~ REGULATIONS SOURSES OF STUDY OP-THE High Schools and Collegiate Institutes OF THE Province of Ontario AMENDED AND CONSOLIDATED 1909 PRINTED BY ORDER OF THE LEGISLATIVE ASSEMBLY OF ONTARIO ONTARIO DEPARTMENT OF EDUCATION TORONTO Printed and Published by L. K. CAMERON, Printer to the King’s Most Excellent Majesty, . 1909. Print va ted i R fe) = S 5 be ‘WARWICK BRO’S & R —- : ~ > : ' bo 7 ke TABLE OF CONTENTS. Page Aadnussion to High Schools 4 fraser. cays he eae ae rr any Dee eae 5 Biabjectsfor adimisslon es sec seks etc gta neue ee ee ere EN ae eo ‘ 5 CY OU DLT Pee he ese hy he eh eda lates HR RELA ahs Sie ee eran ne eee aes 5 Cua ]o) cag Ml Eee Se aoe em MS HE, eae ROT ded Ue ade Age w Rae Ucn 6 Admission on? certificate. 3.0.42 foe eee ee ace ae ee eee 6 AUCMIssion On examina Oly s.sas. cae ane ree er eee eae ee 6 Ppeclal Cased ho vow tae. feeds Se Mala ON SWIG Dot on Pet ate ee rts 7 PTOVIsKONAL AC MISSION ate oe - sca cn), Od ld eee eh Mercia en eh a a a a ee 7 Gertifica les ccs ta yu eyes pies see Ae Cao an Me Me Siw d L0e tae ea Orne Ta 8 CCH CLIO: OL COTS See oar tae. ig cia tant ccc inre Misti Rtas Sia Deah a tec ays gee ee one 8 Organization ofthe; Board so... os ean. eos Sak ot ee Pee a oe Pee 8 Payment torainercdentalenc st: caw mie. gamer soe pate nee ote Maen eee 8 Candidatess feasts. tae oscars ys amtee ee a mma teeta «thas tar see eas 8 Remuneration of the Boards and Presiding Officers..................... J Noufication by: caidicates:c.iorsy tums gle a oupe piwton eich wee ees ore i) Ke porte Co VLMIeteris ea asso ves ce Henle Ee hoca ie RI ome antennae 9 Princwpal' s*certificate 22075 se naaia eave eaten ace oe tiote a & Oe ae ne a Fee) Ne 9 Batablishmentot High Schooles) Cage sie estes erased pers ee eae anne greene ne fe _ 10 Fetablishment-of Collesiated natitutee 25250. avis Oo. eae ied, eee eeher ty aa oe 11 Establishment of Approved SCHOQIS: Finca Wil ates a Pas le NG Weer ame esmmetners 11 ACCOMMOUCALONE and 6QUIDMED Ge a. aus ona ev Maat 2s eee Shee aiete ey. ne ae Rete watts Ll SN Cea ie yea eA es W aR GA anne oy Saeed: sem t IAN 2) USGA SDAD SSA: cay Cuil Pas 11 Orgatiization and managements ii. \ cls cniawehoneabe

» APRIL, May, AND JUNE. Laboratory Work. _. INVERTEBRATES.—Class study of the mosquito, the fresh water clam or the common garden slug, the earthworm. VERTEBRATES.—Fishes : Study of the external characters of a com- mon fish. Selective studies (at least two to be taken) : 1. Chief skeletal characteristics of a fish. Structure of gills and the manner of breathing. Microscopic demonstration of the structure of a scale. Demonstration of the viscera. Oo ea 34 AMPHIBIANS: Study of the external characters of a common frog or the common garden toad; and of the development of the animal from the egg. Economic importance of frogs and toads. 7 Selective studies (at least two to be taken): 1. Chief skeletal characteristics of a frog or a toad. 2. Demonstration of the viscera. 3. Demonstration of the blood flow in the tail of the tadpole or the web of the frog’s foot. 4. Estimation of the number of young produced and the proportion that may reach maturity. 5. Birds: Demonstration of the first three days’ development of a chick embryo. 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; observations on the prevalence of mosquito larve in wet places and their destruction by kerosene: observation of the meaus employed by gardeners and others for combating insect pests; examination of spray- ing appliances; observations on beekeeping and the production of honey. 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 their 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 ; observations of their habits and calls. Observation of spring migrations of birds, and the feeding and nest- ing 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 (at least one of each) as may have local interest in affecting field crops, gardens, orchards, forests, cattle, or the household. VERTEBRATES.—Mammals:; Study of the external characters of a cat, dog or rabbit; comparison of the hair, teeth, feet: and locomotion of some typical mammals, such as the squirrel, mole, bat, cow, horse, Cat. Selective studies (at least one to be taken): 1. Chief skeletal characteristics of a mammal, such as the cat, including recognition and relationship of the larger bones. 2. Demonstration of the viscera. 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; collection of economic insects. 3a 30 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; preparation for winter and winter habits of wild animals found in the district; uses and values of skins. and furs. APRIL, May, AND JUNE. Laboratory Work. INVERTEBRATES.—Class study of a crayfish and a wood louse (Oniscus). | Selective Studies (at least one to be taken): Other animal forms that have an economic or natural history interest such as: 1. Sponge, coral or starfish. 2. Any one of the minute forms found in ponds or stagnant infusions. VERTEBRATES.—RFeptiles : Study of the external characters of a snake and a turtle. REVIEW.— 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 the 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. 2. 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 pos- sible 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, etc. Adaptations for dispersal of seeds. Seeds: Practical study of some common seeds, such as pea, bean, morning-glory, representing dicotyledons; maize, wheat, onion, repre- senting monocotyledons; pine or spruce, representing gymnosperms; form, markings, parts and their functions, position of stored food. | 36 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. - Inter- pretation 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 buds, 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: APRIL, May, AND JUNE.- Laboratory Work. Germination of Seeds: Simple experiments to illustrate the more important phenomena and requirements of germination and growth, e.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 significance of cross-pollination. 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-struc ture in dicotyledons and monocotyledons, Foliage-Leaves : General structure, including epidermis, stomata, chlorophyll, veins. Protective structures, such as hairs, waxy coatings, etc. Form and arrangement of leaves in relation to sunlight and shedding of rain. Sleep-movements. NotTe.—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 pupils’ records must show that all the topics have been taken up. 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 governing growth; insect visitors; methods of pollin- ation. Observation of opening and closing of flowers as shown by dande- lion, tulip, hepatica, etc. Time of sowing 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. 3t SECOND YEAR.—SEPTEMBER AND OCTOBER, Laboratory Work. Composites: Study of typical composites, such as dandelion, bur- dock, 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, poly- pore, as saprophytic forms; and apple scab, lilac mildew, wheat rust, black knot, or other pominton type, as a parasitic form. Physiological Experiments; Roots. Simple experiments to illus- trate root-functions, e.g., absorption by osmosis, growth towards mois- ture. Soils. Soluble and insoluble materials in soils, and importance of each to the plant; simple experiments in illustration. Stems. Simple experiments to illustrate stem-functions, e.g., conduction of cell-sap, heliotropism, rotation of the end of the stem in twiners and climbers. Foliage-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. | Outdoor Work. Recognition and collection of autumn-flowering plants. Collection and recognition of weed 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. APRIL, 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 tim- ber, 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 roadside, the pond, the marsh, the garden (weeds), the rocks, not- ing adaptations to environment. Observation of nodules on the roots of leguminous plants, and enrichment of the soil thereby. Observations of imported and domestic economic plant-products in market, store, and factory. Collections to be continued. 38 Bea VsICe: 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. Mechanics: The principle of the mechanical powers; some of their more important simple applications. Hydrostatics: Pascal’s Law, statement and verification, some of its’ more important applications; pressure of liquids in its relation to direction, depth; density of liquid, area pressed, and the shape of con- taining 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 pres- sure of a gas; proof of Boyle’s Law; practical applications of air pres- sure, air-pump, common pump, siphon, air-brakes, air-tools; meaning of wind pressure; some of the more important applications of wind pres- sure. 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 applica- tions of the principle of expansion; the anomalous expansion of water, its significance. Meaning of temperature as compared with quantity of heat; explanation of the construction of the mercury thermometer, gradu- ation of the thermometer in the centigrade and the Fahrenheit scales; meaning of latent heat, applications. Sound: Nature and propagation of sound; pitch of sound; con- sonance and resonance; string musical instruments, wind musical instru- ments; reflection of sound, echoes. Light: Nature and propagation of light; simple experiments illus- trating the reflection and refraction of light; dispersion of light; colour of bodies. Magnetism and Electricity: Magnets; laws of magnetic attraction and repulsion; polarity; magnetic induction; terrestrial magnetism; con- struction of simple voltaic cell; decomposition of water by electricity ; electro-magnet, electric bell; heating and lighting effects of the current. 4. CHEMISTRY. A study of air and its constituents; a study of water and its con- stituents; a study of limestone and its decomposition-products, quick- lime and carbon dioxide. Mixture, chemical compound, element, physi- cal and chemical change. ; Nore.—In both Physics and Chemistry, practice in the preparation and manipulation 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. 39 Ill. 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 Entrance Examination, in addition to the Practical Geometry of the Lower School. A.—CONSTRUCTIONS. 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 contain- ing an angle equal to a given angle. From a given circle cut* off a segment 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. 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 cor- responding 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. 40) 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 con- verse. 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 corresponding 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 hase, 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 themselves equal and rarallel. 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 equal 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 parallelogram 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. If more than two equal straight lines can be drawn from the cir- cumference 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 circle is double the angle at the circum- ference on the same arc. 41 The angles in the same segment of a circle are equal, with con- verse. 7 The opposite angles of a quadrilateral inscribed in a circle are together equal to two right angles, with converse. The angle in a semicircle is a right angle; in a segment greater than a semicircle 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 con- tact. 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 proportion- ally, 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 sup- plemental. Similar triangles are as the squares on corresponding sides, The perpendicular from the right angle of a right-angled triangle or 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 proportional to the arcs on which they stand. The areas of two similar polygons are as the squares on correspond- ing 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. Norr.—In the formal deductive geometry modifications of Euclid’s treat- ment of the subject will be allowed, though not required, as follows :— The employment of the ‘‘hypothetical construction.”’ The free employment of the method of superposition, including the rota- tion 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. 42 2. UPPER SCHOOL. Following are the details of the course in Geometry prescribed for the Upper School of the High Schools. . A: Ixercises on the course prescribed for the Middle School, with special reference to the following topics—Loci; Maxima and Minima; The System of Inscribed, Escribed and Circumscribed Circles of a Tri- angle with metrical relations; Radical Axis. B.—SyYNTHETIC 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 rectilinear 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 B C be a triangle, and A be joined to a point P of the base such ‘that B P,:/P C=m:n, ‘then’ n AJBio+ om ASC?—(m--n) Agr iat n B.P* +m B.C* In a right-angled triangle the rectilineal figure described on the hypo- tenuse is equal to the sum of the similar and similarly described 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 per- pendicular 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 quadrilateral 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 corre- sponding 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-Di/C EY ACB =D Cn Al DB wand icon- versely. (Menelaus’ Theorem.) If straight lines through the angular points A, B, C of a triangle are concurrent, and intersect the opposite sides in D, E, F respectively, then B.D: C E. A E=D C. E’A.. PB, and conversely, (Ceva’syiteorein:) 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 harmon- ically 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. > a 43 C.—ELEMENTARY ANAYLTICAL GEOMETRY. Axes of co-ordinates. Position of a point in plane of reference. Transformation of co-ordinates,—origin changed, or axes (rectan- gular) turned through a given angle. +2 A=x, (y—y,)+...-+.. Co-ordinates of point dividing line joining P, (x,, y,,) and P, (x,, ¥,) in ratio mm: are —_Mx, TNX My, +t ny, RRA TN gli Gi Ni ‘- (x, 7% 4)" aug (y, AY Equations of straight lines. Se ee ery Vibe rae) Lane Line defined by two points x y through which it passes. Pr Gighe ate ees OTN 6, Mga Ay = b 3 cos@ sind ee, Line defined by one point ia ; through which it passes, and by its direction. y =m (x -a). xcosat+ysina=p. General equation of istedegree, A x +B y + C=o, represents a straight line. Any line through (x,, y:) is A (x-%)+B (y—4,)=0. If 6 be angle between 4 x+By+C=o0 and A’x+B' y+C'= 0, then eA BAB Ade BB Condition of | rity 4 A4’+ BB=o. ee : A B Condition of || ism, Pee gra Distance from (a, b) to A x+B y+C=o, in direction, whose direc- tion cosines are (I, m) is Aa+B6+C Al+Bm | r distance from (a, 6) on d x+By+C=o Aa+Bb+C ee Seen V A+B THE CIRCLE— Equations in forms: a P= Fi (x —a)+(y-b) =r. p=alrx—x’. 44 : General equation x°+7°+2 Ax+2 By+C=o, ) or (x +A)? + (y+ BP =A’?+B’-C, represents a circle with centre (—A,—B) and radius. Vv APE OIG Tabgent at (4,7) to + y=? isa x 49 =F Normal is — =, Be ee Tangent in form. Dat ae, ae Vela Pole being (x, 7’), polar is x x +yy7/=/r. If pole move along a line, polar turns about pole of that line. Square of tangent from (x,y) tox+y7+2Ax+2 By+C=o 1S xP Wt 4 Beate aoe Ape Ce Radical axis of 7 x +P+2Ax+2By+ C=o0 x+yV~+2A' x+2R y+ Cx=o Kasy exercises on the preceding propositions. IV. COURSE IN PHYSICS, MIDDLE SCHOOL, 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, string, 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. Vibra- tion of air in organ pipes; nodes and loops in vibrating air columns and in vibrating strings; wave lengths and velocity relations. Laws of vibra- tion of strings; interference phenomena; beats; resonance; reflection and absorption of sound. LIGHT. The 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; projection lantern. 45 _. ELECTRICITY. °’ Magnetism; laws of magnetic attraction and repulsion; magnetic lines ate force; phenomena of induction; inclination and declination (f the compass. Production and detection of electricity. Electrical conductors and insulators; electroscopes ‘and their construction ; electrical conduction through air; radioactivity illustrated by means of uranium and thorium salts, Electrical conduction in liquids; electrolysis; electroplating and electrotyping. Voltameters, storage and voltaic cells; electrical condensers; condensing electroscopes ; simple notions of potential; Ohm’s Law; electrical “units ; galvano- meters and voltameters; laws of resistance; divided civenite: experi- mental determination of current strength, “resistance and electromo- tive force; current induction and its general laws; the transformer, the induction coil, dynamo, telephone, motor, ether waves, Reentgen rays, and wireless telegraphy. V. COURSE IN MEDIA‘VAL AND MODERN HISTORY, UPPER SCHOOL. It is an advantage to pupils in Canadian schools, that though in geographical situation remote from Kurope, they still are citi- zens of the British Empire, and thus have close connections with Kurope and a special interest in its history. Having also already studied British History in the Lower and Middle Schools, they are able to connect the movements of Continental History with those of the British Empire, and so make both more clearly understood. Of all the modern European states Great Britain has the most striking history. England was the pioneer in that greatest develop- ment of modern times, representative government, and every state that now possesses parliamentary institutions has been her imitator. The old-fashioned practice of committing to memory the list of the Kings of England with the chief dates of their reigns 1s eminently wise; only when some such outline ig fixed indelibly in the mind reed we a basis for the accurate grouping of historical events. A list of dates of the important treaties, especially those which have defined international boundaries in Europe, will also be found useful. If the environment in time of events should thus always be kept in mind, so too should that of place. An under- standing of the geography of a country is indispensable to the proper study of its history. The character of a people is profoundly influenced by the climate in which they live, the fertility of their ‘soil, and their situation, whether maritime or inland. The teacher should put clearly and simply before his classes the main geograph- ical features of Europe and the British Isles, noting especially the more important mountain ranges and river valleys, and giving some examples of their bearing upon the history to be studied. 46 1. Mepr£vAxL HIsTory. The Roman Empire. The growth and extent of the Empire. The government and the life of its citizens and subjects. Evidences and causes of decline. Britain as a Roman province.* Christianity within the Empire. The relations of the government with Christianity. Diocletian. Constantine. The life of Jerome or of Augustine as illustrating the Christian attitude toward Roman society during its decline. The Barbarian Invasions. How far were the invasions a new or alarming phenomenon? The Goths. The Emperor Theodosius. Alaric. Stilicho. The Huns, Attila. The Vandals. The Burgundians. Odoacer. The teacher should not attempt any detailed outline of the inva- sion. He can point out on a map the chief lines of attack, and should take up only the most conspicuous names and dates. The habits and customs of the Germans he can describe to the best advantage when dealing with the Angles, Jutes, and Saxons. He should picture their life in peace and war, the character of their invasion of Britain, the destruction of Romano-British civilization. He should also contrast their settlement in Britain with that of the other German peoples in the more thoroughly Roman provinces of the Empire. Europe after the Invasions. The territories occupied by the surviving peoples should be shown on the map, and the attempt of Theodoric the Goth to create a peaceful barbarian kingdom in Italy should be discussed very briefly. The reign of Justinian marks the survival of the Roman Empire (now become an Eastern despotism based on Roman law, the Roman bureaucracy and army, and on Greek trade and finance) allied with the Church, and bent on re-establishing itself in the West. The personality of Justinian is an elusive one, and makes little or no appeal to young students: the Eastern situation is quite beyond them; hence the subject should be touched upon very lightly, and should give place at once to the two topics below. The Church. The Bishop of Rome; his position in the Church and in Italy; his relation to the Empire and to foreign powers. The life of Gregory the Great should be studied carefully in this connection; he grew up among the ruins of Imperial Rome, abandoned the Imperial service for the service of the church, and by his conduct of affairs in Italy, his government of the Church. his missionary efforts, his theological writings, extended and developed the influ- ence of the ecclesiastical authority. He took advantage of the growth of— *In his treatment of the Roman occupation of Britain the teacher will find slides especially helpful. Classified catalogues with prices can be obtained from William Rau. Chest- nut and 138th Streets. Philadelphia: Levy et fils. 46 Rue Letellier. Paris; George Philip and Son, 32 Fleet Street. London, England: J. P. Gibson, Hex- ham, England. 47 Monasticism which, upon spreading from the east to the west, and, assuming a less extreme and more corporate character, had been upheld as the ideal form of Christian life, and, by adopting gradually the rule of Saint Benedict, had gained in strength and vigour throughout Western Europe. The Franks. As to the Franks, the important points are:—They made the easiest and shortest migration from their original home in the North. They were greatly influenced by the life and institutions of Roman Gaul, and the adoption of orthodox Christianity by Clovis, made them the allies of the Church. Their royal house declined as civilization impaired its native vigour, and the government passed to the Carlovingian family which came from the eastern part of the kingdom, still largely German. The Carlovingians took the crown, completed the alliance with the church by defending it in Italy, and created the Holy Roman Emprre. Charles the Great can be made a very real figure; his wars, court, interest in building and education, his friends, Alcuin, Kgin- hard, his personal conduct of the administration, his religious and political aims. The Empire of Charles the Great. The Empire was threatened by: (1) Feudalism, which tended to make the feudal estate the unit in society and to resist centralizing and unifying forces. TF eud- alism should be studied, not merely on its personal side, as invol- ving definite obligations between man and man, but broadly, as an outcome of previous conditions, and as producing what might almost be called a civilization of its own. (2) National divisions: Italy, France and Germany begin to appear. (3) Barbarian tnvasions, renewed by Saracens, Huns, and Vikings. These topics and also those which have gone before, such as Monasticism and the Influence of Christianity can best be illus- trated from English History. English society yielded to feudal influences, tribal divisions delayed national growth, the Viking attacks rendered national union impossible, made the efforts of Alfred the Great, Edgar and Dunstan, and Canute ineffective, and yielded England finally to William the Conqueror. The State. No attempt should be made to follow carefully the political his- tory of Europe, but the development of institutions may easily be traced in England after 1066. The Norman Kings, in time united with the English people against the Norman barons, and made the alliance firm and lasting by means of a civil service and a judiciary which reached out from the court to the local assemblies. The anarchy of the reign of Stephen showed what a menace the feudal baronage might have become had not Henry II. completed its overthrow. In Rich- 48 ard’s absence the machinery of government was improved. But the danger was that John would convert the strong centralized monarchy into a tyranny. All classes came together to oppose his attempt. The struggle continued during the greater part of the reign of Henry III. and ended only when Edward I. summoned the nation to his model Parliament and prepared for the establishment of the maxim ‘‘what touches all should be approved by all,’’ as a first principle of the British Constitution. It should be noted by way of com- parsion that, while in France the kings crushed feudalism as in Eng- land, they did not foster the local institutions of the people or submit to a Great Charter; the reign and career of Louis IX. bring out the real character of the French monarchy. In Germany on the other hand the feudal barons destroyed the monarchy, because the German kings tried to keep alive the tradition of the Roman Empire, and with this object spent much time and energy in Italy. Italy, itself, how- ever, they were unable to control; in consequence the Normans cccu- pied the south, Feudalism flourished toward the north, and the free cities developed in wealth and political independence. Some attention should be paid to the growth of the cities as due in part to their geo- graphical position and their trade, in part to their relations with the Empire. The most serious opposition to the Emperor came from the Pope, who held lands in central Italy and ruled the Western Church. The Church. The Church with its highly developed organization penetrated the Empire and these growing nation-states. It had its lands, which strong kings, like William the Conqueror and Henry I., tried to control by reserving the power to appoint to office in the Church. Under Gregory VII., the Church resisted the kings; the Investiture Struggle was the result; its character can best be seen in the career of Anselm. The Church had its courts, which Henry II. sought to make subject to the royal system of justice; he was opposed by Thomas a Becket. It possessed strongholds everywhere in the monasteries, the inmates of which took charge of education, copied and thus pre- served manuscripts, and tilled the soil. Their character and influence can be shown most clearly from the life of Bernard of Clairvaux. To meet the needs of the people especially in the new towns, the Church supported the movement of the Friars, inaugurated by Francis of Assisi and Dominic. It sent these ‘“‘poor preachers’’ everywhere, but especially into the Universities, which, largely under its influence, had risen in Paris, Oxford, and other centres during the twelfth century. At first great crowds of students had gathered merely to hear famous teachers, but they soon followed settled courses, such as medicine at Salerno, law at Bologna, and worked under common regulations and customs. The Church, too, commanded other forces particularly that of religious enthusiasm, as expressed in the Crusades. For an understanding of the Crusades it is necessary to review the origin and growth of Islam and the situ- ation in the east under its sway. The Crusaders held Jerusalem only for a time; but the movement promoted trade, brought in Eastern manners and ideas, and broadened the outlook of Western 49 men. With the command of these forces the Church, under leaders such as Gregory VII. and Innocent III., asserted and finally estab- lished its supremacy over the Holy Roman Empire. I+s victory marked the climax in the political history of the Middle Ages. Medieval Life. The above topics suggest the lines which the teacher’s study and knowledge of the period should follow. But he can make these of real value and interest for his pupils by portraying vividly some of the leading figures and outward aspects of medieval life. Biography makes a strong and constant appeal to young students. In such char- acters as those of Anselm, Bernard of Clairvaux, Francis of Assisi, Charles the Great, of many of the Kings of England, and of Louis IX of France, the teacher commands ample material with which to stimu- late the historical imagination of his pupils. He can find in all good text-books and in the form of slides and photographs illustrations of medizval castles, churches and towns. It is an easy matter to hold the interest and improve the taste of young students by tracing with the aid of views, the development of architecture. 2. Mopern History. Modern History is more complex than Medieval History. Dur- ing its course there have developed a number of great nations each with its own type of life, each pursuing its own ideals. In the tran- sition to modern times we find that some medieval institutions and ideas have almost wholly disappeared. We have no longer feudalism or crusades; the unity of the medieval Church has been broken by the Protestant revolt; the rights of birth and rank which seemed so natural te the mediseval mind have been assailed in the struggles of such revolutions as that in France. The result is a changed world, and it is the chief function of the teacher of the history of this period to explain how the changes have come about. Only the great events and the great leaders can be followed. The chief emphasis should be placed upon the history of England, which is closely related to’ nearly all the great continental movements. The Growth of National Spirit. The growth of national spirit is seen as early as in the Hundred Years’ War; France would not accept a foreign king. The teacher can use effectively the lives of Edward, the Black Prince, Henry V., and Joan of Arc. To this day France treasures the memory of Joan as one of the first to appeal effectively to French nationality. This national movement matures only slowly into the modern system of great states, sharply divided from each other with strong centralized governments. The impelling force in these changes is — summed up in the term— 7 The Renatssance. It is most important to get a clear meaning of this term. It indicates more than anything else a state of mind which leads men to think for themselves. This state of mind came to the age as it + 50 comes to the maturing individual and causes him to criticize, to explore, to break away from the traditions of the immediate past, to think and act for himself. It has many aspects: (1) The Revival of Classical Learning. This revival finds its cuief home naturally in Italy, where Florence becomes the “Medie- val Athens.’’ The figure of Dante, medieval in his religious thought, but half modern in his feeling for aay: and in his use of Italian, the tongue of the common people, stands at the beginning of the period. Petrarch, his younger contemporary, is modern in outlook. These two men ought to be made real. Both love ancient learning, but they are different types. Only a few Renaissance leaders should be considered : Lorenzo de Medici, Savonarola as opposing him, Pope Leo X., and Erasmus; in England More and Colet, both beautiful characters. (2) The Fine Arts in the Renaissance. This is a subject so large that it may well become confusing. At most only a few great names should be discussed—Giotto at the beginning’; then much later Leonardo da Vinci, Michael Angelo, Raphael, and Titian. Photographs of the great works of art are now cheap, and by spending a small sum each year an excellent collection of reproduc- tions could be made. Framed and hung on the walls of the school rooms they would produce an excellent effect in educating the eve and the taste of pupils. (3) The Revolt from the Authority of the Church. There had long been mutterings by such men, for instance, as Wycliffe and Hus. At last Luther appears. The movement which he led is German, springing largely from the growth of the national spirit. It Sa be best understood by seeing vividly the character and aims of this one man, Luther. To see him the pupils must see those opposed to him,—Pope Leo X., the Emperor Charles V., Erasmus, even the English Henry VIII. (4) The Spirit of Discovery. The story of the discovery Be America can best be told in connection with Canadian History, but the whole subject of discovery should be understood as a phase of Renaissance thought—Marco Polo’s journeys, the attempt to reach India by going round Africa, and Asia by crossing the Atlantic The reason for Spain’s leading in this work should be made clear: the recent union of Castile and Aragon had made her strong enough to take such leadership and by ‘the overthrow of the Moor- ish power she had ended a long conflict. These topics especially interest students in the New World: maps should be freely used. (5) A new Independence in Political Thought. This is probably the most far reaching and permanent result of the Renaissance. In England the change proceeds with striking regularity. Henry VII. and Henry VIII. are practically despots: Parliament does their bidding. But the new spirit shows itself under Elizabeth in delight Aa 51 in adventure (Drake, Hawkins), and in literary and scientific activity (Shakespeare, Bacon). Finally, when a Stuart and half foreign King succeeds, the nation asserts its liberties. Then we have the succes- sion of leaders, Eliot, Hampden, Pym, Oliver Cromwell, who attack vehemently religious and political despotism. At the same time a similar struggle is found on the Continent. The Church, wounded deeply by the assault of Luther, rallies her forces. Ignatius Loyola organizes the Society of Jesus; the Council of Trent is held, largely under Jesuit leadership. The Church is soon strong enough to carry on aggressive war in regions where she had at first lost heavily. In France the bitterness of the struggle is seen in the Massacre of St. Bartholomew, while the Church’s ultimate triumph is evident in the renunciation of Protestantism by its leader Henry IV., who, how- ever, grants toleration of his former creed in the Edict of Nantes. Charles V. and Philip II. seek to destroy Protestantism in the Neth- erlands. The characters of both should be clearly understood, and over against Philip should be put the figure of William of Orange (the Silent) the leader of Dutch Protestantism, and the real founder of the Dutch Republic. The causes of the decline of Spain should be explained. The conflict widens and deepens. The Church aims to recover lost ground in Germany, and the Thirty Years’ War breaks out. To follow the details of the War in a school class would be useless. Let only the issue be understood. Catholic Austria aims to dominate Germany, and not merely Protestant Germany but Cath- olic France joins in the struggle to prevent it. The Age of Louis XIV. The Thirty Years’ War seemed to show that no single state, no single type of religious thought, could be dominant in Europe and that attempts to effect unity by coercion would fail. But it was left for France to make a further supreme effort for domination. Here it is important to show what ambitions to sway Europe France matured, over against a Germany desolated and nearly ruined by the Thirty Years’ War. To follow the details of the wars of Louis XIV. would be a waste of time with a school class; but his person- ality, his court, his ambitions can be made clear. So also can his religious policy. His revocation of the Edict of Nantes and his resolution to have but one tvpe of religion in France reveals the passion for uniformity that modern states have been forced to abandon. The futility of his aim to master Europe is seen in— The rise of the new nations, Prussia and Russia. The pomp-loving Frederick I., the first king of Prussia, his eccentric son Frederick William [., and his brilliant grandson Frederick II., (the Great) lend themselves to interesting treatment, and abundant material will be found in Carlyle’s ‘‘Frederick the Great.’’ An equally interesting figure is Peter the Great, of Russia, with his efforts to bring a hitherto Oriental state into touch with Western Europe. But, interesting as they are, these phases of - European history can be touched upon only lightly. 52 Expansion of Great Britain. This phrase best sums up the final result of the world-wide struggle of Britain with Spain, with Holland, and with France. Its climax is in the Seven Years’ War. Again, to follow such a struggle in detail would be vain; but the pupil can be made to see clearly Frederick the Great, Pitt, Wolfe and Montcalm, Clive, and George III., determined to be master and to end the war. The War itself has far-reaching consequences in bringing prominently to the front Prussia, the master-state of modern Germany, and in estab- lishing Britain’s supremacy over France in both North America and India. From this war, indeed, may be dated the modern British Empire. True, Britain’s triumph was short lived, but her disasters during the American Revolution should be passed over lightly for they are studied more fully in British History. The great crisis of European development soon came: The French Revolution. This era is a life’s study in itself. The most a teacher can hope to do is to make vivid some of the leading figures: Turgot, his plans for reform and his failure; Necker, with his weak policy; Mirabeau, Robespierre, Danton as leaders. The Fall of the Bastille, the Sep- tember massacres, the Terror and much else lend themselves to vivid treatment, but in each case the reasons for the event as well as the dramatic happening should be made clear. It should be clearly understood why the first republic was proclaimed in France, why the Terror seemed necessary, why Robespierre fell, why the Directory was established, and why, in the end, there was established a military dictatorship under— Napoleon. Only a few chief things about Napoleon can be taught: The greatness of his genius: as a soldier, his ambition, his resolution to dominate Europe, the cause of his failure; as a civilian, his reforms and his influence. With Napoleon’s fall we have Europe once again working out the fuller results of modern as distinguished from medieval thought. The principles so extravagantly asserted in the France of the Revo- lution are still potent. National feeling becomes a passion and shows itself in remarkable movements for— Unification. This movement is seen in Germany; in Italy; in the United States, by the overthrow of secession ideas in the Great Civil War; in the British Empire by the Federation first of Canada, then of Australia and by the present movement for closer imperial unity with self-governing states within the Empire. Such great topics can only be touched upon. Throughout the course attention should be fixed merely on the chief figures and the salient movements. 53 Appendix C. DETALCS OF THE SPECIAL COURSES: I. MIDDLE SCHOOL COURSE IN ART. COURSE OF STUDY, The Middle School course is a continuation of the Lower School course with the addition of the following : 1. Representation. (1) Use of the mediums: charcoal, crayon, pencil, water-colour, monochrome, and pen and ink. (2) The drawing and painting of landscapes from nature. (3) The mounting of drawings. (4) A few typical problems in parallel and angular perspective. 2. Ornamental Design. The study and application of Historic Ornament. 3. Constructive Drawing. Simple machine drawings ‘and working drawings suitable for local industries. 4. Architectural Drawing. (1) The reading, making, and lettering of the plans, elevations, and simple details of ordinary dwellings. (2) A study of the Historic styles of Architecture. Nore.—Where there is a Manual Training Department, Constructive ‘Drawing should be taken up therein, and should not be included in this pie Course. SPECIAL LEGISLATIVE GRANT. An annual grant of $25.00 will be made to the High School Board, to be spent in special Art equipment, and of $75.00 to the teacher of the Special 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 Department of Education. 2. The course shall consist of at least two of the four subjects pre- scribed for the Middle School Art Course. 3. 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. 4. The class shall consist of at least six members in regular attend- ance who have already completed satisfactorily the Lower School Art mourse; |oee:- Reo. +28) (6), ]. | 5. The Inspector’s report of the equipment, organization, teaching, aand the pupil’s work shall be favourable. : 54 II. COMMERCIAL COURSE, The Special Commercial Course is a two years’ one, and is intended to provide a fair commercial education with such attention to the subjects of a general education as will fit a pupil for one of the less responsible business positions. The subjects are obligatory except where an option is indicated; but, where local conditions necessitate any modification in the course, the Printipal may make them, subject to the approval of the Minister. First YEAR. 1. English Literature: The General Course of the Lower School. 2. Practical English Grammar and English Composition. The formal grammar needed as a basis for a course in Practical English. Business correspondence including letters of introduction, application, and invitation, advertisements, notices, orders. 3. History: The General Course of the Lower School. 4. Geography: The General _Course of the Lower School in Mathematical, Map, Physical, and Commercial Geography, with a special course in the products and industries, communication and transporta- tion, and domestic and foreign trade. 5.. Reading : The General Course of the Lower School. 6. Spelling: Words in common use, commercial terms, common geographical names, names of noted persons. 7, Wrawing. The General Course of the Lower School (optional). » 8. Writing: Special attention to position and movement and the principles of letter construction. The formation of a graceful business hand. Figures, ledger headings, addresses. (Five periods a week.) g. Arithmetic: Review of elementary work. Percentage and its applications to loss and gain, trade discount, commission, insurance, taxes, duties, interest and bank discount. Special attention to rapid. calculation and mental arithmetic. Elementary Mensuration. 10. Shorthand : Course in Isaac Pitman Shorthand. 11. Bookkeeping and Business Papers: Simple business forms; Receipts, promissory notes, drafts, orders, deposit slips, cheques, bank drafts, bills of goods, invoices, accounts, endorsements and consequent liability. Double and Single Entry, involving the use of journal, cash book, invoice book, sales book, bill book, ledger, financial statements, and closing the books. Changing from Single to Double Entry. Nore.—The sets prescribed for Approved School standing, etc. (see under Book-keeping and Business Papers, p. 24), together with sets Avil. Viite IX., and XI. (Part II.) of the authorized text-book or the equivalent thereof in character and amount fulfil the requirements under this head. 12, Physical Culture: The General Course of the Lower School. 13. Algebra: The General Course of the Lower Schoo! (optional). 14. French and German: The General Course of the Lower School, with special attention to business correspondence. (Both languages or either, optional). 55 SECOND YEAR, 1. English Literature: The General Course of the Lower School. 2. Composition: The course of the First year continued, with special attention to correspondence. | 3. History :—First Term: How we are governed : Parliament, legis- lature, municipal government. ; 4. Geography :—SEcoND TERM: Study of Commercial products, their source, preparation, supply, markets. Mechanism of Commerce. 5. Specling : The course of the First Year continued (optional). 6. Drawing: The General Course of the Lower School (optional). 7- Writing: The course of the Lower School continued. (Two periods per week.) 8. Arithmetic: The Lower School course continued, with continued Special attention to rapid calculation and Mental Arithmetic. g. Book-keeping and Business Papers: Use of special columns in books of original entry. Partnership and sharing of profits by different methods. Commission business. Manufacturing accounts. Trading account and comparative statements. Simple Joint Stock Com- pany accounts. Practical treatment of freight, duties, discounts, bad debts, contracts, negotiable paper, Statutes of Limitations and of Fraud, money and bank, partnership, collection of accounts, insurance. 10. Shorthand: Speed of 80-100 words per minute; transcription on type-writer at 15-30 words per minute. 11. Typewriting: Vhe Touch method; letter-wrting; addressing envelopes and postcards; legal forms. Speed of 30 words a minute. 12. Physical Culture: The General Course of the Lower School. 13. Algebra: The General Course of the Lower School (optional). 14. French and German: The course of the First Year continued, with special attention to commercial correspondence. Norrt.—In the above courses of the First and Second years, Drawing,. Algebra, French, and German are optional. If practicable, Drawing should. be taken on account of its culture value. If the pupil is taking a two years’ course, Algebra, as being generalized arithmetic, and French or German, or both, according to the future requirements of the pupil, should form part. of the course. ‘ THIRD YEAR. In a few schools in the larger centres of population, a Third Year’s Course may be practicable. The Minister will consider, with a view to- approval, any proposal made therefor by a Board of Trustees. It is recommended that such a course be constructed on the following lines :. The continuation of the work of the Second year in English Litera- ture, English Composition, Arithmetic, Book-keeping, Shorthand, Type~ writing, and the Language option, with— (1) An outline of the leading events in the History of Commerce with special reference to modern times; and (2) The Mechanism of Commerce and the laws of production, exchange, and distribution of wealth. ee" 56 {II]. COURSES AND EXAMINATIONS FOR ADMISSION TO THE MODEL AND NORMAL SCHOOLS AND THE FACULTIES OF EDUCATION. GENERAL. 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 Education, in July of each year, subject to the conditions hereinafter contained, at each High School and Collegiate Institute, and at such other centres as may be approved by the Minister of Education. 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 of Educa- tion may select. (2) (a) Candidates intending to write at any of these examinations shall make application to the Public School Inspector betore the 24th of May on an official form to be obtained from him. (b) This official form of application shall include a certificate to be signed by the Principal of the school in which the candidate has completed his course that he has read carefully during the preceding year at least four enumerated suitable works in English Literature (both Prose and Poetry) in addition to those prescribed for the examination, and that he has taken up practically the course in Science. Without this certificate or other similar evidence satisfactory to the Public School Inspector, the candidate shall not be admitted to the examination. (See Schedule A., p. 60.) MopDEL SCHOOLS. 2.—(1) The subjects of examination for entrance into the Model Schools shall be those of the Lower School of the High Schools as follows : Book-keeping and Business Papers, Art, Elementary Science, English Literature, Geography, Spelling, English Composition, Writing, English Grammar, History (British and Canadian), Arithmetic and Mensuration, Algebra and Geometry. (2) The Writing shall be judged from the Composition answer papers. (3)-The texts for the examination in English Literature .will be pre- scribed by the Department of Education fbae. year to year. The Geometry for this examination shall consist of the practical course prescribed for the Lower School of the High Schools, and of the propositions as pre- scribed for the Model School entrance examination in Appendix B. (4) For admission to the English-French Model Schools, an additional paper will be set in French Grammar and Composition. The standard for pass at the examination will be 333 per cent. of each paper and 50 per cent. of the aggregate. NORMAL SCHOOLS. Examination in July. 3.—(1) The obligatory subjects of examination for entrance into the - Normal Schools shall be those of the Middle School of the High Schools as follows: English Composition, English Literature, British and Canadian History, Ancient History, Algebra, Geometry, Physics, and Chemistry. 57 (2) Candidates for entrance into the Normal Schools who take also the papers in the Middle School course in Latin (the pass Matriculation course) at the uty Departmental examinations of the same year, and who make at least 335 per cent. on each of such Latin papers and 50 per cent. of the aggregate of the marks assigned to both papers, shall have the marks so obtained counted as part of the 60 per cent. required on the -aggregate of the obligatory subjects. The maximum for each of these - papers shall be 75 marks. ; FACULTIES OF EDUCATION. Examination in July. 4. Except as provided below, the subjects of the Departmental exam- ination for entrance into the Faculties of Education shall be those pre- scribed for the Upper School of the High Schools and the examinations may be taken as follows: (1) At one time or in two parts at different times, as follows : Part I.—English Composition and Rhetoric, English Literature. Medizval History, Algebra, Geometry, Trigonometry, and Physics. Part I].—Modern History, Biology, Latin, with Chemistry and Mineralogy, or French and German, or Greek and German, or Greek and French. (2) (a) In four parts at different times 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 addi- tion to the examination-in the papers in Biology, Chemistry, and Min- eralogy : 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 one subject at an examination in one of the four parts, but who have made 40 per cent. of the marks on each of the two other subjects and 60 per cent. of the total on said two sub- jects, may carry over to the examination in a part subsequently taken, the examination on the subject in which they have failed. (c) Candidates writing under the provisions of 4, 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 from time to. time by the Department of Education for those who qualify under this Regulation. NORMAL SCHOOLS AND FACULTIES OF EDUCATION. Examination in September. 5.—In addition to the foregoing Departmental examination, a candi- date for admission to a Moral School or a Faculty of Bdueation shall 58 pass at the Normal School or the University, in September, immediately before the session opens, a Departmental examination in the following subjects of the Lower School of the High Schools, unless, as provided in 6 below, he holds a certificate from the Principal of an Approved School that he has completed satisfactorily the courses in said subjects : Reading, Writing, Spelling, Book-keeping and Business Papers, Art, Biology, Geography, English Grammar, and Arithmetic and Mensur- ation. CERTIFICATES FROM APPROVED SCHOOLS. 6.--A candidate for admission to a Normal School or a Faculty of I:ducation who presents a certificate in the form prescribed in Schedule B. below, and who has passed the prescribed July examination, shall be admitted without further examination. (See Schedule B., p. 60.) Note 1.—The Departmental approval of a school confers no standing on any of its pupils. Without the Principal’s recommendation, no pupil is entitled to exemption from the September examination. Notre 2.—The dates of the September examinations for admission to the Normal Schools with other particulars pertaining thereto, may be obtained each year on application to the Deputy Minister of Education. Note 3.—Particulars as to the examinations of the Faculties of Education are contained in their Calendars, which may be obtained on application to the Registrars of the University of Toronto and Queen’s University. EXAMINATION PAPERS AND STANDARDS. 7.—(1) (a) One examination paper shall be set in each subject except in the case of Latin, Greek, French, German, and Biology, in each of which subjects there shall be two papers. (b) Optional questions may be given in a paper at the discretion of the Board of Examiners concerned. (c) A candidate for admission to a Faculty of Education who is also a scholarship candidate at the Honour Matriculation examination mav substitute for one or more of the following subjects of the Faculty exam- ination the corresponding subject or subjects of the scholarship exam- ination : Mathematics, English, Physics, Chemistry, Biology, Latin, Greek, I*rench, and German. (d) At the examinations in English Composition an essay or a letter or both shall be required, to which special importance shall be attached. Questions in Rhetoric may also 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 Composition. (e) In addition to passages from the prescribed authors, sight pas- sages shall also be set at the examinations in English Literature, Greek, Latin, French, and German. (2) (a) Candidates will 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. Seventy-five per cent. of the agegre- gate will be required for Honours. Each examination paper shall be valued at 100, except in the case of optional Latin for entrancé into the Normal Schools. (See 3 (2), p. 57-) (b) If, after all the answer papers have been read, any examination paper should be found by the Revising Board of Examiners to be easier 59 or more difficult than required, the minimum on the paper shall be cor- respondingly raised or lowered, and the total number of marks corres- pondingly increased or diminished. (c) At all the examinations for entrance into the Normal and Model Schools and the Faculties of Education, a report, signed by all the mem- bers of the staff concerned, as to the standing of their candidates, will he taken into account in settling the results. Only the names of the candi- dates who, in the opinion of the staff, have completed satisfactorily the courses for the examination shall be meided in this report. (4) Each candidate who makes the required aggregate may be awarded a certificate, even though he should fail to obtain the minimum in a subject, provided he was regarded as fit to pass in that subject by the staff, as shown from the report sent to the Department before the exam- inations. (3) (a) A candidate who has failed at the examination for entrance into the Faculties of Education may on application to the Minister of Isducation be granted a Normal School Entrance Certificate, provided he has obtained 50 per cent. of the aggregate of the marks for each part and 33% per cent. of the marks for each paper, and provided he pre- sents from the Principal of an Approved School the certificate, or passes the September examination, prescribed in 5 and 6 above. (b) A candidate who has failed at the examination for entrance into the Normal Schools may on application to the Minister of Education be granted a Model School Entrance Certificate provided he has obtained 50 per cent. of the aggregate of the marks for the July examination and 33% per cent. of the marks for each paper therefor, and provided he pre- sents from the Principal of an Approved School, the certificate provided for in 6 above, for admission to a Normal School, or, on examination by the Principal of the Model School, gives satisfactory evidence of his — knowledge of the Lower School subjects detailed in 5 above. 60 SCHEDULE A. FORM OF CERTIFICATE. Be TEE MIO Stier, le hs, Love [on Thiele tage oko meee etek Ne rene ene en ean Principal of the High School (or, Collépiate Institute) at mc-0 3 eee err eee , in the County of : See Peete ..........do hereby certify that, to the best of my knowledge and belief: <:5 5.05 pape teu oth uo Clee oe Pea P ela Paccee Seen Clams ee eo eee eter Rae cree ane ace ji #. candidate -forseéntrance: Tinto... .o.53 ye ee neice amet en te eer (1) has read carefully during the past year, the following works in English Literature in addition to those prescribed for the examination : eoeee seo eer ese sere tee ees ese eee eee eeseneaeseseees HF FHF FF HFEF OHH OHH OTE HHH BHO EHH OTHE HOHE HEE ESE HHO EE EHS eo eee eee eee ees eee eee eee eeeeoee ee eeeereseoeeseseeHs FHF FFE EHT EHH OHH ETH SHE OHE HEHEHE HOE HEH HHH EHH HHH HEE HOY ese ree eee ee eeesseeoerseeeeosreooseeeeeeseeesreteooeeesroseseeere To the Public School Inspector, Principal. eee wee eee ere eee eee ese ree ese seereseoeresesesen SCHEDULE B. FORM OF CERTIFICATE. * Loic ete Rn ee re era , eb bincipale of them high schoo! (or, ‘Collegiate Institute \oatiee. tx ee eee , in the County of 1 ‘‘Approved School’’ under the Regulations of the Department of Education, do hereby certify, CR) St hia tha. os Tecate tires settee eet ote ae attended the above school from DE Rie. Mes Ae TOUS eee ee eae ae (2) tha Peg cone ema comet ae oe has completed satisfactorily the Lower School courses in: ; Reading, Writing, Spelling, Book-keeping and Business Papers, Art, Biclogy, Geography, English Grammar, and Arithmetic and Mensuration. eee eee ere Pe eeere ere eseeeer ees eee esee eres eerseesereeeeetteeee Principal. To the Dean of the Faculty of Education (or the Principal of the Normal School) APN. See es eee ee ne ea remo erate *This certificate shall be endorsed on the Departmental certificates that the candidate has passed the July examination for entrance into the Faculties of Education or the Normal Schools. 61 _ Appendix Dy, Accommodations and Gymnasium: Grading and Grants. School accommodation shall be considered as divided into four grades, according to the character and extent of the school buildings-and grounds and their equipment. Where any part of the accommodation is used jointly by the High and Public Schools, the grading shall be one degree lower than if the schools were separate. In determining the grades, the High School Inspectors shall have regard to the following considerations :— I. DIRECTIONS FOR GRADING ACCOMMODATIONS. t. School Grounds.—The school grounds shall not be less than one acre in extent, easily accessible, not exposed to disturbing noises or noxious odours, and shall be exclusively devoted to High School purposes. In the case of Public and High Schools in the same building, the playgrounds for the High School pupils shall be separate. The grounds shall be properly levelled and drained, and ornamented with trees, shrubs, and flower beds; they shall also have separate entrances and recreation grounds and walks for the sexes. The recreation grounds for the sexes shall be separated with a*close board fence, wall, or hedge. No trees shall be placed so close to the school building as to check the free pass- age of air and light. Provisions shall be made for keeping the buildings and grounds in good order. 2. Water Supply.—The water supply shall be pure and adequate Where there is no other source of water supply, there shall be a well in the school premises properly protected against pollution. If a dug well, ‘it shall be thoroughly pumped and cleaned out at the close of each vaca- tion and at such other times as may be deemed advisable by the inspector. Lavatories, water-taps or tanks, and drinking cups of glass or good enamelled ware, shall be provided, and satisfactory arrangements shall be made for a suitable supply of water in the laboratory. Grades I. and II. shall be given only when the water supply is inside the building. 3. Closets.—The closets for the sexes shall be under separate roofs several feet apart, and properly screened from observation. Each closet shall be properly lighted and ventilated and shall contain a sufficient number of compartments for the attendance, each compartment being provided with a door. The boys’ closet shall be built of glazed brick or similar material, or of wood, painted a dark colour and sanded, with floors of cement, brick, or hardwood, placed at least a foot above the ground. Urinals, of slate or similar material, divided into compartments and properly situated, shall be provided for the boys, and separate and locked closets for the teachers. The closets and urinals shall be cleansed and disinfected at suitable intervals. Covered walks shall be laid from the door of the school building to the closets. A wall or a close, high board fence shall be provided between the boys’ and the girls’. side, from the closet to the school building, and the entrance to the closets 62 shall be properly screened. In the case of a Public and a High School in the same building, the closets for High School pupils shall be separate from the closets for Public School pupils. Where the closets are inside the building the above conditions shall apply mutatis mutandis. 4. School Building.—The grading of the school building shall depend upon the site and architectural appearance. In every school building there shall be separate entrances for the sexes with vestibules or covered porches, and separate means of egress at the rear to the recreation grounds and closets. Where there are two or more stories, the upper floors shall be sound-proofed with mortar, felt, or other suitable material. The schvol building shall be at least thirty feet distant from the highway. A school bell and a flag and a flag-pole should be provided. | 5. Class-Rooms.—The class-rooms shall be conveniently arranged, well proportioned and oblong in shape. A superficial area of 16 square feet and a cubic air space of 250 feet shall be allowed for each pupil. Hardwood is preferable for the floors and stairways. Any wood of such quality and grain as would suit for an oil or varnish finish will suit for the rest of the woodwork. Wood finish, instead of plaster, may also receive the highest grading. If calcimined or papered, the walls shall be kept free from dust, and renovated when needed. If painted, they shall be washed down and repainted also when needed. Where it is difficult to keep the ceilings in repair, metallic sheathing should be used. Suitable colour schemes (the ceilings being of a light tint) should be adopted for the halls and class-rooms. A soft colour—a light greenish or stone gray or a dull blue—suits the class-room walls; while for the halls terra-cotta shades afford a suitable contrast. (See pamphlet on School Plans for Rural Schools—Colour Schemes for Interiors.) : The doors shall swing outwards or either way. At least one waste paper basket shall be provided for each room, and the floors shall be kept in good order. A closet or a cabinet shall be provided tor utensils used in school work; also a suitable bookcase. Durable scrapers and mats shall be placed at the outside doors. In three-masters’ schools or over, at least one separate class-room shall be provided for science teaching ; in two-masters’ schools one of the ordinary class-rooms may be used for this purpose, and in the larger schools the laboratories for Chemistry, Physics, and Biology shall be separate. There shall be a hall or class- room in which all the pupils can assemble. A movable fanlight shall be placed over each class-room door. The class-rooms should be decor- ated with good pictures, casts, and vases, and other beautiful ornaments. After 1o9r1o first-class grading shall not be given unless the rooms are suitably decorated. A reasonable expenditure for this purpose will be expected from year to year. 6. Teachers’ Private Rooms.—There shall be at least one room for the private use of the teaching staff, of suitable size and comfortably furnished. Where the teaching staff is large, there shall be two or more private rooms, one of which shall be assigned for the accommodation of the female teachers. 7. Halls.—The entrances, vestibules, and halls shall be roomy and well lighted, and shall be so placed to admit of separate entrances for the sexes to the waiting-rooms, cap-rooms, and class-rooms. The halls -shall also be properly heated. In buildings of two or more stories there shall be separate stairways for the sexes, easy of access and well guarded. Suitable colour schemes and decorations should be provided. 63 8. Waiting-Rooms and Cap-Rooms.—-The waiting-rooms and cap- rooms for the sexes shall be conveniently situated with respect to the class- rooms, and shall be properly heated and ventilated. The waiting-rooms shall be furnished with benches and tables, and the cap-rooms with all necessary appliances for storing umbrellas and for hanging caps or cloaks. Provision shall also be made in the building for storing bicycles. g- Desks.—There shall be a single desk for each pupil in attend- ance. The desks shall be of suitable size with movable seats and adjust- able lids. In each school room the outer row on each side should con- sist of adjustable seats and desks, to be adapted to pupils below or above the average size to be seated. The pupil, when seated, must be able to place his feet fully and easily on the floor. There shall be a desk and a chair " in each class-room for the use of the teacher, and at least one chair for a visitor. A sloping stand for the gazetteer and the large dictionary shall also be provided. The laboratory shall be supplied with suitable tables for experimental work in both Physics and Chemistry. In the larger schools special provision shall be made for teaching Biology and Physics; special desks shall also be provided for Commercial and Art work, with, if practicable, separate class rooms. Grades I. or II. shall be given only when there are single desks and suitable provision has been made for practical work in Science. 10. Blackboards.—The blackboards shall be of sufficient extent and of good quality (slate preferred), properly placed in regard to light and distance from the floor, and furnished with troughs to hold chalk dust. There shall be a suitable supply of erasers for teachers and pupils, and the troughs and erasers shall be cleaned every day. [Every possible pre- cautton should be taken against dust in the school room. 11. Lighting.—The class-rooms shall be lighted from the left of the pupils, the lower edges of the windows being on a level with the heads of the pupils. The windows of every school building shall be adjusted by weights and pulleys, and shall admit of an adequate diffusion of light throughout the whole class-room. They shall also be provided with blinds of suitable colour (light green or gray or greenish gray). The blinds on the left of the pupils should be semitransparent; other blinds, opaque. The blinds shall be provided with cords so as to be readily adjustable to any required height. Grade I. is given only when the light- ing is from the left. 12. Heating.—The temperature of the class-room, halls, waiting- rooms, cap-rooms, and teachers’ private rooms shall be not less than sixty-eight degrees. A thermometer shall be provided tor each class- room. Where stoves are used they shall be so placed and protected as to prevent discomfort to any pupil. Grades I. and II. shall be given only in the case of schools heated with hot air, steam pipes, or hot-water pipes. 13. Ventilation.—Due regard shall be paid to the moisture as well as the temperature of the atmosphere, and provision shall be made for an adequate supply of pure air at all times. The foul air shall be removed and the pure air supplied so that there shall be a complete change at least three times an hour. Air shall not be taken from the school room or from the basement to supply the furnace. 64 Where storm sashes are used on the outside, they shall contain slid- ing panels or shall be hinged at the top, to allow of the ingress of pure air; or they may be placed on the inside and also hinged at the top. It answers equally well to have double panes of glass about one-half inch apart in the same sash. A draft-chamber or other suitable special means of ventilation shall be provided for the laboratory. II. THE GYMNASIUM. The Gymnasium should either be a part of the main _ school building or be connected therewith by a covered walk. It shall be adequately heated and ventilated. The sizes best adapted, having regard to the number ‘of pupils, are 80 x 40, or 70 x 35. The windows in the sides of the building should be at least twelve feet from the ground; each window should be about three feet high by six feet long. They should be sufficiently numerous to furnish adequate light and easily adjustable for the purposes of ventilation. One end of the gymnasium should be a dead wall without windows; the other end should contain the doors for entrance and either one large window or several small ones. The floor should be planked and a suitable supply of mattresses provided. The trapeze and flying rings should be in the central portion, suspended from points at least sixteen feet from the ground. The side rings should be suspended from points thirteen to sixteen feet from the ground. The stationary gymnastic apparatus, and the stove, where one is used for heating and where one is sufficient, should be placed at the end of the building containing the doors and windows. A locker and racks and stands should be provided for the movable appliances when not used by the class. Private rooms should be provided where the pupils may make any desirable change in their dress; also an adequate number of baths. A running track should also be provided. Where the organization renders it necessary, separate gymnasia should be provided for the sexes. If suitably planned, the assembly-room may be used in addition for Physical Culture. 65 Iil. DISTRIBUTION OF THE LEGISLATIVE GRANT. 1. Accommodations : The grant on the grading of the school build- ing and grounds shall be distributed according to the following scheme 00 ¢ |00 § 00 01 00 9 00 S1\00 6 00 0Z|00 31 CZ OG F cL 9 00 6 0G Z |0¢ T 00 ¢ |00 € 0¢ £ 09 F 00 OT/00 9 Go G 0S ¥ G19 00 6 0¢ I 0G I 00 € 0¢ F 00 9 "‘Spivoq yov[q 00 @ 0g G 00 € 00 6 |00 Ge TTSZ 0G $1)0¢: 0S F 0G T 00 9 |00 z 09 L 0g z 00 6 [00 ¢ o6 ‘SUIOOL SIOYOVIT, "*su1001-dep C3 G 00 & CL$ 0g 7 0g T 00 @ 0g 00 € 00 € |60 F200 9 00 ST/00 € 0 & "SUIOOI-SUTTIB AA 00 € |00 Fz 00 F 100 dé 00 ¢ |00 OF 00 9 |00 8F G6 S |00 SI 00 & |00 Fe GZ & |00 0€ 0¢ ¥ 00 9E | 0S T 400 GI 00 @ |00 9T 0S @ (00 02 2 ¢ [0 ¢ “SITBH “SCIOO01-SS8B[() Go & {GL G 0S |S TT GL 9 |&@ 8T 00 6 |0¢ GZ OG T |G4 & 00 T |Ge @ 00 @ |0¢ GZ § (G2 9° 0g F |00 6 + chp ee ete) AUS each a a ice eee ee Ce ee er eee es eo wee re er ow oe TIL ‘Il ‘T epeig—'‘SsIOOHOg HDI, SUBISVJ AXON XO AAUHY, ‘ 00 I 00 € /0G Z 0¢ F 0G éI Oo ¢ 2 ¢ jooyog | “SuIpting [ooyog ‘sestumerd 00 G 0S 6 ‘9g | ‘A{ddns 1078 A\ eee eo eee eee gua) a.e&) lovin eye « ee ee 66 2. Gymnasium.—There shall be four grades for High Schools and Collegiate Institutes respectively, according to the suitability of the char- acter and extent of the gymnasium: For Grade I., ten per cent. of the value of the gymnasium as reported by the High School Inspector, will be allowed up to the maximum value of $800 or $1,600, as the case may be [see Reg. 22 (1) and (2) ]; for Grade II., ten per cent. of three-fourths of such value; for Grade III., - ten per cent. of half of such yalue; and for Grade IV., ten per cent. of one-fourth of such value; but, when suitable additional accommodation ~ is in use for Physical Culturé, the grading will be one degree higher, unless the maximum has already been reached. Repeal of Regulations. All Regulations of the Department of Education inconsistent with the foregoing regulations are hereby repealed. DEPARTMENT OF EDUCATION, ; August, 1900. UNIVERSITY OF ILLINOIS-URBANA nn