The Huron News-Record, 1889-06-05, Page 2flu 'gluon Newo-Prtird
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HISTORY IN PUBLIC
SCHOOLS.
•
By Mr. W. R. Lough, l'riticlpal. Clinton Model
School.
Mr. President and fellow 7'eachers :
Ilistory is a subject that has boon
very little discussed at our meetings,
and I believe this is a mistake.
\Ve have to devote a considerable
portion of our time to the teaching
'of the subject, and have nut passed
to consider whatlier we could not
more profitably expend the time
on some other subject. This paper
has been undertaken. with the hope'
that a lively discussion will bei•
evoked. It will do us all good to
get •some of our rough corners
ground off, and perhaps after hear-
ing of the difficulties of others we
will be encouraged in our own
work.
"What is the use of studying
history 1", is a question that has
frequently been asked mo by pupils.
They can see the value of Reading,
Arithmetic, Writing, Composition,
&c., but history requires so
much tirno and there is so
much that requires so much
time and there is so much and there
is so touch that requires explauation
that they conclude it would be bet-
ter to put the time ou the other sub-
jects. "We can read history for our-
selves after leaving school," they say.
Can we censure pupils for not
wishiug to study a subject which
affords no practical benefit 7 But,
someone may say you do not make
it interesting enough, or they would
love the snbject. Of such I ask in
passing; Can you melee history
iutoresting and prepare a class for
entrance in from six to eighteen
mouths, without sacrificing, titne
that should be devotee' to other
branches 7
But my pupils aro not the only
persons who rogarrt history in this
light. \Ir. I -I, Spoucer says :—
"Prat history as now written is use-
less. It does not illustrate the
right principle of political action.
The groat mass of historical facts,
are facts from which no conclusions
can ho drawn—unorgtnizablo facts,
and therefore, facts of no service
in establishing principles of con -
deet, which is the chief use of facts."
Pain says :—"The full bearing of
History cannot be understood with-
out meeih.previous knowledge, and
some experience of the world, and
where these requisites aro found,
there is little need of a teacher.
Tho historical works, ancient and
niodorn, are the self -chosen private
reading of our mature years." By
way of p,renthesis I would say, I
have found my experience coincide
with the above, I have found my
hest students of history to be those
who aro great readers.
Mr. Payne says :—"That history
as taught in all oils better schools
has an almost incornperable culture
value, second, i think,only to liter
Mitre." He groins history as fol
lows : —Practical value, diroet-low,
indirect -medium: disciplinary value,
specific -low, 'Tonic, High.
I believe Mr. Payne is right, but
in this utilitarian age culture is
given a subordinate rank.
In my opinion, the aims of teach-
ing the subject are as follows :—'-
let, To create in pupils a taste for
reading. 2nd, To train pupils to
form opinions for themselves. 3rd,
To fit pupils for the duties of
citizenship. Ath, As a means of
culture.
These aims aro inseparably con-
nected and the first to a certain
extent includes the others, and is a
Means of securing the others. For
this reason, 1 will not notice them
separately.
In all teaching our aim should be
to foster a love for reading, and to
cultivate a taste for the right kind
of literature, so that when a pupil
loaves school, he will continue his
education independently of any
other teacher than the author of the
book he may be reading.
History presents a vast field of
reading into which the student is
ushered by the teacher, and over
which he may roam, here, pausing
to pluck a fragrant flower, there,
to gaze upon some fascinating pan-
orama, anon, he feels his whole soul
vibrate with emotion over some stirr-
ing scene in the great drama which
has bene enacted in the centuries
gone. by. What child is not arous-
ed to strive atter higher ohne by the
narration of the struggles for free
done of each men as Alfred, Lang-
ford, Montfort, Wallace, Tell,
Luther and many others, who oppos-
ed tyranny, error and superstition
in their varied formal What child
duos not recoil with horror from
tales of oppression, scenes of cruelty
and brutality perpetrated by those
who fancied they had the "divine
right" to lord it over'God's heritage
Cu this fair earth 1
These emotions should be utilized
in developing lofty sentiments and
encouraging nobility and independ-
ence of character. `We should train
our children, to love right because
it is right, to sympathize with the
oppressed, and to assist those in
trouble, or the unfortunate.
1 believe there is no subject
which can bo made more interest-
ing than history, and none which
will give broader views, and re-
move the conceits, prejudices and
bigotry of the narrow minded.
True if n man read but one author,
he will imbibe his views, and may
think that what he does not know
about the subject is not worth
knowing. But, if he read such,
extremes as Macaulay and Liugard.
and see the character of aomo of
the prominent persons who have
figured in tho past portrayed in
such opposite colors he will be led
to t•hiuk that the moat important
thing iu the' work of education is
to euconrago thought. We have
too few thinkers in the world. The
great mass of people is led by a•
few. There is always hope for a
men when he begins` to think.
Turning from the authors mentiou-
cd, he is compelled to read some
moderate -viewed historian such as
Hallam or Green. After reading such
a variety of ways of looking at the
history of the same events, he would
be led to determine that it is best
not to pin his faith in history,
politics, or religion, to any individ-
nals's coat sleeve.
As we read the characters of men
and women; as depicted iu history,
we aro led to consider how far our
characters correspond with theirs.
We are induced to show 'the faults
and to aim to cultivate the good
qualities of others. We see that
few come near the attainment of a
full-orbed manhood, and wo are
eucouraged to, greater activity by
seeing the lofty position that frail
humanity has ,sometimes reached,
and as we read of the work of such
neon as Wilberforce, Howard, &c.,
we resolve to take our stand in the
ranks of those who are engaged on
the side of light against the forces
of darkness, and to endeavor to do
and dare and departing leave the
world the better of our having
lived.
Again, let us consider the di-
vision of the subject into the cus-
toms of the people, religious
advancement, progress of literature
and education, biography, explora-
tious, commercial and manufactur
ing enterprises, inventions and. dis-
coveries, struggles for freedom
and 'political reform and Other
topics. IIow well calculated
they are to • draw out and
cultivate the nobler motives 1 How
well adopts• I some of them are to
iatutcst the student and to aid in
the acquisition of knowledge of
the world which will fit hint to
perform the duties of citizenship.
Hew much butter fitted to en-
noble the character and prepare a
yo ith for the stern realities of
life, than aur yellow -covered litera
tore, or such sentimental unnsenso
as is written by the popular move•
list of to day who is flooding the
country with one work after
another, as if ho had a feverish
anxiety lest he should din before
his work is done.
, Our children kill read something
and what is the great question that
- ' concerua parents and more eepnel-
• , n11 p beeteliere, and those wbo frame
the programme of studies for our
•
soholals. Are ne as teachers to be
planed in a position to interest
pupils ,so. that we can guide this
love for reading in the right direc-
tion or not 1
How TO TBA01i I11STOLIY.
I believe history should be taught
by means of the chalk and black-
board. Then the question arises :
How much should we put on the
blackboard 7 Wu much guard
againt making the child a more
receptive machine. He should not
be allowed to answer in the words
of the teacher, troy more than in
the language of the text -book. He
should be trained to express his
thoughts or the thoughts ofthe auther
in his own words. Theu we should
not write full sentences on the black
board, as a rule, but, only suggestive
words to assist tho memory of the
child. Care )oust also bo take
that provisions is made for inde-
pendent thought and reeling
on the part of the pupil. "Never
do for a child whet he can du for
himself" is a good rule. "Do not
spoonfeed children" is another.
Then the query arises.—should
the chalk be used after or before
the class have studied the lesson fur
themselves? I thick, with a suit-
able text -book, most of the lessons
should be studied by the class be-
fore the topic is taken up by the
teacher. (It being understood that
the lossou has been properly as-
signed.) Tho ch.ilk should be used
for the purpose of summarizing the
chief pointe in the lesson.
The subject is bost"rernembered
through the details, and the skeleton
should be picked after the meat has
been taken off, not before. We
should take itivnntage of the "law
of association and suggestion" \\re
make an outline for tlru purpose of
assisting t.he..-Inetnury. .
I think the boat method is au get
the pupils to tell what they eau of
the topic under consideration, and
then reward their exertious by
adding, to the knowledge obtained
by independent effort, some inter-
esting facts. Thou place a synopsis
of the lesson on the hoard, drawing
as much as possible front the pupils.
Still there are many lessons which
roust be carefully taught before the
pupils Call grasp the meaning. The
teacher must be prepared to give
different opinions on many topics
and assist pupils to form conclu-
sions from thein. Take for instance
the Executiou of Charles I. Here
pupils must be led to see that by
the provisions of 1110 Great Charter
the king did not receive a fair
trial and that therefore his sentence
and execution worn not justifiable,
This topic affords the teacher an
opine iunity to imeress a great
moral principle, that of justice to
all.
THE OOURSE IN UdSTORY. '
Can history be taught profitably
and properly with uur present course
and text -book 1 .From my expeci-
enee after trying marry Methods, 1
do not hesitate to answer iu the
negative.
The field is too large td work
l•rufitebly in the tilne at our dispos-
al. To prepare an average class fur
entrauce, examination in one year,
at least one hour a day must bo
devoted to history, in order to
make a fair work on the "leading
features" but, when we see the
papers set and find that the mean-
ing given to "leading features" by
the man who sets the, paper is not
in accordance with our ideas, and
that some of the questions are of
such a nature as to require a mature
mind to answer theni, we are in-
clined to think that to teach the
subject as it should be taught, in
order to cultivate a taste for reading
sun to train to independent thought,
we would require about six hours a
day.
The present course iustead of
advancing the cause of education,
hinders it. Ask the librarians of
our Mechanics Institutes, how many
of our young people read historical
works. Is it any wonder that
pupils are disgusted with the sub-
ject? Instead of giving them afi
appetite for such food, wo make the
subject nauseous..
We give them the bones of the
fowl and ask them to digest theao
first, then wo turn them adrift to
complete the structure out of these
dry bones.
I believe Quick is right when he
says :—"I neither despise a know -
lodge of history and geography, nor
do I think that those studies should
be neglected for foreign languages or
science ; and it is becauao 1 8110111(1
wish a pupil of urine to become
in the end thoroughly conversant
in history and geography, that I
should if possible, conceal from
him the existence of the numer-
ous school ninunals on these sub-
jects."
"We will supposo," he continuos,
"that a paroilt moots with a book
which he thinks will be both in-
structive and entertaining to his
children. Bat the book is a large
ono and would take a Inug time to
get thrrwngh ; so, iustead of reading
any pant of it to therm or lotting
thouh read it for themselves, he
makes therm learn the: index by
heart. The children do not find it
entertaining ; they got n horror of
of the book, which prevents
their ever looking at it afterwards,
and they forget the index as soon
as they possibly can: Just such is
the sagacious plan adopted iu
teaching history iu schools, and
such are the nature' consequences.
We give the epitome first, antlt
allow it to precede, or rather to
supplant, the knowledge epitom-
ized. The children are disgusted
and no wonder."
TUE TEXT -BOOK.
l;.11dwin says:—"As far as mere-
ly intellectual education is concern-
ed the most important lesson that
can be learnt by the pupils is how
to use the text -book to the best
advantage. The treaaured know-
ledge and wisdom of the ages is
stored in books, and the secret of
gaining this knowledge from their
pages should be communicated by
every teacher to every pupil. Can
we .make the Public School text-
book " understandable," or " learn•
able 7" Without.fear of ooutradio-
tion 7 I answer, no.
Again, Baldwin says :—" The
language of the text -book should be
correct, acid choice, and the style
clear, vigorous, and vivacious. A
text -book written in a styl#beyourl
the capacity of the pupil is not Duly
useless, but positively injurious,
since either the pupil becomes dis-
gusted with the study and neglects
it altogether, or he commits to mem-
ory the language of the book under
the erroneous impression that he is
acquiring kuowlodgo, and thus his
mental habits are seriously, if not
permanently, vitiated."
Does our text -book meet the re-
quiretnentet 1 The best that can be
said about the authors is that they
resemble Cromwell iu that they live
a century or two before their time.
When the "coming teachers" will
have prepared the great -grand -par-
ents, grand -parents, and parents of
the future gouerations to speak and
understaucl a style a stop in advance
of Johnsoniui 'English the book
rimy bo of use. Until then I move
that it be relegated to the shelves of
some museum of cu1•iositios therm to
remaiu till resurrected by some
searcher after the "Curiosities of
Literature," and I• hope that the
authors and the authorizer's of the
book will long ere that have receiv-
ed (in this lite) their reward for
the wrinkles and grey hairs they
have produced on the heads of
teachers and children by their lack
of knowledge of child capacity.
Here are n few specimens of lan-
guage from page 1.10: " Bute bo -
came the best abused man in the
country ", " inveighed ", " inadequ-
ately compensated ", "legal tram-
mels"," profligate", "scurrility ",
" declared the comments of Wilkes
seditious ", " maladministration."
Hero is a sentence from page 111:
"'Meanwhile, the Grenville ministry
had passed, away,tegh, its successors
under the leadership of Lord Rock-
ingham and the Duke of Grajt.on,
and was followed by the adtninistra-
tion of Lord North." Are such ex-
pressions l'uuderst'tndable " or
" learnable " by children from 10
to 14 years of age 7
History should be taught by the
topical method. 1Jr. Arnold sug-
gests the following topics : " race,
language, institutions, and religion."
The syllabus of lectures for Model
Schools suggests : "(a) wars civil
and foreign ; (b) the constitution ;
(c) the church ; (d) progress of the
People ; commercial fy, socially,
educationally ; (e) literature ; (f)
notable people."
The authors of our text -book have
completely ignored this method of
teaching in the arrangement of their
sections.
Again the subject matter of some
of their sections has very little bear-
ing on the title of the section, For
example, the title of the first section
on page 173 is " Immigration."
The section treats of immigration,
improved facilities of communica•
tion, the development of the lumber
and ship -building trades, the Com-
mon School System, circulation of
money, establishment of hanks, con-
struction of public works, the feel-
ing against irresponsible govern-
ment, the misappropriation of pub-
lic funds, the scandalous system of
granting public lands, the Alien
Act &e. Certainly this is Compre-
hensive if not
1 bolieve that several resolutions
have boon passed by County
Associations and by the Provincial
Association, recommending that
only n portion of the subject be
taught iu public schools. The
Minister of Education has not acted
on this advice. This is a matter in
which I think a part includes the
whole. A portion taught as it
should be, and with the true aims
will load to the study of the whole.
UOW TO USE TAE TXT 9001C.
My opinion of the proper Oleoe
for the book has already been given,
but it is an authorized work and
therefore cannot be dispensed with
until a mandate is issued by the
cotnmaudiug officer.
Well, then since there is uo help
for us, let us tranelat• it into iatelli•
gible language. I believe the best
method is to use the book 'as a text
book iu reading and literature. We
eau use it also in teaching composi-
tion by giving exorcises in paraph-
rasing and giving variety of expres-
sien.
Time may be saved by teaching,
history in this way, but the great
aims of teaching are lost sight of,
and except in the hands of a skilful
teacher, it is calculated to disgust
pupils with the subject.
Just at this point light has
dawned on my hitherto benighted
intellect, I take it all back, as I may
have misunderstood the object of the
authors. It may have been intend,
ed es a compendium of history,
reading, literature and composition,
if so I humbly crave the author's
pardon for having maligned the
character of the bonk,
SECOND Deli
Oa Thuradt.y morning Mr Dearness
discussed the subject, "Reading• with
junior classes." He ':new a teacher in
his own inspectorate, who kept a small
celleotion of flowers in his register, to
illustrate the lessons in botany, in the
readers. The speaker, by means of a
class of young pupils 1a attendance,
showed many valuable priuciples and
methods underlying the teaohing of
the first lessons. There are many ways
of teaching reading, but an eclectic
method, in which the phoaic system
predominates, is the best. The order
of teaching should be—words, phases,
senteures. Too much hetes Is often
placed on the correct pronunciation of
the article preceding the word, the
learner in this way loses sight of the
thought contained in the word, and
from the first there should be thoaeht•
getting As often as possible the object
should be used, to connect the thought
with the written or printed word. The
early lessons should be taught from the
blackboard, not from tablets. Ile thea
au'lit the class the first lessons in the
Reading Primer. A hat was drawn or.
the blackboard, and the class was told
that the chalk could tell the name,
which was writteh on the board
under the object. The question was
asked, " What does the chalk say?"
The learne"s answered, "The chalk
says, a hat." Each scholar pointed to
"what the chalk said." Then a cap
was drawn on the board, the word was
written, and the meaning it conveys
was thus made clear. Tins drill should
be taken for a day or two. The name
"cat" was then placed under a drawing
of the animal, which the class readily
, recogufzed. A drill followed ou the
words thus far used, viz.:—
A cap. A hat. A cap. A hat.
A hat. A cat. A cap.
The.relationel words should be taugut
in phrases., The pbraso,"I see," ebould
be repeated several tines, and•learned
as a phrase. Four lessons should be
given each day. The difference between
words and letters should be made plain
by such questions as, "How neatly let-
ters in this word? • In this liee? How
many words in this line?" Wo -ds un-
like one another are most readily re-
cognized and remembered. The p.amer
is faulty in this respect. The teacher
should give a larger vocabulary than
that contained in the book, and shook'
keep a note book of words for the nest
class of beginners. He advised teachers
to purchase second-haltd books for the
dull pupils of junior classes, who should
be asked to -read some story in them,
when they are not proficient in reading
the more advanced book. In cantinu-
ing the drill in Phonics, the teacher
'should give practice to the class, he
hearing the words separated before the
blackboard is used. This leseoa was
itluetrated by the uae of the words
m-on•th ch-ai-r b•a-11 b•un-ch
At first the class did not catch the
idea, aad after asking each one to show
his right hand, the Inspector told tb. n
they rnight put it ou their n-ez-ae. Each
member understood this, and seemed
to.enjoy the lesson, The teacher should
pick out of the readiug lesson a namt )r
of words very nearly alike, as
ca -p ca -t ca -n
and give a phonic analysis to illustrate
the last letter, or
mat c -at f -at r -at
to show clearly the initial letter. New
words ehoutd be taught o ily as,
they are required, viz., to make sense.
Using two pointers, and with the class
standing directly in front of him, the
Inspector made the class read these
sentences, taking the words in pairs :—
. The cat can see the rat.
The cat can see a rat.
Can the cat see a rat ?
Cau the cat see the rat? •
1.1 reading this it was plain that the
pupils were feeling their way to catch
the thought, and t0 cultivate still far-
ther the observing and reasoning facul-
ties, the teacher should put senteuoes
on tate board with the words altered
slightly from the form given in the
boon, and occasionally cover mine word
with the hand.
Mr Manning, chairman of the Ovl-
logiate Institute Board of Trustees,
Clinton, was introduced and delivered
a vigorous and practical address nn
several topics .in connection with Edu-
cation. A lively dispussion ensued in
which Messrs Clarkson, Doig, Lough,
Robb, Malloch, and others joined. A
vote of thanker was passed, on the mo-
tion of Mr Clarkson, seconded by Mr
Mallodi, with the request also, that the
paper bo planed in the hands of the
Association for publication ; this, it is
o::petted will be done next month,.
The following officers were appointed
for 1889: President, W. H. Stowe/ i,
Vice-president, D. M. Robb, Sec. Treas.,
A. H. glummer, Delegate, W. Doig,
E:aecitive Committee, J. Dickson, aa,
Johnston, Miss Helyar, Miss Edwards,
Miss Simpson.
Mr R. Hicks, of Egmondville, ad-
dressed the Convention on Public School
Temperance and Hygiene. This subject
has no set place on his time -table a,id
he roaches it as examples and circum
stances permit. Ifo explaius to his
classes the, general principles of a•ea-
tomy, naming the particelar honest,
the heart's divisions and the circulation
of the blood, tho lesson, that there is a
Divine Architect of the wonderful struc•
ture, should be thoroughly inculcated.
Children should not, as a rule, eat
their lunch until noun, and the prat=
tice of eating apples et irregular tines
We are sacrificing time that
should bo devoted to reading and
literature in the vain effort to feed
the minds ofchildron with the in-
digestible food contained in our
school text books. •
Is there a remedy ;l I believe
there: is Secure the co-operation
of our trustees, and let a united
effort he' made to obtain a reform
in this, and perhaps 801110 other de-
partments, but I do not wish to in-,
troduce' politics into this paper,
Most of you tiro aware that .I loan
toward the Liberal side, except
when au important taatter is at
et•ticn. I think I may safely draw
the line at the course in history -and
thn loxt hook.
.-n.n:J.
should bo sato ped. The anhoolroona
should always be comfortable and not
too hot. Much can be done by parents
iu sopportilg the teacher's efforts to-
ward greater oh:wa iuees of the pupils,.
sad the teacher sleiukl scud ideas to
the home th.•ough the scholars; boys
should not be allowed to lounge about,the
Image are cramped, the heaths in a bad
position, the shoulders rounded, and
the teacher should point oat to the
pupils bow they should sit; the girls
sot lust as injudiciously; to beautify
their forms they lame tightly; both sex-
es should take abundant e:.ercise, and
should rest also, when the time comes;
in too many homes the light is not al-
lowed to enter for fear of injuring the
carpets and tapestry while fregently
rooms are is total darkness by reason
cf the shutters being closed ; scholars
see that plant life in cellars is sickly ;
as the temperature changes, children
sboald make necessary alteration in
';heir clothing, and fe•eluently It is
changed too early. Concerning Public
School Temperance he had not been
successful iu using the authorized text-
book, aad preferred to teach the prin-
ciples as examples presented them
selves and try to live ont before the
scholars, the principles 3f total abatin•
once. Scholars should be kt to see
that life is uncertain to the man who
uses liquors, and why should boys and
girls woo know that they aro now iO
80111d health need any thing as a stint-
ulant as they advance is life? 50 years
ago insurance companies cocsiclered us-
ers of liquors as 20%, 23°,,. and none -
times 25% better subjects than total
abstainers ; no.v these facts are just
the reverse; the "treating" eyete,u is
unnecessary and nnuatare . &Iuuy of
these facts ale so simple that it requites
little cr uo effort to present them fav-
orably to the common esu: a of child' en.
When young ladies come to town they
ge about their business in the stores,
weile frequently the young men go to
taverrs, waste time. squander their
money, and degrade themselves. Young
men should be taught what is implied
in the term "ge,ltlsu.eat" add yours;
women should learn how powurfel is
tuei'• infltu,'ce when they are 18 or 20
years of age, and should preseet no
tempts„ io 1 in social times and gather,
ioge to young men The teacher n ho
would teach temperance properly must
be a living example of it.
Mr Blackwell and Mr Dearness sun
ported strongly the position taken by
Mr Hicks.
At the afternoon session Mr Delu•nuss
audressed the meeting mil " Deskeoccu-
pationa of junior glasses." This was,
perhaps, his most interesting address,
and was well received by the teachers.
Ouly a mere outline o: it can bo 11380(t -
ed herr. A good plan used by some
teachers is to leap a scrap hook col
tairieg pictures and other "nick -narks"
of interest and value to pupils, and to
allow deserving students to eeamine is
at suitable times; little half inch cubet
may be used by; children as building
blocks; threading beads of various colors
to se.ve the purposes 0: calculation
and perception may be dodo iu various
ways, with different degrees of diTiculty
to suit varying circnmatenoes ; assort-
ing oat straws, colored with diamond'
dues is a useful exercise for jenior pu-
pils. A good deal of the work of the
kiedergatten can be introduced into -
ungraded sebools; the test book by Mr
Sinclair, of IIamilton, was cited as a
valuable help. With young pupils the
recesses ahe)t''d he long, and their life
should made as happy as possible ; the
ruler, pencil and Mato should be used
by the child during its first day at •
school. Slate pencils, if in the bends
of the pupil, should be encased in paper
by the teacher ; curves should be taught
:early in the scholars first days at school;
outline capitals of I LT H Ie'E etc., may
be practised by drawing parallel lines
and running a third line between them.
When the child draws a picture of his
own ima••ining, the teacher should take
notice of it; problems in meatal arith-
metic may bernade of real interest, as
for instance to show that
7=3 and 4.
7=0and 1.
7-=4 and 2 and 1.
using colored straws. From F. 13issott,
Com Nall, Ont., may be obtained little
envelopes containing cut letters, which
children may use with profit in learning.
to construct names. Many ingenious
desig'rs' f animals and simple articles -
were given, to show how children may
be trained to usejlisir own minds in
thinking.
The following resolutions were passed:
Resolved, That the members of this
Association request the Hon, the Min-
ister of Education to take immediate
salon to have the present Public School
history supplanted by a more suit-
able text book for public school children,
the language in the present history
being far tooditttcult.
Resolved, That the Public School
Arithmetic is quite un'suitablo as a text
book for junior classes, and in view of
this fact, that we ask the Hon. tbe Min-
ister of Education not to strike off the•
list of authorized books, Kirkland and.
Scott's elementary arithmetic.
Resolved; That either Euclid Book I
be placed on the curriculum of studies
for third class certificates, or that men-
suration be removed, since the teaching
of mensuration to students who have
not a knowledge of 0uclid 1s a violation
of thee first principles of education.
Resolved, That biology and chemistry
he made optional for second class cer•
tifcate•s.
Resolved, That whereas 780 candi-
dntes,who failed at the non-professional
examination in passing for2ud and 3rd
class cerdlica1es, during the past five
years, were awarded certificates on ap-
peal ; from this we would infer that a
large number also of those who were
passed by the sub -examiners received
eertificatos which they were not entitled
to, owing to the examiners erring in the
other direction, we would, therefore,
recommend that the Minister of Edu-
cation would exercise more care in the
future fa selecting the sub -examiners,
so that nothing but thoroughly compe•
tont and reliable persons be placed in
that important position.
-Resolved, That the Minister of Edu-
cation ho recommended to select the
members of the Central Committee so -
that no section, either r f the Province or
educational interests, be unduly repre-
sented, and that no one be placed on
this committee who isnot in full accord
with the best interests of the Public
and High Fltikeol education in this
Province.
Resolved11'1uit the following votes of
thanks be tendered :. To Mr Deerness,
for his 0 lifying address in the town
hall,- for his instructive and p••actical
methods of teaching junior classes, and
eve heat tilt- rermmmcnd hien to other
:\sanciations, as an (Aerator abreast
with the tinge. To the following g n•
tlonic•n for their able iuldressee and
mere, Messrs Lmteh, Manning, Hicks,
Robb. To the retiring Sec.-Treas., A.
M, Burchell, and ether retiring officers;