(S? 
 
 (2 ' 
 Raral Etliicalional DeparliFiefit lQ\5io 
 
 AGRiCULTURIiL COLLEGE ^^^ 
 ITHACA. N. Y. 
 
 ^ ^^ COURSE OF STUDY 
 
 IN THE 
 
 PUBLIC SCHOOL SYSTEM 
 of 
 
 NOVA SCOTIA 
 
 FOR 
 
 1918. 
 
 [From the JOURNAL OFjEDUCATION, October, 1917— the semi- 
 annual Official Bulletinpf the Education Department, Halifax, N. S.] 
 
 _W_ 
 
Cornell University 
 Library 
 
 The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924013376383 
 
PUBLIC SCHOOL PROGRAM. 
 
 201. Three distinct terms seem to be needed: 
 
 (1) Program ef studies, which includes all Ike studies in a given school, 
 
 (2) Curriculum, which means the group of studies sehematically arranged 
 for any pupil or set of pupils; 
 
 (3) Course of study, which means the quantity, quality and method of the 
 work in any given subject of instruction. 
 
 Thus the program of studies includes the curriculum, and may indeed fur- 
 nish the material for the construction of an indefinite number of curriculums. 
 The course of study is the unit, or element, from which both ithe program and the 
 curricullim are constructed. 
 
 202. The public school program may be considered under its sub-divisions 
 of the common school program and the high school program. These furnish a 
 basis for the classification of pupils by the teachers and. for the examination of 
 schools by the inspectors; while they also secure a definite co-ordination of all 
 the grades of work attempted in the public schools, thus fostering the harmon- 
 ious interaction of the various educational forces of the province. 
 
 These programs are to be followed in all schools, particularly with reference 
 to (1) the order of succession of the subjects and (2) the simultaniety of their 
 studj*'. The fulness of detail with which they can be mastered in each school 
 must depend upon local conditions, such as the size of the school, the number of 
 grades assigned to the teacher, etc. As suggestive to teachers with little ex- 
 perience, contracted forms of the detailed common school program for mis- 
 cellaneous and partially graded schools are appended. 
 
 The public school program developed originally from the traditional systems 
 of Great Britain and the earlier Eastern States of America, is the result of the 
 observation and experience of representative leading teachers of the province, 
 under the suggestion of the experiments of other countries, and the criticism of 
 our teachers in provincial conventions assembled for many years in succession. 
 A system developed in such a manner must necessarily in some points be a com- 
 promise, and presumably therefore at least a little behind what we might expect 
 from the few most advanced teachers. Btit it is also very likely to be a better 
 guide than the practise of a majority mechanicaJly following methods which do 
 not adapt themselves to changing conditions, and which vary merely according 
 to the accident of local and uncoordinated caprice. The orderly development 
 of each study is intended to keep pace with the child's mental growth while the 
 sirrjultaneous progression of studies is designed to prevent monotony and one- 
 sidedness, to render possible the orderly and systematic organization of know- 
 ledge, and to produce a harmonious and healthy development of the physical, 
 mental and moral powers of the pupil. The aptsarent rnultiplicity of the subjects-, 
 is due to their sub-division for the purpose of emphasizing^ leading features of the- 
 main subjects which might otherwise be over-looked by inexperienced teachers. 
 The courses have been demonstrated to be adapted to the average pupil under » 
 teacher of average skill. The teacher is, however, cautioned to- take special care- 
 that pupils (more especially any prematurely promoted or in feeble health) 
 should not run any risk of "over-pressure" in attempting, to follow the average: 
 class-work. 
 
Any subject deemed desirable on account of local conditions may be added 
 to the general program by the local school board with the approval of the Educa- 
 tion Department. 
 
 Changes in these courses of study must always be expected from year to 
 year, but to a very Small extent it is hoped, except in the prescription of certain 
 texts in the high school program. These will be published from time to time 
 in the bulletin of the Department, the Journal of Education, published' in 
 April and October of each year. 
 
 GENERAL PRESCRIPTIONS. 
 
 203. To make the best use of the program, the teacher must interpret it 
 not as a mere list of perfunctory studies but as an endeavor to indicate the nature 
 and scope of such intellectual, moral, social, and physical activities as are cal- . 
 culated to fashion satisfactory types of Canadian manhood and womanhood. 
 He must regard his duty as that of cultivating human beings, not merely teaching 
 "subjects." He must, accordingly, keep in mind that culture comes not so much 
 thru knowing as thru feeling and doing; that education is not so much a process 
 of instructing as of directing the activity of childhood and the growth of desirable 
 personality. / 
 
 In respect of method, the teacher must convince himself that the healthiest 
 and surest growth comes thru self-activity, and that self activity — the spon- 
 taneous activity of the child — can be derived only thru interest. Interest in a 
 subject or phenomenon being, in its turn, dependent upon the child's stock of 
 ideas or experiences cognate to the ones sought to be presented, it follows as a 
 -principle of the highest importance that instruction should, wherever possible, 
 proceed by the use and in the light of those concrete realities, experiences, facts, 
 or ideas, already in possession of the child or obtainable within his near envir- 
 onment. 
 
 No written exercise should be accepted from any pupil unless the evidence 
 is clear that a serious and more or less successful attempt has been made to have 
 the writing carefully neat, with due attention to good form in -every detait — mar- 
 gins, paragraphs, indents, punctuation, sfielling and grammar, etc. Otherwise, a 
 possibly brilliant pupil may be accidentally developed into a bungler. 
 
 204. , Reading and Elocution. Properly conducted, the reading lesson will 
 influence beneficially all. the recitation and conversation of the school, and will 
 have a permanent effect upon the language of the pupil. The teacher should, 
 in the first-place, see to it that his own speech and reading furnish an example of 
 deliberate, well-uttered language, and of meaningful, expressive reading. He 
 must, therefore, cultivate the power of hearing himself as well as his pupils; and 
 he must be constant in the correction of faults of utterance, tone, and expression. 
 Correct accentuation is but a slight element in the pronunbiation of a word. 
 Faults of pronunciation will be found to consist more often in false quality of 
 vowels, suppressed or obscured syllables, nasality, arid throatiness. The teacher 
 should never leave his desk in order to catch what, a pupil has read or spoken. 
 It is the pupil's business to make himself heafd by the whole school. In so doing, 
 he will have, too, all the better opportunity to hear his own voice and to profit 
 by criticism. Easy but correct bodily posture is important. 
 
 It should not be overlooked that a reading book loses interest with each 
 review. Accordingly, where it is not intended to use a supplementary book, 
 it is better that the reading should proceed with thoroness and with only moderate 
 rapidity. 
 
 The emotional and literary element in the prescribed readers increases with 
 each grade. This is of purpose. The reading-class is a literature class, and is 
 intended to provide a mediutn for emotional expression. In this connexion, 
 the careful study and memorizing of choice passages suitable to each grade is 
 important. These, thru study, contemplation, and recitation, will not only give 
 pleasure and afford training to the learner, but will serve later as touchstones 
 of literary merit. In high school grades, choice passages should be memorized 
 and recited m every foreign language studied, from the earliest stage possible. 
 
205i Spelling and Dictation. It must be kept in mind that spelling is learned 
 solely for purposes of writing, and that ability to spell aloud is sometimes asso- 
 ciated_ with inability to spell with a pen. Some pupils are ear-minded, some 
 eye-minded. Drill them in writing from dictation, and confine effort to such words 
 as are likely to be used. Practise in the early grades should center around the 
 words and sentences of the reading lesson, w'ith special attention to words of 
 similar sound but different spelling. Learning word-lists with meanings has 
 little value. Far better, practise the pupils in making expressions in which each 
 of the words is properly used. While not called upon to teach any other forms of 
 spelling than those of the school reading-books, the teacher should not mark down 
 or in any way penalize a pupil who uses any spellings authorized in preceding 
 numbers of the Nova Scotia Journal of Education. Special exercises should 
 be provided for practise in all words which the pupil is likely to use in corres- 
 pondence. The shorter or more phonetic authorized spellings are always preferr- 
 ed, as impliedly recommended by the Conference of the Education Departments 
 of the_ British Empire, in London, 1911. (See Minute 24 of "Report of the 
 Imperial Education Conference, 1911," as presented to the British Parliament 
 and ordered to be published). 
 
 206. English Language. By the end of the sixth year, pupils should be able 
 to express their thoughts grammatically, in finished sentences, and coherently.' 
 This result will be achieved, however, only where from the firist grade onward 
 the teacher is diligent in maintaining standardsof correct thinking and speaking. 
 An answer that is only a hint should not be accepted from a pupil; let him com- 
 plete his statement. If_ his answer is a series of incompletfe and disconnected 
 thoughts, indicate to him a better order, a means of connexion. Following 
 this practise, every lesson becomes in some measure a lesson in language, in oral 
 composition. But do not correct the pupil while he is in process of thinking; 
 and do not correct the same pupil too often or to the point of discouragement. 
 
 Written _ composition is not a distinct and separate subject. Where oral 
 composition is attended to, the written composition is merely the added matters 
 of penmanship, punctuation, capitals, and, later, paragraphs. Written com- 
 position attains its chief end in the common school when the pupil is able to write 
 ordinary business, private and social letters, correctly and with the customary 
 forms of courtesy. Written exercises should always be brief; otherwise, it is 
 impossible to examine them. As far as practicable, errors or deficiencies should 
 be merely indicated by the teacher, the correction or completion being assigned 
 to the pupil as a new exercise. 
 
 207. Writing. The earliest efforts in making letters and words are efforts 
 in drawing. At this stage, therefore, except for blackboard exercises, the finger 
 movement must be relied upon. When the pupil's perception of the forms and 
 connexions of the letters is fairly definite, transition should be made from the 
 finger to either the wrist or the forearm movement — preferably to the latter. In 
 the meantime, freearm practise should be given as indicated in the special pres- 
 criptions for grades II, III and IV. This movement requires that the whole 
 length of the forearm be upon the desk, its weight resting upon the pad of muscle 
 as the pivot upon which the arm should move. 
 
 Ornament, shading; and flourish in writing, are no part of the requirements. 
 Penmanship must be pronounced excellent when the letters are correctly formed, 
 when the movement is fluent, and when there is uniformity of hight and of slant. 
 
 There are twenty-six small letters and twenty-six capitals. Do not, there- 
 fore, increase the child's difficulties by introducing new or bizarre characters. 
 Choose the simplest and most legible forms; use these and these only; and insist 
 upon these being used by the pupils. Do not allow the school to see any untidy 
 or careless writing on blackboard or elsewhere. Take pains with your own writing 
 and be vigilant and exacting with pupils. If shorthand is taught, it should be 
 the Sir Isaac Pitman system only. 
 
 208. Drawing. The purposes of school drawing are, fa) to develop in the 
 pupil perception of form and color thru practise in reproducing these; (b) to 
 
continuously increase his capacity for enjoyment of form, color, arrangement, 
 etc., in nature, industry, and art; (c) to train him to use pencil and simple mathe- 
 matical instruments to express on paper both approximatiely and with geometrical 
 accuracy his conceptions of form and dimension, original and derived; and, 
 conversely, to enable him, to interpret sketch-plans and simple working-drawings. 
 
 Teachers lacking gift or training will do well to hkve some good drawing 
 series as a guide; e. g., Augsburg's or Prang's series. Where the teacher's art is 
 sufficient to make drawing attrictive and interesting, no book is needed by pupils 
 except a blank-book of coarse textured paper. But if the teacher's example and 
 instruction fail to attract and hold, pupils should have a book of drawings of gra- 
 duated difficulty. (The Ontario Teachefs' Art Manual, 40 cents, is the latest 
 and best text to be recommended to teachers)'. 
 
 209. Arithmetic. The first essential is accuracy in the fundamental pro- 
 cesses; the second, rapidity in applying them; the third, clearness in expression. 
 Absolute accuracy must be insisted on from the outset. Proceed slowly and only 
 from thoro mastery of what has gone before. Observe that the Unitary Method 
 is not an end in arithmetical teaching; it is only the basis of those quick methods 
 or rules which at the i)roper time should displace it. "Mental" arithmetic is the 
 primary process, and it should be abundantly practised in every grade and with 
 every sort of operation and problem. 
 
 Above all things, start from concrete objects, dimensions, relations and 
 keep your problehis for the most part within the field of the familiar and the 
 generally useful. In this connexion, it will be found possiblei by dealing with 
 the problems of farm, trade, industrial process, shop, bank, etc., to impart in- 
 cidentally a good deal of knowledge concerning costs and values, weights of sub- 
 stances, quantities of materials requisite in construction or decoration, and the 
 like. 
 
 Note that a. new lesson or process is never entirely new, even to the child. 
 Last day's lesson, or some former lesson or experience may have prepared the 
 child. In eve;ry new topic you introduce make use of the child's previous know- 
 ledge or experience. Note, also, that the approximate result of a problem should 
 first be sought inentally; for the leafner will thus be pirovided with an efficient 
 corrective to glaring error in written calculation, espedially if decimals are involved'. 
 
 210. Nature Study. It is inherent in our,character and our culture to desire 
 to comprehend man's relations to the universe, organic and inorganic. Interest 
 m nature is spontaneous, even in childhood. , Again, material and social pro- 
 gress are poncurrent with increase of knowledge and i increased control of nature 
 and natural agencies. Thus, we are furnished with two motives to nature- 
 study— the purely cultural and the cultural-utilitarian. Whichever motive 
 impels us, the one true method of study is thru direct contact and observation. 
 The aim is not to amass statements of fact or even to gather facts about nature, but 
 rather to cultivate an attitude toward nature, a disposition to inquire at first-hand 
 and a habit of caution m forming judgments about things. 
 
 In the early grades, the teacher need not bother much about consecutiveness 
 and coherence in tlje lessons, or with trying to reveal the principles at the basis 
 of phenomena. He may rest content with providing interesting material for 
 observation; with bringing the child into the presence of phenomena appropriate 
 to his powers of obseryatioa; with directing and maintaining attention ; with 
 fnrt'flf.'i'^ ■^u'V ^'thfncouraging his proprietorship and control of materials 
 H?1,S V The.time will come m the upper grades when the abundance and 
 diversity of experiences m each department of observation— plant, animal- insect 
 mineral, physica— will permit and necessitate the grouping and svSematfzIn^ 
 of jpromiscuous knowledge into. the inductions of llementlry science f^hl 
 early grades, therefore, explanations do not need to, and should not, go far into 
 causes Causes and principles should be postponed until the circle of e^eriences 
 zatlof a^TdTdTction.'^""^^ ^"""^'^ '" P^™'* °^ ^P^'^'"^ '"^^ P— °f ^-S 
 
In the Choice of topics and sub-topics in the steVeral grades, the interests of 
 the chiltirtn, the availability of materials, and the Yiattital features Of th'6 schbdl 
 district will largely govern the teather. But prefefeiice shbtiW generally be 
 givetl to biological father than to purely chemical and physital Jihenomena; for 
 the fbl-mer, by making a larger call for originating powfer on the part of the teacher-, 
 u ^'^^J;'''^ * freshness of treatrtient and a spontaneity of interest mainly wahtiag 
 where the tpather UAdertakfes merely to reproduce the hackneyed tdpies df physics 
 a^d chfetaisti-y text-books. In the Upper grades, some purposeful attentibh 
 should be given to the more obvious rfelations and applications of science to agri- 
 culture, horticulture, aiid other staple jjursuits. 
 
 In schools where there is only one teacher, there should not be mor6 than 
 four grades of nature-study, — three will suffice. Further, it is to be observed 
 that lessons designed chiefly for higher grades will prove in part iiltelligiblB and 
 therefore profitable to the pupils of the lower grades. 
 
 211. Geography and History. The facts of gfeograph^ and history— ^ven 
 of school geography and history — are too numerous and extensive to be mem- 
 orized Verbally. Both these studies should begin With the direct observation 
 and consideration of the home-district. Comprehending the larger and more 
 obvious features of his geographical and civic environment, the child will then 
 be ill a position to Ibok wider afield. Beginning At home,' geography and history 
 may with profit continue to be a study of contrasts and comparisons of distant 
 
 , lands and of events remote in time with those of our own neighborhood, nation, 
 and era. 
 
 In_ geography, facts will group themselves into three chief divisions; the 
 dynamical and physical; those of locus and boundary; and tilose of society and 
 industry. The Jatest and highest task will be that of discovering the relations 
 between these three categories. In the upper grades, Where the text-book is 
 prescribed, the teacher must be cautious about accepting as knowledge the pupils 
 ability to reproduce the statements of the book. Here, too, the interpretation 
 of the map should form one Of the important e]fercises. i 
 
 In the history of the highest grades, a few great events and dates in each 
 succeeding epoch should be seized upon as waymarks of political and sbcial pro"- 
 gress, and as reminders of chronological order and lapse of time. Around these, 
 should circle the facts of dyilasty, accession, war, treaty, discovery, invention, 
 exploration, literary "activity, etc. Endeavor to make the facts of history in 
 each epoch reveal to the utmost the contrast with our own time in point of in- 
 dividual liberty, religious tolerance, democratic power and privilege, iridustry 
 aiid commerce, means of communication, material comfoirt, and educAtibn. Cur- 
 rent events^ or occurrettces of social, economic, or scientific impdrt should be given 
 the same serious attention as is given to the past. 
 
 212. Manual Training. In many schools the teacher will be able to set 
 aside weekly a' period' varyiilg from twenty minutes to one hour and a half for 
 constructive exercises in paper, cardbbard, wood; for nCedle-work or cookery; 
 for modeling iti clay or plasticine; for mounting natural history specimens; for , 
 shorthand. In the eflfort toipht the whole child to school, manual or hand-and- 
 eye-training counts for much. In cases where only the minimum time is taken 
 from the school-day, teachers should encourage tlie pupils in home gardening, 
 home needle work, construction of home-made articles, of apparatus, boxes for 
 natural history collection, blank books for mounting plant specimens, etc. 
 
 213. Moral and Patriotic Duties. To be inculcated as enjoined by our 
 religion, and as professed by the teacher in his application for license. Separate 
 lessons need seldbm be given, if the epispdes of history and litiferature, passing 
 eVeilts, the daily happenings of the school, and matters of personal example and 
 conduct are properly utilized. Empire, Dominion and Arbor days afford special 
 opportunity Tor dwelling upon the dutifes of the individual towards his home-dis* 
 trict, his country, and his race. The publications 6f the Moral Education Leagu* 
 may be found useful — 6 York Buildings, AdelpW, Londoii, W. C, England; also, 
 of the Duty aiid Discipline Movement — 117 Victoria Street, London, S. W. 
 
8 
 
 Good Manners are one of the first and most conspicuous evidences of educa- 
 tion. In only the smallest sense are they merely conventions^ and arbitrary. 
 They are, in reality, founded upon an intelligent conception of our moral and 
 social order. The power of self-effacement at the proper time; of physical con- 
 trol; of putting others at their ease and on good terms with us; of comporting 
 oneself fittiijgly in public and towards age, youth, and rank; of giving precedence 
 to women; of applauding merit no matter where found; of presenting a cautious 
 attitude towards gossip and disparagement, — these good manners, wherever 
 displayed, are evidences of moral insight and control, and are worthy of unre- 
 mitting study and effort. It is intolerable that a teacher should disregard the 
 importance of example and instruction in respect of his pupil's conduct in these 
 matters. , 
 
 214. Hygiene and Temperance. Appropriate work for each grade should 
 be taught from the "School Hygiene" text prescribed. 
 
 It is fundamental th^t the teacher should 
 
 ) 
 
 (a) exemplify in his person habits of scrupulous cleanliness, of tidiness of 
 hair and apparel, of easy and correct posture and movement; 
 
 (b) see that the trustees provide for the regular and frequent cleaning of 
 the rooms; 
 
 (c) be conversant with the physiology and hygiene of fatigue; 
 
 (d) manifest a constant concern for the proper heating and ventilationfof 
 the school-room ; the supply of clean drinking-water; the cleanly habits of the 
 pupils; their frequent refreshment by means of recesses and brief physical exer- 
 cises; their games; their gait and posture; 
 
 (e) in the upper grades impressively explain the nature of germ diseases and 
 of protective measures; also of first aids to injured, fainting, and drowned persons; 
 
 (f) emphasize the moral, physical and economic loss accruing from in- 
 temperance; and 
 
 _(|) warn pupils against narcotics and alcohol whether disguised in patent- 
 medicines, or any other way. 
 
 215. Physical Exercises and Squad Drill. Physical exercises must not 
 be regarded as skills to be acquired by the pupil. Their purpose is for physical 
 development and for recreation (i. e. for recovery from the mental and physical 
 fatigue attendant upon school-tasks and the continued sitting posture). While 
 not intended to displace the free sports and games of the playgrounds, the re- 
 creative and moral values of which are unexcelled, they provide for a more com- 
 plete and better balanced physical development than do the chance games of 
 children. Brief physical exercises of two or three minutes' duration ^lould be 
 given every hour. Windows and doors should be open, and such movements 
 as create dust should not be chosen for indoor practise. 
 
 The elements of squad-drill, such as column-formation, marching, wheeling, 
 etc., should be practised outdoors in good' weathet. No school-work however 
 excellent can be marked high where the inspector fails to obtain evidence of 
 satisfactory squad-drill. Play should also be carefully and skilfully supervised 
 by the teacher or his most competent pupils for such class leadership. 
 
 216. Singing. Insp'ectors should accept no excuse for the absence of singing 
 1° *,F*J°°'- Whether the teacher is ignorant or not of musical notation, he can 
 hardlj; be so defective musically as to be unable to secure properly timed, exores- 
 sive singing by ear. If necessary, the tea«her should exchange services with 
 some colleague who will conduct the school singing, teach th? air, or, better, 
 teach the musical notation. At worst, one of the older pupils may be made use 
 of. Each year, the pupils should be put in possession of several good songs or 
 
hymns; and each year, where the teacher has some musical knowledge, the pupils 
 should make a definite step forward in the interpretation of the sol-fa, or of the 
 staff notation, or of both. 
 
 Part-singing need not be attempted until grade VII or VIII. The teacher 
 should train himself to be a good listener; at any fate, to observe when pupils 
 are merely shouting, not singing. 
 
 217. SPECIAL PRESCRIPTIONS FOR COMMON SCHOOL GRADES. 
 
 Grade I. 
 
 Reading. First, from blackboard; later, from the Primer; brief phonic 
 practises arid word-building to accompany. 
 
 Language. Directed conversation centering around nature topics and 
 children's homes, between pupil and teacher and among pupils themselves (a) 
 to promote familiarity and freedom from restraint (b) to cultivate distinctness 
 and purity of utterance (c) to develop a sense of grammatical correctness and a 
 perception of the sentence (cl) Recitation from memory of appropriate portions. 
 
 Writing and ^Drawing. Careful copying of letters, short words, and easy 
 sentences used in phonic practise, chiefly on blackboard. Drawing in mass with 
 colored-crayola, to illustrate the language and nature lessons; stick-laying, paper- 
 folding. 
 
 Arithmetic. ' Perception of number and number relations thru use of objects, 
 counting objects, adding, subtracting, doubling, trebling, halving^ quartering, 
 etc., — the processes to involve generally numbers no higher than 20. 
 
 Nature. The seasons, as they pass; and occupations appropriate to each. 
 Direct observations of sky, weather, germination and growth, flowering and 
 fruiting, coming and going of birds and butterflies. Perceiving substances as 
 heavy and light; colprs as red, blue, green, yellow. Elementary hygiene; clean- 
 liness, eating and drinking; care of eyes, nose, teeth. 
 
 Music, etc. As under "General Prescriptions." 
 
 Grade II. 
 
 Reading. Reader No. I. Brief phonic exercises covering most of the con- 
 sonant and vowel/ sounds; word analysis and word-building; names of letters 
 of alphabet. 
 
 Language. As in grade I, continued, avoiding repetition and monotony. 
 
 Writing and Drawing. As in grade I, continued. Free-arm practise in re- 
 peated ovals or o's in vertical or slanting strokes;! in repeating connectedly the 
 strokes that compose the first parts of the letter n, the letter i, the letter e. Mass- 
 drawing, as in I; Drawing of squares, rectangles, circles. 
 
 V 
 
 Arithmetic. As in grade I, with numbers up to 1000. Drill in addition 
 table and in multiplication table to "six times twelve". Measuring with the 
 foot-rule. 
 
 'Nature. As in grade I. 
 
 Music, etc. See "General Prescriptions." 
 
 Grade III. 
 
 Reading. Reader No. II. Occasional^ phonic practise, as in I. Increasing' 
 attention to expression in reading and reciting. 
 
io 
 
 Language. As in precfeding grades, with enlarging perception of the sentence ; 
 Practise using the connectives and, but, because, if, when. The perception of 
 name- words vor nouns; common nouns and particular or proper nouns. Reci- 
 tation, written exercises, correction of speech errors. 
 
 Writing and Drawing. As in grades I and II., with added free-arm practise 
 of the elements composing script letters^ and of short easy words without looped 
 letters. Drawing and coloring, as in preceding grades; also, easy outlme drawing; 
 drawing squares; rectangles, circles, triangles of given dimensions; construction 
 exercisis in; paper and cardboard. 
 
 i4n7ft«ei4C. Notation and numeration to 100,000; multiplication table com- 
 pleted and applied to concrete as well as to drill-problems; short division. Mea- 
 suring in feet and inches; estimating lengths and distances. Dollars and cents. 
 
 Nature. The weather chart; position of sun at different seasons. Wild 
 flowers recognized; sprouting of seeds, opening of bulbs, buds, and blossoms, 
 observed in schoolroom; growing plants from slips; fruits and seeds; how seeds 
 travel; domestic animals and bird's described. The neighborhood and its surface 
 feature^ noted and sketched on horizontal and later on blackboard. Hygiene; 
 pure air and breathing; structure, use, and care of the teeth; water, tea and coffee, 
 alcoholic drinks. 
 
 Music, etc. As in "General Prescriptions.'' 
 
 Grade IV. 
 
 Reading. Reader No. II. Exercises in utterance and expression, as in 
 grade 111. Spelling, etc., as in "General Pttescriptions." 
 
 , Language. Short stories reproduced orally and ^n writing. Brief oral and' 
 written descriptions of things seen and done in the nature class, on the farni,_ or 
 ill any industry. Writing short letter to schoolmate, to teacher, to dealer ordering 
 goods; attention to period, question-mark, comma, capitals, abbreviations. The 
 sentence; subject and predicate; noun, pronoun, verb (in finite relation only). 
 Correction of errors of speech. 
 
 Writing and Drawing. Copy-book practise for form and connexion of letters; 
 free-arm practise on loose paper for fluency. Plan of schoolroom showing teacher's 
 desk and other details; plan of schoolground with road and schoolhouse. Draw- 
 ings to easy scale. Drawing flower, fruit, and animal forms, and of borders and 
 patterns formed by repeating or alternating these. Free cutting, frohi colored ' 
 paper, of simple figures; mounting these; making a blank-bobk, a cornucopia, a 
 wall-pocket, etc. ; needlework. 
 
 Geography and, History. Observe closely the physical features of the neigh- 
 borhood, especially the natural drainage; inter-relation of slope, brook, swamp, 
 poild; industries, means of coriimunicatioii and main routes of travel in Nova 
 Scotia. The larget natural fea,tures of Nova Scotia. The outer world; oceans, 
 continents, Canada, the British Isles, the United States. Sand maps and wall 
 maps. Stories of explorers, heroes, the early settlers, settlements and conditibns 
 ' of life. The lapse of time; lifetime, century, A. D. 
 
 Arithmetic.' Notation and numeration extended; continual drill in the four 
 fundamental operations, written, and "mental" for accuracy and speed. Long 
 division, easy factorings long and avoirdupois measures. Practise in measuring 
 involving half, quarter, eighth; problems of home and shop. Judging lengths, 
 distances, weights, values. Text to page 63. 
 
 Nature. Study of flowers and plants, as in grade III, parts of Hower'and 
 purposes; trees, grasses, shrubs. Life history of two or three common insects 
 PP?^";6'l,^"°,.st"°>ed; e. g., housefly, cabbage and currant worms. Birds; 
 id&fttify four by plumage, song, food, habits. Four common rocks or minerals 
 of Nova Scotia. 
 
 Music, etc. See "General Prescriptions.'' 
 
11 
 
 Grade V. 
 
 voweflen^tl' ^^^'^^'^ ^°- "^- Perception of poetical rhythm and of varying 
 
 Language. Oral and brief written exercises, as in grade IV but with atten- 
 ^n to form and detail. Narration of the doings -of any holiday, outing, etc, 
 Orderly description. Simplest letter-writing, business and social, with attention 
 to courteous forms of expression, punctuation, paragraphing. The parts of speech 
 and the more obvious relations between' words; i. e., the adjecdival, the adverbial, 
 the objective, the possessive, the subjective. 
 
 _ Writing and Drawing. Writing, as in grade IV. Easy drawings to scale, 
 •with measurement of rectangular surfaces. Mass-drawing of objects significantly 
 grouped. Designing (a) by repetition, of easy forms, as in wall-paper; (b) by 
 disposing figures, leaves, etc., symmetrically within a square or oblong. Careful 
 outline drawings of cup, vase, hammer, ink-bottle, etc. The more obvious fore- 
 shortening of circular and square surfaces. Paper and cardboard construction 
 of regular solids and useful articles; working-drawing of, say, a wall-bracket, 
 needlework. 
 
 Geography and History. The .school-section, its physical features, its indus- 
 tries. Similarly, Nova Scotia, its towns, rivers, distances, industries, products, 
 means of communication. North America, with Canada in slight detail. The 
 poles, the equator, latitude. Leading events of Nova Scotia history; the Indians; 
 our racial origins, explorers, pioneers, primitive conditions. 
 
 Arithmetic. _ Drill for accuracy and ?peed. MuItipHcation, addition, sub- 
 traction and division of fractions, vulgar and decimal (easy problems) presented 
 in concrete and abstract. Canadian money. 
 
 ' Nature. Plants; weeds and their habits; conception of family in plants; 
 e. g., the cruciferae. Comparative studies of domestic animals and birds; itt- 
 jurious insects; common minerals; rock and soil; the magnet, the compass; the 
 heavenly bodies; the candle-flame; oxygen and carbon-dioxide; ventilation. 
 Hygiene, as in text in pupil's hands. 
 
 Music, etc. See "General Prescriptions." 
 
 Grade VI. 
 
 Reading. Reader No. III. Rhythm and rime more carefully noted; vowel 
 quantity or length. 
 
 Language. Oral and brief written exercise, as in Grade V. The verb, its 
 three tenses; its principal parts, with stress upon compounding with the past- 
 participle only, to form new verbal locutions. Number, case, person, and errors 
 of syntax involving these. Those few rules of syntax which avail in correcting 
 wrong forms of speech. The several parts of speech. Practise in use of con- 
 nectives. 
 
 Writing and Drawing. Copy-book and free-arm practise, as in grade V. 
 Pictorial sketching, in mass, of incidents in child-life. Line drawing of flowers 
 and their parts, vases, articles of furniture. Perspective of cube, rectangular 
 solid, house, road-way, doorway, trees in field, etc. Mathematical drawing; 
 drawing to scale; working-plans for wood and cardboard construction, as in grade 
 V. Needlework and constructive exercises, 
 
 Geography. The continents and oceans; European countries, capitals, rivers; 
 the British Empire. Canada, in some detail, geographical, racial, industrial, 
 commercial, civic. Longtitude; the seasons; unequal day and night observed, 
 ' without detailed 'explanation; latitude and elevation as affecting climate and pro- 
 ducts. Map interpretation. 
 
12 
 
 History. Lives of great Canadians. The thief migrations to Nova Scotia, 
 Canada, and New Brunswick; French, English, German, Scottish, Loyalist. 
 The American Colonies and the Revolution. Other British "colonies. France 
 and her colonies. Story of England to Cromwell's time. The relative antiquity 
 of British, Roman, Greek, Egyptian and Babj^lonian civilizations. Rudimentary 
 notions of government as obedience to authoi;ity. 
 
 Arithmetic. Fractions, vulgar and decimal, mentioning rate per cent. 
 Weights and measures, completed, with practical exercises and concrete appli- 
 ^ catipn. Cubical content. Text to page 167 . 
 
 Nature. Continuation of work of grade V, Hygiene, as in text. 
 
 Music. See "General Prescriptions.'' ' ' \ 
 
 Grade VII. 
 
 S'eading. Reader No. IV. Special attention to vowel length. Metrical 
 accent observed. Metaphor and simile recognized. , ' , 
 
 Language. Composition, as in grades V and VL Synthesis, of sentence. 
 Practise in use of connectives; however, moreover, still, nevertheless, in view oj, 
 etc. Inflection. The phrase and clause furlctipning as noun, as adjectivje, and 
 as adverb. Enlargements , and extensions. Letter-writing, business and socialjr 
 , punctuation. Goggin's New Elementary Grammar. ' 
 
 ^ Writing and Drawing. As in preceding grades, with much practise of free 
 
 arm movement and ' attention to connecting and spacing and to uniformity of 
 hight and slope. Drawing^ as in grade VI,' but involving increased skill. De- 
 signing and decorating oilcloths, book-covers, wall-brackets, paper knives, pho- 
 tograph frajnes. Constructio'n' in cardboard and wood; working-drawings. 
 Linear (freehand) perspective drawing, and color-work, needlework. < 
 
 Arithmetic. More difficult problerns in weights and measures; square root; 
 per,cehtage, and its applications to interest, taxes, discount; promissory notes; 
 mensuration of surfaces. . < # 
 
 Geography. Home geography, physical and dynamical; .Civics; federal 
 and provincial governments; social ^and phijaptJiropic institutions, and. moral 
 reforms. 
 
 Countries of North and South America, especially those of commercial 
 importance, as in Calkins Introductory Geography. 
 
 History. (Canada, its great events and personages, from 17J3 to 1867 as in 
 Calkin's Brief History of Canada. England, from Cromv?ell to George III, with 
 story of American Revolution as in Brief History of England, with interpretation j 
 and explanation by teacher. Renewed reference to ancient peoples and bible-lands,/ 
 
 Nature. Continuation of study of plant, animal, bird, and insect life — 
 additional types to be studied, and family relationships noted. Structure of 
 flower; pollination;^ usefulness of bees and other insects, of wind, etc., in polli- 
 nation. Soils studied; chemistry of air,, of flame, of water. Hygiene, as in 
 text. (Teacher's Handbook for -Oral lessons: First Course in General Science, 
 (Henry, Holt and Co., New York). 
 
 Music, etc. See "General Prescriptions." 
 
 Grade VIII. - 
 
 Reading. Reader No. IV. Meter and rime; .careful discrimination of 
 ■vowel-length; simile, metaphor, personification, and allegory. Private reading 
 discussed. ' > ^ 
 
13 
 
 Language. Oral and written composition, as in preceding grades. Des- 
 cription of mechanical and industrial processes, of playing of games, of life ^-is- 
 tories of insects, of^natural features of district; letter-writing; abstracts and 
 synopses; synthesis of sentences. Practise in use of connectives; e. g., therefore, 
 accordingly, altho, in spite of, if, provided, etc. Grammatical relations between 
 words in sentences; complex sentences, orderly parsing and analysis revealing 
 only the more obvious relations. Punctuation. 
 
 Writing and Drawing. As in grade VII, with the addition of convention- 
 ;alizing of natural forms as in historic ornamentation, borders, rugs, wall-papers, 
 etc. ; occasional rough sketching from nature. Constructive exercises and needle- 
 work as in grade Vll. 
 
 Geography. Latitude and longtitude, how determined ; seasons, long and 
 short days, explained. 
 
 Europe, especially the British Isles, France and Germany, and our com- 
 mercial and racial relations therewith. Asia, especially Palestine, Japan, China, 
 India, Persia; Africa, especially the Sout;h African Dominion, Rhodesia, Egypt, 
 Morocco, Tripoli; Australasia and the island colonies of Britain. Commercial 
 geography; lands, routes, means of transport, peoples, languages, products. 
 Government, trade-treaties, tariffs, postal systems. 
 
 History. Canada from 1867 with review of important events since 1713; 
 England frdni George III to the present time, with interpretation and enlargement 
 by teacher, and with review of important events since Cromwell. The principles 
 of representative and of responsible government. 
 
 Arithmetic. Metric weights and measures and their English equivalents. 
 Application of percentage extended; stocks, debentures, insurance. Mortgages, 
 bills of sale, notes, paper money, methods of remitting money; day-book, casb- 
 boot, and ledger entries. Algebraic notation and the evaluation of formulas, 
 especially the use of x to solve easy problems as equations. Marshall's Book 
 
 Nature. As in grade VII, with added orders and families of plants, insects, 
 animals, birds. Cross and longitudinal section study of bean, corn, woods. 
 Effects of seed selection; of fertilizers. Injurious^insects and weeds and methods 
 of extermination; insects as disease carriers, blights and fungus diseases of plants; 
 fungicides. Birds as the farmer's friend. The thermometer, the barometer, the 
 rain-gauge, electricity, magnetism, solar heat, storms; tidal phenomena. Hy- 
 giene, as in text. (Teacher's Handbook as in VII; and "first year course,' 
 "Fruit Growing and Common Weeds" as in Brittain). 
 
 Music, etc. See "General Prescription's:" 
 
 218. OUTLINE OF TECHNICAL COURSES FOR 1918. 
 
 (Which may be Substituted for the Regular Grade Work in the same * 
 
 subjects) . 
 
 MECHANICAL DRAWING. 
 
 Grade VII. 
 
 Plate I. Use and care of different instruments; exact , measuring of lines; 
 drawing of lines to exact given lepgth; drawing circles of different radii. 
 
 Plate II. (Drawings full size). 
 
 1. Shaft key, i" x |" x 4"; 
 
 2. Square anchor-bolt washer with hole; 
 
 3. Round stamped washer, 3",— 1" hole;- 
 
 4. Hexagonal blank nut; 
 
 5. Blank pipe flange, four holes, 6" outside diameter. 
 
14 
 
 Plate III. Lettering exercise, 60'; plain block letters. 
 
 Plate IV. Introduction of the principles of projectiofi and; of hidden and 
 dotted lines. 
 
 All work to be third angle projection. 
 
 All drawings full size. 
 
 Plan, elevation or section of the following: 
 
 1. SJiaftkey, 4"x|"xi"; 
 
 2. Hexagonal blank nut; 
 
 3. Blank pipe, flange, 6 holes. 
 
 Plate V. Further practise in work similar to that of former plates, drawings 
 full size. ' 
 
 1. Threaded bolt 5" x 1" square head and hexagonal nut off; 
 
 2. Same with nut, on; 
 
 3. 6" pipe clamp — two views drawn half size. 
 
 Plate VI. Ideas of drawing to different scales and conventional signs, 
 introduced'. 
 
 1. Lap joint i" boiler plate, two rivets, round' heads, plan and section; 
 
 2. Eye-bolt — two views. 
 
 3. 3J" cast iron ping, plan, elevation ^nd section. 
 
 Plate VII. Ideas similar to last plate. ' 
 
 1. Safety set collar for 2" shaft; plan, elevation and section thuij set 
 ' screws; 
 
 2. 3" tee joint for flanged pipe, elevation and plan, half size; 
 
 3. Cast iron clamp box, half size. 
 
 Plate VIII. Geometrical problems using only ruler and compasses., 
 1. ' Drawing perpendicular to a line — from a point; 
 
 2. Bisection of an angle; 
 
 3. Prbportional division; 
 
 4. Drawing triangle having given three sides; 
 
 5. Drawing parallel lines. 
 
 Grade VIII. 
 
 Plate IX. Review of principles taught in grade VII. 
 
 1. Bushing, hole IJ" x i" x 4"; , 
 
 2. Packing nut from a valve; 
 
 3. Wirerope sheaf, 6" in diameter; 
 
 4. Piece of octagon tool steel, 4" x 1§". 
 
 Plate X. 
 
 1. Wrought iron crank; two veins, drawji full size. ' 
 
 2. Flanged pipe coupling threaded, bolts and nuts in place; elevation 
 
 and section full size. 
 
 Plate XI. Plotting. Introduction of Protractor. i 
 
 1. Measure given angles. 
 
 2. Plot angles of 10"", 18°, 57°, 30', 105°, 169°. 
 
 3. 3 to 9. Plotting, triangles and quadrilaterals from data supplied. 
 
 Plate XII, Mensuration and measurement of hights and distances. , 
 1 to 9. Problems, data to be obtained by pupils as directed by teacher. 
 
 Plate XIII. 
 
 1. Hand wheel of "globe valve," 9" in diameter, two views. 
 
 2. Development of 90° stove-pipe elbow, 2 pieces. 
 
 Plate XIV. 
 
 1. Flanged shaft coupling; three views plan, end and section. 
 
i5 
 
 MININQ SCIENCE. 
 Grades VII and VIII. 
 
 1. Preparation of oxygen from Mercuric oxid. Show effect of burning 
 splinter, charcoal', sulphur and iron wire. 
 
 2. Prepare carbon dioxid. Show properties and test. 
 
 3. Preparation of nitrogen. Show properties. 
 
 4. Atmosphere. Show that it contains the three gases previously studied. 
 
 5. Prepare Hydrogen. Show properties. 
 
 6. Water. Composition as shown by analysis, electrolysis and synthesis. 
 
 7. Combustion. Burn Zinc dust, magnesium, etc., to show that burning 
 gives a gain in weight. Burn charcoal and test product. 
 
 8. Exaijiination of a flame to learn its parts. i 
 
 9. Effect of cold body and gauzes on a flame. 
 
 Grade VII. 
 
 Physics. I 
 
 1. Forms of matter. Show that form depends on conditions. Practically 
 illustrate by water, lead, sult)hur, napthelene, etc. 
 
 2. Effects that changes of temperature produce on the length, diameter, 
 volume, etc., of solids, liquids and gases. 
 
 3. Construction and uses of a thermometer. This must be illustrated by 
 actual construction of a thermometer. ' , 
 
 4. Modes of transmission of heat, illustrated by experiment and discussion; 
 application to the industries and to every-day life. 
 
 5. Diffusion in liquids and gases. Illustrate by colored liquids. i 
 
 6. Weight of air, demonstrated by actual weighing. 
 
 7. Barometer. Construction and practical appKcation. 
 
 8. Boyle's Law worked out from experiments with a Boyle's Law tube. 
 
 Grade VII. 
 
 Physical Geography. 
 
 The earth as a globe; the atmosphere, climate, temperature, seasons, weather; 
 the ocean, currents, waves, tides; the land, continents, rocks, wearing away and 
 building up of land, plains, coastal plains, wells, action of rivers, faults, mountains, 
 life history of mountains, folded' mountains, valleys, volcanoes, lava; rivers and 
 valleys, underground water, geysers, deltas, history of a river; waste of the land, 
 formation of soil — floods, lakes, effect of winds, deserts, glaciers; shore lines, 
 reefs, elevation and depression of land ; earth's magnetism. 
 
 Different kinds of rocks, interior, exterior; volcanic and sedimentary. 
 
 Rocks, classified! according to theii: method of formation; 
 
 Volcanic Granite. 
 
 Deposited by water '. . • Sandstone. 
 
 Slate. 
 
 Limestone. 
 
 Conglomerate. 
 
 Formation of coal: — story of the formation of coat in its simplest form. 
 
16 
 
 Grade VIII. 
 
 Physics. 
 
 1. Review of work of grade VII. The experiemts in heat are here to be 
 performed quantitatively as far as possible. Barometeip, diffusiori of gases, and 
 Boyle's Law reviewed with a fuller discussion of their uses in the industries. 
 
 2. Pumf^s — Common Lifting and Force — introduced and their construction 
 and actioji explained. ' 
 
 3. Experiments in the weight of equal volumes of different substances. 
 Specific gravity and its application. 
 
 4. Mechanics and Machines. 
 
 (1). Experiments with levers to show their uses and advantages. Bring 
 out the relation between lengths of arms and loads. 
 
 (2). Classes of levers. , Illustrate by' models and, as far as possible, 
 by practical application in macjiines. 
 
 (3). Experiments with the wheel and axle and wiiidlass to bring out 
 construction, relation of parts, uses and advantages. Here note ipar- 
 ticularly their practical application. ' 
 
 (4). Experiments with iiiclined plane to bring out the relation of power 
 and resistance to hight and length of slope. 
 
 5. Screw — construction and- practical application. 
 
 All the work outUned above must be thoroly illustrated by experiments 
 and its practical application to modern industry fclearly pointed out. 
 
 Grade VIII. 
 
 Physical Geography. 
 
 ! 
 Thoro review of work of seventh grade with a nfuch more detailed treatment. 
 Earth-solar system, history Of descent of earth from a body like the sun. 
 
 Glaciers; glacial history of Nova Scotia. 
 
 The sea and sea shores, sea deposits. Movements of the earth's crust, 
 folding, faulting, .earthquakes, volcanoes, underground structures ' ot 
 volcanic^ origin. 
 
 Different kinds of rocks; 
 
 Volcanic: — Quartz.'^Granite, Syenite. 
 
 Aqueous: — Conglomerate, Sandstone, Millstone, Grit, Shale, Slate, 
 Fireclay, Marl, Limestone. 
 
 Earth's history as told by geology. 
 
 Common fossils, kinds and significance. 
 
 Simplified story of various ages. 
 
 Recent:— Quaternary (appearance of man). Tertiary (age of mam- 
 
 ■mals). Cretaceous (age of reptiles). 
 Middle: — Jurassic,,Triassic. 
 
 Primary: — Carboniferous (age of luxurious /vegetation), Devonian 
 (age of fishes), Silurian (age of shell fish), Cambrian 
 (age of simple life, worms, etc.). 
 Foundation: — Archaean. 
 
17 
 
 How to know common minerals such as pyrite, quartz, calcite, mica, hem9.tite, 
 magnetite, chalcopyrite, fluorite and' galena. 
 
 Note: — This course, which at the option of any school i board can be substituted 
 for the corresponding work of the regular course of study for the public schools, 
 will probably be extended next year into grade IX. In this event, optional 
 examination papers will be provided, to be taken as substitutes for the corres- 
 ponding regular high school' papers of grade IX. 
 
 f - .' 
 
 [Optional questions will be provided in the County Academy Entrance Ex- 
 amination papers, for candidates taking these subjstitution subjects instead of 
 the corresponding ones of the regular coursel. 
 
 219. PROGRAM FOR RURAL SCHOOLS WITH ONE 
 TEACHER. 
 
 Covering Grades I to VHI of the Common Schools. 
 
 [The work presented in each class should occupy in general two years\. 
 
 There should not be separate clashes made for each grside. All 
 'pupils coming into the class for the first time should be marked in the 
 Register as of the lower grade: All the pupils whom the teacher thinks 
 likely to be promoted to the next class (or form) next year should be 
 niai;ked as of the higher grade in the Register. , 
 
 Inspectors may recommend this course for other schools where they deem it 
 advisable. 
 
 Teachers shall file a time-table with inspectors as soon after opening school as 
 convenient, but not later than October 1st in each year. ' 
 
 Physical, drill must be gi'ven twice daily in all classes. 
 
 Class (or form) 1. {Grades I and II). 
 
 Reading: — Not less than three lessons daily, chiefly from blackboard while 
 the Primer is used. Words — names of familiar objects and sentences from these 
 words. Phonetic practise, word building, sounds of the letters derived from the 
 words. N. S. Reader — Primer. Continued drill in word analysis and word build- 
 ing. N. S, Reader — First Book for second year, with continued drill in words, 
 both oral and written. Spelling and meaning of all words used. Use script or 
 written for'ms of the letters from the beginning. 
 
 Note. Teachers should avoid teaching the names of the letters to beginners. 
 The sounds of the letters should be learned from the words. Not until children 
 are familiar with the sounds of the letters should they be given the names. 
 
 Language: — Daily. , Sentence building, story i telling, conversation between 
 teacher and pupils centering around nature topics and children's homes. Cor- 
 recting wrong forms of speech. Recitations from memory of select passages. 
 Summary of stories read by teacher. Children should be encouraged to express 
 themselves freely, concisely and in sentence. 
 
 Writing: — Daily. Forms of letters taught from blackboard. Careful copy- 
 ing of letters, words and sentences, f Free arm practise in repeated, ovals as o, 
 strokes that compose m and n, the letters, i. e., etc. Connecting these to form 
 letter and words. Prescribed copy-books 1 and 2. i 
 
 Drawing:— Daily. Stick-laying and drawing the designs thus formed. 
 Drawing to illustrate language and nature lessons. Simple drawmgs m flat only, 
 as in Augsburg's or Prang!s. Drawing of leaves, buds, roots, fruit, trees, m out- 
 line, or in mass-drawing with craydla and pencil. Original designs. Pupils 
 should be encouraged to create designs and draw them. 
 
18 
 
 Arithmetic -.T-Daily. Numbers up to 1000. Ideas of number developed 
 from objects. Units^ tens and hundreds developed. Addition, subtraction, 
 multiplication, and division developed orally, beginning with small numbers and 
 advancing gradually as pupils become, familiar with smaller combinations. Table 
 of tens. Daily drill orally in the four rules. Counting by twos, threes ahd fours, 
 etc. Analysis of numbers into units, tens, hundreds, etc. 
 
 Note, During the first year pupils should not deal with numbers beyond 50. 
 They should be given short oral drill t\^oor three times each day so that they may 
 become thoroly familiar with the combinations of these numbers instead of form- 
 ing the habit of counting, which is neither rapid nor accurate. Insist on absolute 
 accuracy from the beginning in every attempt. 
 
 Nature: — ^Daily. Talks with the children on Seasons. Points of compass. 
 The sun in winter and in summer. Frost, rain, snow, sky, weather, etc. Growth 
 of plants, etc. Birds, insects. Substances, heavy and light. Colors as red, blue, 
 green, yellow. Elementary, hygiene; care of eyes, teeth, mouth, nose; cleanli- 
 ness, drinking cups, etc. 
 
 Music: — At least three times daily. Inspectors should not accept any 
 excuse for absence of singing in a sc}iool. Simple songs by rote. 
 
 Note. There will always be some pupils who can lead the singing, even ifi 
 the teache:r cannot do so. 
 
 Class (or form) 2. (Grades III and IV). 
 
 Reading: — Two to three lessons daily. 
 
 Note. Before beginning a reading lesson teachers should see that all pupils ' 
 in their seats have work to do, and under no circumstances whatever, should they 
 give their attention to anything else while the reading lesson is being conducted- 
 
 N, S; Reader — Second Book. Special attention must be given to pronuncia- 
 tion, ejcpression, the meanings of words and to the story of the lesson. Drill in 
 spelling, partly oral but chiefly written. Pupils should be able to give a good 
 summary of each lesson before it is passed over, and should be encouraged to get 
 and use a sn^all dictionary. 
 
 Language: — Daily, as in preceding grades. Story tellingf, short summary 
 of reading lessons. The summarizing of stbrie? read by teacher and of oral 
 lessons. Correcting wrong forms of speech. Use of capital letters and common 
 punctuation marks as illustrated in ireading lessons, etc. The "Sentence" should 
 be fully understood'at this stage. 
 
 Note. This work should be largely oral at first and later both oral' and 
 written. Each pupil should have an exercise book for language to be examined 
 by inspector, parents Of any visitor. 
 
 Writing: — Daily. Practise in free hand movements of the elements com- 
 posing letters. Copy books 3 and 4. 
 
 Note. Writing should be carried on by the whole school at the same time, 
 and the teacher should give the lesson her undivided attention. 
 
 Drawing: — Daily. Mass-drawing with crayola. Easy outline drawing. 
 Practise in drawing fruits, roots, leaves, buds, outlines of animal forms, action 
 figures, border^, original designs. Drawing of triangle, square, rectangle, etc. 
 Usmg these to introduce outline drawings of tents, barn, basket, bird cage, etc. 
 Groupmg of familiar objects such as posts, trees, camps, etc. Augsburg's or 
 Prang s. 
 
 Note. Teachers should not attempt to represent solids until pupils have 
 first had the prmciples of perspective clearly outlined. 
 
 Arithmetic: — Daily. Nofation and numeration continued up to 1000000. 
 Daily class drill in four fundamental rules to secure accuracy and rapidity An- 
 alysis of numbers* Long division. Idea of fractions, such as halves, thirds, 
 fourths, etc., developed orally. Factoring division by cancellation; measuring 
 
 / »7'c"^ ' o^?"?^lE'"^, '^"S*'*®' distance, weights, time, etc.; dollars and cents. 
 (N. S. Com. School Anthmehc to p. 63). 
 
19 
 
 Geography and History: — (On alternate days). Geography of Nova 
 Scotia orally and from map! Map of Nova Scotia by pupils. Natural resources, 
 industries, products, leading ports and lines of railways, etc. Stories of early set- 
 tlers and explorers orally. 
 
 Nature: — Daily. Work of class I extended. Day and night. The seasons. 
 Sprouting of seeds and bulbs. Observing buds and blossoms, dispersal of seeds. 
 , Evergreen trees, cones, etc. Weeds injurious to farmers. Life history of one or 
 two insects, as the housefly, cabbage worm, currant worm, potato bug, etc. Hy- 
 giene; pure air, breathing, pure water, alcoholic drinks, etc. The leading minerals 
 of the province, ' ' 
 
 Music: — As in Class I, with elementary facts of musical notation and time. 
 Tonic sol-fa, or staff notation. 
 
 Class or form 3. {Grades V and VI). 
 
 Reading:— ^t least one lesson daily. See Note under Class 2 Reading. 
 N. S. Reader — Third Book. Attention to expression, punctuation, meanings 
 of words and interpretation of literature of the lesson. Substance of lessons given 
 orally by the pupils. Spelling, written and oral, of all words used. 
 
 Language :-;-Writtten sketches of lessons read. Sketches of stOries read by 
 teacher. Letter-writing. Sketches of oral lessons. Synthesis of sentences. 
 Parts of speech. Parts of sentence. Punctuation reviewed and extended. 
 Parsing and analysis begun. 
 
 ' Writing, and Drawing: — Alternate days. See note underwriting, Class IL 
 Copy books 5 and 6. 
 
 ' Drawing: — Principles of perspective fully taken up and illustrated by draw- 
 ings, such as rectangular solids, house, roadway, trees at different distances in a 
 field, etc. Model and object drawing, with crayola and pencil. Teachers can 
 easily secure a variety of models such as cup, ink bottle, vase, pitcher, knife, 
 hammer, etc. Easy designs as in wall paper, book covers, etc. Easy drawings 
 to scale with measurement. Augsburg's or Prang's. 
 
 Arithmetic: — Daily. Work of Class 2 thoroly reviewed. Fractions, 
 vulgar and decimal, reduction, weights and measures thoroly taken up and re- 
 viewed, making out of bills. Canadian money, square measure, cubic contents. 
 (Arithmetic to p. 157). . , ' 
 
 Note. Not less than ten minutes daily should be devoted to class drill and 
 explanations in connexion with the different subjects taken up, in addition to the 
 regular desk work period. > 
 
 Geography and History: — Alternate days. Geography of North America 
 with the Dominion of Canada in detail, orally at first, later from the book. Map 
 of North America and Dominion of Canada in detail. Our trade relations with 
 other countries. Our resources, industries, routes of travel, seaports, etc., fully, 
 taken up. History of Canada orally. 
 
 Note. Highroads of History and Highroads of Geography (T. Nelson & 
 Sons), should be on every teacher's desk. 
 
 Nature: — As in Class II continued. Heat effects — expansion, ventilation, 
 combustion. Buoyancy of fluids. Hygiene, orally at first, later from the book. 
 Text: Ontario P. S. Hygiene (Copp, Clark). 
 
 Music: — As in Class II with corresponding advance. 
 
 Class (or form) 4. {Grades VII and VIII). 
 
 Reading: — Daily. (See note Reading Class 2). Prescribed Reading.. 
 N. S. Reader — ^Fourth' Book. Critical study of passages read. Memorizing of 
 select passages. Spelling, oral and written. Teachers should take care that pupils- 
 read clearly, distinctly and with exprgssion. 
 
20 
 
 Language: — Daily. Letter writing, weekly essays and sketches. Parts 
 of speech fully taken up. Synthesis of sentences. Parsing and analysis extended. 
 Phrase and clause functioning as noun, adjective and adverb. Different kinds 
 of sentences, paragraph, figures of speech. Text: Goggin's New Elementary 
 Grammar (Educ. Book Co.). 
 
 Writing:— Practise in free arm movements with attention to spacing and to 
 uniform hight and slope. Prescribed copy books Y and 8. 
 
 Drawing: — Practise in perspective as in Class 3. Drawings from natural 
 objects, flowers, fruits, trees, etc. Decorative drawing, wall paper, oil cloth, 
 book covers, borders, rugs. Sketching from nature. Augsburg's or Prong's. 
 Plotting from scale. ■ . 
 
 Note. Pupils in this class might use colored crayolas with good effect, or 
 better, water colors. ^ 
 
 Arithmetic: — Thorrf review of Class 2 and Class 3. Special review of 
 fracj;ions, vulgar arid d.ecimal. Weights and measures, percentage, interest, 
 taxes, discount, insurance, stocks, debentures. Promissory notes, bills of sale, 
 mortgages, drafts, bills of exchange, etc., cheques, etc., day book, cash-book, 
 ledger, posting of simple accounts, algebraic notation, evaluation of formulae 
 using X to solve easy problems as equations. [It is recommended that the equival- 
 ent of the first five chapters of the High School Algebra fornj the basis of the 
 County Academy Ej^amination]. The text book should not be required to be in 
 the hands of the pupils. Arithmetic text completed and reviewed. Marshall's 
 Boohkeepin'g (MacKinlay), 
 
 ' Note. Not less than twenty minutes daily should be devoted to class drill 
 and explanations of the principles involved in each subject, in addition to the regu- 
 lar desk work. 
 
 Geography and History: — Alternate days. Countries of North ar(d South ■ 
 America, especially those of commercial importance. Europe, especially British 
 Isles, France, Germany, Asia and Africa — those of commercial importance. 
 Climatic phenomena, commercial geography, land routes, means of transportation, 
 people, products, governments, trade relations, postal system, etc. 
 
 History of Canada in detail. Federal and provincial governments. Re- 
 sponsible government. English history 'from George III to present time. 
 
 Nature: — Hygiene completed and thoroly revievifed. Chemistry of air, 
 flame, water. Simple electrical effects. Conduction of heat. Insects injurious 
 to plants, injurious Weeds and how to exterminate them, study of rocks and min- 
 erals, birds, etc. ■ , 
 
 Mupic: — As in previous classes, but with a corresponding advance. 
 _No£e. While the singing will be common with all the classes, advanced 
 pupils should be given lessons in musical notation 'sufficient to enable them to 
 read siinple music correctly in either the tonic sol-fa or staff notations. 
 
 [The "First Music Reader" for Grades I-V and the "Song Reader" for 
 Grades VI-VIII, having been introduced into some schools regularly before the 
 present texts were prescribed, are to be considered as authorized; and as soon 
 as an edition sufficiently Canadianized is issued they may be allowed as alter- 
 natives for corresponding texts prescribed I. ; 
 
 The fpllowmg is an actual Time Table which is not. prescribed, and is given 
 here as only on? old solution of the problem, the form of which may enable new 
 teachers to construct one suited to- their school. 
 
21 
 
 A SUGGESTIVE TIME TABLE (Not prescribed). 
 
 i (Miscellaneous "Common" School— 40 pupils). V 
 
 (a) = (Gr. VIII and yil), 7 pupils; (b) =(Gr. VI and V), 9 pupils; (c) = (Gr. IV 
 and lit), 11 pupils;- (d) = (Or. II and I), 13 pupils. 
 
 Time 
 When. 
 
 9:00 to 9:10 
 9:10 " 9:15 
 
 9:15 
 
 9:30 
 
 9:50 
 
 10:00 
 
 10:15 
 
 9:30 
 
 9:50 
 
 10:00 
 
 10:15 
 
 10:30 
 
 10:30 " 10:45 
 
 10:45 
 10:55 ' 
 11:05' 
 11:10 ' 
 11:15' 
 11:30 ' 
 
 10:55 
 11:05 
 11:10 
 11:15 
 11:30 
 12:00 
 
 12:00 " 1:00 
 
 1:0P 
 
 1:05 
 
 1:15' 
 
 1:30' 
 
 1:45' 
 
 2:00' 
 
 2:10' 
 
 1:05 
 .1:15 
 1:30 
 1:45 
 2:00 
 2:10 
 2:30 
 
 2:30 " 2:45 
 
 2:45 
 
 3:00' 
 3:05 ' 
 3:10' 
 3:20 ' 
 3:30 ' 
 '3:40' 
 3:55' 
 
 3:00 
 
 3:05 
 3:10 
 3:20 
 3:30 
 3:40 
 3:55 
 ,4:00 
 
 10 
 5 
 15 
 20 
 10 
 15 
 15. 
 
 15 
 
 10 
 10 
 5 
 5 
 15 
 30 
 
 60 
 
 15 
 
 15 
 
 5 
 5 
 10 
 10 
 10 
 16 
 5 
 
 Recitation in Class. 
 
 Mondays 
 
 Wednesdays 
 
 Fridays 
 
 Tuesdays 
 Thursdays 
 
 Devotional Exercises 
 
 Music 
 (d) Readingetc 
 (c) Reader etc. 
 (b) Reader etc. 
 (a) Reader. . . . 
 (a) Oram. etc. 
 
 Music 
 
 (d) Reading. . 
 (c) Reader etc. 
 (b) Reader . . . 
 (a) Hygiene . . . 
 (a) Comp. . '. . . 
 
 Seat Work. 
 
 (a), (b), (c) and (d) as in 
 Journal of Education. 
 
 (a) 
 
 Arith. 
 Arith. 
 Arith. 
 
 (b) 
 
 Eng.. 
 Eng.. 
 
 Arith. 
 Arith. 
 
 (c) 
 
 Eng. 
 
 Eng.. 
 Arith. 
 Arith. 
 
 (d) 
 
 Eng. 
 Eng. 
 Arith. 
 Arith. 
 
 Recess and a Song. 
 
 (a) Arith I (a) , ArithorAlg 
 
 (b) Arith 
 
 (c) Arith 
 
 (d)' Arith 
 
 (d) Reading ; 
 Writing 
 
 (b) Arith. 
 
 (c) Arith 
 
 (d)' Arith 
 
 (d) Reading . . 
 fDrawing 
 \Free or Math 
 
 
 Arith. 
 
 Arith. 
 Arith. 
 
 Slates 
 
 Arith. 
 Arith. 
 Arith. 
 Arith. 
 
 Arith. 
 Arith. 
 Arith. 
 
 Slates 
 Slates 
 
 Arith. 
 Arith. 
 
 
 Noon Intermission. 
 
 Music 
 
 Geog. etc (oral) 
 
 (a) Geog.. 
 
 (b) Readeretc. 
 (b)' Grafai. etc. 
 
 (c) Reader etc. 
 
 (d) Reading . 
 
 (oral) 
 
 Music. . 
 His. etc 
 
 (a) His. 
 
 (b) Hygiene . . 
 
 (b) Comp 
 
 (c) Reader etc. 
 
 (d) Reading . . 
 
 |G&H| I 
 
 J |E.ng..'.lEng.. 
 
 (Arith. . . Eng.. 
 
 lor BK< ...... Eng.. 
 
 'or Alg. Arith. 
 
 Arith, lArith. |Eng... 
 
 Eng. 
 Eng. 
 Slates 
 Slates 
 
 Recess and a Song. 
 
 Nature Les. . 
 (Botany, etc.) 
 (d) Arith. .... 
 (c) Arith 
 
 (b) Arith 
 
 (a) Arith 
 
 (c) Reading; . . 
 
 (d) Reading. . 
 General Ihtitn 
 
 Nature Les. 
 (Physics, etc.) 
 (d) Arith. . . 
 (c) Arith. . . 
 
 (b) Arith... 
 (a) Arith orBK 
 
 (c) Reading 
 
 (d) Reading . 
 ations 
 
 Arith. 
 Arith. 
 Arith. 
 
 Arith. 
 Arith. 
 
 Eng. 
 Eng.. 
 
 Arith. 
 Arith. 
 Arith. 
 
 Eng..- 
 
 Arith. 
 Arith. 
 
 Eng. 
 
 Arith. 
 Slates 
 EMg. 
 Eng. 
 
 Physical Exercises: When most convenient, preferably a little after the mid- 
 dle of each session for two rninutes three or four times each day. Sometimes 
 special time will have to be given to this subject, especially when the exercises 
 are new. 
 
 Reading includes "Spelling," "Definition," "Grammatical" and other ques- 
 tions. ' 
 
 Geog. (oral) and His. (oral), includes "Geographical Nature Lessons," and 
 "M. and P. Duties." 
 '^ Nature Lessons include Science generally from Gr. I to IX. 
 
 If there are IX pupils, they might aid by taking (d) classes sometimes; etc., 
 and thus save time for Grade IX subjects. 
 
22 
 
 Notes. 
 
 Lessons in nature specially designed for either the Advanced Primary or the 
 Intermediate class should engage the attention of both classes; and lessons in this 
 branch designed for the Preparatory should be followed .also Ijy the pupils of the 
 Intermediate. 
 
 In addition to the chorus singing by the whole school, "by ear," instruction 
 in musical notation should be begun. At first, two divisions o!r grades of instruc- 
 tion will' suffice. Later, the preparatory may be able to go faster and form a 
 third grade. In the succeeding year, a four-grade division may be found con- 
 venient. Occasional five-minute lessons smartly conducted will achieve a good 
 deal in one year. 
 
 Well chosen and varied occupations as desk-work should be planned out for 
 each day. These, when pupils are trained to the habit of working silently and 
 independently, will reinforce and implement the instruction in language, writing, 
 drawing, nature, geography, .history, or whatever subject they may be drawn 
 from. 
 
 Physical exercises should be given at least three times a day, in periods 
 varying from two to five minutes;' and these periods should be so timed as to 
 come midway between opening or closing of school and recess. 
 
 s 
 
 Frequent and repeated reviews are necessary with young children. 
 
 220. FOR COMMON SCHOOL WITH TWO TEACHERS. 
 
 Junior. 
 
 Reading. Fqiir or fewer, divisions, reading in Primer and Readers I and II 
 with phonic exercise, spelling, directed conversation on the substance of the read- 
 ing lesson, memorizing and expressive rendering of choice passages. ' 
 
 Language. Three, or few^r, divisions. Correction of false forms of speech, 
 of obscure or otherwise faulty utterance; oral reproduction of content of lesson 
 in reading or nature; sentence-making and sentfence- writing; subject and predi- 
 cate, noun, pronoun, and adjective; the period, the comma, the capital letter, 
 the commonest abbreviations;, simplest letter-writing. . 
 
 Writing and Drawing. Three divisions, or more; in writing, receiving in- 
 struction simultaneously. Drawing on blackboard, and with crayola, chiefly 
 "mass" drawing. ' ^ 
 
 Arithmetic. Four or fewer, divisions. Scope, as indicated in "Special Pres- 
 criptions" for grades I, II, III, IV. Two or more divisions may be taught and 
 practised simultaneously. ' 
 
 Nature. Two divisions, the lesson to the upper division being listened to by 
 the pupils of the lower. Seasons and occupations; plant, animal, insect, and 
 bird life, natural features of home district, weather phenomena, to both divisions 
 Identification of parts of flower, of 'birds by plumage, etc., of minerals, etc only 
 to more advanced division. 
 
 Physical Exercises. Two to five minutes, thrice a day, facts of hygiene beine 
 explained in connexion with these exercises. 
 
 Music. At least four songs, with tonic sol-fa, or staff, notation. At least 
 tour other songs and hymns sung expressively, by rote, with words memorized. 
 
 Construction Exercises. Stick-laying for younger children; tearing or "free" 
 cutting of paper into forms of famiUar objects; construction in cardboard, of box 
 CVnnder. cone. etn. ' ""■»! 
 
 cyKnder, cone, etc. 
 
23 
 
 Senior. 
 
 Reading. Three divisions, or two divisions, according to whether or not 
 there are pupils in both ReaderSj Nos. Ill and IV. Conspicuous figures of lan- 
 guage; rhythm, meter,, rime. Oral abstracts, paraphrases of short passages; 
 reproduction of facts arid principles expounded in the Hygiene Text. 
 
 _ Language. Rudiments of English grammar, especially to furnish ability to 
 derive, to understand, and to apply the rules of syntax operative in correcting 
 errors. The phrase and clause elements and th^ir relation to sentence structure. 
 Parsing and analysis, with the object of utilizing these as tests of the pupil's under- 
 standing of the thought and thought relations of passages studied. Oral and 
 written description and narration; business, private, and social correspondence. 
 
 Writing and Drawing. Two, or three^ divisions. Copy-book and loose paper 
 practise, in writing, as explained in "General Prescriptions." Drawing of Natural- 
 history and other objects singly, grouped, and conventionalized; color-study; 
 designing of Easter card, oi' wall-paper, leaded-glass, paper-knife, book-cover 
 etc. ; sketch-drawing of architectural and other subjects; drawing to scale; mathe- 
 matical drawing, and problemTSolving by mathematical drawing. 
 
 Arithmetic. Three divisions, ' or fewer. Scope, as indicated in "Spiecial 
 Presctiptions" for grades V to VIII. Two or three classes may be conducted 
 simultaneously. 
 
 Nature. If teacher finds the school very deficient in this branch, he may 
 commence the' term with one division only, covering thus the general field of 
 study, atmosphere, plant, animal, bird, and insect life, mineral and rock, heavenly 
 bodies, etc. At the end of a few weeks a two-fold division will probably be found 
 necessary, the older pupils seizing more qViickly the ideas of differentiation into 
 plant and insect families, chemical and physical phenomena, identification features, 
 principles of horticulture, etc. 
 
 Geography. Three divisions, V or VI, ahd VIII. Scope, as indicated in 
 "Special Prescriptions" for those grades, in an eight grade system. 
 
 History. Two divisions, corresponding to grades VI or VII, and VIII. 
 Scope, as indicated in "Special Prescriptions" for those grades. 
 
 Physical Exercises. Threfe to five minutes, thrice daily. 
 
 Music. At least four songs, with tonic sol-fa, or staff notation. At least six 
 other national and folk songs of recognized merit, or hymns, Easter and Christmas 
 carols, etc., acceptable to all creeds, "by ear," expressively, and with at least 
 two stanzas of each memorized. 
 
 Constructive Exercises, in paper, cairdboard, or wood, of articlessuch as pajjer- 
 knife, wall-pocket, pin-tray, magazine-c6ver, book-stand for table; geometrical 
 solids, made to measurement; clay-modeling, if desired, or needlework; book- 
 stitchin'g, repairing, making, 
 
 I 
 
 221. FOR A COMMON SCHOOL WITH THREE TEACHERS. 
 
 Lower. 
 
 Reading. Primer and Readers Nos. I and II, with phonic exercise, spelling, 
 directed conversation on substance of lesson, riiemorizing and ejipressive rendering 
 of choice passages'. 
 
 Language — two divisions. Correction of false forms of speech, of obscure or 
 otherwise faulty utterance; sentence-making; the capital, full-stop, and question 
 mark. 
 
24 
 
 Writing and Drawing. Letters of alphabet, words, short sentences; con- 
 nection of letters noted; free-arm practise on ovals, connected e's, etc., for older 
 pupils; all divisions to be exercised simultaneously. Drawing, on blackboard, 
 and with crayola, chiefly in "mass." 
 
 Arithmetic. As in Special Prescriptions for grades I,, II, III, of an eight- 
 grade school; all divisions to be practised simultaneously. 
 
 Nature. One division will suffice at commencement of term; later, two 
 divisions, the pupils of the lower division attending to both lessons. Plants, 
 trees, buds, fruits, vegetables, pet and domestic animals, squirrel, and rabbit, 
 weather phenomena and chart. For older pupils, parts of flower, deciduous and 
 evergreen plants, life of insects, songs of birds. Natural/features of district; 
 seasons and occupations. 
 
 Physical Exercises. Two or five minutes, three times a day. Facts of hy- 
 giene explained in connexion with these health-exercises. 
 
 Music. At least three songs, with notation, (sol-fa, or staff). At least three 
 other songs and hymns, by rote, with words memorized. 
 
 Constructive Exercises. Stick-laying, paper-folding, tearing and cutting, 
 making cornucopia, napkin-ring, book-cover; clay-modeling, if desired. 
 
 Middle. 
 
 Reading. Reader No. Ill, with, spelling and discussion. Hygiene Ij'ext. 
 
 Language. Oral reproduction and occasional brief written statement of 
 substance of reading or nature lesson. ' The sentence and its elements, the parts 
 of speech and their more obvious relations; application of four rules of syntax 
 operative in correcting errors. Letter-writing, punctuation, including use of 
 comma and quotation marks. 
 
 Writing and Drawing. Cofjybook and free;-arm practise; older pupils to 
 
 develop moderate speed in freS-arm practise on loose paper. Drawing, as an aid 
 
 to nature lessons, to geography, to constructive work; easy drawing to' scale. 
 
 Color-study; designing, book-cover; decoration, simple wall paper pattern; 
 
 'easy perspective, and its recognition in buildings and in the actual landscape. 
 
 Arithmetic. As indicated in grades IV, V, VI, in Special Prescriptions for 
 an eight g^'ade school. , 
 
 Nature. Plants, animals, insects, birds, weather, heavenly bodies, rocks 
 and minerals. Seed-dispersal, idea of plant-fainilies, animal-families; functions 
 of roots and stems; parts of flower and functions. Life histories of two or thrte 
 insects from direct observation; injurious and harmless insects. Birds, their 
 ideihtificalion, their value to man. Orde;fs of anirrtkls. 
 
 Physical Exercises. Two to five; minutes, three times a day. 
 
 Music. At least three songs, with notation, (sol-fa, pr staff). At least three 
 other appropriate folk songs or national songs or hynins, Easter and Christmas 
 carols, etc., sung with expression and with at least three stanzas of each mert- 
 or^zed. 
 
 Constructive Exercises. Cardboard work, as in junior division extended, 
 wood-work, needle-work, if desired. 
 
 Geography— two divisions. Lower division, home gejography and industries • 
 surface-phenomena; agencies of change on surface of earth; Nova Scotia and, in 
 Slight detail, Canada; the earth as a sphere; day and night; sketch-plans, and 
 maps. I ' 
 
 , Upper division, Canada, in detail; Europe and the British Empire, in very 
 
 slight detail; map-interpretation; climatic causes; government, and public ser- 
 vices; means of communication. 
 
25 
 
 Hislory—One division. The makers of early American and Canadian 
 history; the settling of Nova Scotia at different periods and in different districts, 
 trance and her colonies. The ancient civilizations and their relative antiquity; 
 Babylonian, Egyptian, Israelite, Greek, Roman. The story of England to 
 Cromwells time, told orally. 
 
 Upper. 
 
 Reading. Reader No. IV. Hygiene Text. Study of figurative language, 
 elements of prosody, memorizing and recitation of choice extracts; brief abstract 
 and paraphrase, oral and written. 
 
 Language^One division. Practical principles of syntax derived inductively, 
 and applied to the correction of false, forms of speech. Word, phrase, and clause 
 elements, and their part in sentence structure. Parsing and analysis, with the ' 
 object of utilizing these as tests of the pupil's comprehension of the thought and 
 thought-relations of passages studied. Oral and written description and nar- 
 ration ; business, private, and social corresppndeiice. 
 
 Writing and Drawing: One division; or, two divisions working simultaneously. 
 Copy-book and iosse-paper practise in writing as explained in "General Prescrip- 
 tions." , Drawing of natural history and other objects singly, grouped pictorially, 
 and conventionalized; designing and decorating in colors (crayola) of book-covers,, 
 wall-paper, Christmas and Easter cards, paper-knife, etc., drawing to scale, and 
 problem-solving by mathematical drawing; sketch drawing of buildings, trees 
 m field; etc. 
 
 Arithmetic — Two divisions. , Scope as indicated for grades VII and VIII in 
 Special Prescriptions fpr an eight-grade school. 
 
 Nature.^ At commencement, one division, developing, later, into two, if a 
 fair proportion of pupils show special interest. 
 
 Pollination and its agencies (insect, wind). Grafting, budding, layering, cut- 
 ting, as means of propagation. Plant-families, e. g., rose, crucifer, thistle, legume, 
 buttercup;' weeds and methods of er'adicktion ; simpler forms of plant life, as in 
 ferns, mushrooms; mildews, blight and rust in plants (as in garden strawberry, 
 raspberry) noted; black-knot in plum trees, apple scab, etc., observed; fungi- 
 cides. Importance, to the farmer, of clean, healthy seed. 
 
 Injurious insects, as potato-beetle, cutworm, barkhouse or scale, tent-cater- 
 pillar, currant- worjn, studied at first hand; insecticides. 
 
 Useful attiirial^, as cows, shfeep, horses, toads; useful birds, as the scavengers, 
 the insect enters and the devourers oi weed-seeds. . 
 
 Chemistry of the air and of waier; the nature of combustion. Soil-experi- 
 ments, to show constituents, organic and inorganic, power to retain moisture, 
 effects of drainage. The meaning of fertility of soil. 
 
 The' thermometer and ' barometer, how made and used. Electrical and 
 magnetic energies, how used in machinery, telegraphy, lighting and heating. 
 
 Geography two divisions. Scope of work, as in grades VII and VIII in , 
 Special Prescriptions for a school of eight grades. 
 
 History— ^Two divisions, as in Geography. Lower division: History of 
 Canada, from 1713 to 1867, with instruction centering around a few great jper- 
 sonages and great events. The story of England from Cromwell to George III 
 told orally. Renewed reference to ancient peoples, personages, and bible-lands. 
 Qur social institutions and philanthropic endeavours. Upper division: History 
 of Canada, from 1867 to the present. History of England from George III to 
 the present. The principles of representative and of responsible government. 
 
 Physical Training. Two to five minutes three times a day. 
 
26 
 
 Singing. At least three songs, with notation (sol-fa, or staff). At least 
 three other appropriate folk songs, national songs, hymns, Easter or Christmas 
 carols, sung with expression and with three stanzas of each memorized. 
 
 Constructive Exercises, \n cardboard or wood, of such articles as a wall-pocket, 
 pin-tray, wall-bracket, magazine cover, paper-knife,, fish-line winder, book-rest 
 for table; geometrical solids, made to measurements; clay-modding, if desired;, 
 needle-work; book-stitching, making and repairing. 
 
 222. COUNTY ACADEMY ENTRANCE EXAMINATION, 1918. 
 
 The regular mode of a.dmission into county academies shall be by an entrance 
 examination in the last week .of the school term in June, mainly on the subjects 
 of Grade VIII. There shall be six subjects of examination as follows, thB ques- 
 _ tions being sent out from the education office: — (1) ^ iJeo^iwgr— to, be tested by the 
 ' examiners on the Grade VIII reading. Music — Candidates known from mdivid-, 
 ual oi; class exercises, or from reliable certificates, to be able to sing, especially 
 when they have a practical^ acquaintance with any system of musical notation, 
 may receive an extra mark as a bonus under,, this head at the option of the exam- 
 iner, provided the Reading is passable. (2) .Language. (3) Drawing and 
 Book-keeping. (4) Geography and History. Geography as in Calkin's Intro- 
 ductory, ffijiorj' of Cawaifl as in Calkin's Brief History of Canada, and History of 
 England as in Brief History of England. (5) ■ General Knowledge including (a) 
 The five families, Crowfoot, Rose, Heath, Violet and Lily; with the important 
 native tribes, and the common weeds and insects injurious to agriculture. [Brit- 
 tain's Elementary Agriculture — "First Year Course" and "Common Weeds."] 
 (b) The Comrnon rocks and minerals of Nova Scotia, (c) A few of the common 
 birds, (d) School Hygiene, (e) Mechanic or Domestic or Rural Science, (f) 
 Music As 4» Regulations and Physical Training, i (,6) Mathematics.. [See Reg. 
 219]. , . " 
 
 For a pass, 60 % will henceforward be required on both English and Arithiiietic. 
 Dictation of memorized literature and correct writing of a list of commonly mis- 
 spelled words may be required, 
 
 SPECIAL PRESCRIPTIONS FOR HIGH SCHOOL 
 
 GRADES. 
 
 223. HIGH SCHOOL FRGJVIGTIGNS; - 
 
 (1) _ Description by drawing as well as by writing may be 
 required in any question and should always be used when brevity 
 or clearness may be gained. 
 
 (2) Generally the "High School- (or low) Pass" in all 
 grades shall be an average of 50% with no subject below 30% on 
 a group of six subjects for grades IX, X, and XI ; and on a 
 group of nine papers with no subject below 30% (in the ca^e of 
 two papers an average of 30%) for grade XII. 
 
 (3) Generally the "Teachers' (or high) "Pass" shall be an 
 average of 60% on a group of six subjects in grades IX, X and 
 XI; and on a group of nine papers for grade XII, with no sub- 
 ject below 40% (m the case of two papers an average of 40%). 
 50% however must be made on English in each grade for a 
 "Teachers' (or high) Pass." 
 
27 
 
 (4) Candidates may write on more than the six subjects 
 or mne papers indicated in (2) and (3). In such cases the 
 ^ pass" shall be determined by the group including the highest 
 
 SIX subjects or the minimum group of subjects as the case may 
 be. A "pass" requires the fulfilment of all conditions specified 
 m special regulations which refer to it elsewhere, as well as the 
 general regulations above. 
 
 (5) Two hours shall be given at examination for each 
 paper which shall contain eight questions. 
 
 _ (6) When a candidate wishes to raise a "Low Pass" to a 
 "High Pass," he shall be required to make an average of at 
 least 60% on each subject not previously up to this standard. 
 That is, a "High Pass" by partial examinations will require 
 at least sixty per cent on every subject. This can |3e necessary, 
 only when a candidate is not writing for higher grade, and there- 
 fore all such supplementaries can be taken on the papers of the 
 ■regular examination. ' 
 
 (7) The "Low Pass" admits to the corresponding class 
 in the Provincial Norma:! College, whose faculty can raise it to 
 the "High Pass" on evidence of improved scholarship without 
 which the Normal diploma cannot be awarded. 
 
 (8) Candidates for Grade XH certificates (Low Pass) 
 who fail on account of being too low in not more than two sub- 
 jects, but who have made the "Low" average pass on the other 
 subjects and 50% on English, shall have the privilege of com- 
 pleting the pass at a subsequent examination by making at 
 least 50% on each of the nine papers not previously up to, this 
 standard and -60% on English. Failing in this test candidates 
 making an average of 50% on English and an average of fifty 
 on six subjects may be granted a low grade XI pass. 
 
 (9) Candidates- for Grade XII certificates who fail on 
 account of being too low in not more than two subjects, but who 
 have made a "high" average pass on the other subjects and 50% 
 on English, shall have the privilege of completing the high pass 
 at a subsequent examination by making at least 65% on English, 
 and 60% on each of the nine papers not previously up to this 
 standard. Failing in this test candidates making 60% on 
 English arid an average of sixty on six subjects may be granted 
 a high gta.de XI pass. 
 
 (10) From one to three points may be added by the exam- 
 iner for specially good writing. Bad writers have no right to be 
 
28 
 
 admitted to an examination except on certificate of physical^ 
 defect, and if examined, the papers are subject to a deduction bf 
 marks. One point shall be deducted for every mie-spelled word. 
 
 (11) The High School subjects to be taught in a rural, or 
 incompletely graded high school, shall be determined (subject 
 to the school law) by the school board in' agreement with the 
 principal, with an appeal to the Inspector and from him to the 
 Council, in case of disagreement or dissatisfaction. 
 
 (12) Any subject deemed to be of importance in any' 
 community may be put on the program of a school by the school- 
 board, with the consent of the Education Department. 
 
 (18) No school is advised to undertake the work of Grade 
 XII with less than a staff of four regularly employed high school 
 teachers. 
 
 (14) A candidate who has taken Latin and no French in 
 Grade IX may take the IX French paper instead of the regular 
 one in Grade X and the X French paper in Grade XI, provided 
 a 60 or 50 per cent mark is made respectively for a high or a low 
 pass in each case. But the substitution of a lower grade work 
 for that of a higher will be allowed under no other conditions 
 than specified above. The candidate should state this fact in 
 his application for examination as well as in his final examination, 
 declaration so as to allow of its verification. 
 
 (15) Teachers are required to make themselves acquaint- 
 ed with the probable future requirements of pupils by consul- 
 tation with them and their parents or guardians,, before advis- 
 ing the selection of the optional subjects. Those who are likely 
 to attend the universities, etc., should select the subjects re- 
 quired for matriculation. The sanie policy will apply to others, 
 
 "High School students who Ico'k forward to teaching and who have in view 
 their professional prejiaration at the Normal College should, as far as possible 
 prepare thitiselves in the mathentatics and natuiral 'science 6f the high school 
 gradfes. Postponement of the, study of these branches till this Normal Collegfe 
 period places a candidate at a serious disadvantage not only in seeking the diploma 
 of the Normal College/ but, later, as a teacher in the public school." Reg. IV. 
 Nor. Coll. 
 
 "Candidates for a Domestic Science Diploma must hold a-class B License 
 or a High School certificate of grade XI, with a teachers' pass in the science sub- 
 jects of grades IX, X, XI, or th'e equivalents." Reg. 261 (b) C. P. I. 
 
 ("The advisory Board recommends that every high school pupil take at least 
 one foreign language during each year of the high school course; and where mor^ 
 than one foreign language is taken, the Board recommends that one of these lan- 
 guages be Latin. The Bpard considers that a knowledge of Latin and another 
 foreign language by all teachers is highly desirable.") 
 
29 
 
 103. (a) Candidates failing to make a high school (or 
 low) pass in the grade applied for shall be ranked as making a 
 high school (or low) pass in the grade next below, provided an 
 average of 40 per cent with no subject below 25 (in the case of 
 two papers an average of 25) be made ; and as making a pass in 
 the grade second below, provided an average of 30 per cent be 
 made. 
 
 (b) Candidates failing to make a teachers' (or high) pass 
 in the grade applied for shall be ranked as making a teachers' 
 (or high) pass in the grade next below, provided an average of 50 
 per cent be made with no subject below 30 (in the case df two 
 papers an average of 30) ; and as making a tdachers' pass in the 
 grade secbnd below, provided an average of 40 per cent be m de. 
 A high pass of any grade ranks as a low pass of the grade next, 
 below. I 
 
 224. HIGH SCHOOL PROGRAM. 
 
 For the Year Begit^ning August, 1917. 
 
 J Note. — The prices of the various books may be found in 
 the price list of the Nova Scotia School Book Bureau. 
 
 Books which have an asterisk (*) prefixed are liable to be 
 replaced by others at the end of the school year, July, 1918. 
 
 Grade IX. 
 
 (English and any other five subjects imperative). 
 
 1. English: — (a) Literature: — Ontario High School 
 Reader by Marty (Can. Pub. Co.), to the end of page 168, in- 
 cluding the introductory chapter on the "Principles of Read- 
 ing," with critical study, word analysis, prosody and recitations. 
 (b) ■ Composition : — Ontario High School English Composition 
 (Copp, Clark) Part 1, pages 1-159, with essays, abstracts and 
 general correspondence so as to develop the power of fluent and 
 correct expression in writing, (c) Grammar: — *iV. 5. Eng- 
 lish Grammar (MacKirilay) except notes and appendix, with easy 
 exercises in parsing and analysis, (d) Spelling : — Nova Scopia 
 Bublic School Speller (Copp, Cl,ark), pages 169 to 183 both 
 inclusive. 
 
 2. Latin: — Ontario High School Latin J^ook by Robertson 
 and Carruthers (Educ. Book Co.), to end of Lesson XLH, 
 fiage 152, omitting the (B) exercises. 
 
 ' [The Roman ,(phonetic) pronunciation of Latin is'tp be used. Great carp 
 should be taken from the very beginning to teach the student to pronounce accur- 
 
30 
 
 ately, giving attention both to quantity and^accent, and to read the Latin fluently 
 and intelligently. The various word-lists thruout the book should be thoroly 
 mastered with a view to the acquiring of a good working vocabulary. Recitation 
 of memorized passages and conversation should be practised in every foreign lan- 
 guage studied.] . ' , 
 
 3. French: — Ontario High School French Grammar' hy 
 Fraser and Squair (Copp, Clark), Lessons I to XXX inclusive, 
 Berterishaw's First Conversational French Reader (Longmans), 
 Lessons 1 to 30 inclusive. 
 
 4. ' Geography: — Physical and .Astronomical. Calkin's 
 General Geography (MacKinlay), for general geography of con- 
 tinents and British Empire in detail. 
 
 5. Arithmetic: — Academic Arithmetic (Allen), to page 
 63. ' , 
 
 [No examination questions will b6 taken from ''Scales of I*Jotati6n," "Con- 
 tinued Fractions" and "Recurririg Decimals." Students wishing to excel ii* 
 Mathematics are, however, strongly recommended to master these subjects.] 
 
 ' ' ' ,' 
 
 6. Algebra: — N, S. High School Algebra (Macrnillari), 
 to end of Chapter X. * 
 
 7. Drawing:— (o) , IMorton's Mechanical Drawing {Al- 
 len), with the construc'tion of the figures in Euclid, Book 1. , 
 
 (fi) Model and object drawing and Thompson's Manuat 
 Training, No. 2 (D. C. Heath). '^ 
 
 8. Science: — Any two of these three subjects: (a) 
 Botany :— Bailey's Beginners' Botany (Macmillan), and the 
 study of the Wild Plants of thp Phenological Observations, 
 with the more comriion ferns in detail. {Spotion's Botany con- 
 tains the most concise j^om yet published for the use of students). 
 
 (b) Agriculture: — Brittain's Elementary Agriculture and 
 Nature Study; M. P. Edition (Educ. Book Qo.), "Second Year" 
 Course, pages 115 to 243. 
 
 ■ ,f '^^^ "^"* year" course and the closing chapters of the book on "fruit-grow^ 
 ing" and "common weeds" will be valuable for general reading as well as for the 
 practical aipplication of Bc^tany— and for the teacher in giving Nature Study les- 
 sons m Grade VIII.] 
 
 (c) Physics : — As in Primer or equivalent in the hands of 
 the teacher bnly. The text book prescribed for Grade X should 
 aid the teacher in giving oral instruction. 
 
31 
 Grade X. 
 
 (English and any other fine subjects imperative). 
 
 1. English:— (a) Literature:— The same as in Grade 
 IX, /but more advanced scholarship required. (6) Composi- 
 tion: — Ontario High School English Composition, Part II, pages 
 160 to end of book, with special attention to the development of 
 readiness, andaccuracyin written narrative, description, exposi- 
 tion and general correspondence. ' ' 
 
 (c) For outside reading and theme writing: Eliot's 
 *Silas Marner by Herrick (Longmans). 
 
 * {d) Grammar: — * N. S.English Grammar complete. 
 
 (e) Spelling: — Nova Scotia Public School Speller, pages 
 184 to end of book. (Appendix for reference only), 
 
 2. Latin: — Ontario High School Latin Book, irora 'Lesion 
 XLIII to the end of page 299, omitting the (B) and (C) exercises. 
 
 ' [Thfe (Roman (pbpnetic) pronunciation of Latin is to be used. Great care 
 should be taken from the very beginning to teach the student to pronounce ac- 
 curately, giving attention both to quantity and accent, and to read the Latin 
 fluently and intelligently. The various word-lists thruout the book should be 
 ,tHoroly mastered with a view to the acquiring of a good working vocabulary. 
 Recitation of memorized passages and cQnversation should be practised in every 
 foreign language studied.] 
 
 3. Greek:— White's First Greek Book (Ginn & Co.), 
 lessons 1 to end of XL. 
 
 4. French: — Ontario High School FrenchGrammar, 'Lesson 
 XXXI to LX inclusive with a review of the preceding lessons. 
 First Conversational Reader, lessons 31 to end of book including 
 the section on "Conversation." 
 
 5. German: — ^Joynes-Meissner'sGmwwa?' (D. C. Heath), 
 to end of Lesson XXV, with Buchheim's Modern German 
 Reader, Part I, (Ox. Univ. Press), ^r^i division only. 
 
 6. History: — Ontario High School History of England 
 by Wrong (Macmillan), from Chapter IX to the end of the 
 book. (The provincial examination questions shall be con- 
 fined to this part of the History only altho the whole book is to 
 be read by the pupils in class). Oral lessons by teachers based 
 on Canadian Civics, N. S. Edition (Copp, Clark), 
 
32 
 
 7. Physics:— Elem&ntary Physics for High Schools by 
 Merchant and Chant (Cotjp, Clark), (a) Parts I, II, III, IV 
 and VI , and (b) , either Part V, or VI I , or VI 1 1 . 
 
 'l-i' ' . • , 
 
 8. Arithmetic: — Academic Arithmetic complete. 
 
 [No examination question will be taken, from "Average of Payrperits an* 
 Accounts'" and "Clock Problems." Students wishing to excel in Mathematics? 
 are, however, strongly recommended to master these subjects.] 
 
 .. \ 
 
 9. Algebra: — N. S. High School Algebra, Chapters -XI 
 to XIX, both inclusive. 
 
 10. Geometry: — Hall & Stevens' School Geometry, Part I 
 (MacMillan). 
 
 Grade XI. , 
 
 ' - . .^ / 
 
 (Engljsh and any other ^i;e subjects iniperative). 
 
 1. English : — (a) Meiklejohn's Outline of the History 
 of English Literature (Meiklejohn). (6) Literature: — Mac- 
 aulay's Life of Samuel Johnson by Buehler (Longmans), and 
 Shakespeare's Julius Caejar (Longmans) . , (c) For outside 
 reading, and theme writing: Stevensoti's *Kidpapped (Cassell). 
 
 '2. Latin: — (a) Grammar and easy composition partly 
 based on prose Authors read, {b) Caesar's De Bello'Gallicq, 
 Book 1 and Vergil's Aeneid,Book 1, with grammatical and critical 
 questions, (c) D'Ooge's Latin Composition Part I, based on 
 ' CaesQ,r (Ginn & Cp.), first 46 lessons, id) A thoro review of 
 the accidence and syntax of the previous Grades IX and X. 
 
 [A knowledge of the elements of prosody, sufficient for the scansibn of the 
 dactylic hexameter sho.uld be imparted by the teacher. The student should be 
 taught to scan easily and accurately with attention to the meaning as weU as the 
 metrical form of the verse; and a few short passages of the Aeneid should bte 
 memorized, such, for example, as lines 148-153, 198-9, 201-3, 210, 462, 5T4, 630!] 
 
 3. Greek: — (a) Grammar and easy composition based 
 partly on author read, (i) White's First Greek Baok to end 
 of Chapter LIX. (c) Xenophon's Anabasis, Book I, with 
 grammatical, and critical questions. 
 
 4. French :— Berthon's Specimens of Modern French Prose, 
 (Macmillan), omitting IV, VI, IX and X. Ontario High 
 School French Grammar, Lessons LXI-XCII, with a review- of 
 the preceding lessons. 
 
 5. German: — Jbynes-Meissiier's Gramniar, to end of 
 lesson XLIV, with Buchheim's Modern Reader, Part I, complete. 
 Review of Grade X German. 
 
33 
 
 (Ginn & CoT''^"~^^^'^^' "^ ^^°''* ^'''^^^ oj' Ancient Times 
 
 v.i, '^i ^S®™i?**"?^-7r^7^"^' Elementary Chemistry for High 
 Schools (Ednc Book Co.), omitting pages 171 to 186 indusi^ 
 Or (only for those who made at least 60% on the Chemistry of 
 Grade X) Physics as m Grade X. 
 
 8. Practical Mathematics :— Murray's Essentials of Tri- 
 gonometry and Mensuration (Allen), omitting Part III. 
 
 9. Algebra:— Hall & Knight's Elementary Algebra com- 
 ?uf %t^4f4 9>f P^P XXIX, XXXV, XXXVI, XXXVIII 
 (b), XXXIX (b), XL, XLI, XLII, XLIII, XLIV and XLV. 
 
 [For 1918-19, N. S. High School Algebra complete.] 
 
 10. Geometry:— Hall and Stevens' School Geometry, 
 }f} ' ^'^^ ^"d IV, omitting pages 207 to 218 and pages 244 
 
 to 246. 
 
 Grade XII. 
 
 (Leaving Examinatidn) . 
 
 [Nine papers out of fifteen on the following twelve sub- 
 jects cofistitute a full course. The following, subjects are* im- 
 perative: — English, two foreign languages, one matheinatical 
 and_ one scientific subject; except that those who take both 
 Latin and Greek may omit the scientific subject and those who 
 make an average; of 70 (High Pass) or 60 (Low Pass) on English, 
 may omit foreign languages]. 
 
 1. (English (Two papers) : — (a) Language : — Louns- 
 burys' English Language (Bell), or Bradley's The Making of 
 English (Macmillan). {b) History of English Literature: — 
 Pancoast and Shelly 's First Book in English Literature (Holt). 
 
 (c) Literature: — Shakespeare's * Merchant of Venice 
 (Longmans) ; Milton's Paradise Lost, Books I and II, edited by 
 Hale' (Longmans) ; and the following extracts from Selected 
 Speeches on Foreign Policy (Oxford Univ. Press) , namely, Glad- 
 stone's "The Neutrality of Belgium" and "Right Principles of 
 Eoreign Policy, " Sir Edward Grey's "Negotiatioils," and Lloyd 
 George's "International Honor." 
 
 {d) The following books for outside reading and theme 
 writing:— Stevenson's * Master of Ballantrae (Macmillan), Jef- 
 fries' Longer Narrative Poems (Macmillan), and the following 
 
34 
 
 extracts from Selected English Short Stories (Oxford Univ. 
 Press), namely "The Squire's Story," "Rab and His Friends," 
 "The Seven Poor Travellers," "Markheim" and "Christopheir- 
 
 son. V , ' 
 
 '. ' * ■ • ,' 
 
 2. Latin (Two papers): — (a) D'Ooge's Latin Prose 
 Composition, Part I, lessons 47 to 85. Sight Translation. 
 Grammar: All of the accidence and syntax contained in the 
 Ontario High School Latin Book and D'Ooge's Latin Prose Com- 
 position, Part I, supplemented by notes given by the teacher 
 with reference to some good Latin grammar. 
 
 [Besides a careful review of the accidence as given in the grammar and the 
 due consideration of all the ordinary principles of syntax as they are met with in 
 the texts which are read, it is suggested that some special attention and system^ 
 atic study be given to the following. The expression of wishes; /.commands and 
 prohibitibiis; questions, single ^ind double, direct and indirect ;f^nal clauses and 
 other ways' of expressing purpose ; consecutive clauses, causal clauses; conditional 
 clduses; independent uses cf the subjunctive; the main principles of the indirect 
 discourse.] , ^ i ' 
 
 [It is recommended that more time be given in class to sight translation and 
 composition.] 
 
 (b) Caesar's De Bello Gallico, Books II, III and *IV; 
 and Vergil's Aeneid, Book II, with questions, on grammar and 
 subject matter. v 
 
 3. Greek (Two^ papers) : — (a) White's First Greek Book 
 Qornplete and reviewed. Sight Translation. Easy Composi- 
 tion partly based on the prose author read. 
 
 (6) Xenophoh's Anabasis, Books II and' III, with ques" 
 tions on grammar and subject matter. 
 
 4. French: — Sandeau's Sacs et Parchemins by Pellis- 
 sier (MacMillan) ; Comeille's *Polyeucte by Braunholtz (Pitt 
 Press) :_ Augier'& Sandeau's *LeGendre de M. Poirer by Preston 
 (Blackie & Son) ; with questions on grammar and composition. 
 Ontario High School French Grammar complete. 
 
 5. Germa.n^Biichheim's Modern German Reader, Part 
 II, to end of selection 10, second division ; and Schiller's Wil- 
 helm Tell >hy Carruth, Acts I, II, III and IV (Macmillaii). 
 Joynes-Meissner's Grammar for Grammar and -Composition. 
 
 6. Algebra:— Hall & Knight's Senior Matriculation Al- 
 gebra (Macmillan). (A reprint of the first 19 chapters of the 
 old and larger text). 
 
35 
 
 ^,r h Geometry:— Hall & Stevens' School Geometry, Parts 
 V and VI, omitting pages 306 to 310 and pages 411 to the 
 end. 
 
 8. Trigonometry:— (o) Plane: Murray's Plane and 
 Sphencal (Longmans). (&) Spherical: Murray's Plane and 
 Sphertcg,l, Chapters I, II, III and IV. 
 
 9. Physics:— O^tono High School Physics (Gopp, Clark) 
 complete and Laboratory Manual. 
 
 10. Botany: — Bergen and Davis' Principles of Botany 
 (MacMillan). 
 
 11. Chemistry: — Newell's General Chemistry, Parts I 
 and II (one volume) (Hpath & Co.). 
 
 12. History: — ^Myers' A Short History of Medieval and 
 Modern Times (Ginn & Co.). The two history texts for Grades 
 XI and XII bound in one volume may be had from the School 
 Book Bureau. 
 
 COMMERCIAL COURSE. 
 
 Authorized for the Halifax County Academy. 
 
 The commercial course is regarded as a fourth year course 
 of the High School. Students entering it have a Grade XI 
 certificate and have made at least 60 per cent, in English of 
 Grade XI, Arithmetic of Grade X, and Geography of Grade IX. 
 Such students can complete the course infone^year. Those 
 having lower attainments may enter the course provided there 
 is accommodation. T^hey cannot, as a rule, graduate in one 
 year. 
 
 Periods or Sessions Pass 
 ' per week. Mark. 
 
 Double Entry Bookkeeping . . . (Kaulback & Shurman's) . .2 sessions 60 p. c. 
 
 Commercial Correspondence ,. (E. Werner's) '. . .: 1 period 60 p. c. 
 
 Commercial Law (Wm. H. Anger's) 1 period 60 p. c. 
 
 Penmanship (C. C. Lister's) 2 periods . , . .75 p. c. 
 
 Shorthand (Isaac Pitman's) 5 periodsf 75 p. c. 
 
 j& 100 words 
 [per minute. 
 
 Typewriting .....' (A.J. Barnes') 10 periods [Tabular, 75 p. c. 
 
 jSpeedj 35 words, 
 [per min. 
 
 Political Economy (Jevon's Primer^Fawcett's , 
 
 for reference) .... 1 session 60 p. c 
 
 A pferiod is 45 minutes, a session at least one hour. 
 
36 
 
 NOVA SCOTIA TECHNICAL COLLEGE. 
 
 Correspondence Instruction Department. 
 
 The Nova Scotia Technical College has opened a new 
 department of correspondence instruction and has appointed 
 Prof. W. S. Ayars director of this new branch of work. He 
 is well qualified by training and experience to conduct this new 
 ei5i.terprise. He is a graduate in Mechanical engineering of 
 the University of Lehigh and has taught various subjects in 
 this department of instruction in the University of Pennr 
 Sylvajlia, Pratt Institute in Brodklyh, N. Y., and the Technical 
 College in Halifax. He has had long practical experience m 
 machine-tool industries, in the Mercantile Marine, as sales 
 engineer for a^large firm in the West and as practising engineer 
 for the Chicago, Milwaukee and St. Paul, R. R. 
 
 COURSES. 
 
 The correspondence courses which are now ready for dis- 
 tribution are as follows: — > 
 
 7: 
 Shop Arithmetic Steam Boilers 
 
 Advanced Shop Mathematics Heat as Applied to Steam 
 
 Engineering 
 Practical Algebra , Siniple Steam Engines _ ^ 
 
 Geometry arid Trigonometry Compound Steam Engines 
 Mechanical Drawing Gasoline Autorhobile 
 
 Machine Dfawihg Gas Engine Ignition 
 
 Elementary Machine Design Dressmaking 
 *. 
 
 Many other courses are in preparation and will be an- 
 nounced sjaortly. Each of the courses is eminently practical 
 and especially adapted for the needs of students in this pro- 
 vince. 
 
 The Price of the courses is very modelrate, each one costing 
 only $10.00 except the Dressmaking cburse and it is only $5.00. 
 
 STAFF OF EXAMINERS. 
 
 Prof. J. W. Crowell of Mt. Allison is the examiner of the 
 class in the Gasoline Automobile; Prof. F. R. Faulkner of the 
 Technical* College is the examiner for the course in PracticdL 
 Geometry, Algebrk and Trigonometry. The other examiners 
 are all competent to explain away any difficulty Which a stud- 
 ent in his special course might meet. A great advantage which 
 
37 
 
 these courses at th^ Technical College present to Nova Scotians 
 IS the short lapse of time which may occur between the asking 
 and answermg of a -question by mail, 
 
 SYLLABI. 
 
 As samples of the thoroness and the special adaptation 
 ot the subject for practical ends, synopses of three of the cour- 
 ses are appended. 
 
 Shop Arithmetic. 
 
 _ Common Fractions; Money and Wages; Decimal Frac- 
 tions; Percentage; Circumferences of circles; Cutting and 
 Grmdmg speeds. 
 
 Pulley and Belts; Ratio and Proportion; Pulley and Gear 
 Trains; Change Gears. 
 
 Areas and Volumes of Simple Figures: — Squares; Square 
 
 Root; Cubes andjhe Higher Powers; Square Measure; Area 
 
 of a Circle; The Rectangle; The Cube; Volumes of Straight 
 
 'Bars; Weights of Metals; Short Rule for Plates; Weight of 
 
 Casting from the Pattern. 
 
 Mathematical Tables: Levers: Tackle Blocks: The In- 
 clined Plane and Screw: Work, Power, Energy: Horse-power 
 of Belting: Horse-ipower of Engines:, Mechanics of Fluids: 
 Heat : Strength of Materials. 
 
 Advanced Shop Mathematics. 
 
 J 
 Formulae such as are used in Shop Practise : Explanation 
 of I Algebraic Terms: Algebraic Addition and Substraction : 
 Transformation of Formulae: Solution of Simple Equations: 
 Tables and Curves: Geometric Problems: Construction of 
 Geometric Figures: Areas of Geometric Figures: Rectangle: 
 Triangle; Parallelogram; Trapezoid; Pentagon, hexagon, octa- 
 gon; Ellipse; Any irregular figure: The Plainimeter: Vol- 
 'limes and Surfaces of Solids: Elementary Trigonometry: 
 Screw Treads and Spirals: Acme screw threads; Brown and 
 Sharpe worm threads; Briggs standard pipe threads; Whit- 
 worth standard screw threads; British Association screw 
 threads. French standard screw threads; International staln- 
 dard screw threads ; Buttress threads ; Square threads ; Spiral 
 gears. 
 
 Solution of Triangles : Logarithms. 
 
38 
 The Gasoline Automobile. 
 
 General Construction: Types of cars, Chassis, Frame, 
 Springs, Steering gear. Axles, Differential, Power plant and 
 transmission, Torque arm. Strut rods. Brakes, Wheels, Tires, 
 Rims, Speedometer Drive, Control system. 
 
 Engines : Explosions, Cycles, Valves, Two and four-stroke 
 engines, Flywheel, Ignition, Clearance and Compression, Piston 
 cooling. Cylinder cooling. Muffler, Horse power. 
 
 Power Plant Groups and Transmission Systems : Single and 
 multi-cylinder engines. Power plant and transmission arrange- 
 ments. Clutches, Change gear sets. Planetary gearing. Universal 
 joints and drive shaft. Final drive, Types of live rear axles. 
 
 Fuels and Carburetting Systems: Hydrocarbon oils, Gaso- 
 line gas and air mixtures. Principles of carburetor construction, 
 Types of carburetors, Carburetor adjusting and control. Gravity 
 pressure and vacuum feed systems ; Intake manifolds; Care of 
 gasoline. 
 
 Lubrication and Cooling: Friction and lubricants, Cylinder 
 oils, Systems of engine lubrication. Systems for cooling. 
 
 Batteries and Battery Ignition: Electrical definitions. Con-. 
 nexions, Ignition systems, Timers, Spark plugs. Master vib- 
 rators. Spark advance and retard, Automatic spark advance. 
 
 Magnetos and Magneto Ignition: Magnetism, Mechanical 
 generation of current. Types of magnetos and systems of igni- 
 tion, General suggestions on magnetos. Common magneto igni- 
 tion definitions. 
 
 Starting and Lighting Systems : Types of starters. Wiring 
 systems, Types of starting and lighting systems, Care of start- 
 ing and lighting apparatus. Troubles : — Starting motor, gener- 
 ator and battery. Winter care of batteries. "Don'ts" on 
 starting equipment. 
 
 ' Automobile Troubles and Remedies: Power plant. Engine, 
 Carburetion, Ignition, Lubricating and cooling. Starting and 
 lighting, Transmission, Chassis. 
 
 Operation and Care: Preparations for starting, Cranking, 
 How to drive. Use of the brakes. Care in driving, Knowing the 
 car. Spring overhauling. Washing car. Care of tires. Tire troubles, 
 Figurmg speeds. Interstate regulations, Canadian regulations, 
 Tourmg helps. Route books. Cost records. 
 
39 
 226. THE UNIVERSITY GRADUATES EXAMINATION. 
 
 oan /■¥*""'■ subjects may be passed during the undargraduate course. See Reg! 
 
 I 
 
 The university graduates testing examination shall be upon 
 two series of papers— the higher of university "graduation dis- 
 tinction" standard, the lower of university "graduation pass" 
 standard. The university graduate examination "pass" shall 
 require at least a paper in each group of subjects, English, 
 Foreign Languages, Mathematics, and the Sciences :— with, 
 
 (1) A pass (50%) in at least one subject of the higher 
 standard (wo/Of subjects). 
 
 (2) A pass in five other subjects of the lower standard 
 (w««or subjects). 
 
 (3) Certificates of the following university courses or 
 approved equivalents taken and passed by candidates 
 shall be imperative and must be taken later than the first 
 year of the university course, namely: — Logic and Psy- 
 chology, and any two of the following: Ethics, Political 
 Economy, Sociological Science, Modem Philosophy, His- 
 tory. 
 
 ! 227. SYLLABUS OF THE HIGHER STANDARD. 
 
 [Two papers, three hours long, on each subject]. 
 
 English. 
 
 (A) History of the English Language as in Lounsbury or 
 Emmerson and a general idea of the history of "English Spel- 
 ling and Spelling Reform" as in Lounsbury. 
 
 (B) History of Nineteenth Century English Literature, as 
 in Herford's "The Age of Wordsworth" (1798-1832), and Wal- 
 ker's "The Age of Tennyson" (1830-1879). 
 
 (C) A thorb knowledge of the following works: — Dow- 
 den's "Selections from Wordsworth," Browning's Shorter Poems ' 
 by Baker, Tennyson's Shorter Poems by Nutter, Palgrave's 
 Ck)lden Treasury of Songs and Lyrics (Book IV), Pancoast's 
 "Standard English Prose" (the selections from Lamb to Steven- 
 son). 
 
 (D) Ten Brink's History of Early English Literature 
 (Vol. I). 
 
40 
 
 (E) Blight's Anglo-Saxon Reader (the introduction and 
 Parts I, II and IV). 
 
 (F) Morris' Specimens of Early English, Part I (Extracts 
 ix to xviii inclusive) . 
 
 [N, B. All candidates are expected to have a thoro know- 
 ledge of the principles of Composition. To ensure the pos- 
 session of this knowledge and of the ability to make practical 
 use of it, the writing of an Essay on some one of the seversu 
 given subjects will form an important part of this examination]. 
 
 Foreign Languages. 
 
 I ' , 
 
 Translation at sight, from any ordinary authors, with 
 Grammar (including Prosody), Composition, and a fair know- 
 ledge of the national, social, institutional and literary history of 
 the people whose language is dealt with, in any, two of the fol- 
 lowing languages: — Latin, Greek, French, German. 
 
 I , 
 
 [Extracts will be set from at least three prose and three 
 poetical authors in esach language. In French and German the 
 candidate's ability to use the spoken language may be tested by 
 one or more questions requiring viva voce examinatioii].' 
 
 Mathematics, 
 
 (A) Algebra, Geometry aiid Trigonometry as in Grade XI I. 
 
 (B) Plane and Solid Analytical Geometry, including the 
 general equation of the second degree. Differential and Iii- 
 tegral Calculus, as in Murt-ay's Infinitesimal Calculus. 
 
 , Sciences. 
 
 Any one of the f ollovving : 
 
 Physics. 
 
 (A) A knowledge oi General Physics, as in "A Textbook of 
 Physics" by Watson (unstarred sections), or any equivalent. 
 
 (B) The presentation of note books describing the labora- 
 tory Experimental work of the candidate, duly certified by the 
 Instructor, the work to consist of at least 50 experiments of 
 recognizpd University work (e. g. as in Ames and Bliss' "Manuai 
 of Experiments in Physics") . In cases where the candidate can- 
 
41 
 
 not! present note books satisfactory to the examiner, the test 
 may be made by a practical laboratory examination. 
 
 (C) Elementary Mathematical Physics. A knowledge of 
 the results obtained by the application of elementary mathema- 
 tics to j)hysical problems; such as might be obtained during a 
 course of lectures of two or three hours per week running thru 
 two years. The grade of work such as is given in Preston's 
 "Theory of Heat," Preston's "Theory of Light", and J. J. 
 Tljomson's "Elements of Electricity and Magnetism", or their 
 equivalents. 
 
 Chemistry. 
 
 (A) Inorganic Chemistry as in Smith's "General Inorganic 
 Chemistry," or an equivalent, with laboratory work in General 
 Chemistry, which should include the preparation of some typical 
 gases, acids, and salts, and at least five or six quantitative ex- 
 periments in illustration of the fundamental laws of Chemistry. 
 The laborator;y' work may be partially tested by requiring the 
 candidate to produce a properly certified record of his experi- 
 mental work. 
 
 (P) Organic Chemistry as in Remsen's "Coinpounds of 
 Carbon," or an equivalent to be accompanied by laboTatory 
 work, which should include the preparation of at least 20 typical 
 carbon compounds. The laboratory work may be tested partly 
 by questions in the papers on Chemistry, and partly by requiring 
 the candidate to produce specimens of his preparations properly 
 certified to be his own work. 
 
 (C) Atifilytical and Physical Chemistry, including: 
 
 (1) Qufilitative Analysis of the cornmon acids and bases. 
 
 Candidates may be tested by a practical laboratory ex- 
 amination and by questions in the Chemistry papers. 
 
 (2) Quantitative Analysis. The estimation of the follow- 
 ing elements in their common compounds: — Chloriije, 
 Sulphur, Phosphorus, Carbdn (in carbonates), Silicoq, 
 Silver, Copper, Calcium,' Magnesiuni, Lead, Iron;_ Car- 
 bon and Hydrogen in organic compounds. Candida^tes 
 may be tested by a practical exercise in the laboratory 
 and by questions in the Chemistry papers. 
 
 (3) Physical Chemistry, as in Talbot and Blanchard's 
 "Electrolytic Dissociation Theory" and Walker's "In- 
 troduction to Physical Chemistry." 
 
42 
 
 (D) Outlines of Chemistry, as in Tilden's "Short History of 
 Scientific Chemistry," Thorpe's "Essays in Historical Chemis- 
 try," "Justus von Liebeg" and "John Dalton" in the Century 
 Science Series. 
 
 Biology. 
 
 (A) Botany as in Principles of Botany and Laboratory and 
 Field Manual by Bergen and DaVis. A practical knowledge of 
 the system of classification and the use of Manuals, as Gray's. 
 An acquaintance with (a) the common Spermatophytes and 
 Pteridophytes of Nova Scotia and (b) type species of native 
 Bryophytes and Thallophytes representing the more common 
 classes or orders. The exhibition of and exajnination upon a 
 collection of fifty species correctly determined and well mounted 
 by the candidate under (a), and of twenty-five (counting mic- 
 roscopic slides) also mounted and determined under (b) . As 
 evidence of the character and scope of the practical work done 
 by the candidate, laboratory note books with drawings, properly 
 certified, must be submitted at the examination, and the written 
 papers may be supplemented by viva voce examination and tests 
 in laboratory work and manipulations.* 
 
 (B) Zoology as in Hertwig's Manual of Zoology (translated 
 by Kiiigsley). A practical knowledge of the system of classifi- 
 cation and the use of manuals as Jordan's. An acquaintance 
 with (a) the more common vertebrate fauna of Nova Scotia, 
 and (b) typical species of the classes of native invertebrates. 
 The exhibition of and examination upon at least fifteen speci- 
 mens under (a) and at least twenty-five microscopic or macro- 
 scopic specimens under (b) , all correctly determined and neatly 
 mounted or prepared by the candidate. As evidence of the 
 character and scope of the practical work done by the candidate, 
 laboratory note books with drawings, properly certified, must 
 be submitted at the examination and the written papers may be- 
 supplemented by viva voce examination and tests in laboratory 
 work and manipulation.* 
 
 (C) Economic Biology. A knowledge of the more common 
 injurious weeds and insect pests of the Province; also of the bio- 
 logical role of Bacteria in relation to Agriculture. Works of re- 
 ference: FarmWeeds of Canada; Economic Entomology hy Smith 
 and Bacteria in relation to Country Life by Lipman. 
 
 *The candidate must show his ability to dissect macroscopically and mic- 
 roscopically, to make miscroscopic sections, and have an elementary knowledge 
 of miscroscopic technique. A monograph upon, or a special study of, any bio- 
 logical group of species, may be accepted according to its merits as supplemen- 
 tmg defects m collections, etc. Any original work showing a knpwledge of the 
 subject will enhance the candidate's standing. 
 
43 
 
 (D) History of Biology. Prescribed readings: From the 
 Greeks to Darwin by Osbom ; Origin of Species by Darwin ; Dar- 
 winism Today by Kellog. 
 
 Geology and Mineralogy. 
 
 (A)_ General Geology as in College Geology by Chamberlin 
 and Salisbury, or an equivalent, and Canadian Geology as in 
 Geology and Economic Minerals of Canada by Young and Brock./ 
 
 (B) Economic Geology. The origin, mode of occurrence 
 and uses of economic minerals as in Ries' the Economic Geology 
 <)f the United States, and the distribution of these in Canada, as 
 in Geology and Economic Mirierals of Canada. 
 
 (C) Petrography and Mineralogy. Such a knowledge of 
 rocks as will enable one roughly to determine specimens in the 
 field. The determination of typical rocks in their section. A 
 
 .knowledge of the important economic minerals, and their deter- 
 mination by physical properties, and simple blow-pipe tests. 
 
 (D) ' Practical Geology. The identification of structural 
 and topographical features. A knowledge of the methods em- 
 ployed in conducting geological surveys, and in the construction 
 of geological maps and sections and their interpretation. 
 
 The exhibition of certified class notebooks,, drawings, maps 
 and sections, etc., made by the candidate. (The viva voce ex- 
 amination may include practical work in the field, and the iden- 
 tification of the more common fossils, minerals, rocks, etc., and 
 petrographic microscopic as well as macroscopic characters). 
 
 (E) A n Historical Outline of Geology as in Geike's Founders 
 of Geology, or an equivalent, and some acquaintance with the 
 leading present-day workers. 
 
 228. SYLLABUS OF THE LOWER STANDARD. 
 
 [One paper three hours long on each subject, supplemented 
 by viva voce exanlination and practical demonstration at the 
 Opti<in of the examiner.] 
 
 English. 
 
 As in (A), (B) and (C) of the Higher Standard. 
 
 [AH canidates are expected to have a thoro knowledge of 
 the principles of Composition. To ensure the "possession of 
 
44 , 
 
 this knowledge and of the ability to make practical use of it, the 
 writing of an Essay on some one of several given subjects will 
 form an important part of the examination.] 
 
 Foreign Languages. 
 
 As ill the higher standard but with easier questions. In 
 French and German the candidate's ability in the spoken lan- 
 guage may be tested by one or more questions requiring viva voce 
 examination. 
 
 Mathematics. 
 
 As in .(A) of the higher standard; 
 
 Sciences. ^ 
 
 . Any of the following : — 
 
 Physics: As in (A) of the higher standard. 
 
 Chemistry: As in (A) of the higher standard, omitting the 
 sections of the text book in small print. 
 
 Biology: As in (A) or (B) of the higher standard, together 
 with an outline of the history of Biology, as in The 
 Science ofLije by Thohison, and Bacteria in Relation to 
 Country Life by Lipman. 
 
 Geology and Mineralogy: As in (A) of the higher standard^ 
 and Miller's Minerals and How They Occur. Some know- 
 ledge of field work and map making as in (D) of the high- 
 er standard, which may be tested rbainly in the viva voce 
 examination. 
 
 229— Non-Graduate Candidates. 
 
 Candidates who have not graduated from a recognized Uni- 
 versity, if they have spent at least four academic years in study 
 after attaining the grade XII standard of scholarship, and have 
 obtained a pass on fhe testing provincial University graduate 
 examination, may be admitted to a special examination on the 
 remaining subjects of a full university course, in order to obtain 
 the standing of a graduate of a recognized university under 
 those regulations. But the cost, syllabus and time of any such 
 examination have npt at present been determine^. 
 
45 
 230— General Rules of Examination. 
 
 .(*). Options will be given when questions deal with minute 
 iletails in subjects of wider rknge, in the sciences especially, v\^ith 
 the object of equalizii;ig the effects of different instructors, and 
 texts are ^nentioned merely to indicate the comprehensiveness 
 and mtensiveness of the study requifed. 
 
 (b) An average of fifty per tent and fifty on the major, 
 with none below forty on the minor subjects, is required for a 
 pass, provided the candidate also passes in the practical and 
 inva voce examination. An average of forty per cent will be 
 
 ^accepted as a teachers' pass on grade XII, and of thirty per cent 
 as a teachers' pass on grade XI, provided English and the major 
 do not falj below the pass mark. 
 
 (c) A candidate may also pass by partial examinations 
 (that is, on one or more subjects in different years) by making at 
 
 ' least fifty per cent on each minor subject \<rhile art undergradu- 
 ate or gf-aduate, and at least fifty per cent on a major subject 
 after graduation from the university. 
 
 . ' (d) The examination will be held in The Technical 
 College, Halifax, during the third week in August, for the con- 
 -venience of laboratory demonstration and viva voce examination. 
 
 (e) A preliminary riotice stating the intention to make ap- 
 plication, and specifying the details to be proven and subjects 
 to be taken, should be sent in to the Superintendent not later 
 than the first day of May preceding. 
 
 Application for examination should be made to the Superin- 
 tendent of Education before the first day of June, stating the 
 higher and lower subjects to be written upon, and furnishing 
 proof (1) of havihg matriculated into a university on a standard 
 approximately^s high as the pass of Grade XII of the provincial 
 high school, (2) of having taken thereafter a full course of four 
 academic years, three of which must have been the second, 
 third and fourth years of the university course, and (3) of gradu- 
 ation as recognized in the regulations preceding. 
 
 (/) There shall be no fee for examination. 
 
46 
 23i.^^Publishers of Texts Mentioned. 
 
 Emerson's "History of the English Language(Macmillan). 
 
 Lounsbury's "English Language" (Henry Holt &Co.). 
 
 Lounsbury's "English Spelling and Spelling 
 
 Reform" (Harpers). 
 
 Herford's "The Age of Wordsworth" (Bell & Sons). 
 
 Walkers "The Age of Tennyson" (Bell & Sons). 
 
 Dowden's "Selections from Wordsworth" . . (Ginn & Co.). 
 
 Baker's "Browning's Shorter Poems" (MacMillan). 
 
 Nutter's "Tennyson's Shorter Poems" (MacMillan). 
 
 Palgrave's "Golden Treasury" (MacMillan). 
 
 Pancoast's "Standard English Prose" (Holt & Co.). 
 
 Ten Brink's "History of English Literature" (Bell & Sons). 
 
 Bright's Anglo Saxon Reader. (Holt & Co.). 
 
 Morris's Specimens of Early English, Part I (Clarendon Press), 
 
 Murray's Infinitesimal Calculus (Longmans). 
 
 Watson's Text Book of Physics (Longmans). 
 
 Preston's "Theory of Heat" (Macmillan). 
 
 'Preston's "Theory of Light" (Macmillan), 
 
 J. J. Thompson's "Elements of the Mathe- 
 matical Theory of Electricity and Mag- 
 netism" (Cam. U. Press). 
 
 Smith's "General Chemistry" (Century Co.), 
 
 Smith's "General Inorganic Chemistry" .... (Century Co.). 
 
 Remson's "Com ounds of Carbon" (D. C. Heath Co.). 
 
 Talbot and Bla i chard's "Electrolytic Dis- 
 sociation Theory" (Macmillan). 
 
 Walker's "Introduction to Physical Chem- 
 istry" (Macmillan). 
 
 Tilden's "Short History of the Progress of 
 
 Scientific Chemistry" (Longmans), 
 
 Thorpe's "Essays in Historical Chemistry" . (Macmillan). 
 
 Shenstbne's "Justus t^on Liebeg" in Cen- 
 tury Science Series! (Macmillan). 
 
 Sir H. E. Roscoe's "John Dalton" in Cen- 
 tury Science Series. (MacMillan). 
 
 Bergen and Davis' "Botany and Laboratory 
 
 M'anual" (Ginn & Co.) 
 
 Gray's "Manual of Botany" (Seventh 
 
 Edition) ; . . (Am. Book Co.). 
 
 Jordan's "Manual of Vertebrates" (McClurg,& Co.). 
 
 "Bacteria in Relation to Country Life" by 
 
 Lipman (MacMillan). 
 
 "Darwinism To-Dayy by Kellogg . (H. Holt & Co.). 
 
 "From the Greeks to Darwin" by Osborne . (Macmillan). 
 
 Thompson's "Science of Life" (Blackie & Son).' 
 
47 
 
 Jordon & Kellogg's "Animal Life" (D. Appleton). 
 
 Bower's "Practical Botany for Beginners" (Macmillan). 
 Hand Book of Instructions for Collectors .,(Bpt. Museum). 
 
 ' Scott^JsU:roduction to Geology" (Macmillan). 
 
 ,Salisfiu?y's "Physiography" (H. Holt & Co.) 
 
 Miller's "Minerals and How They Occur" . . ^Toronto). 
 
INDEX. 
 
 Page. 
 Public School Program: 
 
 Introductory Regulations 201, 202 239 
 
 General Prescriptions, Reg. 203-216 240 
 
 Special " Grades I-VIII 245 
 
 "Technical" Substitutes, Grades VII, VIII 249 
 
 Rural Schools with one Teacher 253 
 
 Suggestive Time Table. 257 
 
 Common School with two teachers > 258 
 
 " " three " .................... 259 
 
 County Academy Entrance Examination 262 
 
 High School Promotions, Grade IX to XII 262 
 
 High School Program, Grade IX 265 
 
 " " X 267 
 
 " " " " XI 268 
 
 Xli .' 269 
 
 Commercial Course 271 
 
 Technical College Correspondence Courses 272 
 
 University Graduates Examination 275 
 
 Syllabus of the Higher Standard • • • 275 
 
 " Lower " .• 279 
 
 General Rules and Tests suggested. 281 
 
 NOTE. This Outline Program will serve for years subsequent 
 to 1918, by noting from time to time any changes of texts prescribed 
 in the Journal of Education, until there is a material change in 
 the Courses.