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CIHM/JCIVH*
Microfiche
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CIHM/ICMH
Collection de
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Canadian Institute for Historical Microraproductions / Institut Canadian de microraproductions historiqulbs
Technical and Bibliographic Notas/Notas tachniquas.et bibliographiquas
Tha Instituta has attamptad to obtain the beat
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The copy filmed tiere has been reproduced thanlcs
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Quebec
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Les images suivantas ont M reproduites avec le
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Maps, plates, charts, etc., may be filmed at
different reduction ratios. Those too large to be
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beginning in the upper left hand corner, left to
right and top to bottom, as many frames as
required. The following diagrams illustrate the
method:
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Les cartes, planches, tableaux, etc., peuvent *tre
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Lorsque Is document est trop grand pour Atre .
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d'images n^cessaire. Les diagrammes suivants
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6
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^^^^^^m^mttaat^itaiitii&^S
No. 3.
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Tho CJhief Superintendent «hall. In hta dlaoretlon, forward to the Trustees of esoh DUtriot. a
senu-annu«l Oiroular. oontalning offloial uotloes. eduoational information. *nd especially a detailed
statement of the Provlnoial Orants paid to Teachers, and the apportlonn^ent of the County Assess-
ment Fund to Trustees. These Circulars shall be permanently filed, by the Trustees, and shall be
aoaesaible to Teachers in eaoh 0istriot.-K»io, 43 w th» Btvwo o» Bofu»Tio!» of Stiw ItRDsswioif
P/
.CONTENDS, '
Apportionment of Pto^^l GrantH and County Pmid for tlie
mer Term, ^^BDctobCr 31, 1875
SuggeKtionH toward M^iPnpltition of onr School System. , .;
School Inspection; 1*roper. .V. .. . . . . .. ... ..... . . . ,.,,'.
A Toachcrs' AK^Fimd.. ••...'. ....i ...../.'! i'^];]-; /
Secondary Edncation
Buildinj^jj for the Provincial' Noraial SoIum)! . .... . ,1; . . . ,\ . .
ExaralnrttionK fur Liceniie— Questions, March, 1878,;. ....... .
A JMannaf of Colonr..
the Scrap-Book. . . . . . ..../, .'. ,....,...'..[ .l.],^].]]^.,,],
TIniversity of New BnmRwick.. .....*.,..,......,.... . .....
tjfficial Notices. f.....,...^
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EDUCATION DBPAHT«E,NT AT THK DAILV ttoKaftAPB
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STHAH JOB
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HALL'S BOOK AND MUSIC STORE.
'X
:E'IiE!3DE!K,iaT03Sr, IT. B.
SCHOOL BOOKS. - - COLLEGE BOOKS.
Archer's History of Oanp,da,
Mimroe's Vocal and Physical Traininfir,
Ourrie's Oommon School Education,
durrie's Early and Infant Education,
Sheldon's Elementary Instruction,
The Prescribed School S^ngr Books,
The Preso^jibed French-English Readeref,
■A^l the' Prescribed School Books.
MASON & HAMLIN'S CABINET ORGANS.
PUJOL'S COMPLETE FRENCH CLASS-POOK,
'' ' ■ ■ ANU ■ . ' ' - -
CICERO, JUVENAL, HORACE, LIVY, TAQITUS, DEMOSTHENES,
' LUCIAN, HOMER, ARISTOPHANES, EIJRIPIDES.
-yij^^r''
ISK. S. H-A^XiXi-i
COIiONIALJ BOOK STORE
s:A.i2sra? jronisr, isr. b, '
CONSTANTLY ON HAND:
ALLTHE BOOKS PRESCRIBED FOR USE JN THE PUBLIC SCHOOLS.
BOOKS FOK PKESENTS,
- (lOLI) FKNS AJSri) PENCILS,
KKOORD BOOKS, l^OW^ BOOKS,
ALL KINDS /OP ACCOUNT BOOKS.
Paper, Envelopes, Foolscap ; Letter and Account P^Mf'
NEIiJON'S MAI'S OF THE HEMISPHRRKS,
WALL CARDS FOR USE WITH THE ROYAL PRIMKR.
(ILOBES; MUSIC AND MUSIC BOOKS; OIMiANS.
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Oom*r Of Kioff a&d OwuuMn Streeta.
EDU
(lis"erot-ion. loi"
olticiiil notices,
ilniiitr' piiiil to
Tlio.-o Circuliir
CIV- in each l>is
Frcdcr
Al'l'Oiri'l"
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COUNTY OF ALBKirr.
I No.
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LOCALITY.
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Educational Circular.
C O U N T Y ( ) 1^^ OAK L I'] T OX.
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Provincial Grant to Teachers V - ^LOCALITY.
County Fund to Trustees.
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-MiH. W. I.i'oiiiiiil . .
.M. .Vil.ili DcWollc.
.Minnie I'lu-oii
iFitiii. .V. II vvis..
Ili'iinic ('iiiinini^liiiiii
/riioiiiii.- I')viiii.-
/Viitrt'liiiM Fii 111 liner.
M'liza .1. I'hillips ...
ht rttt Shu f jif . ...
ill ('. Tiivloi-
I'lirv 'I'. I'iirlee . .
I) S. .Mdiiiiie
l.i/.?k(j .M. Hweii.s ".
lOliz.i \l. Toniiikin.-i
Helen X, liioderiek
.1. Ii. (ii .
.Mrs. Uolieir^-Kpei
'I'lioiiKis ('oi(Tiell ...
.\ilii .1. Kirkpiilriek
CiiiTie l{. (iilkey . .
.M;iV.\ F. ('iis.siil\ .. . .
• lulili (leilile.s
1 viiKv K'li.iiruN . .
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Eduralional Circular.
I No.
(-OUNTY OF ('AELI':TON~r../,//Aj*/r./.
Provincial Grant to Teachers. ! LOCALITY. County Fund to Trustees.
.VMOr.NT.
NAME.
?~
: c,
PARISH,
'ill'
' I ■-«— „ O , ~r
6„
5 4
iSiiriih .1. Xioluilson .... 1
HicHAKi) \\'iii:i:i.i:k 1
IlllKllT. PillltH- 1
.liU'ol) \\ . Sherwood. . . . 'j,
Kitifst A. Sliinv ;i
Mari.i. F. MiulKOtt .s
Donald iMcDDiiiild..-, ... ,{
Wir.i.iAM ]!. \Vi(i(;iNf<.. 1
Xottie A. Hart ]
Rclieoa .1. Smith 1
llorancc .f. Carvoll. ... :{
Aiinio M. Wakeiii ;)
Alice Oiher.^on ;i
, .Marffnret M. rpton. ... ?,
Kleanor Cashinan :i
Eliinuir E. yicKnii ',\
.faiiie.-i Ijjiw.ioii ;j
Liiiliii .li \ritl .'j
Eli/.abetli A. Kilrmtrick ;i
(!nrrie A. Iliiiiiinond. . . i>
Emily S. Wakem ;;
Alice Ueid ;i
A. L. Fenlason ;',
Eva E. Ilovey l>
Floe F. Dunn 2
Emma F. .Milherv ~>
Sonih ./. .l/,.ir«'/./ .",
Annie iMajreo ]
Fi/.zie Fei'Kii.-ion .'l
.Jennie (ietcliell ■>
-Mary F. William.^ ~,
Amelia .1. .'^iniond.- :!
Albina. (J. Tracey :;
Isiiliella F. Eind.-^ay ... ;(
Hannah ('. Flemminfr. ;;
W.illifee (J. Kiiifr ,{
Mirr M. ./„/,, <',toi, ;;
AM'ne.'i \VhiU' ^.. . :i
Andrew (i." Lonn.-lnirv. .'i
Fonipa If. Ifartley. . .'. 2
.lamei MeCoy 1
Isaiah ,J. McCov, c. i
Ch.arle.'' .\. Seott
Tlios. Lloyd F\ans 2
i;iizal)eth .1. Cnpiile,-. . . T
I'lliza Ann Smith 1
liiz.zie II. Ilav 1
W. I). MeLeod .i
AV AYMA\ A. SmVTH 1
IJJaiKdie F. Ketelinm
Christiana .MrDousa
Mtiiii ,1. JiiIiiikIiiii . . . . ;{
.Iri.iA F. lioriiN'K 1
1-ney A. It. Smith 1
Italanee due 'rnislee". .
Ale.\. .Johnston :{
iim;
112
112
111
,112
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iTo
|112
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ill2
112
112
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i112
11(1
112'
112
112
112
112
112
112
112
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112
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112
111
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111
112
112
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102
102
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2 i 1 2 3 4 6 6
Simonds j .'i kh; .'W ISIH $14
•■ iVAVieklow 4 112 (W .TvV) 1-"'
Wakefield !2 112 (^0 'IK)-", 1")
•■! Ill .■)4 2H44' 14
; 1 112 ' 2>.il4."d !■">
' •"> 22 X', "tV) . 2
11(1 20 1(i(iO : 14
'7 112 Sii:!707', 1o
• ■•' S 11(1 .T) lliilll f4 7:1
I "I 1(17'. .•iii220r, 14 40
!lo iii2': :ai um'. 15 (Mi^
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2 112 4;!1(VS1 l."i (Ml,
I ;; iiMi ;») lo-.r. 14 in
,4 11" . ;ii i(i.H2" l.'> iKi
' IKi 2S 10.70', 10 04
7 11" (W 2<l7.'l 1" 00
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i 112 O.S24.'!0 1"> 001
110 112 4!i2<M7', 15 (Ml,
Ill 112 : 41 l.V,!l 15 (Ml;
|12 112 ' .51 2.5H,s 15 (Ml,
l:! 11" 17 2<i:!4 15 IMI:
., •■ 114 112 OO.'illiO 15 (Ml
f-iX " :15 .411 ... ....
'• A- Ando\er. ■ ' 5 )j" ""' .s"] 15 IMI
WiliMol ' :; 11" ,;o 127.S 20 (Mi
*.. . I Km 71 i 1117;!'. 11 lio
5 112 14 1'.1471 15 IMI
Mi 111 ,5:!.!17si 11 HC
.-[' iim -1(1 l(io7 14 0(1
ii ii;l 21 lol;! 12 45
Ill ."i7', :!<i 1200 7 70
ill 112' .'U 21.55 15 (Ml
'• A- \V;ikelield.ll2 .".7', 2! iiS5 Id 27
■ 14 111" 41 10:141 14 HO
15 112 10 U,H7" 2(1 (Ml
10 112 27 l:WO 15 (M)
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12 :ai (Ml 22 .5.'1 .52 .51
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:;!i l.TiO \\ 2S s .'III 17 7''
21 1220 l.'l 74 7 72 25 70
4 24
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i
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Eduralional Cirr.nlnr.
corxTY OF vAixiiLorm.
Pi'ovinclal Grant to Teachers.
5
LOCALITY.
County "Fund to Trusteifiis.
-i AMOUNT.
-'1
i
NAME.
6
I ^9'
-:: o *"
5 4
PARISH.
t
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^ ■/:
u
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6
7
.IWIKS K. W'KTMOliK 1 toil 1|.")<I,S )
Iv-fcllii lioiitt.v, c. r. :i.. . :; (Kl 1 HHi Ciimpdbollit •.
Kiiinic K. Dioiiiiidc... . J 111) 44 lil 5
Kliznliotli Ci:irk 1 7n :W TO ' "
.(iiiic (i. W. ^iR'll 1 <1L' i:. 17 "
Cliii.-. W. .J. liiii-kcr li IIJ i>i) (Kl ■■
Aduliiidc A. Vdiiiii.' 1 ]]'J. ;V) (Ki Duirorin
Aliiffpio CocUbiirii 1 llXi ',2 il'i "
Is.ibclhi .). .foliii'Jton. . . :\ 112 :t") (Kl Diiinlinilon
Kllii,".j. Mile- i; 112 '. l.-i (Kl ■• ,
MiiKsrii! J'". Cldliey :! (W ; 21 2."i .. I
Neil Ldchiirv 2 '.'«! l!l 2!l V
Kiiiiiiii. I'owcrs 2 112 4rp (Kl Do. S: St. I'iitrirk... 4'. llj ; ■>s l-(2'i',, 1.'. (Wl
.lime .McCiillocli .I KKi : ;« 12 " •"> KKi ,";;i Kil.V,; 14 Hi, 1.! (H (27 si
Abiiei-(iii.-kill :! !i."> i .-.S Id " .i (1 '.):> i 47 2(iiW 12 72' 17 4:i';i(l l."i
Honi. K. Wiley ;; l(i;', :;•.' id •• 7'. Ki:! ' .\s l!i7S 1;| 7it' Ki (iS m 4(1
1 219 (14 .")ffl.S $2<».32!$4i24^$71 ■-;
li 7<» i 77 27r)K',, 10 -W' 2.'! 2;V ;!.•) H,'!
•! ' ii2 .".() 12(>7 12 :{2 10 cs: 2.) 00
4 112 (M 27!i;! l."> (H); 2.-! .",4 .{.H r,l
1 112 4(1 2401 1.") JK) 20 2.'i!-;i.") 2S
2 KKi 40 Kl'.Hl 14 lill K; 7.s| ;!;! li7
2 112 ;«) IH02 r> (Hi; 1;-) i<) .•{II lit
■^'j 112, :i7 2'>04 V> (KI 21 loL.'Xi 10
•! 104 i .'lO H!H!;, 1.3 (1;! 7 .V.i 21 4S
12 01: 2S 01
Krecleric A, lloliiie.-!. . . . 2 112
,M;iri:i l>. Kodp ' ■ • 2 112
I'iitrick Cjiscx- 1111
.Idst'iiliiiie Crunk .'1 •'>7
.billies lirowii 1 72
.MiiisImII \'. liniwii .. :; s(
William S. Cniiik
//•/,„ /.„„„,.,■ ^ ..
Cli.irles Wliile .
.lullll l<(.|(
('>ll (KI
4."i IK I
7( :«:
17 si
IS 21
.■i.-', 74
(inniiliniiiKm.
,- 1 224 i;!.") HiiSd M) 20i (W 14 OS 14
i'liebe Kiiviilsiin.
.Ifssie IJi'dUii
.bilni |-'liiiihir,in .
( ';il lierilie b. S|iee|-.<. . .
.Iiibii l>. Ailaiiis
Aiii.v K. .lustasoii
.biiiic.s !•'. ( '(i\ cy, A. 1!.
.Iiiiiies X'loiiiii 1 l(i2
'■M:i l''()ye
2 111 , (k; 41SII 14 sdi .".-, L'.T ,vi ii;i
4 :,7 40 12;!7 7 o:;. lo 4:; is n:,
4 72 .")S 2s.'lii (>4, 2.'t IKii .'I't .'it
■ ■.-. r, H4 ()■' .•!.!2.'.' 11 2."i, 2S (r^i ;!!i l'7
:', 7."i ■* ;io I:; "■ u 7:1 ' .v, S'^iu lo ob 10 ob 20 (is
:; 112 4(1 07 I,eproaux 1 112 ■ 10 22S7 20 (Hi; 10 27 .to 27
1 :*\ .•|7 "KI ■■ A- b:ini'as'r'2 .'k; :,] Ib'iO', 7 'lO b'! IK. 20 ."ii;
Id IS •' :: 7"i 4(1 lil-"i() (i .'.1; 1:1 (il ;jii 47
1 111
2 s;!i
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4 112
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:rf 2b"iO 14 SO IS 111 .■II (I.-,
41 244.V, 11 i,s 111 111 .•;! 70
.VI 2;!i'>-'i b". (KI Id (i;; :ii \\:\
:;d 2(i*'S' I,-, (Ni 22 71 .•!7 71
:;l ]:r>\ l;; 7d II 41 2.". 2(i
I 072 .■i2>.i 2120-i SO OS 17S 70 2('.S (W
Klleii lill
( leiii. .Idliiisdii. c. V.
Aiit'ijsla Ik Wade
I
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2 111 41 ."ill I'ennflebl
2 s:i. K 7:1 ■•
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;; 112 4.") (KI ••
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1 1112 '■'> (KI
7"> (KI '
1 102 .V> (KI
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1). bdiiise ,M(iri'i.-dii 2.1(12 4:'! (K)
■' 1(12 4."i (KI
:; ."lO 111 12
2 !i7'. .'id 1(1
(;e(d-!,'e.b Cl.-lrk .Jlir 44 ."id St. Croi.x...
.Vlicr .1. I'lii-xeii •' Sd Xi 7."i
I!. A. Mebcdd 2 OS .id .■;7
.liilia S. Iteaii L' 7.i 2(i.l2St. llavid,.
William I'. Diekey, .Ir. ;i si ;!2 "it
Krederii- Sullivan :! 102 40 07 ' "
X'ietunia Siiiilli 1 ,S2 40 20
l{.Si'Ki.;i!.-< Nicoi.siiN.. . 1 112 b'lO (KI
■J'eie.-aC. .Me.Vleenaii. l'IH', 44 70
Cfitlh rill' /). \y,,<,i/ ■■„■/.■ 'J 17'. d .'m
.\rtliiii M. Smith ^. .. . 2 112 (Ki (Ki
Helen I''.. Wdddeock.. . .", 7s' 21 .">.".
lliMiv W. Itv.vd. ,\. Ii. 1 s.;l 111 S2
l-<inKi.M.l,i>N(ii,i:v..\li. 1 21 .f 14 I
'I'lidiiia.-i (I'Malley 2 112 CO (HI Si. ( ieov'-'e }\ 412:240 12011 .")0 2."> lol 47 1(10.72
Kliza ilastdweii 1 111 .'il ."lO 1
K. I'. Knijilit ;; 112 4."i (KI I j
('iiailesO' Ddiiiioll 1 Id.".'. 70 (14 |)d. A I'eni i licbl .2 IOIL '1^ 200:)'. 14 1.1 17 (121 .il 7.'<
tvbr^ei'liieivvmTfo. ..7.-.T^"Tr>~?r.Tr "'-. — .".'." ' m ■ i?-; rjw • s tit i -js; -rc-wr
llalnneo due 'I rii.-tpc.". " . . . •"> 01 20 .'144 H 17 4 .'.Ml 14. 7."i
.hilli, ItiiMH.II :! 112 Kl (17 " ..S 112 2;i bib! 20 (KI II (Kli ;il (HI
Eiiiiliiir lliiiiimi .1 112 40 07 l»o. .VSl. I'atriek.. (I 112 .'il 2.'WI ■ 20 (Hi 2(i (Hii 4<MHl
lliiuli Coplev 2 Hj ."vH .",7 Do. A- I'enntield. . . (I S-j ^'1 12b!', 14 (U In 4M 2."> 12
/•;//.- II. Siinlli :: (KH, 41 47 St. (ledi'ire 10 00', l."i 1204 17 77 Id I."> 27 '"2
Mai-v .Vtkinsdn .Mil .!l (10 ■' 11111 ;i4 1(ki7 1 1 ho ir, 07 .in (1:1
I'' 07', .-,1 M<.r, V.) Oil ^r> CM 2s (It
2 411" '.■111 OSi; 14 HI)! H .■!1 2;i 17
.'1 Sd .(i| |:!02'. II 02 loos 22 00
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1 7:! lit 2."d;!' 0/7, 21 IS .■id d".
2 SI i>;i .-dd', Iff S.-.i 4 .Sd, b". 71
'■'• I02 .■;7 Is Id i:! (Id: i."i ,",7 20 2.1
4 S2 20 III;! 10 (ts (I ;w. 20 .'id
112 .'i.! 2<>20', I."i (10 22 os! .■!7 OS
"1'. 111'. "(I 1401 14 (I.! 12 ."id 27 4d
171 •2S
."iSd
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(X)IJXT\' OF ( ;JIAJUX;)T'JM<1— r 'ontiimnl.
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rh.dlotii i;.„i, rs
liizzie A. Kolsdn
' -Mary I'eacdcic
Kate Mcliowati
Nettie A. Ileiiry; • '• •"
.Mary i;. tiansoii
Chaihittc 'rhdnirisiJii.
lliAiivS^iiitinciis, A.M
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-Mary .M. Cunningham.
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Kmily 1». Thonipfxm.. .
Sciiiliia .). Moyd
lannia. ;;<, Aldviison
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l-avina ,f. liordcn
lOieannr S. Ddwiiii''. . .
I'red. W. Wat-on
li-ed. W. Kmmerson. ..
• Mary A. Iloran.
• K. J,.".MeAili,-ter
• 'harldtte Af. ('a.«woll
1,. AI. Hjindall. .......
Tillie S. Kii:k
Annie llitohinirs
■ y\,^iiira Tdwers '. , . .
Chailotto Af. Udljinson
Amanda ,llill ,..
Alary S. Voa/ry.'.
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l\iiiiii'i '/'. Mii'iiiii
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Alary K. Dixon
Sarah K.llerson ;
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-iKmhriri. Tnrnot
• ieor^e W. Kowlcr
.lame- ({. Koli.v.
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9
COUNTY OF GJUOUrJ«TKK.
Provincial Grant to Teq,cl^r8. TjOCALITY.
County Fund to Trustees.
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Miiry Kerr
Kli/.;i))otli M. I'ortl.
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Provincial Grant
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CO LINT V OF KENT.-
\o Teachers. LOCALITY.
cular.
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County Fund to Trustees.
^ I .\ .MOUNT.
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Ed ti rational Circular.
(JOUXTV OF KINGS.
Provincial Grant to Teachers. LOCALITY,
i
County Fund to Trustees.
AMOUNT.
XAME.
PARI.<^n.
i
6
5 4
3
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M:itil(lii.J. jioiith
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10
Eihicational Cdri-fflar.
COUNTY OF Kimi'^^.—Coniiinied.
I No.
{
Provincial Grant to Teachers. LOCALITY. j County Fund to Trustees.
'^f
\
NAME.
6
■2 I
PARISH.
^ I
4
12 3
Eliza E. .Johnstiin.. .
■h iinii II. Mr(,lriiiin\
Minnio N'liil
Miiry A. Ciiso
C'fliii E. (iniy
M. AiiR'lia (iiinunjr, .
lief sic Koiiy
iMiiry A, McIjcoiI
M. I^ouiiiii (laiiDiiK. ■ •
(ieoi-KC II. I'lTkin.s...
]*ntiick Mcliriarty,
.John Koheitsoii
Siiinuel Miittatiil,. .
Chiirk's l-'ojcy
.Iiiliii ,1. Wi'iiilil,
liCtitiii E, Fiilkiu.-*,. .
.Jano Mrowii.
.Julia ('. Kroft
Naomi Diiiilielil
Charlotlc MiliWod, .
ARiiert \\. Sliiirr
.J. <1. A. liKI.YKA,..
.Icaniiio E. Miiriaj.
EJi/.a .J. Alorcor
E. A. ]vi(^r.-<tt'a(l, .
_ Susan (lillii's
' Alihic Al. SiMiioM
MaKtric M. Ki'll\
\ti\\C!i K. !,ittlc.'.. . ,.. . ,
lioorKc ('. Slaril(M'..i. . ',
• tsear.P. McCullv, A.tJ.
I»aviil \Vil,M,ii, A. 1!.
-MaifKie Hyi * .
Sami Ki.C. Wii.iu u. AISi
Mclviua \j. ityaii.- . .
Louisa M. Ndwiaii.
.It's. A. !•'. Kaiinvt'allicr
Sai-ali .M. Siii)i(i
I.ucrcliii .Marvin,.
.Mary A. I{ya,n.
.Mary E. Howard. .
.'-iclina K. Crawtoril, ,
t'laroncf .^liarp
.Iiino 0. ,'>liar|).
Sarali A. Sliarp..
I.ilrnli,, Sit l-i -..
Ilalancci lu 'rrustt'c-^.
Ellcantir I'allcrson.
Eliza l'(,wl,.r
riiaril.\ K. Stiiilli. ,
Jvlwnnl Coiilcy,
Mari.i S. Cm
liollic I,. .\|. Nascin,
T<a. |h|. ill Sl..l,,|iii(',,.
'I'ra. imI. ill .Sl. .I,,!,,, ( ',,,
.Mary .1, ('li.iiiil.ri -,.'
<'alln'riiir .1. I Kliarl,
;{ 108
2 112
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1 112
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2 112
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112
112
112
112
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70
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10
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A Aliii.'i III II.' ;.'|
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AMOUNT.
r- — c ;
3 5' 3 :
c,3
177S
.!471
lOlii '
ISIS
201.-) ,
lies
I27si
111.-).!
m;i
t 1701
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2120
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2(171
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2177
127o;
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5
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20 (Kt
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20 (Kl
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211 (Kl
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II Hii 1', 71
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I.V'ii
102:1
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201
1 10:1
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s.iii' ■ 1 , III! 1;
21
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21
7 1
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3.]
t
counts;
Educational Circular.
11
Provincial Grant to Teac}ier8»'?pA,QCAL.ITY.
\AiIE.
6
■Inns W. ('An,iii;i,ii,
,\llll!l li» llciltOll,. .
.IlKoll N. Pill
iMiiinic \Vli('liik'y. .
\\ . S. (Jirtfi-
(i('(l. II, li.isUov, . . .
• William Mrit;,, ...
- .I..ln, .1. //../,-•,
i;\ adiu' .r. ItiMTiili.. .
Aiiiclia II. I'oiiliiiiiii.
Tea. iJ<l. ill Sl.Joiiii C
PARIftll.
'5 4 3
1 lii<.i 1;2I (iVWo.'^inokl
:; 112 , .I'l iKi!
;> \\i m iHi'
:! to l-_' ."i<i|
;; ll'j r> IK):
i; 111 ■ ".!l 111
.■1111 .VI (.-1
;i 111' liii iKi;
.■:ili.'
U IKI'
ii;> L".i oii
County F\ind to Trustees.
AMOUNT.
c
I
fc- — > —
a.2: I ja
.■'■=•; "
a
; 3
3 I H c
li
■i I S-( i ^
2-^1 -S ' 4
3 a
I
5 !
6
_f 3
H
7
•)
, . 1)
. . Ill
.11
l(i<
Ai-.
. . 1.1
. Ill
lIKI
112
112
Id
112
111
111
112
112
'.i.'i
21
27
21 i
2'. I
2S
1!«IH ,$1 I liOll;-) .-W $;{0
12XS i 1.-> (K): 1(1 (I.-, 2;->
12;V! ! 2<l («!' 11 7H 2<.i
m~\' 5 :m{' ,") (u'r 1(1
112(i'! 1.-, (K)l 11 i;{ 2i!
112^ 1 11 Sli II 12 2.^
^W■^ : l;i HI, 10 II.-, ;!o
liliK ' 2(1 (M)i ;-, 21 ' 2.'>
ll'.Hi ! l.'> (H)! SI .'il 21
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.■!42 ' 2 (>7 2
IS
a")
7S
II
i;!
5
c-S
('()['NTV OF MA DAW A SKA.
Provincial Grant to Teachers. LOCALITY.
-XAMi;.
."^ii-.iii 'riicriiUiU . .
Iiiiiii^a Kmv
II, mm, r,.„:/l„,,l
.Aiia^lM.sin .M.ii'liii.
IliiriicI IIcIh'iI . .
.'^ciiililiiiii' Mlii'ii
,\iiiii.-^ Tlirriiiiill
r.\iu.-<ii.
5 4 3 2
•■; 71 is: 1251. l!,i.-il ..
.; S.-, 2'i ^liM. lA'nlliinl
.i 7."i III 17
•■'. lim -I ::■' <\. l-'ranci.-..
:; (!i I", :\]
'■'• 1 12 M IKI .Ma(linv)i.-ka.
.1 112 .1. IKI
County Fund to Trustees.
'^ AMUINT.
1-5 -
I i ~
• -r- OJ
' I. zi 1.
- :- ij
- ^
1, 2
s •
1^
:i 4
3 3
5
«ii
3*
o c
C5 it
C —
6
^ e
3^
If
71
I1H1
I'.i
II
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1112 .'I
vx\.\
2H1(I
ins
IHt
I'M 17
lull
.$'1 '.H $1(1 .'■>7$l.'.l (s
II .iS ,«ti 111 .-IK SI
I'i :v IH (nr 111 (K
1 i .HI ll!l 111, 1.12 H.)
Il .Vi III (ili! 211 22
I'l (Ki till (i,t! I7ii (i;!
l.'> IK) 2<il 21) 2111 211
i=ty^
-r^m^^
12
Educational Circular.
CO UXT V F XOlfT li UME V. W 1 .AND.
[N.
Provincial Grant tx) Teachers
LOCALITY.
NAME.
• 6 J
TliDma.M I'arker
(^itlicriiu' FIctt
Ciitlicriiio liDgitiC'
lloiKini Wiisudii.
.lunc Carruflicis .
MiiKKii! .). Unroll .
rntiiik O'Donnoll.
Kiiicliiio Miiuiilain
.liiiio Aiiiii.M
Willimii II. (iriiHlley
.lolin Ciiiiiin
Nellie, J. .Mei'scieuii
Sereiiii Price
.MaiTKic! A. .liinliiii
•Mary Ann Kelly
Kate (i. I'urter ,
i:Uih,l .\,rhih„/,/ . .
•lime Arehihalil
Itnwiand ("riieker
i:. II. MeAlpine.A.I!
<'<"eelia .Mcxauder
K.M. Willisldu,. .
.l(Uinna liiiliie
<'i>i NSKi, T. JIkndkv
Mary .1. Swim
.MaRjrio MeIntl>^<il.
i:ilal!. MeKean .
.Mawie S. (ididnn
.1 AMKS \. W VTIIIN
Helena lliirpui
■Ma^rtrie Miller
.liiniitlian ^yvmult
la/.zie.VI. ]\lelleatli. .
,Ma«»;ie MeDdnalil
.\hiiia ('. liaidwin
./'./--I .\trM;„,i
'I'liiiinas (■'. .MeKay
/:■'/, tri f. Itwix. . .
('. A. Willi-luu..
TIlfiHltm I 'mil t}i III ■ ■
<'linrle> Antlnniy
Ijnily I'. I'>)wler
Charlnlte \V. I lloek
A nil I III W'llniiti
Maiy (trr I'lenirniuK
Siiinii It. I*niiil
Tea. |)(l. ill ^iirk Vu.
.Michael Kliiiiie,
lliiiiiia Klelt, e. r. a.
IM<. 1'. M„rrisay
'lollll lliilllilliill
l'.itri('k<'iinniiiirliaiii
• I. Ilaniesliiilhaiii.
'» ' '" ' A', til I iinnii
.liiliii .\|iliiiii,«
.Mary A. Tul.in
('Iiarle« S(('warl. ;
k
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■■: 112
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2 112
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2 112
2 112
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■I 112
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.V: i/iijliiw
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117
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(Kl
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(Kl
li'
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liUiUiiw
i .Vel.oii
»V .'Stanley
■'.i^'ewca.-tle
County Fund to Trustees.
I ' -i •' AMOUNT.
! -x
>t '
<y
o . i
S ''-
-a
IZ —
"^ C
» '_j
^
j5
N *
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1
2
3
4
5
6
7
1,
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21121
il.'> (1(1 $22 !K)
$;!7 iK)
2
lil'.
•':;
ll.-i.'!
S 24
12 .S4
21 (IS
:;
11(1
17
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11 7;i
11 Ifi
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(i
112
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21 21
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7
111
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20 (K)
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20 (K):
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20 (Kl.
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27 ivS
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20 7s
211 71.1
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17 112
2:! 4::
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17 1 1.1
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11 17
11 .".I
10 02
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11 70
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211 III
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:i2 72
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A
^■J Educational Circnlar.
COUNTY OF xXORTHUMBEIiLANR— C'o/t^//tutW.
13
Provincial Grant to Teachers i LOCALITY.
y^:
NAME.
-Co 'Z
PARISH.
6
5 4 :
1 ii:i"
;i
AVni. .I.Wilson 1107
Afai-v.r. UmsspII L'lor,
0. Al. Ill TciilsdN ... 1 laM
M'illiani I'arlce 1 1l>-"'!
Kli/allii^kfy 1 l(i'>',
Sura .1. Sinclair - l(i">'
Olivia J'ark.T 1 inV,
Ada V. M. Knapp. .
Sam .1. IJcid
I'Ji/.a llusscll
William Spivcwriirlit
Kalip I>. KavaniiKh
.\tiU tf' Mr /•Jftfllf'rtt . -
/•;,// «/.' .1/. Liiiii ....
.Mary 1!. .lainieson
.IiMMiic I!i)l)in.-i()ii
.liiliii Konavnp
.luliu Litllo
.Marv .1. Tait
Klizahoth Kelly
.Mas-'Miic McUap
.\iiiiip .Mi-.ViliHtcr
Isabella Mclntosli.
JillcM IJurns
Adclia, Hil<-liic
Annie Dimnliue
~ -Newcastle .. .
Ncwcaslk' ,
II i:!
42
.■'.107
;; (II
;! :v.
.".IIJ
.•! 112
:\ iini
2 10.'!
.i 101
L'llli
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;i, lit
1.' 107
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<
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$71 li
M> 7
HI 28
70 ii4
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42' ;«
51 m
4.'i W
1 41
41 ;w
ii; H7
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.':7 '.12 Nortlicsk.
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12 .")S
.Vi IS-
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2'.i :i7
12 OS
::f II
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l."i IHI
CountyT',und to Trustees.
AMOUNT.
o
1
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6 7
() 20SI 118 : (11731 $27 il2 $6ii !Ki.$!i7 HS
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1
Id
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2007
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21
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40 (HI
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.■i 72
1(1 .5(1
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112
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1 Hi:i
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111 .'kS
.■!1 .58
4
112
24
I tin
1.5
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15 !KI
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18
1140
14
10
l:{ 02
27 -ll
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14
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70
24 21
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1
101
17
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21 12
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corxTv OF t,)rKiv\s.
Provincial Grant to Tea chersi LOCALITY. County Fund to Trustees.
K ^
a
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I 1
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6
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K\(dvii I'liwler ... :! 11(1', ;U ^-O
Sdivl M. Ihinildirev '. Ill :'.l O'l
AliiV'Jiil Starkey i 1 12 :!.'i 00
l,iiiiisa
l!ill\eii
2 111
tt .V.I
(ieiir«e
It. Xevers
.1112
t.'. IH»
-Mary 1
;. .'^iiniison
2 112
t5 (Ml
1 05', 111 S75', $12 70 $t 81 $17 (10
2 Mo', 20 '.do'. 14 80 5 (Kl 111 Hii
:; 111 (5 IJ8| II 8(1 7 (HI
5 112 IS 111!!', 15 IKI (1 15
\ .im.. ii - .iiuui. u ^feir iaa^ ii?-t)Hr-
2 111 tl 2S0S', II hi; 1-, i:! .'M IM
:> 112 21 ■ 1020 I 15 INI 5 li.-; ,20 (1.1
I 112 18 121:'. 15 IKI (Ki 21 00
.'1 05
21 15
I
14
EducaLional Circular.
COUiNTY OF (iUEENS.— Con^Vii/a/.
[No.
Provincial Grant to Teachers
LPCALITY.
County Fund to Trustees.
NAME.
;j3 o.
rAKISlI>'
6 5 4
MiiffKicE. Tiiylor. .| L'112
S.J'llllr (hll.lr,l i ;i ]12
lijiliincc, to 'I'ru.xteo.-*
f-'riil'iir L.Stniiitht] .'! 112
'I'lK-ocluiT 1,. iJflyca! 2 112
('. I». ixiwoi-v TI'.S WW
\\'iltrf(iMcl)uiinI(l. . :! Sli;
W. 1'. StryiiK I 2 (i.S
Asiios A. S. I'alnier 2 112
'I'cn. pd. iiiSiinb'yCo.' .! .. . .
•Mary (;. Aiiles , -'i 112
liiz/.io.I. Dvkoinaii , -i 112
I'luM-esa ,1. Palmer .1 ■■ill2
Atary IvHutler | .i 112
Xi'ttio I,. Iklyea I 2 111
lialance to Trustees' . . . .
Cliarlcs li. Itariiert-. I 2 112
.li/i/'i //. Miiri-du- . ■ ■') 112
.Ins. I\ V„iili„^L-irh- ;! 112
Tlidiiias Wright 2 112
Kate {'riiwford j li ;il
.Martlia K. Mi'tiueon 2 111
Aiijicliiia VViiHson.- •. ■'! 1 12
]'>(!V. R. Sdincrvillo 2 ^'i
Alma F. \ViffKiii>i ■ ■> 112
''. '/'. MrCi,fli>„n .. :i 112
I'hilipCdx. A. I! 1 112
,). Leslie Smith 2 1(|«
Sniihai K. /)■ r.hrr.. '.'< ll.'i
Alex. Mclieaii 2 77
S. II. Kslabnioks . 2 112
Hannah V.. Belyea. '! 112
licnjamiii Hayes.. 2 112
.liihn N'liRcnt 2 112
.lames liiunes \ 2 112
/•;//;„ /'„//,,/ : 1 112
Isahelhi ,1. Wallace. 2 112
Aic.vander Maohiim. 1111
.liiscph S. Kerr .i H4
/,. ./. F/,nr,,K :I112
Kli/.a .1. McCiinchitv 2 112
A. W. Criihl) ■. .. .'1 112
Alfred Mi'lhinald 2 hV
Sarah K. Ihimm 2 112
A. ('. .MeDiimild I 2 !i7
.1 iiiii' Tliiuit iiiiiii .... .'i s|
< J. K. Ilelherinjfton ■! .17
imaiida Striiiirlit 2 112
• limie i;. .M(l»(innld.. '1 112
William 1'. Sli-cmK- 2, 17
Clarissn V. \. IVareo 2 111
Wm. .1. !i. I'enrsnii .'( 112
.laiieiMiiir 2 112
llanniih S. I'eatwn 2 112
Tea. p(l. in Kifitf.^'n
/«'('(•• .V. Tlloillr. . .1. .'>H
li<Mir»re l!<iifle .t 1 ll!
Cha r h > 1 1 e Wehl).. . . ^ :{ 112
.\Tnivnfffi .1. ttricnn ■ • TTTl
Sariih Wnlers-c A ]]2
W. II. AlliM>;ham . 2 112
-I c
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3
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4(i (i7 " A ^Vaterboro
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•71
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10
12
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I ..
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A Canniiii;
A' ilampstead
A' ''nmbridKe
llampsleiid ,
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I-
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12
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olniston I
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• 111
11
12
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112
114
112
112
112
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11 111
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10 :52
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10 .54
12 is'
1.! 14
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15 (Mli
!l 7!l
12 72
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1.1 (Ml
12 ;f2
20 (Kl
10 ;«»
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.:.■; ill
liWil
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:!(I51
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1 .5112',
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15 (Mr
1.5 00
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l.'iV;'
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lIKi
1 252
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20 (MJ
15 (Ml
II Sii
II 25
20 (Ml
15 (Ml
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II iKI
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17
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2*11
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(Kl
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ii7|i
1(171
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11. 1 Mill I
15 (Ml
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15 (Ml
15 (Ml,
il 2S
:; (ii
Id 7s
10 17
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4 1:!
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2 IKI
l.f 51
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II 7!i
T S7
S 15
8 47
78
in Intr
15 72
12 ■2tX
5 .'IS
il IH
20 27
20 .>S
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22 2(1
10 51
25 .|M
27 !Mi
X\ 07
2 (1.5
24 4.5
;«) 52
211 iU
25 51
2.5 -.V'
24 12
24 lil
lit 28
27 :i2
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2(1 21
I:! .15
:!l 7s
25 17
2;i 75
111 1:;
27 41
21 IS
28 II
17 IS
27 28
21 Id
21 88
21 OS
2:1 1(1
22 C-s
21 115
7 85
28 51
2;! (18
II 75
21 (15
22 87
2:i 15
2.1 47
(Kl 78
.a't 72
i
27 IMl
20 :(S
21 H
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■'■]
Editnational Circular.
COUNTY OF qVEENS.—Continml.
15
Provincial Grant to Teachers : LOCALITY.
.\AME.
'.2 — ^ c
I- —I «
= 3' 3
PARISH.
c
,
- rJ
<
6
5 4
3
2
WillininQuiiin
2 W,
$V) W Pet
orpville
.hum s Mil 'if// ntit ....
;! ]m
:'*> 77
.hiine.-i \\ . I'eikins. .
■A 11 -J
4."> (Kl
"
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2112
ai (Kt
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I'llL'
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"
.Jninc.-i H. IJiirton —
:nii
44 ;")!• M'a
ferhoro
lluiheit (jirx
;! 7;i
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.Miufriuet Vox
i-'llL'
4.") (H)
••
ItnliiiR'L' t(i 'i'ni.''tiH'.'!.
. 00
*•
Ailolia A. IJartdii. .
:UVl
;►'> 00
• >
Jane 1). Reed
1 ti4
;!! 42
<'. I). liciwciy
;! ,')(;;
22 7(U .
_,
Tlioinas M. Winrjcins.
:( :V)
21' (lit i
./'ill II /I'll/r
:! Ill
TiO 4.')
'•
i^iiriili A. Sliiiiiiiili.. .
.'! llKI
41 hi
••
Kiiiinar. McI)oiial(h
.■'. 112
;!.") (Ki
••
K\a A. Smith
1'112
4.') (JO Wi(
'kliani
l'.<liiiiiiiil II. I!el.\ea..
2 1T_'
I'lO 00.
1 ciia .\. (iaiiiMiL'
1 lliT
."i2 .''I
\ Kilet K. lii.^^lidii
2 112
4.') IKI
• •
(iooi-Kc Moncll
:; 111'.
44 70
,'<ii,,i/i IC. /,„«„
:! 112
40 ri7
/.eiie A. .Mf(^ii<'oii.
1 112
.V) (10
li'a. iiil. in Kiii^'.v Co.
" A .~>i)i
County Fund to Trustees.
AMOUNT.
•
, 1
"^ 1
■n
O
C" i
« 1
"3 c'
^'4
*^ ^ 1 .
''■' =
y.
1
■! 11
■ i:i
■ • 11
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■I 17
4 11
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I 2
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112
112
112
111
7:!
112
114
112
04
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112
112
112
107
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::h £
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11
1-1
112'
112
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40
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20'. 10 i
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1H77
i;i40
140il
SI i
ns4 i
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L2;io
2(KI.'i ,
1271',
,SII,S
1N14
$1;-! 70
IH 02
l."i (n
l."i (HI
l."> (KI
II s(;
77
1") 00
14 40
1.") (K),
8 ,571
14 o;!
10
1 =5
: ~a'
$10 :i.'i
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7 40
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14 78
2 iK)
14 s:i
Jii 02
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4 o(;
10 ,'il
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15 (K)
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14 ;!.•(
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14 o;;
20 (KI
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41
17 H2|
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12 :M;
11 02*'
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4 14
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7
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28 -%
2:i .■»')
■'•' 40
2,~i ,")2
20 01
12 07
2<» K.'i
;il 41
•20 •">2
l;) ;Vi
2.5 24
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24 41'
;i2 82
21 •'■)1
10 7,')
27 ••.\
2,'> ! ','">
20 00
10 41
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I
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cor.vrv of jU'xrK.'orciii:,
Provincial Grant to Teachers » LOCALITY. County Fund to Trustees.
I i : J, , .A.MdI'.N'i'.
£r
-N.A.Mi;
i'.\in,<ii.
E= =1
' S i «J *; — --,
c s ^
I - ■ f-'
Q 543 2 1234B|6i7
HolM.lir ClI M.MI Its.. 1 112 i.l,'.0 (KI )
Wni, S. KciT. c. r. ;i. :; 2(i 4 Ii2 . .\iliiiinrt(iii 1 224 148 s,-,71 ', i.'lo 00 $4 I 4.'! $7( 4'!
IHizalicOii, .Niisli ■ , .';112 .".'> (HI >
William iMi-llr. 2111 .".010 '• 2 111 .ki 1071', 1 I si; ]ii ".( •),.-,(ii
\\\\x\ .Mi'h:i\n' .■:112 :i'i (Ki " .( nj .'{7 |i;i:i i;, iH( s .'.■'" ■'■!;,■>
.1.111,1 1. 1, Ills., I, .11(10 4107 " Kki Lii 1877 17 8,", ;i 7:{ ■'; .-,s
iJaviii llainilliin .■!II2 li ("M 'ulcliiirne I 112 .'il' iHOi) l."i ()(( ,!7 "'1.(7
l»miald M('|,eaii. 2 KM m 71 '■ 2 KU .Vi 2;!04 ', l.i O.'i 7" 41 ' "(; it
%
16
Educational Circular.
COUNTY OF RK^TIiiOVCilK—Continucd.
[No.
Provincial Grant to Teachers LOCALITY. County Fund to Trustees.
NAME.
6
Susan S. (iorriird- • •
M,„it MrMIII,,,,....
.lull 11 K. Ddrotli.v ■
A. Ross, A. 15
lii'leii .Mealuin
.)i)lm Cook
.lolin CImliiicrs
Kiitii! AlcMilliiii.-..
( 'lit III liiir D'nhii .■ ■
ApiK's M('(,'onniik..
Miiiy A. .Mo(,'iirtliy
, i'eter Mclutyrc
t'lithcrine Curric- •
'itrrifi'.- .
^^ i
'51 4
PARISH.
c
c
o
3
! => .1
o •-
■3
a
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M C
AxMOTJNT.
te r/.
— •- f^
5 = S
3 -J:
\^'l~l
Man, .1. /'
rrt/,7( Suit.
(I'lori/r Hhiihirill..'.
.I'KiioMK lioi-nicK.^r..'
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Prov'l Grant to Teachers. LOCALITY.
County Fund to Trustees.
I '• -i '\ AMOUNT.
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Edncational Circular.
n
COJTNTY OF SAINT JOHN.-ro/i^//»,r./.
■roVl Grant to Teacher3.7^ LOCALITY. County Fund to Trustees;
A.Mor.NT.
XAAfE
6
PARISH.
-r;
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Mary ( Jioi'ii
.Ma««ii' A. M.-iln'l.
Sarali Taylor
Alicia (iiocii
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18
Educational Circular.
COUNTY OF SAINT 3 OB.'N.— Continued.
[No.
t
Prov'l Grant to Teachers.
NAME.
John Thomjison. • .
Elizabeth K. Poole
AVilliam MiHs
AnnieM.McCalluin
Eliza 0. Jordan. • •
Bessie C. Otty
James A. McKeen,
Wm. C. Simpson. ■ ■
Augusta C. Perkins
Annie Currie
Henrietta Taylor,
Annio M. Robinson
Andrew Nesbitt- ■
M. J. Wilkins
Edwin 11. Frost... .
E. S. Rutherford.
Catharine Barton..
Anna H. Wilson..
Rachel C. Howard
JennieBell
Elizabeth PJstey. .
Teresa Carleton. .
James Sugrue. . . .
Kate Sugrue. ...
Hepaibah Chipman
Margt. J. Williams
Maggie'C. Sharpe. •
.lohnMcAliater .
MiVKKie A. Watts..
Emma Alden
15osaie H. Boyd.- .
AnnaB. Frost
Isabel Humphreys.
John Finen j
Mary (iregg I
M&ry A. Carleton .
AddieChamberlttin
Annie M. Carter.
AbigailA.AVilliams
Lydia E. Williiuns.
Amelia Duval
Charlotte Baldwin.
l.«rl. T. Riehard.son
Rebecca S. Floyd.-
Annio Murray
Daniel M. Sterns. .'
.Stanley (l.Olite...'
Annie M. Ilea
William Bennett
Fred. C. Allison- .
Sara K. Wood
Minnie B. Everett.
Maria Thoal
Maggie Stothart.- -
Lucie Currie
John Montgomery,
.furiial). Sprague..
>.
OS .
|s
■5 ^
s >.
^~
5
1101
1101
1101
2101
1 101
1101
lilOl
1 101
MOl
1101
2101
1101
1 101
1 101
2101
2101
1 101
2101
2101
2101
1 101
2 101
2101
1101
2 101
2 101
2 101
1 101
1, Hi
1: 20
i 101
2101
2 101
1101
2101
1 101
1 iOl
1 101
1 101
I'lOI
1 101
11101
3 101
2101
MOl
rioi
2ll01
Sara, E. WhiplMc
(Jcorgo E. Baxter..
M. M. Mi-Williams
101
101
101
101
IQJ
101
101
101
101
101
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101
101
101
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LOCALITY,
PARISH.
V. 2
5.5
I^
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75
75
6.5
55
45
55
75
55
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-15
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55
4,5
4.5
45
75
44
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55
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55
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55
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55
75
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County- Fund to-ltustees.
— S
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' Educational ' Circular.
COUNTY OF SAINT JOHN.— Coniitiued.
19
Prdv'l Grant to Teachers.
NAME.
6
Susie P. Robertson
Thomas O'llioll v.. •
M. Agnes Nunnery
Sarah Garland
AVm. 1). lJa,skin..
, II. a. McWilliains.
Margaret Brittain.
Caroline E. Huostis
Kiniua F. Moran .
1). A. Thompson. . .
Ijyilia.I. Ba.xtor- . .
Lydia J. Fullerton
Jnn<- If. Jietl ...:..
JoHxBlUTTAIN
Sarah A. Osborne •
Florence Vailc.r.a.
^ Edna (iorhairr ,
Carrie M. Melviii..
Samuel Bogle
(icorge F. Fowneti.
Klizii ('(triiilf
I'atrirh Hfiimtt. .
Amcl;a>A. Na.son..
Mxiit MvLnren... ■
Evelina Brown. . . .
iHnhilt Muriihu- .■ ■
Margaret McUirr..
Annie M. 'Hopkins
Susannah F. Burk.
Tca.jid. in KingsCo.
Florence N. Dorsey
Annie (i. Flaherty.
Mieliael Kelly. . . ,.
Michael Connolly •
(loorgiana Carr..
Annie K. Lovatt.. .
.Jano (Jriflith
Arthur Park
Peter Brennen. . . .
Mi>,.M.A. March.
S .1
3
5
1 101
Uoi
2101
2101
lilOl
aiioi
Ulol
MOl
2:101
itlof
moi
3:101
;i:l()6
nil
B112
^112
2!ni2
21 110
2J1081
3111J
2 102
3112
31 71)
3 107
3 10!)
3 112
108
10<>i
100
112
101
107
(53
106
108
a
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45 00
4") 00
75 00
CO 00
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55 00
45 00
55 00
55 00
35 00
44 10
148 06
,35 00
17 50
45 00
44 19
.58 02
44 70
54 («
00 00
23 75
44.59
4t) 67
. ,33J-5
34 22
31 25
35 (10
.32 .50
.57 32
21 69
19 '69
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43 38
112 ] 60 (X)
112
48
60 00
20 00
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t
20
i
Provincial Gs *Jit ituT«MtoborH
KduvMilional Circutur. '
iV OF srNBUJIV.
LOCALITY
[\.
County Fund tp Trustees.
AMOi;XT.
XAMis.
J
6
5 _4 ^
I'AKI&II.
^ c
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C'S.
3
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Jacob Uyrou Grant- 'J i lli f(«) IK) Biic-VWc"- .>v
Charles Liiiiiiim ■".112 i:. (hi " J. •
Kli/.ul)etli lloyt .'.112 X, w " T* ...
.\iiiiiu Miini-DO Jill'. (I "!• ■■
Olivo J. T. IJailov... -'112 4.-. (Ki ■•
Eliili .J.Mi.,-,imlri .. .tllJ 4(i (i7 "
liporiric A. Motion... .'! !•!' L'S 7."i liurtoii
CliHrlottoL. ,'^tiTct.. 2 111'.':. (;; !i!i ■'
Hiioch Tliompsoir 2 W>\ ,",7 (r, •• ' . .
.Sinili K. AlwariJ .illJ .-i.-, (Ki •'
Ciirric .VlcxiiiKlor.,. . 1 i'l 4i'. !."> " .......
Kli/.iihctliC. .^('conl.. -'112 .(.", iki '•
.loliii I'orbc..^ I't'tor.".. :! llHi Ms \1 •'
Loui.si. S< K(-ll.v :', li»s .■;:;?.-, ■•
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il.M..^Tin.\iiii;i!(.;.,V U 1 li-'. 1 K4 .W I,., ,,
1'. W.('ami.iikj.i.,A I! 1 4(1 ' iv-i i;2 ^ '"'■"''^'""^' • ■
riiobo A. Ilnrft ..... :! IIO .'4 :!7 ' ■'
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Mary K. (Jni..^..^ .■;112 :C) IHI' '•
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Edu c at to n al Circ u lar.
COUNTY OF Vim\)lUA.
•'I
Provincial Grant to TeachersI LOCALITT.
County Ii\ind to Trustees.
t: i
PAIIISII.
"3
1
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l!i:i^N flKBjSTKlt;.. 1 T« 1(11 m
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vi/ii'iiii niiiiiiiiKiiii: '• '.\wi ,V) 71 " J..
VCd. pij, rurlctou Co. ' '■ A- Wicklow
Liiviniii .mirpli.v :', M2 ,;") (K) Dniniinoud
Miiiiii' .1. l.rsli, -.WVl Hi 117 •• /
."Mary I;. ^Vllt^<(m , 'l- '.is .'lii .'{t (Jonloii '
.Mrs. liciij. Kcid :;illJ :;"> (ki " . . .'
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Miiry A. Iioiiil('v.-i(in. .'! 1 IJ , ;!"i ()(| "
Kliziibotl) Hvcritt. . -i 112 .T) (Ki
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■Educational OLfcultir. '-
[No.
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COUNTY OF WES
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RLA'NJ).
PrgVinclal Grant to Teachers' LOCALITY.
-tw
V
NAME.
!■= a-
'0.3;
J3 Oil
I 3 —
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— ■ O
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,T(i,-<ptili RoikI
.Iiiiiies (i. AtkiiiMon.
\Villiaiii.I. Slophenx
.]5(>njiimin Corripaii..
Artliur \V. Heiit
t^usuiiSilliker
Udsaniiali Allen
.Ihuc Jonos
Samuel 0. Murray
/sdihir I'liiil
Huoch H. I'helan
.loiiN N. Wm.i.s
t^eiirsie H- Plielan
S. II. Paksons, a. B.
K. (\ Cliaptiian, c.r.a.
(^lara P. Atkinson.
Il'iiha ./. C't'ik
.Melindii Hicks
Liznie S. Roid
:inii„ (■■,■!. I
Hahiiii'e to Trtistoc.".
A. II. W. Knnpp
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1 MlHIl W'l-Allllt . .
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l",uiiico Kri'iMiian! .
.Miiry riowiird
Kiite Ilnr4|.'<
S..I. jKNKtNX. A. B.
.liinie.i li.^MoCijrdy.
]>olftnov .VI. 'rrite.".
.('Htliarine llennoscy
' Ijauni A. Sfiiiiuln
llalena Harvey
CuniJiiie Trmilioliii
Margaret Do \' ere'
,\!«ry Keenaii
Andrew41, (Inlloway
lialunce lo Trii.-itees.
J-mliella M. Wriwlit
■Miiry .M.-.VIeCiirtiiy.
Neil .MeDouKall . .
h'rii' st ,1. y '<,/■/)/.
Sarah .MoSweeney.
.Iiiliit Keepan .
UV//. I IV. K- ith
Lavinia Mel/atehoy
ll.S.S'.n,,,^
Kobortii Mcliatcliey.
("arric A. Keilli ,
.lanieH U. -Sullivan
Muni U'...../
(VihH'llf I- Sun t
.lainos C. KiuK
/•;./,,', r. ,v/,, ,,„■.//,
./.-.„- V //. w;n.ui-
■Marv H. 'I'liwiO! .
PARISH.
1 1 >.s
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15 (Kl Jti 14 41 14
Lti IKI Hi 54 :«i 51
I
3.]
Educational Circular. 23
COUNTY OF WESTMORLAND.— ronf//!)<er/.
Provincial Grant to Teachers
NAME.
-6 j
(ieorjre.I. Oulton. . . .
S. C. Wilson, c. r. a. ■
.Iiiniea S. Tail
Mnry A. Lyons, c.i'.ii.
i;iiza AVlieaton
riionias A. Kinncar. ■
.Iiilia llieks, c. r. a.. ■
Alittio liarncs
Alice H. Faweott • •
(Jeorgc M. (look
fjliiiiliitli Hiiiiiiltiin..
.Itiiix P. Lu UKNiT...
tlamea .Siddcll
liertha A. Curry . . .
.lames L. IliMrctt
Marion Wilson
Carrie A. Stcadnnm
Manlcy C. Stcadman
Samuel A. WoMi . .
M<inl!i \y. Wih.n, ...
Mm II Hi 111-1/
/v' '■' iiliii iiiimk Duff II
Lewis S. I'iokett ., ■
.l<l nil 1 /'fit lltr , :■.
./' niilr .1 I lour '.
I>iiviil llorf^eman . .
.lames Mcdorman
Miicliel Hiiskin
Amelia iliimiihreys
lliinlord Keilli
/A«.v,'- /l/ul.„,in
'I'lllilVH AlHlV
liAMIOliU W. Dl KKY-
Amanda .1. Colpitts
I). I!. While
\\'i//t'i tit Lt fill,/' .
Maiy Stcadman.
S(i|iliia .M. Neshit
Wll.l.l VM A. lUliMS
/.'' II /utliitt .1. Ill trill
■lames Itoyle
, Marif. A. Teindile?i
Hiifiis W. (iociden
Krnest Wall
Cli;irle> K. Liiml ,
W. .lames Clark.
.hiliii West
.I.thti .Milliilii, (',„,/.■.
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LOCALITY.
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1 112
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1 112
1 112
2 112
2 112
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1 112
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2 112
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County Fund to Trustees,
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11 220 l;iO
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12 112 ."il
l;i ]11()
1.^) 112
Salisbury.
1 m IHO
AMOUNT.
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24 Educalionai Circular
COTNTY OF YcmK.
__>__ ^
Provincial Grant to Teachers LOCALITY.
[Xo.
County Fund to Trustees.
~ AMOUXT.
XAME.
PARISH.
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10 (i,s .111 ns
■^ -. Ji 11;
10 07 :-, ..■;
■' ■-! JI li
. . I., I,.
i."i yi L*!! MS
J 7ii Ti („;
'^ oj ■_',; II ■
Ilj 10 _.y
10 IJ :;;! .is
1" IS .;j Is
1 1 1.0
s 7o
II I.:
I ". (HI
'- IS Ilj
•J I'l 7".
.1 JO -.1
1". 00 1.: s| js s|
U I.:.
II
lo
: '■ 'I .. .
._,._,m
Jinr'
7|s
J..7 I
joll
|o|J
'I'll
|0|
Id .;i;
I ", mi
In "..;
I . on
jii mi
II Si,
•'(I IHI
11 OJ
1 '. no
I I Ml
1 . on 1
r, mi
, .... 17 .,1
II JO JO ',1
.'. .'a; |.-, s I
. 00 -jd ii'i
I. '17 1; ii7
o .".7 -1 ; ;
lo s7 ,;ii s;
n J", j:; 17
" s7 J I s7
:: -.1 1:! :;i
IJ (iO J17 ".I
J x: ~: s7
!( "S J I -,S
. I..II
s s.| Is ,;,,
". 70 j<i I,;
H. .M. si| iiiii,,.,,; \ 1; I
.1 rri.lrii.'i,
l
, 1
I T
1
i
I'
I'
C
!■
('
1
S
A
r
S
(
JV
./
.1
s
li
r
^
w
Si
h
I)
u
w
[^
M
A
W
I)
.A
Si
II
.Ii
•n
3.]
Educational Circulai
25
COUXTY OF YOllK.^ContiHunl.
Provincial Grant to Teachers LOCALITY. County Fund to Trustees.
+
NAME.
AMOUN'T.
-3 >.
■Hi- "o
PARISH.
^ £"
I 5 tl(=
6
4 3
(i. W. Fcnwick, A.D.
L. Jane (iio^ory. . . .
F. 1'. Rivet
Mv». K. AT. II 117.011. . .
John li. Mcliiiii.s . . .
M. Alice C'liirk
(ioorRo II. Minor. . . .
Mary N. Jiioob
.loaiina Polcr«
Louisa I'ii'kard
7raiioos .\. .~>oolay. . '
, Edwin T. Miller.' , .'
■ ;, Ellon RPeake i
4.^ • .*. Elizabeth R. Seovil.. i
•^ ' lla'rriel ('. Masee- . .
■■* E. 1'. Klwvellin!,' |
, Amelia Atherton . j
^ Eva AtliertoM '
EliaL. Thorne
Cath. II. Twoedio
E. A. Miiiard
Caleb A. Viin<lair .
Lizzie Vandall
Su.sie I'erlev ..... .|
Minnie E. AL^Kay. '
Fnince.s I. Ros.i .
Mawie I;. Alexander
Rrnnswick W. Fox .
Melinda A. liarkor. ',
Sinn/. I). Ml .i-iniilrr.'
Chiir/i n ThiiiHKs.. ...
Mar.v ('urrie
.h niiii H. hjnliii . . . i
J()hn TininiinH
Sam. a. (^oiii.L.vun.
Louisa ,1. Duffy
Thonnm havid.son
Mary S. I\ene
Mary Hello Porloy
Win. M. Hamilton
Sarah E. 'I'urner .
Mil I'll Hi /ill Lnrillii..
/•'nilllii' A, Hnniisiili
David I,, (launeo
Mary Ma(^Kenzie
Al-l/llir Chill. Illll/r,i
Olivia Marker
Matilda Orahain .
I.xabol And()r.ioii
Mary A. Mar.^li
Alieo E. Fra.Mor.
Mary E. Adams. . , .
Hilith ./. It,il/i:. ...
■ Daniel Fiske
Jtihn K. Ml ('lift /i' nil
SuMie A. Ilondry .
Ilariiuih A. Itarker
UuorjtLi fei^y
c
:iy-
^
iZ
1 c
c =
^ ^
y.
'—
—
'C
H
1
'2
Li
4
. 5
G
7
JudsonO, Manzor
'I'lioina.' E. FerKUBon
FhaNK II. II WKS.
1 l(i'_'
1 102
1 102
1 ;"d
1 102
I K7
H ]-i
I 102
1 102
1 Iir2
2 102
1 102
2 41
r W
r 44',
1 r,7"
1 102
2 102
I 102
1 ](K)
1 102
2 102
2 102
1 102
2 101
1 00
2 111
.'i no
;) 107
:ni2
.■ni2
■•f 112
.'ni2
.'U 1 1
1 lO-'ii
.'( 70]
;! 7;i
.■ill2
2 110 I
2 iiKt ;
■■"12
.■!lf2
.■!I12 i
;( I OH
;!1I2 :
;! 101 '
.'MI2
2 !•! i
2 112
;!I12
2112
I 112 I
2111
2 112
2 o;i
:t III:
City of
Frederieton..
i.ill i 4^ IXk
$7.') 00
: .').") (Ki
■ 7.") 00
; 27 .50
7.") 00
40 id
(1 ()2
5.") 00
;V) 00
7.T (M)
4.") 00
7r> 00
li) :V^
■■'A 27
2.'i W
41 02
.''i.") (KI
4.') 00 I
,"v'> (*)
"4 40
.Vi 00 j
00 (lO
4-'i (KI !
,V') 00 '
44 ;"..'•. J
ts 01 Kinffsclear
4 I .V.I
44 10
.■a 44
()0 (HI
><t) (K.I
:!.■") (KI
40 (i7'
44 riOManncr.s-Sutlon
127 10
2:t ill
2<.l .'!2
:;') (Kii
44 1<»
;v> (K)
40 07
40 07
4.'! .W New Maryland .
;ri (K) ■•
.M oo'
.'i'l (KI.
.■17 70 1
I.") IKl
.'(,"> (K)
4.5 (K)
,Y) (KI
.^il ■I,'-):
(iO (K),
HI) mi
;i7 ;to|
.f) (KiQuocnsburj-
10.-!;l
rwieo
•• .V Line
William
112
llHI
112
dn
..I I
:^ li
.. 4
7
8
1(1
I
00
ini
no
107
112
:n2
112
1 112
111
do.-.)
to]
T.i
112
no
iKCI ,
'112 '
112
|1I2
IIOK
a iloi
u,n2
",•4 1
1112
:112
1112 :
!U2 ■
;iii
112
112 '
W \
112
n
2(i
34
40
IH
:i,5
(i(i
27
27
:«
40
40
15
17
10
.17
.11
2S
27
.■«i
4;i
112
loo
112
.'11
,'•.0
41
2410',
.'1120
21 S4:
IHMS
:ils(
Hio
loo.")
liid'i
fjHJI
202h!
Id). 5
8;M) :
n.v,
l8(Ka
10,-)7]
024
l(i:{.'> '
ii;!7 i
1408 I
18.-) I I
17(K)
12V) j
l.T).'!}
1070
1714
2084 i
i74;t ,
liKtl ,
.'f.KM I
1H,M !
I7;u I
2270
.ii;; 2'!
$12 (Ki
$25 ;i2
14 Ml
15 42
;i(i 2s
1 1 7.",
10 77
25 5o
1 1 .fl
.'12
2;i ().5
20 (KI
15 ;o
.■15 7(1
20 (KI
12
2-.; 12
1 1 (KI
;io
24 .iO
20 (K)
S 2(1
28 20
14 8(),
4 .'1.5
10 21
11 1,!
12 00
• 27 (111
10 2")
5 20
15 4.5
77
4 .ill
U 10
1.) (KI
5 7(1
20 70
14 7;{i
8 01
2.'i (•)4
14 (iO,
iVy
21 25
I.'') (MJ;
4 .5t)
10 .5()
20 (Ki:
5 1(1
25 10
20 (K)
4 02
24 02
14 4(i
7 .'«i!
21 ,8.5
l'> (KI'
l:i
21 l.i
18 (Vi
8 .'iS
20 41
1.5 (KI
10
21 li)
12 .501
(•) 07
lil 20
1.5 (K)l
70
■24 7(i
15 (KI
8 4,5'
Zi 4.5
15 00
10 28
25 28
15 (KI
H tiOi
2;i 00
111 81
,'i8
20 10
15 (KI
lo 2<>!
.■i4 2<!
20 (KI
It 14'
20 14
12 45
8 ,\5
21 (Kt
15 (KI
11 22
20 22
•2")80J
2IW)I \
15 (K»
11 CKI
15 m
__, —
l.i
24 .57
7:iJ 27 XI
28 12
26
Educational Circular.
County of YORK.— Continued.
[No.
Provincial Grant to Teachers '
LOCALITY.
NAME.
w
1 c3
Ti
. —
<D
rs
4>
^
N
a
' a
-r;
6
|5i 4
3
Anllioiiv Xobl<'s
2 112
: i)tt
I'oriiu'liii J. Christy
2 111'
4')
Murtliii Hood
2111
44
Kloctra Athcrtdii • •
.•Mia
.".1
Aiiiiii M. Ihiiison
2 112
4.".
.Jereiniah Meagher
fiotiisa V. jMor?»n. .
1 1(17
71
1 KHll
4!l
\V. 'I'kmi'I.i: Day
1 112
l.'iO
Alfreda L. Mar.-ters
1 111',
r,\
Alice K. I'erley .
2 lo'.p
4:!
R. (ii-cnville llay ..
2 Kf.
.i(i
County Fund to Trustees.
PARISH,
^ -Eg 13
.i 3 ./. ' I-
(10 (Jueunfbury
(X),
"if I
.•!7 St. Miirv'
(X),
.V) S
(K) )
Ten. ml. in Siiiil)'y ('o.
■KtHj.Al. Deiinison
^Miirtraret Clantield
All)ert Perkin.<. . .
Mary Melieaii
f \nti'l I it^ l.*itiii' 11.
.Ill III* 1 III niii'i/
S. (iriiee Viiun^' .
Miirv II. VouHK.. .
/■yi:ii M. )'fjiuiit.. .
Iloiiry 'I'own
.Idhii \V. Freeman.
C 1(. lirowii ....
Iierlha.MI:ntley.
Knioline i>. llnye?.
<,'eeelia Mcralluni.
Annie .lohn.<t<i.fl . .
Kiiniiii < 'iiivrl/ ■ . . .
Celiii v.. .lone,"
.Miiggio K. t'hiiiiniiui'
f'hrinliini Muili /'v.
.lanie.-i liuiiMl
A. Mc.\. MeKiinu.n
M'O'i' A. M- I I'll II ■
S
('
nu'U'H
A. Mi
112
111
112
112
111
112
losi
112'
112
Ul
112
7.')
112
42
112
vn
!K)
W\
112'
112
(il
.■Mi
112
(i()
4.'!
4.".
4(1
44
(ill
:«)
Xt
v.]
.(0
:!7
;«)
;!.■>
4i;
.■i2
12
(Ul
Ho. X' MnuBt!
(Xi St. Mary'f.
,")'i
(Wl
IXI
4.">
(HI
.'•iS
(10
(17
')'.) Sciuthainpto
(XI
i;i
(XI
12
IXI
,'')7
4ii
Ki
IKI
(17
m
(Ml
Stanley
li. .\iiKu.'Jta AVcUins 1 11'.
2 112 (i<l (XI )
A (hi, II. lie
Susan Sanfoni.
Lydia l>. A
(i('or(fe I'lirker . .
I!l!en It. .'^iiiinderv.
1 lli:
2 112 i 4^ (Kl
(1(1 I
v") (m
ver>'
:i 112
1 112
;! 112
;!.'") (Kl
7,'> (XI
:!.') (XI
s
ille
' ■" o i
>, o
-i ^
^ I
1112
112
111
'11(1
112
;i4
41
27
X]
40
T3
^
•HJU^I
X.
C
£
O OQ
:3 ■
a
ttrr
te.2!
JS
a a
>. 3
0-:
o2
a .
£■73
Total (la
ncc of P
c o
il
=41
as
a
a
So
a ti
o
O
O
H
4
5
6
7
.2(l7i KH)
222(1 '
2;!52 :
18ilS',
48(18]
27441;
10249 ■
m
0(V$in 1)5
la^i as
1.)
(K)'
11 (iOl
2(1 tid
14
S()
9 3(ij
24 22
14
'■'i
8 iU
2:? (U
15
(J(ll
13 M,
28 r)3
2*1 1 50 r>4!
8;}
.3 '.'<P2i 1.S2 ' 8180
I
lO")
I
'112
111
'112
Ill2
111
i!12
:1(J8]
'112
112
JI1
112
' 75
112
7 42
'> 112
Kil
14 '.XI
lo ' !'(i',
15 112'
17 112
1 looi
2 112 ' 44
3
54
:m
;«
40
10
42
75
;«
.5;")
45
2; I
24
:iA
.'ji
■x\
IS
211
*i~
r,i)
2494
2.14
2(")(Xi]
l;!89
2585
1924
2". 120
154.')
2105
.3(i;i4',
2<XiO
.'1427
2t>i>.'i
i;m
1;{9H
449
2;!(i.( ',
l:i2ii
■1,549
942
i9i;!',
2205
:«,(V
40 34' 84 8(1
(X)'
801
(K)l
(HI'
06; 12 30i
1 151
12 ;!(i
() 85 '
12 75|
9 49,
81' 14 40,
(XI 7fil!
.^3' 10 :»:
m 14 <)6
(X) 10 Vr
Rti hi 9(ll
00 13 12'
04 (1 .571
(XI (i 89'
(\2 2 20'
(10' 11 0,5!
.52 (i .54'
07 -7 ()4
it2 4 iv;
I 44
(XI 11 17^
40 25
20 .3(i
1 15
27 .31;
21 71
27 75
24 '40
:^ 21
27 01
24 91
29!K1
.30 1(1
31 70
28 12
Ifi 61
21 89
7 82,
2() 65
20 (>i
23 71
17 .58
24 44
31 17
19 71
20 (XI 18 0>.< .'!S 09
22t l.'i.3 71111 :t(i (XI :iti 73! (ki 73
112 04
.382
15 00 18 86 .33 86
(> 112 I 47 , 2922' 15 (X) 14 42 L".! 42
9 112 ' U
828 i 15 (XI 4
11 112 ' .34 M8S' 15 (XI
\ laidlow 12v 112 2'.! I.i72 1"
i>8 19 (18
34' 22 3 J
;s i 2i
(XI () 79 21
T
■i
1
o
so-.
8;^
T
■^
3.]
Educational Circular.
G-'ElJ^li/L:h/L.^:Ei SCHOOLS.
27
-COUXTIKS.
LOCATIOX.
TEACHERS.
Albeit Hopewtll.
Carletdn Woodstock, ..
Charlotte [St. Andrew!',. . .
(iloiicL-ster, liathiirst
K'piit rUichibueto
h-mpf •Hampton
Miulawapkii
]VorthtiiiiberlaiKl,,K'hiitliain
Jiut'cns ! .(.'agetowu,
Rcstipouchc Dnllioiisio.
•'^f- .lohn City of ,><(.. John,
Sunbury Shofliold
Victoria
AVestinorland, Sticiliiio '. .
York Fredcrictoii
■M. M'.Heatty. A.l!
.raines MrCoy
.liiiiit'M K. Covpy, A. H.,.
.1. Arthur Freeze, A. H..
jliipram H. Oakes, A. IJ.,
John Raymond
R. H. MeAlpine, A. li.,
I'hilip B.Cox. A. ]{.,
• A. Moss, A. !!..
Rev. ('has. (i. Coster. I'h. 1).
■ ;l!edford li. .^niith, A. !!.,...
. ! . . .
''i>.'ii.whue,v^'.' .'.'." ,'.■■■;;:;
■ <;eorp:e H. I';irkin, A. .M
Ijcgally
authorized
_ day.s
Priiieipal.<!'
J)epartin't
open.
79
1()()
102
112
110
(i mo.
1(»
112
112
iooi'
'112"
* Not in I'nion.
t Cnvernmeiit iii<l piiiil throuph the .'^eerclary of Hoard of Trustee.--.
\ Oovcrnment aid paid from the University (irant.
Amount of
Uovernm't
(irant.
$141 07
liK) (18
20!) (K)
•M, (i)
liHi 4:5
200 0(J
KH (U
200 (X)
2(K) (K)
t.'WO (X)
1H8 .'!9
2' '0 (K)
IM) 00
,-f;zd() fd
.A-BSTK,.A.CT-Por the Term ended 3l8t October, 1875.
corNTri:.'^.
Aj'bert
I 'iirh'liiu,.
■('Imrlotte , ,
' iloiieesler, .,
Kent
KImK!*
iMilda\v:!sl<;i, . . . .
NorthumlicrhiiKl.
(Jueen.i
Resticouelu'. .
Saint .John,.
.■^iililmr.N
Victoria
Westmorland
^•ork,
■K'
Cnunmar Schools,
Vj
'.'
w.
•'. *- "d'o
fl ./
— « c «c-
u
--""H"
^ 1>
--a
3
a
a
ft
E
3 t.-™ fl »<
c *^
'E
i^
X
5= -.J- »^
—
"H
-
E-
€.= ^-5;:5
.t!.',72;! !K)
2,40.'i
.•^KlilMI SI
:>,()8,")
...(«:( so
),."..'i7
2.000 70
0,1(«
."i,7'.'l .^0
.\110
.■i.HK2 ;!()
MCt'.fj
;iSK IK)
<n
1,410 :,-,
1,001
2.. ■{4.'! .V)
1.HM2
2.S(;.-, I.-,
2.2'>7
ti .'■.02 4'
4,ti;)0
.l.OHH O.")
i'ljm
20f, 41
101
1,0.S.") 10
101
.•i.S72 .V2
:!,102 '
..■(,017 4«
.■{,702
:!,!l|l OK
2,H.'')H
2,(i77 Oi")
.'{,.S|.3
i.om 00 1
1.2'iO
h:;(; 2.1
1,400
0,003 HI 1
s,2;f.
7.K4;-) 4.-,
1 ),77S
l.^TOOl !
l,2-!0 ,
l,02:i (^0
K.'VIO
l,02«os 1
o;!i 1
>u,] m
1.27!)
,i.(v(0 01 1
;",022
•1,400 2;"") 1
0,10,5
7,7M(, -M ^
"'^M\
;!,l7o 10 !
7,.V12
,<").S,410 ,10
•tc.
2.01(1 01 1
.... 1
■"
-
Total,. . ' :<;Ol,.!27 00 |.s,.'LVi .'«|0..\M 00 ' IV2.M9
en
' In .■Utciidan<'e at llie School at Hampton, and Hot included in the forcgoingTttblcff
"^
28
Educational Circular.
[From the Chief Superintendent's Report.]
[No.
;
SUGGESTIONS TOWARD THE COMPLETION OF OUR SCHOOL SYSTEM.
Havinjj: traversed, at considerable detail, the subjects xii)()ii wliich I um required
to report, 1 propose to oft'er for the consideration of the Legislature such sugges-
tions on educational aiibjects^s I am autliorized by statute to present, and as
seem to me worthy of careful consideration at the present time. The sugggstions
will have in view the best.ojjeratioij of our School System in the impiediate
future, ajid its ada])tation as an adequate and permanent educational instrumen-
► tality for all- classes of the people of New Brunswick.. As I proceed, I shall
gatlier up the suggestions which I have offered in previous Reports, that their
y^ place in the .system may be more readily seen, and the completeness and sym-
metry of the wliole more fujly appear.
School iNSPEctioN Proped.
I rospectfully invite attention to thi? j>rovisions of the thirteenth Section of tlie
Manual of the Common Schools Act : —
"From and after the first day of November which will ])e in the year of our
Lord ons thousand eight Inmdred and seventy six,* the I'rovincial aid to Teacliers
and Assistants, ([ualitied and emjdoyed as aforesaid, sluiU be regulated in part
"Recording to the ulass of Ifceiise, and in part according to the (juality of the in-
struction given in the Scliool as determined by tlie semi-annual examination of
pupils by an Inspector, as follows: For the Scliool year, or rateal)ly as above,
Male Teachers of the first class, one hundred and ten dollars ; of the second ejglity
dollars ; ol the third class, sixty dollars ; Female Teachers of the first class,
sevehty dollars ; of the second class, fifty dollars ; of the thjrd class, forty dollars : ;
irf addition, each Teacher whose Scliool sliall be rejiorted by tlie Inspector, in
respect of ([uality of instruction, as entitled in any lialf year to the first rank,
shall receive for the half year, at tlie rate of forty dollars per year; the second
rank, at the rate of'twenty five dollars ; the third rank, at the rate often dollars,
or rateably as aboA'e : each sucli Assistant shall wceivt' a sum e([iial to t)iie half
the grants to Teachers."
The provisiolis of the Law, theri'fore. rcfjuirc that in one yeiu' from this time
a porti(m of the Prpvincial grants' to Teachers shall be conditioned upon the
/luality of the instruction given in the Scjiools. The quality of the' Teacher's
work, whatever may tie the class of license held by hini, is to be determined by
the Inspector, on a careful examination of tlie pupils. It is necessary to secure
f^ in this way, both to the people of tlie School IJistricts and of the Province, a full
' ' and trustworthy knowledge of tlie value of the work done in the Scluiols; and
Inspettors having professional (jualilicatioiis and sjiecial competency are abso-
lutely necessary to enable tlic Dcfiartment to overtake this duty. But from difli-'""
, ciilties, temporary in their character, and cliiefly incident to the introduction .of
of the law -such as incomplete- District organization, ina(le(iuate School acciim-
modation and ap|)liaiices, lunl an insufficient suiqily of {|ualified Teachers, — only
i> limited ])ortion of tlie Province will be jirepared next year for tlie operation of
Section l.'i. I hejiP repeat tlic statenuiits on this subject publislie<l iu mj last
Report, pp. xxxix. and xl. : ^
• "The sum provided for trhe remuneiation , of Inspectors renders it im'possible
to sec^ire their exclusive labors in the service. The iierforniance of their duties
has, in most inst^inics, contributed very largely indeed to tlu^ successful working
— ^^^ ^C ttiF^HW. It w«»«W l»*v« Ihhui attogmh^r fnrt nf my powFFitj Itrv?- (^eWn^tteB=^
proper enforceiuent of the provisions of the Law aiftl the decisions of the Boaid-
' Since oxtcadctl to 1877.
i
\
[No.
t
vi
3.]
Educational Circular.
29
„ M '", "^ ''" '"■' ''.^* ''^"'^^ Inspectors. The view .xiTcsscl on this
Mil net m the 'Ucniiuk undn'tho 41st lioKulation of the Board lias hen] sliewn
t.y the expeneiue of the past thren^ years, to he correct. I am also confirmed in the
soundness „t the view e.xi)rcssed in the closing sentence of the "Remark 'I referred
lli'Sation i'' ^■"i'^"'l'^''l "1 Regnlati<m 42. The following arc the llenJark and
vi^s u'fnsnml'f.l'f r"'" "''"^?',' •" ""^ disposal, of the IJoard of Education for InsocftDrs' sala-
Imf tho i , wV <• ■'^S'-'"";."'« ■-■e'vces.ol pr'ofessional Teachers for the oHico. At i2 oliot4d
if .,r I *;•'«''''•"';'/'''" '''1" 'i'' '^'\'^ r'roinofed by the eniplovnient of InsncX-s for a
• lo . w Vul' ^}T^\ 'i" "V"";'' "'^ '""''"« I'"'«ficMll.v known tci the PO(.i.lo t o , rovis ons
ra?nn';?9',.),'"''.ri''""""' "' "S'""*' throe year8. an<l shall have obtained .Leon elof the
:^et.!!:i-f^el;S!^;!.^^;;^^n-M!fej^
'•In the cmMse of two years f,„m this tim<., a very considerahle portion of the
lovince wil haveheconie ' so familiar with eorrect modes of procedure under
l-i"- as to ensure the ref,rular support and projier conduct of Schools.' The
oanl ot KducatKu, ..n this view, will r.^piire, within two years, the authority of
til. Le;,nslature gradualhi to re.luce the numher of Inspectors to seven and other-
wise to provide for tlie thorou-h and systematic.' inspection of the work don.^ in
he Schools. I have not the shadow ef a doiiht that this is our true educati.mal
polo— the only one- that will cause lour Sch..ol Syst/^m in its development to
yield Kcinime Irmt 'after its kind.' V would dinrt attention to the views I cx-
• jire.ssed on this suhject in the, Education Report for 1872, pp. xxix to xxxvii." '
It appears to me of the first importance that the Board of Kducation ami the
Chief Superintemh'nt he ],laced at <uue in a position to ,,rcpan' for the systematic
mspecti.mofa portion of the Schools, as re.,uired l,y Secti.in \?,. A population of
ahout 40,000, on the av.'iaKe, c.u.ld he elthiently serve.l hy one Inspector: where
the populati.,n is dense tiie numher would he somewhat Kreater, and where sparse
less. [ respectfully su-vst that the lioard he empowered to circt, from time to
time, hy i)roclamation in the /.',.//„/ 0%,zelle, orotherwise, the territory of the Pro-
vince into m.t mor.' than seven Divisions for the purpose of inspecthm, and to
api.oint a .,ualihe,l Insp^vfr for .a. h I)iyisi..n. It should he i.n.yided that on
the proclamation of any Diylsioii, the provi.si.ms of Section 12 of the Manual of
the Common Seho.ds .\c ts shall cease to h.' . p ■rative within the limits of such
Division.
ruder the plan suKRested. tiie Board r.f Ediuation would he aide to proclaim
one or two Divisions next aut^imn, and thereafter ynidualh,, from year to year, ns
the interests of the Scho.il serVice permitted, to c(uu|.kte the remaining Diyisions.
According to the hest judgment I am now aide to form, it would he ].iacticablo
to proclaim lh«' last Division within live years, i)ossih|y four, from tlie proclama-
tion of the hist Division. In the m.'an time, those piations of the I'rovinee not
emhraced within the limits of a Division, would he supervised by Inspectors as at
present, and, inresi)ect ()f Teachers' frnints. Section 12 would be Operative tlierein.
These provisions for inspection and 'I'eachera' Knmts would be tlie best adapted
to the condition o f Schoc ds in siu h poHjon s of the rrov ince, w hih' thos-' of Hu e ^
"flon 13 would meet iwie(|uately the neOds of those parts whose educational condi-
tion wan more lulvanced
r
I
I
30
Educational Circular.
A Tkacheus' Keserve Aid-Ftno.
[No.
In my Report for 1872, pp. xxix. to xxxvii., I called attention to the importance
to the School System, of an Aid-Fund for Teachers disahled by age or ill health,
while enpapedin the School Service; and I indicated the principles which, in my
judgment, slumld regulate itK administration. I have seen no reason to modify
the opinions then expressed ; on the contrary, I am ccmfirmed in their soundness
and re-assured of their importance. The suggestions wliich I then ofl'ered, and
here renew, wore based upon the existence of such a system of inspection as is
required for the satisfactory administration of Section 13, flnd with which I have
already dealt. An Aid-Fund whose benefits were secured to /teachers irrespec-
tive of the merits of their services would, in my opinion, ])rove injurious to the
educational interests of the Province. But it is a necessity that the Schools have
the services of men and women of ability and good culture. Such persons will
not be had in suflicient numbers without an Aid-Fund, for while many will feel
it a duty and a delight to give themselves to the noble work of tliinking, and
laboring, and living for the welfare of tlie children of New Brunswick, they will
bedeterved or turned aside, earlier or later, from such a purpose by the possible
prospect of want in thoir days of weakness or old age.
Tlie business of teaching does not often' afford oi)i)ortunities for the accumula-
tion of money ; but those who possess the abilities and culture which arc required
for success in teaching, would be al)le to secure at least a fair comi)etency by
devoting themselvcK to otlier callings. It is therefore politic in tlie interest of
education, and simply just in itself, that the School system in this Province
protect from want tliose who toil honorably and successfully in its service. If
the reventu's at the commalid of the Eegislature would enable tliis to be done
■without diminishing the grants now provided to Teacliers, 1 would be glad : but
if such is not the case, I would rcconunend that the grants now provided by S1*»
lions 12 and 1.3 remain a.s at present, and that the Chief Superintendent be em-
powered, on the proclamation' of the first "Division," to reserve tliereafter two
per cent, of the Teachers' Grants tliroughout tiie Province, to be applied under
the Picgulations of tlie Board of Education, as a lleserve Aid-Fund in behalf of
Teacliers who may tlienceforward be disabled in the School service by reason of
age or ill health. The (quality of their work, as determined uncUr tlie ojieration
©flection 13, and their period of ser\ ice thereunder, should be, in the main, the
criteria for tlie apiilication of this Fund. In respect of Teachers emiiloyed witli-
out tlie limits of a School Division, it should lie provided tliat wliatever rank
any Teacher's Scliool may obtain at its first i'lpspection under Section 13, he shall
be entitled, in this behalf, to such rank for each year that ho may have been em-
ployed since the erection of the first "Division." It should also be provide'd that
the amount reserved for this Fund shouhl in no case exceed tliat to be reserved
from the ordinary grants jirovided for Mah' Teachers of the fir^t class.
Skcondauv Kdlcatiox.
No system of Elementary Eduratlcm can permanently prosper unless adequate
means exist for the promotion of Secondary Education. These parts of one whole,
act, react, and interact each upon the other; but it is a matter of history that the
action is pri m arily from th e higher to t he lower. In all tlie Provinces tfic e stab-
liKhment of Colleges and Grammar Schools preceded that of Common Schoo'ls.
The genesis of education has lieen substantially tlie same in all countries, and
~T-
but
3.]
Educational Circular,
31
every informed and thoughtful mind will receive the statement that unless due
regard is had tO the claims of the higher education, both by its encouragemmt in
an unlimited number of School Districts, and by iakmnpermanenl ,ccaril,j in the
same behalf thmugh the establishment and endowment of a limited number of
Secondary Schools, it will be impossible to secure the a,l)iding elevation and pro-
gress of the Common Schools of New Brunswick. The ; .resent enactments recog-
nize this relation between Elementary and Secondary iastniction, but the means
provided for the promotion of the latter are not, I submit, well adapted to the end
in view.
Superior Schools.— Wq have now reached that position with respect to Elemen-
tary instruction, whe^it is necessary, in my opinion, to cncouraf/e a longer attend-
ance of the pupils at the Common Schools generally, and also of the pupils entering
the higher clas.ses or Schools established in the more populous Districts, At pre-
sent, the special encouragement ottered by the law to such Schools is the follow-
ing :—
"When any District shall have engaged, with the consent of the Inspector, a
comi)etent Teacher, and shall have rai.sed for the supi>ort of such Teacher the
sum of two hundred dollars or upwards, it may receive from tlie rrovincialTrra-
sury a sum e(iual to the amount so raised, not exceeding three hundred dollars
per annum, to be paid to tlie Teacher upon it api)earing to the (.'hief Sujierinten-
dent that the School lias been satisfactorily taught, and that pavment has been
made to the Teacher at the rate of two hundred dollars or ui)\var(l's per annum by
tlje Trustees; but not inore than one such School shall be allowed in an v one
Parish.'' li
The main defects kl this provision will be evident from the folhwing consider-
ations : —
(1) If the Parishes of any County be compared with each other, it will be
found that they are of unequal area and very unecpialjJOi.Tdation ; and if tin;
Parishes of the whole Province \r' compared with each otlier, tlie dixpn.jK)rtion
in respect of area and population will be foinid to cover a very extended .scale.
Thus the Parish is not an eciuitable basis on which to rent peniianently the appor-
tionment of tliis grant. Several Inspectors have requested that pnivisicn be
made for more than one grant in iKipulous Parishes. .As the least poj.ulous
. Parish would lie taken as the unit of such an appi'i^priation, either the aggregate
grant would be very largely increased, or the amount of each grant would be very
nmeh less than at present.
{'1 ) \\\ limiting the number of these grants to one for eacl) Parish, (as at ]ue-
sent, or to two o'r more in large Parishes, as s(une have suggested,) the r(sult
desiird is only very partially reached. The Common Schools throughout the
Parish are nci,t, as a whole, or in any considerable numbew, directly stimulated.
Generally one District has manifest advantages over the other Districts, and
receives the grant without ccmipetition. If there bo competition, it eontmncs
only a Term or two, sinee Trustees and Teachers are indisposed to grap'ple with
the real causes of thgir defeat, it being easier to attribute such defeat to the favor-
itism of the Dei)artment towards the surc(*fi8fnl S'ehool.
(3) The receipt of the grant is not dt-pendent upon the continuance at School
of tlw! pupils in the advanced classes. They may or they may not continue.
The School may be "satisfactorily tnught," even if there be few or none receiving
advanced instruction.
and
1^ Vountij Grammar .S'rAoo/».—I}eft)re suggesting a remedy for these defects, it is
uecessaiy to refer to the provisions hitherto ir-lied ou by the Legislature iwyminm-
4
32
Educational Circvlar.
[No.
W
leciiv/ to the peojile of the several Counties, and tluis to the people of the Province,
Schools for Seeondary'Instnietion, helow the University. These provisions have
reference to County Graniniiir Seliools. In my report for 1873, p. xv., I used the
following langung-e : —
"Wliile it is gratifying,' to know that oonsiderahle -w-ork is being done hy these
Seliools to promote seeoiidiiry education, I think it may lie rjue.stioned wliether
County Grannnnr Seliools are the most suitable means for the permanent advance-
ment of the higher education of the Province. With the exception of the (iram-
mar Seliools of Saint .lolurand York Counties, none of tlu'se Schools have sufficient
funds at command to secure fnich an e(|uipment as the service really demands.
It is worthy of consideration wlietlier there should not be fewer of these secondary
Schools: v.i'th larger tndowments. Every one -has heard -oA|the man who built a
superb house of two stories, but neglecti'd to provide tWSf stairway by wkich
access could be had to the uppi'r one. The Province has jirovided Commo^i
Schools and a University, l>ut it is by no means clear to me that any adecpiafec
organic provision exists, by which the desired communication may be peiTna-
nently cstalilishcd between tlicm."
Tlie following'Vonsidciations are sutficicnt, I think, to show that County Gram-
mar Seliools cannot furnish any adecjuate guarantee to the Province in behalf of
secondary instruction :—
( 1 ) Vm tlie most part these Schools must be located in Districts of compara-
tive ly smaH pojuilation. Tliere can therefore be but limited opportunities afforded
in the community for |irociiriiig suitable boarding accommodation for non-resident
pupils : and neither th;' e(iuipment nor the endowment of tho School is suflicient
to induce the Teachers to assume such obligations as would be necessary to pro-
vide it on their own account.
( 2 ) But few of the Districts in which tlvcse Schools ar'^ sitinttcd contain
Clnirclies of all the principal religious denominations of the Province ^ift^hich
piiiiils could attend divine service. .^ - '
( :i ) In jioint of fact, the County Schools are really filling the place and dciing
the work of District Schools, while in a majority of instances the, annual grant
lias not even secured to these District Schools superior apjiaratus, but has been
ajiplied solely to the reduction of the local assessment. In no instance are the
School House and ajiparatus equal to those suiijilied by the Trustees of Saint
Ste]dien for their Sujierior School. Only a few of the Schools are giving instruc-
tion to non-resident pupils, and of these pujiils a good proportion are not resi-
dents of the County.
These considerations are, I think, of great importance. I am jiersuadj-'d that it
is illusory to expect to reach through County Grainmat- Schools the end desired.
It requires a complete and extensive outfit of house accommodation and appara-
tus, and a superior teaching staff. Provisi9n is needed not cmly for the study of
the Languages and Matliematics, but also for Industrial Drawing and Designing,
and Agricultural Chemistry. The Schools established as a guarantee that Second-
ary instruction shall not he left merely to the voluntary efforts of the Districts,
require to be brought more directly under Provincial control, and to assume more
of a Provincial character before the public.
l.rgislation needed — />rt<flf.ip=In view of the defects which I have pointed out in
the existing provisions in behivK both of advanced instruction in tKe ordinary
Scho ols, and of second ary i nstruc^on generally^ I believe it to Ix; necessary for
the Legislatxire to adopt more complete and comprehensive legislation. There
are at present 1.32 Parishes in the Province, and the number must steadily in-
\
/
[No.
9
A
A -PA
ly^
3.>
Educational Circular.'
K i
(■rcase. The existing* cnat'tniont, therefore, makes provision for tlic disbursement
of some $20,000, asj^xtia grants to Superior Scliools. During the hist Scliool
Term, there wwrrStTSuperior grants awarded ; and in view of the large amount
■ of imjiroVed Seliool aeromraodation i^'oently provided throflgn()ut the Province,
there ean lie little doubt that the number of these grants will verj' rt^iidly in-
crease. In five years from this time the aggregate amount of tlutse grafts can
liardly he less than $15,000, probably more, unless there be difBcul^y in securing
Teachers. The grant provided to each County for a Grammar ^'hool is $400,
except to Saint Jolnj^ which receives i?G()0, and Yofk, which is aiddd solely by a
grant from the Senate of tlie University. Th? aggregate, therefore, of the grants
provided by law for County (iranimar Schools is §."j,800, while nearly $3,000 are
also approjiriated under th(! Common Schools Act to the Teachers of theso
Schools.
consideration of the Legislature
the following
I respectfully present for tlie
remedial projiositions : —
( 1 ) That the Grammar School Acts be repealed, to take effect on the lUst
October ; and that the property at present li(;l<l by the Grammar School Trustees
be tr^flisferrcd to the School Trustees of the District in which it lies.
En-couracement of Admncnd rmlruction in all Schools. — ( 2 ) That there be annu-
ally appropriated under the; Regulations of the Board of Education, a sum not
exceeding $10,000, to be applied as follows : '
(rt) A .«uni not exceeding S7,000, to be apportioned to the Scluxds througlio'ut "
the Province, according to the tnumber of i)upils wlio .shall pass a*atisfactory
examination in Wie Course i)rescril)ed by the Board for the higliest Advanced cla.ss '
of yie District Schools, <'ach School to receive at tht; rate (say) of $15 per pupil
l)assing in the oi^^nary Course, and ^20, in the optional Course ; provided that
no School receiveliereunder more than $150 a year. As tlie end in view re(iuires
the hearty co-operation of the people and Teaclier, on^-half of the amourit'received
should, I think, be paid to the Trustees towards the efificient maintenance of the
Scliool, and oiie-balf to tlie Teacher.
This amendment should beconu! operative within each "Division" on its pro-
clamation, and Section 85 of tin; JIannal of the Common Schools Acts should
thenceforth cease to be operative therein.^ '
Such an enactment as is here su-ggested would rtniove the defects I have
pointed out as incident to (he administration of the existing Superior School
grant, and would supersed(^ it as rapidly as "Divisions" were created for iiurjioses
of inspection. It might be thought, on a first view, that there would be danger '
of directing the Teacher's energies towards his advanced class to the neglect of
his lower classes. But when it is borne in mind that this grant is to be appro-
priated only in Schools which are being "ranked'' under Section 13, accprd-
mg to the standing of all the classes, and that the "rank' of the School not only
affects the amount of the ordinary Provincial Grant, but the position of the
Teacher's contingent claimon tlu; Ileserve Aid-Fund, I think it will l)e seen that
any such fear is groundless.
( 6 ) A sum not exceeding $3,000, to be apportioned to District High School
classes, according to the number of pupils wlio shall pass a satisfactory examina-
tion in the last year of the Course prescribed by the Board for such classes; each
School to receive at the rate (say) of $30 per pupil, provided that no School
j cccive h44'<^itfuier more t ha n $4^0 iv y ea r , Exjr tkc rea son a As&igmid above («)^ I -—
think that one-half of the amount received should be made jiayable to the Trus-
" tees towards the t'fticient maintenance of the School, and one-half to the Teacher ;
w
i%
I
-.U-,liJiM. i i i iwi i
Mr
34
r
sh it miKht 1:
Educational (^rci*^H^^. ji*
[No.
though it might be better, in this case,- that tli© entirtjf amount Khould be paid" to
the Trustees.
This grant, as woll, as tlie previous one (a), would be open not only to all those
Districts from which the Grammar School grant woulll be ^;aken, but also to all
Districts complying with the R(!gulatiojifi of the Board for its receipt.
Tliis amendment should come into i)perativ)n on November 1st. -.
Pehmaxknt SKcrniTY in hehtilf of Secondary fnsfnic/ion by (he endowment of a
_ limited nitmtrer of High Schools.— (3) ^f hat tlie Board of Education be empowered to
erect the territory of the Province into ithrec School Divisions for Secondary In-
struction, and to appropriate annuallv a sum not excoedii^g $10,000, towards the
cstahlishing and permaiient maintwiance of three High Schools for the Province
one for each School Divisiim, under the control and management of the Board of
Education, and the School Trust(;es of Chatham, Saint John, and -Frcdc*kton'(
respectively ; each High School to be open free of charge 'to qualified pupils •
residing within the territory of tlic School Division, and, in the event of straitei;ied
accommodation in any Term, each Parish within the.Scliool Division to be equally
entitled to the admission of pui)ils, according to, its population. The grant to be
appropriated as follows ;— (a) A sum not exceeding §.1,000 to be ai^plied towards
defraying the expenses of board of needy pupils in attendance at these High
Schools, (h) A sum not exceeding $3,000 to be 'appropriated in aid of the salaries
of Masters and Teachers in eacli School.
The Trustees should be recjuired to employ all their corporate powers as fully
for the accommodation, equii)ment, support and control of the Division Higli
School (except as limited below), as for the District Schools entrusted to them by
the provisions of the law. They should' also be i-equired .to furnish, at a reason,
able tuition fee, suitable School privileges, in other Schools under their charge,
for all pupils resident within the School Division, and non-resident in the Dis-
trict, who shall apj)ly for the same for the specific purpos- of qualifying for
entrance to the Division High School.
The Head Master of each of these Schools should be appointed and paid by tlu'
Board of Education, and the other Masters and Tefu,hers should be ajjpointed by
4he Trusty's, and paid partly by them and partly by the Board. • • • • ♦
A staft" of thoroughly qualified Teachers, and the greatest degree of i)ermanence
in their positions, compatible with the efficiency of the School, would be condi-
tions essential to the successful working of the plan proposed.
This amendment should tfike etfect on September 1st, in respect of the orgaui-
zatiou of the Schools ; but provision should be made that the existing grants to
Teachers shall continue to October 31st, and that tlie grants jjroposed herein
sliall take effect from November 1st. It would be necessary also to provide for a
Board of seven Trustees for Chatham, and that it sliould have power to issue
Debentures e<iual in amount and time t(j those issued by the Trustees of Incor-
porated Towns. , "^ ,
Recapitulation.
To recapitulate : I suggest that suitable and permanent provision be made for '
Inspection ; that a Teachers' Reserve Aid-Fund constitute an integral part of our
School system ; that adequate provision be made both for the encouragement and
security of Secondaryeducation ; and that suitable permanent accommodation be
nia*rforthB vigorous working^' tiic- ccnffal Tfamtng Scir6bT^rTRFspccTM"prev "
paratiou of Teachers.
\_
/
' •
HMP
v
•
/
■^■-' ♦ Educational Circular.. - » 36
By the adoption ()f tliusr BUggcfitions, thos(j«to|^'tea with the adminifitratfoii.
of the educational' aftairs of the rrovince, as'^PTas t|ie people generally, will
have clearly before them the comi)rete outline oforir {school system, and. will
• govern themselves accordingly. Their I'fforts will, have a definite aim. It is
time that the relations of one i)art of the system to another were clearly defined,
in order that the nnity of the whole may appear, and that; one part may uphold
and support the other. I respectfully submit the foregoing suggelitions as sup-
plying that which is now, lacking, anil as adapted to evoke ctmcurrently all the
^ forces of the "School organism—from the Primary School to the University— in
the permanenfeleviition of every interest dear to the people of New Brunswick.
The annexed tabular view may serve to render more clear the comi)lcteness of
our School System by the incorporation of the suggestions whicli I have oftercd :—
HillOOL SYSTESi OF XEW BKSNSnKK.
ELEMENTARY IXSTRUCTIOX.
SECONDARY INSTRUCTION.
DlSl'ltUT S.-IIUUI.H.
IllSTHiri A.Nll DiVrSiiJS SlHOill.S, riiOVINTLAl. Txi VKKSITY.
I'rimiiry Ihiimrtmnil. l! AdiniicM Oepiirlmriil.
High .SrJiitol Di'jmi-tntnit.
■ ; f'ullrgliile Deimrtmrnt.
Veur
(iradc.
'.iiKl 3nl I 4tli .'•.th Mil
irar, \eiir \ cur Vcm ; \yuv
Vi'fir
C.r.
dr. Gr.
I
»t:i !it1i Vr lutli Vr nth Vr U'th Vr, Uitli Vi
^'■nr ; or or '. m-i or i or
nth Vr,lJtU Vr
t -
or I or
l''ir«t I SiToiid, Third l-'oimhl| l''n'»h- i Junior | .Senior
man
(.'hia*. I C'liioa. ' Cln-ss.
C!il.sa.
•b'oo^snax looqog jo loajuoa (Vjoodg oi^ jepun puy
•n.lJI/.-)ijJ2 /<> Unjiu.iifTi.Kf /iji.i.Mlit .>ili.io/ jitoii.ty iniii.toy /iiDinaojJ ,>uj
•.n;ouvo.1(I3; .10 djiv'ofj hhi .10 'ioaj..'vo3 a^^ hmqnq
Cln.sa. ! cluM. I Clas;).
I i
• a i V X H ^
■••mi"
BUILDINGS FOR THE PROVINCIAL NORMAL SCHOOL.
On the ;!l8t of March, ISTfi, William Elder, Esquire, M. P. P., for the City and
Ctmnty of St. John, moved in the Assembly the following Resohition ;—
M'li<fc„« an adoquiitc supply of properly qualified Toachcr.s L-t e.-^.^ential to the success of the
Common Schools :
.t»i(/ WIttniiH t.ho building at present used for a Training and Model School is not lariro
enough, ami in many re.snccts unadaptedto thunurpoi-o foj- which it is used, and i.s prejudicial
to the health of the Teaclieivs'Students, and Pupils ; tlioreforo
RcHolvnl. Tliat an hniiiblo address be presented to His Honor, tho Lieutenant tiovcrnor
prayinfT that ho will be pleased to cause enfiuiries to bo made into these facta, and to take the
same into His Honor's most serious consideration. J/'
In advocating this Pasolution, Mr. Elder made an eloquent and powerful plea
for adeiimite. facilities for the training of Teachers. We (juote from the report of
the i)ailjf TtJ-'jrai<h :—
Mr. Elder directed attention to. the two projiositions which the Resolution con-
tained, undertaking to adduce ccmclusive evidence of the truth of both! If he
did so; if he established the facts to the satisfaction of the members of that
House, he would ask all to lay aside all mere party considerations, and in view
of the general good, to unite in pressing the matter on the attention of the
Government in the terms of the concluding portion of his Resolution.
In reference to the first proposition, he said the time had passed away when it
could be held that any man,, however ill-fitted for other purposes, might sticcess-
fully resort to teaching as an occupation. A great advance on that opinion was
now held, for it was now universally conceded that the mere ac(HUsition of know-
ledgu^didr ti!;OtrqadAf K J*r .Wj^Tte iiapaft it ; natr c vt;ry lingmst- eould teach. laag a ag c s.-
nor every, scientist the details of science. Te&ching was an art, and like all
other arts it retiuired special study and special experience. The Government
"^
!
^
«
Educational Circular.
[No.
iiiunhe Lt'KiNlntiire liad adniittod this fact l,y ostiiblisluiig ^liat tlft'v called
modrl and training schools. The pvoplc of th.: country luul a.hnittcd it by ask-
ing toj- trained teachers— nay, for teacliers trained within recent years— of whom
a large supply could not be had. The experience of other lountries confirmed
this view, for there was no country which took tiie lead in education which could
not point proudly to its normal schools an.l c<,l]<.Kes, in whicl, the ecommiics of'
school work wc,v dealt with, and in which teachers, by actual experiments, as
yll as l)y theoretical instruction, aciuircd tlie art of teachim,^ But if, notwith-
stan.lmj,^ he evidence in favor, of bis propositi.m, anv one doubted that the
■trainin- of teachers formed an important element in the'ir <iualitications, then ho
wou.lask him who held that view to visit the nu.del sciiool iii Fredeiicton to
mark th.^ manner in which instructiyu was imparted by two of the best ikdv
. U^achers he luul ev.er s^'eu handle a class, and t<. try and interest .thos.- cla.sso8 in
the same way for hfteen .,r twenty minut..s. It was .piitc. impossible for any one
who uul not studied the. teaching- art to ,Jo so, and from all these considerations
u looked iiiH.n It as lUHloubtedly true tlmt an ade.iuate supply of ,,„alifi..(l
(by winch he meant thoroughly trained) teach,.rs was essential to [he s, cces.s o
the common schools. <.i...--ui
Now this point being proved or admitted. h<. would ask what had the Province
done to supply this great want, to secure general efHeiency in thi.s vital matter v
^So faras the providing of teachers was cuic.rncd, he admi"tte<l that the Province
eu.l'.r' .'''/■ , "Kxh'l.aml training scIuh.Is, he found some of the best
. 1 ■ W T\ '■'■'''.'■ '■'■" ''"'"'^^ "*"''"'■ '^"••'^- "'• <■""'"' tlx^t *'"■}' ^vere aid.'d
..nd stimulate.l by a distmguishe.l Superintendent. But then these very teachers
were haiulKapped by the greatest disadvantages, and wre obliged t,, carry on
uu ^^o,k with an extnu.rdinary waste of power, ai.,1 even at no .small ri.sk to
en own health and that i.f the tea.hers and pupils und.r f lieir care. He made
t IS statement as the result ofMnuough personal examination : he invited X " V
one to test its truth, and atHnned that it could not be controverted All this
an.se froni the want of suitable buibling.s, buildings of s„(H,ie,it si^e, projlr
•idaptatH.n an.l arrangem.nt, and which could be so ventilated as to enabl,. al
<onc..nied ,n the work of education, a-<' th. rein con.Iu.tcd, to luing all their
powers to bear upon the discharge of theit respective duties
Mr. Klder referre,! to the Normal School buihling foniH.rly u.s,,! in St. ,b,hi,
lie school was held m the basement of another larg,. building, an.l oomprised
^..bemtneous apartment,., which .onstifuted cverythingMuit a i,„..,lel l\J\
hn.hiing. . But tl,e stu.lents in that building, whose numbers were not v. ry la "
did no suf er a tithe of the i.uonvenicnec ex|.eri,.nced by those who met in tl,;
present building which was an old military barrack, with thick walls, and was
eut ujiinto small rooms, without any lulcpwite means of ventilation f<a- so lai-ca
nu.iiber of persons, an.lwith less (ban half th.^ space re,,uiie.l for either the mo.lel
■r they were only able to sh('>w f(
or training schools. In fbe forn
whereas they ought at least to b ^
ing to see eight grades taught; in th'e latter they had
average number of teachers, which it was ki
our grades,
m a po.sition to enable the teachers under train-
not room for half tin;
own the school servi
liDtli dei)ar»nients they had to seek viiitilation by
and a»lmitting cold draughts of air, at tlu c
cess various contrivances IumI to be adopted to prevent tl
lee reijuired : in
raising or lowering windows,
oHc of every hour, during whi( h pro-
cold. The Legislative buildi
., , nff« ill which they sat .,, ., i,„.,
ventilation, but ho could tnitlifully say that h'e had sutt'iue.r
Irom this cause in three hours in the model and training schools ^n KrV.J
than he ha<l done during all the time he had 1
«'nforcing thin point, Mr. Klder asked 1
le inmates from taking
were bad enough in regard to
more iiiconvenienco
ericton
■en in th(^ House of A
thei
r j)osition if they sliould be compelled t
jireHeut one, a buildiiui; which ha<l not even theadvant
preseni one, a iiuilctiiuf
the piirpoHOH for which they iiHcd it, a building in wliicl
ssembly. In
. vos
o occupy a building half tli(«.Hize of tliti
lonorable members to picture to them'sel
I toKetlu'r, and could only socino ventihlt
lage of being erected for
I they would be crowded
the Normal school. In the latter buihling, they had
ion in the manner described in regard to
til
■y n'(|Uired one daily, and iiad, in all kinds of weather t
no common hall, though
o repair to the 'I
Iteran ce h ft ll. In th e latter Imihliiiu t)>.ni.^ i. ■L.... Tr7rr ..'... . .' ' 'T
tea ure of he work, not only in the onlinary .lement^ry branches, bu i . , s c
and though they need a common room for public exhibiiions, no smh room couhl
[Xo.
J
3.]
Educational Circular.
3*7
be had. It was for tliese reasons that he contended that teachers and taughj
were lumdicappod, and were conipeUed to carry on thair work under ^aeat disad-
vanta;,^es, mental and pliysical. These thev had to endure for ten moutlis in the
year, wliile the nienihers of tlie Legishiture had onlv to suffer the effects of a bad
buikluig- for two niontlis in tlie year. • "
• And matters were yetting worse in tlie Normal school with the increase of
candidates who desired to be trained. In the summer of 187:^, there were onl.y
16 entered for training; in 1874, 05: in 1875, 83; and in the i)resent vear, 119.
JVut these numbers gave no adequate idea of the wants of the>»chool service. Dr.
Kand, making a liberal estimate, had concluded that the average period of a
teacher s services might be raised to ten years, lie (Mr. Elder) on'looking at the
statistics felt disposed to make the average period lower, considering more especi-
ally the average period which ladies taught ; but let it be admitted thatr one-tenth
of the teachers left the service every year, and what did this fact involve ? They
had now 1,100 teachers in the school service. According to this estimate, th<iy
ought to be able to turn out 110 annually,; 1,250 teacliers demanded the annual
training of 125 ; 1,400 of 140, and 1,500, the number soon to be reqnirod, of 150.
Hut we had to bear in mind the fact, that of the 1,100 teacliers in the school
service, there were at least 200 who had not been trained, and another respectable
number who had not been adetpuitely trained, and who required and desired to
come up for additional training and"a higher ciassification. Add to all this the
fact, that the Acadian poi)ulation. who had been so sadly neglected in regard to
eduiation, and who IuhI on that account suffered so much socially ami politically,
were now looking towards the common schools for education and looking to the
Board of Education for trtichers. The fact was that at this nu>men,t the Province
reciuired appliances for admitting ftom 150 to 200 candidates anniially, in order
to give some .liberty of choice to trustees, anfl in order to meet the pressing
necessities of the country. But it was a fat t cajiabk; of demonstration that the
luesent facilities, even if all their discomforts and perils were to be left out of
sight, were not adeipiate to the training of more than half the number of teachers
rei|uired.
It would, no doubt, occur to evcTy one that if we had the means such a statu
of things should not be i)ermitted to e.vist. Hut he would show that it was more
economic to provide the Normal scliool than to dispense with it.
e.\i)enditureK on eduiation might )iow be tftated as follows ; —
The I'rovincial
Annual Provincial Grant, ------ $],iO,()00
County Fund, '-------- S(),(KX)
District Fund, ' about 0()un I to tho two prccodinR, aay 210,(X)(>
Total. ------- $420,(H)0
To this ought to be added tju^jcost of te.vt books, graiiis to poor districts, and
other expenses involved in tlie j^iving up of the tipie of the pupils, cost of sup-
porting them, etc. 'I'lie entire a^mnjil expenditure was gitatly oyer half a million
of dollars, but supiKise it pnly rcjached that sum, he would |)ut this ])oint to the
practical men of the House, (t was ujwn the (jualificatious, the energy, the'
enthusiasm of the teacher that tjlie school system would liave to depend for suc-
cess. These were secured through tlie Normal school. Suppose then tliat a
suitable building for the purinme could be hml for $50,000, and he had .satisfied
liimself that such was the case; BUpi)ose tliat the annual interest on that sum
would be about $;«,000 a year, and this Government could borrow the money for
less. The annual cost of the Normal School Building, which would add nothing
to the cost of teaching, would in that ( ase be greatly under one per"Yent. on tho
other annual o.xpendituri's. But this outlay of one i)ercent. was that whi( h gnvi!
the system its power — was that wliii h made ilm expenditun' of Hit \wv cent. succeSB-
ful and effectual tor the purposes for which it was made. He put it to the prat^tical
men of the House — the men who looked at such matters from a busineHS stAnd-
point — if this outlay, which gave power to the system, was not indisiienuiblo, and
if tlw outlay was not a most eccmomic expenditure. He illustrated
point by
buildings, etc., and asked if it w«uld be any economy to stoj) short of set iiring
the power to drive the mill,:<)r of superseding inferior by superior motive power.
He maintained that every considerutioiij of cconoiny demanded that suitable
\\
38
Educational Circular.
[No.
i
I
I
Normal Kchool buiklingH .shimld be erected williont delay. He would nrffuc tlie
ease also on oonsiderati(ms of justice and humanity and public policy As
matters now stood taxation was nil biit universal. But were the benefits of the
system also iniiversal ? Siich was m)t tlie ease, for many districts could not f?et
any teachers, while many others had only inferior teachers. The taxation was
universal, but the benefits enjoyed were only partial. The case micht be argued
from another point of view. The improyenients made in the art of teaching in
''V'''7* •T,^:'"''* ^'^^ '"'^''i of *'»« «i"«t humane and valuable character 'J'hey were
all familiar with the great discoveries which had been made in surgery in recent
years by njeans of which, what had been a comparatively barbiiroiis art, had
been transfonned into one which was the very reverse. on,-in which, by means
of various agents, the sense of pain had b.-en comparatively overcome The
analagous changes iji the modes of teaching and in the sclio.,1 ..conomies had
been u.s great ami as beneficial as the discoveries in surgery. Now why should
not all be enabled to share in these benefits ? Was it not a humane, a noble aim
to aspire at reaching this result? What consistency was ther(> in an earnest
contest for the common schools, and in our end.av.'.rs to dot the country with
suitable school buildings, the glory and pride of our country, if we at th'e sam.-
time neglect^l to provide a decent Normal .school buildiim for tiie training of
teacliers? The latter work was of a foundaticm charact.'r. and h..w couhrthe
superstructure long stand if the base was not thoroughly laid ? But still further
he contended that if we were again drivii back on the economic groun.l, wc
could show from other considerations that this was an economic measure No
one disputed that the buihiing of a bri.lge, or of a ph-ce of railroad might be
.lustihed by ec(\nomic considerations. But what was the value of siuh material
Avorks , ompared with that of educating and stimnlating the uenius of the youth
of our country ? The benefits of the material work wer,. ne, es.sarily <ircum-
scnbed—tiiey affect^Ml one locality and then ultimately passed away. Not so
with the e.\])enditures dire( ted to' the educati
and moral development. These results
on of yoiitli — to their intellectual
tower as the ciiiturics rolbd iil<
l>i! lost : they iic<|uired sticugtii and )
transmitted from one generation to anoti
.'xpeiided in this world; but (xtended to that whici
n-gards this worbl, the cxiienditures on this \ital
remaincKl dining all time and could n
tl
and
ever
were
leir entire force was not even
1 was to
come
iVen as
us all p.rvaduig l,cn<'tit, were sure to bring an ample ivfnrn. It was well t
111 th
liavo brid;ri.fi jvnd railroiuls; if
country of great lakes iiiid noli
necessity of the si hool system
\vas We
II t(
nave a ( ouiitrv o
hich prodneed names which s1ied lustn
n\ers, but if was better still to I
argc I'.'itelit;
lave a coMiitrv
iTo Boeotian atiiu
historians, statesmen, et(
wh
N(
undo
ihich
ow how was this to be d
on it. showing that its people bii'atheil
imcntors, engineers, )ioets
lo Would play a i^rciit jiart in direi ting its onward'
splieie, a coiinti\ of uiechai
one
We did not 1
genius WHS developed, and Under whiel
til
mditioi
this we did know, that sm I
men ajijieared in tin
1 great names arose
Rut
ment, pride and manhood, and what so fitted f
e<Iueational system, proclaiming to the vouti
's of great national develoj).
nspiresu('li feelings asacomplef,
of the country the care of fh<
veriynent and the Legislature in giving fh, ni the highest edueafi.mal nd
tages and making them feel proud of the land of fl
\au-
■fi.
such a state of things in our own l'n#hi( c that I
I eir liirlli ■' He would like ti
•rs born to blush unseen and waste th"I
leic there might be n
'mute inglorious Miltons,' no ''('ri
a country in which the entire vouth should
imwells guiltless of th
r sweetness on thecji'sert air;
no
Not seldom It lu-ovedtrue that it was fr
'11 joy tin
>uutiy's blood," but
beiieirt of generous eiilti
tl
le ycuiths of frugal life that the largest 1
om aniongsttlie rural masses, from
ivolved.'' This was an argument for tl
irains and brightest intellect
ire.
amouL;
s wert^
advantages, and it imjdied, as he hail
eneral difTusjon of the best edu< iitionni
fl
le imUerial as well as the intellei tiial ict
tlready contended, that i I these were
The argiinients for perfei ting our edueal
ins would lie ampb
gninfed
|o'
unanswerable, it might be asked, why had not ti
nal system being so strong and so
greater jiolitiial efVects? The ai
lese ( cinsideratittns jiroduced
iT t ti tl l tiy m- h twt l !! hTtft
The eaiulhlates \\v\v in th
or '.o/)()0 (hildren who repaind {u the,, ft
iswer was ,il>yioilP. 'J'lie teaehers of the mode'
4
TTrmnTrTiTorrF-orTxenTsing any political jnfl
same |>osilio|i^.Thi' sai
uenc(>
me might beKiild uf the .(0,0(»t
oil s( hools If a bii.li'e or a rnilioad
[No.
3.]
Educational Circular.
39
n \ tl, r ' m"^ ''^^'"il'f i«.interestc,l could bring a prossuro on tlio Government
to ohtani It One nu'nil.Li- m one part of the countrv could aid another, and the
service could he reciprocated. The Government must, in the nature of thinL^s,
.e influenced bj- political pressure. But the teachers could not exercise snob
.riT'""i' , {^^^■"•^■«'^'^ Y*"',""^ ^'^''•■'^' "''■"■ i"fl"^»^e v,UH not felt within those
alls ; but he would ask tlie members of that House to " put themselves in the
ace „ the teachers ot the Normal school ; he would ask them to put themselves
1 the pla.e of the candidates who rci)aired to it, and of the children who were
taught in It; liewouM ask them, by every feeling of chivalrv ami of humanity
to consider the case ot the 50,O00Aliildren who needed to hav properly trainc'd'
teacher.s su,.pl.,d to tliem ; he would iisk them to imagine tJ.ose 50,OOo'cIiihlren
arranged hetore tlieiu, with their bright eyes, their ardent hopes, their winning
ways; he would ask them to consider these little I'onstituents, and to treat thei7-
necessities m the saine way as they w.mhl tl„. demands of powerful political
rlaimants I they did so, tliey would not deny them a suital)le training school
for their teachers, but would give them one, not profuse in ornamentation,
Dut lair and chaste in appearance, a common beiietit and a cmmon pi-ide. • •
Extract from the Journal of the Assembly for April 11th, 187(J :—
-'Pursuant to notice, On motion of the Honorable Mr..Fnt8er, seconded by the
Honorable Mr. King, ^
Re^nlvpif, That the House do now resolve itself into Committee of the whole
upon the following Resolutions :-^
JJrlZ''^'"'' ''i'^f' '^'•■' '''" ""'"i.on "'■ tl'i'^ Iloi'S'e that steps should he taken, without (uiv
innocessiiry (Ichi.y to proeuro plans and .pocifioilions an. seek ten.lors for t ho tree ,iHn
iMXHlenoton „t a I'rovineuil Aonnnl School with Model DopaitiMLMits ; and furthoi^
«um oi^'-;/; ,7w!'"!h'"*'H '"f '"'■''""•h buildinp. site nncl furnishins: tncbuk-d. do not c.voeod the
s ira ol ^MKU) then that tho work ot consfrnefion ho undertaken diirlnir the reooss hut if
ub, nir.d i*"';^ 'u" '" "^rT '.l*^"" ^"•"- ,"'"* ^^'^ »''''"«• '«Ve«ifi'^'^""'»«. undall tenders b*
.-ubinittcd to this llou.^e for further action thereon : and further >.«"ui.ib ««
/"''■•'"('■.. C That, with a view to meet tho evpenses of such buildiiiK, tracts of \-ncant Crown
bands inhlnoksofnotjnore than one thousand acres each, l,« set a.,ido for sa^e at pubYio
aiK't.on at an upset pru-c ol not Ic.ms than two ,lollurs per acre. ..ales thereof to bo ma ie fro n
hi^''f '"i"' "' 'r'"?}'*" e,.nsul,.r;.d most advisable by the (iovenv)r in Council, the r.Wecd"
thereof to bo applied to meet such expena^ and further piocteas
J!'.T'''V'< '^*'?f ""Vi" ""'"'l ?'*'<'■'' "■" '»"J<'"' '»' offocted. so OS to soourt^ tho hichost possible
n hnrl T "'""• '":,™; "I'.*'«,t "K»>-e of .-i^li per aoro. that tho (iovernor fn C.un ' bo
rwli •/ '''"""■'•'''"'•'';: H:"""""",""'*"''"'"*"" t-^'xl^noce from tho amount now at the
i7u^ f * '\J f'»^'"J':o «>th them, such sum aM uu.y l>e roMUiro.l to u.oet the cost of construe
tion of such ^onual School, not cxceedinK. however, the .'-aid amount of jioO.OIK).
The Honorable Mr. Fraser, a Member of the Executive founcil, acquainted
the House tliat His l|.,ii,u- the Lieutenant (iovernor having been informed of the
subject matter of the Resolutions, recommeli.b'd tllrin to the ( oiisidenition of the
House.
the whole
iimilittee.
'J'he House then went into ('oiiiniitlee
Mr. Ryan (Albert) in tlie Chair of the
.Ml. Speaker resmaed the Chiiir.
Tlu! Cliaiiiiian reported that the ( 'ouiiiiittee hnviiig hud the lb
to them under their (onsideriitiou, had agreed (<> the same.
OnirnJ, That the Report lie a( ceiited.
The UesoliitioiiK report((l from the Committee weiv then lead, ami upon tho
i|iiestion put then on Irom the Chair, were ^everally concurred in by the House.'
of the said R<'soliiti(ins.
ilntions ref( iimmI
I
40
r
EXAMINATIONS FOU LICENSES— QUESTIJONS, MAllCH. 187G
Educational Circulat
[N(
Tlie applications for copies of the papers given at eacli Examination f(.r Licensi'
to teach, being very ninnerous, these papers will he regularly puhlished hereafter
in the Educational Ciucn.An. The following ai-c the (luestion-papers given at
the March Examination, 187C : —
I. [1]
1
SCHOOL MANAGEMENT.— r//m, 1 Iwur 'W mm.
Define the term School Organization. State several principles most import-
tant to he observed in the organizati<m of all Schools.
What is meant hv the i.rinciple of emulation ? Undev what conditions
would you avail yourself of it in the management of a School !
What are the moral'faults to which pupils of ^uit-us ages are most liable ?
Exi)lain the principles which you should bear m mind m dealing with
these faults.
Show some of the effects of injudicious punishment ui.on the temper and
character of children.
State principles which should guide you in ocmstructing a Time-Table ;
draw, up one for a week for a School of 50 pupils comprising three
classes, and from it give a specimen of your Working Progiwme for
one day. (You are not Hupi)osed to have any regular Assistant.) .
I. [2]
1
TEACHING.— T'l'mf, 1 'hour 30 wini.
Distinguish lu'tween Education and Instruction, and show tlie relation of
the latter to the former.
2 Illustrate your principles pf method: — '
( 1 ) In the teaching of Arithmetic. ' ■ ,
( 2 ) In the teaching of Composition.
( 3 ) In the teacliing of Form.
•( -What muthod of teaching the first steps of Reading do you mean to adopt ?
What do you consider to be the principal advantages of that method over
any other with which you are acquainted?
4 What class of subjects do yon consider most suitable for Oral Lessons?
Describe the method by which you propose to conduct such lessons.
5.. Write out notes, as below, of an oral lesson adapted (1*) to pupil 7 years
of age; (2) 12-14 years of age.
Subject : — RKaiMRATiON.
Matter.
1
2
3
kQ.
Method.
I
2
3
&c.
1
Tirc SCHOOL SYSTEM. — r«ro^, 30 win.
3
4
State the principles which control the distribution of the Pro\incial Grants
to Teachers and the County Fund to Trustees.
If a school District fails to provide the njeans necessary for a school, what
remedy does the Law provide ?
Describe tlie best arrangement for seating a schoolroom. v
What is the natnri) of the "Contract" between the Teacher and Trustees?^
What is necesgary to tlie legality of such Contract ?
What is the duty of the Teacher ( 1 ) in respect of a Time-Tabh^ ; ( 2 ) in
»»i}pwtwf tUucluldrmm-A hfi Htiay ^uuM;4JUiQ^i:tauiectjjf U i ivMiai-
annual ' Uetuni ' of the Trustees?
'f»'
?'l
^'^ Educational Circular. 41
I- [4] ' CANADIAN HISTORY.— rime, 1 Aowr.
1 In wliat respcctH ure the names of the CabotB, Martin Frobishcr and Sir
Hnniplircy Gilbert associiited witli early discovery in JSorth America?
• 2 Give a short account qf Pontiac's conspiracy, its rise and defeat.
:i Name the i)rominent leaders and the chief events in the war of 1812-1.5
4 Into how many periods ma}- the History of Canada he divided ? What are
the characteristics of each period?
. 5 What are the leading subjects of legislation over which the Dominion and
I'lovincial Parliaments respectively have jurisdiction ?
Aniiiririi infuxt 1)1' irritten on tliix iioijei:
!•["'] MENTAL ARITHMETIC— r/wf, 8 «mV(. '
1 At what per cent, interest will $20 become $30 in 5 years ? Ans.
2 A borrbwed of B at one time $100 which he kept 5 months and at
another ,*2.")0 which he kept 2 months, and in pavment he lent li
$1,000. How lonp; must li keep it ? • j^g
3 li' goods are liought for "^ of tlieir market price and sold for 4 per cent.
more; than the market price, what i)er cent is gained ? .Ans.
4 What arc! the present worth and disc'ount of $50 clue in 6 vcars 8
jnontlis, at ."> jier cent.? '. .'....'. . . .inii
5 Divide :i8T22,V) by 125 ' („j,
(5 Square 'J7 and miilti|ily the result by 25 '. in^.
Aiixirrrn miiil r.iliiliil t'i& irholf ujiri-'ition.
1- [G] , Al!ITlIMETl('.~7Vwf, 1 /»»/,- 30 flii;/.
1 Exiilain, as if for a class, the method of practice, and apply it to find the
value of 2 tons 7 cwt. 1 (jr. 15 lbs. at £1 3s. 4^d. per ton.
2 What is the weight avoirclupolK of ±500,000 in gold, tjie price being £3 18s.
l)er oz: Ti'oy ?
3 The length of a room is 20 ft. in.; the breadth 15 ft. 9 in., the height 10 ft.
<! in. What will it cost for i)laKtering at the rate of 20 cents a yard for
the ceiling ancl 15 cents for the walls? Allow for a door (J ft. o'in. by 4
ft. 2 in. ancl a fire-]ibice 5 ft.' in. by 5 ft. 3 in.
4 What is the difference between the true and the Rank discount always
cMpial to'.' Test the correctness of your answer by tinding the difference
lietween the ^rue and the Hank discount on a Note drawn April 1st for
six months and discounted .June 15th, at per cent, per annum.
5 Wiint delit ( an be discharged in a year by monthly payments in geometrical
jirogfession, the first being $1 and the last $2,()48 ?
(! (iive and investigate the toruuila for the solution of all sucMi (|uestions as
the ]ir(Hecliug c)ne,
7 If a i)erpetui(y of $5<;;l can be piin based I'oi .-^l 1,200 ready money, what is
the rate of interest ?
H. Find the cube root of 102503. 2,'i2,
•J Explain the terms Discount, (reouic trical progression. Cube Root, Arbitra-
tion of Exchange, and I'erp'tuity.
Til' /'.in III inn- irill titiiiiiitr I'ltrti / niht I f 11/ 1 i^iitil nihil' in ihin imiur.
r. I 7 I (iEO(JRAI'IIY.— 7Vw^ 1 /(0»r 31) »((■;(.
I'ART 1.
I Mention the names of the chief Atrican txpionrs, with the diKtriets'whiih
tiny have visited, \Y\uit progres.< has been madi' lately in African dis-
'"Very '.' • ^ ^
~~2 Coin'pTTre" t he exteiiI~aTri"r geu' raT'T)utIii'ie"T>r Einopr"\ntTi TTuW' ()TX8lu
Afiics^l, or Aui'rica.
5
?.?
42
Educational Circular.
onai
a Dcscril)t' tlic i)liysi(;il fen ti ires, iliiimti' nud
■ Oaniidii ? \V1iat
(No.
pnxluctidiiN of tlir Domiiiifjn (.('
IS tlie amount 'of its icviiuic. its [Kipiiliitiou and tlic
ostiiiiatod value of its cliiff maiiiifartiiivt;'?
Dc'strilK- th^" sreat inoTintainous Inlt wliid: swcVps fioiii cast to west across
Asia and Kiiiditc. (iivc tlic nanus and -jMJsitions of tl
m it.
c leading ranu'es
(J.
(iivc a pneval* account o{ the shape and dinunsions of 'the earth. Exphnu
as if to a class how tlTe Jatter has heen deteiniined.
How wouhl you tind from the .u^lblie the dNtauce in miles hetween anv t\n)
places on tlie 40th i)arallel ? , ' .
Ta-RT 11.
Draw from memory an outline
iges and duet rivers accu-
"lap ( 1 ) of the Province of Quehe<''nn(l ( 1,) of
tlie contnient of Asia, wfth the mountain rant "•
rately marked. •>
rOMPOSMMOX.— 'AW. 1 /win:
I; [ H ] '
1 As imlicated helow, make an ele-ant paraphra.se of the followim;- passa-^c
from Wnnhu-orih's •• Kxciirsion : " — • ' • "^
„ , ... . , " Mmiy ajiine, i •
On liolidays, we rambled tWrougrh tlie woo(l.'<r
\\ c Siite— we walked ; he plciised me with report
Of tinngs which he had .seen ; and often touched
Abstruscst matter, ronsonings of the mind
JTurnod inwiird ; or iit m.v ro<iiicst would .-inR
01(1 anngs, the product of hi-s native hills : •• •
A .skilful distribution of Hweet sounds.
Foedinsr the soul, and eagcrl.v imbibed
As cool refreshinK water, by the care
Of the industriouji linsbfinduinn, diffused
Through a parched mendow-ffround in time of droiiKht."
( 1 ) Frame fpiestions on the pivcedin- passage : (2 ) write formal answers in
your own words to each of your (piestions ; aii<l ( .! ) using whatever
.•onnocting words or i>hrases may he re(,nii'ed, write vour answei;^ to
<(>nipkte tl|,e jmraphrase. . ' ^^
2 111 what kind of verse is the j)asHagv \vritten ' Scan tlie second liiii' ' Point
out any irregularity in the measure of any suhsec|uent line.
:!. Point out tire rtguies of speecli in the jias.sage. and cxjilain thi' excellence
of any tliat you think sju'cially (brcildc. Write out specimens of (Mher
figures of sjieech frolii any autluu-,
-1 Poitit out the graphic words aiul j)hrases. and show liow vividly they reprc-
.sent, the meaning, (^lude from any other author ideas paial'h I or'simihir
to any ol the ahTive, hiitdifJereiitly expressed. '
5 Weave the following wpaiate propositi(ni,s into ii cominuiiid srutcnce :_
A. Vou wijl then see not only the thinirs
* al. He liHH put w]ii( h into the sketch (•sul)s. ohj.)
x/i. V(Ui will also see those things. *
Al. He has^found it n.cossary to leave out which, (siihs. ohj.)
I (»1/;I. Pltt(;e yours. If at the authors stand-point, (adv. comi.)
'•2 albl. Invest y6urs.dfAvith his feedings nml sentiments. (,idy. ,.ond.)
:<rtl/jl. And look. (adv. cond.)
</2//J. V(ui woiiKHook thiHiugh his eyes. (adv. comp.)
I. [9 1 • KN0IJ8H (JRAMMAR.— T'/W, | hour.
I WhrtiR the general (llRtinotion between the obj.ctive with of. aiul the nos
HCMiTc- case ? Whi, h should he used when the poss..ss,u' is ant,v,.dent
to a relative/ A bust of Cicero: A bust of CJ. T ro s ; K xidniu^-Ou^
'»
TffffmTTrr.
4
2 Wiiat is Tense ?^ Give the aiffereiit usng..s of the present and |>aKt tens
w.
mmmt
(No.
3.]
Educational Circular.
43
;! l)intiiij>ui.sli iR'twcon a SL'iiU'iicc 1111(1 a iliuiso. Niun- tJic ditiliiiit kinds of
(.laiiisfs and givv; an rxainjile of eadi.
4 (iivo tlie genenU analysis of fhc following;- passaf^c : —
He linil flit the jTowe'r
Of \iiturt!, and <il n mhi was prepared,
15.V /(/i intonsc conceptions, ^< /vcinv
J)eepiy the lesson idf)) o/'lovc irhirli he.
U7i()(;/ Nafiire. by ir/mtivcr ine:ins, has tiiu»ht
^ Tiij'icl intensely, nitinut hut ri-nirc,
i"i (live tlic detailed anal^vsix in the Form indieated Iielow : —
Form.
SUBJECT.
PREDICATE.
KiilBi-Ki'mcnt iitSiil)ii'tt. Siuipli' SuhJL.ct. j S(nipli> I'uiM,
Ciniipli-tiim of Prcii.
K.\lfiisi()n <i( PriMl.
V
L
arse in tirimlar form tlie words in ila/icx
]■
OHM.
Wtiiil.
<'iafii'.
Siih-rlnsH.
liiflo.\li)
Kulr of Svtitftx.
In wlmt other \vn\.s than us in tl
I'oint
V i
le |iassaf;'e aliove may the ^ox ('riiment of
the Infinitive Mood he aeeoiinted f<
H Whaf are the distinctive fi'iitiires of tlie ^iretiirilied Text-hook of Engli.sli
li ram mar
I. [10]
BRITISH HISTORY.— 7V»/^, l^/,o«^
1 What is meant hy the Feudal System? Traee hrietly its deeliiie.
•J What were the causes and what the effects of the Crusades? • '^
:! State the chief facts connected witli the le^(islative union of Kn'ditml and
Scotland, • -
■t Uescriiie the process hy which a Biirheiomes an A( t of rarlianient.
r> Make a Talde shewing the Kfiiealogy of the House of Brunswick.
" BOOK-KEEriNC!.— rim^. 4.-) inin.
I __
1 E.xjihiin as if to a class of pupils the terms Dr. and ('v.. and show the class
what \h meant hy lialancin^^ an account.
•J What general i)rinciples should guide you in ./ottrmt/iziii,/ ? What would he
>^iur Journal <'iitry for the following : —
I commence huHineHH with Cash $<i,00n ; Mdse. $3,000; Notes "against,
others, $2,000 ; Deht agivinst Samuil Hamilton, $750. I owe on my
Notes, $800, and to John retors on account, $500.
Itoi)ert Jones huys $400 worth of Mdse. on acct, ; 1 sidl Mdse. $:!50, and
receive fash $100, Note at tiiree mos. $150 ; I get the Note diwcouuted
at 7 #• cent. ,
;{ Write a specimen 'of a .Fotrtt Promissory Note ami a Bill of Exchange.
I. [VJ] C'HEMISTUV OF COMMON THiNttS.— ^W, 45'ffl/)i.
What is the ppotjcss hy rthich uninuil and veget)»hle snlistances docuy ?
What remedies sliould he taken against thii*(lecay near huinan dwellings ?
In what way does chloride of lime act on an infected atmosjihere ?
44
J
Educational Circular.
[No.
2 What are the constituents of the atmosjihtre ? What important part does
eucli j)lay as regards vegetation ?
^^ What do you mean by the circuhition of matter ? What "ofHces do tlio
l)lant and animal respectively perform on, this circulation ?
4 How does cliemical afliiiity differ from all other kinds of attraction ?
f) How is liydrog^'U gas p;\'i)ar^d and collected '.' >^-^ ^
I- [
2'
3
^l/Micrro )iiH«t i-oiitiilii.th'' trhiili' iiix riitioit.
1'!] ALGEBRA.— Time, 1 /loiir :W min.
Show that {a ^ !>)''.{/, -i-r a) {c + a h)-V[a- />)* {a + lj + r) {a + h c)
Denumstrate the liule for finding the Greatest Common Measure.
Simplify the following expressions : —
iabc*.
(")
f 1
1
4 Fi!id the valui
. .c + I
ot .(■ in +J- X
(/') 1 +
I - (■!■
1-..
1
There is a certain rei tangular floor, such that if it had lieen two feet hroader,
and three feet loiigt r, it would liave been sixt^-four sijuare feet hirger ;,
I'Ut if if had been three feet broader, and two feet longer, it would have
lieen sixty-eigjit s<iuare feet larger : Find tlie length and breadth of the
floor.
Show fully liy means of examples and the necessary explanations, how you
would inf'rthe rule for multiplyin.g together (piantities of different signs,
and also for multiiilying a negative term by another negative term.
"((■ iKirli'l.-ilf, •ir<: iinl rr.^u'.i-'il ti, irni-h tlir fulliiiriiiii r/»r*A/'//iv, tint cn/dil ir'dl hi:
1,'iei II Jill- tliiiii if iriiihi-d. . •
Fi'um .," |..r,/ 12, .ry-2y- . 1, llnd / aiul //.
Prove that ev> ly ijUiuliatie eciuation can be [uit in the form .c? +/u + y n,
where /) and y rejiresent some known numbers, whole or fractional,
positive or negiitive.
Show that sueii numb' rsjis the following qiK stion presupposes are not pos-
sible : — Fill,! twK numbers whose sum, |iidducer, aiul the sum of whose
sijuari's, are ( qual to each othei-.
10
1- [
1
I
tiud J-.
Ill (iKOMKTHV.— '/Vwf, 1 /».*//• :;o „///,.
i'rove iliiit the eom|ilements of the parallelograms wiiich are about the
diagonal (jf any i.arallelogram. are eipial to one another.
Dt s( ribe a parallelogram ecjual to a given n'ctiiineal figure, and having an
angle e(nial to « given rectilineal angle.
I'nive that all the cxteror angles of any" rectiliiieiil figure are together e<iiial
to four right angles.
1 1 a straight line be divided into any two jxuts. the s(iuare mf th<> whole line
is ('((Hal to tlie sum of the s<|uares on the other two parts, together with
twice Jthe rectangle contained by the parts.
Tlie .inadtilateral tigme whose diagonals hisi'ct each other, is a parallelo-
gram.
Fihinlr vdudl'Infcii <ii-r a it rx/uiird In ir„^- lliif(,f}.,,ria(i, hut. rridil iri'K br ithyiifor
irnrk diiui .
(! Describe an eipiilateral ami e(iuiang«lar jxntagon in a given circle.
^
[No.
it part does
CCS do flic
3.]
Educational Circular.
-- iabc*.
■ct broader,
tV'et larger ;
Could have
adthoftlu:
s, Jiow you
.'rout signs,
term.
lit II' ill !>'■
t'raitional,
re not pDs-
II of whose
about the
liitviiig an
•ther e<inal
\v1h)U' line
ether with
, parallelo-
iitvfii for
i
^^
45
7 Find ajotot in a given line tlmt shall be eqin-di,stant\froin another given
poirtf flM a giveiUme. \ *
f Giv
Find a uptot in a given 1
poirtf ,aM a givei^ine.
jiven tM fprtical angle, 1
consfpict it
istruat a trii ^ ^ ^
angle and the' height taken from
the base j^ndthe sum of the sides of a triangle, to
9 ^on«tn,ai a triangle, having given jg|J(uiius of the inscribed circle, one
•If 4 , T)i)' nci-vHHiini rnlcidntions muxi br nindc '
I. [ 15 ] ^'NATURAL PHILOSOPHY.-rm., 1 hour 30 min.
1 Defiiie/orc(5 ^ velocity ; variable velocity ; and state how the latter is measured
2 ProveHhat rh accelerated motion, the force being constant, the square of the
velocity Is proportioned to the space. ' In what space w'ill a body acquire
. a Velocity of 1,000 feet per second. '^ *
3 When^tvino pressures act. on a point, show tliat the line of action of the
• remiltant is in the diagonal, of the parallelogram whose sides represent
the two forces in magnitude and direction. ,
4 In a system of pulleys made by one string, show that when the number of
moveable pulleys is n, P : W : : 1 : 2n. """iui-i ui
5 WhUt are the directions in which the power may bo applied in an inclined
plane ? 1 rove that if the power act parallel to the plane, P : W • • H • L
6 What are the requisites of a good balance ? How enn.a balance be tested '
How may the e.xact weight of a body be found by aid of a false balance ?
7 If in a balance one arm be .^8 of the other, and a bodv placed in the scale
of the shorter arm balance 14.7 ounces in the other scale, find the true
weight of the body. '
I. [16] GExNERAL HISTORY.- rem*, 1 /,o«r 30 min. ' .
1 What was the immediate cause of the Peloponnesian War ? How long did
It continue ? Who is its great historian ? What plan of warfare did the
Athenians follow during the life of Pericles? Describe the chief inci-
dents of the war after his death.
What was the original boundary of the Macedonian Empire ? What tribes
inhabited its soil ? Name in order tlie accessions to the Empire in the
time of Philip ; sketch the career of his son Alexander in Asia.
Give a connected account of the second Punic War from the fojlowing heads •
Its origin Hannibal's march to Italy ; how he became master of
Northern Italy ; his signal victory at Canme. His first check ; the dis-
organization of his army at Capua ; the treatment he received from his
countrymen. The success of Publius Scipio in Hpain. The fate of
Hasdrubal in attempting to oppose Scipio. The war carried into Africa
• The recall of Hannibal. The final battle on the plain of Zama.
Name the chief Asiatic races who came in ointact with those of Europe
during the middle ages. Who were their principal leaders? Describe
briefly the conquests of Tamerlane— sometimes called Timor the Tartar.
Describe briefly the fall of Constantinople in 1458.
Name the chief events in connection with the life of one of the following
historical characters :— Charlemagne, Frederic the Great, Maria Theresa
Napoleon, Nelson, Wellington.
2
\
3
Ao TuhleH are required for thin Exerrinr,
I. [17] PRACTICAL MATHEMATigS.—r.W, 1 Aoi/,-.
Female candidate, are not required to work thin pupcr, hut credit tcill be given for work done
1 A tank which is circular and 8 feet in depth, contains 10,000 gallons ; what
is its diameter ?
^r"Prove Rlno tA + Bj^^no a cos. B + sine B cos. A.
3 Find the sine, cos. and tangent of 45'.
.__^,
46
Edi( cutio nal Circ u la r .
4 Show how to ineasiir.' th(> h(.'i,i;ht of fin ohjccl situated on an Inacccfisilih'
hMfilit, wln'ii a lioiizontal hasc can l>c measured in tlic same vertical
phvne with the to|) of tlie object.
5 Draw the. plan and find the area of a tiehl from the tollowiufj: dimensions in
links ; — Tlie lonK^'st side A B is a sfraighl line. Passing from' A to ]!,
the offset.-; on the left are, at A, ; at '248 from A, ;U ; at .■(42, "I! : at 412,
i:;;); at4G4. ]]H; at,")()2,142: at OilH, O.'
H From the toj) of a IfgKthotise. A ]'«. Iii2 feet liigh. built on a vertical pro-
montory, tlfe nngh' "f dei)ression E A (.'■ <>f a ^'lip was ;!0°, and at tlu
bottom,..!'., of the lighthouse tlie angle of depression, K 15 C, was 15'
re(|uired the horizontal distancf. O-l) of f lie vei-sej, and the height, D ]{,
of the jiromontory. » ' s...
k
11. []] SCHOOL MAN.\(iKME.\T:— '/V///.'. 1 /,f,iir 'M min.
1 Kxpluin the princijiles u])on wliii h you would proceed to classify your pupils.
2 Make out a list of faults to be avoidiil by Teachers in the management of
their Schools.
?, How do vou propose to to deal with a iiupil who is haliitually inattentive
or who invariably comes late to School ?
4 What should be thi' characteristics of a Tcaihei' in the e.xt'rcisj.' of lii.s autlio-
rity in School '.'
,5 Cf)nstnict a Time-Table for one week lor a School of '>() pujiils, c()mi)rising
three classes, and from it give a specimen of your "Working I'rogramnu^
for (Hie (lav
^
TEACHING.
c 1 /loiu- 30 min.
II. [2] ^
1 Describe three methods adopted in tciiching the tirst stejis of Reading.
Which of till ni do you prefer, and on wliAt giounds?
2 Specify some of tin; faidts which you have observei<l in the reading of many
advanced pujiils, and state what you consider the best exercises fur
effectual correction.
'.^ .Describe the method you would adopt in giving systematic instructions in
"Writing.
4 Outline a course of L(?ssons in Oral Geograi)liy, and state briefly your
method when your pujiils are i)rei)ared to use a Text-book.
.■) Write Notes for an Oral Lesson o7» (1) Coal or Iron, (2) Respiration or Cir-
culation of the Blood. (Write Matter and Metliod separate and opposite,
and state the <}gc of the puf)ils for whom the Lesson is designed.)
G Distinguisli between t/'tirl,iiif/ and tf/lini/, and illustrate tlie dilference by a
Lesson on some Rule in Arithmetic.
11. [H] THE S(;H00L SVSTEM.— 7W. .to on,,.
1 State in detail the sources whence the salaries of Teachers are derived.
2 What is District Assessmt'nt? How is it levied ? ^
:'< Under wbat) conditions are Teachers' Agreements terminable ?
4 What persons are eligilile for Provincial Examination ? How are candi-
dates' papers estimated ?
5 How do y(m find the ]ier centage of pupils (Uiily preseht on an average
during any given term ?
II. [4] CANADIAN HISTORY.— r/wi/-, I AoMr.
1 In what respect are the names of tlic Cal,)ot8, MartinSSWtisher and Sir Hum-
phrey (lilbert assoiiated with early discovery in North America?
— 3"ttivolf^WtaccnTmrm' ronttitpRlTTnTiptracy, Its VTse Snd <Tefeaf. "
.'! Name the prominent leaders and (ho chief events in the war of 1812-15.
* fr
^
* K"
■'■^ Educational Circular. 4*7
4 Ink) how many iniiods muy tlic History of Ciuiadii Ito divided ? What are
the clianutei'iHtics of racli ju'iiod ? *""~^^
5 What arc the leading subjects of Icgishition over wiiieh the Dominion and
Provineiftfl'arliainents resi)ectively have jurisdiction. ?
AitHirrrx iiniKt lif irrittiii on fliin jxipitr:
n. [5] MKNTAL Afirf<;^'H3IETIC.-7'mf, 8 »««.
■ I Find price of :!28 articles at 17s. Od. each lim.
2 JJoug-ht cloth for 60 dollars and sold it at ^ more tliaji it cost; for how
mucii was it sold ? Ann.
:', When an article is sold at 3 of its cost, what is tlic loss ])er cent.?.'. . ..Ann.
4 Find the dift'erence of the S(|uares of 54 and IK) J/i.t.
.'') Multiply the sum of :] + i( f J by .;^ 'H of ^ Am.
H Sold a watch for .Si'.O and thereby lost 20 jier cent. ; at what price should
it have been sold to iiave gained 20 per cent. '.' I«.«.
II. ]ii] AlHTR'S\ETI('.--ri,iu\ ] hour ?A mill.
1 Define a vulgar fraction and a decimal fraction relpectively : and show how
tjiese definitions may be illustrated by a diagnm.
2 . Wliat is meant by ratio, and what by proi)ortion ? Sliow bow the Eulo of
, l^roportion may be doduced from the geneml i)rinciple f liat '• the product
of tlie extremes is e(|ual to tlie jtroduct of the means."
3 A piece of cloth, when measured with a yard measure which is two thirds
of an inch too short, appears to be lo^ vards long. What is the true
length ? _
4 Divide t ];(45|T by e 473 in the duodenary scale.
5 How many yards of carpet 2 ft. in. wide will be required to cover a floor
27.3' ft.4ijgg and 2U.1(>' ft. wide ?' ,\
, (i If 1 remit to my agent .*S2r),000, with instructions to deduct his brokerage at
] } per cent., and invest the remainder in Bank Stock then selling at 7
])er cent, jiremium, what amount of Stock do I receive"?
7- In what time w'ill £0 14s. 8M. amount tOjUine times itself at C, per cent. ?
8 Find tlie Compound Interest and amoufft of §240 for 5 years at three per
cent., payable Cjuarterly.
y Explain the U'vin jiropf-rtics nf numliern. Name six of the most important'
])roperties.
T/ic K.i<()iiiair iri/l extiiiKiti /'urfM [and IfuKOfiqiud valuf in thin jni/»r.
II. [7 1 - tiEOURAl'HY.— r/«u', 1 /io«r 30 /m«.
I'AUT I. •
1 Describe the physical aspect of one of the following countries : —Germany,
France, Spain, or European Turkey.
2 Give an account of the average height, and chief characteristics of one of
the following ranges : — Ilocky Mountains, Aljis or the Himalayas.
3 Take an imaginary jourpey up the Rhine, the Elbe or the Danube, and note
the chief points of interest.
4 Compare the extent and population of Ontjuid with the other ProvineeB of
the Dominion.
6 Explain the cause of land and sea breezes.
6 Find from tlie Globe the duration of twilight at any given place on a given
day. A
l^ART II. i
> — ====:;=-^=
TJTaw Worn memory an outTine Map (1) of Nova Sc6lIa,'^[2iyof NortTi Amencii^and
indicate the chief mountains and rivers.
.-,*»'
1
48
II. [8]
1
Educational Circular.
COMPOSITION.— riw^ 1 hour.
[No.
What is tranqwsiLion 9 Wliat llules would you obKcrvo in tranHposing from
the Metrical to the J'rose Order of Construction ? Transpose the follow-
ing passage to tlie Prose Order without altering the sense : —
"In his fitoady courao
No piteous rovolutiona had ho felt,
No wild varieties of joy and grieT>v
Unocoupiod by sorrow of its own.
His heart hiy opeii ; and", by Nature tuned
And constant disposition of his thought
To sympathy with man, he wa.s alive
To all that was enjoyed where'er he went,
And nil that was endured.
2 Arrange the following clauses into a comple.x sontcilce :—
Icfl. A wise student carefully masters all the details of those books,
(adv. time.)
a2. Those books suit his capacity, (attr.)
A. H« contents himself with a^ general outline of any work.
2«1. Any work is not so Ruitabli;. (attr.)
3 Name some of the most^important.principles to be ob.served in the construc-
tion (1) of Sentences, (2) of Paragraphs.
4 Construct a complete and lucid narrative from the following outline :
THE SOLDIER'S HOKSE.
The soldier's horse— great favourite— soldier very kind to it— the horse never so happy a-s
when Its master is on its back— war breaks out— the soldier goes to battle— he is shot— wis
off hisliorse— dies- no one comes near him till three days pn«s— then friends came to bury
him— they find the horse standing over him— it fiad had no food— but it stood driWng away the
birds of prey from the body of its dead maister. v
5 Name the mechanical points to be attendedlo in /orm of a letter. Write a
letter to your uncle, describing a holiday ramble.
II. [0] GRAMMAR.—Tm^, 1 hour.
1 What are the distinctive features of the prescribed Text-book of Grammar ?
Define the terms inflection, gender, number, case, mood, voice.
Give all the inflections of come, bo;/, man, me, go, thhii, f. soon, in, good, merri/.
Name the different kinds of adverbial clauses and give an example of each.
Give the general analj/sis of the following passage :
From his si-xth year, the Boy of whom I speak.
In surmAer. t-ndxl cattle on the hills :
But j^ough the iniiiment and the j)erilous days
Of loiia-'»iitiiiiiiiip winter, he repaired,
Equipiwdyi'xih satchel, to a school, that utood,
Solf building on a inavnttiin'n dreary edge.
Give the detailed analysis in the following Form ;
SUBJECT.
PREDICATE.
1.
a
' u ^
Enlargement of Sulijcit.
Simple Subject.
Simple I'red.
Co'.upli't ion of I'red.
I
Extension of I'rcd.
I
i
*
//
V
^;'y
7 Parse in tabular fftrm the words in italics.
FOHM.
Word.
. CIlMI.
V
Sub-CUu.
lufloctiOIL
ByntBX.
Kule of Syntax.
\
<
1 ■
»
*
■
i
*
^
[No.
losing from
the fonow-
ose books.
e constnic-
iue : —
so happy as
s shot— falls
ame to bury
ng away the
. "Write a
[Jrammar ?
ood, merrji.
lie of each.
on of I'riMl.
e of Syntax.
■ ■
3.1
Educational Circular,
49
8 Give tlie past tense and past participle of all the irregular verbs that occnr
in the i)rt'ceding passage.
II. [10]
BBITISH HISTORY.— r./w, 1 hour.
1 Give a short account of the Manners and Religion of tlic ancient Britons.
2 Name the most distinguished Kings before the Norman Conquest, and
describe some great events in tlie reign of one of them.
3 Who were the most distinguished statesmen, warriors and authors in the
Reigns of Elizabeth and Queen Anne ?
4 What circumstances led to the war which terminated in the Independence
of the United States ?
5 What battles were won by British troops under the command of the Duke
of Wellington? Recount one of these battles.
II- [ 11. ] BOOK-KEEPING.— reV/i^, 45 viin.
1 What is meant by Assets, Bill of Lading, Consignee, Indorser, Invoice ?
2 Make the proper entries in the Day Book, Cash Book, and Ledger, for the
following ; —
Robert Jones invests in business $4,000 in cash, $3,500 in mdze., and a
balance of $210 to his credit with T. Robertson; he owes Robt. Thomas
$240. He takes for his private use $100, and goods to the value of $250
3 Write a specimen of "A Letter with an Order."
IL [12] CHEMISTRY OF COMMON THINGS.— y^Y- 45 w»«. .
1 What is the composition of carbonic acid? What Important part does it
play in vegetation ? Name two ways in which it may be prepared.
2 Give a short description of the preparation and refining of cane sugar.
3 Give the comjiosition of starch, dextrin, gum, cane sugar, and woody fibre.
4 Whence are vegetable oils obtained ? Into liow many classes are they
divided Give the characteristics of eivcli class.
\
Aiuirern «i«*' "ftntain the whole oprratiou,
II. [13] ALGi: .i.A.— r»»ie, 1 hour 30 mui.
Female CiindidateHare not reqniredto workthii paper, hid credit will be given for work done.
1 Explain the ttivia» /acHor, coefficient, power, and exponent.
2 If a=;l, in2, c = 3, rf-4, find the numerical value of the following exi^res-
sion ;—
a» + 2ai + 6* 6« + 2ic + c» c*+2cd-\-d^
+
a+b b+c ' c+d
Divide a:»- {a + b -i- c)x* + {ab + ac + hc)z - abc by z' ~{a + b)z + ab.
Cube [a + b + c) and.fihd the product of a:* + zy - y* by a;* - xy + y», applying
formula' in both cases.
Find the quotients of z« + y« 2^"^^ by (x-y)* and x« + i/« + 2i;V by (x + y)'^
bv the use of formulre.
2a; -6
From V-^ — ;
2z-5
-, find X.
•M.
3z - 8 3z - 7
{x + Aab)-2a - ^ x , find z.
8 Find two consecutive numbers such that the half and the fifth of the first
taken together shall be eqaal to the third and the fourth of the second
, taken together.
9 Fromx + 2y-f 3z = 6, 2z-f4iy + 2z=:8, 3x + 2y-f 8z = 101, find r, y, g.
To Show by means of operatrng upon an example how you would lead a pupil
to infer the Rule of Subtraction.
, Cf'^
.;«*
50
Educational Circular.
[Nq.
/■' ii„i/r CniiiUdat's (,,; iKit n,/nirril h, nyirk tliit jxijur, hut rn'illt in'// In uie'iifar iruik iIuik.
JJ- [ 1-^] (iKOMlOTHY.— 7'w«. 1 hour 30 mi,,.
1 Wliiit is u iiliuir sii|)(>rti(ics. a stniiuht liiic, an iiiiLfk', a cinlo ?
2 , 1 folic side of a triiiiiylchf iirodiui'd. the exterior aiiylc is i^n-eater tliaii eitlior
of tlie interior opposite aiitiles.
:i If ti strai^iit line fallin- iiiioii two other straiulit lines makes the alternate
angles I'luial t<> one aiiotlier. these two straiulit lines are parallel.
4 'I'he opposite sides and aii-les of a paraileloKiuni arc e([iial to one another
and the diagonal liiserts it.
:") Kiinal trian,ules, between tiie same parallels, are nium e(|nal hases.
li Describe a s(|iiar(' upon a .iriveii straight line.
I In a ,-ivcn strai-lit line tind a point c(|ually distant fidiii (woj,dvcii points.
■"^ 1 1 thi' exterior an^lc and one of tlic opjuisitc interior an-ics in uiie triaiiuie
lie respectively doniile those of another, the reniainiiii;- opjiosite interior
iUi-le of the former is doidijc that of the latti'r.
«
T)
^cnoiii .'
What is till 'I'eacheiK .Inty(l) x\ itli respect to u Tiiiie-'l'ahle, and (2) with
rcspect*-to the teniperHtllie of the HchuoiKxnii ?
III.
1
(4 1 NEW lUri-NSWK K MISTOUY. T\me, 1 huur.
Who were the rniled Kinpire LovJillKts'' (iive an ...count "f their laiulini; ^
f
iJi New nrniiMWi. k, iind of some of tjie .litti. tilths l.elwecn Ihcm an.i tlw
iwiviliill M ttlirs
f
Educational Circular. 51
;:.ow ;:; l ^:2i::s^st''' "' -■--"^'•-^'^-i-c . state ..„!a yo..
■■'• <iivo a sl„„ t a<ro,n,t of m hat is ku.nv,, as tl.c ...Vroostook War -
;1:;'.,--'" v"'''',f"''' ''^K-l-'^i'-le Uovennnrm? Wln-n ^va. it
• S?: ii. i;;;,w;;:.t!:;;r-''-^ ^^''- -,...... p,..„„i,..„,,,a:..:iL:}
' ''■:;:i;:H;:;.r a!;:;";;;;:, r'' '" ""•■ '"'•••^""^- "■"• '^' "-^ -''-"'-^ '^-
.lyi,„vr, ,ini.,l hr wrlU, „ o„. t/,,\ j,<,/,<r.
'"■ ['I MENTAL AIUTHMETlC,-^-7V,..., 8 ,.,..
1 What is tl„. intrivst <,f $:,42 for 4 v.ars at :, p,.,- rvut ' ,
2 V 11.(1 tlir pii,.,. of ■_'! yanls at 4] cents ^ ,"''""
■■' If 111 yards cost Si;52 what will k;;} yards coJt'^.' ' '.'.[ ,"''
4 Uividc the sum of •; -f-.l + ■ liv lO. . . "* '*■
:. What cost 11^ yards at 1 l^Vc^^.ts each ! ^ ! ! ^^ ^ I"*'
'i Divide L'.lT l.y .0007 ; '"■
• Ins.
■ "I- ['■'] . . AHITHMETfC. - rnn>: 1 /wnr :!0 ,„„>
' '"S'lnlC"" ^""''"''^ ^"."onvtion, IVodoct, (Quotient, Pnuie Nun.he,,
;; Multiply .40HT, ,,v :S0. Express voniaiiswev^rV^ls as well as i„ h.ures.
•■ l«..l,K,.Mu.,e to inches and test the accnu-y of y.,;XorK 1. iweising the
• l!'''ln.v ; of -; (,f :t! „/.. to the fraction of 2 Ihs. Troy
•- Multipl.N (;stL'.:i<i,-, l,y ;i.42l and .livide the product hv 40 OOS)
i: 'm^'.^:'; to\':;™^'''^ """""-^ .--.lay ton.,. :....., . s.
"""'"'•I-' "t m.^her time, what p,.- ,ent. of it reinained unsold'
■.• -W hat nnstakes in Nn.a.ion have ^,.u ohserve.i to he verv .on.u.on'' What
Inakn.::;;!*':'^''''''"'^''''^''^' "— nldyou,orrectthelJu';:t
■'■'" '■ '■ "■'■" ' •"'■'" '"• '''•"■' ' "."' // "- ""■7-"-/ .-,/„,. /„ ,/„. ,„„„,,
'" I ' I (iKlXiRAI'HV- rnnr. 1 /,o„r 'M ,nn,.
1'mit 1. --.
' ''''Liy'und';:;,;:;:''''"'"' '•""^'""'' ■ "'"*"•'•' '""-■ -" -i"-- «"•• ■ --
■i 'Juke an inmRinury juumey r u\ tlM> coast of (ireat Ilritiiin an.l .,„».. <i.
. Iiiel headlands aiui the mouths „f th.. chief rivers '
.t (iivMhe honndaricMofdntario and name its chief towns, rive,s an.l moun-
• '■''\:; "'";'<•■''•;"» «'f <li<' loIlowlnK pla.es. and m<e „nv important fa.tH
Mrmt, TmTnilWIlK. "^ ^^^.^^^t **^i.uM, .■=;
' "-;,;;'';;^''<' •"i""'t New IWunswick compare New Hrunswick and
NovaSiolia as respe. ts arra and iioiMilation
''S^'mtium««as>M!Ximii-,,mmmmmmu>,
■MN
52
Eduqational Circular.
[No.
Part II. *
Draw from memory an outline map of New Bnniswick, with the chief rivers and
towns accurately marked.
III. [8]
COMPOSITION.— fme, 1 hour.
* Reading L'essQii. — The Blind Man.
1 Outline.— On their way home James and Harry see a blind man sitting —
has lost his road— is unwell— James runs for a drink of water — Harry brings him
a piece of bread— blind man gets better— they hglp him on his feet— lead him
along the road— boys call them to play— they take no notice — lead him along the
bridge— across the park — put him on the straight road— blind man thanks them
—often see him afterwards— they and the blind man become great friends. ~i
• Oufislioitx.— Whom did James and Harry see on their way home? In what plitrht was he?
How did he feel? What did James bring him? AVhut did Harry bring him? What good did
they do? What did they do next? Who culled them? Howdid they act? Where did they
lead him? Where did they put him? What did the blind man do? Whom did they often
see ? What did they become afterwards ?
(a) Write in order Formal Answers to the above questions.
(A) From your formal answers make a complete story as told by James to
his father.
2 Correct or justify the following expressions : —
He don't understand your question. Is his answers given correct? I educate him
daily in grammar. (Ireater events were now on tno wing? Wo had not ought to
act so foolish. There was considerable of a difficulty in the last passivge. I mind
the time when I should have wrote the passage the same as you. These news are
not comforting. I expect soon to hoar that money will be plenty. It is not fit for
such as us to arrange the matter between you and they.
III. [9] GRAMMAR.— r»mr, 1 hour.
1 Write out the present subjunctive of three irregular verbs.
2 ('lassify tlie following words : — tnan, calm, sound, me, up, till, when.
3 Give all the iurtectjons of «r, us, move, pretty, lady, book, before.
4 What are the essential and subordinate parts of a sentence ?
& Analyze in the prescribed Form : —
(n) " Him had I marked the day before."
U>) " Many a time,
On holidays, wc rambled through the wood."
''•) *' He by appointment waited for me Here,
. . Under the covert of these clustering ohns."
Form.
• suiuEcr.
PREDICATE.
Kjilarfcmmit of Snliji-rt. Slniplv Subjiii.
SImpli
PriMl. 1
1
(nniplftton of Pn^d.
Ivxti'iidimi of ThmI
*
I
!
6 Parse in tabular form tiu^ first of the sentences given for analysis.
FoHM.
I'.
^f
> Word. ,
C'lut,
Sllk-ClH*.
IiiAiTtloii. 1 Syntax.
Hule of 8>iiUx.
-
*. •
^
[No.
chief rivers aiid
1 man sitting —
arry brings him
feet — lead him
1 liim along the
m thanks them
t friends. ~.
lat plight was he ?
? What good did
' Where did they
cm did they often
i.'.
)Id by James to
7 I educate him
had not ought to
t passivge. I mind
.. These news are
I-. It is not fit for
when,
ire.
Kxti'DHlon of rn'il
^>
ilysis.
Hule of 8>iiUx.
.j..,_.^. _,..-__,_
wf
r
f
'-.'•I'^iS^'-^-' '-^-i"
3.]
jEducational Circular,
MANUAL OF COLOUE.
53
We ^Wmh below the Manual of Colour prepared for the use of Ktudents in the
^- Department of .Science and Art.^by R. Kkdorave, R. A. The ann^ed diagram
Illustrates the harmonious relations of colour, presenting at rtie view the exact
. surface quantities in which colours harmonize with each 'other. The centre of
^uch lozenge contains a primary hue,_namely, . yellow ajf three^ red as five, and
.« blue as ejght, of surfaced measurement. Eacli primary i« siurounded by its har-
monizing secondary, ^-namely, purple as thirtben to tliree yellow, ^n-ecn as eleven
to hve red, and orange as>.ight to eight blue. These secondaries are again sur-
rounded by their harmonising tertiaries ; thus citrine as ninJteen to thirteen purple
russet as twentt-one to .devu green, and olive as twcnity-four to .■ii,M,t orange '
; The relative quantity of e.ad. hue which should be present in any ornamental •
, ;> Arrangement is tiuis i.laced before the eye, which is assisted in its judgment not
■ • only as to full ln.es „f .-olour, but as to htu-s when dilut.ul into tihts or darkened '
into shades. , . .
There are few subjects so attractive to pupils as that of colour. It I.olds no '
unimportant place in every well ordered i.rinmry school, -where it sh.nild be
treated .simply as .a property of bodies. To teach the pupil to recognize, 'dis- "
criminate, and name the mbre common colours, and to accustom his eye to their
harmonious combinations,, are tlie two points to be aimed at in lessons in the '
primary classes. In the more advanced classeji, colour should be trettted as ji^
science and an art. No subject yields a more attractive^ scries of oral lessons. ,
Si^ht is the most m-arly perfect of all our senses. Its'con.'eptioils of wliatever
properties of objects (an be seen are more vivid and compli^te than when ideas of
the same properties are conveyed to the mind by any one of the ■ otlier senses.
Horace undei-stood tJie iiu,„)rtaiice of this .sense when he sang :
I'Jounds which addrc?,s the ciii> ore l6,<!t. and (Ho
111 t)no short hour ; but that.Vhich etriUoA the eye I '
liivcs Ions luum tho mind; the faithful »iRht
LiiKmvo.s the knowlcdKo witli a. bjiim ot liiht., '
Colour is citoi>liaf u ally a subject lor the sense of sight: ' To.tieach it. th'^ cob<^iVij
tliemselves uiilst be sh-wn. No (lt*serJptions will convey V.v ideaof them toon'o
who has never seen the e.dours: It is well-known' timt in.lividuals possess very
<liflVrent degrees of distiuguishing not ouly tints and shades of the .same colour,
but the coloius most strikingly oj.posed t<f eaeli other. [n(h'.(l, tin; sumy; .•olonr '
will be called by ( iitirely dilfejent iianifs by ililVer.'iit uidiviiiuals. ('oiniiarlti veiy
fev persons can distingiii'sh a s.arle; from a V-M-hiillion, ,.r a,.tcrimson tVoni a ear-
mine. Many coiir..mid a blue witji a, green.'; I'y the invVstigations of ISr'ewster
and Wilson, it has been (l:scover>;,(l that a deticieney in .the power to disceVii
(olour is m(.r|prevalent than was siipl.osed. From cab ulationn based on various
^ V.vaminatioivs'made in Kngland and Scotland, it a|)pears t)iat one person but (»f '
•■verx fifteen is unable to distinguish all of the ordinary colours; one in tilt; -live
cruifoiuuls rmi with green; on(^in sixty brown wjth green ; one in forty -si x/hlun
with green Of the three primary colours, '■■ / ai)pear(jTri !.«• the mos>(ti(ifleult lo
be distinnnisbed; it is the distracting colour ot the tinre. ^Sonr< persons can
not see it at all as a < olour, for it appears'to tluin as black, but n^ost commonly
His mistaken for gveen. Vellow is. the (ohuir which leks freq,i|ently escapes '
— j*t-+*.«*f4?TsrT, -- Tbeif HIT- btfTW A-rrr irvr YrrTiTm-^n^rrnnTurmffttm^o V"tm»nre-<' aTfed ~~~^
colour-blind, that do not see yellow perfectly. A imre bli.u; is in the next digree
least like!) to lii' mistaken, and with some it is tiie most vi\ id eojcjur of the
'>'-T--*-/.r' f'fi*MSin*t**tfS^
54
■ti
lU'CC.
Grcc
, Educatidnal Cirrplar. . ■ [No.
•11 i- frc(|ucntlyi|fiistalu'ii for ml. iina oftou tor 1,1, a, ■ Tlio.sV wjiocaii
it (listiHguiKli red rctfard i)ijirj)le jcs Llue, and
are the two loloiii
pe^ that tJicBo
orange as yejiow. Jieil and l'i
•s whieh are most eomnionly not distinguislied. vet it so h
eeli
tl,o t
o c()h)ms ysed as sij;nal.-
PerkorKs appoiaited as vailioa<i signalmen slmuhl I
on lail-ioads and 'ship
le eaiefiilly tested as to thei
reen heforc thev ent< r
powers of distinguishing' l.etween the colours of r/d an(
upon duty. . ,
Xo douht, n.any teachers willl.e slo.v to .redit some of the'foregoing state-
ments. They liave only to institute a carfful test of their own ,.u,,ils, and their
doubts will 1)0 removed. • . ,
■ It is now generally believed that defect in distinguishing colours can l,e
remedied hy early training and caref.d education of the eve. There is no -ood
reason why an^M.pil should leave our .schools without 'such a knowledge of
colour as will n1^ only sharpen his observing powers an,! give hin. a wi.le com-
mand of putorial language, but al.so give hin. n^.st valuable hints in thl- develop-
ment ot industruil ornament find in the culti vation of a correct tlste •"
• Teachers of prinutry chv.s^ will find some goo,l hints for oral lesson. ..n .olour
• .1. Nheldons hlementnry Instruction. Teachers of a.lvanced classes require a
uller and deeper knowledge of the subject.' Few, however,';an%eadi 15' possess
them elves of the works ot Field, Cheuvreul, an.l Jones. The following Manual
.s pubhshed tor such, and is chiefly compiled frdn. thes.. standanl ^^iters on
< olour. Of cour.se, no teacher will think of using the m.ltter in the form here
given. He must n.ake hinmdf fan.iliar with the subjct, and ,.r..sent it in or,,i
Jessons adai.ted to the < uimcity of liis .scholars. .
Skctio.v 1. .
fonu it aids ns in detern>ining .nJ^L^^'^JT ^Z: n f " ^l^s 'h'"?''^'''^''
read.ly to .se,mrate objects, and parts of object,s, fVon. ea. h olher. ' " "'""
1. The source of colour is Light :
2. It is lost and destroyed bv Darkness.
;:. Light is represented bv White;
4. Darkness by libuk ; '' " ' *
5. And theinany intermediate colourless tints betwcn li..l,t -Mwi i i
the «n.xture of lUack and White in various im,„orti n ■ |es f , ' "m '".rr- "'^
i;. Formerly, light was cunsider..! to be i p in ah. en ";'"'' "S"''' V?'^ '
shown that white li-ht is.livisililr into tb.., " '' "" "t, 1' it experinHi.t has
VHh.w. Red. and Biue, '"■""''' """ 'l"<- -P'UHte rays, which ar,. severally
7. 'I'hese rays cannot be further deconiooscd or flivi,i,.-i i . •
areo.^i,^e:L"^ <l"se prinu.ry colours in varied proportions, ,d I M.. of ..b.ur
!• By dih.ting thiNs,. !*„es with White, all T„>ts of , ,.lo„,. •
0. r by toning the hues with lihuk, al^V,,,,/.., of colour, are pro.lueed
1 I . (-olour has been < iv hCc nto Inherent colon. ,i>wi t • ' ' " '" ' "•
V2. i"l..'rentc.do,1r^l.eingallnnUe' n 'sub Z^^^^ , n
«lyer, or the pigments used bv the paint^.r, &,-. «"bst,in., s^ as those „( fh,
I'.i. Transient colours are ■ those foritwxi i..- »i... i ■ .
the hn.. of the rainbow, the '^Z'T;^- ! ' uhlr 'ii^l'IZ:'""'' '^'' "^"^' ^"'" "^ "
14. Jt IS necessary to remember that jiiL-'ments '«..,!, ,. • ii
or painter, are but thc^resemMiJ i^X^^^^
^^"'^." '' '"" '--'^"v averred that Hi:,:;. ^-i^Tn '';:;;";■;:;;,,•;;',.,■:::;'•;;- ^f
4-
fc#..f>;'
3.]
EducaUonal Circular.
\
oa
Hliic: iHifiiiiy ilhi;. so ,,|||-(. as lo 1,
v.itli
•r as to siirfaci
liiiiiifr liiiiiiKi-
Ix'iit iiiiy iiiixhiiv of Yellow or \W([ if
^n.^^to ,.o.l-u.c. ...n an approach to a pe-^tV-'t ;;':.o;,:C" ■ ■•■^- '•" ""^ "-'-1- '
(til^ isi:^: i!;'sr::;:,:;,::'i:;"Tb!^;::r"'; "y^*" ^^- ^^nt^'of transi... .0,0,.,.
...ntnuy pn.oJss tJti,, K 1 , ' th ^ ' h': ' h "? r'"'""--;'. <"• >--' '- th.
<lucr White li-l,t. til'A.ll,,^, iH'cn ,/.-ronipo.s<.,l ,,r scimiatod, j.ro-
^ .ni:::.,^^;;;. %!:^,rs::^;'a:::^x7ih 'r ^r--; ^iif ^^'^-'^ '•"•"-■
, and destroyed '' •"" ^*"^' '""' '''y^" '''l'"'. "n. iirutralised
...;M:'l:;i;,;;:'.'!;:;;i:-;i;r;;:i:;;,;i;:-,s;;:;*'- '■' ■■ » '■"*•- «™»-"-.
l£.;|J:;:;:^;^;,!r,;l:;^;;;^;^1,,!;-;;;:-';■Si«s '—
• -1. J hi- tliri'c tohmrs tlius prodiKcd naniclv Oi,,,,,, i> i
.■aoh c.v,npl..nu.ntary to, or conlplnnenL/ "^.1-,'. ^ v ' ' ""''' "'"' *''"""'^'-'
-n pZfs" '•'""i:'"»^"ftt'";y t.. ni,,',. a.ur biu' to (.nm,-,.
•U r Z ; ^""M-lcmontary to Yellow, and Yollow to I'.n-ple
-4. Gi.ei. isMx..n,.lenM.ntary to l{ed, an.l Ited to Green •
"hid. i theret^-re'Si^d^h"".;;!!;;..;; ^^r'' " "^"^" ^^^ ""-•^-' '-'
tla> n,id,Ue of a sheet d i^hit '1 ,T'' ''"'■;'^ 'I'"'" " '■^''^ "■•^♦^■'•- l'''^<''^» i"
..,, 1* , , , """^''O '•' pioiliieeth.' secondary colonr of tlie oeii ar sneet.nn.
sr,,m(hny ul,i 1. """^' '"*^ "^ '^M"!! it> , and heeonies ^» ,> ,/r,/,w se<(a>dary the
-".ainin..p.^An;;.;i;;;;^;;;;;;:;';i,:;Ser
. ' li^n I?r^^""'f^'''''T ^^■-•^'^'l"" H"<1 (inenhein^dd-Sur^
... I. nixtnie ol se, ondury , ..h.nrs piodnees the tertiary eolonrs '
^i.(. I l.ns. th,. two se, onduru's, Oran.^e and (ireen, pro.Iu.e the tertiary (VriuNK
^
56
Educational Circular.
[No.
wiiich liiiriiioiiises with Puuplk in the proportion of nineteen Citrine to thirteen
I'urplc. ' \ ' ■
:i4. Puri)le and Green produeo the tertiary Olivk, wliich Imvnionises witli Ouaxok
in the pn)i)Ortion of twenty-four Olive to t^i^ht ()riin^'\>.
3"). Oranpe and Purple produce the tertiary IIlshet, which hsirmonises with the
secondary (riiKKN in the ])roportion of twenty-one Russet to eU'ven Gn'cn.
:!G. Wiiilst the uvtion of two ir.iiiiaries r.sult:-! in a ni'w and perfect hde, every
mixture of the //ore^has li tendency to neutralise or destroy colour;
:!7. From this cause, the tertiary coiuiuuuids arc more neutral tlmn the second-
aries, each beinjr coniiiosed ot' the thr-r primaries, with one iiredominant.
;!8. Thus, Yellow predominates in Citrine, and imjiarls many of its ])eculiar
.qualities to that tertiary ;
31). Red i)redominates in Russet, the warmest of the tertiarics ; ' •
40. And Rlue, lieing in execs-! in Olive, renders that tertiary the coldest and
d*-kest of the three.
41. It is necessary to note certain properties of Contrast hetween- the various
piiiuaries and'<iue another, and their complemcntiiry secondaries.
42. 'I'hus, ^'fllow is of all colours the most alliid to light;
4:'.. While its complementary, P\n-i)le, is the darkest of ail Ini' s.
4 4. They contrast, therefore, as to light and dark. ^
4."). Red is the most exeifnig and positive of all colouis ;
4(J. Its couiplenientary, (irecn, the most sootliin;,^ and f^ratetui t'l the eye.
47. ilcd and (ireen arc non-contrastin;.,^ as to light and dark :
48. But tie/y are eontrustiuu- as to tlieir power of e.\( iting the eye ami as to
j)ower (if cohiur.
4i>. Biui' is the cohh'st and most retiring of all colours:
.■)0. Its e<)mi)lementary. Orange, the warmest and nyist adxiiiu ing.
."il. 'I'lii'ir (ontrast is therefore hoth as to advancing and retiring and as to
iidt and cold.
(JUfntlnll>i 'til S'ctiiifi /.
1. \\'hat !.'' tlie source of colour? 19. What primiirics, and in wliiU iiroportioii.;;,
J. W'liaLtlostroy." colour? ' produce Purple, anil what is it.s hiiraio-
.'.. How is liKhtreprcccntcil by the artist? • iiLsIhk primary?
t. llow is darkness represented?
1. \\'iuit nii.xturo produces the internicJiiite
between liirht iind dark?
Is light a simple element, or may it be dc-
conuiospd?
What, are tho component part.s uf light
called?
I'oint out the three i>rimnry colours'.
What results are fiblainpd by nii.\iug the
primary colours?
iii\e an example of hues of colour, as
Crimson, Citrine. Olive, and !>oinl out
or describe them. «
low. are tints of colour produced?
ue of tints of colour, aiul
(live an exauu
name {he coloirr or c
they are derived.
jiirs from which
L'O. \iijmo the iirimarics and their proportion.s
Vvhich being mixed jiroduco (ireen, also
the hannonising pruuarj', and the pro-
portion between the two.
21. How do wo name the mixture of twopri-
maries?"and what is such mixture called
in relation to tho remaining iirimary?
L", :'■>. '21. Uescribe the several complements
of the primaries and secondaries.
2'\ What is required to satisfy the eye, anil
tiroduco a sense of harmony of colour?
\\'hut is the nature ofa complement.iry
colour?
2''. Describe some natural fact wliich illus-
trates tliis law of colour.
27. AVIiat do wc name the Hceting image that
is seen by the eye when fatigued with
IS. l)rscribo those primaries which being i .'!(>,
mixeil producer tininge. and name the '
i'elnti\e proportions. , :',7.
What, is I he result of nuxing the
jirimarics in any ^Jiiiiiort ions ?
Wlial is the conipositicui of the Icrliaiies
*'.*.■,
. ^
.-^
3.]
Educational Circular.
61
. 38. What is the primary that predominates in
Citrine ?
39. Name the dominant primary in Russet?
40. And in Olive.
41. Are there any other contrasts of colour
which it is desirable to know?
42. What are the properties of YelloTT?
43. What marked quality ia to be observed in
Purple?
44. How do Yellow and Purple contrast ?
45. Describe the nature of Red ?
46. Name the properties of Green.
47. Do Red and Green contrast as to light and
48. Are there any respects in which they do
contrast ?
49. What qualities are inherent in Blue?
60. Has Orange any contrasting quality ?
51. How does it contrast with its primary
Blue?
SectioS II.
1. Besides those inherent contrasts of colour with each other, gpoken of in the
latter part of the last section (41-51), there are others which may be called tran-
sient contrasts.
2. Of these, the successive contrast has already been describe^ (Sect. I., 25-27) ;
under which name is comprehended all the phenomena observable when we
remove the eyes from a coloured object-on which they have long dwelt.
3. In this case, an image of thc'object floats before the eye coloured with the
complementary of the real colour of the olyect.
4. Again, when the eye is removed from a coloured object to dwell on another
object also f oloured, the new colouV is modified by the complementary of the first
colour.
5. This class of changes has been called mixed qpntrasts.
6. The simultaneous contrast of colours comprises all the phenomena which
take place when colours are seen simult^ineously in juxtaposition : for a scientific
explanation of these laws we are indebted to M. Chevreul (sec Preface).
7. Simultaneous contrasts are of two kinds :
8. The one, the contrast of depth oy intensity, by which an apparent change of
depth of tint results from placing|two tints or sliadiis in close proximity ;
9. The other, the contrast of hue, or the apparent change in colour from the like
approximation of tints, hues, or shades.
10. Tliese changes arise fron) a proi)erty common to all coloured bodies of
reflecting, along with their own proper hue, a certain amount of the complemcnt-
niy rays and of white or undecomposed light.
11. From this cause we find that when two tints oi the same co.lour, but of
une(iual dejitli, are placed in close contact, the light tint will appear still lighter
and the dark tint still darker ; these eff'ects being most evident at the edges where
the tints are in union, and getting fainter towards tjic opposite margin.
12;-'\V:hen, however, two diff'erent hue.f of colQ«lfare juxtaposed, they receive a
double modification ; first, as to their deytlif^ie light colour appearing lighter,
the dark colour appearing darker ;
13. Secondly, as to their hue, eac.h becoming tinged with the complementary
■'* colour of the other.
14. Thiis also will it be found, that coipplementary colours in juxtaposition
mutually I'lirich each other ;
15. When Yellow and Purple, £t)r instance, are arranged side bylside, the Yel-
low is apparently deepened in tint and enriched by the extra Yellow rays given
out by the proximate, Purple, at the same time the Purple is enlivened and
enlightened by its contrast with the lighter primary, and enriched in colour by
the extra Purple rays given out by its Yellow complementary.
IG. But, in order to fidl harmony, it is necessary that the juxtaposed colours
should be of equal intensity of hue. Thus the law of harmony will be found in
complementary contrasts of colour with analogy of hue. ^yhen aualagy of hue
is wanting, that is to say, wheu a full hue of colour is juxtaposed with a tint. or
shade of its complementary, their mutual enrichment of each other decreascs'in
the ratio of their decrease of analogy of line.
17, By juxtaposition inharmonious combinations are rendered still more inhav-
mohious. Thus, if Purple atid Blue are pliK'cd side by side," both coloute are
TrTJiTfrdT
18. The Blue is apparently darkened in shade by the neighbourhood of the
Purple ; and becomes greenish from the action of the extra Yellow rays given out
by the Purple,
6 >
58
Educational Circular.
[No.
19. Whilst the Pnrpk- is dirtied in the direction of Rnsset hv the admixture of
the extra Orange rays reflected from tJie surface of the adjoinin'"- Bine
hv^^n JA^wf ';'*' T f^'"''^t'yin"'"fl^'«l ''.v <livi<iinK the ■.■oh>u.; from' each other
bj lines of White; the eye readily de.omposino for itself the hi.rmonisinK eojonr
required, and resolving the discord.
21 In contrasting colour with a ground of White, the coloiu- is enriched the
White ground overpowering the extra White ravs givn out by the colour '
22. In contra.sting colour with a Black ground, the clom- appears .liiuted or
wnikened the extra White rays given out hy the colour being increased hv those
reflected fjom the Black surface.
23. Black grounds should not he opposed to colours which have a lumiuou.
eomplemeUtary, .since these must tend to diminish th<. hrilliane v of the .-round
whilst the reverse will arise fnmi tlv ..imposition of colours which have a durk
complementary.
24. Thus, Blue on a Black ground tends to give it a Brown shade hv tlie Orui- ■
complementary VaA* which are invariahlv iiroduced hy the Blue •
25. Whilst Orange on a Black ground renders the groun.l more' intense froni tie.
Blue extra rays reflected liy Orange. niJioniui
2G. Cold, negative grounds, re.|uire the oj.p.isition of warm colours
J[' 7'''' ;:1"^^' '"'■';'""'' r >»t<''>ne.liate hetuern light and darkness, heiu- th<'
contrast ot Grey, whuh hohls the same phuv in colourless media; Red also h,.,'...
.Vwi.^'*'' ''"''"* '■"'"'"'■'• '"i'''»"»'«'« '>K'-'H.ahly with both the ue„trals Bla,k
anci vv lute. '
tir^wSlTtlilm '''''' ^'"' ^"'""'"'•■>' "*■ ''" *'"' '"■'"^'^'■y "^'"'"-^ ^vhen in juxtaposi-
mSeJ c "uuCr' " ' "'""'■' ""' '"■"' ^""' "'" ''"'■'"■ """^ "" ^''"'^'^ ''"-
P.O. While with the lighter hues and tints it may form harmonies of ..outrast
31 Arrangements ot the primary colours with Black are alwavs a-reeable '
- o2. Black also may be arranged with the ,!arker hues to f.Mia liarmoui'es „f
analogy and with the luminous hues and tints to pro.liu.e harinonies ,,, co tVa
.,3 When ornamental torms„f any ,olour ar.. placed on i;roun.ls „f the .■oun.le'
m<Titary colour, they should In. surrounded by a margin .,f a lighter . ■ rke ' ' ,
34. 1 his IS necessary o delinc them <.|early, and to overcoine the teiulen, v 1 •'
complementary colon, shave to bec.m.e confused fro,„ the extra ravs theve, I,
SldacJ ' ''' """'' " '"'"' ""'■''"' ''' *'''' ' "'^'"^ ^^■'"■'- tiu, lUn': il;
,3x This treatment is more especially re(,uired w1k«, the colours use.l areGreen
.ml lied, sinc^e these do not contrast as to light and .lark, and are tlu-refore mor
and Ydi^" "'■"''"*'''■' '''''''"'''"'■' "^ '•'*"''■ ''••'■'•'^■"' '^^
3G When the ground is dark and the ornamental forms of a light eomi.lement
ary hue, these forms should be .'dged with a li-hter tint
37 When the ornamental forms are .lark ..., a lumin.ui's .■.unplemeiitarv ■•n.uiH!
the forms sh.)uld he cdg.'d with a .larker line. '^ ' .-^louml,
38. This is also the case with ."olj-tinty., .lark forms .)n a liu'lit "Touiid renniri,,.-
to he bordere.i with an outline still daik.r. .-.'"mi. I iM,nmn^
f.l'^^' 71V'''',"'''T' "**''''""'■'"''■*'"' ''"''^''^'•■' '•-•■'''' "■'"' <•"• Pi-actice.,ftl,e Orien
ta and Medueval ornam,;nt,sts, who s,.parat..,l .•oioure.l or lanie.ntal f „ , ,
coloured groiin, Is by ...Ign.gs ..f White .,r Bla.k, au.l used ..rnnmental ,
any col.mron VVhif .,r JSlack grounds with.,ut outline or .■.l.-i".
, 4"-. T|'/'y also us.d g,.l,l in th.. sam.' maniuT as the neutrals 'While ,,n.l BMek
► ior dividing colours from coloured gn.uuds. '
t
fjiimfidiiii on Si ill, III II,
1. What Other contra.sts of colour tire tlioro ,
besides those spoken of in the former i
section ? I
2,3. Name the first of those contrnsts. and
=p.^ 4^^''':'l'" t h ea iij i R ii raiiceula t ii i ud ttiidei-it.-:r
4,5. Wliat IS meant by niixod contrast, and
the inodifieation of
wescribcs ■
-•oloured surfaces it
1(1.
lUTd .surfaces a r.> pk/cd in in.v
n, Hlial name is piNcn ti/llu
Ci. When colon.,
taposition, whal name is pivcn ti
- u ,'"H'? '■'•''" ,^!^'"'»''<'^ ""■>■ luiilcrtro?
■ •'< '"oes tins conlrast of JH.vtapi.siii
.wKtitti- more^TTinti miTTtTlSs i,T cTranires v
11 s.), describe them. ' "
Lxpliun the reason of these api.arent alte-
[No.
t
-II
3.]
Educational Circular.
59
f
11
15.
16.
17.
IS.
lit.
■2\.
•24.
1-, ]•). Rxplinn tho'nntiiro of tho simulta-
nooii.s contrast ofcolours. and tho double
iiioditicafion ju-xtaposcd coloured surfa-
c;cs iindorKo. *
What i.sol)scrvabIc when conipleinontary
uicsot colour arc viewed in ju.xtanosi-
Describe tire effect of the complementary
colours \cllow and Purple.
Are colours in ju^xtaposition equally en-
riched when a tint is placed beside a full
luc ot.its complementary? Name tho
law in this case.
Wliat effect has the simultaneous contrast-
on inhiunionious hues ? Are Purple and
liiuo enriched by juxtaposition?
U liat effect has the Purr)le on tho Blue ?
llcuv IS the Purr.le changed by its confifju-
/ty to the Hhio?
What effeethas the internosition of White ?
flow IS colour aflected when it is placed on
a W lute Kround?— And why?
Describe the effect of colour placed on a
lilack Kround.
■Why should colours which have a luminous
coiiiidcinentarynot be opposed to Black
prroiinds?
Kescribc the effect produced on a Black
Kround by the introduction of Blue
forms upon it. j
Why does the introduction of Oranpe ren-
der a Black ground more intense?
26.
27.
28.
29.
31.
.32.
.33.
:u.
35.
m.
87.
31).
40.
What colours should bo opposed to cold,
neutral grounds ?
Why are Red and (Jroy agreeable in com-
bined arrangements ?
What is the effect of (Jroy in juxtaposition
with primary colours ?
30. What harmonious arrangements may
be lorined with tho various classes of
colours and (Jroy ?
What oft'ect has Black in combined arrange-
ments with the primaries?
\Vhat classes of harmonious arrangements
may be formed with Black and the vari-
ous hues and tints of colour?
llow should wo treat coloured ornamental
forms on a ground complementary to
them ?
Why is it necessary to border such forms
with a lighter or darker tint V
Why IS this especially necessary with full
hues of Red and (Jrecn?
Bovr should we treat luminous comple-
mentary forms on a dark ground?
Should the 8a,ine treatment be followed
jvith dark complementary forms on a
light ground?
T)o those laws refer to self-tints also?
Do these laws of simultaneous contrast
agree with the Oriental and Mediseval
l>ractico?
How did tho Oriental and Medieeval artists
treat Oold, in respect to colour?
JSkctiox III
r.KFoiiE coiKludiiig tliis short Catccliisin of Colour, it is nocossary to add a few
iiinuiks on otluT varieties of combination, and on the harmonics of tints and
shades.
'I'lie simplest aria;i};ements of c'f)louv. combinations of the primaries and socond-
an.'s 111 their perfect state as full /nir^, are tho,se which are most obvious and
I'erliaps most commonpl.ice, and were those used in tlio earliest ages, a.s well as at
preseiu amono- the least cultivated races of mankiiid. Yet oven' these combina-
tions, to be iietectlyliarmonious,iV(|uire.uTeat skill in their distribution, otherwise
tleii- c!iara,cteristic simplicity siieedily de,u-eneratcs into coarse vulgarity.
'I'he relative numerical value of full hues of the primary, secondary, and terti-
ary .(doiiis, botli to eacli other and to tjieir comi>lementaries, has already Ijeen
i;i\eii. (See 1(5-20. :v.\-X>, Sect. 1.)
1. r>ut tliere are many other combinations of f;TL'at relinement, and which are
prnduetive of the most beautiful elfects wlien .skilfully treated :
2. Sii, h are tho.se of mixed lines, of tints, and of shades, either separately or
coniiiiiied. (Iradations of tint, shade and hue, must be numerous, according to
the power of perceiving them: and tliis power greatly varies in dift'erent indi-
vuluais. Much of the relinement of colouring depends cm a keen and delicate
lieieeptiou of gradations. Those totally unused to study the rctinemcnts of
< olour in Nature or in Art rarely go beyond the perception of the primary and
secomlary lines, with two (u- thrive tints, or shades of each; while it is possible
th.it between White and either of the darker primaries a hundred tints might be
Jihiinly discernible by those skillid in the choice of colours, since they certainly
distinguish tints of colour which are wholly imperceptible to others. To the
painter iind ornamentist the study of gradations is of the greatest iinwortance.
:;. Combinations of the mi.xed jirimaries (primaries slightly tinged wifk other
piimnries, see Sect. 1. 2'J). with secondaries of different numerical proportions to
tiiose wjiich tonn them in their perfect state (see Sect. I. 18-20), require ti\iiue
sense of relation, and in the jiresent -state of the science of colour depend nVre
on the educated ey<', or a line organisation, to regulate their harmonies, than
any lixed nib's of projHntion. In the liarmouieK of tertiary /iws as well as (\f
iuii.'. (ir of tiiil.-< and hi/rs, some of the most refined and beautiful arrangement
wtH--4n- tmnttlr^ Ktt-W T?lt« nit-t^t'hrnmah
variations of tint. hue. and relation, of which the "tertiaries are susceptible, and
wiiich actually occur in nature, give a boundless license for the display of the
r
i/
60
Educational Circular.
[No.
most captivating harmonies of colour,* and the^ most chaste and delicate expres-
sions ;" and,
4. While the discords are certainly legs displeasing to the eye in this class of
arrangements, from the readiness witli which that organ extracts the necessary
complements from the neutrals Black and White, with which such hues and
tints are blended, it is not less certain that,*v. 4
5. When perfect harmony is attained, frohi its refinement the pleasure is
greater than from those of the simpler and more obvious kinds of contrast.
6. The primaries not only harmonise with the secondaries, and these with the
tertiaries, in their state of full hues in the before-mentioned proportions, but
tlieir tints also harmonise.
" 7. Thus Primrose, which is a tint of Yellow, is in harmony with Lilac, which
is a tint of Purple ; while Straw-colour, which is a tint of Orange slightly neutral-
ised, is contrasted with a negative Blue tint.
8. The luminous primaries and secondaries may be used in their full hues with
tints of their dark complemcntaries ; thus, Orange with Pale Blue, Yellow with
Lilac, &c.
9. But in these cases the surface of the contrasting tint must be increased in
proportion to its dilution with White.
10. When it is, desirable in decoration to have a dominant colour in large
masses, the primaries or secondaries may be used neutralized into shades, and the
harmonies obtained by the introdiiction of small portions of the pure comple-
mentary.
11. Thus, Blue lowered in tone l>y Black, (Indigo) may be supported by small
proportions of Orange, margined by a lighter tint or White. In the same way
Marrone, which is a mixture of Red with the neutral Black, may be harmonised
with pure Green edged with a lighter tint, with Black or with White.
12. The good colourist, moreover, has not only to study harmony of combina-
tion, but suitableness and local fitness ; and he will require to vary his scale of
colour in depth and tone for different fabrics and different purposes. For some
aspects and uses a cold treatment of colour is desirable, for others, depth and
richness are necessary : some fabrics, as carpets fur instance, require a low-toned
and somewhat negative general hue; in others, as chintzes, and all cleansing
garment fabrics, a White ground left partly uncovered is the most appropriate
treatment : from wliich it follows, that in many cases the numerical proportions
of the full hues must be largely varied by the introduction of the neutrals to
allow of the dominant treatment required, and to give the enhancing comple-
mcntaries their due force and brillianc}iin the proposed or required arrangement.
Quegtionn on Section III.
1
Are there any other agreeable combina-
tions of colour besides those of the
primary, secondary, and tertiary hues,
in the proportions already given ?
2. Name what these consist of.
3. How is it necessary to vary the secondaries
to render them complementary to pri-
maries tinged with other primaries f
4. Why are inharmonious combinations of
tints loss discordant than those of full
huen f
5. Why do the harmonies of the tertiaries and
oitintD give greater pleasure to the eye
than those of the primary and secondary
hues ?
s>;,**
6. Do tmti of the complementary colduft*
monise as do their full hues? ,'
I. Give an instance of such harmonioagl
trast of kws.
8. May full hurs and tints of colour be
together?
Should the same relative proportion ho
observed when tints are contrasted with
full hues?
When large and dominant masses of colour
are required, how should they be en-
riched and supported?
11. Oive an instance of such treatment;
12. Are there not other considerations requir-
ing the attention of the designer ?
13. Name some of these considerations.
9.
10.
I
■1
i
+
[No.
3.]
Educational Circular.
THE SCRAP-BOOK,
61
18
k '*>».#
I
1
f
Education means developing capacity and
modifying temperament 4n the best interests
ot humanity. A considerable field for de-
velopment exists, and it.considorablo modifi-
cation is possible. The secret of mental
education is n6t the storing of the mind, but
the making of it. It is the evolving of power
or faculty : faculty of intellect, science :
faculty of emotion, feeling. The associated
development of the faculties, and the co-
ordination of their functions is the aim of
education.
. SoMK TEACHERS affcct to contcmn methSd
in their work. Method, say they, is repres-
sive. They have a great horror of a dead
level of uniformity. But nothing is clearer
than this, that all sound teaching must bo
conditioned on the one hand hf the nature
of mind, and on the other by the nature of
knowledge. A beautiful correlation exists
between the two sets of principles dorivecj
from these sources. These principles, otf "
are as uniform as all others which i)er
nature, but the modes of their utilizati
the skilful teacher may be as varied as'
by which the machinist avails hlmself.i
law of gravitation. All teaching whic
regards method is mere sciolism. Rev,.,,
Edward Thring, M, A., Headmaster of U;
pingham School, England, recently' sa^d :'
"After all, the more important thing Is n-
what is taught, but how it is taught.'' This
truth has been uttered a thoiisand times
during the last twenty years ; but every
teacher, it seems, has to be convinced by his
own experience that it in truth.
IS not necessarily teaching. There are sovo-
ral time-honored metaphors on this subject,
which need to be received with some grains
of allowance, if we would get at an exact idea
of what teaching is. Chiselling the rude mar-
ble into the finished stalue; giving the im-
pression of the seal upon the soft wax ; pouring
water into an empty vessel ;— all these compa-
risons lack one essential element of likeness.
The mind is, indeed, in one sense, empty, and
needs to be filled. It is yielding, and needs
to be impressed. It is rude, and needs polish-
ing. But it is not. like the marble, the wax,
or the vessel, a passive recipient of external
influences. It is itself a living power. It is
acted upon only by stirring up its own activi-
ties. The operative upon mind, unlike the
operative upon marble, must have the active,
voluntary co-operation of that upon which he
works. The teacher is doing his work only so
far as he gets work from the scholar. The
yery essence and root of the work are in the
' glar, not in the teacher.
Difficult as is the task of cducati ng the child,
it i.i easy, says Mr. Lake, "(one of the CoHoko
of Preceptors, Catorham. England), compared
with the task of educating the parent. J5ut
this is what the successful teiicher often has to
do. There is not an inttiienco tliat he brines
to bear but is counterpoised or thwarted by a
thousand influences, subtle', seeret and com-
plicated, which he c;iii only partially know,
and only indirectly attack.
Theue are tyifo groat current f.allacies that
need to be brought to light: (1) that all parents
know their children better than any body
else ; and (.2) that all mankind are born teach-
ers, and the only reason they do not practice
teaching is that they do not want to.
A CLASSIFICATION of Parents ! There is the
careless parent, the busy parent, the fidgety
parent, the wavering, anxious, fond, sanguine,
earnest parent ; the diml parents (the theory
of inarnage making one not having been
entirely realized), and the si-mililc parents.
The latter need not be studied in class. They
understand ' wholesome neglect.' They think
their children have faults. They are grateful
to you for letting them know what these are.
They do not think that all their childrens'
faults reflect on them. They make allowance
for difficulties, do not expect perfection. They
have confidence in you, and tiioy let you finish
the work you begin. They aid and supple-
ment and intensify the teacher's action.
A CLASS may be told a thing twenty times
over, and yet not know it. Talking to a class
NG is causing any one to know. Now
m be macie to know a thing but by
f his own powers. His own senses,
nemory, his own powers of percep-
. on, and judgment, must be exercised,
ction of the teacher is to bring about
•exercise of the pupils faculties. The
means to do this are infinite in variety. They
.■fhould be varied according to the wants and
the character of the individual (o be taught.
Neither eye nor ear. nor any other souse or
faculty, will avail to the acquisition of know-
ledge, unless the pewer of attention is culti-
vated. Attention is the first act or power of
the mind that must be roused. It is the very
foundation of all profjress in knowledge, and
the ineans of awakening it constitute the first
step in the educational art.
AViiEx. by any ineana^ positive knowledge,
facts, are once in possg.ssion of the mind,
something must next be Bone to prevent their
slipping away. You luayXtell a class the his-
tory of a certain event ; \r. you may give
them a description of a certain jilaco or per-
son ; or you may let them read it : and you
may secure such a degree of attention that,
at the time of the reading or description, they
shall have a fair, intelligible comprehension of
what has been describgdj^oi" read. The facts
are for the time n r I UIKEM tbe possession of
the mind. Now, if^w^Hmid was, according
to the old notion, merely a vessel to be filled,
the process would be complete. But mind is
not an empty vessel. It is a living essence,
with powers and processes of its own. And
experience shows, that in the case of a class
of undisciplined pupils, facts, even when fairly
placed in the possession of the mind, often
remain there aljout as long as the shadow of
a passing cloud remains upon the landscape,
and make about as much impression.
The teacher must seek, then, not only to
get knowledge into the mind, but to fix it
tjiere. In other words, the power of the
memory must bo strengthened. Teaching,
then, most truly, and in every stage of it, is
a strictly co-operative process. You cannot
Cause any one to know, by merely pouring out
stores of knowledge in his hearing, any more
tha n Tou can amke hta^ bod>' gro w- by spreajd^-
ing the contents of your market-basket at his
feet. You must rouse his power <4 attention,
62
Educational Circvlar
"S T /,?-''^'>'-r^ '^'H'l <liinini.v|,o,|-|,N'
[Nu.
1.1 of f; k,„n, .voni,. h:.vc ,1 tMtal Tir iul '
■ "';'>,™rii.«iMi"t!;;'';:;i; ,5';;,;^,;:,";!;,'
Iw. '"^'..'.V*-' ^'"-"ix' nit ion on tlu' rrirf
I — _
''I^IM.KI:i.;||,iu-i|;ahM|||i,.„|.,„.l,i,.,
'""«i.M'H, ,i,.irn,.,„du; ,...'V„ ■ !;'■;;, ■'■
'■'■1' iN!:«ii::iln'!;,:;;;l;:-;*i:,,:;:::!:;:,
;.;'^;v;.;;;;!i;:w-;;i;;:,-,-;;'K.-;; ,
":';^'Si:'i;r;;;;;,i:'",!i;;!tlX',-; '■■''
i f r»;!i;,^';;;;:;;,:-v;;;'„::;,r:;;;:v ''
''•IJY'Iu.'iI ;irlivi(>. ,nilc>- ii j. -,,;■
, lo nitoivst (he |iii|,i ; juid in no ,,i)i?„.
'■•■"' ■'■,>■ book Ik. n,;nl. ..rr'd U 'o ?'
.-.ui.i nn,-. „| , R. i.eople who n>T , -(1 ; ,■
■nil.' it..,nn(-., throntcl, ..ivilization, hoi ■ I,
lor.ili. ,Con (hroMKh lu.vnry: or. i 1 ,.',, "
, " (bcu- rn.-.(u; snnplicity. X„ stu.lv i. n , ;;
MWilk
ih!
I'll iinij I'vci-
loJi" ln'i-ic
Ik
I'isc (hcir-
■-iiioiiu'M on Mr-
II- J
IS I
I'lMcl
h
icon -o iin
jccn oniv
-ITi
ll. ;ill
.1
';norr,i',^^;;r^ii^r,v, ^^4''''^u:.t
-• >nni lln-hnuk. Think l.^w ij,,. n nr I ln,.|- ■
i:;;;;:T::,^::::;v;;;;t;;v;;,.:t:;i,-;i;;:, -
'■■-!.■ in' h.,::,';;i:- J'" ■' '■'"'■'■'•' ",w.>. i<;^
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poiinn
I', he \mI| liinl 1 1,
'I I.
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" lonu ini|iri'-
'H.inijh
iinirriin iifM.f | ,. n,;
L' ":ilci- mil
<ir all ll„. (1
oin' Milnl 11,
i!iosl (•s>i'nthill.v:inil
111"-"- "(.'altcrni.l, i( ,, ll
|il-orl';
t!
Th,
nc'cc-s.inh :, ,
insi he ih
K> loachcr'.- njirni :,,mI ll
.1 tcii'hcr It' ■
luinil'.
th
II III!
■al n !■
00 ..(
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Ill, I..
Uhnh
Ua\
nil' the i!;:lil
■ion thii
ilhnai
UK' ill the (ir
illKl
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in tli<
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i I M^ lu ' , .,,.
I'l'ii'l- ni.iiiih ,,,, ll,,
■''■''•■"■I: '■" ll
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V,\ *'"iiM ilM'ii,-,.h
""■ li'a.'l,,;- ,|„,i,|,,
a ivnli
hih
l'|-HIH||,
1
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iii'^'i' nil
rr- 1 1
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l'llllil
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n ~i.i I
i
t
HI Ui.pl
/
[No.
I-book so ;!.>■-
II (ithpi- \VMy
iisc. M'onis
ich i,i sloi-eii
word of'ton-
-K'li. Cimiil
-'t's-ifs bi,,-
low a tli„,i-
■'1 i(.-(licii-
n. Uieir dc-
i.t mifrlii. he.
ii' nuleno.^s
i'l.\- i,v more
I'liiiil Mi.r.-
ijons: ivords
iiiucli Zl-^t
.llllolli; ti,,,
tlii.« is Hot
i)u( .siicli a
I* I'roiii llio
you Would
liiiu to ,s, .
imliiri c]|'
v.m l-op.ill
iiudi iiiDrc
I'loo' (hiiii
of J! Word.
''/'/." 'I'llO
'!H,'at Willi ■
^ind. iis a
corivclly •
oiii' later.
l.v cmhed V
void Wrrc
.1 iiiiiiinc, .
WiMlId 1,0
' niiiid. Ml
vill.
iiow' theii-
l)e,,n,. ,,,■
IMcllHI- i^
Oll'oll!;,.
->iiK 111;!;.-
•>.i:r III! (
lu ~re i:
icd ilm,
Willi Ii,,.
lil!--! Illl- •
\i'- li;i V r
III ::! Ii„.
iiH-:c \<\>
■•■Ii.iImi
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dldiruLl
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lu' lii-.i
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in the ^
ITilirli,
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Iiildln,
ri'iiiih ■
ii'iiin. I-
III- [iln
1
U.,|,|
^■Y
Educational Circular
,, ,,. ]■ " ',' i.'"i'ii .-noiiK oioiioiii !■.■ \i ,„;ii 1 1 "" '" '"'men .«|)e Hrr
• u -iioll .III tJic woi-d.^J III succc«*ioi) • ,,!•
I „ : 1 ::;r v'l'!:-^'""- ^'i^i't .'■">.sos.. The ; u^.■,^./,■, ,.,./„ ,„:^.^. ,,..,,, ,, ,
"M "...tiiod-'-xo';;;,"^, ^;'^;':,^/';","-^'' '•,. J'"- ; ,. 'Z'-'r r-<h..u.^.,,u,.ui,„„,,,,„ ,.,„.
^"""''^^'■"i^iu<„irto,ii„ii,i„d. ''• :!iii,,<,'r MM i^n I ':"^'':'''«*'''''''>t<^>-''^^
I'll- ■nyUMi:i(.«li:,„ld SCI iho ox,,, „,.!,. .,„,]' - "
-nmy 1,0 ;„,„,,,„ ,-,.,.ite in a ido ,■ , ■,: ' , , no, vo iimM ,,s ■|ox..ho,.k
I 'HiiiM ,, ,.,1,1 lio iii.-piioiiiion-l in the (da.--.
II diU'oroiit times
'"'""'""■'■■•"<•-"'■ ■ .■kiieads"o,;,v;"''" !-uiMr deji.ii. J, .lie iMii^i''!;;' ,;;;';i;^";;;
;';'■■ A Piipil ..o;.hl neuo- lu l,e"e,;i|,.
I" -poll ., u.od in vdllrl, oe
;■""■ lIHMliiii- I.eKei- eve;, ,
iliin loirte III all. 'I
'ip'i'el'ore. nlii-io ill,
,l
I i'i|i;ei*l\
■•'",•''',"' pI tos:,i,|,|^ .n,i,em-.M
Pi-.o'lieal e\i,„i|,|es
,'';"■'".' "'-''!p' "■"y\-<'\- llff^|',''||i,''
I III- I- ,1 III, |-e'i|<t.|-,,| ,
I'OUied d.'lniili,
r \I'"IW1M. .-loevrivi-e I,, I:,, wrillr
■'.'"■'""I- Piell|,,d I- ler. 111,1, ,.,,,],., I. II,
: '"''■,I'"''I"1IP'''- •■ "'M-d ..I- |i||,M.e ,,„,
'"" ' ■ -I Pllpd uill, „ ,.|r II- inire ■,
-':;;:/■; •^:;;p.;n,- J -p;;i:M.:di..,iMo„.,;n^^
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'• V'"^'''i \;;''''''''':'''»"'''l'''MNme:.lw'ieV ^^n
eiiliMM-,'^ due |.i-.i,i,i,i,.,ire to .m'.,- d iiie'h,„l/ TI 7
-T:;;.;^,:';:,'';v,!:;r:iy:£S;;:i:i;5
II ttH-'..- Vl ''i, ":'■*"• '.'IP'PI— ^"I! TlPlNH
"'r pieioM,. „„i, 1 1,..,,,,- ^- ■„„,■;;;,„;';;; :v'::n'::\'Ti.i:\)T'}^''^\ '^^^vvvomudi i:
• rei|lli,e,| I, -_~
I
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',"'■■'• •"" .- Ii"'l' pupil, «l„,un...-. ui''- s,„,,',,\' ,''.'"7, :" !,'•""■ luoh-.N ; and aller
''I'"" i-ModilN. ic|.e.-,|,. ilie ui.i I nr nil, ,.,! ,, ; ." n ' " ' '"' ■ ^■'Pi lu.l I mus iu ||,,,;
(\,-:l'i-,, ,1
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ih'ii III,-; II, ,,- ,ii , ,-. I,., I I.. . I
"■'I Pi; "eel- will, ihr-.eM ue,d u,-,,!,., ' I ';'"'<",',"■ ' 'I'' 'i-'M I I. .1^ is fe,|U,,-ed
'"■'■""■ "i-i- 1« I-- ^eeii u,::,l;;: :,;,: l':,,i;,',;,i:;,|'''"" pn-eniied u ,i,e n„;,,i' .li-
ra.
r «.
I
I
%
64 Educational Circular. . [^°-
, # ■ '
ITNIYERSITY OF KRW BRUNSWICK, FREDEEICTON.
^^ In tliis Institution Students may oithor take a full Undergraduate Course lead-
ing!:' to the Degree of A. ]?., or tliey niiiy lake a special Undergraduate Course and
pursue only such studies as niity lie necessary for oLtainiiiK a Dii)loma in such
special course, or they may, on appUcation to the President, be admitted to such
Lectures as th(>y can profitably attend. It is not therefore necessary for admis-
sion to a ^t,enal course, or courses of Lectures that a Student be acquainted with
Classics or attend tlie Lec|,nres of the Classical Professor.
From each County in the Province there may be admitted" on the average as
many as fotir " Free Scholars," who are entitled to all the privileges and advantages
of the University without beinjif rciniircd to pay the the usual fees for instruction.
There is a Scholarsitliii) for each County of the annual value of g^GO and tenable
for two years. The holders of such scholarships are also exempted from the
regular tuition fee of $22.50 per annum.
On the opening of the Term oh Septeniber 20, 187G, the Scholarships for the
undermentioned Counties will be vacant: —
KenL
Snnhury.
Victoria.
Weslmorln?id.
Alhert.
Charlotte. Northuvibfrlaivl
(j'/oiicenter. Jtfsligouche.
There are three S. holarships of the value of $(50 each, awanh'd by competition
every y«ar, namely: The Mathematical Scholarsliii> in the Senior Class, TJie
Scholiirshi]! in English Language aiul Literature in the Junior Class, and Tlie
(''!assi(al Schohirshii) in the Kreshman Class. Theij^ Scholarships .are oi)en .
culy to such Students as do not already liold a County SclidlnrHliip. A vadnablc
Aciiromatic Micnisc())ie is awarded by coni|ietitiou in the Junior Class An" pro-
licieiuy in N'litural Scicu' < , ;ui<l a pri/.e of liooks for proficiency in French in the
Si ninr Class.
In the A.ademical y:ar IKTC.-T, the Douglas (!old Medal will be given for the
best Kssay on "An old an I a iieir Coiintri/ as n tield for enterfrise." The Alumni
(iold^'Medal for tlie beM translation into Latin Prose of a portion of the •• Tattler."
The DulVerin Medals, of which there ore two, one Coldand the other Silver,
will be iiwanlMl for snpciior excellence in the following branches of Natural
S( irn<'e, luinn Iv. Cluinistrv, Zotilou'V and Itotanv.
The rniversity is amply siiH>lied with ap|)aratus for ti'a( hing and ilhistrftting
the \arions bii^iiK In s < f physical science. It has Chronometers and powerful
Telescopes for the diOen nt jnirposes of Astronomy ; fust-i lass instruments for
Surveying, l<'ngini'erin.i,' and Navigation ; Achromatic MicroHcopes by the best
makers; and its ('h( niiciil Lniioiatory is well stocked with apparatus and sub-
stances fof 4«'Hching practical and experimental ('lieniJHtry.
All necessary infornidtion respeiting Matriculation, Courses of Study, Fees
Ac , will be foinid in tin' Iiuversity Ca le»ilar_jii*pir^ ol^ wliiih may be had (ui
-JllM'I'il'iiill— iJi*''-!^ J-!^^-1IL'-1J1''''''''*'''1L''' **'y^*Jl'V'' J'X fehc rniverwilVj ur at_tjie
l'',du( ation Odii e
[No.
3.]
Educational Circular.
65
Course lead-
Course and
oma in siuli
ittod to Rucli
ry for admis-
uaintod with
OFFHMAL NOTICES.
No. 1.
It. li;n ill- conic In the knnwrodge of the lUiiinl dt' Kdiicalidii tli.it Trii.-rcos and 'l'enoli( ;■-■ in
ccrlaiii lllstnct^< liave(lHrc,;,'a,i-iled tlio pi-dvisiuiis of itc-iilat ion 1!) bv .-ulistitiitiiis.', cil her in
.whole (i!-ni|iai-t.iitli<'i- (h-iy;< lliaii those spceilicd lliiM-eiu a,< Ihc ('liristiiias \'aciilioii,- [ r is
OnDKKKi. Ihal Inistee:- and Tt^achfTs he iiotilied tl>(>;i-li I i'.e ICoiT \Tii»\.u. ('ii;rri. m that
(where the iierniisiMon ol the Deiiartnient lia.s not first hceii olitaincd to,' a (h^p-irt uri' Iroiu
the said KeKiihition. in case of an enierj-'ciiry), no portion <iC llie Connty Fund will he 'ipp-o-
pnated to the I'ruslees. or I'mvineial (Irant to4lie Teaelier, on aoconnt of anv davor da\^ on
wliich hehoiil has Ikumi opcni contrary to the express provisions of tlie iioard iif Kdneai i'l.n an
eontaineil iif He^^idation 111 thron^diont; an<l that they he herehs- eanlioned not to inchido
such days, or the attendance mado tiiercin, in their attested Iteturns lotho L'duoation < iliicc .
$1
he average as
id advantages
ir instruction.
) and tenabh'
)tcd from the
No. 2. "-
lii!i.i-:i:;:n iiv tiik I'.d.uiP itv I.'picA-noN, 1st. Tiiat AVorniell's .^!^erM (Jooinctrv, willi an
Ai>pcndix hy Trcsiih'-nl .hack ot tlie rnWkirsity. he liereliy pre-cril.ed as the text-hook in
I'la.ne (ieonietry tor use in all .'-Schools, in place ol ('JKiinhers' Ivielid. 2iid. That in all (das.ses
hereafter foinied in I'lani^ (leometry, W'oruieH's Modern (ie(Ui;elrv shall he exehisively used
as the luxt-l](]oU. i^
rships for tlie
No. 3.
%
fhe I'oard of lldiical ion has hceii pleaseil to cani'cl the I. ^'en-ej heretofore liehl hy i». S-
Chesnnil, llaie Verle, WeslnKM laud : ainl.lohii I.viich, 'I'ay Creek, rkm^'las, \ ork.
Jini, 1-/, HTll.
rland.
ly ronipetition
ior Chis.>j, TJie
Mass, and Th(>
lips ,are open
)| A virinahle
(Mass fof jiro-
Ficnch in the
f •
.' given for tjie
The Almniii
' tlie •• Tattlrr."
e other Silver,
les of Natural
tid illustrating
and iiowerfiil
nstrunientH fm
's hy the hcst
iitiis find Kiih-
>f Study, Fees
iiiy he had on
No. 4.
The Chapter ot tlie Consolidated Slatntifc j-elatint; to SeiKioi.s wius puhlished iti the A''^ ii/
(i:i\' (^ . .Inne i llli, l^Ti'i, nnd is now in force. The Inl lowing .^ecl ioiwi of the Chapter include^
tlio<e liy whii'h anicndinent.- ol general interef!r*iive lieen iiiado in the haw as pnhlisliod in
the Miitti'i! ,,f ih, ( 'i,i,,i,nni S' li':ol'. .\it."]'^~[). The niiiiihers in hriiekets ( 1 attached to tho
Scciioiis, refer to the " Mmnfil" : the new Seelioiis are without brackets: —
',1. (1), \\K ( l).i I'o furnish the I iispeelors with ihp nnnihers and lioiinihirii^s of the hist rict»
williin Ihe respecti\c Counties, and Iroiii liiiio''to time, as new Districts are created, or
houiidaries jillered, to furnish sWch new lioundarie.s; and the cerlilifate o( the Inspector
shall lie eviijvnee olsiudi lionndaries.
i.'i. Il.'l.l I'Toni and after the first day ol' .\o\ iinher Wiich will he in the year (d' our Lord
one lliousand cikIiI liiindred and seventy seven, the Provincial aiil to Tciiehcrsand Assistant.^,
■ lualilicd mill employed as aforesaid, shall he rcKiilalcil in jiart aecordinn to the class of
lieciis(\ and in part aecurdinK to the iinality of iiislrnctjiin ttiven in the .School a.s determined
liy the semi Miinnal e.\aniinal ion of pupils hy an Inspector, as lollow.s : For llie Scliool year,
or ratealilv as ahoxc, .Male IVachers id' the first class, Jhiic hundred and ten didlars ; of tlio
second class, eii/lity dollars; of the third class, sixty liolhlrs; female Tc,ncliers ol Ihe first
class, soxentv dollars: of the second idass. titty dolhns ; ol thii^hird (dass, forty ihdlars: in
addition, each Teacher whose School shall lau-eporlcd hy Ihe ^pcctor, in respect (d ipiality
id' instruction, as entitled in any half year to Tlie first ;-unk. slnfn rei-eive for Ihe half .Near, lit
llie rale id' forty dollars per .\ear: the second rank, at the r.ite ol twenty-tive dollars; tlui
lliird rank, al the rate of ten dollars, or r.ileahly as ahove : eiudi .siieli Assi.ttant shall reeejv'o
a •■iiiii ci|iial to one lialf Ihe (trants to Tcindicrs,
'ii'. I'CI The inspector may in writihK reipiiro the Truslee.-i ofckny District to c.xouipt
from District rales, in whole i^r in part, any person residing rnoriv tlian two mile,'" from tho
School house, and who mn>' have children lielween live and twenty year.'* of aK«i, or wiio nniy
have iiH an iiiiniile id' his lioiisidiold any cli'ild helween such years wiio acluiilly iiltends ii
School, and w'iio is not an inmate of liis household temporarily with a view to siioh attend-
> miy
(ince, iind the Trustees shall in either of Huoli cases exemuJ siicii l>dtoon iiceordimtly,
4?, (4i;.l If relief lie Kriifdcd liy the proper iiiiUioiil.^'or redueiiKf Parish ralRH ti
porx'oii hy reiison of hi,s havintJ heen over rated hy thn Assessors of Kates, he sliiill, upon
rt>i»iit»sl niiide upon llie Tnislees. and on producuiK a eertilioule frmn Ihe Clerk of tho Puiico.
he entitled to Inive his Dist net assessmcnl reel died in accordance I herewith, and dUeh (ixeonu
shall not he colleided, or if collected, shall he credited on his rule for the iio.it year, or uliall
he reoovcralile in an action ol deld airainst Ihe Hoard of , School Triiatnen.
fiL'. No person shall he (<nlitled to vole al any Sehool meetintt on any iiuoKtion whntf<oovpr
unUiiiB ho shall ho a rulBpayor, eillier ri'sident in tho District or iioii retident in the I'lirinli
lihiTTiWrrnTif Ti''oT><'Trv'''r Ttro i»l"lnrt, mrff rnit^mym' irr
payers of the District, and unless he shall have paid all District Sehc
liim lor the then prceodinK .MHir iii case ant sliall have heen imposed,
7
d ruii n i HH !* ! l is r n tc-
rateii imposed upon
\V
1
cM.es wlH.nrp^ym^Mi'maMi,!n^|!';;,'n';'r'''' "[.""^^^'"'Vl^ V <Jh' District, ox.opli.m in
of t",) n.H ,1 li,ilf,„,r c(-nt ■ , L S Irnl i' ^ ' ■'''■'' ',""^'' " '•'''''H'tion (,,8i,ch j.orson.-.
I'u.vuiK Ills rate., in r.-.«|,<.,.t ofsucli 1 is( i ..Vf i^, 1^ '^ ' ■""' *-7"i""'^. ""'I 'iiiy riiK'piiyor
entitl.Ml („ the liI<o cle(iu(> irfin t tw '»7m /^^ '"''"? •''■"""I'l '»• 'i"li™. shall bo
Secretary shall n..t be e tX 1 (, 7, ' '', f;'''''' I'^-'V;''"'- "n the amount of hi. nrtes. The ,
""-"■'I <" the Dii^icl. WZ t I'^riT c'l^/ i'''''"'V^ '-' fe<\..,ntyn,n,lappor
oo lector as hereafter provi ic , ;o Vv're ' ( 'm I ' " "; '' I", '" ''^"'' ''•^' "'*' ^'""■-''
ni es CO Iccted by f ho I'ursh c..llect,.r i, 1 ws tl' ,' > i , , ''"H'le.! to no commission on the
IS less than fne percent., whe, h Wlirv m^ -^^^^^^^^ ''^' "l'" '''"•'^'' '•"ll^'«'"r
eentaKe and five per cent. And ^U^ntlll^'r^^:^ ^:;ZZX'll^';:::'r '"■'""'"
|my."<-''t. jiixl the ,Sc|,ool meeting n y a Iw o tlu'^ r. '!l ■ ''''^ "' 1."V'^''i'l •'«"• viluhtary
I'nrish collector In whole or in .art ?„c| -o, /'i/'/^' 7V"7 ^"T "' ^I'p willection bv the
may see fit, not e.xcecdinir fiv. , rc.o /..'*'"". ''"■ '"v'! "''f vices as Secretary as they
and the sap^c n.ay be pJid o.U J^^h t r c 'n.ndr "r .Klmb 7?'''' ''^' 1'"' ' ■'^'^'' -'"^■'''^
79 r7tf# It sb>.ll l,„ (i,„ 1 . r iiimis, or included in any District a.ssessinent
the tiMilf ho"ll^:^^:^i;^;:'^,j;i;«i^^,r[i:r;^:;::^:;i^:^':,::!^'s"r r" r-"\ "^ - '-^-
manner as ho sha 1 1 col Ice. . 1,„ ...;;.''..*. .' '.'.''. ■^' ''.','"' >•" ' ''■" '• t t he sa .no t i mo
iw.;Iiut^hos„,ne,„ann;r;.sho: aVo ;^\{;:'l^;;i:;,r^^^^^^
l^;^h!;,tl:;^;:;-^r:;;]-tZV;r^:.?;!,'=iteS^
•'^:'"Kn.:::i^;'b:'^::::^^?-«!^'-''--"'^^
Hjf. fjg K shall bo the duty of tho"])o«"rd of rrustco«-
ond n^";;i:;::;r Metrmr;!,::::i:ro!c;'li;;,r ""1 ;""'""•'• " '"■""■•• f^- •••« r-- t^on
Kill) nci
Ut III. Miiiiuol
.-rts*' ■
,«^''
I No.
■i.ll elect from
ti<iiis (if order.
orKy of^otcs,
the Hoard of
<>f the Hoard,
;iimil(-s of tho -
the Cliairinaii
iiei'tiHg: siieb
to tln! illf|)OC-
e hcro)),v ein-
^onty yours of'
s School iiicct-
i provisions of
I)istri('ts. !ind
ill rciisoniiblo
rs of iifro who
t to (h) .so freo
asPL'.s.4'd for'
lildreti to tlio
Sciiool of Olio
It, iiiii.stcr, jir
L-nd any child
■ (Mllllowe^cd,
ii Tnisti'e or
miiiihcr. and
oa.st e'lnal to
'f the duties
ith the Clerk
ir Seerolary,
1 Ml for which
ii'connl.s n'lKl
disburse jill .
id deliver up '
K'JiidinK (ho
ay pre.siribo.
ive per cent,
i.s direction,
except iMK in
which cases
•iich jiorson.i
iilf per cent,
led), for the
ly ratc'payer
ce, shall be
nrte.s. Tli<^ ,
fund appor
the J'arish
.ssion on the
.sh collector
Ml such iier-
cled by the
r voluhtary
•tioii by the
aiy iia they
h collector.
ii.ssc^sMient.
It or before
•same time
IS directed ;
he shall so
.o (he usual
iKainHt (ho
r anythiPK
"ter Ihn act
on shall be
irtioii may
hat tho de
ureof, or of
«o in some
yoiir tlu-n
I ncut iop ^l—
3.]
. Educational Circular.
.67.
':^^::i^^^^:^i^''''''-''^''^^'' '^"^' ^^'^'^'' ~"t ^"'^'^ >»-« >-- dmy-
of|c;!)KK;;^;jfi^ ^r^rp^-?-f [t f^
ol the school, a,ecordiifKro.the lorm drawn up for (hat purpose by the SuperhiTcndent :
(■•!). ro calUill meetinffs.as provided for by this Act.
,„rm :- ■' "''■'^" '"*'''' '•' ''^'^ half-yearly rpturn of the Trustees an afRdavit in the followinR
I. (ilrrm.. o/" 7(',(r.//(r^. Jltilitillf 11 vnliil licrM..-.- ,>t rln^a IV.I..1 t'„. II,..,, 1 „f I- r
Mvcr thul 1 l,avc.,t„„'«M »„<! , lurt.,) tl„. ^ ■ ,„„l ,.r -iff, ■;,";;';',' "' ^'''^ I""""" " "■ ''"
l»i« l«-.'i. IVlithfuUy nu.l in,p„ili„lly k,.|.t. th- to I , , « , I ,„Vk„ ! " ,'", ' i-"'"!,""' '"•''",'"' li'«i»t'i-
HH,.,„l„n,-. ,„a.lc l,y 1 1„. ..„r,'li.,l pupil- „ I s,i „,",,„ ? v " ' "'; ",'"' '"''■■' ?'• """"j' '"•'•'' ''"J^'
lit'liir*^ nil
tlliH
A. 11., IS
.1 i'.
(Same itf Tcarher)
as'TrlSeo "^ecTt-frv of C^'^'i'''''' "''.i'"^ '"atcpayer of a District that any person whether
;:;:il;s^^^i?t .^;^;^.e;;br!;s^t;;:rtl;;;s ^K:^r'^ ^'"" -^'^ - ^^""-^ »-'«• -^
No. 5.
The Hoard of Ivliicat
i-5ad as below, aiul4o i
.\niinxt Uh, lS;i'((.
> Regriilatipn '2.~l-',,nii ,,/ '/'.,
befoH! enteriiiR on d '
Moil has been pleased to amend tiie followinK R|.:oi;l.\ti(i.\s so as to
irect their publication in tho Edic.atio.nal CiiUii.au.
'"",','. '"''?' •' I'".''*' Teacher and licensed assistant
frus7e.M';e.',';.b ';",;'■''■ ;"■ ^^"^ "';'"!■'"' ^haH-makc a written aBreoment with ihe Bo rd f
' f*ollowin«/o^^^^^^^^^ copy of the .same), in accordance with tho
I,. A.V
ticiiiHi
riK torni
ritvi H \ir lull
ilttllC
\ il , IS . Ililwifii nnmri,/ T,,„ hrr nr An^i^dtiil. I lii.lilinn n vali.l
t
'■|;*if/. I'Ih' Ti'iu Itt r,^ ill nuiHiili riitiiiri
npiccs Willi llir .■<, I,t,.,i r,,rr,irHli.'H dilii;. nil
■ ■li.iillK nil 111,. Il,iit> lllsl ,lii\
itt II- i- IMH'N |,irr,l.
\i-nr| ■..!■ 1,1
or Hit unit II t|
iTlhi. Ill Inw iii,iiti,,n,.,l ,\(ft,-ilMi Ml liv Ihi' Scliinil CiirporHtiDn limliv
y 1111,1 llillhllilly.l,, liji, Il „ Si |i,.,il ill 111,. Blii.l IH.Ih, t .luring llir ,Siii,i,,l
iliiiiiiili iliiy ill .\piil. .1. (/iiT.j.v .iiiiK?,,, A. I)., IS
.1 111 lull.
Tli'nI. All, I thi Si li,.,,|C,,ip,.|„|j„„ ii«r, i'm>itl, th,. IVn, li.i Ii, , ii»,.,l nn liti.rrKiii.l t,, povll
I inly liifilnliiiititH •"' '■ • ' '. • ■ .....' '".'.'.'
../ vf„.ii ill till
IIWIIIUI' til 11,' 11
rciicliiT in linir
I •ti.llni- ti,r 111,' s,.|i,„,l
iviil l,y till. Ti'iiiliii liHiii till'
,. -.' ■••; ' "» 'inniti rl.N.I'i' llliinliil). „, mai/ !„■ .1,/,
\ I'IH- ,,.r liriii. ,.» II,. ,„.:■ ,„.,ifl,i., ,'xi'liim,' „( tin' Pi,, vim
I llli'l SlipiTflltc'Ilill'llI
h.i.ril,. Ami it ia niuliiiilly nurwit tliHt I liin C'.nti'Kct uliiill iiuilii Ii,,iii Si li,„,l Vmr t.i S, Im.,,| Vi'iir ihiIi'sh in. tin
,'l'Kt'^''J„"'fi"'l""'.',""',i'"""';'''', '"''■""■«"Mi' I'Inlllli.'Kiv.'liliy I'lllur "1 1 hi' |..ii ti. s In , iti. „iii..ni„iit I, li,'f„ri' 1 1
MHii Hill Html 111 till' l,iriK,.iiiT( , Inii-,. i.i'i,,ii,|. ,,i Imhimsinli niitii'i'. tlii'ii niii' iiniulli hif.iri' thr liiiii' t
jiiiliii' In I'lintiiiiii'il liy thin ihiiiHi'.
/■■ytl, Aiiil jt i» indtiiiill) Hun.'il ihiii h,,|li iimti,,, tii.Miin Cmlrin t nliiill hi- in nil ri'«piTl» mihn . t
.. tin- , Imp ,1 ,,l th, l„ii«„h,ti,t,',l Stiitiil, « ri'liiliiiKt,! S,' ., i any .^i t* in A nii'iiilniinl th, i,'.
Ilnivl., iiiMl till Hi'Kiilnll, instill I'.'iinil.r nii„l,,|ij^^^,, lliinnj „t |:,hi,„|i,„i, • . 'i<j;<f|bF'
111 l.-linruny vvlirri'iil, tlii. akIiI pnrai(t*l«»<' liHii'iiiito »i't Hii'ii ki'IiIh.
•■V" l'V.iM'..i'7V'.i.-.»,r. I |.*it(]
' I' I>. I \ S'lin. .'/ Tit't^l.:* ttr It .lu^iji'i it^ It/
V. !■' <'*'•"'. I"-, ill ''I'l" "r lll",i;>"ra(.'((^ rVl';™*'.!^. i'cl/
Wil,„.«, IK '■ " C#"""''/"" '•""-"""1
ill Ihi
liKillllK
illli)i,l|l
- - I .5<,K I
/> f'tfri»thttt: Sl.i
i^^^i^'V^" 18.--///, ,V,7„m/ y,„r: In respef^li^^eachers' Contracts, School Kotur
(0 tlie (liief iSufieriutendent, Ihe payinent of Hrnvfiiciiil allowaneo»-t.ji^eaohors, and t
iipporlioniiHMit of the County Fund (o .Shoot Tru,stee.i. tlio School ^'rai^H^ be rcKarded
irns
thu
lOBinniiiK on tho llr.'a of November, and shall consisl of twv twins : A \wBrcTerm, openinK
on November 1st. and elosiuK on April .iPth rand ir Summer ToKin, opeiiWon May iHt.'nnd
••losinK OH October ■list.
Repiilatlon 19.-1. lloliilnui : J\) The anniversary of llie Qiieon'.'< Hirthday and Dominion
day shiill be liolidays in all the public Scl Is : also anv day proclaimed as a luiblie holiday
jhrouKhotit tho Hrovince., and (Jood Friday. Al.'o, tho second Thursday in .lannary. except
in the cilios of St. John and Fredcricton, lind incorporated Towns orRttnircd undoi'Sec. '.Mi of
tho l<iiw.
i
it ami
' Sir iiatll ,if liKilii I
I Si'|. lii'B IH. . . . ■
N'.ll (1/ CiiiInirM itilu..! til.t ■i/fi i flu fiUiritl,.,,, hnr.il „,r M )., i,{ ,n • ,., ./,lii(V 1,1(1 thr /umiuiiiQ Fuim.
fi.^.'
%'»A'
f — '
-<;
%
2. l-„r„'/7')H».- (1) I'lxccpt, in the Stmlont-t
there Av.tW lit' ii C.
Schools, besinui.ii«
■\Vhoii Chr'u<tm
Suniinei
such tim
CI, _
Sec. !'«
V.n>
thai
as follows :—
[N^
!r<' ilei'!ivtiiuuit.< <it' I lie Normal 'School.
\ Ucii ilnys otliiM- lliaii Saturdays) in all
Sundiiy,
Wmiday,
Tup,sd»y.
'Wednesday
, Thursday,
Friday,
Saturday
Vac:ition_ shall hcfiin on
. €?
aturday,
. atur(huv.
Saturdii>'.
Satur(la\".
A\'edutj«i<lay.
AVedni^ay,
WcdnPBay.
choi
Monday,
Monday,
Monday,
Miniday.
Wcducsiliiy
W'L'di.esday
W^aiicsdi
bJ^ ,vl.^,"x^hrist,nas' f}ills 5V«'Thu,^a> Friday l^-'^-'i'i^^^^^S;:*/;;';.
:"'i V:„,3rS&Sa,„^ .,a tW.. I'.om-d ol Trnstccs shall C»!Pi««>. \ ■ ^-^
Sit,
o'.rot'fvIurweeks7(twonly wcelc -^^ y.^-
lie? a? the ISoard ot Trnstccs shall «!Pi««>. . \ ^-^ „.,
ics of Saint ,rohn,ij.nd Frc<}prict<fe. iifltl in inoorpoi'a'tcajpwiti
*',w 'there shallvHo, ten days additioTtlal, ui the ^nH»«|5 <
rbesitln?ngon(i^|FTii#) of,thrc«dyi, the sa,n;P8ISnR
<i.
m
of a t Ic'^fit^ h(«i^SIT«i-ft
it desirqs. xef!''''''* '^t'
siort r(!.<H'!«vS^lj3ll -hci u.Ho
luum sittinp-R, n)-.tl)!A,.vyi
Hoard of iivm>\ thif
duritjfttl'.e *\\ ml(irn<i>if«- ■■>-!
dravv%„at any t^^ l|iCE.r '''H^
'^urM|iTcaehinKshttll not
.r._^..^U not exceed SIX ei
eation. mp ]h'>n-d of Trhstevs,,.Br;.v,v„,. .,.
tive. and Wif the youiifrest chilitten-.toiuUim ,^
^le (fifflW .inoj-nini.'. anil tlie niiildle ,vf MaatTM-
«lia«'tm'n('« or classes esjiecially, eare should be
VxK^hiiielsor'ioo Iouk in the S(di,iMd-nioni. f I he
•^ (, in its discretion, penna one dailjf J;''"^^:, ■
iillication reseryes to itself the maltt <)P wltli-\
Hite.l.l 'U ^
Reg^^ou-flaf^^aptV tl5llrly:jnim,%> tcad " I wenty minutes." '
X r • 1 r •mZhn -T,0 fn^t four l!..oks of FucUd. IThe r.rsl . two liook.ply w.l
"^^/-IIm:; -foS^ndidat'j hutlycai. ^nll be ^iven 'yr,-'>,-i H;-'!^ -:^^i«S
^of ^^thm 2 ohSxIl wmt';",^/:wV^ "'li'l«'-. '"" ^---^i' -,11 l^*,yen
iio,^«V..i1,l'.H,i>i,i'l worklt" ' . . ' , , . ,
>(ilieru'al
V. ■•
ByVhlitiohal worKll" '■.,„, V ,- ,■ . <
lM,*V-lfrSt^io<)i. Class: F.^r '" 'ISvo additional l,o(,ks ol h>,clul. ,v
i^l" rititl "Vlanc. Solid and,'?|.hcrv(;nU.co,uet ry. \\orm,il >.
'olid find
I'/orff/iftn;/ U'li mh}
„r /,-.vr/(,i«i)ii ;ii
\ ■
w
No.'e.
Copypf No. 2 or
if'ihe Knn-A'tK.VAi, CiKn-i.AR will l,o mailed fmm.lbe VA^^l^cmOfijc,
I I in; J J, «- i or j„„... ..-»'..■,. /.<»i,w.^ in Mill' iiiircrl. (iii t i* reilCUi
postage paid, to any address on receipt nl J) Oeni
of $1. '
, or liyc copies.
I 11,1111 lirv 1. ,,,,,.,., ^- >
n (uie parcel, on the receipt
%
<i
TIIKODOUK II. K.\NL), .
Cliiif iSnp'iiiitcn'idil • i Hdnnitioii.
R»|k;ATioN Opkice, . I
^^ FRtpjCRICTON, i\.d<. S
'%< ■
mmm
^m
fNi
Siirinal'SBhool.
lunliiys) in all
1 rc-oiieii on
J
IBST^BLiaiBCEID ifess.
^ the (HKcCstV^- '■••^ F*^
1^ the !^'-|^'«
'ihclto^iiil btvii
in alI'8ch(*jlH^4it
J. & A. McMillan,
98 PRINCE WIlLlAM STREET, ST. .JOHN, N,B.
lisliers, Bookseim, Staters, Mrs, Book-Urs, k.
•t.
'a » B o»c o wi u: i
NEW BRUNSWICK SERIES OF SCHOOL BOOKS.
)Ch(N>l Stationery and ^<3hool Requisites of all kinds.
/MISCELLANEOUS BOOKS OF .ALL KINDS.
BLANK BOOKS:
Alarge Ktotl)^f|l^ay8 on hand, and Special Patterns promptly made to order.
ft - , . . ' -
BOOKS IMPORTED TO ORDER FROM ANY PART OF THE WORLD WITHOUT EXTRA OHAffiE.
KMW BOOKS BEING RECEIVED DAILY. • '
AIXORUKKH Rfil'lilVE THK FKk<40NAli iTTKNTION OP OXE OF THE FlRll.
ioS^^BlliISBCEiD 1865. ' '
oropleS''s book store.
•" (Ni'nrly i>pi**iti' till riovincliil Xiiftiml SolicHil. )
■ QUEEN STREET, FRBDERIOTON, N. B, •
SOSCCDOL BOOICS
Pre8oriI>cd by the Uoard of Education, Wholesale and Retail.
SllTES & PENOIES, WRITING PAPERS & ENVELOPES,
PENKNIVES, DRAWINQ PAPERS AND PENOILS, PENS AND INK, WNItE CHALK, AO.
SCHOOL STAtFoNERY.
MAPS, €!LOBE^« THERMOMETERS, HAND BELLS, &c.
^(Kr-"OUBRIB'8 Common School Education." "SHELDON'S KlfimentAry
InBtructl'on," MONROE'S Vocal Training," &e.
PRINTING AND^^OKBtNDING.
Constantly on hand— .VcAo^i Annrmimrnt JVoiini, School ContmeiH, t^e. Printink for
ScHooii TkcsTBKB, Ac, nyatly, oorreotly, and promptly ez«outed to orde'r.
o ■ , . .
BookMll«r, Stationer, IV'ntor, Bookbinder, l^ipor Ruler, and Bla»lc Book Mahulaoturer,
> .. FRli;DERICrO|f. N. B. - ,
.> .. > ' ■ ■ « " ■ ■ *
-Vs
».?■■
>>■*
m'^J^
ms!^' — '
Approved by the Board of Education.
"I- z ci""'"^ -ty "- -
SCHOOL DESKS AND SEATS,
HEMENWAY'S
PATENT ADJUSTABLE SCHOOL DESKS AND SEATS
can be readily adjusted "with respect to height so that the Pupils of
different ages ma^ be able to sit with their feet squarely on the
floor," as required by Regulation 7 of the Board of Education.
DOUBLE DESKS.
Desk :{(j iiulies long, and two Chairs, ; $5 50.
,'I)esk -Ki ilK■he^s long-, ami two Chairs, : $5 75.
SINGLE DESKS.
Desk 18 inches long, and Cliair 4 00.
Desk 24 fnches long, and Chair, 4 25.
;:£0~The two sizes can be graduated by the Teacher to seat Pupils from
5 to 17 years of age ; and by a recent improvement we are able
to warrant that the height of Chair cannot be changed
- except by the use of the wrench.
TlIK CUIKAPKST APPH(3\*Jvl) DKSKS AND SEAT8, IIAVINa
IRON STANl).V:in)8.
8U1TABJ.K ^sBOTlI Foil MISCKLLANKOUS AND (JRADED
^^- SCHOOLS. '
>[u. K. Mii.MKKN liiiving pun liiiscd tlii' I'litcnt ri,t;lit for New Brunswick
and No\a Scotiii, to nifunifiictui'i' and sell, has niiixiintcd tho Subsi'i-ihcrs
Mauufftrnirinx' .\,urnts.
Wt ARE I'UEI'AREl* TO EXECITK OHOEHS FROM "
SCilOOL TRXJSTEES
()^ HIIORT N
G. E. BURIffHAM
S-A-IISTT J
q^nsr, ]sr. ib.
t
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^^^^^^^^^^^k
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^^^^^^^^m ^'
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m -^
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