the primary school, has for object:
1. To promote technical knowledge which is useful to all classes and indispen-
sable in industry and in the manual arts.
2.-To give life and interest to the study of the other branches of the school
course by illustrating them.
3. To contribute to complete development: (a) by developing in a distinct
manner observation and initiative, imagination and judgment; (b) by purifying
the taste and by cultivating habits of method and of precision: (c) by training
the eye and giving dexterity to the hand.
To attain these ends, the following Rules have been proved to be specially
efficacious:
1.-Lead the pupils gradually to more clearly see, more accurately express, and
more exactly retain forms and colours such as they APPEAR OR MAY APPEAR:
(a) by direct observation and representation of the model from nature; (b) by works-
of imagination, by graphic summaries of lessons, and by illustrations of exercises;
(c) by drawings from memory.
、
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
145
DRAWING—(Continued)
2.-Teach to analyse, to draw, and to use the forms such as they ARE OR MAY BE
a) by sketches and working drawings (elevations, plans, and sections) of real or
imagined objects; (b) by sketches of patterns for manual training or for needle work.
3. Render expert in handling the ruler, the square, the compass, and the
protractor: (a) by exact drawings of geometrical constructions; (b) by exact copying,
to different scales, of freehand working sketches drawn previously at sight or
imagined by the pupil himself.
4. Familiarize with the first laws of decoration and of harmony of colours, by
the most usual applications of those laws.
These rules are those of the programme, that is to say the "METHOD" to be
followed. Consequently, they must never be lost sight of in teaching.
Nevertheless, the teacher must decide for himself to which exercises he shall
attach the most importance: this will depend on the locality, the means at his
disposal, and on individual needs.
RECOMMENDATIONS.
1. The wise teacher is more interested in developping the child's faculties
by numerous, diversified, rapidly executed exercises than in getting him to make
beautiful drawings. Instead of imposing he proposes, of correcting he suggests,
of criticising he encourages; he advances step by step with his pupils and descends
to their level. Only in this manner can he reach their intelligence and give life to
the elements which the programme requires him to teach.
2. The drawing lessons should be given, from the beginning of the school
year, each week, to all the pupils, during class hours.
3. Each of the exercises of the Programme should receive, regularly, its due
share of attention.
4.-All of the work in drawing should have as its direct base the real or the
imagined model. (no copies of pictures.)
It shall be done freehand, and preferably in blank drawing books (geometrical
drawings excepted.)
It may be coloured and shaded, too much importance not to be given to
this subject.
5.—Each month, one drawing by each pupil shall be kept in the archives
of each school, to be sent, when demanded, to the Department of Public Instruction.
These last drawings shall be on unruled paper about 7 by 10 inches (The
greater dimension of the drawing itself shall not be less than 4 to 6 inches).
6. In each division, two hours at least should be devoted, each week, to the
teaching of drawing. These two hours shall be divided into three lessons in the
elementary grades, and into two lessons in the intermediate and the superior
grades.
7.-In the courses leading to technical schools, to the industrial and the manual
arts, the exercises in working sketches, plans, and geometrical drawings, will be more
numerous.
10
146
REGULATIONS OF THE CATHOLIC COMMITTEE
Natural Sciences
OBJECT LESSONS AND FAMILIAR SCIENCE

1st and
2nd
Years
3rd and
4th
Years
Purely oral teaching.
-Ideas most easily
understood by children
-Exercises and talks
having for object to
help the pupils in ac-
quiring the elements of
familiar science, and,
above all, to train
them in observing,
comparing, question-
ing, and retaining. The
method to be followed
is that used in object|
lessons.
Oral lessons-pupils
to give résumés (gen-
erally oral ones) of les-
sons. Simplest ele-
ments taught, when-
ever possible, under
form of object lessons,
but arranged and grad-
ed according to a more
methodical plan: ani-
mals; plants; minerals;
industry.
First Grade
The right hand, the left hand, orienta-
tion; time and its subdivisions; the five
senses; the parts of some object known to
the pupils; its qualities; color, shape, dimen-
sions, weight, temperature, smell, taste; its
origin, use, utility; differences between ani-
mals, plants and minerals; first ideas about
the different foods; the different liquids
which are drunk, about different kinds of
clothes, of stuffs; brief remarks on trades and
professions; their nature, their object; the
child's home: divisions, furniture; the school:
divisions, furniture; remarks about the vil-
lage, the farm, the garden; what is to be seen
in each, what is done in each; simple hygienic
rules on cleanliness; precautions to be taken
when playing; brief observations about do-
mestic animals and birds; their names, the
services which they render.
First and Second Grade
ANIMALS.-Principal apparent parts, of
the human body, and of animals, known to the
children, with their subdivisions; domestic
animals and wild animals (mammiferous);
birds in general and the fowl of the poultry
yard; short comparative study restricted
to the best known types.
PLANTS. Plants in general; the principal
organs of plants; roots, stems, leaves, flowers,
fruits; principal fruit and forest trees of Can-
ada.
MINERALS.-The best known kinds of
stone; the best known metals; qualities and
uses; the best known precious stones; qualities
and uses.
INDUSTRY.-Have pupils examine and
distinguish a few textile substances, in a raw
state: flax, hemp, wool, cotton, silk, etc.; a
few alimentary substances and their transfor-
mations: milk, cream, butter, cheese, etc.;
a few metallic substances and their transfor-
mations: iron, cast iron, steel, etc.; a few
chemical substances and their transformations:
fatty substances, grease, soap, etc.; the ma-
terials and tools used in the construction of
a wooden house, a stone house, a brick house,
etc., etc.; in the making of furniture, in the
making of household and kitchen utensils, etc.
Special information to be given concerning
two or three of the industries of the locality.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
147
5th and
6th
Years
Natural Sciences
OBJECT LESSONS AND FAMILIAR SCIENCE
MODEL or INTERMEDIATE SCHOOL COURSE
Oral teaching-pu-
pils to give résumés
(generally oral ones) of
lessons simple ele-
ments taught, when
ever possible, under
form of object lessons,
but arranged and grad-
ed according to a more
methodical plan: ani-
mals, plants, minerals,
industry.
ANIMALS. By comparisons between well
defined types, give pupils a clear, simple idea
of the following groups: reptiles, fishes, in-
sects; very simple explanations on the prin-
cipal functions of life: digestion, circulation,
breathing; on the nervous system; on the or-
gans of the senses; on the muscular system.
PLANTS. The plants of the region; food
plants, plants used in industry, medicinal
plants, poisonous plants; functions of the or-
gans of plants; nutrition, fecundation, germin-
ation; sap. Maple sugar.
MINERALS.-Ideas on the working of
mines; coal mines; fire-damp; coal oil wells.
INDUSTRY.-General ideas on paper mak-
ing, printing, engraving, lithographing, on
canned foods, on candle and taper making, on
the different kinds of lamps, on the spinning
of flax, cotton, silk, on the making of clothes,
on knitting, lace making, hat making, dyeing,
tanning, on the manufacture of earthenware
and glass, on gilding and silvering, on the
manufacture of pins, needles and coins. Most
importance to be given to the industries of
the Province.
Object lessons and familiar science. How this branch of the Course of Study
should be understood and in what manner it should be taught are the two principal
questions which the teacher is here required to answer.
Under the head of Familiar Science should be taught such elements of science
as are generally known-such elements as the pupil really needs. Instruction in this
subject should, therefore, be restricted to such elements as will enable the pupil to
have an idea of the most ordinary phenomena, to understand such scientific language
as is heard in every-day conversation, to know those scientific truths with which
every one is acquainted, or is supposed to be acquainted, at the present day. No-
menclatures, classifications, abstract formulas, and, in general, knowledge that is
purely scientific should have no place in these lessons. The object in view should
be the useful; in city schools, knowledge that can be applied to industry and com-
merce; in rural schools, knowledge useful in agriculture and horticulture.
The programme, however, is the same for the schools of both classes, for there
is a stock of knowledge which should be common to all pupils. But if the subjects
studied remain the same, the applications may vary.
The city child, for instance, should have sufficient knowledge of plants, ani-
mals, and minerals to enable him to understand books and conversations fairly
well, but, it is evident, industry and all that pertains to it possess, for him, a more
immediate interest, a more practical importance.
It is quite different with the country child. Plants, trees, domestic animals,
148
REGULATIONS OF THE CATHOLIC COMMITTEE
Natural Sciences
OBJECT LESSONS AND FAMILIAR SCIENCE
(Continued)
the soil, will be the great occupations of his life. It is principally for his instruction
that the programme comprises plants, animals, minerals, but he should not be with-
out some information concerning the different industries.
The explanations just given suffice to make clear what is understood under the
title, Object Lessons and Familiar Science.
The programme fixes a maximum; the teacher limits his lessons, in extent, and
in depth, to the needs of his pupils, giving more importance to one part or to an-
other, according to circumstances.
The method to be followed is that used in giving object lessons: it is by obser-
vation, experiments, familiar talks, and well arranged questions that instruction
in this subject should be given. In reality, lessons in Familiar Science will simply
be specially adapted object lessons.
In the lower classes, the pupils engaged in conversation, on a given subject,
will be led to state what they know, in short, simple sentences. The teacher
should confine himself to completing the answers and to arranging them in their
proper order. His skill will be shown in the way in which he questions. He
should direct the conversation without allowing himself to be led too far, or without
losing himself in useless digressions. Moderation and careful preparation are in
this case of the greatest importance. While talking, he writes on the blackboard
the principal words, which form as it were the groundwork of the lesson. Whenever
possible, the objects themselves are placed in the children's hands, who thus have
the opportunity of examining them directly and of acquiring exact ideas concerning
them. When the objects themselves are not to be had, engravings or blackboard
sketches should be used. A résumé of the lesson may be given as a dictation, in
order to fix the child's attention on the new terms used in the course of the conver-
sation.
In the other classes, after review questions on the previous lesson-for in these
classes it is necessary that there should be much more sequence and unity in the
lessons--the teacher introduces the new subject by writing an outline on the black-
board. He uses what the pupils already know as the basis of the new knowledge
which he is imparting, and as a means of accustoming them to observe attentively
the things with which they come in daily contact. Facts may be explained by a
few very simple scientific ideas, but no time should be lost on these, attention being
chiefly given to practical applications. Again, in this instance. the teacher should
use as helps the objects themselves, engravings, sketches, or Natural History
Charts.
After the lesson he dictates a résumé to the less advanced pupils, while the
more advanced ones write out a résumé of their own from notes taken during the
course of the lesson. Generally speaking, this résumé should be corrected orally.
This is one of the branches of the course which may be taught simultaneously,
with little inconvenience, to pupils of different classes. Answers unknown to some
pupils will be given by others. Therefore, in this case, several classes should be
grouped together. If the lesson is too difficult for the younger children, let the
teacher intermingle with his explanations a certain number of remarks and appli-
cations which are not beyond the intelligence of the pupils of the lower grade, and
which they can readily understand. If, on the contrary, the subject be one well
known to the more advanced pupils, let the teacher ask them, en passant, for ex-
planations of a higher order; let them be called upon to give the causes or conse-
quences of a fact of which the younger children are simply aware.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
149
Natural Sciences
HYGIENE
ELEMENTARY SCHOOL COURSE
3rd and
4th
Years
Oral teaching-with
résumés, generally or-
al, sometimes written.
Elementary ideas
taught, as much as pos-
sible, under form of
object lessons.
First and Second Grades
Cleanliness of body, what should be done
to maintain it; bathing and washing; clothes:
cleanliness, choice of to suit varying degrees
of temperature; breathing; exercise; manual
work; intellectual work; games; rest; sleep;
heat and cold; moisture; danger of draughts;
causes and effects of the vitiation of the air;
airing and ventilation; principal disinfectants.
MODEL or INTermediate sCHOOL COURSE
5th and
6th
Years
Oral teaching with
résumés generally oral,
sometimes written.
Elementary ideas
taught, as much as pos-
sible, under form of ob-
ject lessons.
The dwelling, its general conditions: ex-
posure, ventilation, heating, lighting; food.
what conditions are required that it may be
considered good; water: qualities of good
drinking water, boiling, filtering; drinks; alco-
holism; first treatment in cases of sudden
bleeding, of wounds, dislocations, burns,
stings, sprains, indigestion, poisoning; first
treatment in case of asphyxiation by submer-
sion, by strangulation, by gas; skin dis-
eases; epidemics; infectious diseases; precau-
tions to be taken in such cases; care of the
eyes.
7th and
8th
Years
ACADEMY or SUPerior course
Oral teaching, with
résumés by pupils
Elementary
ideas
taught, as much as pos-
sible, under form of ob-
ject lessons.
Practical ideas of the anatomy and phy-
siology of man; principal anatomical elements;
digestion, respiration, circulation; absorption,
nutrition, secretions and excretions, innerva-
tion, locomotion.
150
REGULATIONS OF THE CATHOLIC COMMITTEE
3rd and
4th
Years
5th and
6th
Years
7th and
8th
Years
Natural Sciences
AGRICULTURE
ELEMENTARY SCHOOL COURSE
Oral teaching—with
résumés, by pupils,
generally oral, some-
times written.-Ele-
mentary ideas, as
much as possible, un-
der form of object les-
sons.
First and Second Grades
Practical information concerning: do-
mestic animals; fowl; animals useful in farm-
ing; fruit trees; forest trees; the principal for-
age plants of the region; some ornamental
plants of the region; the principal indus-
trial plants of the region; some ornamental
plants; the implements used in tilling the soil;
cereals; the principal cereals of the region, the
sowing of cereals, the cultivation of cereals,
the reaping of cereals; general principles
concerning the more bulky agricultural im-
plements, concerning farm buildings.
MODEL or INTERMEDIATE SCHOOL COURSE
Oral teaching-with|
résumés, by pupils,
generally oral, some-
times written. Ele-
mentary ideas, a s
much as possible, un-
der form of object les-
sons.
Practical information concerning the
different kinds of soil and what they gener-
ally require; the different kinds of manure;
the different kinds of farm labor; the feeding,
raising and hygiene of domestic animals;
fuller details than in the Third and Fourth
Years, concerning the more bulky agricultural
implements and concerning farm buildings.
ACADEMY or SUPERIOR COURSE
The lessons in this
course to be more di-
dactic in form and
more exactly co-ordi-
nated, remaining at
at
the same time intui-
tive and experimental.
-Oral accounts of les-
sons to be required, as
well as written com-
positions on same.
The work of the pre-
ceding years to be re-
viewed, fuller details
being given.
Soil and subsoil; improvement of the soil
by mechanical means; general nature of
manures; stable manure; mineral or inor-
ganic manures. Plowing, subsoil plowing,
different implements of tillage. Rotation
of crops. The feeding of horses and cattle,
etc.; the fattening of cattle; the raising and
improving of horses, cattle, etc.; qualities of
the different kinds of animals to be found on
the farms. The dairy industry, milk, butter,
cheese. Fowl.
Fowl. Hygiene of domestic ani-
mals. The farmer's enemies; the farmer's
auxiliaries; bee culture. Farm accounts;
rural economy. The sowing of cereals; the
cultivation of cereals; natural or permanent
meadows; artificial meadows. The vegetable
garden; the fruit garden; the cultivation of the
apple tree: arboriculture and horticulture in
general. Plants that require weeding and
forage, plants. Farm buildings; hygiene of
the farmer. Harvesting of cereals.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
151
堂
​Natural Sciences
PHYSICS
ACADEMY or SUPERIOR COURSE
8th
Elements of physics
7th and acquired intuitively
and by experiments;-
with oral accounts of
lesson and composi-
tions on same.
Years
State of bodies and distinctive character-
istics of these states; weight and hydrostatics;
general ideas with respect to weight; principle
of Archimedes and its principal applications:
pressure of liquids on the walls of vessels con-
taining them; the atmosphere, its composi-
tion, pressure which it exerts; the barometer;
the lifting pump and the force pump; balloons.
Acoustics: sound-its nature-its reflec-
tion, echo.
Heat and meteorological phenomena;
thermometers; principal applications of the
conductibility of bodies; fusion and boiling;
on what the pressure of steam depends-prac-
tical applications; winds; clouds; rain and
snow; cyclones; summer storms; lightning;
the lightning rod.
Magnetism and electricity; natural mag-
nets and artificial magnets; the compass; elec-
trification by friction; the ordinary telegraph
battery; induction coils; principle of the dyna-
mo and of electric motors, principal applica-
tions; the telegraph; the telephone.
Optics: reflection and refraction of light;
images formed by plane mirrors; converging
and diverging lenses; dispersion of white
light.
152
REGULATIONS OF THE CATHOLIC COMMITTEE
Natural Sciences
COSMOGRAPHY
ACADEMY or SUPERIOR COURSE
7th and
8th
Years
Most commonly
known elements taught
by descriptions or de-
monstrations with the
help of numerous
sketches, charts and
simple astronomical in-
struments-the pupil's
own experience to be
appealed to as often as
possible.
Oral and written ré-
sumés of lessons to be
required.
Very brief simple notions on the system
of the universe and the planetary system.
Statement and explanation of Kepler and
Newton's laws.
The sun: its distance from the earth, its
dimensions, its apparent daily movement.
The earth: its shape, dimensions, poles,
meridians, equator and parallels, latitude and
longitude of a place. Rotation of the earth
and explanation of the succession of day and
night. Annual revolution round the sun and
explanation of the seasons.
The moon: its distance from the earth, its
phases.
Explanation of eclipses of the sun and of
the moon.
The tides, what they are and what causes
them.
The planets, their distinctive character-
istics among the stars, the eight principal
planets.
Simple notions concerning comets, shoot-
ing stars, ærolites, fixed stars, constellations,
nebulæ, the milky way.
Solar time and mean time.
year and the astronomical year.
The civil
The Calen-
dar.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
153
HYGIENE AGRICULTURE PHYSICS COSMOGRAPHY
The lessons in hygiene, agriculture, physics, and cosmography present the
same characteristics, and are subject to the same rules as those in Familiar Science.
First elements, rudimentary notions of a practical character, these are the
matter of the lesson.
The form is that of the object lesson.
The tendency and development of the lessons should be in keeping with the
needs of the pupils.
said.
These observations suffice. It is unnecessary to repeat what has already been
A simple remark, however, about the lessons in agriculture. Instruction in this
subject should not be too bookish.
On the one hand, it should be based on certain scientific principles, relating,
for instance, to mechanical improvements of the soil, to plowing, to manures, etc.
These principles should be taught in class by means of easy experiments.
On the other hand, and this is the more important point, it should consist in
exercises of observation, in fields and gardens-in visits to places where culture of
different kinds may be seen: how grafting is done, trees trimmed, vegetables and
flowers cultivated, bees kept, etc. And, in connection with those exercises, the
teacher should endeavor to inspire his pupils with a love of the soil, he should dis-
credit defective methods of culture, those not founded on reason and knowledge.
If it be impracticable to make collective visits of inspection, let a certain number
of pupils be asked to make them individually, let them be told what to examine,
and let them be required to relate to the class what they have seen. They will be
gratified to find that they are useful, and their observations will be listened to with
curiosity. These observations will serve as a text for the teacher's remarks. The
visits and remarks need not interfere in any manner with the regular and well-
defined course in agriculture. In any case lessons in this branch should be so dis-
tributed as to coincide with the different things which have to be done or attended to
in cultivating the soil.
What is important in rural schools is to keep the childrens' minds fixed on
agricultural subjects. Teachers should learn to utilize for this purpose, object les-
sons, reading, dictations, arithmetical problems, etc. These exercises make an
impression on the mind of the child, they monopolize, to a great extent, all his in-
tellectual efforts during the years of his school life. If they often treat of agricul-
tural subjects they will, without overloading the programme of studies, teach him
many useful lessons, while making on his mind an indelible impression. And thus,
without loss of time, the agricultural atmosphere, so much desired for country
schools, will be created.
The course of agriculture will also furnish many opportunities of explaining to
the pupils how to keep accounts written up to date, in connection with the different
exploitations: an account for forage, an account for cattle, an account for the poul-
try yard, an account for the vegetable garden, etc. These special applications will
classify themselves with the elements of agricultural bookkeeping already studied.
154
REGULATIONS OF THE CATHOLIC COMMITTEE
OPTIONAL SUBJECTS
BOYS' SCHOOLS AND GIRLS' SCHOOLS—
Singing
Gymnastics
Stenography
Typewriting
Telegraphy
Familiar Law (Droit usuel).
BOYS' SCHOOLS—
Military Drill
GIRLS' SCHOOLS-
Domestic Economy
GENERAL REMARKS
Among the optional subjects, there are some whose practical importance is far
from being the same everywhere. Among these are telegraphy, typewriting and
even stenography.
Others such as singing and gymnastics have been left out of the regular course
in order not to overload it, and, above all, not to impose on the teachers of schools
in certain poorer localities, a burden beyond their strength and their means.
In these conditions it appeared preferable to place these branches, less abso-
lutely necessary and more difficult to teach, in a class apart, and not to make them
obligatory.
Because of this decision it should not be supposed that they are not to be taught.
They are simply relegated to a lower plane.
But teachers are advised to give, of their own volition, all possible attention
to the teaching of those subjects. And, according to the circumstances or needs of
the pupils, the different school boards may prescribe what optional subjects shall be
taught in their schools.
With the exception of Domestic Science for Girls' Schools, no detailed
programme is laid down. This omission is an invitation to teachers to draw up
their own programme in accordance with the resources and time at their disposal.
But, it should be borne in mind that singing and gymnastics are powerful
means of discipline, of physical and esthetic culture; consequently, these exercises
should be held in as great honor as possible.
If the theory of music, even simple elementary solfeggio, is not easily taught
everywhere, it is always relatively easy to teach singing by ear.
If the necessary apparatus for gymnastic exercises be missing, these exercises
may be superseded by games in the open air or by callisthenic exercises, accompan-
ied by singing, in the classroom.
PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION
155
OPTIONAL SUBJECTS
DOMESTIC SCIENCE
The study of domestic economy and the practice of housework have become,
at the present time, an almost obligatory part of the education of young girls.
Teachers should, therefore, give to this subject all the importance which belongs to
it. They should see to it that, in classes where these lessons are organized, the pro-
gramme laid down be exactly followed by the pupils.
It is precisely on this account that this optional subject has been singled out
for special attention.
First elements of domestic economy with useful applications.
Organization of the home.-Care of the home.
Furniture: of the kitchen, of the dining-room, of the bedroom, of the reception
room, etc. Care of furniture.
Tableware: in what it consists, care and washing of same; kitchen requisites:
what they are, care and cleaning of same.
Heating and lighting: practical advice.
Sweeping and dusting.
Care of linen, bedding, clothes, boots, shoes, and furs.
Washing and ironing.
Food: qualities of the different food substances, of the principal beverages;
what should be done to keep them from spoiling. General information on cooking.
Hygienic meals, of what they are composed. How to lay the table, the cover, to
serve, to clear the table.
Needlework.-Sewing. Mending. Marking linen. Crochet. Embroidery.
Cutting out, making up the most simple articles of clothing.
In all that concerns the organization of the lessons in this subject, teachers are
allowed the greatest liberty. These lessons, however, should be restricted to gen-
eral principles, with simple, practical applications.
In organizing this course teachers should be influenced principally by the prac-
tical side of the subject.
Let teachers acquire a true, an exact notion of the most urgent needs of families
-realize what, later on, will probably be the condition of life of the pupils now con-
fided to their care, and let the lessons given be such as will fit the pupils to success-
fully meet the expected conditions.
Minute distinctions would be out of place in giving instruction in this subject.
Teachers are strongly advised to follow a well-graded method and to unite theory
with practice. When certain practical exercises cannot be performed by the pupils
themselves, they should at least be required to observe others performing them,
care being taken to make them note even the details. But the why of things, the
explanation with the reasons of the different things to be done, are not less useful.
Otherwise the course would lose its educational character. As it is the education
of the mistress of the house, of a housewife, that it is desired to effect, the teaching
should never be such as would be given to an apprentice. The preceding sentence
indicates the surest way to elevate the teaching of domestic economy, and even of
housework in the eyes of both pupils and parents, and thus to destroy the prejudice
which exists against it.
.
APPENDIX B
Programme of Domestic Science combined with the pro-
gramme of the other subjects taught in catholic primary
schools.
DOMESTIC SCIENCE
159
APPENDIX B
DOMESTIC SCIENCE
IN SCHOOLS WHERE DOMESTIC SCIENCE IS TAUGHT, THE COURSE OF STUDY FOR
PRIMARY SCHOOLS SHALL BE FOLLOWED AS REGARDS ORDINARY BRANCHES,
AND THE FOLLOWING PROGRAMME AS REGARDS THE SPECIAL MATTERS OF
DOMESTIC SCIENCE.
EXPLANATORY NOTES.
The first care of the teacher of the domestic science must be to proceed me-
thodically. So important is this that the whole success of the teacher's work
will depend upon the profound study she makes, of it. She must follow a rational
system, and employ efficient means; otherwise the pupils will meet but with
difficulties, will learn but little, and will be unable to increase their knowledge
later by their own efforts.
The teaching of domestic science must be proportioned to the degree of the
pupil's intellectual development; it must be reasoned out and not superficial. The
teacher must explain the matter thoroughly in order that it may be grasped by
the intellect; she must express herself clearly and precisely with the assurance of a
person who knows perfectly what she wants to say; she will give as much practical
work as possible requiring that the pupils give the reason for each operation.
Lastly, she will have the exercises repeated over and over again until she gets full
answers to the questions she puts, to make sure that she has been well understood.
The teaching of domestic science must be intuitive and tend chiefly to develop
observation. It must be concentric, that is to say, graduated, progressively ex-
panded on scientific and rational lines, more and more extended, so that the
course of the 8th year may be that of the 1st year more fully developed.
It is by the practical work done by the pupils themselves that success is achieved
in this branch, therefore a liking for it must be developed in them by exercises, etc.
The pupils will never forget what they have discovered themselves.
The teaching must be given by lessons or lectures, with an oral or written
summary of the same by the pupils. The teacher will insist upon correct language
and careful composition in such summaries. If the lectures are theoretical, they may
be given collectively; if practical, the pupils will be divided into groups not ex-
ceeding twelve.
As a rule, the lessons may be theoretical and practical at the same time; the
pupils' curiosity must be excited and maintained by experiments.
The teachers shall carry out the programme so as to meet the needs of the
various localities.
It should be observed that the work to be done by the pupils must be in the
nature of studies and not performed for the purpose of decreasing the work of the
regular servants of the institution; that the object of the domestic science school is
to develop in young girls a taste for domestic work, to give them a liking esteem and
respect for it, and to render their education as complete as possible. They will
thus be prepared to fulfill the moral, social, and material obligations which await
them in life.
160
REGULATIONS OF THE CATHOLIC COMMITTEE
NOTES RESPECTING COOKING AND HOUSE-KEEPING
The most important parts of the Course in Domestic Science must be the
science of preparing food, and house-keeping based on science and hygiene.
The cooking to be done, must be simple, rational, and inexpensive. Sensibles
ideas regarding order and economy must be the foundation of the teaching in this
subject.
The teachers must call the pupils' attention to the name, nature, quantity, and
prices of the kinds of food used, to the preparation of each dish, the time required
for cooking, the cost price of the whole meal and of each dish. In making out the
menu of a meal, some pupils will be allotted the soup, others the meat, and others
still the dessert. In a subsequent lesson, a change should be made so that all the
pupils will learn the making of each dish. Further, the pupils must have a note-
book in which they will write a summary of the lessons and advice given them as
well as the details of the practical work done.
The teaching of hygiene presents a wide field to the teacher's initiative and
fitness, enabling her to adapt her teaching to the average capacity of her pupils
which varies according to the locality and to the year of the course. The lessons
will be more a chat than a lecture and the teacher will thereby give her advice
more easily. The daily occurrences furnish many opportunities for teaching the
precepts of hygiene; or such occurrences are repeated, they enable the teacher to
refer to what was said in the theoretical lessons, developing them gradually or
repeating them in another form.
Hygiene.
House-
keeping.
Manual
work.
Agriculture
and
Horticul-
ture.
Hygiene.
PROGRAMME
1ST YEAR
Practical advice regarding the body,-manner of holding it,-
movement, clothing, food.-Inspection for cleanliness.
Training young pupils in habits of order, cleanliness, and economy.-
Care of the person, of clothing, books, desks, toys.
Folding and cutting paper; making knots, rings, chains on bobbins.
Call the children's attention to the plants, flowers, and fruit grown
in various kinds of gardens. Note the kinds of soil.
2ND YEAR
House-
keeping.
Manual
work.
Agriculture
Practical advice regarding the body,-manner of holding it,-
movement, clothing, food. Inspection for cleanliness.
Training young pupils in habits of order, cleanliness, and economy.-
Care of the person, of clothing, books, desks, toys.
Same as in the 1st year.-Knitting a band or garter (2 needles)
started by the teacher.-Working on canvas.
Preparatory lessons.-Call the children's attention to the plants,
flowers, and fruit grown in the various kinds of gardens. Note the
Horticul- kinds of soil.
and
ture.
DOMESTIC SCIENCE
161
Hygiene
House-
keeping.
Dress-
cutting
and
making.
Horticul-
ture.
3RD YEAR
Programme of the first two years, with more developments. Res-
piration, exercise, rest, sleep, heat, cold, air, airing, ventillation.
Theoretical and practical notions. Sweeping, dusting.-How to
make beds. Arrangement of bed-rooms.-Each thing to have its
place and a place for each thing.
Elements of sewing. Making an easy piece: handkerchiefs, boot-
bag, comb-bag, pillow-slips. Mending: simple darning.-Knitting:
casting on and knitting on; knitting stockings: study of relative pro-
portions; taking up stitches and knitting.-Lace: simple crochet.
Summary notions of vegetables: principal organs of plants. In a
series of visits to the garden, name the kitchen plants, fruits, flowers,
weeds; give interesting details.
4TH YEAR
Hygiene.
House-
keeping.
Washing
Same as 3rd year, with developments.-Food, vegetables, cereals,
milk, and eggs.
Sweeping and dusting.-Cleaning windows, doors and painted
wood-work.-Washing dishes and kitchen utensils.—Light: lamps and
how to keep them.
Theoretical and practical notions: how to treat the things to be wash-
and ironing. ed.-Making of suds: substances to be used.-General remarks on
ironing, dampening, folding.
Dress-
cutting
and
making.
Horticul-
ture.
Cooking.
Dairying,
bee-keeping,
poultry-
raising.
Hygiene.
House-
keeping.
Washing
Dress-cutting: marking out patterns for children's waists, changes
in the same.-Sewing: different stiches.-Making of lingerie: a house-
maid's apron, a sailor waist.-Mending: simple darning, darning
stockings.-Knitting: mitts, scarfs, etc.
First notions of kitchen-gardening.-Get the children to assist, as
much as possible, in easy work, such as weeding, thinning out.
Elementary study of different soils.
Explanation of uses of kitchen utensils and other appliances.-Culi-
nary terms.-Necessity of order and cleanliness in the kitchen from the
double point of view of hygiene and economy.-Practical demonstra-
tions in connection with milk, eggs, and vegetables. Infusions.
Calculating the price of certain articles.
The teaching should be in the form of object lessons.
5TH YEAR
The dwelling and its general conditions.-Food: meats and fish.
Care of kitchen utensils made of wrought iron, pewter, tin, copper.-
Furniture of the kitchen, bed-rooms, dining-room, parlor; cleaning.-
Care of white, varnished, or polished furniture.-Care of cellar and
garret.-How to make and keep up a fire. Lamps.-Gas.
Washing: steeping, soaking, washing, boiling, blueing, arrangement
and ironing. of the tubs.
11
162
REGULATIONS OF THE CATHOLIC COMMITTEE
Dress
cutting
and
making.
Cutting: taking measures; marking out patterns of chemises, night-
gowns of different kinds.-Bias cutting, putting in piping; gathers;
button-holes for linen and outer garments. Making a wrapper,
a work-apron. Mending: piecing figured stuffs; mending a tear;
mending and darning stockings.-Knitting stockings, jackets, skirts,
shawls, slippers.
Agriculture Definition of Agriculture, its object, use, and benefits.-More detailed
and horti- study of soils: composition of good loam.-General arrangement of a
culture. kitchen garden. Choice of the ground for the same.-Modes of culti-
vation. Gardening tools.
Cooking.
Dairying,
Summary notions of agricultural and horticultural work, in sunmmer
and autumn.-Practical work according to the seasons.
Some rules in connection with cooking. Vegetables: their prepara-
tion and preservation. Broths: methods used; their respective advant-
ages.-Simmering pot: choice of meats.
Practical exercises: preparing and washing vegetables before cook-
ing. Preparing meats for broths, for stewing or frying.-Calculating
cost price of things generally used.
The teaching should be in the form of object lessons.
bee-keeping
poultry-
raising.
Hygiene.
6TH YEAR
House-
keeping.
Dress
cutting
and
making.
Agriculture
and horti-
culture.
Cooking.
Review of the two previous years.-Food, water, drink, the ravages
of alcohol from the intellectual and the moral standpoint.—Epidemic,
infectious, and contagious diseases.
Monthly work, and yearly work, for keeping the house in order.
Waxing floors.-General care of the house.-Heating: apparatus and
care of same; advantages and disadvantages of different kinds.-
Light: methods and care to be taken; qualities.
Washing printed fabrics: satinettes, gray stuffs, etc.; washing
woollens, flannels, cashmere, merinos; wringing and drying.-Starching:
raw and cooked starch.-Ironing woollens and starched linen.
Cutting: taking measures; changes in a body, tailor sleeves, fancy
sleeves.-Sewing: various kinds of sewing for dressmaking. Teaching
use of sewing-machine.—Making articles mentioned in the list for dress-
cutting. Mending: putting in turned down, whipped in and other
pieces; darning woollen stuffs and light fabrics; darning stockings and
taking up stitches.-Fancy knitting. Embroidery, principal stitches.
Utilizing old linen and clothes.
A more profound study of soils and sub-soils.-Drainage.- Ferti-
lizers: very simple notions of the fertilizers most used.-Farm work
from an agricultural and horticultural standpoint.--Rotation of crops.—
Cereals: seeding and care to be given cereals.-Hoed plants and forage
plants.-Practical work according to the seasons.
Soups.-Nutritive value of vegetables, milk, eggs, and fish.-
DOMESTIC SCIENCE
163
Domestic
medicine.
Dairying,
poultry-
raising, bee-
keeping.
Cooking meats: methods of cooking: butcher's meat, pork-butcher's
meat.-Lessons on pastries and various kinds of flour.-Preparations
for cooking.- Practical exercises according to the theoretical lessons.
The most ordinary medical terms.-Various decoctions. - General
rules for giving medicines.-Diatetic foods.- Beverages suitable for
the sick.
The teaching should be in the form of object lessons.
7TH YEAR
Hygiene.
House-
keeping.
Washing
and ironing.
Dress
cutting
and
making.
Agriculture
and horti-
culture.
Cooking,
Domestic
medicine.
Dairying,
Poultry-
raising.
Review with more ample developments.-Notions of anatomy and
physiology: digestion, respiration, and circulation.
General review with practical exercises. Care of linen, clothes,
gloves, boots and shoes, furs, etc., etc.-Scouring, removing spots of
mud, ink, rust, wine, fruit, grease, oil.
Cutting out.-Marking out a body and skirt; changing such patterns
according to the model to be followed.-Trying on and studying the
shape: matinées, dressing gowns, jackets.
Sewing: different kinds of sewing for body and skirt; use of sewing-
machine.-Mending: putting pieces in clothes; matching the flowers
and broken stitches in the stuff.-Utilizing old linen and clothes.-
Fancy knitting, sewing and crochet. English and French embroidery;
using canvas stitches for articles of lingerie.
A more profound study of fertilizers.-The farmer's foes and friends.-
Hygiene of domestic animals.-Notions of natural or permanent
meadows; artificial or temporary meadows.-Gardening: special culti-
vation of the principal vegetables. Seed-plants. Gathering and
preservation of the principal vegetables.-Tree-growing.-Practical
exercises according to the season.
Soups.-Lessons on beef, veal, and mutton.-Pork, sausages, etc.—
Lard and dripping.-Gravies and sauces and how to make them.-
Fish: various ways of preparing and cooking.-Entries and desserts.
Pastries and different kinds of flour.-Culinary preparations and
practical exercises in accordance with the theoretical lessons.
Measures to be taken against contagious and epidemic diseases.-
Most usual remedies.-Principal solid tonics, given in the absence of a
physician. Minor ills; their remedies.-Food and dietetic preparations.
Dairy: definition and arrangement. Chief elements of milk.-
Microbes of lactic acid.-General care to be taken of milk.-Production
and variation of quantity of milk.
Its importance.-General arrangement of a poultry yard.-The
building of a poultry-house.-Food for fowl at liberty and for fowl
penned up.-Hygiene of poultry.
164
REGULATIONS OF THE CATHOLIC COMMITTEE
Bee-
keeping.
Science of
house-
keeping.
Science of
The bee-hive.-Organization of bee colonies: the queen, workers, and
drones.-Metamorphoses of bees; larvæ and nymphs.-Laying and
nests of eggs.-Gathering pollen.-Hygiene of bee-hives.
Domestic science: definition and necessity.-Indispensible qualities
of a good housekeeper.-Faults to be avoided.-A good housekeeper's
day.-Chief duties of a mistress of a house in town and in the country.
Servants.-Housekeeping accounts.
Importance of education.-Difference between education and
education. instruction.-The child's moral greatness.-Duties of parents and of
those who have charge of children.-Basis of a child's physical and
moral education.
8TH YEAR
Hygiene.
House-
keeping.
Washing
and ironing.
Dress
cutting
and
making.
Agriculture
and horti-
culture.
Cooking.
Medicine.
Dairying,
Poultry-
raising,
School hygiene.-Hygiene of sedentary life and manual occupations.
-Temperature; atmospheric currents, annual and diurnal variations
of temperature.
Effect of humidity.
General review by means of practical exercises.
Review of previous years by means of practical exercises.
Recapitulation of previous years; pattern drawing; taking.
measures. Figure drawings: complete costume, fancy blouses, chan-
ges. Mending: darning damask, cloth, and tulle. Plain and fancy
knitting and crochet work.-Lessons in English and French embroid-
ery: needle-work pictures.
Composition of soils.-Characteristic features of the various soils.-
Fertilizers.-Special cultivation of the chief useful vegetables, trees, and
shrubs of the province.-Natural and artificial multiplication of fruit-
trees.-Planting of trees and some ornemental shrubs.
Full review of previous years.-A more complete study of soups,
butcher's and pork-butcher's meats and fish.-Fowl; how to prepare
and cook them.-Pastries and different kinds of flour.-Cooking fruit.-
Home-made candy.-Aromatic drinks.-Practical culinary prepara-
tions and exercises in accordance with the theoretical lessons.
The nurse's duties.-Care of the sick.-Composition of a small
family pharmacy.-Food and dietetic preparations.
Review.-Necessary conditions for obtaining good butter.-Cream-
ing: various systems.-General care of cream.-Practical exercises in
butter-making.-Preservation of butter.-Keeping of utensils and
cloths used in handling butter
The best kind of poultry recommended for the province.—Laying.—
Natural incubation.-Chicken-feeding.-Chief diseases of poultry.-
Preventive measures; remedies.
DOMESTIC SCIENCE
165
•
Apiculture
Science of
house-
keeping.
Swarming: its causes and drawbacks. Natural and artificial
swarming. Preventive measures.-Gathering of honey and wax.-
Care to be given the bees in the autumn and spring.-Conditions for
good wintering.
How to employ and increase the family revenue.-Saving.—Cash
payment; its advantages.-Credit.-Leaks in household expenditure.
Ruin caused by alcohol.-Woman's role in anti-alcoholism.-Woman's
influence in the family and in society.
Science of Notions of psychology.-The soul's faculties, their influence on
education. education.-Great educational means.-Intellectual education.-Reli-
gious education.-The young girl in her family and in society.-The
choice of her companions.-The good or evil influence she may exert or
from which she may benefit or suffer.
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APPENDIX C
Course of study for Catholic Normal Schools
SECTION 1.-TABLE OF SUBJECTS OF THE COURSE.
SECTION 2.-PROGRAMME OF SUBJECTS WITH YEARLY DISTRIBUTION.
SECTION 3.-PROGRAMME OF THE THREE COURSES: PRIMARY DIPLOMA COURSE;
MODEL OR INTERMEDIATE SCHOOL DIPLOMA COURSE; SUPERIOR SCHOOL
OR ACADEMY DIPLOMA COURSE.
:
:
BEGULATIONS CONCERNING NORMAL SCHOOLS
169
APPENDIX C
COURSE OF STUDY FOR CATHOLIC NORMAL SCHOOLS*
SECTION 1.
TABLE OF SUBJECTS OF THE COURSE
As the object of the Normal Schools is to train teachers capable of teaching the
different branches of the Course of Study for Catholic schools, the curriculum of
these institutions comprises as principal subject:
I. PEDAGOGY, PRACTICAL AND THEORETICAL.
As complementary subjects the following, taught in a logical manner:
II. MORAL AND RELIGIOUS INSTRUCTION
Prayers,
Catechism and course of religion,
Sacred History,
Manners,
History of the Church.
III. WRITING
Principles and elements of writing.
IV. FRENCH
Reading-pronunciation-recitation of selections,
Grammar,
Grammatical and logical analysis,
Dictation,
Vocabulary exercises,
Literature
and
French composition,
Elements of the History of Literature.
V. ENGLISH
Reading pronunciation-recitation of selections,
Grammar,
Parsing and logical analysis,
Dictation,
Literature-and
English composition.
*The Central Board examinations for teachers' diplomas shall be in the subjects
of this Normal School Table of sujects, with the exception of Latin, in which
subject reading alone will be required.
170
REGULATIONS OF THE CATHOLIC COMMITTEE
VI. MATHEMATICS
Arithmetic and
Mental arithmetic,
Bookkeeping,
Mensuration and elementary geometry,
Algebra,
Elementary trigonometry.
VII. GEOGRAPHY
Canada,
America,
Europe,
Asia,
Africa,
Oceanica.
VIII. CIVICS
Political and administrative organization of Canada-
School organization of the Province of Quebec.
IX. HISTORY
History of Canada,
History of France,
History of England,
History of the United States,
Elements of Ancient History.
X. DRAWING
XI. THE NATURAL SCIENCES
Zoology,
Hygiene,
Botany,
Agriculture,
Physics,
Cosmography.
XII. VOCAL MUSIC
Theory and practice of singing.
XIII. PHILOSOPHY
Elements of intellectual and moral philosophy.
XIV. LATIN
Reading,
Elementary study of Latin for men teachers-in-training for the Academy
or Superior School diploma.
!
REGULATIONS CONCERNING NORMAL SCHOOLS
171
The course of study comprises as optional subjects, the following:
1. Familiar law, (Droit usuel).
2. Gymnastics,
3. Stenography,
4. Typewriting,
5. Telegraphy.
DEPARTMENT OF MEN TEACHERS-IN-TRAINING
6. Military drill.
DEPARTMENT OF WOMEN TEACHERS-IN-TRAINING
6. Domestic science.
SUBJECTS
SECTION 2
PROGRAMME OF SUBJECTS
WITH YEARLY DISTRIBUTION
ELEMENTARY
SCHOOL
DIPLOMA
Primary
School Diploma
MODEL SCHOOL
DIPLOMA
Intermediate
School Diploma
ACADEMY DIPLOMA
Superior School
Diploma
1º-Pedagogy.
Theoretical a n d Theoretical
practical.
practical.
2°-Moral and Re-
Prayers.
Cate-
Course of religion.
ligious instruction.
chism.
Sacred
History. Man-
and Theoretical a nd
practical.
History of the
Church. Man-
Course of religion.
-Manners.
ners.
ners.
3°-Writing.
Principles
and
ing.
4° and 5°
and English.
elements of writ-
French Reading. Elocu- Elocution.
tion. Recita-
tion of selections.
Grammar.-Logi-
cal analysis and
parsing. Dicta-
tion. Lexicolo-
gy.- Literature.
Letter writ-
ing.
Reci-
tation of selec-
tions.-Grammar.
Logical analysis
and parsing.
Dictati on.
Lexicology.
Literature.-
Composition:
Elocution.-Recita-
tion of Selec-
tions. Grammar.
Literature.
Composition.
Elements of the
History of litera-
ture.
letters, narra-
tions,
descrip-
tions.
172
REGULATIONS OF THE CATHOLIC COMMITTEE
PROGRAMME OF SUBJECTS-Continued.
ST BJECTS
ELEMENTARY
SCHOOL
DIPLOMA
Primary
School Diploma.
MODEL SCHOOL
DIPLOM A
Intermediate
School Diploma.
ACADEMY DIPLOMA
Superior School
Diploma.
6°-Mathematics.
Arithmetic.-Men- Arithmetic.-
tal arithmetic.-
Household and
farm accounts.
7°-Geography.
Canada United
3°-Civics.
States-Europe.
Mental arithme-
Algebra. Geome-
try. Elemen-
tic. --Bookkeep-
tary
trigonome-
try.
and
geo-
ing, mensuration
of surfaces
elementary
metry. -Mensu-
ration of vol-
umes.-Algebra.
Review work of
previous year.
Asia.-Africa.—
Oceanica.
Review work of
previous year.
School organiza-
tion of the Pro-
vince of Quebec.
Political and
administrative
organization
of
Canada, special-
ly of the Pro-
vince of Quebec.
9°-History.
History of Canada.
History of France.
Ancient History.
-History of the
History of
United States.
England.
10°-Drawing.
Drawing.
Drawing.
Drawing.
11.-Natural Scien- Zoology.--Botany.
ces.
Hygiene.
ics
Elements of Phys-
(Physics
Agriculture.
may be transfer-
Practice and
theory of singing.
red to Superior
Course, if neces-
sary.)
Cosmography.
Practice and theo-
ry of singing.
Practice and theory
of singing.
12°-Vocal Music.
13°-Philosophy.
14°-Latin.
Latin reading.
Latin reading.
Elements of Latin.
Philosophy.
T
REGULATIONS CONCERNING NORMAL SCHOOLS
173
SECTION 3
PROGRAMME OF THE THREE COURSES
PRIMARY DIPLOMA COURSE
I. PEDAGOGY.
6
PRACTICE:-
Each pupil shall teach in the School of Application, under the surveil-
lance of the professors of said school or of the Principal, the number of
hours per week, which the Principal shall judge necessary, either for the
professional formation of the pupil or for the requirements of the School of
Application. He shall carefully prepare the lessons which he is to give, and
correct the exercises of his pupils. His work in the school of application
shall be judged from the double point of view of discipline and of method.
THEORY:-
Qualities of a good teacher; difference between instruction and education;
discipline; relations with pupils, parents, civil and religious authorities;
general and special methods (or devices) of teaching; classification of pupils;
special methods to be followed in the teaching of each subject of the Elemen-
tary School Course (briefly treated). What the course of study of the Catholic
Committee prescribes for elementary schools.
PRAYERS:—
II. MORAL AND RELIGIOUS INSTRUCTION.
Common prayers in French and in Latin.
CATECHISM:-
Catechism of perseverance on the Creed and the Sacraments.
SACRED HISTORY:-
The complete Sacred History, including the life of Our Lord and the
beginnings of the Church.
MANNERS:-
to
Politeness in language, in bearing, in behaviour.-Politeness with respect
one's neighbor.-Behavior in Church.-Politeness at table and in the
ordinary social relations; the bow, the shakehands.-Politeneness in conver-
sation, when meeting people, when out walking.-Rules of politeness with respect
to visits, to baptisms, funerals, marriages.
III. WRITING
The principles and elenemts of writing, studied in a methodical manner.
Study of the headlines in use in the schools.
Special attention to be given to neatnees, uniformity, and beauty.
174
REGULATIONS OF THE CATHOLIC COMMITTEE
IV. FRENCH
READING:—
Oral reading of selections.
ELOCUTION AND RECITATION OF SELECTIONS:-
First principles of orthoepy and of elocution.
Recitation of passages from the best writers and of the best selections
from Canadian writers.
GRAMMAR:—
Elements of grammar, with concord and principal rules of construction.
PARSING AND LOGICAL ANALYSIS:-
Theory with oral and written exercises adapted to the course in grammar.
DICTATION:—
Disconnected sentences, and connected sentences, adapted to the gram-
matical knowledge of the pupils; special attention to be given to rules concern-
ing accents, punctuation, and capitals.
LEXICOLOGY:—
Elements of practical etymology with instruction on the formation of
words, roots and terminations, prefixes and suffixes, derived words and com-
pound words.
Exercises in the use of words and to increase the pupil's vocabulary.
LITERATURE AND FRENCH COMPOSITION:-
Precepts of literature.--Elementary notions of the precepts of literature
relating to the invention of ideas, to arrangement and style;-Letter writing,
general qualities, faults to be avoided; epistolary etiquette; different kinds
of letters, special qualities. Invention of ideas and phraseology; compositions,
oral and written-easy and simple: letters on familiar subjects.
V. ENGLISH
then be
First, let pupils be brought to understand and speak English,
taught reading and the construction of easy sentences, after which be required to
write short, easy compositions.
VI. MATHEMATICS.
Numeration and notation of whole numbers; numeration of decimals.
Arabic numerals and Roman numerals.
The four simple rules.
Common fractions and decimal fractions.
The compound rules.
The unitary method applied to the solution of problems in simple and
in compound proportion.
REGULATIONS CONCERNING NORMAL SCHOOLS
175
Percentage: profit and loss, commission, brokerage, stocks and bonds,
taxes, commercial discount, real discount, bank discount, partial payments,
exchange; customs. Simple partnership and compound partnership. Money
weights and measures. Mental arithmetic adapted to course in arithmetic.
Exercises with problems on all the different parts of the course.
BOOKKEEPING:—
Household and farm accounts.
Commercial forms: accounts, invoices, receipts, receipted accounts
receipted invoices, promissory notes, cheques, drafts.
Introduction.
VII. GEOGRAPHY
Continents and oceans.
Physical, commercial and political geography of the Province of Quebec-
of the other provinces and territories of Canada-of the British possessions
of America-ot the United States.
Physical and political geography of the different countries of America
and Europe. The commercial and industrial relations of these countries,
especially with Canada-studied in a practical manner.
VIII. CIVICS
Political and administrative organization of Canada, and in a more special
manner of the Province of Quebec.
IX. HISTORY
HISTORY OF CANADA:--
1st period.-Discoveries:-
Cartier and his voyages, Roberval, de la Roche, Chauvin, de Chates,
de Monts, Poutrincourt and Pontgravé; establishment of St. Sauveur; native
tribes.
2nd period.
Companies:-
Companies of Rouen, Montmorency, of the One Hundred Associates,
of the West Indies, and of Notre Dame of Montreal.
Biography of Champlain-his expeditions against the Iroquois; the other
Governors; first Recollets and Jesuits; the feudal system; taking of Quebec
by the Kirkes; the treaty of St. Germain-en-Laye; foundations; Acadia;
M. de Maisonneuve; the first nuns; council of Quebec; martyrdom of the Jesuits;
dispersion of the Hurons; the Sulpicians; Marguerite Bourgeois; Dollard;
Bishop de Laval; the bartering of brandy for furs; earthquakes.
3rd period.-Royal Government:
Governors; the Supreme Council; de Tracy; Talon and Perrot; discovery
of the Mississippi; de la Salle; the forts; de Denonville's expeditions; Kondia-
ronk; the Massacre of Lachine; raids organized against New England; siege of
Quebec by Phipps: exploits of d'Iberville.
Treaty of Ryswick and of Montreal; capture of Port Royal; Walker;
Subercase; massacre of the Outagamis; treaty of Utrecht; bishops of Canada;
capture of Louisbourg; treaty of Aix-la-Chapelle; Bigot; causes of the Seven
Years' War; assassination of Jumonville; battle of Fort Necessity; campaign of
176
REGULATIONS OF THE CATHOLIC COMMITTEE
1755; battle of the Monongahela; defeat of Dieskau; campaign of 1756;
capture of Chouaguen; campaign of 1757; campaign of 1758; capture of
Louisbourg and battle of Carillon; campaign of 1759; siege of Quebec; battles
of Montmorency and of the Plains of Abraham; capitulation of Quebec;
campaign of 1760; battle of St. Foye; siege of Quebec by Levis; taking of
Montreal; articles of the capitulation of Montreal.
4th period.-Absolute Government:-
Governors and administrators; state of the country; treaty of Paris;
abolition of laws; the Test Oath; the conspiracy of Pontiac; the Quebec Act;
the American invasion; siege of Quebec in 1755; treaty of Versailles.
5th period.-Constitutional government:-
Governors and administrators; the Constitutional Act; labors and struggles
of the Parliaments, defenders of the rights of the House; bishops and arch-
bishops of Canada; campaigns of 1812, 1813, and 1814; battle of Châteauguay;
the treaty of Ghent; the 92 Resolutions.
Causes of the Rebellion of 1837; the fights at St. Denis, St. Charles,
and St. Eustache.
6th period.—The Union:—
The Act of the Union; the seat of Government; list of governors; acts of
Parliament; remarkable events.
7th period.-Confederation:-
Governors of Canada and Lieutenant-Governors of the Province of
Quebec; constitution of the Dominion of Canada; remarkable events and
calamities.
HISTORY OF THE UNITED STATES:-
English colonies; the Stamp Act; the War of Independence (1775-1783);
the support of France and Spain. Capitulation of Yorktown (1781); the peace of
Paris (1783),in force March 4th, 1789; establishment of the Diocese of Baltimore
and progress of Catholicity; territories, acquired from France, Spain, Mexico,
and Russia; the United States during the Continental System or Blockade of
Napoleon I.; war of 1812-1815; the Monroe Doctrine (1832); the Civil War
(1861-1865.)
X. DRAWING*
1.-Free pencil sketches spontaneous or suggested (of very simple and familiar
subjects.)
Drawings of simple scenes already seen, described, or read.
Sketches explanatory of stories, of object lessons, of geography, of history,
etc. (in or out of class).
2.-Rapid Freehand Tracing Movements (to train the hand).
Exercises of observation, visuality, and control (appeals to the initiative of pupils).
Drawings from nature: (a) of very simple common objects; (b) of specimens
from the vegetable or animal kingdoms; (c) of draperies.
not.
3.-Memory drawing, of simple subjects or objects, whether already drawn or
* The "General Directions" and the "Recommendations" for teaching of
drawing in the Normal Schools are the same as for the teaching of drawing in the
primary schools.-See pages 144 and 145.
REGULATIONS CONCERNING NORMAL SCHOOLS
177
4.-Elementary decorative arrangements: (a) continuous repetitions; (b)
inverted repetitions; (c) alternate repetitions; (d) symmetrical repetitions.
Practical notions on colour: (a) diversity of colours; (b) primary colours, (c)
secondary colours; (d) tones; (e) shades; (f) analogous harmonies.
BOTANY:-
XI. NATURAL SCIENCES
Character of plants; elementary tissues or organized structure, parts of
the plant; the root, its functions and uses; the stem, its functions; struc-
ture of ligneous or woody stems; leaves, their functions; general idea of
nutrition.
The lessons should be in keeping with the programme of study for the
Catholic Schools of the Province of Quebec.
HYGIENE:-
Importance of hygiene; principles and rules with respect to air, water,
beverages, food and medicines; cleanliness of body and habitation; to clothing
and dwelling, temperature, work, and exercise, to rest and sleep, to maladies
and epidemics; to intellectual and moral culture.
AGRICULTURE:-
Elementary principles of agriculture, of zootechnie (the art of raising
domestic animals), of fruit gardening, of vegetable gardening, of arboriculture,
of farm economy, of construction of farm buildings, and of the dairy industry.
XII. VOCAL MUSIC
Practice and theory of singing.
XIII. LATIN
LATIN READING:—
Special attention to pronunciation, to the pauses indicated by punc-
tuation and the other signs, and, as far as possible, to accent.
OPTIONAL SUBJECTS
1. Familiar law. (Droit usuel).
2. Gymnastics.
2. Stenography.
4. Typewriting
5. Telegraphy.
DEPARTMENT OF MEN TEACHERS-IN-TRAINING
6. Military drill.
DEPARTMENT OF WOMEN TEACHERS-IN-TRAINING
6. Domestic science.
12
178
REGULATIONS OF THE CATHOLIC COMMITTEE
MODEL or INTERMEDIATE SCHOOL DIPLOMA COURSE
GENERAL OBSERVATION
To be admitted to follow the Model or the Intermediate School Course, the
candidate shall be the holders of an Elementary or Primary School Diploma, or
he shall, in the presence of the Principal or his delegate, undergo, in a successful
manner, an examination, in all the subjects, required for the Elementary School
diploma.
PRACTICE:-
I. PEDAGOGY
Each pupil shall teach in the school of application, under the surveillance
of the professors of said school or of the Principal, the number of hours,
per week, which the Principal shall judge necessary, either for the professional
formation of the pupil, or for the requirements of the school of application.
He shall carefully prepare the lessons which he is to give, and correct his
pupils' exercises. His work in the school of application shall be judged from the
double point of view of discipline and of method.
THEORY:-
General method.-Definition and general principles: of methods, of systems,
of special methods or devices. Rules and principles forming the basis of all
rational teaching. Necessity of concentric teaching. Classification of schools,
and programmes. Classification of pupils.
METHOD WITH RESPECT TO:-The mother tongue:-Reading, Writing,
Language lessons and composition. Religion: Catechism. Sacred History.
Arithmetic. Bookkeeping. Algebra. Elementary geometry. Agriculture.
II. MORAL AND RELIGIOUS INSTRUCTION
CATECHISM :-
Course in religion.
MANNERS:-
Review of Elementary School Course.
HISTORY OF THE CHURCH:-
The Christian Church in Palestine and the Jewish persecution.-Establish-
ment of the Church among the Gentiles. The Pontifical See of St. Peter at
Rome. Persecutions by the Roman Emperors; authors, martyrs, tortures
inflicted on the martyrs, apologists, results.-The peace and triumph of the
Church. Constantine. Social action of the Church during the first cen-
turies. Principal heresies during the first five centuries: authors, nature,
countries in which they spread. General Councils which condemned them,
results.-The Fathers of the Greek and Latin Church.-Monastic life in the
East. Invasion of the Barbarians and fall of the Western Empire. Principal
heresies of the Middle Ages: authors, nature, countries in which they spread,
Councils or Popes that condemned them.-Temporal sovereignty of the Popes;
its origin. The Greek Schism.-Conflict between the Papacy and the Empire.-
The struggle against investitures.-The Crusades: principal facts, principal
personages, results.
REGULATIONS CONCERNING NORMAL SCHOOLS
179
The Roman and Ecclesiastical Inquisition in the XIII. Century.-The
Popes of Avignon.-The Great Schism of the West.-The Spanish and Political
Inquisition of the XV., and XVI. centuries. The so-called Protestant Re-
formation.-The English Schism.-The Council of Trent.-Wars about
religion.-Establishment of the Church in the New World.--First missionaries
to Canada. Martyrs in Canada. Foundation of the Canadian Church.-
First Bishop.-Jansenism.-The articles of 1682.-The so-called philosophy of
the XVIII. century. The suppression of the Jesuits. The civil constitution
of the Clergy in France and persecution by the Revolutionists.-The Concordat
between Pius VII and Napoleon.-Invasion of the Pontifical States.-Pius IX.
-The Vatican Council.-Pontificate of Leo XIII.-Pontificate of Pius X.
IV. FRENCH.
READING, ELOCUTION, RECITATION OF SELECTIONS:-
As in the Elementary Course with adaptations to the degree of advance-
ment and of intellectual culture of the pupils.
GRAMMAR:-
Review of the most important parts of the Elementary Course. Study
of Syntax of construction completed.
PARSING AND LOGICAL ANALYSIS:-
Theory with oral and written exercises adapted to the course in grammar.
DICTATION:-
Disconnected sentences, and paragraphs, adapted to the grammatical
knowledge of the pupils; special attention to rules concerning accents, punc-
tuation, and capitals.
LEXICOLOGY:—
Thorough review of Elementary Course. Exercises on Latin and Greek
roots. Synonyms, paronyms, homonyms, families and groups of words.-
Gallicisms, canadianisms, anglicisms.
LITERATURE AND FRENCH COMPOSITION:-
Precepts of literature.-Complete explanations of the precepts of literature
relating to the invention of ideas; what it comprises, the search for and
selection of ideas; to classification or order: its three parts, object of each; to
style: kinds, figures.
Classes of literary composition.-Study of the three elementary classes:
description, narration, letters.-Poetry, prose. Principal divisions of poetry;
principal divisions of prose.
Practical exercises. The reading of good models, with oral literary analysis;
more advanced exercises in the finding, the classifying and the expressing of
ideas; oral and written exercises in imitation, translation, etc.; literary com-
position, the pupil to be gradually left more and more to his own
resources.
V. ENGLISH
READING AND ELOCUTION:-
Third Reader.
180
REGULATIONS OF THE CATHOLIC COMMITTEE
RECITATION OF SELECTIONS:-
Recitation of easy selections.
GRAMMAR:-
The parts of English Grammar in which it differs from French Grammar.
PARSING AND LOGICAL ANALYSIS:
Theory, with oral and written exercises adapted to the course in Grammar.
DICTATION:-
Sentences having no connection, and paragraphs, adapted to the gram-
matical knowledge of the pupils; special attention to rules concerning punc-
tuation and capitals, also to spelling in all written exercises.
LEXICOLOGY:-
Exercises to increase the pupil's vocabulary.
LITERATURE AND COMPOSITION:-
Exercises in composing: letters, narrations, descriptions.
VI. MATHEMATICS
ARITHMETIC:-
Compound interest.
MENTAL ARITHMETIC:—
Exercises in mental arithmetic covering the whole arithmetic.
BOOKKEEPING:-
Double entry bookkeeping. Commercial forms.
MENSURATION AND ELEMENTARY GEOMETRY:-
Definition, delineation, mensuration of rectilinear and curvilinear surfaces,
with miscellaneous practical problems. Square root.
Definition, delineation, mensuration of both surface and cubical contents
of plane-faced solids and of curved-faced solids; with miscellaneous practical
problems. Cube root.
ALGEBRA :-
1. Algebraic erpressions: Signs indicating the different operations to be
Solu-
performed in the solution of a problem. Sum, product, powers, roots.
tion of the principal algebraic expressions. Reduction of algebraic expressions
or changes which may be made in these expressions without altering their value.
2. Algebraic equalities: Distinction between algebraic identities and
equations. Changes which may be made in equations without disturbing
the equality of their members. Solution of equations of the first degree with
one unknown quantity, with several unknown quantities.
REGULATIONS CONCERNING NORMAL SCHOOLS
181
VII. GEOGRAPHY
Review of the Elementary Course. Physical and political geography of
the different countries of Asia, Africa and Oceanica (Australia). The com-
mercial and industrial relations of these countries, expecially with Canada—
studied in a practical manner.
VIII. CIVICS
Review of the Elementary Course. School organization of the Province
of Quebec.
HISTORY OF FRANCE:-
IX. HISTORY
Primitive Gaul; the Roman period; invasion of the Barbarians; the Francs;
Clovis and Clotaire I.; rivalry between Austrasia and Neustria; character of the
Idle Kings and of the Mayors of the Palace; Charles Martel; establishment
of the Normans; the Feudal system; the Capetians; Pepin the Short; Charle-
magne; Louis the Pious and his sons; Crusades and Chivalry; Philip Augustus;
Saint Louis and Philip the Fair; the States-General; the Valois Kings; the
Hundred Years' War and that of Italy; Duguesclin and Joan of Arc; Louis XII.;
the Angoulême Kings; war with Charles V.; Renaissance and Reformation;
war about religion; the Guises; Henry IV.; Louis XIII.; Cardinal Richelieu;
war of the Austrian succession; the Seven Years' War; Louis XIV.; the French
Revolution; the Constituent Assembly; the Legislative Assembly; the Re-
public; the National Convention and the Reign of Terror; Directory and
Consulate; First Empire; Napoleon I., his wars, the Hundred Days; Restora-
ation; Louis XVIII.; Charles X.; Louis Philippe; the Second Republic; the
Second Empire; Napoleon III.; the Crimean War; the Franco-Prussian War;
the Third Republic.
HISTORY OF ENGLAND:—
Primitive Britain; Roman Rule; St. Augustin; the Anglo-Saxons and the
Heptarchy; the Danish invasion; the Saxons; Alfred the Great; the
Danish Kings; Restoration of the Saxons; Godwin and Edward the Confessor;
William and the Norman Kings; St. Anselm; the Plantagenets; St. Thomas a
Becket; the Hundred Years' War; the Houses of Lancaster and of York; the
War of the two Roses; Henry VIII., and the other Tudors; the Reformation;
Mary Stuart; Charles I., and the Stuarts; Cromwell; Revolution of 1688; Wil-
liam of Orange; Malborough; the Hanoverian dynasty; Wellington; the Seven
Years' War; the War of American Independence; American War; English
colonies: United States, Canada, the Indies, Australia; the Oxford Movement.
X. DRAWING *
1.-Freehand constructive Sketches and Working Drawings (from nature);
(a) of geometrical solids; (b) of simple common objects; (c) of specimens taken
from industry. (face or side elevations at first, then horizontal plans, then easy
sections.)
Designing of plans and patterns.
2.-Geometrical drawing, on blackboard and on paper. (Elementary tracings
and problems, first on the blackboard, then on paper, by means of the ruler, square,
compass, and protractor.)
Intuitive notions on the industrial use of the principal mouldings.
3.-Exercises of observation, visuality, and control. (perspective phenomena).
*See note at bottom of page 176.
182
REGULATIONS OF THE CATHOLIC COMMITTEE
Drawings from nature: (a) of common objects, singly or grouped; (b) of
specimens taken from the vegetable or animal kingdoms; (c) of elements of
landscape in background at first, then in foreground.
4.-Memory Drawings and Sketches.
Drawings from dictation.
5.-Free Drawings and Drawings summarizing descriptions, readings, and
lessons. Illustrations of lessons and exercises (in or out of class).
6. Designed elementary decorative arrangements: (a) conventionalization;
(b) congruity and adaptation.
Practical notions on colour: (a) complementary colours; (b) contrasting
harmonies; (c) ternary colours and neutral tints.
XI. NATURAL SCIENCES
COSMOGRAPHY:-
Appearance of the heavens, right ascension and declination; how to deter-
mine the altitude of the pole; proof of the sphericity of the earth; latitude and
longitude of a place; circumference and radius of the earth; atmosphere and
twilight; apparent daily movement of the celestial sphere and of the sun; the
diurnal or daily rotation of the earth; the yearly revolution of the earth; the
flattening of the poles; the solar day and the sidereal day; the ecliptic; equinoxes;
equal days and nights; the seasons; the calendar; the sun-dial; the moon's
motions; distance of the moon from the earth. Eclipses of the moon and
of the sun; tides; the system of the universe. Comets, shooting stars, bolides
and aerolites; view of the principal constellations of our regions; nebulae and
milky way.
PHYSICS:-
FORCES.-Equilibrium of forces applied to a common point; resultant
of two parallel forces applied at the extremity of a straight line; motion and
forces, levers, pulleys. Uniformly accelerated motion.
Application of these principles to bodies falling in vacuum.—The com-
pound pendulum.-Centre of gravity.
HYDROSTATICS.—Equality of pressures.-The hydraulic press.—
Principle of Archimedes.-Hydrometers.
PNEUMATICS.-Atmospheric pressure.-Barometers.-Balloons.-Ma-
riotte's Law (Boyle's Law), manometers, pumps, siphons.
OPTICS.-Reflection and refraction of light, mirrors, lenses, real images
and virtual images. Decomposition of light, solar spectrum.-Microscope,
telescope, magic lantern.
HEAT. The expansion of bodies by the action of heat.-Thermometers,
the centigrade scale and the Fahrenheit scale.-Fusion and vaporisation.-
Difference between saturated and unsaturated vapor.-Hygrometry.-—Thermo-
dynamics, steam engines.-Mechanical equivalent of heat.
ELECTRICITY.-Laws of electrical attraction and repulsion; arc lamps
and incandescent lamps, electric motors, the dynamo, telegraph, telephone,
the electric current; heating and lighting by means of electricty.-Magnetic
action of electric currents, electro-magnets, application of electro-magnets in
the telegraph and telephone.-Electro-magnetic induction.-Electro-chemical
action of electric currents, galvanoplastics, gilding, silvering, nickel-plating,
electro-metallurgy, constant current batteries or piles.
REGULATIONS CONCERNING NORMAL SCHOOLS
183
XII. VOCAL MUSIC
SINGING:-
Practice and theory of singing.
XIII. LATIN.
LATIN READING:-
The same as in the Elementary or Primary School Course.
OPTIONAL SUBJECTS.
1. Familiar Law. (Droit usuel).
3. Stenography,
2. Gymnastics,
4. Typewriting,
5. Telegraphy.
DEPARTMENT OF MEN TEACHERS-IN-TRAINING
6. Military drill.
DEPARTMENT OF WOMEN TEACHERS-IN-TRAINING
6. Domestic science.
SUPERIOR SCHOOL or ACADEMY DIPLOMA COURSE.
GENERAL OBSERVATION
To be admitted to follow the Superior School or Academy Course, the candi-
date shall be the holder of a Model or Intermediate School Diploma, or he shall, in
the presence of the Principal or his delegate, undergo, in a successful manner, an
examination, in all the subjects, required for the Model or Intermediate School
diploma, and for the Elementary School Diploma.
PRACTICE:-
I. PEDAGOGY.
Each pupil shall teach in the school of application, under the surveillance
of the professors of said school or of the Principal, the number of hours, per
week, which the Principal shall judge necessary either for the professional
formation of the pupil, or for the requirements of the school of application.
He shall carefully prepare the lessons which he is to give, and correct his pupil's
exercises. His work in the school of application shall be judged from the
double point of view, of discipline and of method.
THEORY:-
Psychology.-Means of cultivating the will, of forming the character, of
influencing the habits, of cultivating the faculties and of directing the opera-
tions of the mind. Summary of the history of pedagogy.
•
184
REGULATIONS OF THE CATHOLIC COMMITTEE
II. MORAL AND RELIGIOUS INSTRUCTION
CATECHISM:-
Course in religion.
MANNERS:-
Review of Elementary and Intermediate Courses.
IV. FRENCH
READING, ELOCUTION, RECITATION OF SELECTIONS:-
As in the Intermediate Course with adaptations to the degree of advance-
ment and intellectual culture of the pupils.
GRAMMAR:-
Synthetic study of grammar by means of composition.
LITERATURE:-
Precepts of literature.-General study of the precepts of literature re-
lating to the different classes of composition either in verse or in prose.
COMPOSITION:-
More special study of precepts relating to the drama and to discourses.
Literary classes. Principal divisions of lyrical poetry, of dramatic poetry;
pastoral poetry; the fable; principal divisions of historical composition, of
works of fiction, of didatic prose composition, of eloquence; different kinds
of religious eloquence.
Practical exercises.-The reading of good selections from the best authors,
with oral literary analysis, more difficult exercises in invention, arrangement,
and style; special exercises on plans or outlines of discourses; compositions on
miscellaneous subjects.
History of literature.-Summary of the most useful information con-
cerning the beginnings of literature. Short sketch of the Renaissance.-
Special study of the XVIIth century. Summary of the most important
facts concerning the Christian philosophers, apologists and orators of the
XVIIIth century. General knowledge concerning the development of forensic
eloquence, of sacred eloquence, of history, of the literature of fiction, and of
Christian philosophy during the XIXth century.
ALGEBRA:-
VI. MATHEMATICS
Review of the Intermediate School Course:
I. EQUATIONS OF THE SECOND DEGREE.— Product of two dif-
ferences, square of a binomial. Solution of equations of the second degree.
Condition necessary for the roots of an equation of the second degree to be real.
II._INVOLUTION.-Calculation of the powers of the same base. Powers
of 10. Logarithms. Compound interest.
III. ARITHMETICAL AND GEOMETRICAL PROGRESSIONS.
-Formulae giving the value of any term, or the sum of any number of conse-
cutive terms. Annuities.
REGULATIONS CONCERNING NORMAL SCHOOLS
185
PLANE GEOMETRY (men teachers-in-training):-
I. THE STRAIGHT LINE.-Properties of the straight line. De-
finition of the plane.
II. ANGLES. Definition, equality, sum, measure of angles.-The
perpendicular, the bisector.-Angles formed by the intersection of two straight
lines, adjacent angles, vertical or opposite angles.-Angles formed by a straight
line cutting two other straight lines, corresponding angles, alternate-interior
angles, alternate-exterior angles. Parallels.
III. TRIANGLES.-Sum of the angles of a triangle. Conditions
limiting the sides of a triangle. Properties of the isosceles triangle, of the
equilateral triangle.-In what conditions triangles are equal.
IV. QUADRILATERALS.-Sum of the angles of a quadrilateral.-
The trapezoid. The parallelogram.—The rectangle.-The square.—The
rhombus.-Diagonals of quadrilaterals.
V. THE CIRCLE.-Circumference, radii, chords, diameters.—Rela-
tion between the angles and the arcs intercepted on a circumference by the
sides of the angles.
VI. PROPORTIONAL LINES. Similar triangles.-Right-angled tri-
angles.-The bisector of a triangle.-Segments determined by bisectors.—
Segments formed by chords of the same circle which cut one another.
ELEMENTARY TRIGONOMETRY (men teachers-in-training):—
TRIGONOMETRICAL RATIOS.-The sine, cosine, tangent, cotangent,
considered as ratios of the sides of a right-angled triangle. Table of these
ratios for every degree from 0° to 90°.—Extension of tables from 90° to 180°.
Demonstration of the formulae :-
Sin A Sin B
a
Sin C
b
C
2bc cosA.
a² b² + c²
Solution of triangles by means of these formulae.—
Problems.
IX. HISTORY
ELEMENTS OF ANCIENT HISTORY:-
Connect the study of this subject with that of Sacred History, thus
making visible the designs of Providence in the succession of pagan empires,
as well as the immense benefits conferred on humanity by Christian civilization.
Notions concerning the Babylonians, the Assyrians, Cyrus, Darius, the origin
of the Greeks, heroic ages; the Theban war, the Trojan war, the wars with the
Medes; Lycurgus and Solon, Xerxes, the expedition against Sicily, Miltiades,
Aristides, Leonidas, Themistocles, Pericles and his century; the Pelopon-
nesian war, the Retreat of the Ten Thousand, Epaminondas, Pelopidas, Philip
of Macedonia, and Alexander the Great.
Foundation of Rome, the seven kings, the republic, the consulate, the
decemvirate, invasion of Gaul, war against the Samnites, Pyrrhus, the Punic
wars; the Gracchi; Marius and Sylla; Cicero, civil wars by the two triumvirates,
186
REGULATIONS OF THE CATHOLIC COMMITTEE
the twelve Caesars, some events of their reigns, Constantine; division of the
Empire of the West in 476; fall of the Eastern Empire in 1453.
DRAWING*
1.-Freehand Constructive Sketches and Working Drawings, from nature.
(elevations, plans, and sections).
Designing of plans and patterns.
2.-Geometrical Drawings on blackboard and on paper (constructive sketches
and working drawings, already drawn freehand, from nature, by the pupil, then
copied clearly in ink, according to scale, with the aid of instruments).
Summary notions on topographical plans and maps.
3.-Exercises of observation, visuality, and control (applications from direct
observation of the perspective principles.)
Drawing from nature: (a) of common objects singly or grouped; (b) of spe-
cimens taken from the vegetable or animal kingdoms; (c) of landscapes; (d) of
the living clothed model.
4.-Drawings and sketches from memory.-Dictations of drawings.
5.-Free drawings, and Drawings illustrating proposed familiar themes.
Illustrations of lessons and exercises (in and out of class).
6. Designed decorative arrangements: congruity and adaptation in connec-
tion with constructive work.)
Practical notions on colour: optical properties of colours.
Practice of water-colour and of wash.
7.-(Optional) Elementary notions: (a) on the industrial arts; (b) on decor-
ative art applied to industry; (c) on the distinctive characters of the principle
styles; (d) on the art of drawing.
XII. VOCAL MUSIC
SINGING:-
Practice and theory of singing.
XIII. PHILOSOPHY
ELEMENTS OF INTELLECTUAL AND MORAL PHILOSOPHY:-
LOGIC.—(a) Dialectics: terms, propositions, syllogisms; ideas, judg-
ments, reasoning; signs of the operations of the mind. Definition, division,
argumentation: apoditic, dialectic, sophistry.
(b) Critical logic: Existence, nature, and motives of certitude. Criteria:
intrinsic and extrinsic. Methodology or the scientific method.
PSYCHOLOGY.-Human faculties; vegetative life-senses, appetite,
self-movement, intelligence, will; origin of ideas. Human nature:-Soul:
substantiality, simplicity, and spirituality of the soul. The human compound—
creation of the soul, origin of man. Immortality of the soul, the state of the
soul in future life.
THEODICY. Existence of God: demonstration: atheism, nature of
God, aseity, infinity, simplicity, immutability, eternity, immensity, unity.
Intelligence. Will, Omnipotence, Relation of God to the universe: creation,
preservation, co-operation, Providence. Pantheism.
See note on page 176.
REGULATIONS CONCERNING NORMAL SCHOOLS
187
ETHICS.-General.-The end; Beatitude. Law: eternal, natural, positive.
Free will. Morality: right and wrong. Principles, moral science, conscience.
Imputability: merit, demerit; virtue, vice.
Special.-Law: duty towards God, towards one's self, towards one's
neighbor. Society: domestic, civil, international, religious.
XIV. LATIN
ELEMENTS OF LATIN:-
Elements of Latin grammar:-Themes and versions.-Translation of the
Epitome and of the first book of Cæsar (De Bello Gallico.)
OPTIONAL SUBJECTS
1. Familiar law, (Droit usuel).
2. Gymnastics,
3. Stenography,
4. Typewriting,
5. Telegraphy.
DEPARTMENT OF MEN TEACHERS-IN-TRAINING
6. Military drill.
DEPARTMENT OF WOMEN TE ACHERS-IN-TRAINING
6. Domestic science.
APPENDIX D
Programme of Studies for Domestic Science Normal Schools
SECTION I.-GENERAL LIST OF SUBJECTS.
SECTION II.-COURSE OF STUDY IN DOMESTIC SCIENCE.
PROGRAMME OF STUDIES FOR PRIMARY-AND-DOMESTIC-SCIENCE N. S. 191
APPENDIX D
L
PROGRAMME OF STUDIES FOR PRIMARY-AND-DOMESTIC-SCIENCE
NORMAL SCHOOLS
SECTION I
GENERAL LIST OF SUBJECTS
The programme of studies in the ordinary subjects of the primary normal
schools will be found in Appendix C., pages 169 to 187.
I-PRACTICAL AND THEORETICAL PEDAGOGY.
II-MORAL AND RELIGIOUS INSTRUCTION: Prayers, catechism,
and course in religion, Sacred History, History of the Church,
Manners.
III-WRITING: Principles and elements of writing.
IV—FRENCH: Reading, elocution and recitation, Grammar, Grammatical
and Logical Analysis, Dictation, Language lessons, Literature,
Composition, Elements of History of Literature.
V-ENGLISH: Reading, Grammar, Grammatical Analysis, Dictation,
Composition.
VI-MATHEMATICS: Arithmetic, Mental Arithmetic, Book-keeping.
Mensuration and Geometry, Algebra.
VII-GEOGRAPHY: Canada, America, Europe, Asia, Africa, Oceanica.
VIII-CIVICS: Politicial and Administrative Organization of Canada.-School
Law of the Province of Quebec.
IX-HISTORY: of Canada, of France, of England, of the United States,
Ancient and Roman.
X-DRAWING.
XI-VOCAL MUSIC: Theory and practice of singing.
XII-PHILOSOPHY:
XIII-LATIN: Reading
Elements of intellectual and moral philosophy.
XIV-DOMESTIC SCIENCE.
XV-HOUSE-KEEPING
XVI-WASHING, IRONING, CARE OF LINEN AND CLOTHES.
XVII-CUTTING OUT AND MAKING OF CLOTHES, PRACTICAL
MENDING.
(XVIII—COOKING, THEORY AND PRACTICE.
XIX-ANATOMY, PHYSIOLOGY, AND HYGIENE.
XX-FAMILY MEDICINE.
XXI-AGRICULTURE AND HORTICULTURE.
XXII-DAIRYING.
XXIII-AVICULTURE.
XXIV-BEE-KEEPING
XXV-SCIENCE OF EDUCATION.
XXVI —OPTIONAL SUBJECTS: Gymnastics, Familiar law (Droit usuel),
Stenography, Typewriting, Piano.
192
REGULATIONS OF THE CATHOLIC COMMITTEE
DOMESTIC SCIENCE NORMAL SCHOOLS
SECTION II
COURSE OF STUDY IN DOMESTIC SCIENCE
Course for the Primary Elementary Diploma
1st Grade
HOUSEKEEPING
Domestic science, its necessity.-Moral qualities of young girl.-Qualities
indispensable for a good housekeeper. Common and practical knowledge of all
that concerns housekeeping.-Principal duties of a housekeeper in the city and
in the country.—Laying out of work by the good housekeeper.
THE HOUSE
Cleanliness of the house.-Way to sweep, dust, wash windows.-Care of
painted, varnished, or polished furniture.-Cleaning floors, stairs, surbases, doors,
and painted wood work, walls, ceilings, and varnished or waxed floors.-Bedroom
furniture; particular attention to bedding; hygienic way of making a bed.-The
parlor, the dining room; the kitchen and its requisites, daily cleaning and keeping
in order.-Care of the pantry; cellar; garret.-General care of the house.-Side-
walks and yard.-Outbuildings.-Enemies and parasites of man and of his abode.
WASHING, IRONING, CARE OF LINEN AND CLOTHES
Treatment of linen to be washed.-Substances which should be poured into
or dissolved in the water.-Explanations of the different operations.-Washing
of white goods; coloured goods; woollens; felts; wringing and drying.—Arrange-
ment of the tubs. Disinfection of linen soiled with infectious matter.-Starching;
raw starch and cooked starch.-Practical preparatory exercises for ironing; iron-
ing requisites; ironing of unstarched linen; of starched linen.
CUTTING OUT AND MAKING OF CLOTHES, PRACTICAL MENDING
Handwork; its utility; materials needed for sewing; requisites for cutting
out. Quality of materials, fine lingerie and other clothes; different sides of the
material.
Cutting out. Tracing children's chemises and waists, tracing a baby's dress,
little jacket, apron, etc.-Tracing a sailor waist and apron.
Sewing. Study of different stitches on ordinary objects: plain stitch, top
sewing, back stitch, hem stitch, open hem stitch, tucking, facing, etc.
COOKING, THEORY AND PRACTICE
First and general rules of cooking; terms used in the culinary art.-Culinary
operations; rules regarding the cooking of soups and broths, gravies, and meat
jellies, eggs, milk, and vegetables; mode of using and cooking.-General study
of meats and fish; principal ways of cooking beef, pork, and fish.
Application exercises.-Soup and boiled meat, meat jelly.-Vegetable soup;
dessicated vegetable soup, meat or vegetable broths.
Meats.-Beef, pork, boiled meats, various roasts and fried meats.-Stews.
Different ways of utilizing leavings of meat.
Vegetables.-Potatoes, peeled and not peeled, green vegetables and dessicated
vegetables.
PROGRAMME OF STUDIES FOR PRIMARY-AND-DOMESTIC-SCIENCE N. S.
193
Fish.-Boiled codfish, and salmon; codfish with Bechamel sauce, with potatoes.
Eggs. Various ways of cooking.
Milk and eggs.-Custards, puddings, rice, macaroni, vermicelli, etc.
Pastry.-Short Crust and batter.
Fruits.-Stewed and marmalades.
Food and drink for invalids.-Panadas and beef tea.-Diet-drinks.
ANATOMY, PHYSIOLOGY, AND HYGIENE
Hygiene of the air: composition of the air; the air's part in combustion.--
Injurious effect of bad air upon health.--Ventilation.-Dust in the air, its evil
effects, microbes.-Preventitives against contagious diseases.-Exercise: principal
ways of taking exercise.-Hygiene of breathing.
FAMILY MEDICINE
The most common terms in medicine.-Classification of the most common
medicinal plants; their properties and the ways of using.-Preparation of the prin-
cipal diet drinks and hydrolats.-Topic medicines. Principal topics.-General
rules on the giving of medicine.-Diets: proper drinks for the sick.
AGRICULTURE AND HORTICULTURE
The place of agriculture in the arts; its object; utility; benefits; definition
of agriculture. Nature of the soil and sub-soil. Sandy, calcareous, swampy,
argillaceous, loamy, alluvial, wet, soils; characteric ties of different soils; proper-
ties. Composition of mould.
Horticulture.-Definition; gardening and agriculture compared.-Gardens;
their characteristics and products.-Plans of gardens.-General rules for kitchen
gardens.-Tools for kitchen gardens.
Practical exercises according to season.
DAIRY
Dairy and general installation.-Arrangement, of.-Milk; description and
composition.-Production and variation in quality and quantity.-Causes of
change and care to be taken.-How to milk.-Pasteurizing and sterilizing.-Use of.
AVICULTURE
Importance of farm yard; general rules.-Installation of a poultry house;
requirements. Daily care and hygiene of fowls.-Feeding fowls: feeding of free
fowls and of enclosed fowls.-Laying.-Best breed of fowls to recommend for
the province.
APICULTURE
Profits from bee-keeping; the bee and the fertilization of flowers.-Biology
of the inhabitants of the hive; the queen bee, the workers, and males.—Trans-
formation of bees.-The egg and the nest.-Gathering of the pollen of the propolis.
-Hygiene of the hive.-Method of establishing a hive-organization of bee colonies.
OPTIONAL INSTRUCTION
Piano. Calisthenics. Stenography.-Typewriting.
黏
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194
REGULATIONS OF THE CATHOLIC COMMITTEE
Course for the Elementary Diploma
2nd Grade
SCIENCE OF HOUSEKEEPING
Managing and increasing the family revenue: the family budget; family
receipts and disbursements; saving and economy; work; debts; purchases in
general; cash payment, its advantages; purchasing on credit; luxury; losses in
housekeeping. Estimating cost of keeping a workman's family, a gentleman's
family.-Ruin caused by alcohol.--Woman's place in the struggle against alcoholism.
HOUSEKEEPING
Heating. The fire; the draught; different systems of heating; maintenance.-
Method of preparing, lighting, and keeping on a fire.-Different kinds of fuel;
cost and heat value, storage and use. Economy in heating.—Lighting.—
Natural light and artificial light.-Systems of lighting.-Advantages and dis-
advantages of the different systems.-Petroleum; purchase and keeping of.
Precautions to be taken in the use of lamps, gas fittings, etc.-Economy in lighting.
WASHING, IRONING, AND CARE OF LINEN AND CLOTHES
Care of linen, clothes, and other toilet articles.-Removing stains and grease.
-Substances used and method of removing different kinds of stains.-Different
ways of washing, soaping, bleaching, and cleansing linen.-Washing and ironing,
graded exercises.-Glazing and fluting.
CUTTING OUT AND MAKING OF CLOTHES, PRACTICAL MENDING
Cutting out.-Taking measures. Measure of proportions and shape.-
Drawing patterns; night dress and its modifications; kimono, wrapper, apron,
corset-cover, dressing gown.-Child's waist, girls' waist, blouse, sleeve, under-
skirt.-Trying on and alteration of pattern.
Sewing. Learning the sewing machine.-Bias sewing, piping, regular pleats,
pleats with overhand stitch and buttonhole stitch, buttonholing of underwear
and making eyelets and loops.-Making of.-Undervests, drawers, nightdresses,
blouses, corset covers, underskirts; household linen: sheets, pillow-slips, quilts, etc.
Mending. Whip-stitched articles, flat seams, patching pattern goods,
mending a tear, darning and taking up broken stitches in stockings.
Knitting.-With needles, with crochet.-Stockings, undervests, underskirts,
shawls, lace, and slippers.
Embroidering lingerie, embroidering linen.
COOKING
Purchasing food; right time for procuring different supplies.-Purée.—
Butcher's meat and pork, where obtained, how prepared and kept.-Visible proper-
ties of untainted meat.—Meat of different animals; giblets.-Theory of the cooking
of meat; boiling, steaming, frying, grilling, roasting, advantages of the different
modes of cooking.-Butter and grease.-Utilizing the leavings.-Sauces and
thickening.-Pastry and flour.
Practical exercises.-Bills of fare for meals of a family in easy circumstances,
made out and explained.
Calculation of the cost of the meals.
Soups and purées.-Vegetables for side dishes.
Meat.-Various ways of cooking beef, veal, mutton, and pork.—Ways of
preparing the head, feet, tongue, and other remains.
PROGRAMME OF STUDIES FOR PRIMARY-AND-DOMESTIC-SCIENCE N. S. 195
!
Sauces.-Brown, white sauce, sauce for sweetened desserts.-Sweetened
desserts. Various desserts.
jelly.
Fish.-Boiled, fried, roasted.
Made from flour.-Pancakes and doughnuts.
Pastry.-Buns, pies, and tarts, various kinds of cake.—Jam, marmalade, and
ANATOMY, PHYSIOLOGY, AND HYGIENE
Anatomy and Physiology.—General idea; nature of man,-Chemical compo-
sition of the human body.-Anatomical elements or cells.-Tissues.-Digestive
organs.-Digestion.-Secretion.-Absorption.
Hygiene.-Food; general principles; classification of foods.-Nature and
relative nutritive value of principal articles of food; their digestibility.-Hygiene
of meals.-Hygiene of clothes.-Hygiene of the body; bathing.
FAMILY MEDICINE
Application of hygiene to ordinary medecine: Slight illness or indisposition;
general care; special treatment.-Care required for non-infectious diseases.
--Duties of a nurse.-Contagious diseases; diseases attended with eruptions;
parasitic diseases; conditions of transmissions, prophylaxis.-Zoonomy.
AGRICULTURE AND HORTICULTURE
tive organs.-Germination.-Nutrition.
Botany.-Vegetables. Constituent parts: nutritive organs and re-produc-
Horticulture. Making a kitchen garden.-Cultivating the soil from an agri-
cultural and horticultural point of view.—Improving.—Fertilizing. Different
sorts of crops.-Right rotation of crops.-Cultivation of grain bearing plants;
care to be taken to prevent degeneration of the kinds and species.-Medicinal
herbs to be grown in gardens.
Practical exercises according to season.
DAIRY
Home butter-making; quality of milk.-Creaming; systems and explanation
of each.--Care of cream.-General rules for churning. Working of butter; re-
moval of milk, working up, salting; modes of keeping, packing.-Care of utensils
and linens required for the making of butter.-Utilisation of by-products: butter-
milk, skim milk.
AVICULTURE
Reproduction; natural incubation; choice of male birds; choice of eggs.-
Construction of the nest; care to be given to setting hens; hatching.-Feeding
of pullets; general care.-Fattening.
APICULTURE
Swarming; natural and artificial swarming.-Causes of natural swarming;
gathering of the swarm; difficulties of swarming; means of preventing swarming.
-Uniting weak colonies; orphan colonies.-Nourishing.
PHYSICS
Very elementary notions of experimental physics, giving the pupils a prac-
tical knowledge of the most striking natural phenomena.
196
REGULATIONS OF THE CATHOLIC COMMITTEE
CHEMISTRY
Very elementary notions with applications to cooking and domestic science,
with the object of developing the habit of observation in the pupils.
OPTIONAL INSTRUCTION
Piano.-Common law.-Gymnastics. Stenography.-Typewriting.
Courses for the Primary Intermediate Diploma
DOMESTIC SCIENCE
The well being of the family; exterior of the house; interior arrangement
of the house.—Choice and general appearance of the house in keeping with condition
and means.-Rent; taxes.-Plan of a properly laid out house.-Amusements,
games, etc.; plays and recreations.-Home evenings.-Servants.
HOUSEKEEPING
Review of previous years by means of practical exercises.
WASHING.-IRONING
Care of linen and clothing.-Review of previous years by means of practical
exercises.
CUTTING OUT AND MAKING OF CLOTHES
Cutting_out. Taking measurements. Measurements of proportion and of
forms.—Tailor-waists, cloaks, of all kinds; tailor-sleeves, fancy sleeves.—Dif-
ferent patterns of skirts.-Princess dress, bolero, capes, boys' costumes.-Basting
and fitting of foregoing.
Sewing.-Recapitulation of the different stitches with practical applications
on clothing or linen.-Cross-stitch marking on fine linen.-Making of night-
gown, blouse, complete costume.—Mending.-Patching.of clothes, the matching
of the pattern in mending
Reheeling a sock.
Knitting.-Fancy knitting with needles and crochet; child's stocking, vest,
shawl, fancy slippers.
Embroidery. French and English embroidery, embroidery on silk and velvet.
The study of embroidery with threads of different colors.
COOKING
Fish; different kinds; ways of cooking.-Fowl and game; manner of preparing
them for cooking.-Aromatic herbs and condiments.-Cereals; their use.-Bread
making.-Pastry; history; making. Side-dishes. Fruits; preserving; jams and
jellies, stewed fruits and marmalades.-Hygienic drinks for the sick.-Art of
carving. The table; course for ordinary days; course for special occasions; dinner;
order of serving dishes.
Practical exercises.-Hygienic and economic composition of meals.
Calculation of the net cost of meals.
Soups. Soups, purées.
Vegetables. Canned vegetables; vegetables for side-dishes; manner of using
the leavings of vegetables.
Sauces. Different kinds; piquantes, mayonnaise, etc.
PROGRAMME OF STUDIES FOR PRIMARY-AND-DOMESTIC-SCIENCE N. s. 197
Fowl and game.-Preparation of fowl and of game.-Cooking, carving.
Dough and flour.-Different modes of frying.-Home made bread.
Pies and cakes.-Cold pies, biscuits, cakes, etc.
Desserts.-Confectionery, preparation of fruits, jellies, ices, jams.
ANATOMY, PHYSIOLOGY, HYGIENE
Anatomy and physiology.-Organs of locomotion.-Circulation and respiratory
organs. Assimilation.-Non-assimilation.
Physiology of alimentation: of material wear and tear.-Chemical com-
position of foods.-Rations. Social importance of food.-Hygiene of drinks.
Of condiments.-Preservation of foods. Hygiene of the home. Hygiene _of
the school; healthfulness of the school; school apparatus; school sicknesses.-In-
tellectual hygiene.
FAMILY MEDICINE
First aid in cases of sudden illness or of accidents.—Composition of family
medicine chest.—Observation of the sick; temperature; pulse.—Wounds; modes
of curing.-Prevention of tuberculosis.
AGRICULTURE AND HORTICULTURE
Horticulture.-Classification of the different species and varieties of vege-
tables. Special culture of the most useful vegetables of the province; gathering
and keeping.-Cereals and weeded plants.-Destruction of insects injurious
to cereals, forage plants, roots and vegetables.-Enemies and friends of the farmer.
-Hygiene of animals.
Fruit tree culture.-Culture of fruit trees from the point of view of national
wealth and sustenance, natural and artificial multiplication of fruit trees; planting,
grafting, reproduction by slips, layering. The plantation.-General principles of
cutting.—Winter cutting, summer cutting.—Principal shrubs, bushes, and trees
of the province.
Floriculture.-Ideas on the cultivation of flowers.
Practical exercises according to the seasons.
DAIRY
Recapitulation of the first year. Tests of milch cows.-Rational feeding;
its influence on the milk.-Characteristics of a good milch cow; breeds to be kept.
-Qualities of the Canadian cow.
AVICULTURE
Artificial incubation; artificial raising of young chickens.-Diseases; symptoms,
prevention, remedies.-Raising of young turkeys, geese, ducks, rabbits and pigeons.-
Raising poultry for market: eggs, poultry.-Reproduction.-Choice of barn-yard
fowl.
APICULTURE
Races of bees, common kind; yellow or Italian race; Cypriot variety; choice of
kind to keep.-The gathering of honey and wax.-Care to be given to bees in
autum and spring. Conditions for good wintering. Accidents.-Diseases and
enemies of bees.—Honey-bearing plants and trees.-Hive instruments.—General
study of hives.
PHYSICS
Some general properties of bodies; divisibility, porosity, compressibility,
elasticity.
198
REGULATIONS OF THE CATHOLIC COMMITTEE
Communicating vessels.-Water level. The air and atmosphere; composition
and chief properties.-Atmospheric pressure; the barometer; the suction pump.-
The winds.
Water. Its composition; its place in vegetation.-Observation and explan-
ation of some phenomena due to capillarity.
Heat. Its influence on plants and on the health of animals.—Expansion,
thermometer.
Meteorological phenomena from the agricultural point of view; clouds, rain,
fog, dew, frost, snow, hail.
Light; its effects on vegetation.
CHEMISTRY
First elements.-Object of chemistry.-Atoms.-Molecules. Simple bodies.—
compound bodies.-Combinations.-Acids.-Oxides.-Salts.
Inorganic Chemistry.-Water.-Air.-Bleaching; chlorine.-Sulphurous acid—
Carbonate of soda.-Disinfectants; chlorine, chlorate of lime, sulphurous acid.
SCIENCE OF EDUCATION
Maternal and Family Pedagogy. Of education in general.-Errors and pre-
judices with respect to education.-Influence of home education.—Of the different
methods of education. Moral grandeur of the child.
Physical education; importance of physical education; its influence on moral
and intellectual development.-Cultivation of the senses; first habits to be acquired.
-Physical development.-Teething. Care of the body. — Clothing, children's
rooms and bedding. Food.-Sleep.-Air and light.-Walks and exercise; games.
Children's diseases. How to recognize them.-Treatment.-Vaccination, its
efficacy.
OPTIONAL INSTRUCTION
Piano.-Common law.-Gymnastics.-Stenography.-Typewriting.
Course for the Primary Superior Diploma
DOMESTIC SCIENCE
Woman's mission. The woman, mistress of the house, wife, mother, and edu-
cator. Her duty towards her relatives, friends, and servants. Social relations.
CUTTING OUT AND MAKING OF CLOTHES
Practical mending.-Cutting out. Recapitulation of programmes of previous
years. Professional cutting out.-Designing of costumes.-Trying on and fitting.
-Making: complete costume, fancy blouses, fashionable skirts.
Mending. Table linen, articles of cloth, of net.-Laces, embroidery, hangings,
thread work, Renaissance lace.
Workroom. Spinning and weaving of wool and cotton; utilisation of rags,
carpets of different kinds.-Knitting by machine.
COOKING
The stove.-Dietetic cookery.-More thorough study of the cooking of meats,
fish, and vegetables.-Garnishings and principal dressings.-Vegetables.-Canned
foods. Pastry: rolls, tarts, puff pastry, cakes.-Syrups.-Creams, jellies, and ices.
-Cooking of sugar to different degrees.-Home-made lozenges and confectionery.
Fancy dishes. Variation and combination of recipes (according to the season and the
PROGRAMME OF STUDIES FOR PRIMARY-AND-DOMESTIC-SCIENCE N. S. 199
days of the week).-Length of time to be allowed in cooking different dishes;
quantity and net cost of different ingredients.
Practical exercises. Repetition of principles of the previous years.
Making and explaining stock menus.-Plain cooking.-Practical cooking.—
Dietetic cooking.
Calculation of net cost.
Table service.-Decoratiom.
ANATOMY, PHYSIOLOGY, HYGIENE
Anatomy and physiology.-Organs of renal secretion.-Vascular glands.—The
skin.-Organs of the senses.-Nervous organs and system.
Hygiene. Adulterations of food.-Diseases and poisoning due to food.-
Biological modifications: Age.-Sex.-Temperament.-Heredity.-Habit.-Moral
hygiene.
DOMESTIC MEDECINE
Antisepsia and asepsia.-Dressings and bandages.-Stagnation of blood.
Study of simple drugs and the most important of the compound medicines; their
properties and principle therapeutic applications.
AGRICULTURE AND HORTICULTURE
Plant anatomy.-Constitution of plants.-Cells; their products.-Fibers.-
Vessels. Organography: Roots.-Stems.-Flowers.-Fruits.
Plant physiology.-Germination. Nutrition.-Fertilisation.
Agricultural Botany:-Study of forage plants: grasses, leguminous plants.—
Principal useful and noxius plants.-Diseases caused among cultivated plants by
other plants; scientific prevention.-Herborisation.
Agriculture and horticulture.-Origin of the soil. The nutrition of plants;
elements. Physical elements of arable soil; physical and chemical properties;
relation of the soil to the plant.-Theory of fertilizers: organic fertilizers, mineral
fertilizers, mixed fertilizers.
Arboriculture.—Establishment of a nursery and of an orchard.—Culture of
trees and fruit-bearing shrubs; apple, plum, pear, cherry, gooseberry, black currants,
raspberry; culture and care of fruit trees.
Practical exercises according to the seasons.
In a series of visits to the garden, the principal kitchen plants, some cultivated
flowers, fruit trees, and bad weeds to be shown and named, interesting information
concerning same to be given, the pupils being employed as much as possible in the
easier work of gardening.
The principal organs of vegetation: root, stem, leaf, flower, and fruit to be
studied.
Slips of pot plants to be cultivated by the pupils.--Regular observation of the
plants during the time of their development.
Gathering and preserving of fruits.
Gathering vegetables and placing in cellar.
Practical study of grafting, slips, and layering.
Formation of a small nursery of grafting trees.
Manner of planting and uprooting trees in a nursery.
Pupils to be present at the winter and summer trimming.
Pupils to see the trenches dug for the planting of trees and to assist in planting;
to take note of the preparation and arrangement of the roots in the trench.
Pupils to visit the stables, the pig-pens of well kept farms and note the arrange-
ments, the inclines, the drainage, the state of the bedding, the size of the buildings,
the method of ventilation.
To visit a flour-mill and to learn the different operations which the grain
undergoes.
To note the different inclines of a piece of ground.
*
200
REGULATIONS OF THE CATHOLIC COMMITTEE
To visit a natural and an artificial prairie, to bring specimens from them and
to compare the leaves, flowers, and seeds, to dry them for the herbarium.
DAIRY
Making of cheese.-Rennet.-Theory of cheese-making.-Different kinds of
cheese. Origin of milk microbes; pathogenic microbes which may be found in milk.
-What to do in cases of infected milk.
AVICULTURE
Affinities of breeds.--General rules of management.-Comparative aviculture.
General treatment to be given to poultry in cases of disease or accident.
APICULTURE
Practical exercises; manipulation of instruments; gathering and extraction of
products.
PHYSICS
Elements.-State of bodies.-Weight of air.-Equilibrium of liquids.-
Theory of syphons.-Expansion of bodies by heat.-Thermometer.-Stoves.-
Chimneys. Heat conductors.-Fusion.-Evaporation.-Boiling.-Clouds.-Fogs.
-Rains.-Snow.-Glazed frost.-Night dew.-White frost.-The winds.
CHEMISTRY
Recapitulation of the course of the previous year with developments.
Inorganic chemistry.—Boric acid, crystallized.-Matches, Fertilizers.-
Cooking salt.-Glass.-Pottery.-Metal utensils: iron, copper, aluminium, tinned,
enamelled.
Organic and Food chemistry.-Carburets.-Gas, petroleum, acetylene, tur-
pentine, benzine, napthaline.
Ferments.-Alcoholic, acetic, and lactic.
Alcohols.-Ordinary alcohols, brandy, cider, beer.
SCIENCE OF EDUCATION
Maternal, family, and social education. Moral education: Elements of psycholo-
gy.-Development of the principal faculties of the soul; their influence.-Education
of the will.--Formation of character and of judgment.-False educational methods.
-The correction of the faults of children.-Great means of education: Religion.-
Instruction. Oversight.-Physical instruction; influence of these different means.
Religious and intellectual education; principal subjects of instruction given
to children.-How to exercise the reason, the memory, the imagination.-Efforts
of parents to second the action of teachers in the work of education.-Description
of a well brought up child and of a spoiled child.-Role and discipline of the pas-
sions; natural disposition of children; means of repression.-Inclinations of young
girls. The young girl in the family; her preparation for social life.-Necessity for
practice of intellectual and material work. The young girl in the world; choice of
her social connections; good or bad influence that she may undergo or exer-
cise.-Vocation.-Christian marriage.
OPTIONAL INSTRUCTION
Piano.-Common law.-Gymnastics.-Stenography.-Typewriting.
APPENDIX E
Regulations respecting summer courses for persons who
intend to teach Domestic Science in the primary
Schools of the Province of Quebec.
SUMMER COURSES
203
1
C
:
APPENDIX E
REGULATIONS RESPECTING SUMMER COURSES FOR PERSONS WHO INTEND TO TEACH
DOMESTIC SCIENCE IN THE PRIMARY SCHOOLS OF THE PROVINCE
OF QUEBEC
Art. I. During four years, dating from July 1st, 1915, the Roberval Domestic
Science Agricultural School and the St. Paschal Primary-and-Domestic Science
Normal School are authorized to give summer courses in domestic science.
Art. II. The following persons may be admitted to these courses:
1. Nuns who have taught during at least two years in a boarding or a primary
school.
2. Holders of teachers' diplomas who are not less than 17 years old.
Not more than fifty teachers shall be allowed to follow these courses at the
same time.
The course shall be both theoretical and practical.
Applications for admission will be accepted in the order in which they have
been received at the schools.
The organization of the courses in each school is intrusted to the directresess.
3. The courses shall last fifteen full days.
REGULATIONS RESPECTING EXAMINATIONS FOR TEACHERS' CERTIFICATES IN
DOMESTIC SCIENCE
Art. I.-Examinations for teachers' certificates in domestic science shall
be held at the Schools of Domestic Science in which the courses in this subject
are given.
Art. II.-Only the following persons shall be admitted to examination:
Nuns and other teachers who have assisted at the Summer Courses during at
least two summers and who have had a year's practice in a domestic science class.
Art. III. The examination shall take place before a jury of three members
appointed by the management of the school in which the Summer Courses are
given.
Art. IV.—Candidates for examination shall, each year, send in their application
before the first of June. The application shall give the name, surname, date of
birth, nationality and address of the candidate, with, if the candidate be teaching
at the time, a certificate of inspection of their ordinary and of their domestic
science classes; of inspection of her ordinary classes as well of house-keeping classes.
Art. V.-An admission fee of..
shall be charged, and shall
be payable only after receipt of a notice stating that admission to the examination
has been granted.
The examination shall consist of written, practical, and teaching tests.
The written examinations shall be in Hygiene, Domestic Science, and Horti-
culture.
The jury shall put at least three questions in each of the three branches.
In the practical examinations the candidates shall do the following things:
A.-Cleaning;
B.-Washing one or more articles (linen or clothing);
C.-Ironing four or five articles;
1. Ironing unstarched single-ply linen;
2. Ironing starched single-ply linen;
3. Ironing unstarched two-ply linen;
4. Ironing starched two-ply linen;
5. Ironing clothing.
D.-Ordinary cutting out; an article of under-wear or of other clothing.
E.-Mending or patching underwear or other clothing.
201
REGULATIONS OF THE CATHOLIC COMMITTEE
F.-Cooking: making a bill of fare of a meal for a workman's family, a farmer's
family, or a middle class family, with a statement of the cost.
The teaching text shall consist of a lesson to be given by each candidate. The
subject of such lesson and the subject of the practical tests shall be determined
by lot.
The duration of the examinations shall be as follows:
A. Written tests: two hours and a half;
B.-Practical tests; four hours for each candidate.
Mending shall be done previous to the practical tests.
C.—Teaching half an hour for each candidate.
NUMBER OF MARKS ALLOWED FOR THE THREE TESTS
100 TO BE DIVIDED AS FOLLOWS:
A-Written tests:
I Elements of Hygiene...
10
II Elements of Domestic Science.
III Elements of Horticulture..
15
•
5
B.-Practical tests:
I Cooking.
II Washing.
III Ironing.
IV Mending.
•
V Cutting and making clothes.
VI Cleaning.
C.-Teaching test:
15
5
5
•
•
•
10
5
25
100
Any candidate is entitled to a certificate if she obtains:
1. At least 60% of the total number of marks;
2. At least 50% of the marks separately, for the written, for the teaching
and for the practical tests.
On the certificates of candidates who obtain at least 60% of the total number
of marks it shall be stated that they passed in a "SATISFACTORY" manner; on the
certificates of those who obtain at least 75%, it shall be stated that they passed with
“DISTINCTION”; on the certificates of those who obtain at least 85%, it shall be
stated that they passed with "GREAT DISTINCTION".
PROGRAMME OF EXAMINATION FOR CANDIDATES FOR THE SPECIAL CERTIFICATES
FOR TEACHERS OF DOMESTIC SCIENCE IN THE PRIMARY SCHOOLS OF
THE PROVINCE
WRITTEN TESTS
A.-Elements of Hygiene
I.—Air.—Its necessity and composition, properties of oxygen, carbon and
carbonic acid; air in the respiration of animals and plants; causes of vitiation of
air; impurities in the air in dwellings and their surroundings; diseases whose germs
are propagated by the air; ventilation; light and heat from a hygienic standpoint;
choice of apparatus and appliances.
}
SUMMER COURSES
205
II.-Water. Composition; various kinds of water; drinking water, its pro-
perties, various kinds of drinking water: spring, river, well, rain, cistern; methods
of purifying water: boiling, filtering; mention of some diseases propagated by
impure water.
III.—Sanitary dwellings,—General conditions. Site, exposure, drains, latrine-
pits and latrines, ventilation, cleanliness, disinfection. In the country: stables,
pig-houses, poultry houses.
List of suitable furniture for a workman's dwelling, stating reasons for same.
IV. Personal cleanliness.-Ablutions, baths, clothes and how to keep them,
bedding and bed clothes.
V. Summary description of the human digestive and respiratory organs,
principal phenomena of digestion and respiration.
Hygiene of food.-Necessity of proper food. Quality of articles of food
mentioned below, their purchase and preservation: bread, potatoes, vegetables,
fruit, meat, fish, eggs, butter, cheese, dripping, speces and condiments; sugar,
chocolate, honey, vinegar, oil, salt, rice. Nutritive and digestive value of meat,
fish, vegetables, bread, and food in general; practical means of recognizing adul-
teration of certain substances and manner of distinguishing damaged foods.
Beverages. Quality and composition: milk, beer, coffee, tea, chocolate;
pernicious effects of alcohol.
VI.—What to do in case of accidents:-Wounds, burns, sprains, insect bites,
poisoning, nose-bleeding, foreign bodies in nose, ears or eyes; swoonings: chafing;
how to chafe, administer a gargle, a purgative, to make lemonade, an infusion of
herbs, tea, a poultice; how to apply blisters or leeches, how to cup; how to put on a
simple bandage.
VII. Hygienic precautions.-Symptoms of some childrens' diseases; how to
care for sick children or adults, for the aged; disinfectants; how to disinfect and keep
sick rooms; how to preserve health; elements of a small home pharmacy.
B.—ELEMENTS OF DOMESTIC SCIENCE
I.-Qualities of a good house-keeper.-Rules for sweeping and dusting. How
to keep clean and in order a dwelling as well as its various parts and the furniture.
Kitchen utensils: of what they should consist and how they should be kept.
How to keep lamps, windows, woodwork and floors in order, how to arrange
and keep cupboards.
How to control the expenses of a workman's or a farmer's household; household
book-keeping. Provident institutions.
Making out bills of fare for a workman's or a farmer's family, stating reasons
for the same based on the price, nutritive properties, digestibility of the various
articles of food, cheap dishes, in keeping with an artisan's means. Waiting on table.
II.—Heat and light. Substances used: coal, coke, anthracite, wood, peat,
petroleum. gas, electricity; their advantages and disadvantages, price, apparatus,
precautions to be taken.
III.—Washing and ironing.—Explanation of the various processes of washing;
washing white goods; washing coloured goods and woolens; drying. Hygiene of
washing, raw and boiled starch. Implements for ironing. Ironing one-ply un-
starched linen, one-ply starched linen.
IV.-Cooking. Principal rules. Culinary terms. Rules for making soups,
cooking vegetables, making broth and meat jelly. Eggs, milk, meats, fish; how
they should be cooked and used. Rules to be followed in making sauces and gravy.
How to use what is left over. Pastries.
C.-RUDIMENTS OF HORTICULTURE
Making a kitchen garden; exposure, area, laying out, rotation of crops, spading
and fertilizing; method of increasing; cultivating, and preserving the most useful
native vegetables; care of seed-plants; gathering and preserving seeds; knowledge
of the best kind of fruit trees and of some bouse plants
:
*
206
REGULATIONS OF THE CATHOLIC COMMITTEE
D.—AGRICULTURE
Modern poultry-house: construction, dimensions, laying out. Poultry:
various breeds, layers; food, fattening; choice of the best layers. Laying: exam-
ination and candling of eggs; natural incubation, artificial incubation; natural and
artificial rearing; working the apparatus; selection; poultry diseases and enemies;
sanitation of poultry-house; preservation of eggs; killing.
E. DAIRYING
Means for achieving success; breeds and types of milch-cows; breeds to be
kept; qualities of the French Canadian cow; tests for ascertaining which are the best
cows; cleanliness and hygiene of stables; sanitary care of skin and udder; proper
food, etc., in summer and winter, its effects on the milk. Yield of a good milch cow;
study of milk, causes of deterioration; principal rules to be followed in milking.
Description of a good dairy: installation, laying out, cleanliness; butter-
making; quality of milk to be used; airing, cooling, and straining; different methods
of skimming; ripening of cream, fermenting, getting rid of the butter milk and
skim-milk, salting.
PRACTICAL TESTS
The practical examinations for each candidate shall consist of:
1. Some kind of mending to be designated by lot;
2. Cleaning a part of a house, some household furniture or utensils;
3. Washing and ironing articles of linen or other clothing;
4. Preparing a bill of fare of a meal taken for a workman's, or for a middle
class family, consisting of a soup, vegetables, meat or fish, dessert or some sweet
dish;
5. Washing and ironing linen, workmen's clothing, wollens, flannels; rinsing,
blueing, starching. Knowledge of some substances for removing stains, ironing,
removing grease spots from linen and clothing.
Precautions to be taken in using liquid chloride, naphtha, salts of lemon,
ammonia, etc.
Care of body, table, and bed-linen.
6. Needle work. Cutting out and making up simple garments, mending,
utilization of old clothes, darning, patching; making an approximate estimate
of materials required for various articles of linen and ordinary clothing.
TEACHING TEST
A lesson to be given by each candidate on the subjects mentioned in the pro-
gramme.
N. B.-While the work is being done, candidates will be asked to explain their
operations. They must give reasons for everything they do in connection with
cooking or other work, and also for the choice of articles on the bill of fare, based
on their price, nutritive value, digestibility, etc. They must further state how to
use what is left over to the best advantage.
APPENDIX F
Infant Schools
INFANT SCHOOLS
209
APPENDIX F
Infant Schools
PEDAGOGICAL NOTES
The infant school is an educational establishment whose object is to prepare
children to derive full benefit from primary instruction. It is not a school in the
ordinary sense of the word, for its character differs from that of the primary school.
The infant school is the passage from the family to the school; at the same
time it accustoms children to the work and regularity of the school. It supplies
the care and information which every child should receive from the presence,
example, and words of its mother.
The mission of persons in charge of an infant school is not to teach them reading,
writing, and arithmetic; they are, above all and first of all, the children's guardians
from a moral and physical stand-point and the first guides of their hearts and minds.
Thus, this school for children in their early age is an establishment where both
sexes have maternal care and supervision as well as the first education suited to their
age. They are brought up together, play at the same games, receive the same
training and learn to prepare for the future.
For the benefit of pupils between 5 and 6 years of age, such schools shall have a
class called "infant class", which will serve as a transition from the latter to the
primary school.
The duration of such infant class shall be one year and in it, the children will
be given a summary knowledge of the subjects of the first year of the course of
study for primary schools.
THEIR ORGANIZATION
Infant schools shall be established by the school boards. They shall have, as
directress, a female religious or lay teacher and assistants with the required know-
ledge or specially trained for the purpose.
They shall be subject to the regulations of the Catholic Committee of the
Council of Public Instruction and to the supervision of the school inspector of the
district.
Children between the ages of three and six full years shall be admitted to such
schools.
NORMAL SCHOOLS
In addition to the other duties specified by the law and the regulations, the
mission of normal schools for girls is to prepare teachers-in-training to direct
Infant schools, to grant diplomas to teachers who make themselves familiar with
the methods and processes of such institutions and who pass with success an ex-
amination in all that pertain to the management and direction of infant schools.
Wherever it may be deemed necessary, a practice infant school will be establish-
ed in connection with the normal schools by the proper authorities.
Until the normal schools are in a position to grant diplomas for infant schools,
the persons who have hitherto been employed for two years as directresses or assist-
ants in such schools, shall be recognized as teachers of infant schools, if, as lay
teachers, they hold at least an elementary school diploma. If they are nuns, a
14
210
REGULATIONS OF THE CATHOLIC COMMITTEE
certificate from the superioress of the congregation stating that they have had the
direction of an infant school and possess the necessary qualifications shall be equi-
valent to a diploma.
INSTALLATION
The infant school shall comprise:
1.—An entrance vestibule, heated in winter, with a waiting room for relatives;
2.-One or more rooms for exercise, according to the number of pupils;
3. A dining room with a kitchen for cooking or heating the children's food;
4.-A yard with a small garden;
5.-Privies and urinals;
6. One or more covered galeries;
7.-A lodging for the directress and, if necessary a lodging for one or more
assistants.
The above provisons shall have a retroactive effect.
FURNITURE
The class-room furniture shall comprise:
1.-Low desks and seats proportioned to the children's size;
2.-One or more rooms with the seats in rows, one above the other;
3.-Blackboards;
4.—Wash-basins with towels;
5. Small couches, for the children, with pillows and bed-coverings;
6.-A piano.
TEACHING APPLIANCES
The teaching appliances shall comprise:
1. Inside-Moveable letters, numeral frames, maps of Canada and of the
Province of Quebec, a collection of pictures and charts, a collection of toys, such as
wooden or india-rubber animals, wooden or lead soldiers, dolls and doll-clothes,
cubes, sticks, small boards, etc.;
2. Outside- In the yard: buckets, wheel-barrows, carts, balls, hoops, etc.,
sand for geographical and building exercises.
CLASSIFICATION OF THE CHILDREN
The children shall be classified according to age and physical development.
When there are two teachers, the children will be divided into two groups; one
of children from 3 to 5 years and the other of those over that age.
Whatever the classification, neglect of the smaller children's section by the
directress is fault not to be tolerated.
CLASS HOURS
The school boards, after consulting and coming to an agreement with the school
directresses, shall determine by a by-law, the hour for opening and closing school,
holidays and vacations, conditions of admission, the requirements with respect to
children's health and cleanliness, the manner of keeping the class-room, the mid-day
meal and to any other matters having to do with these schools.
REWARDS AND PUNISHMENTS
The rewards, consisting of good marks, shall be exchanged for toys and pictures
at the end of the month.
There shall be no punishments, properly so called, in infant schools; the only
ones shall be deprivation of work and play in common, for a short time, and taking
away good marks.
INFANT SCHOOLS
211
TEACHING AND EDUCATION
Teaching in nursery schools comprises:
1.-The first notions of religious and moral education;
2.-Gymnastic exercises, graduated movements accompanied by singing, etc.;
3.-Exercises in thinking, language, and recitations;
4.-Drawing from nature;
5.-Manual work for training eyes and fingers, folding in all shapes, plaiting
strips of paper, weaving with various colours and shades;
6.-Singing, many and varied school songs of simple melody, learned by ear;
7.-Chats on ordinary things, such as: food, clothing, dwellings, domestic
animals, things connected with farming, the succession of seasons, heroic deeds
taken from the country's history, curious and amusing anecdotes, the study of a
plant, a flower, etc.
Teachers should train their pupils, first of all: in good, orderly habits, putting
away baskets, hanging clothes up in the place assigned for them, habits of clean-
liness, hands, feet, hair, dress, apron, shoes, rubbers.
To direct the young mind towards the good and beautiful, the teachers must
inspire them with useful thoughts, feelings of piety, goodness, horror of falsehood,
etc., by means of narratives calculated to interest and impress them.
MONTHLY FEE
The school board may fix the monthly fee after an arrangement with the
directress of the school.
REGULATIONS
Infant schools are subject to such regulations as the Catholic Committee of the
Council of Public Instruction may adopt in addition to existing ones, in so far as
they may be in keeping with the particular character of such institutions.
3
ALPHABETICAL INDEX
ACADEMIES OR SUPERIOR SCHOOLS:-(See Course of study).
Conditions required to obtain a grant.
May lose their title...
APPARATUS:-(See Furniture).
•
APPEALS TO CATHOLIC COMMITTEE.
ARCHIVES:—
The teacher to keep them.
ASSISTANT-TEACHERS:-
When they shall be engaged.
Shall be certificated...
AUTHORIZATION OF TEXT-BOOKS:-
•
Articles.
87
258
..227 § 23
33890
•
When and how the application for authorization should be made....
Fee required in certain cases.
243
244
A copy of each edition to be deposited in the Department of Public
Instruction.
245
•
Authorization may be withdrawn.
246
•
•
What should be printed on the cover or the title page of an authorized
book...
246-247
No alteration to be made without approval of the Catholic Com-
mittee...
248
Publisher of authorized book to receive a certificate from the Super-
intendent...
245
How text-books must be printed
250
•
Books recommended as aids to teachers not to be used as text-books
by the pupils...
249
BLACKBOARD..
•
. Appendix A, page 61.
214
REGULATIONS OF THE CATHOLIC COMMITTEE
Articles
BOARD OF EXAMINERS FOR SCHOOL INSPECTORS:—
Composition of..
208
Quorum.
209
Secretary
210
•
Place and date of meetings
211
•
Principals of Laval and Jacques Cartier Normal Schools members,
ex-officio..
208
Inspector general member ex-officio.
Allowance to members.
208
•
213
What is required for admission to examination.
Rules for examination.
Marks allowed...
214 to 218-223
220
Subjects.
Shall issue certificates to successful candidates.
219
221
222-223
BOARD OF EXAMINERS FOR TEACHERS:-(See Central Board of Examiners).
CANDIDATES FOR TEACHERS' DIPLOMAS:-
Conditions of admission to examinations.
Valuation of answers.
•
May present themselves at a subsequent examination.
83-84-110
104-105-106
109-110
CATHOLIC COMMITTEE OF THE COUNCIL OF PUBLIC INSTRUCTION:-
Appeals to Catholic Committee.
Authorizes School books..
257
.243 and following
May annull proceedings of the Board of Examiners in certain cases... 114
May require a teacher to undergo a second examination.
May withdraw authorization of a text-book..
•
115
246
Alterations in authorized text-books to be submitted for approval.
248
•
CENSUS:-
In what case the Secretary-Treasurer is paid for taking it. . . .
265
CENTRAL BOARD OF EXAMINERS:-
The diplomas which it grants.
Date of meetings.
•
Length of sittings..
When and where examinations take place.
Rules for examination..
•
Grants diplomas valid for the whole Province.
Conditions of admission to examination.
•
Conditions of examination.
82
288
79
86
80-82
..89 and following
77
83-84-110
.85 and following
117
121-121
120
105-106
107
108
Registers may be examined by the Superintendent or by his order..
Programme of examination. (See course of Study for Normal Schools),
pages 169 to 187...
Latin not compulsory, except Latin reading
Marks allowed for different subjects.
To whom diplomas should be granted.
What should be stated in diploma..
•
•
•
1
ALPHABETICAL INDEX
215
(
Articles
CENTRAL BOARD OF EXAMINERS.-Continued:-
May suspend decision...
• •
Its proceedings may be annulled in certain cases.
Shall re-examine teachers in certain cases.
Members of Board not to prepare candidates for examination.
Who are exempted from examination in certain subjects.
Duties of the Secretary..
109
114
115
118
111
..81-112-113-116
CLASSIFICATION OF PUPILS..
.Appendix A, page 57
CLASSIFICATION OF SCHOOLS:-
How classified..
Commercial and industrial colleges, how classified.
When an institution may change its title.
Number of pupils required in the Superior Course.
•
CLOSETS:-
How they should be built...
Should be clean and easy to reach.
CONTAGIOUS DISEASES.
COPY-BOOKS FOR PUPILS' USE.
• •
•
COURSE OF STUDY:-
To be exactly followed.
List of subjects..
• •
Subjects taught in each year.
Yearly distribution and pedagogie directions.
•
•
156∞
8
.48 and following
51
Appendix A, page 65
230
227 § 5
.Appendix A, page 67
..
.Appendix A, page 69
.Appendix A, page 73
DIPLOMAS:-
How granted..
What they should contain.
Are valid for the whole Province.
Are of three grades.
•
Shall state in what manner bearer passed the examination
May be annulled in certain cases.
•
..77-113
108
77-78
.79-126-202
108-161
114-115
DOCUMENTS BELONGING TO THE SCHOOL:-
To be preserved by the teacher.
DOMESTIC SCIENCE.
...227 § 23
Appendix B, pages 159 to 165
Appendix E, pages 203 to 206
216
REGULATIONS OF THE CATHOLIC COMMITTEE
ENGAGEMENT OF TEACHERS:-
How made.
•
Permission granted by Superintendent in certain cases.
Length of.
Form of.
•
•
To whom copies shall be sent
May be annulled..
·
•
EXAMINATION:—(See Central Board of Examiners).
EXERCISES:-(Written exercises)..
FORMS.
•
•
Articles.
..23 and following
25-26
24
28
29
32
..Appendix A, page 63
•
pages 47 to 51
FURNITURE:—(School furniture and apparatus:)—
To be made according to approved models.
Of each class-room and of the school..
52
•
52 and following
•
GRANTS:-
Number of pupils required to entitle to a grant.
Cases in which grants are refused.
Cases in which a deduction is made.
•
HOLIDAYS:-
What holidays are allowed.
Vacations..
HOME LESSONS AND TASKS..
INFANT SCHOOLS:..
INSPECTORS:-(See School Inspectors).
LESSONS:—(Oral lessons). . . .
MEDICAL INSPECTION OF SCHOOLS:-
Where to be made..
When to be made..
•
.Appendix A, page 65
.Appendix F, page 209
·
Appendix A, page 61
8
8-9
12
17-18
15
71
72
73
74
·
.Appendix A, page 57
Duties of medical inspectors..
Report to the school commissioners and to the Superintendent..
MORAL AND RELIGIOUS INSTRUCTION.
+
ALPHABETICAL INDEX
217
ORGANIZATION OF SCHOOLS:-(See pedagogic organization of schools).
Articles.
OVERLOOKING OF PUPILS.
PEDAGOGIC ORGANIZATION OF SCHOOLS:-
22-227 § 17-239
Moral and religious instruction.
Classification of pupils..
Time-table..
Registers for teacher's use.
The system of teaching.
Appendix A, I, page 57
Appendix A, II, page 57
.Appendix A, III, page 57
.Appendix A, IV, page 58
•
Appendix A, VI, page 59
.Appendix A, VII, page 59
.Appendix A, VIII, page 60
How the course of study should be followed. .Appendix A, V, page 59
Special methods or teaching devices.
Intuition in teaching.
The blackboard.
The text-book.
•
The oral Lesson.
Questions.
Written exercises.
•
•
•
Recapitulations, reviews, competitions.
Home lessons and tasks.
Copy-books for use of pupils.
Appendix A, IX, page 60
.Appendix A, X, page 60
..Appendix A, XI, page 61
Appendix A, XII, page 62
.Appendix A, XIII, page 63
Appendix, A XIV, page 64
Appendix A, XV, page 65
Appendix A, XVI, page 65
*
•
•
•
POOR MUNICIPALITY FUND:-
Conditions to be entitled to a grant.
How grants are asked for....
•
Municipalities which are not entitled to a grant.
PRIZE-BOOKS:-
•
10
10
9-11
How and when distributed.
Shall not be given in lieu of other premiums.
Bear a special label.
•
..251 and following
254
255
Titles of books given to each pupil to be entered on school visitors'
register...
256
Protestant books not to be given to Catholic children and vice versa.
257
• •
PUPILS:-
Regulations concerning them.
229 and following
Should be overlooked...
22-239
Are responsible for damages caused by them.
240
•
May be expelled.
228-241
May be re-admitted.
242
•
Shall not attend the school of another district without special per-
mission....
238
218
REGULATIONS OF THE CATHOLIC COMMITTEE
PUPILS.-Continued:-
Maximum number per teacher.
Number required to entitle model schools and academies or superior
schools to a grant...
When affected with contagious diseases.
+
QUESTIONS.
RECAPITULATIONS, ETC.,
RECESS
REGISTERS (SCHOOL REGISTERS):-
For each school..
Teacher to keep them.
•
Articles.
30
8
230
.Appendix A, page 62
.Appendix A, page 64
20-21-22
Appendix A, page 58
260
237 § 19
RELIGIOUS INSTRUCTION:-(See Moral and religious Instruction).
SALARIES (TEACHERS' SALARIES):—
To be paid each month.
SCHOOL:-
259
Public Schools, how classified..
Maximum number of pupils per teacher.
Who are excluded..
SCHOOL (ELEMENTARY OR PRIMARY):-(See Course of study)
SCHOOL (INFANT SCHOOL):-
1
30
228-230-241
•
.Appendix F, pages 209 to 211
SCHOOL (MODEL OR INTERMEDIATE):-(See Course of Study).
Conditions required to obtain a grant.
May lose title.
•
SCHOOLS (NORMAL SCHOOLS):—
How established..
Duties of.
Register of examinations.
Principals, nomination of.
Duties of the Principals..
•
•
Meetings of the Principals.
Professors nomination of...
8
7
122
123
126
134
135 to 140
141
142
143
144
124-125
!
and Appendix C, pages 169 to 187
Ordinary professors and associate professors.
How the professors shall teach.
Course of study..
•
•
•
ALPHABETICAL INDEX
219
SCHOOLS (NORMAL SCHOOLS).—Continued:-
Teachers-in-training, conditions required to be admitted.
•
Duties of teachers-in-training.
Examinations of teachers-in-training
Marks assigned in each subject..
Correction of examination papers.
Age required to receive diplomas.
Diplomas, when and how granted.
•
•
•
•
Diplomas, may be granted to bachelors and former pupils.
Amount to be paid for board.
Number and value of bursaries.
How the bursaries are granted.
Prince of Wales prize.
•
•
School of application in connection with Normal Schools.
Pedagogic organization of the school of application.
Buildings and furniture for the school of application.
Director or directress of the school of application.
Register of the school of application..
Monthly fee.
•
•
•
•
Articles.
145 to 150
151-152
153
154
155
157
158-161-162
159-160
150
163
163
164
127
128
129
•
130-131
132
133
SCHOOLS (PRIMARY AND DOMESTIC SCIENCE NORMAL SCHOOLS):——
How established.
Duties of..
Register of examination.
Principals, nomination of..
Duties of the Principals..
Meetings of the Principals.
•
Professors, nomination of....
Ordinary professors and associate professors
How the professors shall teach.
•
•
•
and appendix D,. pages 191 to 200
Teachers-in-training, conditions required to be admitted.
Course of study...
Duties of teachers-in-training..
Examinations for diplomas.
Marks assigned in each subject.
Correction of examination papers.
165
166
169
177
178 to 182
183
184
185
186
. 167-168
.187 to 190
192-193-194
195
196
197
198
199
200-202-203
198
201
192
204
•
•
205
206
207
170
171-174
172
173
*175
A
Primary school diplomas and domestic science school diplomas.
Age required to receive diplomas.
Diplomas, how and when granted.
Diplomas, by whom granted..
•
•
Diplomas may be granted to bachelors.
Amount to be paid for board.
Number and value of bursaries.
How the bursaries are granted..
•
Prince of Wales prize.
Pedagogic notes.
science Normal Schools.
•
Schools of application in connection with Primary-and-Domestic-
Pedagogic organization of the school of application
Buildings and furniture for the school of application.
Directress of the school of application.
Register of the school of application.
Monthly fee.
•
•
•
•
176
220
REGULATIONS OF THE CATHOLIC COMMITTEE
SCHOOL (PUBLIC SCHOOLS):-(See Classification of Schools).
SCHOOL (SUPERIOR SCHOOL OR ACADEMY):-(See Academy).
Articles.
SCHOOL COMMISSIONERS OR TRUSTEES:
In relation to school sites and grounds.
In relation to schools.
In relation to furniture and apparatus.
In relation to school year.
In relation to school hours.
In relation to teachers' engagements.
May permit attendance at the school of another district.
May exclude a child from school.
•
May not permit the use of any, but authorized text-books.
Shall provide approved forms, etc.
33 to 37
2-3
·
52 and following
15 and following
19 and following
24 and following, 259
238
228-241
14
260-261
•
In what case they may indemnify their Secretary-Treasurer 263 and following
Where they shall hold their meetings.
262
SCHOOL HOURS:-
Length of.
Recess..
SCHOOLHOUSES:
19-20
20-21
Sites..
..33 to 36
Shall not be close to the highway
37
·
•
In what case they shall contain several class rooms
Dimensions of classrooms, etc..
4
4
•
38 and following
Rules to be observed if dwelt in by teachers.
45-46
Not to be used as dwellings except by teachers.
To be built according to approved plans..
65
•
47
Inspector..
Not to be occupied till they have been accepted by the School
To be kept in good repair.
Not to be used for any, but school purposes.
Furniture, etc.
·
Cleaning, fuel, lighting of fires, etc.
Closets or privies.
47
63
64
•
52 to 62
•
69-70
•
48 to 51
225
A
47
SCHOOL INSPECTORS:-
Examination of candidates for inspectorships.
General duties.
Duties in connection with the giving of prize-books..
Duties in connectiou with the accepting of schoolhouses.
SCHOOL JOURNAL.
214 to 223
251 to 257
...227 § 18, 260
SCHOOL REGISTERS:-(see Registers.)
ALPHABETICAL INDEX
221
SCHOOL SITES:-
Conditions required.
SCHOOL YEAR.
Articles.
...33 to 36
15-16
SECRETARY OF THE CENTRAL BOARD OF EXAMINERS:-
Shall provide suitable rooms, etc., for examination.
Receives documents and fees from candidates.
Registers names of candidates.
• •
•
81
83-84
112
Keeps two registers..
112
Forwards report to Superintendent.
113
Forwards statement of receipts and disbursements to Superintendent.
Signs diplomas with President of Board.
116
113
SECRETARY-TREASURER OF SCHOOL BOARDS:-
•
Shall be provided with suitable registers.
Expenses paid in certain cases.
May be paid for taking census.
Shall pay teachers each month.
• •
261
•
.263 and following
265-266
259
SUMMER COURSES for persons who intend to teach Domestic Science:-
Appendix E, pages 203 to 206
SUPERINTENDENT:-
Provides blank diplomas for Central Board of Examiners.
Grants diplomas to Normal School pupils.
113
156-198
May inspect registers of the Central Board of Examiners.
Gives notice in Official Gazette when a diploma has been revoked.
May authorize School Boards to pay expenses of their Secretary-
Treasurer.
117
•
115
265
TEACHERS:-
Age..
When they may teach without a diploma.
Names to be entered in a register..
23
25-26
112
•
•
Shall, in certain cases, undergo a second examination.
Length of their engagement..
115
24
In what case their engagement may be cancelled.
Their diplomas may be declared null.
32
114-115
•
Shall be paid each month.
259
Their duties..
227
When there are several teachers in the same school.
31
0
Shall not punish harshly..
227 § 15
Shall exercise proper surveillance over pupils confided to their care
22-227 § 17
Shall use only authorized text-books...
In what case they may require assistant teachers.
30
78
14
222
REGULATIONS OF THE CATHOLIC COMMITTEE
TEACHERS—Continued:-
Maximum number of pupils to a teacher..
Articles.
30
228
§ 24
69
70
In what case they shall notify parents, or School Commissioners.
Shall not absent themselves without notifying the School Board. 227
Cannot be required to see to the cleaning of classrooms, lighting of fires
Shall not be required to furnish fuel...
TEACHING:-
System or teaching.
•
Special methods or teaching devices.
Subjects taught in each year.
Domestic science.
•
•
.Appendix A, page 59
Appendix A, page 59
Appendix A, pages 69 to 73
.Appendix B, pages 159 to 165
TEXT-BOOKS:-
Pedagogic directions concerning use of.
Authorization of, by Catholic Committee.
Not to be used without authorization.
To be uniform in all schools, of a municipality.
•
TIME-TABLE.
TRUSTEES:—(See School Commissioners).
VACATIONS:-(See Holidays).
•
Appendix A, page 60,
243 to 250
14
14
.Appendix A, page 57
15