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 REGULATIONS 
 
 AND 
 
 ) COURSES OF STUDY 
 
 OF THE 
 
 High Schools and Collegiate | 
 Institutes _ 
 
 OF THE 
 
 PROVINCE OF ONTARIO 
 
 
 
 
 
 AMENDED AND CONSOLIDATED 
 
 L911 
 
 PRINTED BY ORDER OF | 
 THE LEGISLATIVE ASSEMBLY OF ONTARIO 
 
 
 
 
 
 
 
 NTARIO ® 
 DEPARTMENT OF EDUCATION” 
 
 TORONTO: 
 Printed and Published by L. K, CAMERON, Printer to the King’s Most Excellent Majesty 
 1911 
 
 
 
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Regulations and Courses 
 of Study _ 
 
 OF THE 
 
 High Schools and Collegiate 
 Institutes 
 
 PROVINCE OF ONTARIO 
 
 AMENDED AND CONSOLIDATED 
 
 1911 
 
 
 
 PRINTED BY ORDER OF 
 THE LEGISLATIVE ASSEMBLY OF ONTARIO 
 
 
 
 TORONTO: 
 Printed and Published by L. K. CAMERON, Printer to the King’s Most Excellent Majesty 
 1911 . 
 

 
 HARVARD COLLEGE LIBRARY & 
 
 TRANSFERT ED FLOM THE 
 “yipraey OF THE = 
 GRADUATE SCHOOL OF EDUCATION. 
 
 Printediby a. ™, 
 WILLIAM BRIGGS, 
 29-37 Richmond Street West, 
 
 _ TORONTO. ; 
 
 
 
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 TROXEL 
 
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 TABLE OF CONTENTS. 
 
 Admission to the High Schools: Pia 
 
 POPES OCHIOO! UTNE AN Cen, oer cy eo cre ae gang ers ENGI ey ciao sd ace Pete eo Aap Ro ance 5 
 
 Sari eCesr ald ok BIN EtON a a DOE Rot Can deers ed ter on, eee ee ote a rae ca 5 
 
 TLE N/M MRA aga ee eae ced teeth, Cee Sac A Rt Maa Ricerca OE Be a EO 5 
 
 CRW LER teed A De Oona i ne I a Alena ete aR 0 SRaRNC ch,” SCR RRS gn te cit es ei 6 
 
 (7) Admission without Examination......... EARP e Me Cree ea ese eee, 6 
 
 (SeeecMiIssiONROML aS ania OW Seek cere Mam ares cil aeeMenie Cay sd $2 oils ce cca. tithe aces gel sls 7 
 
 SPECIAL CASES tae, Ge er inlieeernidc s Peie eae oa a Senn Taser ECs Viole ik a le eae Fee bat eels 8 
 
 PPV SvOlta LVL IS SUI hes eters eth ctaced Se ce eM A eG. fhe che Rie clavate Hele abel a 8 
 
 OPS ABO: BERS sa ae is ae aa DR Atrag vPer Ce RE epee acs PA) Hie” city A, cP atEe ePaper Ne 8 
 
 Presiding iticere.ts cs vee heen se Uae 6 Sh Nah ara Pig sy cate Yate Dacre 4 Ie Nes leas 8 
 
 CY POA SULTONOLY Les OAT Ul oe bean titete oo serous SIO oe arctan a dt etetere hac Cone t kro EE Caciae a 8 
 
 PAN TIAN L OEE IGE UA Stae eo wt aleacrene Sets eet seit tae ct, tists ton Be Derk ca ode een oe oe 9 
 
 (CAT CS CES eA aie Ree Se Ae ee CEE gene «eee oo we 9 are algae as hoe 9 
 
 ihemuteration of boards and :Presidinm Officers: <5 ro asco «css cssidaid ace ve ole bee Obs 9 
 
 Not ication by Candidates<.: i456. ss ots oe bank LES Be CI LEA E Se REE Ee re ee pee a ate 
 
 REDO VCRLOS DIS te Te we trhteck ci ound Sate We 5 aede eae One os ON eats Ani ceed oe ls SIs 10 
 
 CAD) hore lit LIGA UG esc © eae otras 1a tie etere ars uals = eicketn’ >, 0.6: ¢,0 sini ourng ig. «Mincete ato oh eoce. oft 10 
 
 rem hT ole CGE tal CE AILCE occ teteeeie a cspslet tien terete Os Sache Dees terea hk Dekh Ae nies « wo bie elmarsln.s 11 
 Mista PO INED tate ba WeLLic De GH OO LS race ae sete cce Mes Rl sts Ceamecs thie eee Cesbeces Go aaks eel 2g 
 
 Pesta niishinen fore Collegiate Lis bhit tesa | bilan. . cecil na silos Gidle o oc Ale 6 beet ole Gon winks Smale cons Ga 12 
 
 Heal SUMO A DDLOV COTS CROONS: 4s ot mcs ces Aree eae ws be acs Pee We ek We Ss Os bee DR Clee ad 13 
 
 COOMNOCA IOUS HUGS OID MIEN ba. s Wy enti bce Ash vos SL SEA BM ie ee oc etek seein et berere 13 
 
 SS Laid ss pieteo ees BREE ROS LA SAY ROA, ALAS dS SASS Lol teeta be Soto ened als tan a ee 13 
 
 Cirea a7 pita lice NTA CO TLeNl (rt ui tA GUIS sani ge aus ee tse int ory + + Able oe Siar 8 west, Sunnie ore Snare J iueelias 
 
 ie aE ASURAS Oe po ohn paren ety ue ate RUA Ue Room Arta Mande MC ieL Aan. ce Re SO ea PL nee EMU tran 13 
 
 PNSTICL CTIe EN SIU ELOUS 1 EB nie el. ey hath ches Castalia gia sditote alates « Satna Raia sb ns 14 
 
 eB EGT CLE MiL ns CA Lilian eens oe eee Oe he oa OER ee «cis aia cs Ruth's ths agle.o te adele ere sale et ates 14 
 
 eta tiie cis COLIN Lo bert er COGS sce oh eee one Sew ee ew ne bie Wits wc aE eteb edie e018 14 
 
 Cerra ee Gla Lien PaDbes cs book. vette ia ett) oak Be ese Ba ete V Dy Aas Sir a gals ee Reet 14 
 
 ESC OGLS Seen er pros ra A ent ce Cotes taaidie Sig RE Ae eile ie « Sat gee Aiea nieia somalia 14 
 
 (CM Pres 9 PO) BV EY HR Peeters Be ear ee Pg vey ges pe AN Ae RGR ROPER ADEN 3 CEST 15 
 
 PRET at CLOT CU UrOlMG Tater yr. cicc cere ius ete. Sots Spates Wea) rue oe < Slais 8 | caicbe ow tale epdcaia mile ere oe 15 
 
 pec iih, DewIS ALIVE xTanl tse tall oe ise cis als on plate Stein slate eral ee sins one aba s bile 8 oldie mths mash ess 15 
 
 ENSPYEIRIN Gd OTS OOS Beyer “oer ype ont area i Le Re ge aA Birk ea ee ree 15 
 
 REVAL IG re WOR LITA NUNS oot oka. antes ocala cia claret tetas witclaletc tu lutpta sia Seay aievels’s whehale’ otelgiils: bce s e'me's 16 
 
 Orvanization ana Manazement). 3.0.4 22.2 ces aceek cnc es carseen ces oe of, RUMOR See lek Snes 16 
 
 PGES Olen Call Specie meats esp O8 wee Latte pies o's hPiraae ARE Geer Ae ate a A ahs yesh ae ek 16 
 
 QOAMCAMONS Gls tall sted. cis cus» a ¢0o ters ecapeteainan vine ¢ sea areteae ars ak cea oer ae 16 
 
 EER IONGe is. cage Foe eS © oinle® a0 6 eR eee MINOR Cee UTS sc aia! de wa cephea Me Mee el 
 
 TU ELeS terete tae Sate tia bo gekele scleia e's Ota an Si: Sac UCT woe aot Li 
 
 Organization of the Courses of Study........ sce cece eee ee eee e rece ee cee eee Mapntens wee 18 
 
 Departmental and University Matriculation Courses. ..........ee cece cece eeeeeeeecees 19 
 
 Teer PRT La SO LEO Leet I ee cg enero any Seater d cleiamtelsie Ge Sine cain ae Eiainislacclare wes #gr 21 
 
 dE eMLIGOLE SSICUOOL ac trae aot Gee eos eats ne a4 ire Cee Ae bn RAS eee One 25 
 
 PE Te yea aL wee one Oe es ea Gok ard quate wake «tered bao siels owe Mrs evesecres 28 
 
4 
 
 PAGE 
 
 Gomimercia k Courses 02 isos ote pve crea aera ei ane etn reek ectain tg ee neater RAE RY fem By ae: 31 
 
 I:-General Commercial Corse. 5. ca ak Ga ot eels cei in cele eae ieee wale ee 
 
 First Yearorrs coer PO ARR eR AWA iy At Raye Mey og Aer le SR ce eat 2 Bt Wi ol 
 
 Second iVeay <.oces ctor ccra » wrsletate oeeetnee we bia han eee ne casita te laters are eae eee 32 
 
 Third: Year2s. sea. 6 og ahs antes ce hiv Bia Lee EMER abo a Seis cuca aire ean ie 33 
 
 Fourth: Y @2,03iis/Sateoce cic ele oi rera ee ekstas where ote aL Rae Sela a wie tal Orton le ean net eee eee 33 
 
 TL Special Commercial Coarsess inc«. sock ce oon peal oe te Pee tn eee 34 
 
 Graduation Diplomas preys aa cic spe tele ate Sees Fea pec ae angen rng eee notice mete die 34 
 
 PMS PeECbiON s,s oss tczwincs sla ao ah > plane Sin eels hese Soakan dhe cite: clpata hlate ne Tattets a emer terratel Cte nee cael eet ee 35 
 
 Extracts from the Department of Education and the High Schools Acts ............6. honnae 36 
 
 Duties OF“Pea hers isc cic 2 cet <5 gis eerste grea eee ee ae eN cae ata oer, er a See 36 
 
 *Bebhoo! Year e720. ee Oe, OTe oe Cae a Cale TR dog Ce ana ee eS 36 
 
 (ATTEN OLIZED BOOKS i’. poet oe tae Ss ee 6 a ce eRe ete res Eee tomer eer eee ie eae ae Rag 36 
 
 Aoreements 752 wie Ue «we date soto oOo a ate ea once eee Rea, eee eee hc a ee eee 37 
 Appendix A: 
 
 Lower School Courses in Elementary Science and Agriculture .........0..seseeeceeees 38 
 Appendix B: 
 
 Courses in Geometry <. oes ccckes eset Seen Rete ois melee eotee eC eae TRObis aietetar ge etree aie 46 
 Appendix C: 
 
 (ATE Models7s 2 i. certo o's aieeke nes = Gian eat Renmei eters DES Pena erierte a amNes cels 51 
 Appendix D: 
 
 Manualk Trainings Be oc ss cpeane 5 a eee ae he bane ok ad ot ae ge ia et cn ae 52 
 Appendix E: 
 
 Household. Selence oi tee FcR Ss ee icactie oo esac plete ea Sian ai arene aarti oo Gaerne Ceye Rive. sree oleae neanote 54 
 
 Academic Examinations for Entrance into the Model and Normal Schools and the Faculties 
 
 OLRM UCATION ois sik cic ela be hoe tee ae oreo Fae On Saree ot ele ate evn eh detonars Smet t he ree ie ee 55 
 
 Forms of Application...... Lin. cote Mica aleretatels we ore Ge ere Hens aio lei tet raiets are o icastats sta yy aerate 55 
 
 Heraminers-in-Chitef-., fas ot cus ts disealas oo a oe ee oe nema e los ro ree en ee 55 
 
 Associa tec MXATIINEES 2 os siec) cc antes} We wea Aen I ntsc GARI IT eRe TERE Tenet esha eee 55 
 
 SUDIECES OF MURAI ATION flee ne cree lame tas eee PRA Ae Care AG OG = 56 
 
 For; !intrancemnte the, ModeliSchoolss.t. Sse sales eae re aren eee 56 
 
 Lower School Examination for Entrance into the Normal Schools and Faculties of 
 
 Hd aca Lion reves ais oe ote ohio eae ais Le Oe Ae a ae Sea ae eee ee Re ale te 56 
 
 Middle School Examination for Entrance into the Normal Schools .........cee cee. 56 
 
 Upper School Examinations for Entrance into the Faculties of Education.......... 57 
 
 Numberiof Hxamination:;Papersa.e skis oa abet tei atetnie ¢ ofemsie utara ote bere teste anon ner peed aN 
 
 Character. of' Mxamina tion! leste:2 06.55 2). ¢2< nae ets cacy: onic ceric tere 58 
 
 Lxannnation Standards i ..% <aawees oe See es ee eine ae es Se Serene ee nen eee 58 
 
 Exemptions from Lower. School Mixamina tion). orc oclstscls ogc @ se ele ete cision es ce ieee 59 
 
 EGOS 105 sik se elo oes ROWS Me vine ok ee nics A DR nee ee 59 
 
 
 
 
 
High School Regulations and 
 Courses of Study 
 
 t ADMISSION TO THE HIGH SCHOOLS 
 
 Note.—In these Regulations, Department means the Department of Education; 
 Minister, the Minister of Education; and Regulations, the Regulations of the Depart- 
 ment of Education. Except where otherwise evident, the term High School includes 
 Collegiate Institute, and the term Board includes High School and Collegiate Institute 
 Boards and Boards of Education. 
 
 L. Subject to the Regulations hereinafter contained, candidates may be ad- 
 mitted to either the Lower School of the High Schools on passing the Junior High 
 School Entrance Examination, or to the Middle School on passing the Senior Hey 
 pena Entrance Examination. 
 
 JUNIOR HIGH SCHOOL ENTRANCE EXAMINATION 
 SUBJECTS AND EXAMINATION PAPERS 
 
 2.—(1) Candidates for admission to the Lower School shall have completed 
 the courses in the following subjects as prescribed for Form IV of the Public 
 Schools: 
 
 Group I.—Literature, History, Art, Physiology and Hygiene, and Nature 
 Study. 
 
 Group II.—Reading, Writing, Spelling, Geography, Grammar, Composition, 
 and Arithmetic and Mensuration. 
 
 (2) The Literature of Group I shall embrace the careful reading during the 
 previous year of at least four suitable works in English Literature (at least two 
 of which shall have been read in class), selected by the Principal for each pupil 
 from a list prescribed by the Minister. | 
 
 Nore.—The works in English Literature shall be provided in the school library or 
 bought by the pupils, as the Board of Trustees may direct. 
 
 (3) The candidate shall also have memorized the list of selections prescribed 
 by the Minister. 
 
 (4) The examination in Reading shall be both written and oral. The ex- 
 amination paper shall be based on sight passages, and shall be designed as a test 
 of the candidate’s ability to understand what he reads. The candidate’s knowledge 
 of the selections for memorization shall also be tested on this paper. 
 
 Group I 
 
 3.—(1) (a) Except as provided in (2) and (4) below there shall be no 
 examination in the subjects of Group I. 
 
 +Under sections 44 to 47 of the High Schools Act will be found the general 
 provisions for the admission of candidates and the establishment, organization, and 
 maintenance of Boards of High School Entrance Examiners. 
 
 a 
 
6 
 
 (b) Except as provided in (4) and 7 below, no candidate shall be admitted to 
 the examination in the subjects in Group II, who does not present a certificate from © 
 the Principal of the Public, Separate, or Normal Model School in which he has 
 been prepared and which has been approved by the Inspector, as provided in (3) 
 (b) below, that he has passed a final examination, and has completed satisfactorily, 
 the courses'in the subjects of Group I. In the case of a candidate who writes at a 
 centre outside of the inspectorate in which is situated the school at which he has 
 been prepared, the certificate of the Principal shall not be accepted unless endorsed 
 by the Inspector of said School. 
 
 (2) If, on the report of a High School Principal, the Entrance Board de- 
 cides that the pupils of any Public, Separate, or Normal Model School -are not 
 adequately prepared in the subjects of Group I, the Board shall itself subject the 
 pupils coming thereafter from such school to an examination in the subjects of the 
 Group, or in any subjects thereof, it may deem necessary. | 
 
 Note.—In view of the complaints that in some schools the subjects of Group I are 
 insufficiently attended to, it is the duty of the Entrance Board to put in force, when 
 necessary, the provisions of the foregoing Regulation. 
 
 (3) (a) At his official visits to each school in his inspectorate, and thereafter 
 as he may deem it expedient, the Public or the Separate School. Inspector, as the 
 case may be, shall make special inquiry and report as to whether the subjects of 
 Group I are being efficiently taken up. Before deciding as to the approval or 
 non-approval of a school, he shall also require the Principal to forward a certified 
 copy of the time-table in use since his last visit, with copies of at least the final 
 school examination papers in the subjects of Group I, and any other records or 
 particulars he may desire. 
 
 (6) In the case of his non-approval of the course in Group I, the Inspector 
 shall notify the Principal to this effect not later than June 15th; otherwise, the 
 Principal may assume the Inspector’s approval. 
 
 Notre 1.—One of the matters upon which the Inspector should report specially to each 
 School Board is the adequacy of the provision made at the date of his visit for teaching 
 the subjects of Group I. As much of this report as he may deem necessary, he should 
 communicate to the teacher also, with any necessary suggestions and directions. 
 
 (4) When an applicant has not been prepared in a Public, Separate, or Nor- 
 -mal Model School, the Public School Inspector shall report the circumstances to 
 the High School Entrance Board, which, before the examination begins, shall deal 
 -with such case as it may deem expedient. 
 
 Group II 
 
 (a) Admission Without Hxamination 
 
 4—(1) On its own motion or at the request of a Board of Education or a 
 High School Board, an Entrance Board, after such inquiry as it may deem neces- 
 sary as to the character of the teaching, organization, and management, may substi- 
 tute for the prescribed entrance examination, promotion on the certificate of the 
 Principal of the Public, Separate, or Normal Model Schools, that such candidates 
 have completed satisfactorily the courses prescribed in the subjects of Group II; but 
 pupils of a Form not so admitted may take the uniform examination as herein pre- 
 scribed. 
 
 Notr.—This Regulation provides for a system of promoting all the pupils of a Form 
 whom the Principal can recommend. It does not provide for isolated cases. 
 
 
 
 
 
Hi 
 
 (2) The Principal’s certificate for Group I shall be subject to the order of the 
 Entrance Board after June 15th. . 
 
 (3) The Principal of a High School may accept, for admission to the Lower 
 School, a Junior Public School Graduation Diploma in lieu of a Junior High’ 
 School Entrance certificate. Pupils so admitted shall be placed in the Form of 
 the Lower School for which the Principal regards them as competent. 
 
 (4) The Principal of a High School may admit into such Form as he may 
 deem it expedient a pupil who has been duly admitted and has been in attendance 
 at a Continuation School or another High School. 
 
 (b) Admission on Hxamination 
 
 &.—(1) A uniform examination in the subjects of Group II shall be held 
 annually, as prescribed herein, at the centres provided for in the High Schools 
 AGE 
 
 (2) The examination papers shall be prepared by a Provincial Board of Ex- 
 aminers appointed by the Minister and selected from the Inspectors and Principals 
 of the Public, Separate, Continuation, and High Schools. 
 
 (3) A report from the Principal as to the standing of his candidates in the 
 subjects of Group II., may be sent to the Public School Inspector for the consid- 
 eration of the Entrance Board in connection with the examination results. 
 
 (4) The answer papers shall be valued and the results reported to the 
 Minister by the Entrance Board. 
 
 (5) If the members of an Entrance Board are themselves unable to overtake 
 the work of examining the papers within the time specified, they shall appoint 
 examiners [see High Schools Act, section 46 (3) ] to assist them, so that the returns 
 may not be delayed. No one shall be permitted to act as examiner of the answer 
 papers except the examiners appointed under the Act. 
 
 —(1) The marks for the subjects of Group II shall be apportioned as 
 follows: 
 Reading (oral), Writing, Spelling, each 50; 
 Reading (examination paper), Grammar, Composition, Geography, and 
 Arithmetic and Mensuration, each 100. ; 
 
 Two marks shall be deducted for each mis-spelled word in the Spelling paper, 
 and reasonable deductions shall be made for mis-spelling in the other papers. De- 
 ductions shall also be made for lack of neatness. 
 
 (2) (a) A candidate who obtains 40 per cent. of the marks in each subject 
 and 60 per cent. of the aggregate marks shall be entitled to pass standing. 
 
 (b) When a candidate is near the passing mark, the examiners shall re-read 
 as many of his answer papers as may he necessary to determine the question of 
 his fitness to take up High School work. 
 
 (c) The examiners may recommend to the Minister for pass standing a 
 candidate who has not made a bad failure in any subject and who has made a 
 high aggregate above the total required. 
 
 (d) The Chairman may also submit a case to the Board for reconsideration 
 on the complaint of any candidate or any other person with regard to the exam- 
 ination. 
 
 (3) Subject to the Minister’s approval the decision of an Entrance Board 
 shall be final with regard to the admission or "rejection of any candidate. 
 
3 
 
 SPECIAL CASES 
 
 . In Groups I and II an Entrance Board may recommend to the Minister, 
 for admission, candidates whose cases deserve special consideration, on account, for 
 example, of age, illness before or during the examination, or other unavoidable 
 cause of absence from all or part of the examination, and who, in its judgment, 
 are able to take up the work of the High School; but this provision shall not apply 
 to a candidate at a centre outside of the inspectorate in one of the Public or the » 
 Separate Schools of which he has been prepared, who does not present the certifi- 
 cate of competency in Group I prescribed in 3 (1) (0) above. 
 
 PROVISIONAL ADMISSION 
 
 S.—(1) In the interval between examinations, a pupil who has been pre- 
 pared on a different course in another Province or Country may be 
 admitted provisionally to a High School by the Principal, with the con- 
 currence of the Public School Inspector, if in their judgment he is able to take 
 up the work of the High School. 
 
 (2) A report showing the age and attainments of such pupil, with the 
 reasons for his admission, and signed by the High School Principal and Public 
 School Inspector, shall be submitted to the Entrance Board at its next 
 meeting. The Board shall then dispose of the case, and include the name of 
 the pupil, if finally admitted, in its report to the Minister at the next annual 
 examination, with a statement of the grounds for such admission. 
 
 CERTIFICATES 
 
 9. Except as provided in 11 (3) (0) below, each candidate admitted to a 
 High School shall be entitled to a certificate signed by the Chairman and the 
 Secretary of the Entrance Board. 
 
 PRESIDING OFFICERS 
 
 10.—(1) At each centre there shall be a chief presiding officer and such 
 assistant presiding officers as may be required under (2) below. The chief pre- 
 siding officer shall have the general oversight of the examination and the custody 
 of the question papers and the answers, and both he and the assistant presiding 
 officers shall be responsible to the Minister for the proper performance of their 
 duties. 
 
 (2) The number of candidates under each presiding officer shall not exceed 
 forty. 
 
 (8) The Principal of the High School shall be the chief presiding officer at 
 his own school, and the Inspector may be the chief presiding officer at any other 
 centre he may select. 
 
 (4) The other chief presiding officers shall be appointed, as the case may be, 
 by the Public School Inspector or senior Public School Inspector, of the Inspec- 
 torate in which the centre is situated, and the assistant presiding officers by the 
 Entrance Board. 
 
 (5) No presiding officer shall preside over his own pupils. 
 
 ORGANIZATION OF THE BOARD 
 
 11.—(1) Except for special reasons approved by the Minister, no Entrance 
 Board shall consist of fewer than three members. — . 
 
 (2) (a) The High School Principal or the Senior High School Prin- 
 cipal, as the case may be, shall be chairman of an Entrance Board on which there 
 are one or more High School Principals. 
 
 
 
 
 
9 
 
 (b) The Inspector or the Senior Inspector, as the case may be, shall be 
 Chairman of an Entrance Board on which there is no High School Principal, 
 
 (3) (a) The Entrance Board shall appoint annually one of its members 
 as Secretary. The Secretary shall keep the minutes of the Board, record the 
 results, forward the prescribed reports to the Minister, issue the certificates to the 
 successful candidates, and their marks to the unsuccessful candidates. 
 
 (6) In an inspectorate in a territory without county organization, where 
 there is no High School, the Inspector shall perform the duties of Secretary, and 
 shall sign the certificates as Chairman. 
 
 PAYMENT FOR INCIDENTALS 
 
 12. The School Board at each centre, whether in a County or a territory 
 without county organization, shall pay the cost of the stationery and any other 
 necessary supplies and all other incidental expenses. 
 
 CANDIDATES’ FEES 
 
 13. As provided in section 46, subsection (5) of the High Schools Act, where 
 candidates are charged fees such fees shall be collected by the chief presiding 
 officer at each centre before the close of the first day of the examination, and shail 
 be paid over at or before the close of the written examination, to the Treasurer of 
 the County or of the High School Board, as the case may be. 
 
 REMUNERATION OF BOARDS AND PRESIDING OFFICERS 
 
 14.—(1) Each chief presiding officer shall be paid at the rate of $5.00 a 
 day, and each assistant presiding officer at the rate of $4.00 a day, for pre- 
 siding at and conducting the examination in accordance with the instructions of 
 the Department. 
 
 (2) A presiding officer, appointed to a centre other than one at his place of 
 residence, shall be allowed the usual cost of conveyance for one return trip between 
 his place of residence and the centre at which he presides. 
 
 (3) An examiner whose place of residence is not at the centre where the 
 meetings of the Entrance Board are held, shall be allowed for each meeting of the 
 Board, the usual cost of conveyance for one return trip between the centre and his 
 place of residence. 
 
 (4) Except with the consent of the High School Board or the County Coun- 
 cil or the Minister, as the case may be, the allowance for conveyance, provided in 
 
 (2) and (3) immediately preceding, shall not exceed $3.00. 
 | (5) The examiners shall be paid at the rate of 75c. a candidate for reading 
 the answer papers; and the Secretary, at the rate of 7c. a candidate. 
 
 (6) All payments under this regulation shall be made, on the requisition of 
 the Chairman, as provided in section 46, subsection (4), and section 47, subsec- 
 tion (3) of the High Schools Act; but no payment shall be made until the Min- 
 ister has approved of the Entrance Board’s report of the examination. 
 
 (7) In any case where the regulations for the Entrance examination have 
 not been duly observed, the Minister may order the withholding of the fees of 
 the presiding officer or the examiner concerned. 
 
 NOTIFICATION BY CANDIDATES 
 
 15. Each candidate shall notify the Public School Inspector concerned 
 before April 20th, of the examination centre at which he purposes writing. 
 
Ve 
 
 REporRtTs TO MINISTER 
 
 16.—(1) The Inspector shall report to the Minister not later than the 
 24th day of April in each year the number of candidates for examination at each 
 centre within his inspectorate. 
 
 (2) The Entrance Board shall submit a report in two sections, the first giv- 
 ing the names of candidates who have obtained 40 per cent. of the marks in each 
 subject and 60 per cent. of the aggregate marks; the second, in duplicate, giving 
 the names and marks of others who have been recommended under the Regulations, “ 
 with a full statement in each case of the reason for such recommendations. 
 
 The report shall be sent by matl to the Department of Education at the 
 earliest possible moment, and not later than fifteen days after the close of the ea- 
 amination. 
 
 (3) The answer papers. of candidates, unless when specially requested by the 
 Minister, are not to be forwarded to the Department, but are to be retained by the 
 Chairman until the 1st day of October, after which no case is to be reconsidered. 
 
 (4) The Entrance Board shall not make public any results whatever until its 
 report has been dealt with by the Minister of Education. 
 
 
 
 PRINOIPAL’S CERTIFICATE 
 17. A certificate of the following form shall be handed by the candidate to 
 the Chief Presiding Officer at the centre before the first examination paper of 
 Group II is handed out. ) 
 JUNIOR HIGH SCHOOL ENTRANCE EXAMINATION 
 Group I 
 Princtpal’s Certificate 
 
 To the Chief Presiding Officer at the High School Entrance centre at 
 
 Ow fe, BE Pele we S18. ~O8 20 CT OLe 6.1610 8 6 6 ele 60 eo ere) € SG 8 10 OE 8.6.0 £6 6 108 O10 68 Og ee) 02 'e: 0) 6. 8 
 
 I. I hereby certify that the above named candidate— 
 (1)~has* been ‘a: pupil in this schoobfor.the: last. +. ada ee eee 
 (months or years) 
 
 (2) has read the following four works in English Literature during the past year C 
 
 6 0 ee 6m 6) 8 0! 6 6 (6.008 8 Oe OLS, 8) 8 8 8 8 18 OO Hele e. 6a. 6 6 ee 0) Oe 6) C407 ere. 6 6 ee 0 Teles 9.6) «, 6) bale 6. om sie elnia en ral 
 
 So S82 0 ae ee 8 8 OS OS Oe Oe 0 ee Oe Ve) fe: 18. 6 LGe (0 (b 41e 0 ew wee -Okea © OF, O18) 6) ene! (6 16 oa) Oe, 6 ayia le lle s)) ee ae ee a ane 
 
 (3) and has passed a final examination and has completed satisfactorily the course 
 in the subjects of Group I prescribed for Entrance into the High Schools, viz.: 
 Literature, History, Art, Physiology and Hygiene, and Nature Study. 
 
1] 
 
 Il. I hereby further certify that the course in the subjects of Group I in my 
 School has been approved by the Inspector, as provided in High School Reg. 3 
 
 (3) (0). 
 
 SSS) 8) OBO SE Rel Or Bh EO 8 ee he re 6) 6) © OF 86 Vel 6:6). 6! *S. a 
 
 Principal. 
 
 SENIOR HIGH SCHOOL ENTRANCE 
 
 18.—(1) (a) The subjects of examination for entrance into the Middle 
 School of the High Schools shall be those of the Lower School of the High Schools, 
 as follows :— 
 
 Oral Reading, English Literature, Geography, Spelling, English Composition, 
 Writing, English Grammar, History (British and Canadian), Arithmetic and 
 Mensuration, Algebra and Geometry, and Art, together with any two of the fol- 
 lowing: Book-keeping and Business Papers, Elementary Science and Agriculture, 
 Latin, French, and German. 
 
 (2) (a) Candidates who are in attendance at a High School or at a Con-. 
 tinuation School in which there is a Middle School shall not be admitted. to this 
 examination. 
 
 (b) Candidates at this examination shall not be required to have passed the 
 Junior High School Entrance examination. 
 
 (3) (a) The Senior High School Entrance examination shall be held at the 
 close of the school year at such centres as the Minister may select. 
 
 (6) The examination papers shall be prepared and the results reported to the 
 Minister by a Provincial Board of Examiners appointed by the Minister and 
 selected from the Inspectors and Principals of the Public, Separate, High and 
 Model Schools. ; 
 
 (c) There shall be one examination paper in each subject, except Writing and 
 Reading. 
 
 (d) The maximum for each of Writing and Oral Reading, shall be 50 marks, 
 and for each of the examination papers 100; and the standard for pass shall be 40 
 per cent. in each of Writing and Oral Reading and in each paper, and 60 per cent. 
 of the aggregate marks. . 
 
 (4) (a) The Writing shall be judged from the answer papers in one of the 
 other subjects, to be determined by the Minister from time to time. 
 
 (6) The examination in Oral Reading shall be conducted by an examiner ap- 
 pointed by the Minister, and shall include questions on the principles, to be based 
 upon the passage read. | | 
 
 (c) The examination in English Literature shall be based on sight passages, 
 and it will be necessary for the candidate to have read, during the year preceding 
 the examination, in addition to the works taken up regularly in the class, at least 
 four works in English Literature, prose and poetry; and to have taken up practi- 
 cally, as prescribed by the Regulations, the course in Elementary Science and Agri- 
 
12 
 
 culture. A certificate to this effect shall be required from the Principal in the 
 official form of application. The candidate shall also be required to have memo- 
 rized the selections from the High School Reader prescribed by the Minister. 
 
 Notre.—After the session of 1911-1912 the texts for class-work and the four additional 
 works in English Literature shall be selected from a list prepared by the Department. 
 For the session of 1911-12 Principals may select them for the classes concerned. 
 
 (d) At this examination a report may be submitted by the Principal, ionee 
 by all the teachers concerned, as to the standing of their candidates, which will 
 be taken into account in settling the results. Only the names of the candidates 
 who, in the opinion of the teachers, have completed satisfactorily the courses for 
 the examination may be included in this report. In settling the results the Board 
 shall attach such value to the report as may in its judgment be justifiable. 
 
 (5) (a) The distribution of the question papers, the conduct of the exami- 
 nation at the various centres, the reading of the answer papers, and the deter- 
 mining of the results shall be provided for by the Department. 
 
 (b) The fee for this examination shall be $5.00, $3.00 of which shall be for- 
 warded to the Department and $2.00 to the Board of the School at which the ex- 
 amination is held. All or part of the fee may be paid by the Board of the School 
 from which the candidate comes. 
 
 E (c) The School Board at each centre shall pay the cost of the stationery and 
 any other necessary supplies, and all other incidental expenses. 
 
 (d) Candidates for this examination shall make application to the Public 
 School Inspector before May 1st, on an official Form, to be obtained from him. 
 
 ESTABLISHMENT OF DAY HIGH SCHOOLS 
 
 19.—(1) (a) Subject to the provisions of Circular 8, a High School with 
 three teachers may, on the report of the High School Inspector, occupy the same 
 building as a Public School; but a High School with four or more teachers shall 
 occupy a separate building and separate grounds. 
 
 (2) The plans and site of every High School hereafter erected or remodelled 
 shall be subject to the approval of the Minister of Education. 
 
 (3) In all High Schools established since Jaly, 1891, or to be hereafter 
 established, there shall be a Principal and at least two assistants. High Schools 
 established before that date with a Principal and one assistant shall remain legally 
 constituted. oh 
 
 (4) No grant shall be made to a new High School that does not comply with 
 the instructions of the Minister of Education with regard to accommodations as 
 set forth in Circular 8, and that ‘does not provide an initial equipment of at, eer 
 the following value: 
 
 Library, $300; Scientific Apparatus, $300; Maps, Charts, and Globes, etc. 
 $50; and Art Models, $50. 
 
 ESTABLISHMENT OF. COLLEGIATE INSTITUTES € 
 
 20. Under the provisions of section 9 (2) of the High Schools Act, a Higr 
 School may be raised to the status of a Collegiate Institute by the Minister when it 
 is shown to his satisfaction that the Trustees have provided : 
 
 (1) Adequate and suitable school accommodations, including a Gymnasium; 
 
 (2) Equipment of the value and character recognized as the maximum in 
 Reg. 25; 
 
 (3) The staff prescribed in Reg. 24. 
 
13 
 
 ESTABLISHMENT OF APPROVED SCHOOLS 
 
 21. On the report of a High School Inspector, a High School or Collegiate 
 Institute shall be entitled to the status of an Approved School of the First or the 
 Second Grade, and to the special grant herein provided therefor, according to 
 the degree of the completeness with which it fulfils the following requirements: 
 
 ACCOMMODATIONS AND EQUIPMENT 
 
 (1) The accommodations, including the provisions for the. teaching of 
 Science, shall be both adequate and suitable for the courses taken up. 
 
 (2) (a) The equipment shall be that prescribed for the class of school and 
 shall be both adequate and suitable for the courses taken up. See Reg. 25. 
 
 (b) Adequate equipment for practical work by the pupils in Biology, Physics, 
 and Chemistry is indispensable. 
 
 STAFF 
 
 (3) The members of the staff shall be legally qualified and competent to 
 teach all the subjects under their charge. 
 
 ORGANIZATION AND MANAGEMENT 
 
 General 
 
 (4) (a) The organization and management of the whole school shall meet 
 the demands of the regulations and the necessities of the situation. 
 
 (b) In particular, the minimum time apportioned to Elementary Science, 
 Reading, and Physical Culture shall be that prescribed Baer, Regulations 35 and 
 36. 
 
 (c) Schools shall not be approved in which any of the Forms or Classes are 
 badly graded or which are so large as to interfere with the efficiency of the teaching. 
 
 NOTE dein schools with five or more teachers, the total number on the roll at any 
 one time should not exceed an average of 30 to each teacher; in schools with fewer 
 than five teachers, a smaller number may be necessary in order to secure efficient grad- 
 ing. When in doubt, School Boards and Principals should consult the Inspector. 
 
 Notre 2.—In order to secure progressive development and economy of effort, division 
 of a subject among teachers should be avoided. In the larger schools this may not be 
 
 practicable or desirable in all subjects of the lower Forms, but the general principle 
 should be observed except tor special reasons. 
 
 Science Teaching 
 
 (5) The courses in Biology, Physics, and Chemistry shall be taken up prac- 
 tically throughout by the pupils. 
 
 EXHIBITS 
 
 (6) (a) The pupils’ work in Art, their note-books in Science, and their 
 exhibits in Book-keeping and Business Papers as prescribed in the courses of 
 study, shall be satisfactory. 
 
 (b) As far as practicable, the complete exhibits of each pupil for each: year 
 in the Art, Science, and Book-keeping and Business Papers of the Lower School 
 should be collected by the Principal at the end of June, and held for the Inspector’s 
 examination and rating. . 
 
 (c) All exhibits of the Art and Science of the Lower School should indicate, 
 by an intelligible system of dating, when the work was done; and the work sub- 
 
14 
 
 mitted for examination should, as far as practicable, be arranged in the order in 
 which it was accomplished. 
 
 (d) Care should be taken to keep separate the first year work and the second 
 year work of each pupii. 
 
 NotTre.—The Science note books should indicate that in all important particulars 
 the work of the course has been taken up. Until the pupil understands how to record 
 his observations, the teacher may find it desirable to have the notes made in the class- 
 room neatly copied out afterwards; but as soon as practicable this should be discon- 
 tinued, and the notes finally made in the class. Moreover, while neatness must be 
 
 insisted on and drawings are essential, an unreasonable amount of time should not be 
 spent in elaboration. 
 
 INSPECTOR’S EXAMINATIONS 
 
 (7) The Inspector’s examinations, both oral and written, shall test whether 
 the work of the different classes, especially those of the Lower School, has been 
 properly done. 
 
 FORFEITURE OF STATUS 
 
 (8) Subject to the approval of the Minister, a school shall for any year lose 
 the status of an Approved School, if, on the report of the Inspector, it fails to 
 comply with the requirements: kerein prescribed therefor. 
 
 ESTABLISHMENT OF NIGHT HIGH SCHOOLS 
 
 zz—(1) Night High Schools may be established by Boards, using the 
 accommodations and equipment of the Day High Schools. 
 
 (2) A Night High School shall not have fewer than 20 pupils on the roll in ~ 
 
 regular attendance, who are not registered in a Public School or a Day High School. 
 
 (3) Night High Schools shall be subject to the same regulations as the Day 
 High Schools with respect to the admission and the discipline of the pupils, the 
 duties and qualifications of teachers, and the use of text-books. | 
 
 (4) The subjects of study shall be selected from the course of study for the 
 High Schools by the Principal, with the concurrence of the Board. 
 
 (5) The Department will pay out of any sums that may be voted by the 
 Legislature for Night High Schools the following proportion of the total salaries of 
 the staffs: In cities with populations of 150,000 and over, one third; in other 
 cities, one half; in towns, two thirds; and in villages, five sixths. 
 
 GENERAL LEGISLATIVE GRANTS 
 HiGH= SCHOOES 
 
 23—(1) Every Day High School that complies with the Regulations of the 
 Department shall be entitled to the following grants: | 
 
 (a) A fixed grant of $375 for schools with fewer than four teachers, and 5f 
 $350 for other High Schools; 
 
 (b) In respect of equipment, eight per cent. of the total approved expenditure, 
 but so as not to exceed $132 in the case of High Schools with two teachers, or 
 $260 in the case of High Schools with three or more teachers. 
 
 (c) In respect of school accommodation, a maximum of $80 in the case of 
 High Schools with two teachers and $120 in the case of High Schools with three 
 or more teachers; and 
 
 (d) In respect of salaries, eight per cent. of the approved expenditure over 
 $1,500, but so as not to exceed $600. 
 
 2 
 
 
 
15 
 
 COLLEGIATE INSTITUTES 
 
 a. Every Collegiate Institute that complies with the regulations shall be 
 entitled to the following grants: 
 
 (1) A fixed grant of $350; 
 (2) A grant in respect of approved equipment of $260; 
 (3) A grant in respect of approved school accommodation of $160; and 
 
 (4) Hight per cent. of the approved expenditure on salaries over $1,500, but 
 so as not to exceed $600. 
 
 ‘NoTe.—The grants under (2) and (8) are subject to reduction according to the 
 character of the equipment and the accommodations. 
 
 APPORTIONMENT OF GRANTS 
 
 aS. In apportioning the Legislative grant on equipment, the maximum value 
 recognized for each class of school shall be as follows: 
 
 (1) High Schools with two teachers: Library, $300; Scientific Apparatus, 
 $300; Biological Specimens, $50; Maps, Charts, Globes, etc., $50; Art Models; 
 $50; Typewriters, $100; Gymnasium, not including equipment, $800. 
 
 (2) Collegiate Institutes and of High Schools with three or more teachers: 
 Library, $600; Scientific Apparatus, $600; Biological Specimens, $100; Maps, 
 Charts, Globes, etc., $50; Art Models, $100; Typewriters, $200; Gymnasium, not 
 including equipment, $1,600. 
 
 Nore 1.—Typewriters and a Gymnasium are optional for High Schools. 
 
 Note 2.—The catalogue of the equipment shall be kept in the School by the Principal 
 and shall be accessible to any officer of the Department. 
 
 26.—(1) The instructions of the Minister in: the matter of grading shall be 
 followed in apportioning the grant for school accommodations. See Circular 8. 
 
 (2) If the amount voted by the Legislature is insufficient to pay the grants 
 in full, the Minister may make a pro rata reduction. ; 
 
 (3) No High School or Collegiate Institute shall be entitled to any Legisla- 
 tive grant on its gymnasium for any year in which the time prescribed in Reg. 36 
 for Physical Culture has not been provided. 
 
 (4) On the report of a High School Inspector that the equipment or the 
 accommodations are inadequate or unsuitable, or that one or more members of 
 the staff are inefficient or not legally qualified, such reductions may be made in 
 the grants payable upon the equipment, the accommodations, and the salaries of 
 the staff, as the Minister may deem expedient. 
 
 SPECIAL LEGISLATIVE GRANTS 
 APPROVED SCHOOLS 
 
 27. Schools that have been ranked as Approved shall be entitled, on the report 
 of the High School Inspector, to additional grants, as follows: 
 GradeI Grade II 
 
 High Schools with fewer than four LOACHOTB UES sects ed learn $80 $40 
 Hichesechools «with four or more teachers... 22 seis. eel $120 $60 
 
 Scop Ret S aY nt roh acts Pes Sit = Wy ayer eae en ci ee ee $160 $80 
 2 HS. o 
 
16 
 
 MIDDLE SCHOOL DRAWING 
 
 28. An annual grant of $25.00 shall be made to a High School Board, to be 
 spent in special Art equipment, and of $75.00 to the teacher of the Middle School 
 Course in Art, as an addition to his regular salary, on the following conditions: 
 
 (1) The teacher shall hold a certificate as Specialist in Art from the Depart- 
 ment. 
 
 (2) The course shall extend over at least one year and the provision therefor 
 in the time-table shall be at least three periods a week of one hour each, one of 
 which may be taken up out of doors for landscape drawing and painting. 
 
 (3) The class shall consist of at least six members in regular attendance 
 who have already completed satisfactorily to the Principal the Lower School Art 
 course. 
 
 (4) The Inspector’s report of the equipment, organization, teaching, and 
 the pupils’ work shall be favourable. 
 
 Note.—As far as practicable, the complete exhibits of each pupil’s work shall be held 
 for the Inspector’s examination. 
 
 ORGANIZATION AND MANAGEMENT 
 DUTIES OF STAFFS 
 
 29.—(1) In every High School or Collegiate Institute the head teacher shail 
 be called the Principal, and the other teachers Assistants. 
 
 (2) The authority of the Principal of the High School shall be supreme in 
 all matters of discipline in his own school. | 
 
 (3) When the Public and High Schools occupy the same building, the autho- 
 rity of the Principal of the High School shall be supreme in all matters of dis- 
 cipline in those parts of the accommodations which the schools occupy in common. 
 
 (4) The Principal shall determine the number of Forms, the number of 
 pupils to be assigned to each Form, and the order in which the subjects in each 
 Form shall be taken up by the pupils. 
 
 (5) The Principal shall make such promotions from one Form to another as 
 he may deem expedient; he shall also assign the subjects of the Courses of Study 
 among the Assistants. 
 
 (6) Where, under section 26 of The High Schools Act, a. Board appoints a 
 Supervising Principal, the provisions of Reg. 29 (2), (4) and (5) shall be sub- 
 ject to such modifications as may be hereafter prescribed by Regulation. 
 
 (%) Mutatis mutandis the duties of High School teachers are the same as 
 those prescribed for Public School teachers under section 82 of The Public Schools 
 Act. 
 
 QUALIFICATIONS OF STAFFS 
 
 30.—(1) The Principal of a High School shall hold a Principal’s certifi- 
 cate and the Assistants shall hold High School Assistants’ certificates. 
 
 (2) The Principal of a Collegiate Institute shall hold a Principal’s certifi- 
 cate, and there shall be at least five teachers on the staff, as follows: One specialist 
 in Classics, one in Mathematics, one in Moderns and History, and one in Science, 
 one of the staff of the School holding a specialist’s certificate in Art, and one a 
 specialist’s certificate in the Commercial subjects; with such other assistants as 
 will secure thorough instruction in all the subjects of the High School course as 
 
 
 
17 
 
 far as Entrance into the Faculties of Education and pass Senior and pass and 
 honour Junior Matriculation into the University of Toronto. 
 
 Notr.—Subject to such necessary modifications as may be approved by the High 
 School Inspector, each specialist shall be at the head of his department and shall take 
 at least the senior classes therein. In the larger schools where there are more specialists 
 than one in a department, the Principal shall determine the division of the subjects. 
 Specialists in English and History and in French and German have been provided for 
 the larger schools, thus permitting of a sub-division of the subjects taken by a specialist 
 in Moderns and History. 
 
 (3) Special teachers of Music, Physical Culture, Manual Training, House- 
 hold Science, and Agriculture and Horticulture, shall possess the qualifications 
 prescribed by the Minister of Education. 
 
 iN OTE.—At present the supply of Art Specialists is not adequate. Until it is, the 
 Minister will accept, on the report of the High School Inspector, such qualifications as 
 are found to be the highest available. But it is the duty of each Collegiate Institute 
 Board to provide a specialist as soon as practicable. 
 
 o1.—(1) If, after due advertisement, a Board is unable to obtain a legally 
 qualified teacher, a temporary certificate for all or a part of the current school year 
 may be granted by the Minister to a suitable person on the application of the 
 Board. 
 
 (2) In the case of substitute teachers without legal qualifications, appointed 
 in an emergency, no engagement for longer than two weeks shall be made without 
 the formal consent of the Minister. 
 
 SESSIONS 
 
 32.—(1) (a) Unless otherwise directed by the Board, the pupils attending a 
 Day High School shall assemble for study at nine o’clock in the forenoon, and shall 
 be dismissed not later than four o’clock in the afternoon. Such recesses at noon and 
 during the forenoon and afternoon shall be allowed as the Board may approve; 
 but in no case shall. the school hours be less than five hours a day, including the . 
 recesses in the forenoon and afternoon. | 
 
 (2) Pupils regularly admitted and not registered in a Day High School may 
 attend a Night High School from the 1st of October until the 31st of March. The 
 hours of study in the Night High School shall not’exceed two and a half each 
 session. 
 
 DUTLES= OFS PU PIES 
 
 33.—(1) A pupil registered in a Day or a Night School shall attend 
 punctually and regularly. He shall be neat and cleanly in his person and habits, 
 diligent in his studies, kind and courteous to his fellow pupils, obedient and 
 respectful to his teacher, and shall submit to such discipline as would be exercised 
 by a kind, firm, and judicious parent. 
 
 (2) (a) A pupil on returning to school after absence shall give the Principal, 
 from the parent or guardian, orally or in writing, as may be required by the 
 Principal, a proper reason for his absence. 
 
 (b) A pupil may retire from school at any hour with the consent of the 
 Principal, or at the request, either oral.or written, of his parent or guardian, 
 provided that, in the opinion of the Principal and the Board, this privilege is not 
 abused. 
 
 (c) A pupil shall be responsible to the Principal for his conduct on the 
 school premises and on the way to and from school, except when accompanied by 
 his parent or guardian or by some person appointed for this purpose by such | 
 parent or guardian. 
 
18 : 
 
 (d) On the report of the Principal, a Board may suspend a pupil whose 
 parent or guardian fails to provide him with the text books or other supplies 
 required in his course of study, or to pay the fees imposed for such purpose by 
 the Board. 
 
 (e) On the report of the Principal, a Board may suspend a pupil who injures 
 or destroys school property, until the property destroyed or injured is made good 
 by the parent or guardian of such pupil. 
 
 Notre.—Section 82 (1) of The Public Schools Act specifies the other offences for ~ 
 
 which a pupil may be suspended, and the mode of suspension [see also Reg. 29. (7) 
 above]. 
 
 (3) No pupil once enrolled shall be admitted to another High School, unless 
 he presents a letter of honourable dismission from the Principal of the School he 
 last attended. In the event of a dispute, the parties thereto shall submit full par- 
 ticulars of the question for final settlement to the Inspector of the School into 
 which the pupil seeks admission. 
 
 ORGANIZATION OF THE COURSES OF STUDY 
 
 34.—(1) The Courses of Study shall be taken up in three main divisions: 
 the Lower School, the Middle School, and the Upper School; each being regularly 
 a two years’ course. 
 
 (2) The courses shall consist of the General Course, and the following 
 Special Courses: (a) the Courses for pass Senior and pass and honour Junior. 
 Matriculation into the University of Toronto, and the Preliminary examinations 
 of the Learned Professions; (b) the Courses for admission to the Model and Nor- 
 mal Schools and the Faculties of Education. 
 
 Note 1.—The regulations and details of the Agricultural and Industrial and Technical 
 Schools and Classes maintained by the High School Boards under The Industrial Hduca- 
 tion Aci of 1911 may be obtained on application to the Deputy Minister. 
 
 Notre 2.—The University Matriculation examinations, pass, honour, and supplemental 
 are conducted by the Department of Education; but the examiners and associate 
 examiners therefor are appointed and the examination results settled by the University 
 Matriculation Board. 
 
 Note 3.—The Learned Societies select the papers that will meet the requirements 
 of their preliminary examinations. 
 
 Notre 4.—On request, the results of the examinations in which they are concerned 
 are communicated by the Department to the Universities and the Learned Societies. 
 
 (3) The High School Board shall select the courses on the report of the 
 Principal, but a course shall not be taken up if, on the report of the High School 
 Inspector, the Minister decides that the staff, the equipment, or the accommoda- 
 tions are inadequate or unsuitable therefor. 
 
 (4) The following subjects shall be obligatory on all pupils: 
 
 (a) The Lower School courses in Geography, Arithmetic and Mensuration, 
 
 English Grammar, Writing (apart from Book-keeping), Reading, and Physical 
 Culture; and 
 
 (b) The Lower and the Middle School courses in English Composition, Eng- 
 lish Literature, and History. 
 
 (5) Pupils in the General Course shall take in addition: 
 
 (a) The Art and the Elementary Science of the Lower School; and 
 
 (b) Such other subjects of the Course as may be agreed upon yee tthe 
 pupil’s parent or guardian and the Principal of the school. 
 
 
 
19 
 
 (6) One of the courses prescribed in Reg. 384 (2) above, and not more with- 
 out the consent of the Principal, shall be taken by each pupil; but the Principal 
 may omit or curtail the course in any of the obligatory subjects in the case of 
 
 individual pupils whose circumstances, in his judgment, deserve special con- 
 sideration. 
 
 oe. The following shall be the average minimum amount of time to be 
 devoted to each of the following subjects, separately from the other subjects, in 
 the courses where such subjects are obligatory: 
 
 (1) Reading —(a) Two lessons of thirty minutes each every week for the first 
 year and one of thirty minutes every week for the second year in the Lower School, 
 the average number of pupils in each class being not more than twenty-five and 
 the time being increased or diminished proportionately when the average in the 
 class is greater or less than twenty-five. 
 
 (0) In all the school subdivisions, Reading shall also be taken up systemati- 
 cally in connection with English Literature. 
 
 (2) Elementary Science :— 
 
 (a) For Biology, a lesson of thirty minutes every day for two years in the 
 Lower School, or the equivalent thereof, during the months of September and 
 October, and from the beginning of April to the end of June, the time for Biology 
 being divided about equally between Zoology and Botany. ; 
 
 (b) In Physics and Chemistry a lesson of thirty minutes three times every 
 week for two years in the Lower School, or the equivalent thereof, during the 
 rest of the school year. 
 
 36.—(1) (a) The course in Physical Culture (Drill, Calisthenics, and 
 Gymnastics) is obligatory in Collegiate Institutes and in High Schools which have 
 a gymnasium, and shall be taken up in lessons of thirty minutes each, three times 
 every week, in each Form of the Lower School, and twice every week in the Middle 
 and Upper Schools. 
 
 (2) In High Schools having no gymnasium, Drill and Calisthenics shall be 
 taken up as often as the weather, the accommodations, and the adequacy of the 
 staff will permit; and Gymnastics may be omitted. 
 
 (3) No pupil shall be exempted from the course in Physical Culture except 
 upon a medical certificate, or on account of evident physical disability, or for 
 other reason satisfactory to the Principal. 
 
 (4) In all the Forms the sexes shall be separately trained. 
 
 (5) The Principal may substitute for part of the course in Physical Culture 
 suitable sports and games, in which all the members of a class shall take part, and 
 which shall be under the supervision of the members of the Staff. 
 
 DEPARTMENTAL’ AND UNIVERSITY MATRICULATION COURSES 
 
 37. The following Courses of Study have been prepared primarily for the 
 general student; but they include the Courses prescribed for University pass and 
 honour Junior Matriculation into the University of Toronto, for the Preliminary 
 Examinations of the Learned Professions, and for admission to the Model and 
 Normal Schools and the Faculties of Education. Subject to any instructions 
 issued from time to time by the Minister, the details of the foregoing Courses shall 
 be as set forth below: 
 
 Retigious Instruction.—(1) (a) Every High School shall be opened with 
 the reading of the Scriptures and the Lord’s Prayer, and shall be closed with the. 
 
20 : 
 
 Lord’s Prayer, or the prayers authorized by the Department of Education; but no 
 pupil shall be required to take part in any religious exercises objected to by his 
 parent or guardian. In schools without suitable waiting-rooms, or other similar 
 accommodation, if the parent or guardian demands the withdrawal of a pupil 
 while the religious exercises are being held, such demand shall be complied with 
 and the reading of the Scriptures shall be deferred in inclement weather until the 
 closing. 
 
 (b) To secure the observance of the preceding regulation, the teacher, before 
 commencing a religious exercise, shall allow the necessary interval to elapse, during 
 which the children or wards of those, if any, who have signified their Baba 
 may retire. 
 
 (c) If, in virtue of his right to be absent from the religious exercises, any 
 pupil does not enter the school room till the close of the time allowed for religious 
 exercises, such absence shall not be treated as an offence against the rules of the 
 school. 
 
 (qd) When a teacher claims to have conscientious scruples in regard to open- 
 ing or closing school as herein prescribed, he shall notify the Board to that 
 effect in writing; and it shall then be the duty of the Board to make such provi- 
 sion as it may deem expedient, for the carrying out of the requirements of (1) (a) 
 above. 
 
 (2) (a) The Scriptures shall be read daily and systematically; the parts to 
 be read may be taken from the book of selections adopted by the Department for 
 that purpose, or from the Bible, or from the list of the Selected Scripture Read- 
 ings of the International Bible Reading Associations, as the Board by resolu- 
 tion may direct. 
 
 (b) A Board may also order the reading of such parts by both pupils and 
 teachers at the opening and the closing of the school, the repeating of the Ten 
 Commandments at least once a week, and the memorization of passages selected 
 from the Bible. | 
 
 (3) (a) A clergyman of any denomination shall have the right, and it shall 
 be lawful for the Board to allow him, to give religious instruction to the pupils of 
 his own church, in each school house, at least once a week, after the hour of closing 
 the school in the afternoon. 
 
 (6) Under the same conditions, a clergyman, selected by the clergymen of 
 any number of denominations, shall also have the right to give religious instruc- 
 tion to the pupils belonging to such denominations. 
 
 (c) If the clergymen “of more than one denomination apply to give religious 
 instruction in the same school house, the Board shall decide on what day of the 
 week the school house shall be at the disposal of the clergyman of each denomina- 
 tion, at the time above stated. 
 
 (4) Emblems of a denominational character shall not be exhibited in a High 
 School during regular school hours. 
 
 MANNERS AND Morats.—Throughout the courses the teacher shall in- 
 cidentally, from current incidents, from lessons in literature, history, etc., and by 
 his own example as well as by precept, give instruction in moral principles and 
 practices and in good manners. 
 
 The following outline is suggested : 
 
 To oneself: Manliness or womanliness, purity, health, nobility, self-control, 
 self-reliance, generosity, truthfulness, cultivation of moral courage, will power, 
 economy, industry, good taste in dress, etc. 
 
 
 
a1 
 
 To teachers: Respect, obedience, punctuality, neatness, order, ete. 
 
 In the home: Respect for parents, due consideration for brothers and sisters, 
 other relatives, etc. 
 
 To the people generally: Honesty, courtesy, charity, toleration, justice, 
 respect for property, consideration for the aged, the infirm, ete. 
 
 To our country: Love, courage, honour, obedience to law, etc. 
 
 Treatment of the lower animals: Humanity, kindness. 
 
 Manners: Proper language and conduct at home, at school, on the street, and 
 in public places, at social gatherings, ete. 
 
 PuHysicaL CuLturE.—The main object of the course is the symmetrical de- 
 velopment of the body, securing at the same time strength and grace with correct 
 and prompt obedience to the will. A systematic and well-developed course of 
 exercises in Drill and Calisthenics, both free and with apparatus, and in Gym- 
 nastics, when practicable, should be taken up in each of the sub-divisions (See 
 Reg. 36). While dependent to some extent upon the accommodations and equip- 
 ment, the exercises should always be suitable in character and frequency to the 
 -age and physical condition of individual pupils. Prevailing defects should be. 
 studied and exercises and directions given to correct them. School games and sports 
 should be systematically encouraged. 
 
 Notre.—‘'The Syllabus of Physical Exercises for Public Elementary Schools,’ which 
 
 the Minister has authorized, and a copy of which will be supplied to each School library, 
 shall form the basis of the course in Physical Culture. 
 
 1—LoweER ScHOOL 
 
 Reapine.—Intelligent and intelligible natural reading. The principles 
 learned incidentally. Exercises in breathing, articulation, and vocalization. 
 
 ENGLISH GRAMMAR.—The principles of etymology and syntax, including the 
 logical structure of the sentence and the inflection and classification of words. The 
 elementary analysis of words, with the most important prefixes and suffixes and 
 Latin and Greek root-words. An elementary knowledge of the formation of the 
 sounds of the language, with their representation by means of the alphabet. An 
 outline of the history of the development of the language. 
 
 NorE.—The use of English grammar in teaching correct oral and written composi- 
 tion, though important, especially when the principles of good English can be intelli- 
 gently applied, is secondary to the insight it gives into the structure of our thinking 
 and expression. For the first year the work should be confined to a thorough review 
 and slight extension of the course prescribed for the Fourth Form of the Public Schools, 
 and the practical value of the subject in connection with English composition should be 
 emphasized. The intensive and more reflective study should be reserved for the second 
 year of the course. 
 
 ENGLIsH ComposITion.—Oral and written composition: Elements of Narra- 
 tion, Description, Exposition, and Argumentation. Letter writing. Oral and 
 written reproductions or abstracts. Class debates. The systematic and careful 
 application of the principles of good English to the correction of mistakes made by 
 the pupils in speaking and writing. 
 
 NorE.—In the course, actual practice in writing compositions of various kinds 
 should largely predominate. 'The main principles of composition (rhetoric) should be 
 learned from the criticism of the compositions, and systematized as the work proceeds. 
 
 Encuiso Lirerature.—Intelligent comprehension of suitable authors, both 
 prose and poetry. Systematic oral reading in class. Memorization and recitation 
 of choice selections in prose and poetry. 
 
Qe 
 
 Note 1.—The object of the course in the Lower School is the cultivation of a taste 
 for good literature, not by minute critical study, but by reading at home and in school 
 aloud and silently with due attention to the meaning, standard authors whose works will 
 quicken the imagination and present a strong element of interest. Such authors should 
 be chiefly narrative, descriptive, and dramatic. 
 
 Note 2.—In each of the two years of the course, at least four books (prose and 
 poetry) shall be read, in addition to the regular class work. Part of such books should 
 be read at home or during study periods, and reviewed in class with special reference 
 to the more difficult passages. At the beginning of each school year, a short list should 
 be made out for each Form, under a few heads, of such suitable works as may be 
 obtained in the school, public, or other library, and each pupil should be required to 
 read during the year at least one under each head in addition to those taken up in 
 class. The work in literature should be systematically correlated with that in oral and 
 written composition. 
 
 Hisrory.—A review of the history, British and Canadian, as prescribed for 
 the Fourth Form of the Public Schools, followed by a more detailed study of the 
 leading events. Supplementary reading and biographical sketches of persons 
 famous in British and Canadian history and in Greek and Roman history. The 
 elements of the civil government of Britain and Canada, and the duties of 
 
 citizenship. 
 
 Note 1.—The main purpose of the course at this stage is to train the pupils to grasp 
 the leading events in their logical order, and to arouse an interest in historical reading. 
 As soon as practicable, a beginning should be made in appreciating the logical connec- 
 tion of events. Pupils should be trained to use the school, public, and other libraries 
 for reference purposes and for supplementary reading. 
 
 Note 2.—The work in history should be systematically correlated with that in oral 
 and written composition, and so much geography should be taken up as will secure 
 intelligent comprehension of the topics dealt with. Basing compositions on historical 
 topics, especially such as will require supplementary reading, is one of the best means 
 of teaching the subject. 
 
 Note 3.—It is recommended that for the review prescribed above the Public School 
 Histories of England and Canikda be used as long as may be necessary.: 
 
 ARITHMETIC AND MENSURATION.—Arithmetic.—Review of principles; meas- 
 ures and multiples; fractions (vulgar and decimal); contracted methods of com- 
 putation; compound quantities, including the metric system; square root; com- 
 mercial arithmetic; applications of percentage, including commission, insurance, 
 taxes, interest, discount, stocks, and exchange; oral arithmetic. | 
 
 Mensuration.—The rectangle, triangle, circle, parallelopiped, prism, cylinder, 
 pyramid, cone, and sphere. 
 
 Notre 1.—The processes and problems in the commercial work shall be such as find 
 direct application in ordinary life. Accuracy, rapidity, and neatness of work shall be 
 kept in view. 
 
 Nott 2.—The course is a two years’ one. In the prescribed text-book the mensura- 
 tion is completed before the commercial arithmetic is begun. The teacher should, how- 
 ever, use his own judgment as to the order in which the different parts of the work 
 shall be taken up. During the first year, attention should be confined to the simpler and 
 more practical parts of the mensuration and commercial arithmetic, the more difficult 
 parts of both theory and exercises being reserved for the second year’s work. 
 
 ALGEBRA.—Elementary work; factoring; highest common factor and lowest 
 common multiple; fractions; simple equations of one, two and three unknown 
 quantities; square root, cube root. 
 
 Notre.—During the first year the study of arithmetic should be an intensive one, 
 
 the work of the Public Schools being thoroughly reviewed. After the first year the 
 stress should be placed upon algebra. 
 
 GEOMETRY.—Definitions; fundamental geometric conceptions and principles; 
 use of simple instruments, compasses, protractor, graded rule, set-square; measure- 
 
 ment of lines and angles, and construction of lines and angles of given numerical 
 magnitude; accurate construction of figures; some leading propositions in Euclid- 
 
23 
 
 ean plane geometry, reached by induction as the result of the accurate construction 
 of figures; deduction also employed as principles are reached and assured. The 
 -course in Theoretical Geometry begun. f 
 
 For the details of the course in Theoretical Geometry, see Appendix B, I. 
 
 Note.—The introductory course in Practical Geometry, which is intended to be a 
 six months’ one, should emphasize physical accuracy, exactness in drawing lines of 
 required length, in measuring lines that are drawn, in constructing angles of given 
 magnitude, and in measuring angles that have been constructed. The course in 
 Geometry retains Euclid’s common notions, regarding them from modern standpoints. 
 
 LATIN AND GREEK.—The elementary Latin book, including introductory work 
 in the prose authors. The Greek book begun in the second year. 
 
 INoTE.—Throughout the courses in Latin and Greek, the main objects should be 
 accuracy of knowledge of forms and syntax, accuracy of translation into. idiomatic 
 English, and the ability to translate at sight. Attention should also be given to pro- 
 nunciation and reading aloud, and to the consideration of Latin and Greek words as the 
 roots of English words. 
 
 FRENCH AND GEeRMAN.—The elementary French and German books, includ- 
 ing introductory work in authors. 
 
 Note 1.—The work in French should at first be wholly without a text-book, for the 
 training of the ear and tongue; grammar learned incidentally. Names of common 
 objects, states, and actions. Memorization of suitable selections from simple poetry. 
 Reading anecdotes, short stories, and easy descriptions, with oral drill on the material 
 read. After three or fvur months of this course the systematic study of the elementary 
 book should be begun, the work being chiefly oral. German should be begun in the 
 game way the second year, but with greater apportionment of time, and more rapid 
 progress. When desired, German may be begun first. 
 
 Note 2—Too much importance cannot be attached to Oral Work. Teachers 
 should improve themselves by attending suitable summer classes and by residence for 
 a. time in France and Germany. Boards should assist them, when practicable, 
 by allowing them leave of absence for the latter purpose. 
 
 GrocrapHy.—lirst Year: A fuller study of the phenomena of air, earth 
 and water, and of the Political, Commercial and Industrial Geography of the 
 Public School Course. 
 
 Second Year: The more detailed study of physical geography, as’ follows: 
 Changes of the earth’s surface; the rocks; rivers, valleys, and lakes; weathering, 
 soils, and underground waters; wind work; glaciers and their work; plains, moun- 
 tains, and plateaus; volcanoes and earthquakes; the atmosphere; winds, storms, 
 and climate; the earth’s magnetism; the ocean; the meeting of land and sea; life 
 on the earth; geological history of Canada; the earth and the sun; the solar 
 system; other heavenly bodies. 
 
 Nore 1.—Excursions should be made where practicable and desirable, especially in 
 connection with the study of the rocks, minerals, soils, and land formation of the dis 
 trict and of the forces that change the earth’s surface. 
 
 Nore 2.—/Books of travel and other supplementary reading in geography should be 
 supplied; also, when practicable and desirable, exhibits of the material and products 
 
 characteristic of the countries studied. 
 Notre 3.—Pictures of famous places, etc., should be shown by means of mounted 
 
 photographs and the school lantern. 
 
 ELEMENTARY ScreNcE.—An elementary practical course in Botany, Zoology, 
 Physics and Chemistry. For the details of the course, see Appendix A. 
 
 Nore 1.—The objects of the course are to train pupils in correct observation and 
 deduction, to give, in connection with the instruction in geography, a fair knowledge 
 of the world around them to those who will not remain at school more than a few 
 years, and to lay the foundation for the more detailed study of each subject in the case 
 
24 
 
 of those who will continue the work into the higher Forms. The spirit of the Nature 
 Study of the Public Schools should be retained, but the teacher should introduce a more 
 systematic treatment of the subject, with such organization of the material as will lead 
 to simple classification and generalization. The course should be correlated with 
 Geography, Drawing, and English Composition. 
 
 Note 2.—(a) Each pupil should possess a good lens, and be taught how to use it. The 
 compound microscope should be used regularly by the teacher for illustration. Approved 
 methods of collecting and preserving botanical specimens and of keeping live animals 
 suitable for study should be systematically followed. Much of the practical work, 
 especially the observations, will necessarily be done out of doors by the pupils alone, 
 under the direction of the teacher, or by the pupils conducted by the teacher. 
 
 (b) The courses in Physics and Chemistry ghall be as far as possible experimental 
 and the pupils should be encouraged to work at home and to prepare simple apparatus. 
 
 Notre 3.—When practicable, there should be an aquarium, and every school should 
 have an arboretum and a herbarium. A museum consisting of specimens -illustrative 
 of the courses should also be established. The pupils should be encouraged to provide 
 specimens from the locality. 
 
 Note 4.—No Flora or Fauna is authorized as a text-book for the pupils, but it 
 shall be the duty of the Board to provide in the school library a sufficient 
 supply for the pupils’ use. Other works of reference shall also be provided, and 
 the pupils should be encouraged to use them as supplementary reading, never as 
 text-books or as substitutes for original work. 
 
 Nore 5.—Drawing and systematic written description should be required throughout 
 the courses, dated and preserved in note-books for comparison and inspection, the work 
 being systematically supervised by the teacher. Notes shall not be dictated by the 
 teacher. 
 
 AGRICULTURE: For the details of the Course see Appendix A. 
 
 Note.—In the Zoology and Botany of the Elementary Science and Agriculture Course, 
 the topics under “ Work in Agriculture”? may be substituted for those under ‘‘ Outdoor 
 Work.” In the same course, the topics: Soils, Milk, etc., detailed in Appendix A, may be 
 substituted for the Physics of the second year, where the home interests and future 
 work of the pupils render such a choice desirable. For assistance in introducing or carry- 
 ing on this work, teachers should apply to The Director of Elementary Agricultural 
 Education, Ontario Agricultural College, Guelph,:who will supply material for demon- 
 stration and experimental plots, as well as instruction sheets. 
 
 Art.—First Year.—Representation: The use of pencil, charcoal, crayons, 
 pen and ink. The drawing of type solids in light and shade. The principles of 
 freehand perspective and their application; the laws of composition; the use of 
 brush and ink in studies from nature; the study of colour; the solar spectrum ; 
 the six colours; intermediate hues; neutralization of colour; the nine values; har- 
 monies of colour; the use of the brush and water-colours; the drawing and painting 
 of common objects and of specimens from nature, such as fruits, flowers, leaves, 
 sprays, and trees, and birds and other animals; pose drawing; the illustration in 
 line, silhouette, neutral values, and colour, of stories and school compositions ; 
 imaginative sketches; the drawing and painting of simple landscapes from nature; 
 the mounting of drawings. | 
 
 Ornamental Design: The use of instruments; simple geometrical problems; 
 the principles of design; geometrical forms and their application; nature as a 
 source of design; conventionalization of natural forms; the designing in neutral 
 values and in colour, of surface patterns, such as tile or inlaid floors, wall papers, 
 school booklets, calendars, etc.; lettering. 
 
 Notr.—The different parts of the courses may be taken up in whatever order the 
 teacher prefers. For a list of suitable models, etc., see Appendix C. 
 
 Second Year.—The Course for the First Year reviewed, and the following 
 subjects extended: } 
 
 Representation: Drawing from casts; the principles of freehand perspective 
 and their application; the laws of composition; the study of colour; harmonies 
 of colour; monochrome; the drawing and painting of common objects, and of speci- 
 
25 
 
 mens from nature; pose drawing; the illustration in line, silhouette, neutral values, 
 and colour, of stories and school compositions; imaginative sketches. 
 
 Ornamental Design: Principles of design; geometric forms for practical or 
 industrial application; nature as a source of design; conventionalization of natural 
 forms; the designing, in neutral values and in colour, of surface patterns suitable 
 for floor coverings and textile fabrics, book covers, etc. ; lettering. 
 
 ‘NOTE 1.—Within reasonable limits, the fac-similes of works of great artists may 
 be copied in connection with the study of technique. See Prang’s Text-book of Art 
 Education, No. 7, p. 2. 
 
 Nore 2.—The note under Art, First Year Course, applies here also. 
 
 BoOOK-KEEPING AND BUSINESS PapErs.—Business Papers.—Receipts, promis- 
 sory notes, drafts, orders, deposit slips, cheques, bank drafts, bills of goods, 
 invoices; accounts, endorsement and acceptance and consequent liability. 
 
 Book-keeping.—Double and Single Entry involving the use of journal, cash 
 book, sales book, bill book, ledger, financial statements, and closing the books. 
 Changing from Single to Double Entry. 
 
 Note 1—The minimum amount of work prescribed in Book-keeping and Business 
 Papers, for Approved School standing, and for admission to the Model and Normal 
 Schools and the Faculties of Education, is as follows: Sets II, III, IV, (or V), VI, and 
 XI (Part I) of the authorized text-book, or the equivalent thereof in character and 
 amount, and a Journal Entry to change Set XI from Single to Double Entry. 
 
 The foregoing sets when worked out shall occupy about thirty pages of foolscap 
 (thirty-five lines to the page) or about forty pages of letter paper (twenty-eight lines 
 to the page). 
 
 Nore 2.—In each set and exercise, the transactions shall be dated according to the 
 
 ‘calendar of the year in which the set or exercise is worked out in the School. The name 
 of the month in the text-book need not be changed. 
 
 Writine.—Correct position and movement. Principles of letter formation. 
 Formation of a graceful, legible business hand. 
 
 SHORTHAND.—The .theory. Dictation and transcription. 
 
 TYPEWRITING—Copying documents. Transcription of shorthand notes. 
 Manifolding, letter-press copying. Touch system recommended. 
 
 Manvat TRAINING.—VFirst year: Drawing and woodwork. jo vs» 
 
 "att a | 
 
 s Pog Bt ee , 
 
 Second year: Drawing, and any one of the following: Wood-turning, 
 Forging, and Machine Shop Practice. For details see Appendix D. 
 
 Nore 1.—If the pupil has received two years’ manual instruction in the Public 
 School, approved by the Inspector, before entering the High School, the course in Wood- 
 turning or Forging outlined for the second year may be taken in place of the Wood- 
 work of the first year. 
 
 Nore 2.—The courses in Forging may be taken only by those who have had two years 
 in Woodworking, and that in Machine Shop Practice only by those who have previously 
 taken Forging or Woodturning. | 
 
 Hovusrnoip Scrmnce.—Needlework, cookery, sanitation, etc. Three courses. 
 For details see Appendix H. 
 
 (NoTE.—The first and second courses are to be taken only by those who have not 
 ‘already received instruction approved by the Minister; the second and third courses by 
 others. | 
 
 TI—MIpDLE SCHOOL 
 
 Encutsu Composition.—The Course of the Lower School in oral and written 
 composition continued and extended. Oral and written reproduction or abstracts. 
 Class debates. The study of models of prose-writing systematically taken up 
 towards the close of the course. 
 
 Notr.—The Debating and the Literary Society should supplement the work in this | 
 subject. 
 
26 
 
 ENGLISH LITERATURE.—The intelligent and appreciative study of authors, 
 both prose and poetry, including those prescribed for pass Junior Matriculation 
 into the University of Toronto. Systematic oral reading in class. Supplementary 
 reading provided by the pupils themselves or supplied from the school and the 
 
 public or other library. Memorization and recitation of choice passages from the 
 
 prescribed authors. 
 
 Notrr.—At this stage, the pupils should be able to begin to appreciate literature as 
 such. Besides works of the same character as those taken up in the Lower School, 
 other works of a subjective character may be added. The purpose and the spirit of the 
 author and the merits of his thoughts and style should now be moderately dealt with; 
 his defects should not be emphasized. The chief object is still the cultivation of a taste 
 for good literature, and the authors should be read partly in class and partly at home, 
 both silently and aloud. 
 
 History.—British History. Great Britain and Canada from 1763 to 1885, 
 with the outlines of the preceding periods of British (including Canadian) history. 
 
 Ancient History.—A brief outline of the history of the Oriental world. General 
 outlines of the history of Greece to the fall of Corinth, and of the history of Rome 
 to the death of Augustus, with a brief outline of the art, literature, philosophy, 
 and social life of the Greeks and the Romans. 
 
 GrocRAPHY.—The geography relating to the history prescribed. 
 
 Note 1—The details of the political history are less important than the causes and 
 the consequences of events; the social life, literature, art, etc., of the peoples; and the 
 eareers of their great men. The development of political institutions should also receive 
 attention. 
 
 Nore 2.—As in the Lower School, the work in history should be correlated with 
 that in litereture aud oral and written composition as well as in geography. The begin- 
 nings of civilization and of the Eastern nations should be studied in outline before the 
 periods prescribed in ancient history are taken up. The great contemporary movements 
 in the history of Europe should also be briefly discussed. 
 
 Note 3.—The pupils should write short essays on historical subjects. Nothing is 
 more valuable in teaching history than this, especially as it should involve wider 
 reading than that provided by the authorized school text. 
 
 ALGEBRA.—The course in the Lower School reviewed and continued. In- 
 
 dices, surds. Quadratics of one and two unknown quantities, the relation between 
 their roots and co-efficients. Simple ratio and proportion. Simple graphs. 
 
 GEOMETRY.—The course in the Lower School reviewed. A selection of the 
 leading propositions in Elementary Synthetic Geometry. Exercises and deduc- 
 tions on the propositions of the syllabus, the constructions in Practical Geometry 
 being such as naturally spring from the course in Geometry prescribed for the 
 Middle School. For the details of the course, see Appendix B, I. 
 
 LATIN AND GREEK.—The course in the Lower School continued. The special 
 study of the texts prescribed for pass Junior Matriculation into the University of 
 Toronto, with sight work. 
 
 FreENcH AND GERMAN.—The course in the Lower School continued. The: 
 
 special study of the texts prescribed for pass Junior Matriculation into the Beet 
 versity of Toronto, with sight work. 
 
 Puysics.—The Lower School courses reviewed. An experimental course de- 
 fined as follows, and including simple problems: 
 
 Electricity—Magnetism ; laws of magnetic attraction and repulsion; magnetic 
 
 lines of force; phenomena of induction; inclination and declination of the com- 
 pass. Production and detection of electricity. Electrical conductors and insu- 
 
de 
 
 lators; electroscopes and their construction; electrical conduction through air ; 
 radioactivity illustrated by means of uranium and thorium salts. Electrical con- 
 duction in liquids; electrolysis; electroplating and electrotyping. Voltameters, 
 storage and voltaic cells; electrical condensers; condensing electroscopes; simple 
 notions of potential; Ohm’s Law; electrical units; galvanometers and voltameters; 
 laws of resistance; divided circuits; experimental determination of current strength, 
 resistance, and electromotive force; current induction and its general laws; the 
 transformer, the induction coil, dynamo, telephone, motor, ether waves, Roentgen 
 rays, and wireless telegraphy. 
 
 Heat.—Nature and sources of heat; thermometers; maximum density of 
 water; relation between volume and the temperature of a gas (Charles’ Law) ; 
 absolute temperature; change of state; latent heat; specific heat; mechanical 
 equivalents of heat; transmission of heat. 
 
 Sound.—Vibrations: Transversal vibrations, illustrated with pendulums, rods, 
 strings, membranes, plates; longitudinal vibrations illustrated with rods, strings, 
 and columns of air. The use of the manometric flame... Production, propagation, 
 and detection of sound waves. Velocity of sound, pitch; standard forks (acoustical 
 C = 512, musical A = 870). Intervals; harmonic scale; diatonic scale; equally 
 tempered scale. Vibration of air in organ pipes; nodes and loops in vibrating 
 air columns and in vibrating strings; wave lengths and velocity relations. Laws 
 of vibration of strings; interference phenomena; beats; resonance; reflection and 
 absorption of sound. 
 
 Light—tThe ether, the wave theory of light, rectilinear propagation, image 
 through a pin hole, beam, pencil; photometry; shadow and grease spot photometers ; 
 reflection and scattering of light; laws of reflection, images in plane mirrors, 
 multiple images in inclined mirrors, concave and convex mirrors, critical rays; 
 drawing images, refraction, laws, and index of refraction; total reflection; path 
 through a prism; lenses; drawing image produced by a lens by use of critical rays. 
 Simple microscope; dispersion and colour; spectrum; recomposition of light; pro- 
 jection lantern. 
 
 Curmistry.—The Lower School course reviewed. Physical and chemical 
 changes. Elenients, compounds, mixtures, and solutions. Fundamental chemical 
 laws and principles, as definite proportions, multiple proportions, reciprocal pro- 
 portions, constancy of mass, equivalence and valency. Rate of chemical reaction 
 and the‘conditions that affect it. Avogadro’s hypothesis and its applications. 
 Ionization in solution. Properties of acids, bases, and salts. Types of chemical 
 reactions, as oxidation, reduction, replacement, neutralization of acids and bases, 
 catalytic action. Reactions in solutions. 
 
 The practical study of the following elements and their more important com- 
 pounds for the purpose of learning their chemical properties and reiationships, 
 illustrating the laws and principles of Chemistry, and learning something of the 
 -eommercial and industrial uses and preparation of materials derived from them: 
 
 Hydrogen, Oxygen, Sulphur, Sodium, Potassium, Nitrogen, Chlorine, Bro- 
 mine, Iodine, Carbon, Calcium, Strontium, and Barium. 
 
 Quantitative exercises throughout the course. 
 
 Norre.—Reciprocal Proportions and Valency will not form part of the work for the 
 examinations until after the midsummer of 1912. 
 
28 
 
 Art.—The Lower School course reviewed and the following subjects extended: 
 
 Representation: In the various mediums: charcoal, crayon, pencil, water- 
 colour, monochrome, and pen and ink; the drawing and painting of landscapes 
 from nature; a few typical problems in parallel and angular perspective; the 
 drawing and painting of common objects and of specimens from nature; draw- 
 ing from the cast; pose drawing. 
 
 Ornamental Design: The study and application of Historic Ornament; the 
 mounting of drawings; plain and ornamental lettering suitable for drawings, 
 booklets, book covers, calendars, programmes, school announcements, ete.; a study 
 of the Historic styles of Architecture. 3 
 
 IJI—Urrrr ScHoou 
 
 EnGLisH Composition AND RHETORIC.—The Middle School course continued 
 and extended. Course still both oral and written. Class debates. Critical study 
 
 of prose models. The principles of effective expression (rhetoric) systematically 
 studied. 
 
 Note.—As in the Middle School, the Debating and Literary Society should supple- 
 ment the work in this subject. 
 
 ENGLISH LITERATURE.—The intelligent and appreciative study of authors, 
 both prose and poetry, including those prescribed for honour Junior Matriculation ~ 
 into the University of Toronto. Systematic oral reading in class. Supplemen- 
 tary reading provided by the pupils themselves or from the school and the publie 
 library. Memorization and recitation of choice passages from the prescribed 
 authors. 
 
 Notre.—At this stage the pupil should be able to read literature still more apprecia- 
 tively; but the chief object continues to be the cultivation of a taste for good literature, 
 and critical study should be subordinated thereto. 
 
 MEDIA‘VAL AND Moprern History.—General outline of Medizval and Modern 
 European History, with special reference to British History. 
 
 The geography relating to the history prescribed. 
 
 For the details of the courses and suggestions as to the mode of study, see 
 Circular 11. 
 
 NNoTtE.—The subject should be dealt with as in the Middle School, but here, in 
 particular, the comparative method should also be employed as far as practicable. The 
 continuous history of Great Britain and Ireland and of the colonies should be taken 
 up concurrently with that of the other European States. It is recommended that in 
 connection with English composition, each pupil should select one or more historical 
 topics to which he will devote special attention, utilizing for the purpose the books of 
 reference available in the school, public, and other libraries. 
 
 ALGEBRA.—Work of Middle School reviewed and extended. Theory of divi- 
 sors. Ratio, proportion, and variation. Progressions. Scales of notation. Per- 
 mutations and combinations. Binomial theorem. Interest forms, annuities, and 
 sinking funds. , 
 
 GEOMETRY.—T'he course in Geometry of the Middle School reviewed and con- 
 tinued. An introductory course in Co-ordinate Geometry of the point, the straight 
 line, and the circle. For the details of the course, see Appendix B, 2. 
 
 TRIGONOMETRY —Trigonometrical ratios with their relations to one another; 
 sines, etc., of the sum and difference of angles with deduced formule. Use of 
 Logarithms. Solution of triangles. Expression for the area of triangles. Radii 
 of circumscribed, inscribed, and escribed circles. 
 
29 
 
 Latin AND GREEK.—Course of the Middle School in grammar and composi- 
 tion continued. The special study of the authors prescribed for honour Junior 
 Matriculation into the University of Toronto, with sight work. 
 
 FRENCH AND GERMAN.—Course of the Middle School in grammar and com- 
 Position continued. The special study of the authors prescribed for honour 
 Junior Matriculation into the University of Toronto, with sight work. 
 
 Puysics. 1. Mechanics—Measurement of velocity; uniformly accelerated 
 rectilinear motion; metric units of force, work, energy, and power. Momentum; 
 energy, force and momentum relations; equilibrium of forces acting at a point; 
 triangle, parallelogram, and polygon of forces; parallel forces; principle of 
 moments; centre of gravity; laws of friction; numerical examples. 
 
 2. Properties of matter—An experimental course illustrating the following 
 topics: Constitution of solids, liquids, gases; energy; transmutation of energy; 
 ‘conservation of energy; kinetic theory of matter. Boyle’s and Charles’ Laws; 
 Avogadro’s Hypothesis. Heat, a mode of motion; absolute temperature; mechan- 
 ical equivalent of heat. : 
 
 Fluid pressure at a point; pressure on a horizontal plane, pressure on an in- 
 clined plane, resultant vertical pressure and resultant horizontal pressure, when 
 liquid is under air pressure and when it is not; transmission of pressure; Bramah 
 press; equilibrium of liquids in contact; with calculations relating to the preced- 
 ing. 
 
 The barometer, isobars, weather forecasting. The siphon. Surface tension 
 phenomena; surface energy illustrated with applications to filtration, dyeing, and 
 agricultural problems. Flow of liquids—Torricelli’s theorem, Bernouilli’s 
 theorem; variation of pressure with velocity of flow of liquid, with application to 
 atomizers, Bunsen filter pumps, aspirators, forced draughts, ball nozzles, and 
 curves of a baseball or golf ball. 
 
 CHEmIsTRY.—An experimental course defined as follows: 
 
 Chemical theory of the Lower School reviewed and continued. Reac- 
 tions, rates of reactions, reversible reactions, chemical equilibrium. The prac- 
 tical study of the following elements, with their most characteristic com- 
 pounds, having regard to Mendelejeft’s classification of the elements, and some 
 of the most important economic and industrial applications: Hydrogen, Sodium, 
 Potassium, Magnesium, Zinc, Calcium, Strontium, Barium, Boron, Aluminum, 
 Carbon, Silicon, Tin, Lead, Nitrogen, Phosphorus, Arsenic, Antimony, Bismuth, 
 Oxygen, Sulphur, Fluorine, Chlorine, Bromine, Iodine, Manganese, Iron, Copper, 
 Nickel. 
 
 MINERALOGY.—An experimental course defined as follows :— 
 
 General chemical composition of the earth’s crust. Meaning of term mineral ; 
 crystalline state of matter; physical character of minerals, hardness, streak, lustre, 
 specific gravity, studied from actual specimens. Meaning of terms, rock, ore. The 
 rock-forming minerals, Calcite, Quartz, Orthoclase, Plagioclase, Muscovite, Bio- 
 tite, Hornblende, Pyroxene, Olivene, studied from hand specimens. Examination 
 of hand specimens of the following rocks: Igneous—Granite, Syenite, Duiorite, 
 Gabbro, Diabase, Basalt. Aqueous—Sandstone, Conglomerate, Shale, Limestone. 
 Metamorphic—Marble, Gneiss, Slate, Schists. Veins—kinds, how formed, how 
 filled. : 
 
 - 
 
30 
 
 Determination of the following with the aid of simple mineral tables: Mag- 
 netite, Hematite, Pyrite, Galena, Gypsum, Halite, Graphite, Mispickel, Pyrolu- 
 site, Stibnite, Zine blende, Chalcopyrite. Occurrence of gold, silver, coal. Chief 
 deposits of economic minerals in Canada. 
 
 Note 1.—The Lower School course in Geology (under Geography) should be 
 reviewed in connection with the study of the minerals. 
 
 Note 2.—Many of the minerals in the above list can be found in any well developed 
 gravel pit or stone pile, or the glacial boulders scattered: widely over Ontario. Pupils 
 should be required to make excursions in the neighbourhood of the school for the purpose 
 of obtaining them and observing the geological formations. 
 
 Note 3.—The determination of the minerals shall be made by observation of their 
 physical properties and by means of the blow-pipe. 
 
 BioLtoay.—Zoology.—The practical study of the external form and of the 
 prepared skeleton of the various types prescribed. Prepared dissections may he 
 used to supplement class dissection. Drawing by the pupils of their dissections is 
 a necessary part of the course: 
 
 The Fish: Any one of the common fresh water fishes of Ontario; special at- 
 tention to the organs of locomotion, circulation, respiration. As several species 
 are easily obtainable, this class may be employed for studying the principles of 
 zoological nomenclature. 
 
 The Frog: Comparison with the fish as to the organs above mentioned. Ob- 
 servation of the development of the spawn of one or more Amphibia. 
 
 The Reptile: A turtle and a snake. Comparison of both with a lizard. 
 
 The Bird: Special attention to the plumage, the bill and feet, and the modi- 
 fications of the skeletal, muscular, and respiratory systems in connection with 
 aerial life. Study of birds in relation to agriculture. 
 
 The Mammal: Characteristics of the chief domesticated and wild mammals of 
 Ontario, as well as the main facts of internal structure of one of the smaller forms - 
 (e.g., the rabbit or cat). Comparison of the teeth and feet of the pig, horse, 
 sheep, rabbit, dog, mole, bat. | 
 
 The crayfish as a type of the arthropods. Comparison of the external form 
 of the crayfish with that of an insect (e.g., grasshopper, cricket, cockroach), also 
 with that of a millipede and a spider. Insects injurious to vegetation; the methods 
 of combating their attacks. 
 
 Unsegmented and segmented worms (é.g., a planaria and an earth worm). 
 
 Fresh-water mussel and snail. 
 
 A fresh-water unicellular animal, such as an amoeba or parameecium. 
 
 The natural habits of the various animals studied in relation to their struc- 
 ture. 
 
 A general view of classification based upon comparisons of the types studied. 
 
 Notre.—Models are desirable for demonstration purposes. 
 
 Botany.—The practical study of representatives of the flowering plants of 
 the locality in which the school is situated, and representatives of the chief sub- 
 divisions of cryptogams, such as a fern, a lycopod, a horsetail, a liver-wort, a 
 moss, a lichen, a mushroom, a chara, and a spirogyra—with a general view of 
 classification. An elementary knowledge of the microscopic structure of the bean 
 and the maize or other types of the dicotyledons and monocotyledons. Drawings 
 and descriptions of parts of plants, and classification. Comparison of different 
 organs; morphology of root, stem, leaves, hair, parts of the flower; reproduction 
 of flowering plants, pollination, fertilization and the nature of fruits and seeds. 
 
31 
 
 Laboratory course in plant physiology, with studies of protoplasm, osmosis, ab- 
 sorption of food material; culture fluids, transpiration, digestion, respiration, 
 growth, and movement. Common economic fungi (a collection to be made) with 
 further study of fungous diseases. 
 
 GENERAL AND SPECIAL COMMERCIAL COURSES 
 
 38.—(1) When not already prescribed, one or more of Book-keeping and 
 Business Papers, Writing, Shorthand, and Typewriting may be taken as part of one 
 of the courses provided for under Reg. 34 (2). A Commercial Course, however, 
 consists of subjects which are especially suitable as a preparation for business life; 
 and all or most of them must be taught apart from the subjects of the other 
 courses, either in the same or in a different school. Such courses, also whether of 
 one or more years, are, by The Industrial Education Act, now under the control of 
 the Advisory Commercial Committee, which has power, subject to the approval of 
 the Minister and the Board, to prescribe the courses for its own school and to pro- 
 vide for examinations and diplomas. As a basis for organizing suitable courses, 
 suggestive General and Special Commercial ‘Courses are given below. These the 
 Advisory Commercial Committee may modify to suit local conditions. ot 
 
 (2) For admission to any of the Commercial Courses, pupils must have been 
 duly admitted by a High School Entrance Board. 
 
 (3) The Regulations relating to Religious Instruction, Morals and Manners, 
 and Physical Culture, apply also to the Commercial Courses. 
 
 (4) In schools where the four years’ course cannot be taken up, the work of the 
 first year might be taken by all pupils, and that of the second and third years modi- 
 fied to meet local conditions; and in all schools pupils preparing for office work 
 alone might take one of the special courses in Book-keeping or Shorthand. 
 
 (5) When practicable, an arrangement should be made with business houses 
 for actual practice in business offices by the pupils during part of the Summer holt- 
 days. Boards might make such practice a condition of obtaining the Senior Com- 
 mercial Diploma. 
 
 I. GENERAL COMMERCIAL COURSE 
 First Year 
 
 ENGLISH LITERATURE: The course of the Lower School. 
 
 Reapina: The course of the Lower School 
 
 Grammar AND Composition: The formal grammar needed as a basis for a 
 course in practical English. 
 
 Oral and Written Composition: Elements of Narration, Description, Expo- 
 ‘sition, and Argumentation. The systematic and careful application of the prin- 
 ciples of good English to the correction of mistakes made by the pupils in speak- | 
 ing and writing. Class debates. 
 
 Lerrer Writtnc: The arrangement, punctuation, and form of letters of in- 
 troduction, application, and invitation ; advertisements, notices, orders. 
 
 SPELLING: Words in common use, commercial terms, common geographical 
 names; names of noted persons. _ 
 
 History: The leading events of British and Canadian history (the Public 
 School Histories). ‘The influence of geographical conditions upon political, com- 
 mercial, and industrial development. 
 
 GrograpHy: -The principles and conditions underlying Commercial Geo- 
 graphy: § il and climate and their effect on production; seas, mountains and 
 
 3 H.S. 
 
32 
 
 rivers and their effect on production, communication, transportation; the distri- 
 bution of population; agricultural, manufacturing and commercial countries. The 
 application of the principles to the continent of North America. 
 
 ARITHMETIC: Review of elementary work. Decimals, percentage and its ap- 
 plication to loss and gain, trade discount, commission, stocks, insurance, taxes, 
 duties, interest, and discount. Hlementary mensuration. 
 
 Rapip CALCULATION: A systematic drill on number combinations, with some 
 attention to short cuts and approximate methods. 
 
 ALGEBRA: The course of the Lower School. 
 
 SHORTHAND: A course in Isaac Pitman’s shorthand. 
 
 WritTIne: Special attention to position and movement. The formation of a 
 graceful business hand. Five periods a week. 
 
 BooKKEEPING AND Business Paprrs: Simple business forms; receipts, pro- 
 missory notes, drafts, orders, deposit slips, cheques, bank drafts, bills of goods, in- 
 voices, accounts, endorsement and consequent liability. 
 
 Double and Single Entry, involving the use of Journal, Cash Book, Invoice 
 Book, Sales Book, Bill Book, Ledger. Financial statements, closing the ledger, 
 changing from Single to Double Entry. 
 
 Options.—Any one of the following: 
 
 (1) Drawing: The course of the Lower School. 
 
 (2) French or German: Studied with a view to use in reading 
 and in speech. 
 
 (3) Science: Elementary work in Botany and Physics, as a basis 
 for the study of commerce. 
 
 Second Year 
 
 ENGLISH LITERATURE: The course of the Lower School, continued. Reading 
 to be taken with Literature. 
 
 Composition: The course of the First Year continued. 
 
 History: Outline of British and Canadian history, with special attention to 
 the period from 1688 to the present. The elements of the civil government of 
 Britain and Canada, and the duties of citizenship. 
 
 GrograpHy: A study of the principal materials of commerce, including the 
 raw materials, processes of preparation or manufacture, and the products. The 
 list should include food stuffs, textile fabrics, building material, and material for 
 use in the arts. 
 
 Note.—For the proper development of this course a museum of commercial products 
 and lantern slides or mounted photographs for purposes of further illustration are very 
 desirable. 
 
 ARITHMETIC: The course of the First Year reviewed and extended. ‘Trade 
 discounts, banking operations, analysis of trading and profit and loss accounts, 
 simple partnership problems, compound interest. 7 
 
 SHORTHAND: Speed of 80-100 words a minute. 
 
 TYPEWRITING: The touch method; letter writing; addressing envelopes, post- 
 cards, and wrappers; legal forms. Speed of 30 words a minute. Transcription of 
 shorthand on the typewriter of 12-15 words a minute. 
 
 Writinc: The course of the First Year continued. ‘Two periods a week. 
 
 BooKKEEPING: Use of special columns in books of original entry. Partner- 
 ship and the sharing of profits by different methods. Commission business. Bank- 
 ing transactions: Deposits, withdrawals, discounts, collections. Freight, duty, dis- 
 
33 
 
 count, and bad debts accounts. Division of merchandise and expense accounts 
 into various subordinate accounts. Trading account, profit and loss account, and 
 balance sheet, with percentage calculations. 
 Business Law: Contracts, negotiable paper, payments, Pee aD 
 Oprions.—Any one of the followin: 
 (1) Drawing: Mechanical Drawing. 
 (2) French or German: Course of First Year continued. 
 (3) Science: Elementary Chemistry, for later use in the study of 
 material. 
 
 Third Year 
 
 ENGLISH LITERATURE: The course of the Middle School. 
 
 CompPosITION: The course of the preceding year continued and extended with 
 special attention to oral composition and class debates. This course should be 
 systematically correlated with the work in History and Geography. 
 
 Hisrory: A general outline of commercial and industrial history, with special 
 attention to the development of the last century. 
 
 GroGRAPHY: Distribution of the commodities of commerce. Hxtractive and | 
 manufacturing industries. Markets. Means of communication and transporta- 
 tion. 
 
 Economics: A general outline, including the elements of production, land, 
 labour, capital; organization for production, of labour, of capital; distribution 
 of the product as wages, interest, profits, rent. 
 
 ARITHMETIC: The course of the previous year extended, compound interest, 
 annuities, sinking funds, partial payments, averaging accounts, eee of accounts 
 and of financial statements. Foreign Exchange. 
 
 . BOOKKEEPING AND ACCOUNTING: Self-balancing ledgers, analysis sheets for 
 expense, and for departments, company accounts, partnership adjustment, manu- 
 facturing accounts, cost accounting, goodwill, depreciation, reserve. Financial 
 statements. Simple auditing. 
 
 Bustness Law: Review of previous year’s work. Relation of buyer and 
 seller, shipper and carrier, principal and agent, payments. Bills of Exchange Act. 
 Partnership. Dominion Companies’ Act. Ontario Companies’ Act. 
 
 Oprions.—Any one of the following: 
 (1) Shorthand and typewriting. 
 (2) Drawing: Design. 
 (3) French and German, continued. 
 (4) Science: Chemistry, continued. 
 
 Fourth Year 
 
 Engiisi LireraATurE: The course of the previous year extended. 
 
 Composrrion: The course of the previous year extended. 
 
 History: Some of the leading questions of the day treated historically. Dis- 
 coveries and inventions. Strikes and Trade Unions. Tariffs and Commercial 
 Treaties. Growth of the British Colonies. 
 
 Grocrapiy: The economic development of some of the leading industries of 
 Canada treated geographically and historically. Wheat, iron and steel, fruit, dairy 
 produce, etc. 
 
34 
 
 Economics: Money and the mechanism of exchange. Value, price, supply 
 and demand. Home, import, and export trade. The organization of the means 
 of communication and transportation. Customs and foreign tariffs. 
 
 ARITHMETIC: The course of the previous year extended. ‘The use of 
 logarithms, and interest tables. 
 
 BOOKKEEPING AND ACCOUNTING: Practical problems in accountancy, including | 
 the theory and practice of accounts, the analysis of accounts and of financial 
 statements. Accounts of non-trading concerns. Revenue and Expense account. 
 Methods of reducing labor in bookkeeping. 
 
 The purpose and method of the audit and the report upon the financial con- 
 dition of the business. 
 
 BANKING AND FINANCE: The banking system of Canada, and the organiza- 
 tion of the chartered banks. Comparison of the chartered banks with the National 
 banks of the United States. The Bank of England. The Money Market. 
 
 Oprions.—Any one of the following: 
 (1) French or German. 
 (2) Drawing: Industrial design. 
 (3) Industrial chemistry. 
 
 NotTEe.—In the foregoing course Algebra may be continued through the four years, if 
 desired. 
 
 Il. SpeciAL COMMERCIAL COURSES 
 
 Bookkeeping Course 
 
 Furst Year: 'The work of the First Year of the General Course. 
 
 Second Year: The work of the Second Year of the General Course. 
 
 Third Year: The literature, composition, economics, arithmetic, and busi- 
 ness law of the Third Year of the General Course, together with— 
 
 (1) The same option continued. 
 
 (2) A review of the shorthand and typewriting of the Second Year of the 
 General Course. | 
 
 (3) The Bookkeeping of the Third Year of the General Course, but treated 
 _ more fully and from the point of view of practice. 
 
 Shorthand Course 
 
 Furst Year: The work of the First Year of the General Course. 
 
 Second Year: The work of the Second Year of the General Course. 
 
 Third Year: The Literature, Composition, Economics, and Business Law of 
 the Third Year of the General Course, together with— 
 
 (1) The same option continued. 
 
 (2) Review of the bookkeeping of the Second Year of the General Course. 
 
 (3) Shorthand: Speed of 125 words a minute, and a eta on the type- 
 writer at 25 words a minute. 
 
 (4) Typewriting: Speed of forty words a minute, centring, tabular work, 
 specifications, legal forms, copying processes, filing documents. 
 
 GRADUATION DIPLOMAS 
 39.—(1) High School Graduation Diplomas may be awarded to pupils whose 
 conduct has been Sauinfactors: and who have See the prescribed courses, as 
 follows: 
 
35 
 
 (a) A Junior Diploma, for a Middle School course or for a Commercial course 
 of at least two years; and 
 
 (b) A Senior Diploma for an Upper School course or for a Commercial course 
 of at least three years. 
 
 (2) Hach graduation Diploma shall specify the course the candidate has 
 taken. 
 
 (3) For the Commercial Diplomas, the examination shall be conducted by 
 the staffs of the schools and any other examiners appointed by the Advisory Com- 
 mercial Committee. 
 
 (4) For the other Diplomas, the Boards may hold their own examinations or 
 may use the Departmental examinations. 
 
 (5) All Diplomas shall be signed by the Chairman of the Board of Trustees 
 and the Principal of the School. On the report of the High School Inspectors, the 
 Senior Diplomas may be signed also by the Minister, on application of the Boards 
 concerned. 
 
 Notre.—The forms for the Graduation Diplomas will be provided by the Minister. 
 
 INSPECTION 
 
 40.—(1) Every High School Inspector, while officially visiting a school 
 shall have supreme authority in the school, and may direct teachers and pupils in 
 regard to any or all of the exercises of the schoolroom. He shall make enquiry 
 and examination, in such manner as he may think proper, into the qualifications 
 and the efficiency of the staff, the adequacy and the suitability of accommodations 
 
 _ and equipment of the school, and all matters affecting the progress and the health 
 
 and comfort of the pupils. He shall report to the Minister of Education, with his 
 recommendations, the result of his enquiry and examination, within ten days after 
 the close thereof, and shall also from time to time report any violation of the 
 Schools Act, or the Regulations of the Department of Education in the case of the 
 schools for which he is inspector. 
 
 (2) The following schedule prescribes the number of ne to be devoted, as 
 far as practicable, by the Inspector to each class of school: 
 
 No. of Teachers. No. of Days. | No. of Teachers. No. of Days 
 2 1 7-8 34 
 3 14 9-12 4 
 4 2 12-15 5 
 5-6 3 
 
 For a staff of over 15 teachers the number of days shall be at least five and 
 so much more time as shall enable him to report fully upon the condition of the 
 school. 
 
36 
 
 EXTRACTS FROM THE DEPARTMENT OF EDUCATION AND THE 
 HIGH SCHOOL ACTS 
 
 Sections 28 Department of Education Act, and 48, 49, 52 and 75, High School Act. 
 
 DUTIES OF TEACHERS 
 
 (1) No person shall be appointed principal of a high school unless he is a 
 graduate in Arts of a University within the British Dominions, and furnishes 
 satisfactory evidence to the Minister of his knowledge of the science and art of 
 teaching, and of school organization and management. 
 
 (2) No person shall be appointed assistant teacher in a high school who does 
 not possess the qualifications prescribed by the Regulations. 
 
 (3) Every teacher of a high school shall, in the organization, discipline, man- 
 agement, and classification of the pupils be subject to the Regulations. 
 
 SCHOOL YEAR 
 
 (1) The school year shall consist of three terms: the first shall begin on the 
 first Tuesday of September and end on the 22nd of December; the second shall 
 begin on the 8rd of January and end on the Thursday before Easter Day; and the 
 third shall begin on the second Monday after Easter Day, and end on the 29th of 
 June. 
 
 (2) Every Saturday, every public holiday and every day proclaimed a holiday 
 by the council of the municipality in which the school is situate shall be a school 
 holiday. 
 
 AUTHORIZED BOOKS 
 
 (1) A teacher shall not use or permit to be used as a text-book in a high 
 school any book except such as is authorized by the Regulations, and the Minister, — 
 upon the report of the inspector, may withhold the whole or any part of the legis- 
 lative grant in respect to any high school in which any unauthorized book is so 
 used. 
 
 (2) Subject to the Regulations, an authorized textbook in actual use in a 
 high school may, with the written approval of the board, be changed by the teacher 
 for any other authorized text-book on the same subject. 
 
 (3) If a teacher negligently or wilfully permits an unauthorized book to be 
 used as a text-book by the pupils of his school, the Minister on the report of the 
 inspector may suspend such teacher, and the board may also deduct from his salary 
 a sum equal to so much of the legislative grant as has been withheld on account of 
 such use or any less sum at its discretion. 
 
 (4) A teacher, trustee, inspector, or other person officially connected with 
 the Department, or with any normal, model, public, or high school or collegiate 
 institute, or other institution which is under the management or control of the 
 Department, shall not sell or become or act as agent for any person to sell or to pro- 
 mote in any way the sale of any school library, prize or text-book, map, chart, 
 school apparatus, furniture, stationery, or other article for the use of any normal, 
 model, public, or high school, collegiate institute or other institution aforesaid or 
 for the use of any pupil thereof, nor shall he receive, directly or indirectly, compen- 
 sation or other remuneration or the equivalent for so doing. 
 
37% 
 
 (5) For any contravention of subsection 1 a teacher shall incur a penalty of 
 $50; a trustee shall incur a penalty of $100; an inspector shall incur a penalty of 
 $500; and any other person so officially connected shall incur a penalty of $100. 
 
 N.B.—A trustee, teacher, inspector, or officer of the Department of Educa- 
 tion who is concerned or interested in the sale of books or supplies, and anyone 
 employing or paying him to act as agent or otherwise, is liable to the penalties 
 umposed by The Department of Education Act. 
 
 AGREEMENTS 
 
 (1) A teacher who enters into an agreement with a board for one year and 
 who serves under such agreement for three months or over, shall be entitled to 
 be paid his salary in the proportion which the number of days during which he 
 has taught bears to the whole number of teaching days in the year. 
 
 (2) A teacher shall be entitled to his salary, notwithstanding his absence 
 from duty on account of sickness for a period not exceeding four weeks in any 
 one year of his employment, if the sickness is certified to by a physician; or in a 
 case of acute inflammatory condition of the teeth or gums, by a licentiate of dental. 
 surgery, but the period of four weeks may in any case of sickness be allowed, and 
 extended, at the pleasure of the Board without a certificate. 
 
 (3) A high school inspector may, on the complaint of a board, suspend the 
 certificate of a teacher who wilfully neglects or refuses to carry out his agreement 
 with the board, but the teacher may appeal to the Minister, who may make such 
 order with regard to the suspension as he may deem proper. 
 
 (4) All matters of difference between boards and teachers in regard to 
 salary or other remuneration, whatever may be the amount in dispute, shall be 
 determined in the Division Court of the division in which the cause of action 
 arose: subject to the same right of appeal as under The Public Schools Act. 
 
38 
 
 Appendix A 
 
 LOWER SCHOOL COURSES IN ELEMENTARY SCIENCE AND 
 AGRICULTURE 
 
 ZOOLOGY. 
 
 General Scope of the Work: In this course in elementary Zoology- the two 
 sides of animal study are distinguished and outlined. On the one hand, is pre- 
 scribed a general laboratory course which embodies the simple morphological study 
 of common forms, representing the chief animal types. On the other hand, an 
 outline of work on the natural history side of the subject is suggested. These 
 are not two distinct courses. It is intended that the work of the laboratory shall 
 be such as to help in the interpretation of the outdoor observations and incite to 
 deeper enquiry; while the studies in natural history will make the indoor study 
 interesting and necessary. The work in natural history will be a logical and safe 
 foundation for the work in science taught through modern laboratory methods. 
 
 Outdoor Work: The teacher’s immediate responsibility lies in the laboratory 
 work. Outdoor work, which will of necessity vary with the locality, must be carried 
 on to a very large extent without his direct supervision. But the teacher should 
 encourage and direct the pupils, devoting a fair portion of the time of the class 
 to discussions and reports on their independent work. Arrangements should he 
 made for field excursions on suitable occasions. 
 
 A separate record of outdoor observations shall be kept by the pupils. 
 
 Indoor Study of Living Animals: The morphological studies in the laboratory 
 are, wherever possible, to be supplemented or preceded by observation on living 
 specimens. For this purpose, provision will be needed for suitable aquaria and 
 vivaria, where the moving, breathing, and feeding of the living animals may be 
 within ready view of the pupils. Moreover, these morphological studies are not to 
 end in the study of form; behind the observation of the form, there must be a 
 constant effort to interpret the MEANING of the form, to show the relation of form 
 and function. 
 
 School Museum: For progress in the natural history side of the subject col- 
 lections of specimens of the local fauna will have to be made. The school museuin 
 should be a thing of gradual growth, and great care should be taken in the selec- 
 tion of the material. As occasion offers, it should be provided with specimens of 
 local fish, frogs, reptiles, birds, insects, ete. 
 
 Agriculture: In order to provide for pupils whose future interests may be iden- 
 tified with some form of rural activities, suitable options have been provided below 
 under the heading, Work in Agriculture. For assistance in introducing or carry- 
 ing on this work, teachers should apply to the Director of Elementary Agricultural 
 Education, Ontario Agricultural College, Guelph, who will supply material for 
 demonstration and experimental plots, as well as instruction sheets. 
 
 Options—Throughout the courses pupils may choose between the Outdoor 
 Work in Science and the Work in Agriculture. Once made, the choice must be 
 maintained throughout the course. 
 
 
 
 
 
39 . 
 First YEAR—SEPTEMBER AND OCTOBER 
 Laboratory Work 
 
 INVERTEBRATES.—Class study of a grasshopper, a spider, a centipede. 
 
 1. Comparison of a grasshopper with a cricket or cockroach, leading to the 
 recognition of the order Orthoptera. 
 
 2. Study of one of the following representatives of the other orders: a butter- 
 fly, a bee, a potato-beetle, a house-fly, a dragon-fly. 
 
 VERTEBRATES.—Birds: Study of the external characteristics of a domestic 
 fowl, pigeon or other common bird; instruction regarding the protection of birds 
 by law. Comparison of the bills, wings, legs, and feet of different types of birds. 
 Chief skeletal characteristics of birds. Structure of feathers. 
 
 Outdoor Work 
 
 Observation of the habits and development of the insects studied in the labora- 
 tory; preparation of a small collection of insects; how insects visit and use flowers; 
 how spiders weave their webs and secure their food; collection of caterpillars for _ 
 observation of their metamorphosis during the following winter and spring. 
 
 Recognition of the common wild birds of the locality; observation of their 
 habits and of their adaptation to their different modes of living; times and modes 
 of their southward migrations; recognition of the different varieties of pigeons, 
 ducks, geese and chickens that may be seen in the neighbourhood or at fall fairs.— 
 For the Winter: Observation of the winter birds, their feeding habits, their 
 dangers, their modes of protection. 
 
 Work in Agriculture 
 
 Pouuttry.—Characteristics of different breeds of domesticated fowl; best 
 methods of housing, feeding, managing, fattening, dressing, and marketing fowl; 
 preserving eggs. 
 
 Bers.—Origin of breeds, management, habits, and value to fruit growers. 
 
 Aprit, May, AND JUNE 
 Laboratory Work 
 
 INVERTEBRATES.—Class study of the mosquito, the fresh water clam and the 
 earthworm. hoe pee 
 
 VERTEBRATES.—Vishes: Study of the external characteristics of a common 
 fish. Chief skeletal characteristics. Structure of gills and the manner of 
 breathing. 
 
 Ampuipians: Study of the external characters of a common frog; of its 
 development from the egg. Economic importance of frogs and toads. 
 
 Outdoor Work 
 
 Observations on the life histories and habits of economic insects, such as 
 those suggested for study in the next term; collections of these insects; observa- 
 tions on the prevalence of mosquito larve in wet places and their destruction by 
 kerosene: observations of the means employed by gardeners and others for com- 
 bating insect pests; examination of spraying appliances; observations on bee-keep- 
 ing and the production of honey. 
 
40 
 
 Observation of the habits of earthworms, such as their appearance after rain, 
 their castings on the garden paths, their depth in the ground in dry weather, their 
 injury to lawns, their destruction by robins. | 
 
 Recognition of the common fish of the district and observation of cree 
 habits; observation of the food fish sold in the local market; methods of rearing 
 fish in government fish hatcheries. 
 
 Recognition of the common frogs, tree frogs, toads, and salamanders; obser- 
 vations of their habits and calls. 
 
 Observations of spring migrations of birds, and the feeding and nesting habits 
 of summer residents; recognition of bird songs. 
 
 SECOND YEAR—-SEPTEMBER AND OCTOBER 
 
 Laboratory Work 
 
 INVERTEBRATES.—Class study of examples of such beneficial and injurious 
 insects as may have local interest in affecting field crops, gardens, orchards, forests, 
 cattle, or the household. 
 
 VERTEBRATES.—Mammals: Study of the external characteristics of a cat, 
 dog, or rabbit; comparison of the hair, teeth, feet, and locomotion of some typical 
 mammals; chief skeletal characteristics of a mammal, such as the cat, including 
 recognition and relationship of the larger bones. 
 
 Outdoor Work 
 
 Observation of the conspicuous insect pests of the season, the methods of 
 attack, the injury done by them, the effect of spraying or other treatment; col- 
 lection of economic insects. 
 
 Recognition of habits of our wild and domestic mammals; economic uses of 
 domesticated mammals; recognition of the different breeds of farm animals, horses, 
 cows, sheep, swine; comparison of the different breeds of dogs, cats, rabbits; pre- 
 paration for winter and winter habits of wild animals found in the district; uses 
 and values of skins and furs. 
 
 Work in Agriculture 
 
 Live Srocx.—Characteristics of different breeds of farm animals, their 
 origin, uses, care, feeding, and breeding; judging and marketing. 
 INsEcTS.—Special study of economic insects; spraying mixtures, and spraying 
 machines. 
 Aprit, MAy, AND JUNE 
 
 Laboratory Work 
 
 INVERTEBRATES.—Class study of a crayfish and a wood louse (Onitscus). 
 
 VERTEBRATES.—Reptiles: Study of the external characteristics of a snake and 
 a turtle. 
 
 ReEVIEw.—General view and comparison of the characteristics of the larger 
 groups of animals taken up in the course, summarizing and classifying. 
 
 Outdoor Work 
 
 Continuation of the observation of the life and habits of birds and other 
 animals studied previously. 
 
 Recognition of the common snakes and turtles of the locality and observation 
 of their habits; how they pass the winter; how. the young are hatched. 
 
 
 
 
 
41 
 
 BOTANY 
 
 Remarks similar to those introducing the course in zoology will apply also 
 to the work in botany. In particular it is urged upon the instructor that he 
 should constantly stimulate the effort to interpret the meaning of the forms under 
 -observation—to discover where possible the relation between form and function. 
 
 First YEAR—SEPTEMBER AND OCTOBER 
 
 Laboratory Work 
 
 The Plant as a whole: A detailed study of some common plant, such as a 
 petunia or a buttercup, taking up the structure and functions of all the parts in 
 succession; root, stem, foliage-leaves, flower leaves, fruit, and seed; the study at 
 this stage to be such as can be carried on with the aid of an ordinary lens. 
 
 Fruits: Structure and classification of the simpler fruits, such as pea or bean, 
 shepherd’s purse, poppy, apple, tomato, grape, plum, maize or wheat, maple, ete. 
 Adaptations for dispersal of seeds. 
 
 Seeds: Practical study of some common seeds, such as pea, bean, morning- 
 glory, representing dicotyledons; maize, wheat, onion, representing monocotyle- 
 dons; pine or spruce, representing gymnosperms; form, markings, parts and their 
 functions, position of stored food. 
 
 Preparation for Winter: Annuals (including winter annuals, such as winter 
 wheat), biennials, perennials; storage of reserve food in root, stem, leaf and 
 seed; study of winter buds, their arrangement, structure, and means of protection ; 
 the fall of fruit and leaf; interpretation of marks on trees and shrubs. 
 
 Outdoor Work 
 
 Recognition of common annuals, winter annuals, biennials and perennials 
 of the garden and the field; observation of winter beds, of change in colour, and of 
 time of falling of leaves of trees and shrubs; study of marks on trees and shrubs ; 
 collections of common flowering plants (including weeds), and weed seeds to be 
 begun. 
 
 Work in Agriculture 
 
 Recognition and comparisons of the cereals and legumes commonly grown in 
 the locality; methods of fall cultivation in garden, orchard and farm; observation 
 of rotations practised in the neighborhood by successful farmers ; discussion, etc., 
 on articles in the agricultural papers and Government bulletins. 
 
 AprIL, MAY, AND JUNE 
 
 Laboratory Work 
 
 Germination of Seeds: Simple experiments to illustrate the more important 
 phenomena and requirements of germination and growth, ¢.g., need of air, 
 warmth, and moisture; evolution of carbon dioxide; how and to what extent water 
 is absorbed; germinating power. 
 
 Artificial Plant Propagation: Cuttings, layering, budding, grafting. 
 
 Study of Spring Flowers: Plant-description and identification by means of a 
 flora; relation of flower-structure to mode of pollination; meaning and signifi- 
 eance of cross-pollination. 
 
42 
 
 Roots: Varieties of root-forms; root-hairs; root-cap; region of growth. 
 
 Stems: Expanding of winter buds; varieties of stem-forms: erect, prostrate, 
 climbing, twining, subterranean, aquatic; adaptation of form to habit. Spines, 
 prickles, tendrils: their forms and uses. .Stem-structure in dicotyledons and 
 monocotyledons. | 
 
 Foliage-Leaves: General structure, including epidermis, stomata, chlorophyll, 
 veins. Protective structures, such as hairs, waxy coatings, etc. Form and ar- 
 
 rangement of leaves in relation to sunlight and shedding of rain. Sleep-move- 
 ments. 
 
 Notre.—The preceding work on roots, stems, and leaves may be taken up incidentally 
 in connection with the study of spring flowers. In any case, the pupil’s records must 
 show that all the topics have been taken wp. 5 
 
 Outdoor Work 
 
 Observation and recording of the time of leafing and of flowering of common 
 wild and cultivated plants. Habitats of spring-flowering plants; conditions gov- 
 erning growth; insect visitors; methods of pollination. Observation of opening 
 and closing of flowers as shown by dandelion, tulip, hepatica, ete. Time of sow- 
 ing and rate of germination of garden and farm seeds. Mode of climbing of 
 such plants as sweet pea, morning-glory, grape. Boston ivy, Virginia creeper, hop, 
 galium, clematis, etc. Leaf-arrangement to secure best exposure to light and to 
 shed rain. Diurnal and nocturnal positions of leaves, such as those of clover, 
 honey-locust, oxalis (so-called shamrock), etc. Collections begun in the autumn 
 to be continued. 
 
 Work in Agriculture 
 
 Work in experimental and demonstration plots to furnish material for obser- 
 vation and class study; as, for example, a wild flower garden, a plot for climbing 
 plants, a plot for propagation of currants, seedling apples, etc.; study of the best 
 methods of preparing the ground, planting the seed, and caring for garden vege- 
 tables and flowers. 
 
 SECOND YEAR—SEPTEMBER AND OCTOBER 
 
 Laboratory Work 
 
 Composites: Study of typical composites, such as dandelion, burdock, and 
 ox-eye daisy. ; 
 
 Weeds: Identification of common forms; their seeds; how they spread; and 
 how they may be controlled. 
 
 Fungi: Recognition and mode of life of mushroom, puff-ball, polypore, as 
 saprophytic forms; and apple scab, lilac mildew, wheat rust, black knot, or other 
 common type, as a parasitic form. | 
 
 Physiological Experiments: Roots. Simple experiments. to illustrate rooi- 
 functions, ¢.g., absorption by osmosis, growth towards moisture. Soils. Soluble 
 and insoluble materials in soils, and importance of each to the plant; simple ex- 
 periments in illustration. Stems. Simple experiments to illustrate stem-func- 
 tions, e.g., conduction of cell-sap, heliotropism, rotation of the end of the stem in 
 twiners and climbers. oliage-leaves. Simple experiments to illustrate leaf- 
 functions, e.g., transpiration, manufacture of starch in sunlight, disappearance of — 
 starch in darkness, exhalation of a gas by green water-plants in sunlight, exhala- 
 tion of carbon dioxide. 
 
 
 
 
 
43 
 
 Outdoor Work 
 
 Recognition and collection of autumn-flowering plants. Collection and re- 
 cognition of weéed seeds in grain screenings. Observation of injurious effects of 
 
 parasitic fungi, as seen in the rotting, etc., of fruits, such as apples, grapes, 
 plums, etc. 
 
 Work in Agriculture 
 
 Special study of weeds, weed seeds, and plant diseases; systematic studies of 
 varieties of apples, grapes, etc. best suited to locality; best methods of handling, 
 storing, shipping, and marketing fruit; discussions, etc., on articles in agricultural 
 papers and Government bulletins. 
 
 Aprit, May, AND JUNE 
 ,. Laboratory Work 
 
 Trees: Common orchard and forest trees: Modes of branching; identification 
 by leaves, bark, wood; uses. Special study of the conifers: the bud, leaf, and - 
 flower. 
 
 Flower Study Continued: Identification of cultivated and wild spring flowers. 
 Study of a common grass, such as orchard-grass, Indian corn, or wheat. 
 
 Ferns: General structure and ‘habits of a common fern. 
 
 Economic Products: Summary of economic uses of plants: for timber, food, 
 clothing, decoration, medicine, etc. 
 
 Review: General view and comparison of the characteristics of the larger 
 groups of plants taken up-in the course, summarizing and classifying. 
 
 Outdoor Work 
 
 Observations on plant-societies: plants of the forest, the meadow, the road- 
 side, the pond, the marsh, the garden (weeds), the rocks, noting adaptations to 
 environment. Observation of nodules on the roots of leguminous plants, and en- 
 richment of the soil thereby. Observations of imported and domestic economic 
 plant-products in market, store, and factory. 
 
 Collections to be continued. 
 
 Work in Agriculture 
 
 Work in plots for growing tree seedlings at the school; and in plots for repre- 
 senting economic plants in botanical families or groups, as wheats, grasses, corns. 
 legumes, vegetables of the cress family, etc.; work in experimental plots for test- 
 ing value of inoculating seed of legumes, different fertilizers or different methods 
 of cultivation, etc.; observation of fields entered in the local Agricultural Society’s 
 Field Crop Competitions; work and methods of the Dominion Seed Growers’ 
 Association. 
 
 PHYSICS 
 First YEAR—-NoVEMBER TO APRIL 
 
 Introductory: Measurement in Metrical and English units of length, area, 
 volume, and mass; structure and use of the Balance. 
 The Three States of Matter: Defined and explained; Molecular Theory. 
 
44 
 
 Mechanics: The principle of the mechanical powers; some of their more im- 
 portant simple applications. 
 
 Hydrostatics: Pascal’s Law, statement and verification, some of its more im- 
 portant applications; pressure of liquids in its relation to direction, depth; density 
 of liquid, area pressed, and the shape of containing vessel; Archimedes principle; 
 specific gravity, common methods of finding specific gravities of solids and liquids. 
 
 Pneumatics: Study of the properties of a gas as exhibited in air as a type; 
 proof that air has weight, occupies space, and exerts pressure; construction of the 
 barometer ; the relation between the volume and pressure of a gas; proof of Boyle’s 
 Law; practical applications of air pressure, air-pump, common pump, siphon, air- 
 brakes, air-tools; meaning of wind pressure; some of the more important appli- 
 cations of wind pressure. 
 
 CHEMISTRY 
 SECOND YEAR—NOVEMBER TO APRIL 
 
 A study of air and. its constituents; a study of water and its constituents; a 
 study of limestone and its decomposition-products, quicklime and carbon dioxide. 
 Mixture, chemical compound, element, physical and chemical change. 
 
 PHYSICS 
 
 SECOND YEAR—NOVEMBER TO APRIL 
 
 Heat: Nature and source of heat; experiments to illustrate the expansion of 
 solids, liquids, and gases by heat; some practical applications of the principle of 
 expansion; the anomalous expansion of water, its significance; meaning of tem- 
 perature as compared with quantity of heat; explanation of the construction of 
 the mercury thermometer, graduation of the thermometer in the centigrade and 
 the Fahrenheit scales; meaning of latent heat, applications. 
 
 Sound: Nature and propagation of sound; pitch of sound; consonance and 
 resonance; string musical instruments; wind musical instruments; reflection of 
 sound, echoes. 
 
 Inght: Nature and propagation of light;. simple experiments illustrating the 
 reflection and refraction of light; dispersion of light; colour of bodies. 
 
 Magnetism and Electricity: Magnets; laws of magnetic attraction and re- 
 pulsion; polarity; magnetic induction; terrestrial magnetism; construction of 
 simple voltaic cell; decomposition of water by electricity; electro-magnet; electric 
 bell; heating and lighting effects of the current. 
 
 NotE.—In both Physics and Chemistry, practice in the preparation and manipula: 
 tion of apparatus should form part of the course. Where practicable, the course should 
 
 also include simple operations in glass-blowing and lathe work, and in hard and soft 
 soldering. 
 
 WORK IN AGRICULTURE 
 
 Measurements.—Exercises in the use of the common surveyor’s chain and com- 
 parisons with metric measurements; determination of weights of measured bushel 
 of common grains, and of cubic foot of water, milk, sand, gravel, or grains. 
 
 Soils——Simple physical analysis of samples; comparative weights of differ- 
 ent kinds of soil; estimation of water-holding capacity, of air content, of amount 
 of humus; effect of frost, Ame and humus on clay. 
 
 
 
45 
 
 Milk and other Foods.—Estimate of fat in milk by means of Babcock test; use 
 of lactometer in determining richness or presence of adulteration; simple analysis 
 to show albumen, casein, and sugar; pasteurization; cream separator. Comparisons 
 of flour for strength; estimate of moisture in vegetables. 
 
 Common Commodities of Farm and Household.—Practical acquaintance with 
 Lime-Sulphur and Bordeaux Mixture, fertilizers, disinfectants, poisons, etc. 
 
 eet a 
 
46 
 
 Appendix B 
 COURSES IN GEOMETRY 
 
 1. LOWER AND MIDDLE SCHOOLS 
 
 Following are the details of the course in Geometry prescribed for the Lower 
 and Middle Schools of the High Schools. The first thirteen of the constructions 
 and the first nineteen of the theorems are prescribed for candidates at the Model 
 School and Senior High School Entrance Examination, in addition to the Prac- 
 tical Geometry of the Tower School. 
 
 A—-COoNSTRUCTIONS 
 
 To construct a triangle with sides of given lengths. 
 
 To construct an angle equal to a given rectilineal angle. 
 
 To bisect a given angle. 
 
 To bisect a given straight line. 
 
 To draw a line perpendicular to a given line from a given point in it. 
 
 To draw a line perpendicular to a given line from a given point not in the 
 line. 
 
 Locus of a point equidistant from two given lines. 
 
 Locus of a point equidistant from two given points. 
 
 To draw a line parallel to another, through a given point. 
 
 To divide a given line into any number of equal parts. 
 
 To describe a parallelogram equal to a given triangle, and having an angle 
 equal to a given angle. 
 
 To describe a parallelogram equal to a given rectilineal figure, and having an 
 angle equal to a given angle. 
 
 On a given straight line to describe a parallelogram equal to a given triangle, 
 and having an angle equal to a given angle. 
 
 To find the centre of a given circle. 
 
 From a given point to draw a tangent to a given circle. 
 
 On a given straight line to construct a segment of a circle containing an 
 angle equal to a given angle. 
 
 From a given circle to cut off a TPA containing an angle equal to a given 
 angle. 
 
 In a circle to inscribe a triangle equiangular to a given triangle. 
 
 To find locus of centres of circles touching two given lines. 
 
 To inscribe a circle in a given triangle. 
 
 To describe a circle touching three given straight lines. 
 
 To describe a circle about a given triangle. F 
 
 About a given circle to describe a triangle equiangular to a given triangle. 
 
 To divide a given line similarly to another given divided line. 
 
 To find the fourth proportional to three given lines. 
 
 To describe a polygon similar to a given polygon, and with the corresponding 
 sides in a given ratio. 
 
 -To find the mean proportional between two given straight lines. 
 
 To construct a polygon similar to a given polygon, and such that their areas 
 are in a given ratio. 
 
 To describe a polygon of given shape and size. 
 
47 
 
 B—THEOREMS 
 
 The sum of the angles of any triangle is equal to two right angles. 
 
 The angles at the base of an isosceles triangle are equal, with converse. 
 
 If the three sides of one triangle be equal, respectively, to the three sides of 
 another, the triangles are equal in all respects. 
 
 If two sides and the included angle of one triangle be equal to two sides and 
 the included angle of another triangle, the triangles are equal in all respects. 
 
 If two angles and one side of a triangle be equal to two angles and the cor- 
 responding side of another, the triangles are equal in all respects. 
 
 If two sides and an angle opposite one of these sides be equal, respectively, 
 in two triangles, the angles opposite the other pair of equal sides are either equal 
 or supplemental. 
 
 The sum of the exterior angles of a polygon is four right angles. 
 
 The greater side of any triangle has the greater angle opposite it. 
 
 The greater angle of any triangle has the greater side opposite it. 
 
 If two sides of one triangle be equal respectively to two sides of another, that 
 with the greater contained angle has the greater base, with converse. 
 
 If a transversal fall on two parallel lines, relations between angles formed, 
 with converse. | 
 
 Lines which join equal and parallel lines towards the same parts are them- 
 selves equal and parallel. 
 - The opposite sides and angles of a parallelogram are equal and the diagonal 
 bisects it. 
 
 Parallelograms on the same base, or on equal bases, and between the same 
 parallels, are equal. 
 
 Triangles on the same base, or on ae bases, and between the same parallels 
 are equal. 
 
 ~ Triangles equal in area, and on the same base, are between the same parallels. 
 
 If a parallelogram and a triangle be on the same base, and between the same 
 parallels, the parallelogram is double the triangle. 
 
 Expressions for area of a parallelogram, and area of a triangle. 
 
 The complements of the parallelograms about the diagonal of any parallelo- 
 gram are equal. 
 
 The square on the hypotenuse of a right-angled triangle is equal to the sum 
 of the squares on the sides. 
 
 If a straight line be divided into any two parts, the sum of the squares on the 
 parts, together with twice the rectangle contained by the parts, is equal to the 
 - square on the whole line. 
 
 The square on a side of any triangle is equal to the sum of the squares on 
 the two other sides -+ twice the rectangle contained by either of these sides and 
 the projection of the other side on it. 
 
 Jf more than two equal straight lines can be drawn from the circumference 
 of a circle to a point within it, that point is the centre. 
 
 The diameter is the greatest chord in a circle, and a chord nearer the centre 
 is greater than one more remote. Also the greater chord is nearer the centre 
 than the less. 
 
 The angle at the centre of a Erato is double the angle at the circumference 
 on the same are. 
 
 The angles in the same segment of a circle are equal, with converse. 
 
 The opposite angles of a quadrilateral inscribed in a circle are together equal 
 to two right angles, with converse. 
 
 4 1.8. 
 
48 
 
 The angle in a semicircle is a right angle; in a segment greater than a semi- 
 circle less than a right angle; in a segment less than a semicircle greater than a 
 right angle. 
 
 A tangent is perpendicular to the radius to the point of contact; only one 
 tangent can be drawn at a given point; the perpendicular to the tangent at the 
 point of contact passes through the centre; the perpendicular from centre on 
 tangent passes through the point of contact. 
 
 If two circles touch, the line joining the centres passes through the point of 
 contact. 
 
 The angles which a chord drawn from the point of contact makes with the 
 tangent, are equal to the angles in the alternate segments. 
 
 The rectangles under the segments of intersecting chords are equal. 
 
 If OA. OB—OC?, OC is a tangent to the circle through A, B and C. 
 
 Triangles of the same altitude are as their bases. 
 
 A line parallel to the base of a triangle divides the sides proportionally, with 
 converse. 
 
 If the vertical angle of a triangle be bisected, the bisector divides the base 
 into segments that are as the sides, with converse. 
 
 The analogous proposition when the exterior angle at the vertex is bisected, 
 with converse. 
 
 If two triangles are equiangular, the sides are proportional. 
 
 If the sides of two triangles are proportional, the triangles are equiangular. 
 
 If the sides of two triangles about equal angles are proportional, the triangles 
 are equiangular. 
 
 If two triangles have an angle in each equal, and the sides about two other 
 angles proportional, the remaining angles are equal or supplemental. 
 
 Similar triangles are as the squares on corresponding sides. 
 
 The perpendicular from the right angle of a right-angled triangle on the 
 hypotenuse divides the triangle into two which are similar to the original triangle. 
 
 In equal circles angles, whether at the centres or circumferences, are propor- 
 tional to the ares on which they stand. 
 
 The areas of two similar polygons are as the squares on corresponding sides. 
 
 If three lines be proportional, the first is to the third as the figure of the 
 first to the similar figure on the second. 
 
 Questions and easy deductions on the preceding constructions and theorems. 
 
 Notr.—In the formal deductive geometry modifications of Euclid’s treatment of the 
 subject will be allowed, though not required, as folows:— 
 
 The employment of the ‘‘ hypothetical construction.” 
 
 The free employment of the method of superposition, including the rotation of 
 figures about an axis, or about a point in a plane. 
 
 A modification of Euclid’s parallel postulate. 
 
 A treatment of ratio and proportion restricted to the case in which ‘the compared 
 
 magnitudes are commensurable. 
 
 2. UPPER SCHOOL 
 
 Following are the details of the course in Geometry prescribed for the Upper 
 
 School of the High Schools. 
 A 
 
 Exercises on the course prescribed for the Middle School, with special refer- 
 ence to the following topics—Loci; Maxima and Minima; The System of In- 
 scribed, Escribed and Circumscribed Circles of a Triangle with metrical relations; 
 Radical Axis. 
 
 
 
49 
 
 . B—SYNTHETIC GEOMETRY 
 
 The following additional propositions in Synthetic Geometry, with exercises 
 thereon :— 
 
 To divide a given straight line internally and externally in medial section. 
 
 To describe a square that shall be equal to a given rectilineal figure. 
 
 To describe an isosceles triangle having each of the angles at the base double 
 of the third angle. 
 
 To inscribe a regular pentagon in a given circle. 
 
 The squares on two sides of a triangle are together equal to twice the square 
 on half the third side and twice the square on the median to that side. 
 
 If A BC be a triangle, and A be joined to a point P of the base such that 
 BP:P C=m:n, then n A B?-+m A C?=(m-+n) A P?+n B P?+m 
 BeGe: 
 
 In a right-angled triangle the rectilineal figure described on the hypotenuse 
 is equal to the sum of the ities and similarly Neues figures on the two other 
 sides. 
 
 If the vertical angle of a triangle be bisected by a straight line which also 
 cuts the base, the rectangle contained by the sides of the triangle is equal to the 
 rectangle contained by the segments of the base, together with the square on the 
 straight line which bisects the angle. 
 
 If from the vertical angle of a triangle a straight line be drawn perpendicular 
 to the base, the rectangle contained by the sides of the triangle is equal to the 
 rectangle contained by the perpendicular and the diameter of the circle described 
 about the triangle. 
 
 The rectangle contained by the diagonals of a piatvilc tl inscribed in a 
 circle is equal to the sum of the two rectangles contained by its opposite sides. 
 
 Two similar polygons may be so placed that the lines joining corresponding 
 points are concurrent. 
 
 If a straight line meet the sides B C, C A, A B, of a triangle A B C in 
 D, E, F respectively, then B D. C HE. A F—=D CC. E A. F B, and conversely. 
 (Menelaus’ Theorem.) 
 
 If straight lines through the angular points A, B, C of a triangle are con- 
 current, and intersect the opposite sides in D, EH, F respectively, then B D. C E. 
 A F—D GC: EBA. FB, and conversely. (Ceva’s Theorem.) 
 
 If a point A lie on the polar of a point B with respect to a circle, then B 
 lies on polar of A. 
 
 Any straight line which passes through a fixed point is cut harmonically by 
 the point, any ‘circle, and the polar of the point with respect to the circle. 
 
 In a complete quadrilateral each diagonal is divided harmonically by the 
 other two diagonals, and the angular points through which it passes. 
 
 C.—ELEMENTARY ANALYTICAL GEOMETRY 
 Axes of co-ordinates. Position of a point 1 in plane of reference. 
 
 Transformation of co-ordinates,—origin changed, or axes (rectangular) turned 
 through a given angle. 
 
 $2A =O (Yo— Yo) + one to. .: 
 Co-ordinates of point dividing line joining P, (@, 41) and: P, (%4,°y5) im. ratio 
 
 min are 
 MX, + NL, mY, + NY, 
 
 nue+tn ; ae m+n 
 
 
 
 (PE ,) = (4 25), + (Yi — y.) 
 
50 
 
 Equations of straight lines. 
 a Le 
 %— % %Yi-~ Y¥2 | Line defined by two points 
 
 magia | through which it passes. 
 —— + = 
 
 a b 
 
 LE ee LUN pmsl 
 
 Sn nl pe ned f 
 
 cos 9 sin § Line defined by one point 
 y= ma + 6. through which it passes, 
 y =m(x — a). and by its direction. 
 
 “x COS a+yYy SiN G=p. 
 
 General equation of lst degree, Ax + By+C=0, represents a straight line. - 
 
 Any line through (a, y,) is . 
 | | A(w— 2) + Bly -y,)=0. 
 
 If @ be angle between da+ By+C=0 and A’x+ B'y+C’=0, then 
 
 ahi ree = eA 
 ate een Be 
 Condition of | rity AA'+ BB'=0. 
 el A? -B 
 Condition of || ism, qa Re 
 
 Distance from (a, 6) to da + By+C=0, in direction, whose direction cosines are 
 (l,m), 38 
 
 
 
 AG+ hp. 
 ALE Bm 
 _r distance from (a, 6) on Ax+ By+ C=), 
 Aa+Bb64+C 
 ie aOR 
 VAP eB? 
 THE CIRCLE— é 
 Equations in forms : 
 eG re 
 
 (a a) + (yb) =r 
 GF = 27h a. 
 General equation e+y?+2An+2By4+C=0, 
 or (w+ A)?+(y4+ BY = A? + B?-C, 
 represents a circle with centre (— A, — B) and radius ¥ A?+ B?-C. 
 Tangent at (a, y’) to @+y=r is xa’ +yy' =r. 
 Y 
 
 Normal is —=— 
 a 
 
 7? 
 
 Tangent in form. 
 y=metrV 14 ni. 
 Pole being (w’, y’), polar is ax’ + yy! =r". 
 If pole move along a line, polar turns about pole of that line. 
 Square of tangent from 
 (a, y') to a +y? +2Ax +2By +C=0. 
 is w@*+y'?+4+2dAa'+2By'’+C. 
 
 Radical axis of 
 
 a+y?+2Ae +2By +C =0, 
 
 vty’? + 2A'a+ 2B'yt+C'=0. 
 Easy exercises on the preceding propositions. 
 
; 51 
 
 | Appendix C 
 
 ART MODELS 
 
 Nore.—Adequate provision of type solids, models of common objects, ceramics, and 
 plaster casts is indispensable. 
 
 : 1. Type solids made of wood and painted white, as follows: the probable price is 
 placed after each item: 
 
 *Cube, 4 inches face, solid ........ $0 40 *Right-angled Triangular Prism, 
 Cube, 4 inches face, incised faces 45 | 4>x Bb 56) x-8 Inches... 7st. 50 
 Cube, 4 inches face, quartered | *Hquilateral Triangular Prism, 4 x 
 A MOT BY a ce Fie! irae. ie Ge ae Ue STH Ch Gas Seceeeatie nt ee ar ig oe 50 
 *Sphere, 4 inches diameter, solid.. 50 Pentagonal Prism, 4 x 8 inches.... 50 
 Sphere, 4 inches diameter, halved Hexagonal Prism, 4 x 8 inches.... 65 
 Pt CLULATLOCT OM: fo a acs. ke eae Ob ae Hexagonal Pyramid, 4 x 8 inches. 65 
 *Hemisphere, 4 inches diameter.... 45 Octagonal Prism, 4 x 8 inches.... 50 
 “Cylinder, 4 x 8 inches solid...... 50 | Circilar Plinth: 22% 56 smc hes... 40 
 Cylinder, 4 x 8 inches, truncated. 1 00 *Flight of Three Steps, 8 -inches 
 PON Cw aXe & INCHES, SOlId <2... 60 long, 2 inches tread, 124 inches 
 Cone, 4 x 8 inches, truncated..... 1 00 PISODY Mid cee ea GNht Lee ee eels 65 
 *soquare Frism,-4 x; 8 inches.:2... 50 Cross, 21X16 INCHES aaat. oe ieee 35 
 Square Prism, 4 x 8 inches, divided Chimney Model, 4 x 8 inches, : 
 TSO ey ee oe ees ed naka 80 divided and dowelled ......... 80 
 Square Plinth, 2 x 6 renee hot attends te 40 Frame, 12 inches square, mortised 40 
 *Oblong Block, 4 x 3 x 8 inches.... 45 EVasen 83 X t2 eincheg ea. ce eo. 2 25 
 *Square Pyramid, 4 x 8 inches..... 50 “Ovoid,-4)-X* G3INChes = sae tere 65 
 Square Pyramid, 4 x 8 inches, *Hilipsoid, 4 x 6linchess\),;.=, 22. 65 
 PAPC ALC Cee Shaye esis d Sievers ool 90 
 
 
 
 Notr.—The models marked with an asterisk are indispensable. Where the amount 
 to be spent on Art models is-$50, about $10 should be spent on typesolids. Care should be 
 taken not to over-emphasize their value in the course. 
 
 2. Common objects in wood, metal, or crockery; fruits, flowers, and vege- 
 tables in season (or models thereof in clay) ; mounted birds and other animals. 
 
 3. Ceramics; Pots, kettles, drinking-glasses, pitchers, cups, vases, candlesticks, 
 jardinieres, etc. 
 
 Notre.—The ceramics should be chosen, not only for their individual beauty, but for 
 their form value in grouping and their colour value in a general scheme of colour 
 harmony. 
 
 4. Plaster casts; Plaques, busts, figures, groups of figures, and historic orna- 
 ment. 
 
 5. Objects or parts of objects typical of local manufactures: for example: 
 Woodenware, parts of machines. samples of fabrics, wall paper, ete. 
 
 6. Umique objects, suitable for decorative purposes: Chinese lanterns and 
 parasols, objects of Indian manufacture, ancient arms, etc. 
 
 Notre 1.—Carbon reproductions, etchings, and engravings of famous buildings, land- 
 scapes, and figures should also be provided, to exemplify the laws of composition and 
 to give the pupils some knowledge of the work of the great artists. These should be 
 provided primarily as school decorations; they are not to be counted as Art Models. 
 
 In schools unable to purchase an adequate supply of the more expensive pictures, 
 the Perry Pictures, very cheap reproductions (The Perry Picture Co., Malden, Mass.), 
 may be used to supplement. When, also, schools betome acquainted with the master- - 
 pieces in this economical way, they will be better able to decide which of the more 
 expensive reproductions to purchase. 
 
 Note 2.—Under tariff item 696 maps, photographic reproductions, casts, etchings, 
 and lithographic prints or charts are specified as free, when specially imported in good 
 faith by order of any College, Academy, School, or Seminary of learning in Canada, for 
 use to demonstrate or to instruct students and not for sale. 
 
52 
 
 Appendix D 
 
 MANUAL TRAINING 
 FIRST YEAR 
 
 Drawing.—Simple plans and elevations. Correct use of drawing board, tee 
 square, triangles and compasses. Corstruction of the common geometrical figures. 
 Simple lettering and figuring. Working drawings of objects made, either full size 
 or to scale. 
 
 Wood Work.—Growth, structure, and identification of the woods used in the 
 manutactures of the locality. Warping, twisting, chccking ; how caused and counter- 
 acted. Making of simple objects according to drawings previously prepared. 
 Proper use of nails, screws, and glue. Use of simple joints in articles made; for 
 example, end half lap, centre half lap, mitre, housing. Use and mechanical con- 
 struction of common woodworking tools as exemplified in the making of a series 
 of useful objects. Construction of simple school apparatus. 
 
 SECOND YEAR 
 
 Drawing.—Adjusting drawing instruments. Elementary orthographic and 
 isometric projection. Simple sections. More advanced geometrical drawing. Free- 
 hand dimensioned sketches. Drawing of objects for woodturning, forging, or ma- 
 chine shop courses. Inking, tracing, lettering, and blue printing. Working draw- 
 ings of objects made. 
 
 Wood Work.—Growth, structure, and identification of the woods used in the 
 locality. Tool sharpening. Common joints used in various kinds of wood work 
 —scarfing, simple dovetail, mortise and tenon, tongue and grooved joint—their 
 use in making objects such as boxes, drawers, tables, book-cases, etc. Fastenings 
 with dowels, pins, cleats, wedges, etc. Calculations from drawings of lumber re- 
 quired for articles made and cost. Every alternate piece of work must be kept 
 for inspection. 
 
 Various methods of finishing, as staining, fuming, filling, shellacing, oiling. 
 
 Wood Turning—Explanation of the lathe, its action, speed, parts, care, and 
 use. The gouge, correct position, turning rough cylinder. The skew chisel; reason 
 for grinding both sides and at an angle. Concave surfaces with skew chisel; review 
 exercises. Irregular curves and spindle work. V grooves, beads and hollows. The 
 introduction of hard wood and sandpaper; exercises in turning handles. Face 
 plate turning, chuck work, boxes with covers, powder box, napkin ring, goblet, 
 ete. very piece of work must be kept for inspection. 
 
 Forging.—The forge, the fire, the heat, the height of anvil, and its position. 
 
 The ordinary tools, how to use and care for them. Hammer, sledge, chisel, 
 fuller, and swage. Drawing, forming, upsetting, bending, and twisting iron, 
 stamping and forge-blacking the finished piece, exercises of simple design and 
 construction, gate hook, turning eye and hook. Scarfing, bending, and weld- 
 ing. Every piece of work must be kept for inspection. 
 
53 
 
 Machine Shop Practice—Simple ornamental work in brass, copper, and iron. 
 The making of simple objects such as watch fobs, paper knives, blotter corner, - 
 trays, bowls, etc. 
 
 Simple chipping and filing. Use of measuring and marking tools. 
 
 An elementary study of the engine lathe: its parts, adjustment and working. 
 Proper tool angles and cutting speeds and feeds. The exercises taken should, where 
 possible, involve completed objects. All work must be kept for inspection. 
 
 Notr.—A list of the articles made shall be submitted to the Inspector and the 
 examiner, and the articles themselves, as far as storage facilities will permit, shall be 
 preserved for their approval. 
 
54 
 
 Appendix E 
 HOUSEHOLD SCIENCE 
 FIRST COURSE 
 
 Hand-Sewing: Review of Public School Course. Elementary stitches. Sewing 
 on buttons, hooks, and tapes. Darning and mending. Hemming, running, bast- 
 ing. Making bags, aprons, potholders, towels, cuffs, ete. 
 
 Cookery.—Review of Public School Course. Methods of cooking, boiling, 
 simmering, steeping, steaming, broiling, pan broiling, sauteing, frying, baking. 
 Care of kitchen utensils, etc. Dishwashing. Sanitation and disposal of waste. 
 
 SECOND COURSE 
 
 Hand-Sewing.—Advanced stitches applied to small garments; hemmed patch, 
 fine mending, making and working buttonholes. Instruction in the use of patterns. 
 Making underwear. 
 
 Cookery, etc—More advanced study of methods of cooking. - Effects of heat 
 upon common food materials. Care of the stove. Fuels: coal, wood, gas, elec- 
 tricity, kerosene, alcohol. Planning, cooking, and serving a meal. Composition 
 of foods and functions in the body. 
 
 THIRD COURSE 
 
 Hand and Machine Sewing..—Taking measurements and drafting patterns. 
 Cutting out and making simple garments. Threading, running, oiling, and clean- 
 ing of sewing machines. Use of attachments. 
 
 Cookery, etc.—Fruit preserving, canning, ete. Soft and hard water, soap, 
 soda, etc., their effect upon various fabrics. Removal of stains. Preparation of 
 food for invalids. Diet for infants and children. Furnishing, with consideration 
 of cost, comfort, and good taste. Simple home nursing. Sanitation, disposal of 
 waste, etc. Hlementary laundry work. 
 
 NoTe.—The sewing machine course is optional. 
 
55 
 
 ACADEMIC EXAMINATIONS FOR ENTRANCE INTO THE MODEL AND 
 NORMAL SCHOOLS AND THE FACULTIES OF EDUCATION 
 
 FORMS OF APPLICATION. 
 
 1.—(1) Written examinations, as defined below, for entrance into the Normal 
 Schools and the Faculties of Education, will be held by the Department of Edu- 
 cation, at the close of each school year, subject to the conditions hereinafter con- 
 tained, at each High School and Collegiate Institute, and at such other centres as 
 may be approved by the Minister. 
 
 (2) Written examinations will also be held for entrance into the Model 
 Schools at the close of the school year at such centres as the Minister may select. 
 
 Note.—The foregoing examinations will be completed by the 30th of June. 
 
 2.—(1) Candidates for one of the examinations provided for in 1 (1) above 
 shall make application to the Public School Inspector before the 15th of May; and 
 candidates for the examination provided for in 1 (2), above, before the 1st of May. 
 All applications shall be made on the proper official form, which may be obtained 
 from the Public School Inspector. - 
 
 (2) The official form of application for admission to the examination for 
 entrance into the Normal or Model Schools and the Faculties of Education shall 
 include a certificate, signed by the Principal of the school in which the candidate 
 has completed the course therefor, that he has read carefully during the preceding 
 year, in addition to the works, if any, prescribed for the examination, at least fou 
 suitable works in English prose and poetry. 
 
 (3) The certificate shall also include a statement by the Principal that the 
 candidate has taken up practically, as prescribed by the Regulations, the courses 
 in Agriculture and the different departments of Science. 
 
 (4) Without this certificate or other similar evidence, satisfactory to the 
 Public School Inspector, the candidate shall not be admitted to the examination. 
 
 EXAMINERS-IN-CHIEF 
 
 $8. Except when necessary for special subjects the Hxaminers-in-chief for ad- 
 mission to the professional schools shall be selected as follows: 
 
 For the Model Schools, from the staffs of the Model Schools; for the Normal 
 Schools, from the staffs of the Normal Schools; and, for the Faculties of Educa- 
 tion, from the staffs of the said Faculties and of the Normal Schools; with, in the 
 case of each Board, one or more of the Inspectors of Public, Separate, Continuation, 
 and High Schools. 
 
 ASSOCIATE EXAMINERS 
 
 -4,—(1) The Associate Examiners to read and value the answer-papers of 
 candidates at the Upper School examination for entrance into the Faculties of 
 Education and the Middle School examination for entrance into the Normal 
 Schools shall be graduates of a British University or Specialists according to the 
 regulations of the Department of Education, who are actually engaged in teaching, 
 and who hold permanent High School certificates. 
 
 (2) The Associate Examiners to read the answer-papers of candidates for ad- 
 mission to the Model Schools and the Lower School examination for entrance into 
 the Normal Schools and the Faculties of Education shall be holders of Permanent 
 
56 
 
 First-Class or High School Assistants’ certificates, who are actually engaged in 
 teaching in High or Continuation Schools. 
 
 (3) No Associate Examiner for the above examinations will be appointed to 
 read the answer-papers in a subject which he is not actually engaged in teaching. 
 
 SUBJECTS OF EXAMINATION 
 EXAMINATION FOR ENTRANCE INTO THE MODEL SCHOOLS 
 
 ®.—(1) The subjects of examination for entrance into the Model Schools 
 shall be those of the Lower School of the High Schools, as follows :— 
 
 Oral Reading, Writing, Spelling, Book-keeping and Business Papers, Art, Ele- 
 mentary Science and Agriculture, English Literature, Geography, English Com- 
 position, English Grammar, History (British and Canadian), Arithmetic and 
 Mensuration, and Algebra and Geometry. 
 
 (2) For Entrance into the English-French Model Schools, French Grammar 
 and Composition shall be taken in addition. 
 
 LoweR ScHOOL EXAMINATION FOR HNTRANCE INTO THE NORMAL SCHOOLS AND 
 FACULTIES OF EDUCATION 
 
 G.—(1) In addition to the Middle or Upper School examinations prescribed 
 below, candidates for entrance into a Normal School or a Faculty of Education 
 shall pass one of the following examinations: (a) Senior High School Entrance ex- 
 amination, with the Elementary Science and Agriculture, and Book-keeping and 
 Business Papers option; (0) the Model School Entrance examination; (c) the 
 Senior Public School Diploma examination; (d) the Departmental examination 
 in the following Lower School subjects: 
 
 Oral Reading, Writing, Spelling, Book-keeping and Business Papers, Art, Ele- 
 mentary Science and Agriculture, Geography, English Grammar, and Arithmetic 
 and Mensuration. | 
 
 (2) Candidates for entrance into a Normal School or a Faculty of Education, 
 who take also at the Lower School examination the examination prescribed in the 
 Lower School course in either Manual Training or Household Science, and who 
 make at least 50 per cent. at the practical examination and in the examination 
 papers, shall have the marks so obtained added as a bonus to the aggregate of their 
 marks on the obligatory subjects. 
 
 MippLE ScHOooL EXAMINATION FOR ENTRANCE INTO THE NORMAL SCHOOLS 
 
 ¢.—(1) In addition to the examination in the Lower School subjects pre- 
 scribed in 6 above, candidates for entrance into a Normal School shall pass the 
 
 Departmental examination in the subjects of the Middle School of the High School, » 
 
 as follows: 
 
 English Composition, English Literature, British and Canadian History, 
 Ancient History, Algebra, Geometry, Physics, and Chemistry. 
 
 (2) Candidates for entrance into a Normal School who take also at the 
 examination the papers in the Middle School course either in Latin (the pass 
 Matriculation course) or in Art, and who make at least 33 1-3 per cent. on each of 
 such Latin or Art papers and 50 per cent. of the aggregate of the marks assigned 
 ‘to both papers, shall have the marks so obtained added as a bonus to the aggregate 
 of their marks on the obligatory subjects. 
 
57 
 
 Upper ScHoon EXAMINATIONS FOR ENTRANCE INTO THE FACULTIES OF 
 EDUCATION 
 
 8. In addition to the examination in the Lower School subjects prescribed 
 in 6 above, candidates for entrance into a Faculty of Education shall pass the 
 Departmental examination in the subjects of the Upper School of the High 
 Schools, as follows: 
 
 (1) (a) At one time or in two parts at different times, as follows: 
 
 Part I—English Composition and Rhetoric, English Literature, Medieval 
 History, Algebra, Geometry, Trigonometry, and Physics. 
 
 Part If —Modern History, Biology, Latin, with Chemistry and Mineralogy, 
 or French and German, or Greek and German, or Greek and French. 
 
 (6) Candidates who make the aggregate and fail in only one subject at the 
 examination in either part may, at a subsequent examination, add that subject 
 to the subjects of the other part. 
 
 (2) (a) In four parts, one or more parts at any time and in any order, as 
 follows, provided always that the candidates take at least three of the four parts 
 while actually engaged in teaching, and that they pass a practical examination in ~ 
 addition to the examination in the papers in Biology, Chemistry, and Mineralogy. 
 
 Part A——English Composition and Rhetoric, Algebra, Geometry ; 
 
 Part B—English Literature, Medieval History, Trigonometry ; 
 
 Part C.—Modern History, Latin, Physics; 
 
 Part D.—Biology, with Chemistry and Mineralogy, or French and German, 
 or Greek and German, or Greek and French. 
 
 (b) Candidates who have failed in the aggregate only or in one subject only 
 at an examination in one of the four parts, but who have made 40 per cent of the 
 marks on each of two subjects and 60 per cent. of the total on said two subjects, 
 may carry over to the examination in a part subsequently taken, the examination 
 on the remaining subject. 
 
 (c) Candidates writing under the provisions of 8, 2 (a) above, who obtained 
 Junior Teachers’ standing not later than 1900, may substitute for the course now 
 prescribed in Latin for entrance into the Faculties of Education the special courses 
 in English Literature and the History of the English Language and Literature 
 prescribed by the Department for those who qualify under this Regulation. For 
 particulars of the courses, see Circular 58. ) 
 
 (3) Candidates for admission to a Faculty of Education who are also can- 
 didates for scholarships at the Honour Matriculation examination may substitute 
 for one or more of the examination papers in the following subjects of the Faculty 
 examination the corresponding examination papers in the subject or subjects of 
 the scholarship examination : 
 
 Mathematics (Algebra, Geometry, and Trigonometry), English (Literature, 
 and Composition and Rhetoric), Physics, Chemistry, Biology, Latin, Greek, French, 
 and German. 
 
 NUMBER OF EXAMINATION PAPERS 
 
 9.—(1) One examination paper shall be set in each subject, except in the 
 case of Upper School Greek, Latin, French, German, and Biology; Middle School 
 Latin and Art; and French for entrance into the English-French Model Schools. 
 In each of these subjects there shall be two papers. 
 
58 
 
 CHARACTER OF EXAMINATION TESTS 
 
 10.—(1) Optional. questions will be given at the Middle and Upper School 
 examinations in History, and may be given in any other paper at the discretion 
 of the Board of Examiners concerned. | 
 
 (2) In English Composition an essay or a letter or both shall be required, 
 to which special importance shall be attached. Questions in Rhetoric may als¢ 
 be set at the examination for entrance into the Faculties of Education; but no 
 candidate shall be passed who does not satisfy the examiners in the essay or the 
 letter, or in both, as the case may be. 
 
 (3) In addition to the examination on passages from the prescribed authors 
 questions on sight passages shall also be set at the examinations in Greek, Latin, 
 French, German, and English Literature of the Upper School, and Latin and Eng- 
 lish Literature of the Middle School. 
 
 (4) For admission to the Model Schools, the questions in English Literature 
 shall be set on sight passages, and the candidate shall be required to have memorized 
 a list of selections prescribed by the Minister. 
 
 (5) For admission to the Normal Schools and the Faculties of Education, 
 candidates will be expected to have memorized the finest passages in the texts 
 prescribed for the examination in English Literature. 
 
 (6) At the examination in Elementary Science and Agriculture a choice is 
 allowed between the questions on the Outdoor Work in Science and the Physics of 
 the second year and the questions on the work in Agriculture. 
 
 11.—(1) (a) The examinations in Oral Reading’ shall be conducted by an ex- 
 aminer appointed by the Minister, and shall include questions on the principles 
 based upon the passages read. The maximum marks for the subject shall be 50. 
 
 (2) The Writing shall be judged from the answer papers in one of the other 
 subjects, to be selected by the Minister when the answer papers are being examined. 
 The maximum marks for the subject shall be 50. 
 
 (3) The examination in Manual Training will consist of (a) a paper in 
 Drawing; and (b) an oral and practical examination in the other subjects of the 
 course: 
 
 (4) The examination in Household Science shall consist of (a) a paper in 
 the subjects of the course, and (b) an oral and practical examination in the same 
 subjects. 
 
 EXAMINATION STANDARDS 
 
 12.—(1) Each examination paper shall be valued at 100 marks, except (a) 
 the papers and (0) the oral and practical tests in the bonus subjects, which shall 
 each be valued at 50. 
 
 (2) If, after all the answer papers have been read, any examination paper 
 should be found by the Revising Committee of Examiners to be easier or more 
 difficult than required, the minimum on the paper shall be correspondingly raised or 
 lowered, and the total number of marks for the paper correspondingly increased 
 or diminished. 
 
 (3) At all the examinations a report in a form prescribed by the Minister, 
 and signed by all the members of the staff concerned, as to the standing of their 
 candidates, will be taken into account in settling the results. Only the names of 
 the candidates who, in the opinion of the staff, have completed satisfactorily the 
 courses for the examination may be included in this report. 
 
 
 
59 
 
 (4) For pass, candidates shall be required to make 60 per cent. of the aggre- 
 gate marks of the papers in the subjects prescribed for the examinations, as well 
 as 40 per cent. on each paper, or other examination test. For honours, seventy-five 
 per cent. of the aggregate will be required. 
 
 (5) At the examination for admission to the English-French Model Schools, 
 the standard for pass shall be 33% per cent. of the marks assigned each paper, 
 and 50 per cent. of the aggregate of marks. 
 
 (6) Candidates who make the required aggregate may be awarded a certifi- 
 cate, even though they should fail to obtain the minimum in a subject, provided 
 they were reported by the staff as fit to pass in that subject, as shown from the 
 report sent to the Department before the examinations. 
 
 413.—(1) Candidates who have failed at the Middle School examination, but 
 have passed the Lower School examination for entrance into the Normal Schools 
 - may, on application to the Minister, be granted a Model School Entrance Certifi- 
 cate, provided they have obtained 50 per cent. of the aggregate of the marks for 
 the Middle School examination, and 33% per cent. of the marks for each paper 
 therefor. 
 
 (2) Candidates who have failed at the Upper School examinations, but have 
 passed the Lower School examination for entrance into the Faculties of Educa- 
 tion, may on application to the Minister, be granted a Normal School Entrance 
 Certificate, provided they have obtained 50 per cent. of the aggregate of the marks 
 for each part and 33% per cent. of the marks for each paper. 
 
 EXEMPTIONS FROM LOWER SCHOOL EXAMINATION 
 
 14.—(1) A candidate for entrance into the Normal Schools may omit the 
 Lower School examination herein prescribed, provided that— 
 
 (a) He was duly admitted by the Principal to the Middle School not later 
 than the Ist of September, 1911; and— 
 
 (b) Before the 1st of September, 1911, he was entitled, under the Approved 
 School Scheme then in force, to a certificate exempting him from the September 
 examination in the Lower School subjects. 
 
 (2) For other candidates for entrance into the Normal Schools who can 
 qualify ander (a), but not under (0), an examination in the Lower Schools sub- 
 ects will be provided in September of 1912 and 1913, but such candidates may 
 yibstitute one of the examinations prescribed in 6 above. 
 
 (3) A candidate for entrance into the Faculties of Education, who was 
 duly admitted by the Principal to the Middle or Upper School not later than the 
 1st of September, 1911, may omit the Lower School examination herein pre- 
 scribed. 
 
 FEES 
 
 15. The following are the fees for the Academic examinations :— 
 
 (1) Entrance. Examination into the Model Schools .................... $5 00 
 (2) Lower School Entrance Examination into the Normal Schools and 
 BCMHACIN IES, Oo MURCE LOU) a. tet eg leis 6 tc partes tela feiace sale ols agree 3 00 
 
60 
 
 (4) Upper School Entrance Examination into the Faculties of Education :— 
 
 (1) Parte I -and I,/taken:torether 12 towne 0e ee ee $8 00 
 (2) “Part: T. cor? LD eo nc5 SS Sica as Sits revo tly age ene er 5 00 
 (8) Part Aj B,C, ore Doe. eerie © tiv grace teen ee eee 3 00 
 (4), ‘Three or more taken together... i). '. » sv stlojstsicpss ae nemensetas 8 00 
 
 16. The prescribed fee shall be forwarded with the application to the 
 Public School Inspector, who shall divide it as follows between the Department of 
 Education and the Board of the School at which the examination is held: 
 
 Of a $3 fee—$2 to the Department and $1 to the Board; 
 
 Of a $5 fee—$3 to the Department and $2 to the Board; 
 
 Of an $8 fee—$5 to the Department and $3 to the Board. 
 
 APPEALS 
 
 17%.—(1) The papers of all candidates, who, on the reading of the Associate 
 Examiners, are found to have failed in any way by not more than a reasonable 
 margin, shall be re-read by the Board of Examiners before the announcement of 
 the results. Candidates who still fail on this second reading shall have their state- 
 ments of marks stamped RE-READ, and in such cases no appeal will be allowed. 
 
 (2) Candidates who fail and whose papers have not already been re-read by 
 the Board of Examiners may have their papers so re-read by making an appeal 
 before September 1st and paying a fee of $2.00. 
 
 (3) Should illness, bereavement, or any other unavoidable cause interfere 
 with a candidate’s examination, such circumstances shall be duly considered by the 
 Board of Examiners, but only when reported to the Department, with satisfactory 
 documentary evidence, immediately at the close of the written examination. 
 
 THE LIBRARY OF THE 
 MAY 21 1932 
 
 UNIVERSITY OF ILLINOIS. 
 

 
TO 
 
 3 0112 115884311